Unit: 4.2 |
Duration: 22 Days: 5/19-6/18 |
Summary
Spring Has Sprung
Students will read a variety of informational texts in order to build knowledge and compare the authors' use of evidence supports their message. Students will explore the significance of foods from around the world, as well as how it relates to plants. They will build on what they learned about in informational writing and complete a Constructed Evidence Response. Students will continue with shared research while moving towards independent writing, culminating in a written report. Students will use basic sentence structure to demonstrate noun-verb agreement. With prompting, students will produce statements using a variety of sentence structures and using past, present and future verb tenses. Finally, students will learn foundational skills through the implementation of the district’s scope and sequence of Project Read.
Students will read a variety of informational texts in order to build knowledge and compare the authors' use of evidence supports their message. Students will explore the significance of foods from around the world, as well as how it relates to plants. They will build on what they learned about in informational writing and complete a Constructed Evidence Response. Students will continue with shared research while moving towards independent writing, culminating in a written report. Students will use basic sentence structure to demonstrate noun-verb agreement. With prompting, students will produce statements using a variety of sentence structures and using past, present and future verb tenses. Finally, students will learn foundational skills through the implementation of the district’s scope and sequence of Project Read.
Essential Questions
Why is it important to understand the information provided by both words and pictures in a text?
How do illustrations and details in a text help me understand the key ideas of the text?
How do we tell the similarities and differences between two texts on the same topic?
Why is it important to identify the reasons an author gives to make their point in a text?
How are air, water, and nutrients important to all living things?
What would happen to you, if you did not eat nutritious foods?
How do illustrations and details in a text help me understand the key ideas of the text?
How do we tell the similarities and differences between two texts on the same topic?
Why is it important to identify the reasons an author gives to make their point in a text?
How are air, water, and nutrients important to all living things?
What would happen to you, if you did not eat nutritious foods?
I Can Statements
Key Standards
Informational Reading Standards
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text (RI 1.6).
Use the illustrations and details in a text to describe its key ideas (RI 1.7).
Identify the reasons an author gives to support points in a text (RI 1.8).
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) (RI 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 opinion pieces in 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 (W1.1).
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 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)
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text (RI 1.6).
Use the illustrations and details in a text to describe its key ideas (RI 1.7).
Identify the reasons an author gives to support points in a text (RI 1.8).
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) (RI 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 opinion pieces in 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 (W1.1).
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 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)
Landmark Overview
PRIOR KNOWLEDGE (Before the Unit)
Learning Goals for the Landmark
1. Students will
