Webster Public Schools ELA Curriculum Map ~ Wonders McGraw ...

Reading Literature

Webster Public Schools ELA Curriculum Map ~ Wonders McGraw-Hill: Grade 1 - Unit 1-Week 1

Texts Used Across All Domains:

Reading Writing Workshop: Jack Can

Literature Anthology: Nat and Sam

Paired Reading in Anthology: Rules at School

Literature Big Book: This School Year Will be the Best

Read Aloud: School Around the World

Leveled Readers: A: A Fun Day O: We Like to Share B: Class Party E: We Like to Share

Paired Readings: A: We Share O: Look at Signs B: Our Classroom Rules E: Look at Signs

Unit 1 Big Idea: Getting to Know Us (6-7 Weeks) ~ What makes you special?

Week 1 Weekly Concept: At School Essential Question: What do you do at your school?

Focus Standards/Objectives

Resources/ Strategies

Assessments

RL 1.1 Ask and answer questions about key details in a text. Students will cite relevant evidence from the text as they ask and answer questions about the selection, focusing on key details.

RL 1. 5 Identify characteristic structures of common types of stories, (e.g. including folktales and fairy tales). Students will identify the characteristics of realistic fiction (an invented story with imaginary characters and events; could happen in real life; has a beginning, middle, and an end).

High Frequency Words: does, not, school, what

Oral Vocabulary Words: learn, subjects, common, object, recognize

DIBELS Writing Benchmark MAP

Special Education and ELL Accommodations How will curriculum instruction and/ or assessments be accommodated to meet the needs of each student? Select one unit and provide examples.

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RL1.7 Use illustrations and details in a story to describe its characters, setting, or events. Students will read selections focusing on details in both illustrations and text to answer questions about characters, setting, and plot.

Reading Informational Text

RI 1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Students will use nonfiction text features, such as photographs, to find facts and details.

RI 1.7 Use the illustrations and details in a text to describe its key ideas. Students will analyze photographs in the selection to find information to answer questions.

Reading Foundations

RF 1.1 Demonstrate understanding of the organization and basic features of print. Through teacher modeling of read aloud, students will understand text organization and features.

RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken singlesyllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Students will utilize response boards to represent sounds as they orally blend phonemes for short a words.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Students will identify medial short a sound in a spoken word. They will also practice isolating the initial sound in words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Students will segment the sounds of short a words.

RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs.

b. Decode regularly spelled one-syllable words.

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Writing

Through the use of words building cards and connected text, students will use letter-sound correspondence to correctly blend sounds to read words with short a.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings. Students will add inflectional ending -s to short an action words, read them, and then use them in a sentence.

g. Recognize and read grade-appropriate irregularly spelled words. Students will read High Frequency Words (does, not, school, what)

RF 1.4 Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. This standard is ongoing as students read various selections while working on strategies to help them understand their reading (e.g. making predictions, asking and answering questions, etc.)

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. This standard is ongoing as students read with expression as they increase their decoding skills and fluency. They will practice phrasing in order to improve their fluency.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.1.2 Write informative/explanatory texts in which they that name a topic, supply some facts about the topic, and provide some sense of closure. Students will have a shared writing experience with the teacher using text evidence to write a response to a prompt such as What can Jack do? By examining the text and illustrations in Jack Can.

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers,

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Speaking & Listening

Language

and add details to strengthen writing as needed.

a. (Begins in grade 3)

b. Demonstrate the ability to choose and use appropriate vocabulary (as described in Language standards 4?6 up to and including grade 1). With teacher support, students will revise a prompt such as How do Nat's feelings about school change? To improve their writing. They will make sure that piece utilizes complete sentences, focuses on a single event, and utilizes evidence from the text. While proofreading, they will also make sure their use of vocabulary helps make the writing clear

W1.10. Write routinely for a range of tasks, purposes, and audiences. This standard is ongoing as students work on composing various pieces, such as the response to text piece above (e.g. narrative prompts, opinion pieces, write to text pieces, etc.).

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Students will appropriately participate in conversations while gaining background knowledge and vocabulary as they discuss a topic such as What do you do at your school?

b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion. This standard is ongoing during discussions as teacher prompts students to ask questions to clarify when something is unclear, slowly decreasing the scaffolding as students ask for clarification on their own.

L 1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Print legibly all upper- and lower-case letters. This standard is ongoing as students use proper letter formation when writing upper and lower case letters.

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b. Use end punctuation for sentences. c. Capitalize dates the names of months and names of people. d. Use commas in dates and to separate single individual words in a series. e. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Students will utilize letter sound correspondence to write short a words f. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Webster Public Schools ELA Curriculum Map ~ Wonders McGraw-Hill: Grade 1 - Unit 1-Week 2

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