Unit: 1.1 |
Duration: 22 Days: 9/3-10/4 |
Summary
Establishing a Community of Learners
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. The required text for this unit is The Sandwich Swap, a fictional text that illustrates the bonds between friends who are culturally diverse.
Humanities
"This year establishes the oneness of all human life through an investigation of a few universal human needs. Students learn about what food, water, clothing, shelter, and respectful relationships look like around the world, 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."
Writing
After the first 20 days, students will write narratives in which they recount one event and include a detail regarding what happened.
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.
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. The required text for this unit is The Sandwich Swap, a fictional text that illustrates the bonds between friends who are culturally diverse.
Humanities
"This year establishes the oneness of all human life through an investigation of a few universal human needs. Students learn about what food, water, clothing, shelter, and respectful relationships look like around the world, 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."
Writing
After the first 20 days, students will write narratives in which they recount one event and include a detail regarding what happened.
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.
Essential Questions
- How can I share the stories that I read and write?
- How can I show I understand a story?
- How can I tell if a story is fiction?
- How can I use what I know about letters and sounds to read and write?
- What does it mean to be a respectful friend?
I Can Statements
Key Standards Unit 1.1
Reading Literature
Ask and answer questions about key details in a text. (RL1.1)
Retell stories, including key details, and demonstrate understanding of their central message or lesson. (RL1.2)
Describe characters, settings, and major events in a story, using key details. (RL1.3)
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL1.4)
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (RL1.5)
Identify who is telling the story at various points in a text. (RL1.6)
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 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
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 here for specific expectations.) (SL1.6)
Ask and answer questions about key details in a text. (RL1.1)
Retell stories, including key details, and demonstrate understanding of their central message or lesson. (RL1.2)
Describe characters, settings, and major events in a story, using key details. (RL1.3)
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL1.4)
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (RL1.5)
Identify who is telling the story at various points in a text. (RL1.6)
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 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
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 here for specific expectations.) (SL1.6)
