Spring Has Sprung In this unit, students will be exposed to poetry and literature around the theme global stories and poems. Students will read a variety of fiction text to compare and contrast the adventures of characters or stories. In addition, students will read and discuss poetry, demonstrate what they learned about narrative writing and opinion writing, and engage in speaking and listening through class presentations. In this unit, students will learn how to add more detail for emphasis to their narrative writing. Finally, students will continue to establish foundational skills through the implementation of the district’s scope and sequence of Project Read.
In this unit, incorporating lessons from Empowering Global Citizens: A World Course, students will learn about water and food around the world. Students will study water-related poetry (arts) and write their own. Students will learn about the foods that people eat around the world, both those that are different and those that are similar (diverse cultural perspectives). Students will read versions of the story “Stone Soup” from many different countries and cultures.
How are people's needs more alike than different? How do the action's of characters tell us about their personalities? How can we make our writing more descriptive? Why is it important to use text details to compare and contrast characters? Why is it important to include details in our writing? How can we help each other become better writers? Why would a writer want to revise their work?
Literary Reading Standards Retell familiar stories, including key details, and demonstrate understanding of their central message or lesson (RL 1.2) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (RL 1.4) 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 1.5). Identify who is telling the story at various points in a text (RL 1.6). Compare and contrast the adventures and experiences of characters in stories. (RL 1.9)
Reading Foundational Skills Know and apply grade-level phonics and word analysis skills in decoding words (RF 1.3) Decode two-syllable words following basic patterns by breaking the words into syllables (RF 1.3.e) Recognize and read grade-appropriate irregularly spelled words (RF 1.3g). Read with sufficient accuracy and fluency to support comprehension. (RF 1.4) Read grade-level text with purpose and understanding (RF 1.4a) Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings (RF 1.4b). Use context to confirm or self-correct word recognition and understanding, rereading as necessary (RF 1.4c).
Writing Standards 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 (W1.3).
Language Standards Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (L1.1). Print all upper- and lowercase letters (L1.1a). Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing (L1.2). Capitalize dates and names of people (L1.2a). With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings (L1.5) Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings (L1.5d).
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 questions to clear up any confusion about the topics and texts under discussion (SL 1.1c). Ask and answer questions about key details in a text read aloud or information presented orally or through other media (SL 1.2). Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood (SL 1.3). Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (SL 1.4). 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 here for specific expectations.) (SL 1.6)