Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 1 Back to School Getting Started: 8/26-9/11 Unit Suggested Dates: 9/14-10/2 About the Unit: Students will be introduced to children around the world and across time who have in common the experience of going to school. They will read stories about the importance of school and the similarities and differences to students in other countries at different time periods, as well as make personal connections to the selections read. Big Idea: Why do we go to school? 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 primarily in the 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. RL 1.2 RL 1.3 RL 1.4 RL 1.7 RIT 1.1 RIT 1.3 RIT 1.7 Taught in the “Green” Section. May have to supplement with CCSS Handbook and other resources to teach the standards fully. “Blue” & “Green” section. Many CCSS Language Standards aren’t covered in Imagine It. Use the CCSS Literacy Handbook and other resources to teach these standards fully W1.3 (Narrative) the other standards help support the students through the writing process. RFS 1.1a* L 1.1a W 1.3* RFS 1.3g* (HFW) L 1.1b RFS 1.2a* L 1.1c W 1.5 RFS 1.2b* L 1.2b W 1.7 RFS 1.2c* L 1.2d W 1.8 RFS 1.2d* L 1.4a RFS 1.3b* L 1.5a (Use Beginning of the Year RFS Assessment) Required CCCS Narrative Writing (W 1.3) Assessment Due: 10/2/15 students follow discussion protocols, contribute to class conversations, and work collaboratively SL 1.1 SL 1.2 SL 1.5 Required: iReady Diagnostic 9/14-9/25 Optional BOY RFS Assessment Suggested Writing Topics: “All About Me”, “My Autobiography”, “My School”, “My Classroom”, “My First Day of 1st Grade” Inquiry Topics/Ideas: What do you learn at school? How has school changed over time? What will school be like in the future? What do you think school was like for your parents/grandparents? Why do we go to school? What will it help us do in the future? How are schools different in other countries? Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 1 Imagine It! st 1 Grade Curriculum Map 2015-2016 Getting Started Section Suggested Dates: 8/26-9/11 Unit 1 Lessons 1-5: First Day Jitters, Back to School, And the Answer Is…? First Grade Language Arts Content Objectives 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 a story in order using the illustrations to help me remember the text. (RL 1.2) (ELD 1.6) I can look at words in a poem and find the words that show feelings. (RL 1.4) (ELD 1.6-8) Reading Informational I can answer questions about important parts of a story using complete sentences. (RIT 1.1) (ELD 1.6) I can describe a connection between two individuals in a text. (RIT 1.3) (ELD 1.6) I can use the photographs in a story to help me understand more about the text. (RIT 1.7) (ELD 1.6) Reading Foundational Skills I can use letters to make a word and words to make a sentence while I write from left to right, top to bottom. (RFS 1.1a)* I can blend and segment initial sounds and segment final sounds. (RFS 1.2c)* I can hear the difference between the long a sound and the short a sound. (RFS 1.2a)* Academic Services Department 2015-2016 Reading Literature Retelling Order Characters Feelings Emotions Reading Informational Ask Questions Making Connections Photo-essay Visualizing Clarifying Approximately Five Days Suggested Dates: 9/14-9/18 Selection Vocabulary uniform discovering science forming conducting learning geography language artistic talent lessons Reading Foundational Skills Left Right Top Bottom Blend 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.A: Identify Words and Phrases Reading Informational 2.1.A: Ask and Answer Questions About Key Details 2.1.C: Describe Connections in a Text 2.2.C Compare Information from Pictures vs. from Words 2.3.A: Describe Key Ideas Reading Foundational Skills 3.1.A: Understand Concepts of Print 3.2.B.: Blend Sounds in Words 3.2.C: Say Sounds 3.2.D: Segment Words Into Sounds * These Curriculum Maps are a work in progress 2 Imagine It! st 1 Grade Curriculum Map 2015-2016 I can read first grade high-frequency words. (RFS 1.3g)* Writing I can brainstorm a list of narrative writing topics. (W 1.3)* (ELD 1.10, 2.1-2, 2.6-7) I can draw a picture and label my drawing about something that happened to me (personal narrative). (W 1.3)* (ELD 1.10, 2.1-2, 2.6-7) Speaking and Listening I can answer questions about key details in a story that is read aloud to me. ( SL 1.2) (ELD 1.5-6) Segment Writing Brainstorm Narrative Label Event Speaking and Listening Key Details Language I can print all upper and lowercase letters. (L 1.1a) (ELD Language 1.1-3, 1.9-12, 2.2-7) Context Clue I can use the correct end punctuation in my writing. (L 1.2b) (ELD 1.10-11) I can use words in a sentence to help me know the meaning of an unknown word in that sentence. (L 1.4a) (ELD 1.6-8) Resources: Pre-Decodable 5: I Can See Decodable 6: Sam, Sam, Sam Decodable 7: Matt and Sam Decodable 8: On a Mat Big Idea: Why do we go to school? Launching The Theme: T4&T5 Concept/Question Board : T39,T40,T62, T93, T113, T 131 3.3.B: High-Frequency Words Writing 4.1.C: Personal Narrative Speaking and Listening 5.1.B: Ask and Answer Questions Language 6.1.A: Handwriting 6.1.J: Punctuation 6.2.B: Use Context Clues Standards for Lessons 1-5 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. Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 3 Imagine It! st 1 Grade Curriculum Map 2015-2016 RIT1.1: 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 1.7: Use the illustrations and details in a text to describe its key ideas. RFS 1.1.a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). * RFS 1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.* RFS 1.2.c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in single-syllable words.* RFS 1.3g: Recognize and read grade-appropriate irregularly spelled words.* 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.* SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L 1.1a: Print all upper and lowercase letters. L 1.2b: Use end punctuation for sentences. L 1.4.a: 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 4 Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 1 Lessons 6-10: Suki’s Kimono, Wolf! First Grade Language Arts Content Objectives 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 use illustrations and details from a story to retell the most important events. (RL 1.2) (ELD 1.6) I can describe who is in a story and the most important parts of the story. (RL 1.3) (ELD 1.6-7) I can look the pictures in a story and explain to you how they can tell you more about the characters feelings. (RL 1.7) (ELD 1.6) Reading Foundational Skills I can find the first word on a page and show which direction we read. (RFS1.1a)* I can hear and say the last sound in words. (RFS 1.2c)* I can hear the difference between the short I and long i. (RFS 1.2a)* I can blend sounds into words and read those words in decodable books. (RFS 1.3b)* I can read high-frequency words. (RFS 1.3g)* Writing I can start writing an autobiography (Personal Narrative). (W 1.3)* (ELD 1.10, 2.1-2, 2.6-7) I can use question words to question words to make my writing better. (W 1.5) (ELD 1.10, 1.12, 2.1-7) I can use question words to generate questions for our class to interview the principal. (W 1.7) (ELD 1.10) Academic Services Department 2015-2016 Approximately Five Days Suggested Dates: 9/21-9/25 Reading Literature Retelling Recall Beginning Middle End Characters Feelings Events Illustrations Summarizing Selection Vocabulary graceful souvenir quivered approve wiggled snatched respond continued concentrate admire educated ached emergencies ignore Reading Foundational Skills Direction Final Blending Decode High-Frequency Word Writing Autobiography Audience Purpose Question Words Conjecture Common Core Literacy Handbook Use these lessons to further align Imagine It! to the Common Core Standards Reading Literature 1.1.A: Ask and Answer Questions About Key Details 1.1.B: Retell Stories 1.1.C: Use Key Details to Describe Story Parts 1.3.A: Use Illustrations and Details Reading Foundational Skills 3.1.A: Understand Concepts of Print 3.2.A: Distinguish Short Vowels From Long Vowels 3.2.D: Segment Words Into Sounds 3.2.C: Say Sounds 3.3.A: Phonics 3.3.B: High-Frequency Words Writing 4.1.C: 4.2.A: 4.3.A: 4.3.B: Write Stories The Writing Process Use the Research Process Answer Questions * These Curriculum Maps are a work in progress 5 Imagine It! st 1 Grade Curriculum Map 2015-2016 I can prepare to use information gathered from my principal interview to answer my questions. (W 1.8) (ELD 1.10) Speaking and Listening I can identify and follow agreed upon rules for discussion and listen to the comments of others. (SL 1.1) (ELD 1.1, 1.3, 1.5) I can ask and answer questions about key details in a text or presentation. (SL 1.2) (ELD 1.6) I can plan how I would like to add pictures to help clarify the information from my principal interview. (SL 1.5) (ELD 1.9) Inquiry Information Speaking and Listening Clarify Speaking and Listening 5.2.B: Use Drawings and Pictures to Express Ideas, Thoughts, and Feelings Language Noun Capitalization Dictation Context Clue Language 6.1.A: Handwriting 6.1.J: Punctuation 6.1.C: Nouns 6.1.K: Spelling 6.2.A: Multiple Meaning Words 6.2.B: Use Context Clues Language I can print all upper and lowercase letters. (L 1.1a) (ELD 1.1-3, 1.9-12, 2.2-7) I can name and identify nouns. (L 1.1b) (ELD 1.1-3, 1.912, 2.2-7) I can use the correct end punctuation in my writing. (L 1.2b) (ELD 1.10-11) I can use correct spelling in my dictation words. (L 1.2d) (ELD 1.10-11) I can use words in a sentence to help me know the meaning of an unknown word in that sentence. (L 1.4a) (ELD 1.6-8) I can sort nouns into groups to show if they are a person, place, or thing. (L 1.5a) (ELD 1.8, 1.12) Resources: Decodable 9: Dad Sat Decodable 10: Ants Decodable 11: Sit Decodable 12: A Hint Decodable 13: Mints Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 6 Imagine It! st 1 Grade Curriculum Map 2015-2016 Big Idea: Why do we go to school? Concept/Question Board: T169, T219, T250, T252, T278, T297, T298 Standards for Lessons 6-10 RL 1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL 1.3: Describe characters, settings, and major events in a story, using key details. RL 1.7: Use illustrations and details in a story to describe its characters, settings, or events. RFS 1.1.a: RFS 1.2.a: RFS 1.2.c: RFS 1.3.b: RFS 1.3.g: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). * Distinguish long from short vowel sounds in spoken single-syllable words.* Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in single-syllable words.* Decode regularly spelled one-syllable words.* Recognize and read grade-appropriate irregularly spelled words. * 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 even 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 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. SL 1.5: Add drawings or other visual to descriptions when appropriate to clarify ideas, thoughts, and feelings. Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 7 Imagine It! st 1 Grade Curriculum Map 2015-2016 L 1.1a: Print all upper- and lowercase letters. L 1.1.b: Use common, proper, and possessive nouns. L 1.2b: Use end punctuation for sentences. L 1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L 1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase. L 1.5.a: Sort words into categories (e.g., to gain a sense of the concepts the categories represent. Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 8 Imagine It! st 1 Grade Curriculum Map 2015-2016 Unit 1 Lessons 11-15: School Then and Now, School Bus First Grade Language Arts Content Objectives 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 answer questions about important parts of a story being read to me. (RIT 1.1) (ELD 1.6) I can discuss how schools are different and the same now and years ago. (RIT 1.3) (ELD 1.6) Reading Foundational Skills I can use basic text features to help me read (find the first word, capitalization, and ending punctuation). (RFS 1.1a)* I can hear the difference between long o and short o (RFS 1.2a)* I can orally blend sounds together to make a word. (RFS 1.2b)* I can orally blend and segment one syllable words. (RFS 1.2d)* I can hear and separate the final consonant sound in words. (RFS 1.2c)* I can read first grade high-frequency words. (RFS 1.3g)* Writing I can start writing an autobiography (Personal Narrative). (W 1.3)* (ELD 1.10, 2.1-2, 2.6-7) I can give my readers more information by adding details to my writing. (W 1.5) (ELD 1.10, 1.12, 2.1-7) I can share the information I learned from our shared Academic Services Department 2015-2016 Approximately Five Days Suggested Dates: 9/28-10/2 Reading Informational Ask Questions Time Line Reading Foundational Skills Phonemes Blend Final Consonant Selection Vocabulary public invented college social studies supplies slates chalk arithmetic fountain pen illustrated published readied fall Writing Details Inquiry Presentation 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.C: Describe Connections in a Text 2.3.B: Identify Reasons that Support Key Points Reading Foundational Skills 3.1.A: Understand Concepts of Print 3.2.C: Say Sounds 3.2.D: Segment Words Into Sounds 3.3.B: High-Frequency Words Writing 4.1.C: Narrative Writing 4.2.A: The Writing Process 4.3.A: Use the Research Process * These Curriculum Maps are a work in progress 9 Imagine It! st 1 Grade Curriculum Map 2015-2016 inquiry project. (W 1.7) (ELD 1.10) Speaking and Listening I can ask questions when I do not understand. (SL 1.1) (ELD 1.1, 1.3, 1.5) I can ask and answer questions about key details in a text or presentation. (SL 1.2) (ELD 1.5-6) Language I can print upper and lowercase letters. (L 1.1a) (ELD 1.13, 1.9-12, 2.2-7) I can change a noun from singular to plural and use it in a sentence. (L 1.1c) (ELD 1.1-3, 1.9-12, 2.2-7) I can correctly spell my dictation words and some highfrequency words. (L 1.2d) (ELD 1.10-11) I can use clues in a sentence to find the meaning of a word I don’t know. (L1.4a) (ELD 1.6-8) Language Singular Plural Noun Context Clues Language 6.1.C: 6.1.K: 6.2.A: 6.2.B: 6.2.C: Nouns Spelling Multiple Meaning Words Use Context Clues Understand Words Parts Resources: Decodable 14: Pat’s Map Decodable 15: Lin and Hal Decodable 16: A Spot Decodable 17: Bob at Bat Decodable 18: Bill Big Idea: Why do we go to school? Concept/Question Board: T343,T389,T409,T427 Unit Celebration: T434 & T435 Standards for Lesson 11-15 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. RFS 1.1.a: RFS 1.2.a: RFS 1.2.b: RFS 1.2.c: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). * Distinguish long from short vowel sounds in spoken single-syllable words.* Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.* Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in single-syllable words.* Academic Services Department 2015-2016 * These Curriculum Maps are a work in progress 10 Imagine It! st 1 Grade Curriculum Map 2015-2016 RFS 1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds.* RFS 1.3g: Recognize and read grade appropriate irregularly spelled words.* 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 even 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 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 1.1a: Print all upper and lowercase letters. L 1.1.c: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L 1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L 1.4.a: 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 11