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Rigorous Curriculum Design—Unit Planning Organizer

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) English Language Arts

Grade and Course

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Unit of Study

Unit 1: Here We Go

Pacing Timeframe: 3 weeks

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts 1RL1: ASK and ANSWER questions about key details in a text. 1SL1: PARTICIPATE in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

“Unwrapped” Priority Standards

“Unwrapped” Concepts(Students

Need to Know)

“Unwrapped” Skills (Students Need

to Be Able to Do)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

RL1

• ASK • ANSWER

• Questions • Key Details

• 1 (Remember) • 2 (Understand)

• 2 (Skills and Concepts)

RI1

• ASK • ANSWER

• Questions • Key Details

• 2 (Understand)

• 2 (Skills and Concepts)

SL1

• PARTICIPATE • COLLABORATE

• Conversations

• 2 (Understand) • 2 (Skills and

Concepts)



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Supporting Standards

1RL3: Describe characters, settings, and major events in a story, using key details. 1RL7: Use illustrations and details in a story to describe its characters, setting, or events. 1RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 1RI7: Use illustrations and details in a text to describe its key ideas. 1SL1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1SL3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 1L1a: Print all upper- and lowercase letters. 1L2b: Use end punctuation for sentences.

1L2c: Use commas in dates and to separate single words in a series.

1L1k: Prints with appropriate spacing between words and sentences.

ELA Overarching Standards

RF1: Demonstrate understanding of the organization and basic features of print. RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF3: Know and apply grade-level phonics and word analysis skills in decoding (words). RF4: Read with sufficient accuracy and fluency to support comprehension. RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI10: With prompting and support, read informational texts appropriately complex for grade 1. W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W6: With guidance and support from adults, use a variety of tools to produce and publish writing, including digital tools and collaboration with peers. W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.



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Reading Foundational Standards Text

During your guided reading groups or RTI sessions, focus on these foundational skills identified in the Fountas and Pinnell word study continuum:

• Early Literacy Concepts: Understanding the concept of a letter and a word; left-to-right directionality

• Phonological Awareness: Hearing, saying and generating rhyming words

• Letter Knowledge: Produce letter names; Recognize uppercase and lower case letters; Recognize consonants and vowels

• Letter/Sound Relationships: Recognize and use beginning consonant sounds; Recognize and use ending consonant sounds; Recognize words with similar beginning sounds and words with similar ending sounds

• Spelling Patterns: Recognize and use the CVC pattern; Recognize and use simple phonograms

• High Frequency Words: Recognize and use grade appropriate high frequency words

• Word Meaning: Recognize and learn concept words; Recognize and use related words

• Word Structure: Understand the concept of a syllable

• Word Solving Actions: Make connections between names and words; Use known words to read and spell

1RF1: Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation)

1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single syllable words by blending sounds (phonemes), including consonant

blends. 1RF3: Know and apply grade-level phonics and word analysis skills in decoding.

b. Decode regularly spelled one syllable words. d. Use knowledge that every syllable must have a vowel sound to determine the number of

syllables in printed word. e. Decode two-syllable words following basic patterns by breaking words into syllables. f. Read words with inflectional endings

1RF4: Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive

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

necessary. d. Read grade appropriate irregularly spelled words.

Essential Questions Corresponding Big Ideas

1. How does asking questions help a reader better understand a literary text?

2. How does asking questions help a reader better understand an informational text?

3. How do effective speakers express ideas and feeling clearly?

1. It is important to use key details in a text to help you understand the text.

2. Asking questions and finding answers in the text helps a reader understand the informational text better.

3. Effective speakers use descriptive language and details to express ideas clearly.



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Unit Assessments Pre-Assessment Post-Assessment

Student Version:

Gr1_ELA_Unit1_Preassessment_Student

Teacher Version:

Gr1_ELA_Unit1_Preassessment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version:

DeKalb Benchmark Assessment



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Performance Assessment

Engaging Scenario

Our read-aloud about rules was great, but can you imagine coming to school with no rules to follow? Students could swing from the lights, flip over desks, yell at the teachers and run around the school. Would you feel safe? Would you be able to learn and do your job? Your goal is to create a safe learning environment. People will ask you to justify your rules, so be prepared!

S- Creating a safe, productive learning environment

C- Create and demonstrate rules so that everyone can be safe and learn

R- writer, collaborator, actor

A- Student body

P- Group rules and norms, writing piece, demonstration of rules

Performance Task Synopses

Task 1: SL1 Participate and collaborate to decide which rules are necessary. Task 2: RI1 Using only pictures, illustrate one rule the correct way an incorrect way on a poster. Task 3: RI1 Provide a written description to justify your poster from Task 2. Task 4: SL1 Let’s play charades! Perform the correct and incorrect ways to follow the rule without talking. The audience will guess your chosen rule.

Performance Task 1 In Detail

Task 1 Student Directions: Turn and talk with a partner about rules needed in the classroom. Together we will create the new rules. Task 1 Teacher Notes: Teacher read aloud "Rule" themed book. Read the engaging scenario. Teacher facilitates discussion that leads to brainstorming a suggested list of classroom rules. Teacher models writing while creating a rule chart. Participate and collaborate to decide which rules are necessary.



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Task 3 Student Directions: From the chosen rule write, provide a written description to justify your poster from Task 2. Task 3 Teacher Notes: Students will justify their rule in writing.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All 3 criteria plus:

• Provide rule and justification without prompting

• Listening to others

• Speak in complete sentences

• Ask questions or build on others talk

o Meets 2 of the 3 criteria

o Meets fewer than 2 of the 3 criteria


Task 2 Student Directions: Choose 1 rule to illustrate the correct and incorrect way on a poster, using pictures only. Task 2 Teacher Notes: Students create a poster or visual of the correct and incorrect way to show their rule.




• More than one sentence description.

• Detailed illustration

• Illustration focuses on rule

• Includes a correct rule

• Includes an incorrect rule

• Uses a variety of colors in illustration





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All “4” criteria plus:

• More than one sentence description.

• Complete sentence

• Includes a correct rule

• Includes an incorrect rule

• Justifies rule

o Meets 3 of the “4” criteria

o Meets fewer than 3 of the “4” criteria


Task 4 Student Directions: Let’s play charades! Perform the correct and incorrect way to follow the rule without talking. The audience will guess your chosen rule. Task 4 Teacher Notes: Allow students time work on performance. Pair students based on similar rule.




• Makes connections to other areas in school/life

• Provides enhancements (i.e. props)

• Collaborate with partner

• Demonstrate right way in presentation

• Demonstrate wrong way in presentation





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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in

different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest,

Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

-Officer Buckle and Gloria-Peggy by Rathmann

-What if Everybody Did That? by Ellen Javernick

-Do Unto Otters by Laurie Keller

-Silly Tilly and the Royal Rules (see getepic.com)

-No Rules for Rex! (see getepic.com)

(Any books or videos about following rules)

Printable Resources Folder

Word Study Continuum

• www.lexile.com

• Guided reading books

• Novels

• Leveled books

• Lucy Calkins Units of Study for Writing (list specific unit)

• Writing checklists, rubrics, and other

resources available at

http://www.heinemann.com (teachers

must create a free account and register

using their Units of Study kit)

http://www.storylineonline.net

http://www.tumblebooklibrary.com/Default.aspx?ReturnUrl=%2f

https://www.getepic.com

(access via Galileo or DeKalb County Public Library)

Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Describe Illustrate Ask Answer Demonstrate

Agree Agreement Answer Ask Beginning

http://www.heinemann.com/

http://www.storylineonline.net/



https://www.getepic.com/



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Collaborate Character Conversation Discussions Diverse End Events Key Details Listen Middle Multiple Exchanges Participate Peer Plot Question/Questioning Rule Setting Speak Taking Turns Text Topic What When Where Who Why



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Weekly Planner Course: 1st Grade ELA Unit: 1 - Here We Go Rituals and Routines

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Week 1

RL1 RI1 SL1 RF1 RF2 RF3 RF4 1RL3 1RL7 1RI6 1RI7 1SL1 1SL2 1SL3d. 1SL5. 1L1a 1L1k

Intro Engaging Scenario and Task 1: Turn and talk with a partner about rules needed in the classroom. Together we will create the new rules. Task 2: Choose 1 rule to illustrate the correct and incorrect way on a poster, using pictures only. Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.)

Reading: Model Reading Fluency Ask and Answer Questions about Text Model routines of the classroom, hallway, etc. Model writing sentence structure Model collaboration norms Language: Review printing all upper- and lowercase letters. Prints with appropriate spacing between words and sentences

PreAssessment Discussion of the Essential Questions (throughout unit) Task 1 & 2 scoring guide District Universal Screener Classroom Diagnostic Assessments Suggested informal progress monitoring checks: Thumbs Up/Thumbs Down Exit Ticket Think-Pair-Share Response Cards

Week 2

RL1 RI1 SL1 RF2 RF3 RF4 1RL3 1RL7 1RI6 1RI7

Task 3: From the chosen rule write, provide a written description to justify your poster from Task 2. Use centers and stations for spiral review of all literacy components (comprehension, fluency,

Reading: Model Reading Fluency Ask and Answer Questions about Text Model routines of the classroom, hallway, etc. Model writing sentence structure Model collaboration norms

Suggested informal progress monitoring checks: Thumbs Up/Thumbs Down Exit Ticket Think-Pair-Share Response Cards



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1SL1 1SL2 1SL3d. 1SL5. 1L2b 1L2c

phonemic awareness, writing, grammar, vocabulary, guided reading, etc.)

Writing: Lucy Calkins Unit 1 Sessions 1-4

Phonics: short a, inflected ending –s Phonological Awareness: Identify number of words in sentences, first word, last word. Language: Use ending punctuation for sentences. Use commas in dates and to separate words in series.

Week 3

RL1 RI1 SL1 RF2 RF3 RF4 1RL3 1RL7 1RI6 1RI7 1SL1 1SL2 1SL3d. 1SL5. 1L2b 1L2c

Task 4: Let’s play charades! Perform the correct and incorrect way to follow the rule without talking. The audience will guess your chosen rule. Use centers and stations for spiral review of all literacy components (comprehension, fluency, phonemic awareness, writing, grammar, vocabulary, guided reading, etc.)

Reading: Model Reading Fluency Ask and Answer Questions about Text Model routines of the classroom, hallway, etc. Model writing sentence structure Model collaboration norms Phonics: short a, inflected ending –s Phonological Awareness: Identify number of words in sentences, first word, last word. Language: Use ending punctuation for sentences. Use commas in

Suggested informal progress monitoring checks: Thumbs Up/Thumbs Down Exit Ticket Think-Pair-Share Response Cards Post Assessment



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dates and to separate words in series.

rigorous curriculum design - dekalbschoolsga.org · 1 dekalb county school district rigorous...

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