Unit Design
Content Area
Grade/Course
Unit Title
Duration of Unit
Warren County Public Schools
ELA
1st
ELA Grade 1 Unit 5 Literature
6 Weeks (Weeks 25-30) Correlates with Grade 1 Pacing
Guide
Priority Standards with skills underlined.
RF.1.4a: Read grade-level text with purpose and understanding.
RF.1.4b: Read grade-level text orally with accuracy, appropriate rate, and expression.
RF.1.4c: Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
Supporting Standards
RL.1.2: Retell stories, including key details, and demonstrate understanding of their
central message or lesson.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to
the senses.
RL.1.10: With prompting and support, read prose and poetry of appropriate complexity
for grade 1.
Unwrapped Priority Standards
Concepts (nouns)
Grade level text
Context
Skills (verbs)
Read
Use
Bloom’s Level (verb)
Analyze
Remember, Understand,
Apply
Learning Targets (Priority Standard Skills and Concepts combined with Bloom’s level
(number) after each learning target).
LT1. Read on-level with purpose. (1, 2, 3)
LT2. Read on-level with understanding. (1, 2, 3)
LT3. Use context to confirm word recognition and understanding, rereading as necessary.
(1, 2, 3)
LT4. Self-correct word recognition and understanding, re-reading as necessary. (1, 2, 3)
Determine Big Ideas (lifelong
understandings)
Good readers read on-level with purpose
and understanding.
Write Essential Questions (Answer Big Idea,
hook student interest.
What do good readers do?
Unit Design
Warren County Public Schools
Assessments
•Baseline Group Tests
•Weekly Selection Tests
•Fresh Reads for Differentiated Test Practice
•Unit Tests
We are in agreement (Grades 1-5) we will use Scott Foresman(2013) as our preposttests assessments. Using PearsonSuccessnet.com
*log in to your specific grade level (see access codes attached)
*(at the very top of the page) click on content tab
*click on tab directly below that's titled TESTS
*click on test type
For differentiation purposes, choose between summative assessments CCR (College and
Career Ready) tests or Unit Tests. The two options only work for 3rd grades- 5th grades.
All of this can be done on line if you set up your classroom roster or if you prefer paper
and pencil version- see note below.
We suggest to pull out the writing component and do that as a separate assignment
since you are using the unit test as a pre-posttest.
It was also suggested that you could make a copy of your pretest/posttest, administer
the test, marking only the correct answers, and then re-administer the posttest allowing
the student the opportunity to retake those that were incorrect. Thus allowing the
student to use critical thinking strategies to correct. This is also environmentally
friendly. Great suggestion given by Carol Anne.
Unit Design
Warren County Public Schools
Unit Design
Content Area
Grade/Course
Unit Title
Duration of Unit
Warren County Public Schools
ELA
1st Grade
Unit 5: Informational
6 Weeks (Weeks 25-30) Correlates with Grade 1 Pacing
Guide
Priority Standards with skills underlined.
RF.1.4a: Read grade-level text with purpose and understanding.
RF.1.4b: Read grade-level text orally with accuracy, appropriate rate, and expression.
RF.1.4c: Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
R1.1.2: Identify the main topic and retell key details of a text.
RI.1.8: Identify the reasons an author gives to support points in a text.
Supporting Standards
RI.1.9: Identify basic similarities in and differences between two texts on the same topic
(e.g., in illustrations, descriptions, or procedures).
RI.1.10: With prompting and support, read informational texts appropriately complex
for grade 1.
Unwrapped Priority Standards
Concepts (nouns) Skills (verbs) Bloom’s Level (verb)
Grade level text Read
Analyze
Context
Use
Remember, Understand, Apply
Main Topic
Identify
Remember
Key Details
Retell
Remember
Reasons
Identify
Remember
Learning Targets (Priority Standard Skills and Concepts combined with Bloom’s level
(number) after each learning target).
LT1. Read on-level with purpose. (1, 2, 3)
LT2. Read on-level with understanding. (1, 2, 3)
LT3. Use context to confirm word recognition and understanding, rereading as necessary.
(1, 2, 3)
LT4. Self-correct word recognition and understanding, re-reading as necessary. (1, 2, 3)
LT5. Identify the main topic of a text. (1)
LT6. Retell key details of a text. (1)
Unit Design
Warren County Public Schools
LT7. Identify the reasons an author gives to support points in a text. (1)
Determine Big Ideas (lifelong
Write Essential Questions (Answer Big Idea,
understandings)
hook student interest.
Good readers read on-level with purpose What do good readers do?
and understanding.
Identifying the main topic of a text helps How can the reader better understand what is
the reader to understand what is being read. being read?
Retelling key details of a text helps the
reader to understand what is being read.
Assessments
•Baseline Group Tests
•Weekly Selection Tests
•Fresh Reads for Differentiated Test Practice
•Unit Tests
We are in agreement (Grades 1-5) we will use Scott Foresman(2013) as our preposttests assessments. Using PearsonSuccessnet.com
*log in to your specific grade level (see access codes attached)
*(at the very top of the page) click on content tab
*click on tab directly below that's titled TESTS
*click on test type
For differentiation purposes, choose between summative assessments CCR (College and
Career Ready) tests or Unit Tests. The two options only work for 3rd grades- 5th grades.
All of this can be done on line if you set up your classroom roster or if you prefer paper
and pencil version- see note below.
We suggest to pull out the writing component and do that as a separate assignment
since you are using the unit test as a pre-posttest.
It was also suggested that you could make a copy of your pretest/posttest, administer
the test, marking only the correct answers, and then re-administer the posttest allowing
the student the opportunity to retake those that were incorrect. Thus allowing the
student to use critical thinking strategies to correct. This is also environmentally
friendly. Great suggestion given by Carol Anne.
Unit Design
Warren County Public Schools
Unit Design
Content Area
Grade/Course
Unit Title
Duration of Unit
Warren County Public Schools
ELA
1st
Unit 5 Writing-Language
6 Weeks (Weeks 25-30) Correlates with Grade 1 Pacing
Guide
Priority Standards with skills underlined.
W.1.6: With guidance and support from adults, use a variety of digital tools to produce
and publish writing, including in collaboration with peers.
W.1.8: With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
L.1.1j: Produce and expand complete simple and compound declarative,
interrogative, imperative, and exclamatory sentences in response to prompts.
Supporting Standards
Unit Design
Warren County Public Schools
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.
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 shared research and writing projects (e.g., explore a number of
“how-to” books on a given topic and use them to write a sequence of instructions).
L.1.1b: Use common, proper, and possessive nouns.
L.1.1d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,
their, anyone, everything).
L.1.1f: Use frequently occurring adjectives.
L.1.1g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.1h: Use determiners (e.g., articles, demonstratives).
L.1.1i: Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.2d: Use conventional spelling for words with common spelling patterns and for
frequently occurring irregular words.
L.1.2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
L.1.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.5c: Identify real-life connections between words and their use (e.g., note places at
home that are cozy).
L.1.5d: Distinguish shades of meaning among verbs differing in manner (e.g., look,
peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large,
gigantic) by defining or choosing them or by acting out the meanings.
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).
Unwrapped Priority Standards
Concepts (nouns)
Digital tools
Information
Declarative sentences
Interrogative
sentences
Imperative sentences
Exclamatory
sentences
Declarative sentences
Skills (verbs)
Use
Recall
Produce
Produce
Bloom’s Level (verb)
Create
Remember
Create
Create
Produce
Produce
Create
Create
Expand
Interrogative
sentences
Expand
Understand, Apply,
Create
Understand, Apply,
Create
Unit Design
Warren County Public Schools
Imperative sentences Expand
Exclamatory
sentences
Expand
Understand, Apply,
Create
Understand, Apply,
Create
Learning Targets (Priority Standard Skills and Concepts combined with Bloom’s level
(number) after each learning target).
LT1. Use a variety of digital tools to produce and publish writing, including in
collaboration with peers. (6)
LT2. Recall information from experiences or gather information from provided sources
to answer a question. (1)
LT3. Produce and expand complete declarative sentences in response to questions and
prompts. (6)
LT4. Produce and expand complete interrogative sentences in response to questions and
prompts. (6)
LT5. Produce and expand complete imperative sentences in response to questions and
prompts. (6)
LT6. Produce and expand complete exclamatory sentences in response to questions and
prompts. (6)
LT7. Expand complete declarative sentences in response to questions and prompts. (2, 3,
6)
LT8. Expand complete interrogative sentences in response to questions and prompts. (2,
3, 6)
LT9. Expand complete imperative sentences in response to questions and prompts. (2, 3,
6)
LT10. Expand complete exclamatory sentences in response to questions and prompts. (2,
3, 6)
Determine Big Ideas (lifelong
understandings)
I can write and expand complete
declarative sentences.
I can write and expand complete
interrogative sentences.
I can write and expand complete
imperative sentences.
I can write and expand complete
exclamatory sentences.
Write Essential Questions (Answer Big Idea,
hook student interest.
What types of sentences can I write?
Unit Design
Warren County Public Schools
Assessments
•Baseline Group Tests
•Weekly Selection Tests
•Fresh Reads for Differentiated Test Practice
•Unit Tests
We are in agreement (Grades 1-5) we will use Scott Foresman(2013) as our preposttests assessments. Using PearsonSuccessnet.com
*log in to your specific grade level (see access codes attached)
*(at the very top of the page) click on content tab
*click on tab directly below that's titled TESTS
*click on test type
For differentiation purposes, choose between summative assessments CCR (College and
Career Ready) tests or Unit Tests. The two options only work for 3rd grades- 5th grades.
All of this can be done on line if you set up your classroom roster or if you prefer paper
and pencil version- see note below.
We suggest to pull out the writing component and do that as a separate assignment
since you are using the unit test as a pre-posttest.
It was also suggested that you could make a copy of your pretest/posttest, administer
the test, marking only the correct answers, and then re-administer the posttest allowing
the student the opportunity to retake those that were incorrect. Thus allowing the
student to use critical thinking strategies to correct. This is also environmentally
friendly. Great suggestion given by Carol Anne.
Unit Design
Warren County Public Schools