Grade 1 ELA Theme 4 Exploring Independence
Focus Standard
Objective (s)
Activities / Materials
Assessment
Reading Literature / Informational Text
Essential Questions
Why do people choose to declare their
independence?
What effect does this process of becoming
independent have on themselves or others?
KEY IDEAS AND DETAILS
RL.1.1. Ask and answer questions about key details
in a text.
RI.1.1. Ask and answer questions about key details
in a text.
Formative:
Students will ask and answer
questions about key details in a
text.
Students will know and use
various text features (e.g.
headings, tables of content,
glossaries, electronic menus,
icons) to locate key facts or
information in a text.
CRAFT AND STRUCTURE
RI.1.5. 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.
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EEK! There’s a Mouse in the House – Fiction – Anthology
Animals Big and Small – Nonfiction – Anthology
The Cat in the Hat; The Lorax; Horton Hatches an Egg – Fiction (Read aloud)
Green Eggs and Ham – Fiction - Exemplar (Read aloud)
Red-Eyed Tree Frog – Nonfiction – Anthology
Rain Forest Animals – Nonfiction (Read aloud)
Watching Tree Frogs in South America – Nonfiction (Read aloud)
Rain Forest Secrets – Nonfiction (Read aloud)
The Snake; The Toucan – Poetry – Anthology
That Toad is Mine – Fiction – Anthology
Frog and Toad Together – Fiction – Exemplar
Frogs and Toad - Nonfiction (Read aloud)
Amphibians – Nonfiction (Read aloud)
Lost – Fiction – Anthology
Bears, Bears, Bears – Nonfiction (Read aloud)
On the Move – Nonfiction – Anthology
If You Give a Pig a Pancake – Fiction – Anthology
Blueberry Pancakes – Nonfiction – Anthology
The Forest – Nonfiction – Anthology
Saving the Earth – Nonfiction - Anthology
DRA Levels
Thumbs up or thumbs down
Question and answer
Class discussions
Summative:
High frequency/ Vocabulary test
Graphic organizers
Comprehension tests
Skills tests
Reading Foundational Skills
PHONICS AND WORD RECOGNITION
RF.1.3. Know and apply grade-level phonics and
word analysis skills in decoding words.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate
irregularly spelled words.
Students will identify and
apply CVCe spelling/sound
patterns and vowel teams
within word lists and reading
passages.
Students will read words with
inflectional endings.
Students will recognize and
read grade-appropriate
irregularly spelled words.
Weekly Spelling Lists
Decodable Phonics Readers (CVCe) and (CVVC)
Formative:
Guided Spelling Exercises
Reading Fluency Passages
Application of Skills
Phonogram Exercises
Summative:
Spelling Tests
Phonics Assessments
DIBELS Progress Monitoring
Grade 1 ELA Theme 4 Exploring Independence
Writing
TEXT TYPES AND PURPOSES
W.1.3. 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.
Students will write narratives
in which they recount two or
more sequenced events.
Students will include some
details regarding what
happened, use temporal words
to signal order, and provide
some sense of closure.
Journal Writing or Writing Log (whole group)
Reading -Writing Workshop
Writing Checklist
Writing Rubric
Narratives
Graphic Organizers
Revising Checklist
Writing Samples/Rubric
Formative:
Writing Checklist
Writing Rubric
Summative:
Graphic Organizers
Revising Checklist
Writing Samples/ Rubric:
Language
VOCABULARY ACQUISTION AND
USE
L.1.6. Use words and phrases acquired through
conversations, reading and being read to, and
responding to texts, including using frequently
occurring conjunctions to signal simple
relationships (e.g. because).
Students will use frequently
occurring conjunctions, such
as: and; but; because to signal
simple relationships.
High Frequency Word Lists
Spelling Units
Writing Prompts
Formative:
Individual Observation
Journal Writing
Summative:
Narratives
High Frequency Word Tests
Spelling Unit Tests
Speaking and Listening
PRESENTATION OF KNOWLEDGE
AND IDEAS
SL.1.5. Add drawings or other visual displays to
descriptions when appropriate to clarify ideas,
thoughts, and feelings.
Students will engage in
collaborative conversations
about grade-appropriate topics
and texts.
Students will add drawings or
other visual displays when
appropriate.
The students will engage in small group discussions (listening and speaking centers) about the
stories and will actively engage in question asking.
Formative:
Daily discussions on story topics.
Students will describe the people, places, and events that are in the stories with clear ideas and
feelings. They will express their thoughts and feelings about the stories.
Observing students’ active
engagement in small groups
Summative:
Comprehension tests at the end of
the theme.