ela curriculum map for first grade 2012-2013 -...

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ELA Curriculum Map for First Grade 2012-2013 1 Course: First Grade First Nine Weeks (30 days) Grade The units presented during a nine week grading period are meant to be completed in the suggested chunks of time listed within each unit. This means that you may have a unit that continues into another nine week period. The Common Core Standards are year end benchmark standards and will be taught throughout the school year; therefore, these literacy units of study may not always end when your grading period does. First Grade Overview: By conducting shared research, students learn that investigating is foundational to learning. By using books that require conversation, such as The Graphic Alphabet, students understand that ideas are processed through inquiry, thought, and conversation. After the students perform shared research based on a class question, they write a class ABC book about their topic. During this writing, they review the formation of a sentence with proper punctuation. Students respond to a question (prompt) to write what they know about healthy habits (e.g., exercise, healthy eating), focusing on their topic and supporting it with facts. Finally, they apply their knowledge of questioning to poetry and perform the poetry as a choral reading. Unit 1: Alphabet Books and the Children Who Read Them ESSENTIAL QUESTION: Why is it important to ask questions while you are reading? Estimated Time: 6 weeks CCSS College and Career Anchor Standards Reading Key Ideas and Details Writing Research to Build and Present Knowledge Speaking and Listening Comprehension and Collaboration Language Conventions of Standard English Unit Vocabulary Alphabet books, author, capitalization, illustrator, informational, key details, periods, poems, question marks, questions, research question, shared research, sort, stories, topic Reading Foundations - See “Reading Foundations: A Pacing Guide for Reading Instruction” CCSS Standards Formative Assessments Explanations and Examples/Activities Resources RL.1.1: Ask and answer questions about key details and events in a text. RI.1.1: Ask and answer questions about key details in a text. Web or Map Concept Exit Ticket Visual Displays of Information Balanced Literacy: Use all components of the balanced literacy framework daily . Treasures Series Correlation to Common Core http://mnps2010.wikispaces.com/file/ view/CCSS_G1_Treasures09_Correla tion.pdf

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ELA Curriculum Map for First Grade 2012-2013

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Course: First Grade First Nine Weeks (30 days)

Grade The units presented during a nine week grading period are meant to be completed in the suggested chunks of time listed within each unit. This means that

you may have a unit that continues into another nine week period. The Common Core Standards are year end benchmark standards and will be taught throughout the school year; therefore, these literacy units of study may not always end when your grading period does.

First Grade

Overview: By conducting shared research, students learn that investigating is foundational to learning. By using books that require conversation, such as The Graphic Alphabet, students understand that ideas are processed through inquiry, thought, and conversation. After the students perform shared research based on a class question, they write a class ABC book about their topic. During this writing, they review the formation of a sentence with proper punctuation. Students respond to a question (prompt) to write what they know about healthy habits (e.g., exercise, healthy eating), focusing on their topic and supporting it with facts. Finally, they apply their knowledge of questioning to poetry and perform the poetry as a choral reading.

Unit 1: Alphabet Books and the Children Who Read Them

ESSENTIAL QUESTION: Why is it important to ask questions while you are reading?

Estimated Time: 6 weeks

CCSS College and Career Anchor Standards Reading

Key Ideas and Details Writing Research to Build and Present Knowledge Speaking and Listening Comprehension and Collaboration Language Conventions of Standard English

Unit Vocabulary Alphabet books, author, capitalization, illustrator, informational, key details, periods, poems, question marks, questions, research question, shared research, sort, stories, topic

Reading Foundations - See “Reading Foundations: A Pacing Guide for Reading Instruction”

CCSS Standards Formative Assessments

Explanations and Examples/Activities Resources

RL.1.1: Ask and answer questions about key details and events in a text.

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

Web or Map Concept

Exit Ticket

Visual Displays of Information

Balanced Literacy: Use all components of the balanced literacy framework daily.

Treasures Series – Correlation to Common Core

http://mnps2010.wikispaces.com/file/view/CCSS_G1_Treasures09_Correlation.pdf

ELA Curriculum Map for First Grade 2012-2013

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W.1.7: Participate in shared research and writing projects.

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.

L.1.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o L.1.1j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

SUGGESTED OBJECTIVES Use pictures, illustrations, and

details in a text to discern and describe key ideas.

Help shape research questions. Gather information on a given

topic. Listen to one another in

conversations and speak one at a time.

Capitalize names, places, and dates.

Punctuate sentences correctly

Read-Write-Pair-Share

Response Cards

Editing rubric

Summary Writing

Public

Performances

Mix and Match (Logic Lineups)

Kagan

Oral Questioning

Turn to a Partner – Rally

Robin

One-Minute essay

Observation

Social and Emotional Learning (SEL)

Morning Meeting: Connect yesterday’s learning to today’s learning through the use of a morning message. Encourage students to think and talk with one another about your unit of study. Afterwards, encourage further exploration through the completion of a writing prompt.

Reading Literature, Speaking and Listening

As you read the book Tomas and the Library Lady, pause periodically and encourage students to ask questions. By using “I wonder” as the beginning of the question, have students predict what is coming next in the story and clarify understanding. Use sticky notes or whiteboards to keep each child engaged in the questioning. (RL.1.1)

Informative Writing, Research

Using the ABC books as a model, generate some ideas for writing a class ABC book. Work together as a class to come up with potential research questions. Begin by asking questions such as, “Is it possible to create an ABC book with Games to Play as our title?” Allow the class to give some ideas (e.g., names, authors, books, plants, insects). After ideas have been shaped into a research question, allow the children to vote on a theme for the class ABC book. Once the theme is chosen, gather information from a variety of texts and digital resources for each letter of the alphabet. Decide on a design for the book. Assign each student a letter in the book. Each page should include an upper and lower case letter, the key word, an illustration, and a sentence using the key word. Be sure to have them follow rules for spelling and

Balanced Literacy example: Read Aloud: Read “From Head to Toe” by Eric Carle, another book from the list below or a story from the Macmillan McGraw-Hill from the Read-Aloud Anthology. www.macmillanmh.com . Shared reading w/Treasures: “Yes, I Can!” by Alice Tu, pgs. 38-43, Genre: Fiction.

Guided reading: see book room for appropriate leveled readers on topic.

For access to the Macmillan McGraw-Hill Leveled Readers go to -http://leveledreaderdatabase.macmillanmh.com/lbdb/search.form

“Suggested” Works from Common Core Maps (These give examples of the rigor expected in the CCSS. Teachers may use other texts.)

(E) indicates a CCSS exemplar text found in Appendices A of CCSS; (EA) indicates a text from a writer with other works identified as exemplars.

Poems

“Books Fall Open” (David McCord) (Read Aloud)

“Books to the Ceiling” (Arnold Lobel) (EA) (Read Aloud)

“Good Books, Good Times!” (Lee Bennett Hopkins)

“How to Eat a Poem” (Eve Merriam) (EA) (Read Aloud)

“Read to Me” (Jane Yolen) (Read Aloud)

Word Study

Interactive Read Aloud Shared Reading Guided Reading Independent Reading

Modeled/Shared Writing Interactive Writing Guided Writing Independent Writing

ELA Curriculum Map for First Grade 2012-2013

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with a period and question mark. Perform poetry as a choral

reading.

punctuating correctly. (SL.1.1, W.1.7, W.1.2, W.1.8, L.1.1 a, L.1.1j, L.1.2b, L.1.2d, L.1.2e, RF.1.1a)

Language Mechanics, Speaking and Listening

Introduce the writing of declarative and interrogative sentences by focusing on an informational ABC book, such as Eating the Alphabet: Fruits and Vegetables from A to Z (Lois Ehlert). On a chart, write a question such as “What is your favorite fruit?” Teach the students to answer the question with a complete declarative response, such as “My favorite fruit is a strawberry.” Discuss the end punctuation. Continue this activity to teach the expansion of sentences to include details, such as “Strawberries are my favorite fruit because they are juicy, sweet, and delicious.” (L.1.1j, L.1.2b, W.1.5, SL.1.6)

Informative Writing, Language Mechanics

Give students this prompt: “Children should eat healthy foods, exercise, and take care of their bodies. Name one way to stay healthy. Supply some facts about the topic you chose and provide closure at the end of your writing.” As students write, watch closely that they focus on just one way to stay healthy and that they compose an essay supported by facts. Encourage students to write complete sentences and to use the correct end punctuation. (W.1.2, L.1.1j, L.1.2b)

Reading Informational Text, Speaking and Listening

Tell the students 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.1.2)

“You Read to Me, I’ll Read to You” (Mary Ann Hoberman and Michael Emberley)

Stories

A Kiss for Little Bear (Else Holmelund Minarik and Maurice Sendak) (EA)

Alphabet Mystery (Audrey Wood and Bruce Wood) (Read Aloud)

Chicka Chicka Boom Boom (Bill Martin, Jr., John Archambault, and Lois Ehlert) (Read Aloud)

Dr. Seuss’s ABC: An Amazing Alphabet Book! (Dr. Seuss) (EA) (Read Aloud)

I Can Read With My Eyes Shut! (Dr. Seuss) (EA) (Read Aloud)

Little Bear’s Visit (Else Holmelund Minarik and Maurice Sendak) (EA)

¡Marimba! Animales From A to Z (Pat Mora and Doug Cushman) (EA) (Read Aloud)

Morris Goes to School (Bernard Wiseman)

Our Library (Eve Bunting and Maggie Smith) (Read Aloud)

The Library (Sarah Stewart and David Small) (Read Aloud)

Tomas and the Library Lady (Pat Mora and Raul Colon) (E) (Read Aloud)

Informational Texts

Nonfiction Books

26 Letters and 99 Cents (Tana Hoban) (EA)

A Good Night’s Sleep (Rookie Read-About Health) (Sharon Gordon) (Read

ELA Curriculum Map for First Grade 2012-2013

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Reading Literature, Reading Informational Text, Reading Poetry, Speaking and Listening

Throughout this unit, students read from a variety of texts: stories, poems, and informational texts. When you have a ten-minute block, play “I Spy” with the children (e.g., “I spy an informational book,” “I spy a nonfiction book”). The students then have to guess which book you are looking at in the display of unit books. (RL.1.5, L.1.1)

Reading Poetry, Reading Fluency, Performance

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

Art, Speaking and Listening

Look at Children’s Games by Pieter Bruegel. Ask the students to study it closely for a few minutes and write down any questions they have about what they see. When the time is up, have them ask their questions. As the students begin to ask questions aloud, write all of the questions on a chart (e.g., “What are they doing? Is that like a hula hoop? Was this painted a long time ago? . . .”). Talk about the value of asking questions and how we begin to open our minds to think deeply about something. (The painting was done in the sixteenth century, and the artist was perhaps trying to show all of the games he knew. You may want to note the few toys children had—sticks, hoops, etc.) (SL.1.2)

Suggested Activities/Strategies/Projects

- As you read a book, pause periodically and encourage students to ask questions using, “I wonder” as the beginning of the question,

Aloud) Alphabet City (Stephen T. Johnson) An A to Z Walk in the Park (R.M.

Smith) (Read Aloud) Eating the Alphabet: Fruits &

Vegetables from A to Z (Harcourt Brace Big Book) (Lois Ehlert) (Read Aloud)

Exactly the Opposite(Tana Hoban) (EA)

Exercise (Rookie Read-About Health) (Sharon Gordon)

Germs! Germs! Germs! (Hello Reader Science Level 3) (Bobbi Katz and Steve Bjorkman)

I Read Signs (Tana Hoban) (E) I Spy: An Alphabet in Art (Lucy

Micklethwait) (Read Aloud) Look Book (Tana Hoban) (EA) Museum ABC (New York Metropolitan

Museum of Art) (Read Aloud) School Bus (Donald Crews) (EA) The Graphic Alphabet (David Pelletier)

(Read Aloud) The Hidden Alphabet (Laura Vaccaro

Seeger) (Read Aloud) The Turn-Around, Upside-Down

Alphabet Book (Lisa Campbell Ernst) (Read Aloud)

Art, Music and Media

Art

Pieter Bruegel, Children’s Games (1560)

Additional resources

ELA Curriculum Map for First Grade 2012-2013

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have students make predictions. Use Post-Its or white boards to keep each child engaged in questioning.

- Create a Flat Stanley Project (www.flatstanleybooks.com) Read and discuss the book Flat Stanley by Jeff Brown. Invite students to create their own Flat Stanley and send them to family members in different states or countries.

- Visually display poems encourage the students to read with you. (Choral Reading)

As you read highlight lines, review sight words (i.e., lines, stanza, repetition, rhyme)

- Give students a prompt: “Children should eat healthy food, exercise, and take care of their bodies.” Name one way to stay healthy. Supply some facts about the topic you choose and compose a shared writing supported by facts.

- Given directional arrows, lined spaces, and verbal cues, students trace and then write the letters they are learning to read.

- Given a simple statement, such as “The bat hit Sid on his cap,” students identify which words answer the basic questions, who, what, when, where, and how, as they write the sentence in the sentence frame. With a sentence frame representing who or what is doing or did to whom or what, where, when or how. Students write words to create a complete sentence: Sid hid the mat.

- Give students pretend (or real) magnifying glasses to do detective work on a simple book they are reading. Play “I Spy” to find examples of first (initial), last (final), middle (medial), top, bottom, left, right, and capital letters, and periods, question marks, and exclamation points.

- Using colored rectangles or cards (distinguishable 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 place 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?”

Create “vowel houses” where words with the same vowels live.

Adventures in Nonfiction: A Guided

Inquiry Journey (ReadWriteThink) http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html

Book Sorting: Using Observation and

Comprehension to Categorize Books (ReadWriteThink) http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html

ELA Curriculum Map for First Grade 2012-2013

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Using picture cards or spoken words, ask students to listen for and pronounce the vowel in the word, and then place it in the right vowel house. Start with two vowels per activity; progress to more as the students become skilled. (RF.1.2a)

Select the five short vowel sound‐symbol cards and give them to students to hold. Say a word with a short vowel. The student with that card holds it up while everyone says the vowel sound and its key word, feeling how open or closed their mouth is and looking in the mirror if necessary. (RF.1.2a)

- (Note: Introduce about two new sounds per week.) As each new sound‐symbol card is introduced, teach a simple story or rhyme about the sound (e.g., “This is Leo the Lion; he loves to lick lollipops…). With learned associations, play “I’m thinking of…”(e.g., the letter that represents /h/; a sound that letter c can represent; a vowel that begins the word apple…). (RF.1.3a,b,c)

-Teach sound by sound blending of simple words with two to four sounds on a chalkboard or whiteboard, as students watch and follow: For example, with the word “pin,” 1) write the spelling of the first sound [p] and say “sound” as you point to it; 2) write the second spelling [i] and say “sound” as you point to it; 3) sweep your hand from left to right under the letters as you say “blend it”; 4) write the third spelling [n]and say “sound” as you point to it; 5) sweep your hand from left to right under the letters as you say “blend it.” Then say, what’s the word? Quickly use it in a sentence. (RF.1.3a, b, c) Blend fifteen to thirty words per day with sound/symbol associations that have been taught; then read in phrases, sentences, and books. Underline or color code the “outlaw words” that don’t follow the learned patterns.

- Play with “sense” and “nonsense.” Read a sentence, deliberately changing a key word or two. Ask students if it makes sense; if not, ask them to say why. (RF.1.4c)