Unit 4

Nature Watch

 

Grade 1

ELA

 

Unit Length and Description:

 

5 weeks

 

This unit emphasizes strategies and skills used in reading and responding to texts in a variety of ways. A wide variety of grade-level appropriate literature is used to reinforce fiction and informational comprehension. This unit focuses on oral and written communication skills. Students will write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

 

Standards:

 

Reading Standards for Literature

RL.1.1

Ask and answer questions about key details in a text.

RL.1.2a

Retell stories, including key details.

RL.1.2b

Recognize and understand the central message or lesson.

RL.1.3

Describe characters, settings, and major events in a story, using key details.

RL.1.4

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.5

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL.1.6

Identify who is telling the story at various points in a text.

RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.9

Compare and contrast the adventures and experiences of characters in stories.

RL.1.10

With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading Standards for Informational Text

RI.1.1

Ask and answer questions about key details of a text.

RI.1.2

Identify the main topic and retell key details of a text.

RI.1.3

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.4

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.5

Know and use text features (e.g., headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in text.

RI.1.6

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

RI.1.7

Use the illustrations and details in a text to describe its key details.

RI.1.9

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.1.10

With prompting and support, read informational texts with appropriate complexity for grade 1.

Reading Standards: Foundational Skills

RF.1.1.a

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

RF.1.2.a

Distinguish long from short vowels sounds in spoken single-syllable words.

RF.1.2.b

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

RF.1.2.c

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

RF.1.2.d

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.3.a

Know the spelling-sound correspondences for common consonant digraphs.

RF.1.3.b

Decode regularly spelled one-syllable words.

RF.1.3.c

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

RF.1.3.d

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

RF.1.3.e

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

RF.1.3.f

Read words with inflectional endings.

RF.1.3.g

Recognize and read grade-appropriate irregularly spelled words.

RF.1.4.a

Read grade-level text with purpose and understanding.

RF.1.4.b

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

RF.1.4.c

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

Writing Standards

W.1.1

Write opinion pieces which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.2

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.3

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

W.1.5

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.

W.1.6

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.1.7

Participate in shared research and writing projects.

W.1.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening Standards

SL.1.1

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with clearly.

SL.1.2

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.3

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.1.4

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.6

Produce complete sentences when appropriate to task, audience, and situation.

Language Standards

L.1.1.a

Legibly print all upper- and lowercase letters.

L.1.1.b

Use common, proper, and possessive nouns.

L.1.1.c

Use singular and plural nouns with matching verbs in basic sentences. (e.g., He hops; We hop).

L.1.1.d

Use personal and possessive pronouns (e.g., I, me, my, they, them, their)

L.1.1.e

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L.1.1.f

Use frequently occurring adjectives.

L.1.1.g

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

L.1.1.h

Use determiners (e.g., articles, determiners).

L.1.1.i

Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1.j

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2.a

Capitalize dates and names of people.

L.1.2.b

Use end punctuation for sentences.

L.1.2.c

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

L.1.2.d

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2.e

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L.1.4.a

Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.4.b

Use knowledge of frequently occurring affixes (prefixes and suffixes) to interpret the meaning of a word.

L.1.4.c

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L.1.5.a

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L.1.5.b

Define words by category and by one or more key attributes. (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

L.1.5.c

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.5.d

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, scowl) and activities differing in intensity (e.g., large, gigantic) by defining or choosing them defining or choosing them or by acting out the meanings.

L.1.6

Use words and phrases acquired through conversations, reading and being read to, and occurring conjunctions to signal simple relationships (e.g., because).

Standards: Instructional Outcomes

READING STANDARDS FOR LITERATURE

RL.1.1

o   I can formulate questions.

  • I can identify key details.
  • I can define a question.
  • I can ask and answer a question about important details in a text.

RL.1.2a

  • I can tell in my own words what happened in the story.

 

RL.1.2b

o   I can recognize and understand the central message or lesson of a story.

RL.1.3

  • I can identify the characters in the story.
  • I can tell where the story takes place.
  • I can discuss details in the story.

RL.1.4

o   I can identify words and phrases in stories and poems that suggest feelings or appeal to the senses.

RL.1.5

o   I can compare and contrast fiction and nonfiction texts.

o   I can identify characteristics of fiction.

o   I can characteristics of nonfiction.

RL.1.6

o   I can identify who is telling the story at various points in the text.

RL.1.7

o   I can describe characters, setting, and events using story illustrations and story details.

RL1.9

o   I can compare and contrast details from stories about adventures and experiences of characters.

RL.1.10

o   With prompting and support, I can read prose and poetry at my level.

 

READING STANDARDS FOR INFORMATIONAL TEXT

RI.1.1

o   I can answer who and what the text is about.

o   I can answer why and how the events in the text take place.

o   I can ask who and what the text is about.

o   I can ask when and where the text happens.

RI.1.2

  • I can tell what the text is about including key details.
  • I can identify the main idea of a paragraph/text.

RI.1.3

o   I can describe the connections made between two:

  individuals

  events

  ideas

  pieces of information in a text.

RI.1.4

o   I can identify words I dont know in a text.

o   I can ask questions to identify meaning of words and phrases in a text.

o   I can answer questions that clarify the meaning of words and phrases in a text.

RI.1.5

o   I can analyze text features to locate key facts or information in a text.

RI.1.6

o   I can identify information from pictures.

o   I can identify information from text.

o   I can compare and contrast information from pictures and text.

RI.1.7

o   I can identify the illustrations and details in a text.

o   I can describe key ideas using the illustrations and details in a text.

RI.1.9

o   I can identify similarities and differences between two texts on the same topic.

RI.1.10

o   With prompting and support, I can read informational text at my level.

 

READING STANDARDS: FOUNDATIONAL SKILLS

RF.1.1.a

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

  • I can recognize:

  capital letters

  that the first words of every sentence begins with a capital letter

  that sentences are made up of words

  that a sentence has ending punctuation

  the three types of ending punctuation

RF.1.2.a

o   I can recognize long vowel sounds, short vowel sounds, single syllable phonemes.

RF.1.2.b

o   I can separate the phonemes in single syllable words.

o   I can isolate initial, medial, and final sounds in single syllable words.

o   I can produce single syllable words by blending sounds (phonemes).

o   I can pronounce initial, medial, and final sounds in single syllable words.

RF.1.2.c

  • I can tell each sound in a word.
  • I can identify the beginning sound of a one syllable word.
  • I can identify the middle sound of a one syllable word.
  • I can identify the ending sound of a one syllable word.

RF.1.2.d

o   I can divide single syllable words into separate sounds.

RF.1.3.a

o   I can orally identify consonant digraphs.

RF.1.3.b

o   I can sound out one syllable words.

RF.1.3.c

  • I can decode long vowel sounds in words with a final e.
  • I can decode long vowel sounds in words with vowel teams.

RF.1.3.d

o   I can separate a word into syllables and decode it.

RF.1.3.e

o   I can separate a word into syllables to decode it.

RF.1.3.f

o   I can read words ending with: -ed, -ing, -s, -es

RF.1.3.g

o   I can recognize and read sight words.

RF.1.4.a

o   I can retell what I have read to show understanding.

o   I can identify my purpose for reading a text.

RF.1.4.b

o   I can identify fluent and non-fluent reading.

o   I can read on level text fluently and accurately.

o   I can read with accuracy, appropriate rate, and expression on successive readings.

RF.1.4.c

o   I can confirm or self-correct word recognition and understanding by using context.

 

WRITING

W.1.1 (Text Type: Opinion)

  • I can write an opinion piece that:

  introduces the topic or names the book being written about.

  states an opinion about the book being written about

  supplies a reason for the opinion

  provide a sense of closure.

W.1.2 (Text Type: Informative/Explanatory)

  • I can write an informative/explanatory text that:

  names a topic

  supplies some facts about the topic

  provides some sense of closure.

W.1.3 (Text Type: Narrative)

o   I can choose an experience about which to write.

o   I can identify and write a narrative that recounts two or more appropriately sequenced events and includes:

  supporting details

  temporal words

  A sense of closure

W.1.5

With guidance and support,

o   I can focus on a topic.

o   I can respond to questions and suggestions from peers.

o   I can add details to strengthen writing as needed.

W.1.6

o   I can use technology to produce and publish writing individually and with peers.

W.1.7

o   I can participate in a shared project.

W.1.8

o   With help, I can recall information from experiences to answer questions.

o   With help, I can gather information from provided sources to answer a question.

 

SPEAKING AND LISTENING STANDARDS

SL.1.1

  • I can listen to others.
  • I can take turns speaking about a topic.

SL.1.2

o   I can ask and answer questions based on key details from:

1.   a text read aloud

2.   information presented orally

3.   through other media.

SL1.3

o   I can ask and answer questions about a speakers topic.

SL.1.4

o   I can identify complete sentences.

o   I can tell about people, places, things, and events using key details.

SL.1.6

o   I can speak using complete sentences when appropriate to task, audience, and situation.

o   I can use complete sentences when speaking to others.

 

LANGUAGE

L.1.1.a

  • I can legibly print all lower case letters and upper case letters.

L.1.1.b

o   I use common, proper, and possessive nouns in speaking and writing.

L.1.1.c

o   I can determine that the noun and verb in a sentence match.

o   I can use singular and plural nouns with matching verbs in basic sentences.

L.1.1.d

o   I can use personal and possessive pronouns.

L.1.1.e

o   I can use verbs to convey a sense of past, present, and future.

L.1.1.f

o   I can identify and use adjectives.

L.1.1.g

o   I can identify and use conjunctions such as and, but, or, so, because.

L.1.1.h

o   I can identify and use determiners. (e.g., a, an, the, this, that, them, those)

L.1.1.i

o   I can identify and use common prepositions. (during, beyond, toward)

L.1.1.j

o   I can write a simple sentence.

o   I can identify and write a declarative sentence.

o   I can identify and write an interrogative sentence.

o   I can identify and write an exclamatory sentence.

L.1.2.a

  • I can apply correct capitalization when writing.
  • I can capitalize dates and names of people.

L.1.2.b

o   I can identify a period, question mark, and exclamation mark.

  • I can use end punctuation for sentences.

L.1.2.c

o   I can use commas in dates.

o   I can use commas to separate single words in a series.

L.1.2.d

o   I can conventional spelling or common spelling patterns and frequently occurring irregularly spelled words.

L.1.2.e

o   I can use phonemic awareness and spelling conventions to spell untaught words phonetically.

L.1.4.a

o   I can use context clues to identify the meaning of a word in a sentence.

L.1.4.b

o   I can use knowledge of frequently occurring prefixes and suffixes to interpret the meaning of a word.

L.1.4.c

o   I can identify root words and their inflectional forms. (e.g., look-looking)

L.1.5.a

o   With help, I can categorize pictures/words by multiple attributes.

L.1.5.b

o   I can define words by categories.

o   I can define words by one or more key attributes.

L.1.5.c

o   I can identify real-life connections between words and their uses.

L.1.5.d

o   I can distinguish shades of meaning among similar verbs. (e.g., look, peek, glance, stare, glare, scowl)

L.1.6

o   I can use words and phrases that I have learned by speaking and reading and/or being read to.

Enduring Understandings:

 

        I can think of new ways to solve problems.

        I can learn from trying new things.

        Answering the questions who, what, when, where, why, and how help me understand what Im reading.

        Determining the meaning of words and phrases is important in helping me understand the meaning of the text.

        Listening to others helps me understand my own thinking.

 

Essential Questions:

 

        Why is it important to solve problems?

        How do I learn new things?

        How does answering questions about who, what, when, where, why, and how help me understand text?

        How can I figure out the meaning of unknown words?

       How can I be a better listener?