In Unit 2.1, students will use narrative texts to retell key details, identify characters, setting, and major events, and will compare and contrast the adventures and experiences of the characters. Students will ask and answer questions about new words in text.
After being exposed to texts, speaking audibly, students will ask and answer questions about key details and ask questions for clarification. They will ask and answer questions in order to seek assistance, information, or clarification. They will add drawings or visual displays to add details.
Students will use a combination of drawing, dictating and writing to compose opinion pieces in which they tell a reader the topic of a book and state their preference about it.
When completing writing tasks, students will continue to develop their use of the rules of grammar and spelling strategies. They will continue to develop their use of capitalization and identify and locate punctuation in their writing.
Students will recognize upper and lowercase letters, decode simple CVC words, match short vowel sounds, find and say the beginning, middle, last sounds in simple words and differentiate between letters and words. Students will be introduced to 16 additional high frequency words.
Humanities Students are completing unit about different forms of transportation around the world and learn to identify how they vary by purpose and context. They are also introduced to the concept of symbolism by learning about different types of road signs and how they are similar and different across cultures. At the end of the previous transportation unit, children learn about fire trucks, police cars, trash trucks, ambulances, taxicabs, subway cars, and other forms of transportation that they may see often on the streets of New York City (or the city of their residence). In this current unit, they learn more about the people who drive and ride those forms of transportation and about how they help the city. The students also learn and review basic interview skills and social etiquette, and they listen and ask questions to guest speakers (e.g., firefighters, policemen, parents who come in to talk about their jobs, etc.). To connect these concepts to the idea of global citizenship, they can invite a guest speaker who has traveled to a different part of the world for humanitarian aid (e.g., as a Peace Corps volunteer) to speak to them about how he or she helped a community abroad. They also learn about the different roles that different people play around the school (e.g., the head of the school, custodians, technology support staff, etc.) and list the different jobs that make the classroom function (e.g., passing out papers and picking up papers).
Why is it important to listen to a story so I can respond to it? How do I add letters and words to pictures to convey meaning? Why is important to use details to describe the setting of a story?