2014-2015 Curriculum Blueprint
Grade:
First
Flexible Time
Line
Course: ELA
District Unit _ 14
Wonders Unit 6 Week 3, 4, & 5
Lexile Band: 445L-530L (4th quarter) Lexile Band: 190L – 530L (whole year)
20 days
Unit Overview
In this unit students will identify characters, settings and events using texts and illustrations to deepen understanding
of story elements. By the end of this unit students will write a narrative that tells about a problem they have had and
how they resolved it.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
 How do readers identify and describe story elements?
 What can illustrations tell me about the story?
 What can illustrations tell me about story elements?
 How can you compare and contrast characters in stories?
Reading Learning Goals
Writing Learning Goals
Students will understand how to identify story elements
and compare and contrast stories for deeper
understanding using the impact of illustrations.
RL.1.3 Scale
RL.3.7 Scale
RL.3.9 Scale
Students will understand how to write a narrative with
details, transitional words and closure. W.1.3 Scale
Focus Reading Standard
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and
major events in a story, using key details.
LASF.1.RL.3.7 (DOK 2) Use illustrations and details in a story
to describe its characters, setting, or events.
LAFS.1.RL3.9 (DOK 3) Compare and contrast the adventures
and experiences of characters in stories.
Focus Writing Standard
LAFS.1.W.1.3 (DOK 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.
Recursive Standards
McGraw-Hill Wonders series may be used to teach the following: Foundational Skills, Speaking and Listening, Writing
and Language, Grammar and Spelling.
RF: 1.1, 2.2, 3.3, 4.4
SL: 1.1, 1.2, 1.3, 2.4, 2.5, 2.6
Phonics
Pig Pen aw, au
Pig Pen Ou, Ow
Pig Pen Oy, Oi
Fluency Passages 136 phonic words
R: 1.1, 2.4, 4.10
High Frequency/Vocabulary
High Frequency: take, only, little,
work, know, place, years, live, me,
back, give, most, very, after, thing,
our, just, name, good, sentence,
man, think , say, great, help
L: 1.1,1.2, 3.4, 3.5,
3.6
W: 2.5, 3.7
Grammar/Language
Grammar: Prepositions, Prepositional
Phrases
Mechanics: Commas in dates and in
letters and abbreviations
Vocabulary: breeds, grooming,
nutrients, warren
Draft Revised 03-09-15
Deconstructed Reading Standards
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and major events in a story, using key details.
 Define character.
 Define setting.
 Define major events.
 Define key details.
 Identify characters using key details.
 Identify setting using key details.
 Identify major events using key details.
 Describe characters using key details, discern which details are important.
 Describe setting using key details, discern which details are important.
 Describe major events using key details, discern which details are important.
 Orally demonstrate understanding of a central message, meaning or lesson.
K: With prompting and support, identify characters, settings, and major events in a story.
2nd: Describe how characters in a story respond to major events and challenges.
LASF.1.RL.3.7 (DOK 2) use illustrations and details in a story to describe its characters, setting, or events.
 Recognize story characters.
 Recognize story setting.
 Recognize story events.
 Use story illustrations and details to identify characters.
 Use story illustrations and details to identify setting.
 Use story illustrations and details to identify events.
 Use story illustrations and details to describe characters.
 Use story illustrations and details to describe setting.
 Use story illustrations and details to describe events.
K: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what
moment in a story an illustration depicts).
2nd: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its
characters, setting, or plot.
LAFS.1.RL3.9 (DOK 3) Compare and Contrast the adventures and experiences of characters in stories.
 Identify characters in a story.
 Identify similarities and differences of adventures and experiences of characters.
 Compare/contrast details from stories about the experiences of characters.
K: With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
2nd: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from
different cultures.
Draft Revised 03-09-15
Deconstructed Writing Standard
LAFS.1.W.1.3 (DOK 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.
 Choose an experience in which to write.
 Identify two or more events of the experience and sequence appropriately.
 Identify transitional words.
 Identify details, transitions, closure, final thoughts.
 Choose relevant details that correspond to a chosen event.
 Reflect on identified event.
 Apply appropriate transitional words in order to signal change of events in narrative.
 Create relevant and elaborate details to support events of narrative writing.
 Write a narrative, recounting two or more events and including supporting details.
 Write a narrative, recounting two or more events and including transitional words.
Write a narrative, recounting two or more events and including a sense of closure.
Suggested Literary Texts
*Depending on readability of text, Interactive
Read-Alouds may be utilized (refer to Higher
Order Questions to ensure deeper
comprehension)
Paired Text
 Click, Clack, Moo Cows That Type
School Media Center (Lexile 380)
 Giggle Giggle Quack
School Media Center (Lexile 380)
LAFS.1.RL.1.3 (DOK 2) After reading a text, students will identify the
main character(s). Students will then use text evidence to describe the
character(s).
LAFS.1.RL.1.3 (DOK 2) After reading paired text, students will create a
Thinking Map/graphic organizer (i.e. circle map) to describe the
setting(s) for each text. Discuss with a partner which details are
important for describing the setting.
LAFS.1.RL.1.3 (DOK 2) – After reading a text, students will create a
Thinking Map/graphic organizer (i.e. Tree Map) to order the major
events, using key details to determine which details are important.
 Eleanore Wont Share
www.myon.com (Lextile 470)
 Terrible, Awful, Horrible Manners
www.myon.com(Lextile 350)
Tools and Resources for Finding Optional Text
Science Texts
Social Studies Texts
Ebscohost
Under
this
link,
use
Login/Password is lakecounty
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and scaffold learning
for the published product. Can be used in whole group, small group, and
journal responses.
“Searchasarus”
lexile.com
Lexile.com serves as a tool to assist teachers
with verifying reading sources for curriculum
support.
Tools to measure text complexity (Vetting a
LASF.1.RL.3.7 (DOK 2) After reading a text students will work with a
partner, using illustrations from the text to identify and describe the
characters of the story.
LASF.1.RL.3.7 (DOK 2) After reading a text students will work with a
partner, using illustrations from the text to identify and describe the
setting of the story.
LAFS.1.RL3.9 (DOK 3) After reading paired texts, students will discuss
and record how the stories are similar. They can record their answers
using a Thinking Map/graphic organizer (i.e. double bubble)
Part B: Students will discuss and record how the stories are different.
Part C: Students will use the discussion and/or notes to write a
paragraph that highlight the similarities and differences between the
two stories.
Draft Revised 03-09-15
text)
*Students should interact with the
suggested/optional texts multiple times to master
the three focus reading standards within this unit.
PLC’s should collaborate to determine the order of
instruction and strategies that support the learning
goal.
LAFS.1.RL3.9 (DOK 3)
Part A: After reading two texts, such as Click, Click, Moo Cows and
Giggle Giggle Quack, compare and contrast the characters’ experiences
using a Thinking Map/graphic organizer (i.e. Double Bubble) to show
your work. Part B: Use details and illustrations from the story to write a
paragraph explaining how the characters’ experiences are similar and
different.
LAFS.1.RL3.9 (DOK 3) Part A: After reading paired texts, students will
use a Thinking Map/graphic organizer (i.e. Tree Map) to list the various
characters from the stories.
Part B: Students will use the main character and a supporting character
of their choice to compare and contrast their experiences within the
story.
Part C: Students will write a paragraph that will express their
comparisons.
Use to create your own tasks LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional tasks
would be required to ensure adequate practice and deepening of
knowledge to ensure mastery of the focus standards.
Published Product for Unit 1
*The purpose of the Published Product is to allow for students to
go through the writing process with
modeling. See Literary Tasks to scaffold learning and prepare students for the Published Product.
Students will write a narrative that tells about a time they faced a challenge like a character in a text they’ve
read. Students will provide a resolution for the challenge they faced, use sequencing words to signal event
order and provide a sense of closure.
Product Examples starting on page 523
Draft Revised 03-09-15




Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking,
listening, and writing throughout the unit.
LAFS.1.RL.1.3 (DOK 2)
LAFS.1.RL.3.7 (DOK 2)
LAFS.RL.3.9 (DOK 3)
How do the characters in the story
 How do illustrations help us
How are their adventures similar?
solve their problem?
understand the events in the
How are they different?
story?
What happens at the beginning,
middle, and end of the story?
 Describe details from
illustrations.
How are the characters behaving, or
feeling, at the beginning, middle,
 Where can we look to find
and end of the story?
details about the story
characters (i.e. how they
How do we know the characters are
look, where they live)?
feeling _____, or are going to do
________?
Additional Resources & Links
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric Narrative (suggested)
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
5th
Draft Revised 03-09-15