Community Helpers Students will learn the proper procedures rules and routines for being an active member in a learning community. After exposure to a wide range of text types, over the next 40 days, students will be able to explain the major differences between books that tell stories and books to give information.
Informational Reading Students will learn features used in nonfiction texts to be able to learn and apply information about a given topic. After exposure to a wide range of nonfiction text types, students will be able to explain and use text features to locate and learn information. The required text for this unit is Sound by Robert N Knight, a nonfiction text that includes nonfiction text features using information from the Science scope.
Writing After the first 20 days, students will write narratives in which they recount one event and include a detail regarding what happened. For the remainder of the unit, students will write a report on how sound is made and how it travels. Students will write an informational report in which they introduce a topic, include at least two facts, and provide some sense of closure. Students will participate in collaborative conversations about grade one topics and texts in small and large groups and will follow agreed upon rules for discussions.
Speaking and Listening Students will participate in collaborative conversations about grade one topics and texts in small and large groups and will follow agreed upon rules for discussions.
Humanities In this unit, students learn about those needs that unite all of humanity, as well as the difference between needs and wants. They begin by getting introduced to children from different parts of the world in the Oxfam curriculum, “Your World, My World.” They examine the topic of human needs through the arts, as well as through poetry.
How can I tell a reader what I know about a topic? How can I find information about a topic? How can I make connections between two pieces of information? How can I tell the difference between fiction and nonfiction books? How can I share what I have learned in speaking and writing?
Reading Informational Standards Ask and answer questions about key details in a text. (RI 1.1) Identify the main topic and retell key details of a text. (RI 1.2) Describe the connection between two individuals, events, ideas or pieces of information in a text. (RI 1.3) Ask and answer questions to help determine or clarify the learning of words and phrases in a text. (RI 1.4) 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. (RI 1.5) Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (RI 1.6)
Reading Foundational Skills Demonstrate understanding of the organization and basic features of print. (RF 1.1) Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). (RF 1.1a) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (RF 1.2) Distinguish long from short vowel sounds in spoken single-syllable words. (RF 1.2a) Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (RF 1.2b) Know and apply grade-level phonics and word analysis skills in decoding words. (RF 1.3) Know the spelling-sound correspondences for common consonant digraphs. (RF 1.3a) Decode regularly spelled one-syllable words. (RF 1.3b) Read words with inflectional endings. (RF 1.3f) Recognize and read grade-appropriate irregularly spelled words.(RF 1.3g) Writing Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (W1.2)
Language Print all upper- and lowercase letters. (L1.1a) Produce and expand complete simple* and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (L.1.1j *simple sentences) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (L1.2d) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (L 1.2e) Use sentence-level context as a clue to the meaning of a word or phrase. (L 1.4a) Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. (L1.5a) Define words by category & by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). (L1.5 b)
Speaking and Listening Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (SL 1.1) 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). (SL 1.1a) Build on others' talk in conversations by responding to the comments of others through multiple exchanges. (SL 1.1b) Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (SL 1.2) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (SL 1.5) Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 herefor specific expectations.) (SL1.6)