Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 9 Home, Sweet Home Suggested Dates: 5/2-6/3 About the Unit: Students will learn that there are many shapes and sizes of homes, the reason for their different appearances, and various ways homes are constructed around the world. They will learn about home in different cultures, and also contrast and compare their homes to homes of animals. Students will identify the importance of homes. Big Idea: Why are homes important? Focus Standards for this Unit: * means assessed in this Unit/Review the Assessments for this Unit prior to teaching the Unit. May need to supplement. (RL) (RIT) (RFS) (L) (W) (S.L) Reading Literature Reading: Informational Reading Foundational Language Writing Speaking/Listening Use stories from the “Red” Taught in the “Blue ,“Green”, The focus for writing is The focus is making sure Text Skills section but supplement using stories and other media to teach the standard fully Use stories from the “Red” section but supplement using articles and other media to teach the standard fully. Taught in the “Green” Section. May have to supplement with CCSS Handbook and other resources to teach the standards fully. and “Red” section. Many CCSS Language Standards aren’t covered in Imagine It. Use the CCSS Literacy Handbook and other resources to teach these standards fully. Informative/ Explanatory the other standards help support the students through the writing process. RL 1.5* RIT 1.1 RFS 1.3f* L 1.1b* W 1.2* RIT 1.2 RFS 1.4* L 1.1c* RL 1.2 RIT 1.3 L 1.1e* W 1.5 RL 1.6 RIT 1.6 RFS 1.3a L 1.2d* W 1.6 RL.1.10 RIT 1.7 RFS 1.3e L 1.4a* W 1.7 RIT 1.8 RFS 1.3 L 1.4b* RIT 1.9 L 1.4c* RIT 1.10 Required i-Ready Benchmark # 2: 5/23-6/6 Required End of Unit Fluency: 6/3 Optional CCSS Unit#9 Assessment 9 Optional RFS Assess #4 Optional CCSS Informative Writing (W1.2) Assessment Suggested writing topics: “how to make a peanut butter and jelly sandwich?” “How to ride a bike?” Inquiry Ideas/Topics: What makes a good home? How are home different? What is the best home for you? Academic Services Department 2015-2016 students follow discussion protocols, contribute to class conversations, and work collaboratively SL 1.1 SL 1.2 SL 1.3 SL 1.6 Optional DIBELS * These Curriculum Maps are a work in progress 1 Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 9 Lessons 1-5: A House Is a House for Me, Homes, Strong Homes Content Objectives First Grade Language Arts Academic Vocabulary Throughout each lesson teachers have Content Objectives for each of the standards. These objectives show WHAT students will be learning. Reading Literature I can retell stories by telling the most important parts of the story. (RL 1.2) (ELD 1.6) I can explain the differences between books that tell stories and books that give information. (RL 1.5)* (ELD 1.6, 1.8, 2.1-2) Reading Informational I can ask and answer questions about the most important details in a text. (RIT 1.1) (ELD 1.6) I can look at two different things and describe how they are the same and different. (RIT 1.3) (ELD 1.6) I can read first grade informational text with some help. (RIT 1.10) (ELD 1.6) Reading Foundational Skills I can read words with long e spellings. (RFS 1.3c) I can read two syllable words by breaking the word into syllables. (RFS 1.3e) I can read words with inflectional endings. (RFS 1.3f) I can read grade level text fluently by setting a purpose, using good expression, intonation, and rate. (RFS 1.4)* DIBELS Writing I can write a how to piece from a list of class topic. (W 1.2)* (ELD 1.10, 2.1-2, 2.6-7) Academic Services Department 2015-2016 Reading Literature Summarize Retell Key Details Reading Informational Ask Questions Answer Question Compare Contrast Clarify Author’s Purpose Informational Text Reading Foundational Skills Long Vowel Syllables Past Tense Setting Purpose Expression Intonation Rate Writing Inquiry Generating Ideas Approximately Five Days Suggested Dates: 5/2-5/6 Selection Vocabulary Strays Dwelling Far fetching Reflections Germs Home At hand Packed Sturdy Roof Clay Simple Shelter Wood Sticks Baked Arctic Common Core Literacy Handbook Use these lessons to further align Imagine It! to the Common Core Standards Reading Literature 1.1.B: Retell Stories 1.2.B: Compare Fiction an Informational Text Reading Informational 2.1.A: Ask and Answer Questions About Key Details 2.1.C: Describe Connections in a Text 2.2.A: Ask and Answer Questions About Words and Phrases 2.3.B: Identify Reasons that Support Key Points Reading Foundational Skills 3.3.A: Phonics 3.4.A: Develop Fluency Writing 4.2.A: The Writing Process 4.3.A: Use the Research Process Speaking and Listening 5.1.A: Collaborative Discussions 5.1.B: Ask and Answer Questions * These Curriculum Maps are a work in progress 2 Imagine It! st 1 Grade Curriculum Map 2015-2016 I can add temporal words to my how to book. (W 1.2)* (ELD 1.10, 2.1-2, 2.6-7) I can edit my work and provide a sense of closure. (W 1.2 & W 1.5) (ELD 1.10, 1.12, 2.1-7) I can work with my class or small group to come up with ideas and questions for our class inquiry project. (W 1.7) (ELD 1.10) Speaking and Listening I can participate in group discussions by listening, responding to others, and asking clarifying questions. (SL 1.1) (ELD 1.1, 1.3, 1.5) I can ask and answer questions about a story that is read aloud to me. (SL 1.2) (ELD 1.5-6) Language I can use past and present tense verbs. (L 1.1e)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d) (ELD 1.10-11) I can use the structure of an unknown word to help me find the meaning. (L 1.4a)* (ELD 1.6-8) I can use affixes to help me define new words. (L 1.4b)* (ELD 1.6-8) I can find a root word and decide how to make it past tense. (L 1.4c)* (ELD 1.6-8) Resources: Launching the Theme: T4 & T5 Concept/Question Board: T35, T48, T49, T67, T70, T93, & T104 Leveled Readers: Strategic Level: A Trip to the City Benchmark Level: Neena’s New Home English Learner: A New Home Academic Services Department 2015-2016 and Questions Speaking and Listening Ask Questions Answer Questions Listen Respond Language 6.1.A: 6.1.D: 6.1.K: 6.2.C: 6.2.D: Handwriting Verbs Spelling Understand Words Parts Build Vocabulary Language Uppercase Capital Lowercase Past Tense Present Tense Verb High-Frequency Words Affix/Word Structure Root Word * These Curriculum Maps are a work in progress 3 Imagine It! st 1 Grade Curriculum Map 2015-2016 Advanced Level: Going Home Decodable Book 107: A Family House Standards for Lessons 1-5: RL 1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL 1.5: Explain major differences between books that tell stories and book that give information, drawing on a wide reading of a range of text types.* RIT 1.1: Ask and answer questions about key details in a text. RIT 1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text. RIT 1.10: With prompting and support, read informational texts appropriately complex for grade 1. RFS 1.3c: Know final –e and common vowel team conventions for representing long vowel sounds. RFS 1.3e: Decode two syllable words following basic patterns by breaking the words into syllables. RFS 1.3f: Read words with inflectional endings. RF 1.4: Read with sufficient accuracy and fluency to support comprehension. * W 1.2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.* W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of instructions). SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L 1.1e: Use verbs to convey a sense of past, present, and future.* L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L 1.4a: Use sentence level context as a clue to the meaning of a word or phrase.* L 1.4b: Use frequently occurring affixes as a clue to the meaning of a word.* L 1.4c: Identify frequently occurring root words and their inflectional forms.* Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 4 Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 9 Lessons 6-10 : Homes Around the World, Building a House, Then and Now Content Objectives First Grade Language Arts Academic Vocabulary Throughout each lesson teachers have Content Objectives for each of the standards. These objectives show WHAT students will be learning. Reading Informational I can use the photographs and details in the text to discuss the main ideas. (RIT 1.7) (ELD 1.6) I can discuss how information about homes is the same and different in the different books we have read. (RIT 1.9) (ELD 1.6) I can read first grade informational text with some help. (RIT 1.10) (ELD 1.6) Reading Foundational Skills I can read two syllable words by breaking the word into syllables. (RFS 1.3e) I can identify and use past tense verbs that end in y. (RFS 1.3f) I can read first grade texts fluently and with comprehension. (RFS 1.4)* Writing I can write a report about another country and that includes ( W 1.2) (ELD 1.10, 2.1-2, 2.6-7): o What language they speak o What type of home is most common o What is one interesting tradition from that country o What continent that country is located in. I can share my report with a partner and take notes of Academic Services Department 2015-2016 Reading Informational Photo Essay Informational Text Reading Foundational Skills Syllables Past Tense Verb Writing Report Information Digital Tools Inquiry Conjecture Approximately Five Days Suggested Dates: 5/9-5/13 Selection Vocabulary Hut Porch Bulldozer Cement Bricklayers Chimney Builders Electrician Pueblo Tin Fold Saw Blocks Carpenters Plumber Wires Common Core Literacy Handbook Use these lessons to further align Imagine It! to the Common Core Standards Reading Informational 2.3.A: Describe Key Ideas 2.3.C: Tell What Is the Same and Different in Two Texts Reading Foundational Skills 3.3.A: Phonics Writing 4.1.B: Write to Inform and to Explain 4.2.A: The Writing Process 4.3.A: Use the Research Process * These Curriculum Maps are a work in progress 5 Imagine It! st 1 Grade Curriculum Map 2015-2016 their suggestions to make my writing more clear. ( W 1.5) (ELD 1.10, 1.12, 2.1-7) I can think of creative new ways to produce and publish my report including digital tools. ( W 1.6) (ELD 1.2, 1.10) I can work with my class or small group to make a conjecture for our class inquiry project. ( W 1.7) (ELD 1.10) Speaking and Listening I can collaboratively discuss a text by responding to others comments and continue the conversation. (SL 1.1) (ELD 1.1, 1.3, 1.5) I can speak in complete sentences when discussing first grade topics. (SL 1.6) (ELD 1.1, 1.3, 1.9, 1.11-12, 2.3-7) Language I can use common nouns while speaking and writing. (L 1.1b)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use singular and plural nouns while speaking and writing. (L 1.1c)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use past and present tense verbs to show time. (L 1.1e)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d) (ELD 1.10-11) I can use context clues to help me determine the meaning of unknown words. (L 1.4a)* (ELD 1.6-8) I can find a root word and decide how to make it past tense. (L 1.4c)* (ELD 1.6-8) Speaking and Listening Handing Off Speaking and Listening 5.1.A: Collaborative Discussions 5.1.B: Ask and Answer Questions Language Common Nouns Singular nouns Plural nouns Past Tense Present Tense Verb High-Frequency Words Context Clues Root Word Classify and Categorize Attributes Language 6.1.C: Nouns 6.1.D: Verbs 6.1.K: Spelling 6.2.B: Use Context Clues 6.2.C: Understand Words Parts 6.2.D: Build Vocabulary Resources: Concept/Question Board: T130, T131, T145, T161, T168, T171, T180, T199, & T202 Decodable Book 108: Gramps’s Pals Leveled Readers: Strategic Level: A Trip to the City Benchmark Level: Neena’s New Home Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 6 Imagine It! st 1 Grade Curriculum Map 2015-2016 English Learner: A New Home Advanced Level: Going Home Standards for Lessons 6-10: RIT 1.7: Use the illustrations and details in a text to describe its key ideas. RIT 1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RIT 1.10: With prompting and support, read informational texts appropriately complex for grade 1. RFS 1.3e: Decode two syllable words following basic patterns by breaking the words into syllables. RFS 1.3f: Read words with inflectional endings. RFS 1.4: Read with sufficient accuracy and fluency to support comprehension.* DIBELS W 1.2: Write informative/explanatory texts in which they name what they are writing about and supply some facts about the topic, and provide some closure. W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W 1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, in collaboration with peers. W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of instructions). SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL 1.6: Produce complete sentences when appropriate to task and situation. L 1.1b: Use common, proper, and possessive nouns.* L 1.1c: Use singular and plural nouns with matching verbs in basic sentences.* L 1.1e: Use verbs to convey a sense of past, present, and future.* L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L 1.4a: Use sentence-level context as a clue to the meaning of a word or phrase.* L 1.4b: Use frequently occurring affixes as a clue to the meaning of a word.* L 1.4c: Identify frequently occurring root words and their inflectional forms.* Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 7 Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 9 Lessons 11-15: The White House, Snail’s Pace, Vote for the President! Content Objectives Throughout each lesson teachers have Content Objectives for each of the standards. These objectives show WHAT students will be learning. Reading Informational I can use the strategy of asking and answering questions to understand what I am reading. (RIT 1.1) (ELD 1.6) I can identify the most important idea of a text and the details that support it to help me better understand a story. (RIT 1.2) (ELD 1.6-7) I can use details from the text along with the illustrations to find the most important ideas. (RIT 1.7) (ELD 1.6) I can identify the reasons an author supplies that supports the topic. (RIT 1.8) (ELD 1.7) I can read fiction and informational text about homes and compare how they are similar and different. (RIT 1.9) (ELD 1.6) Reading Foundational Skills I can read words with consonant diagraphs. (RFS 1.3a) I can read two syllable words. (RFS 1.3e) I can read words with inflectional endings. (RFS 1.3f) I can read first grade texts fluently and with comprehension. (RFS 1.4)* DIBELS Writing I can write a report about another country and that includes ( W 1.2)* (ELD 1.10, 2.1-2, 2.6-7): Academic Services Department 2015-2016 First Grade Language Arts Academic Vocabulary Reading Informational Ask Questions Answer Question Key Details Main Idea Details Illustrations Topic Fiction Informational Text Reading Foundational Skills Consonant Digraph Syllable Writing Process Inquiry Approximately Five Days Suggested Dates: 5/16-5/20 Selection Vocabulary Address Visit Famous Important Trudge White House Symbol President America United States Washington, D.C. Oval Office East Room Trudge Tarry Common Core Literacy Handbook Use these lessons to further align Imagine It! to the Common Core Standards Reading Informational 2.1.A: Ask and Answer Questions About Key Details 2.1.B: Identify the Main Topic and Key Details 2.1.C: Describe Connections in a Text 2.3.A: Describe Key Ideas 2.3.B: Identify Reasons that Support Key Points 2.3.C: Tell What Is the Same and Different in Two Texts Reading Foundational Skills 3.3.A: Phonics 3.4.A: Develop Fluency Writing 4.2.A: The Writing Process 4.3.A: Use the Research Process 4.3.B: Answer Questions * These Curriculum Maps are a work in progress 8 Imagine It! st 1 Grade Curriculum Map 2015-2016 o o o What language they speak What type of home is most common What is one interesting tradition from that country o What continent that country is located in. I can think of creative new ways to produce and publish my report including digital tools. ( W 1.6) (ELD 1.2, 1.10) I can work with my class or small group to make a conjecture for our class inquiry project. ( W 1.7) (ELD 1.10) Speaking and Listening I can participate in a collaborative conversation about our text by responding to others comments about the text and building on what they say. (SL 1.1) (ELD 1.1, 1.3, 1.5) I can listen to my classmates read their writing that explains a process and then ask and answer question about what was read. (SL 1.2) (ELD 1.5-6) I can speak in complete sentences during class discussion. (SL 1.6) (ELD 1.1, 1.3, 1.9, 1.11-12, 2.3-7) Language I can identify common, proper, and possessive nouns. (L 1.1b)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use singular and plural nouns with matching verbs. (L 1.1c)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use past, present, & future tense verbs. (L 1.1e)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d) (ELD 1.10-11) I can use context clues to help me determine the meaning of unknown words. (L 1.4a*) (ELD 1.6-8) Academic Services Department 2015-2016 Speaking and Listening Handing Off Ask Questions Answer Questions Speaking and Listening 5.1.A: Collaborative Discussions 5.1.B: Ask and Answer Questions Language Common noun Proper noun Possessive noun Future Tense Verbs High Frequency Words Context Clues Language 6.1.C: Nouns 6.1.K: Spelling 6.2.B: Use Context Clues * These Curriculum Maps are a work in progress 9 Imagine It! st 1 Grade Curriculum Map 2015-2016 Resources: Concept/Question Board: T234, T236, T241, T254, T279, & T291 Decodable Book 109: Houses Leveled Readers Strategic Level: Now and Then Benchmark Level: Animals in the Woods English Learner: Who Lives in the Woods? Advanced Level: Before Electricity Standards for Lessons 11-15: RIT 1.1: Ask and answer questions about key details in a text. RIT 1.2: Identify the main topic and retell key details of a text. RIT 1.7: Use the illustrations and details in a text to describe its key ideas. RIT 1.8: Identify the reasons an author gives to support points in a text. RIT 1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RFS 1.3a: Know the spelling-sound correspondences for common consonant digraphs. RFS 1.3e: Decode two syllable words following basic patterns by breaking the words into syllables. RFS 1.3f: Read words with inflectional endings.* RFS 1.4: Read with sufficient accuracy and fluency to support comprehension.* DIBELS W 1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. * W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of instructions). W 1.8: With guidance and support and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L 1.1b: Use common, proper, and possessive nouns.* L 1.1c: Use singular and plural nouns with matching verbs in basic sentences.* L 1.1e: Use verbs to convey a sense of past, present, and future.* L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L 1.4a: Use sentence level context as a clue to the meaning of a word or phrase.* Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 10 Imagine It! st 1 Grade Curriculum Map 2015-2016 Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 11 Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 9 Lessons 16-20: Finding Shelter, Home, The Hope Town News Content Objectives Throughout each lesson teachers have Content Objectives for each of the standards. These objectives show WHAT students will be learning. Reading Literature I can explain the differences between books that tell stories and books that give information. (RL 1.5)* (ELD 1.6, 1.8) I can read first grade poems with some help. (RL 1.10) (ELD 1.6) Reading Informational I can explain how the pictures are used in a text. (RIT 1.6) (ELD 1.6-7) Reading Foundational Skills I can read two syllable words and words with endings. (RFS 1.3e) I can read grade level text fluently by setting a purpose, using good expression, intonation, and rate. (RFS 1.4)* Writing I can write a how to piece on one of the topics our class brainstormed. ( W 1.2)* (ELD 1.10, 2.1-2, 2.6-7) I can share my how to piece with a peer and get feedback. (W 1.5) (ELD 1.10, 1.12, 2.1-7) I can participate in our shared class inquiry project by using a digital tool to present our presentation. ( W 1.6) (ELD 1.2, 1.10) Speaking and Listening Academic Services Department 2015-2016 First Grade Language Arts Approximately Five Days Suggested Dates: 5/23-5/27 Academic Vocabulary Reading Literature Poetry Reading Informational Text Illustrations Reading Foundational Skills Syllable Singular Plural Possessive Noun Setting Purpose Expression Intonation Rate Writing Topic Notes Timed Writing Digital Tool Inquiry Selection Vocabulary Creatures Coat Extra Shady Belonging Place Hibernating Thaw Lakes Enemies Underground Twigs Area Belonging Place Feeling Kitchen Common Core Literacy Handbook Use these lessons to further align Imagine It! to the Common Core Standards Reading Literature 1.2.B: Compare Fiction and Informational Text Reading Informational 2.2.C Compare Information from Pictures vs. from Words Reading Foundational Skills 3.3.A: Phonics 3.4.A: Develop Fluency Writing 4.2.A: The Writing Process 4.3.A: Use the Research Process Speaking and Listening 5.1.A: Collaborative Discussions Speaking and Listening Handing Off * These Curriculum Maps are a work in progress 12 Imagine It! st 1 Grade Curriculum Map 2015-2016 I can participate in a collaborative conversation about our text by responding to others comments about the text and building on what they say. (SL 1.1) (ELD 1.1, 1.3, 1.5) I can speak in complete sentences during class discussions. (SL 1.6) (ELD 1.1, 1.3, 1.9, 1.11-12, 2.3-7) Language I can use singular, plural, and plural possessive nouns in sentences. (L 1.1b)* (L 1.1c)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d) (ELD 1.10-11) I can identify root words. (L 1.4c)* (ELD 1.6-8) Resources: Concept/Question Board: Decodable Book 110: A Summer Home Leveled Readers Strategic Level: Now and Then Benchmark Level: Animals in the Woods English Learner: Who Lives in the Woods? Advanced Level: Before Electricity Language Plural Possessive Noun High- Frequency Words Language 6.1.C: 6.1.D: 6.1.K: 6.2.D: Nouns Verbs Spelling Build Vocabulary Standards for Lessons 16-20: RL 1.10 With prompting and support, read prose and poetry of appropriate complexity or grade 1. RIT 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RFS 1.3: Know and apply grade-level phonics and word analysis skills in decoding words. RFS 1.4: Read with sufficient accuracy and fluency to support comprehension. *DIBELS W 1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.* W 1.5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 13 Imagine It! st 1 Grade Curriculum Map 2015-2016 W 1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, in collaboration with peers. W 1.7: Participate in a shared research and writing projects (e.g. explore a number or “how-to” books on a given topic and use them to write a sequence of instructions). SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL 1.6: Produce complete sentences when appropriate to task and situation. L 1.1b: Use common, proper, and possessive nouns.* L 1.1c: Use singular and plural nouns with matching verbs in basic sentences. * L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L 1.4c: Identify frequently occurring root words and their inflectional forms.* Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 14 Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 9 Lessons 21-25: This House Is Made of Mud, A Home for Everyone Content Objectives First Grade Language Arts Academic Vocabulary Throughout each lesson teachers have Content Objectives for each of the standards. These objectives show WHAT students will be learning. Reading Literature I can read This House Is Made of Mud and Finding Shelter and explain the differences in informational text and fiction books. (RL 1.5)* (ELD 1.6, 1.8, 2.1-2) I can use the stories details and illustrations to describe the setting. (RL 1.7) (ELD 1.6) I can read a first grade rhyming fiction book with some help. (RL 1.10) (ELD 1.6) Reading Literature Fiction Informational Setting Rhyming Fiction Reading Informational I can review how the illustrations give some information and the words give some information in a text. (RIT 1.6) (ELD 1.6-7) I can see how the animals in two different books are the same and different. (RIT 1.9) (ELD 1.6) Reading Informational Text Illustrations Similar Different Reading Foundational Skills I can read words with endings. (RFS 1.3f)* I can read grade level text fluently and demonstrate my comprehension with meaningful voice, timing, and expression. (RFS 1.4)* DIBELS Reading Foundational Skills Present Tense Past Tense Future Tense Verbs Writing I can write a how to piece based on the district writing assessment topic. (Optional) (W 1.2)* (ELD 1.10, 2.1-2, 2.6-7) Writing Digital Tools Speaking and Listening I can participate in a collaborative conversation about Academic Services Department 2015-2016 Speaking and Listening Handing Off Approximately Five Days 5/31-6/3 Selection Vocabulary Mud Floor Tunnels Fence Covered Visitors Mice Share Straw Mixed Windows Yard Cacti Never Common Core Literacy Handbook Reading Literature 1.2.A: Identify Words and Phrases 1.3.A: Use Illustrations and Details Reading Informational 2.2.C Compare Information from Pictures vs. from Words 2.3.C: Tell What Is the Same and Different in Two Texts Reading Foundational Skills 3.3.A: Phonics Writing 4.1.B: Write to Inform or To Explain 4.2.A: The Writing Process 4.3.A: Use the Research Process Speaking and Listening 5.1.A: Collaborative Discussions 5.1.B: Ask and Answer Questions * These Curriculum Maps are a work in progress 15 Imagine It! st 1 Grade Curriculum Map 2015-2016 our text by responding to others comments about the text and building on what they say. (SL 1.1) (ELD 1.1, 1.3, 1.5) I can participate in group discussions by asking and answering questions to understand the text better. (SL 1.3) (ELD 1.5-6) Language I can use past, present, and future tense verbs. (L 1.1e)* (ELD 1.1-3, 1.9-12, 2.2-7) I can use what I know about sound spellings and highfrequency words to spell most words correctly. (L 1.2d) (ELD 1.10-11) I can use the structure of an unknown word to help me find the meaning. (L 1.4a)* (ELD 1.6-8) I can use affixes to help me define new words. (L 1.4b)* (ELD 1.6-8) I can identify root words. (L 1.4c)* (ELD 1.6-8) Ask Questions Answer Questions Clarify Language Present Tense Past Tense Future Tense Verbs High-Frequency Words Affix/Word Structure Language 6.1.D: 6.1.E: 6.1.K: 6.2.C: Verbs Pronouns Spelling Understand Words Parts Resources: Unit Celebration: T504 & T505 Concept/Question Board: Decodable Book 111: The Every Kid Club Leveled Readers Strategic Level: Homes to Go Benchmark Level: Homes Over Time English Learner: Homes Then and Now Advanced Level: Animals Underground Standards for Lessons 21-25: RL 1.5: 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 1.7: Use illustrations and details in a story to describe its characters, settings, or events. RL 1.10 With prompting and support, read prose and poetry of appropriate complexity or grade 1. RIT 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 16 Imagine It! st 1 Grade Curriculum Map 2015-2016 RIT 1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RFS 1.3f: Read words with inflectional endings.* RFS 1.4: Read with sufficient accuracy and fluency to support comprehension.* DIBELS W 1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.* SL 1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL 1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. L 1.1e: Use verbs to convey a sense of past, present, and future.* L 1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L 1.4a: Use sentence level context as a clue to the meaning of a word or phrase.* L 1.4b: Use frequently occurring affixes as a clue to the meaning of a word.* L 1.4c: Identify frequently occurring root words and their inflectional forms. * Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 17