Essential Question: Why is it important to ask questions ...



|Essential Question: Why is it important to ask questions while you are reading? |

|Reading Standards: |Reading I Can Statements: |

|RL.1.1 Ask and answer questions about key details and events in a text. |I can discuss important parts of the story. |

|RI.1.1 Ask and answer questions about key details in a text. | |

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| |I can answer who and what the informational text is about. |

|Writing Standards: |Writing I Can Statements: |

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|W.1.7 Participate in shared research and writing projects (e.g. explore a number|I can help research a project (e.g. explore a number of “how to” |

|of “how to” books on a given topic and use them to write a sequence of |books on a given topic and use them to write a sequence of |

|instructions). |instructions). |

|Foundational Skills Standards: |Foundational I Can Statements: |

|RF.1.1 Demonstrate understanding of the organization and basic features of | |

|print. |I can point to words from left to right, top to bottom, and page by |

|1a Recognize the distinguishing features of a sentence (e.g. first word, |page. |

|capitalization, ending punctuation). |I can identify a sentence. |

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|RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds | |

|(phonemes). |I can give an example of a word with one syllable. |

|2a Distinguish long from short vowel sounds in spoken single syllable words. | |

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|RF 1.4 Read with sufficient accuracy and fluency to support comprehension. | |

|4a Read on-level text with purpose and understanding. |I can read grade level text. |

| |I know the purpose for reading. |

|Reading Foundational Skills Learning Objectives: |I read with understanding of the text. |

|On a printed page, identify examples of first and last letter in a word, first | |

|and last words on a page, and first and last words in a sentence. (RF.1.1a) | |

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|Orally segment, delete, and substitute syllables in multisyllable words. | |

|(RF.1.2a) | |

|Language Standards: |Language I Can Statements: |

|L.1.1 Demonstrate command of the conventions of standard English grammar and | |

|usage when writing or speaking. | |

|1a Print all upper- and lowercase letters. | |

|1j Produce and expand complete simple and |I can identify and write a simple declarative sentence. |

|compound declarative, interrogative, imperative, and exclamatory sentences in | |

|response to prompts. | |

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|Language Skills Learning Objectives: | |

|Complete sentences in which one part of the “who” “is doing/did what” “to whom | |

|or what” is missing.(L.1.1j) | |

|Speaking and Listening Standard: |Speaking and Listening I Can Statements: |

|SL.1.1 Participate in collaborative conversations with diverse partners about | |

|Grade One topics and texts with peers and adults in small and larger groups. | |

|1a Follow agreed-upon rules for discussions(e.g., |I can listen to others and share my ideas when it’s my turn. |

|listening to others with care, speaking one at a time | |

|about the topics and texts under discussion) | |

|Academic Vocabulary: |Sight Words: Use a few of the high frequency reading words based on |

|Informational Research |assessment of students. (The high frequency reading words can be |

|Syllable Purpose Declarative |found on the district website.) |

|Spelling Words: |

|Pattern: ack, am word families |

|Add a few of the high frequency writing words based on assessment of students. |

|(The high frequency writing words can be found on the district website.) |

|Comprehension Strategies: |

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|Formative Assessments: |

|Oral Questioning |

|Think-Pair-Share |

|Observation and Checklist |

|Rubric |

|Written Assessment |

|Graphic Organizers |

|Visual Displays |

|Exit Slips |

|Instructional Strategies: |

|Balanced Literacy |

|Comprehension Strategies |

|Direct Instruction |

|Modeling, Shared Guided, & Independent Practice |

|Anchor Charts |

|Guided Reading |

|Buddy Reading |

|Writer’s Workshop |

|Reader’s Workshop |

|Think-Pair-Share |

|Word Work |

|Literacy Centers |

|Morning Message |

|Graphic Organizers |

|5 Essential Components of Reading |

|Read Aloud Text(s): |

|See “Suggested Works” for examples of texts to be used in this unit. |

|Shared Reading Text(s): |

|See “Suggested Works” for examples of texts to be used in this unit. |

|Other Text(s): |

|See “Suggested Works” for examples of texts to be used in this unit. |

|Art: |

|See “Suggested Works” for examples of art to be used in this unit. |

|Music: |

|See “Suggested Works” for examples of music to be used in this unit. |

|Multimedia: |

|See “Suggested Works” for examples of multimedia to be used in this unit. |

|Math: |

|Science: |

|See Mississippi Frameworks |

|Social Studies: |

|See Mississippi Frameworks |

|Notes: |

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| Learning Tasks: |

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|Syllables |

|Using colored rectangles or cards (distinguished from any manipulative used to mark phonemes), ask students to decide how many rectangles are needed |

|to mark the syllables of a spoken word: detective; investigator; mystery; pilot; adventure. Students put out a card for each syllable, while saying |

|the syllables slowly. Then ask, “Which one is this?” Or ask, “What is left if I take this one away?” (RF.1.2a) |

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|Class Discussion/Reading/Informational Text: |

|Tell the student that just because books are called “ABC books” does not mean they are always easy to understand. Therefore, to understand them, we |

|have to be willing to ask questions and to think deeply and look for key details. Tell the students that they are going to look at The Graphic |

|Alphabet. Using a document camera for viewing this book would be helpful. On each page, there is a letter, but there is something more going on than |

|just that letter. Look at A. Have the students ask questions about the page and try to answer them (e.g., “Why is the letter A crumbling? Could the |

|letter be a mountain? Is that an avalanche?”) As you go through the book and throughout the unit, introduce the new vocabulary. (RI.1.1, RI.1.7, |

|L.1.1j, SL.1.6) |

|Class Discussion/Poetry/Fluency: |

|The theme of the poetry in this unit is the love of books and language. By visually displaying the poems (i.e., an interactive white board, document |

|camera, overhead projector, or chart paper), students will review sight words and see the way the poem is written (i.e., with lines and stanzas). |

|Using a poem such as “Good Books, Good Times!” (Lee Bennett Hopkins) or “How to Eat a Poem” (Eve Merriam), encourage the students to read with you |

|repeatedly and to ask questions until they understand the poem. Poetry is easily transformed into choral reading (reciting) by highlighting lines from|

|one punctuation mark to the next, and then assigning groups to read those highlighted sections. (SL.1.2, RF. 1.4) |

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|Kirkland Unpacking: |

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|See Activities in Kirkland Unpacking pages 1-2 (RL.1.1) |

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|See Activities in Kirkland Unpacking pages 30-32 (RI.1.1) |

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|See Activities in Kirkland Unpacking pages 94-95 (W.1.7) |

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|See Activities in Kirkland Unpacking pages 60-64 (RF.1.1) |

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|See Activities in Kirkland Unpacking pages 65-68 (RF.1.2) |

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|See Activities in Kirkland Unpacking pages 72-75 (RF.1.4) |

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|See Activities in Kirkland Unpacking pages 115-119 (L.1.1) |

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|See Activities in Kirkland Unpacking pages 100-103 (SL.1.1) |

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