ELA Grade 1 UNIT Outline
Grade 1
Length of Unit: Four Weeks
Unit Title TEAMWORK
Unit Overview
This unit focuses on the idea of Teamwork. The units Essential Question invites students to think
about the big idea for this unit, focus questions refine and deepen understanding of the
teamwork.
At the completion of this unit, students will be able to explain the concept of teamwork and the
importance of working together as a team. Teamwork is important to first graders because it
provides a foundation for developing as a productive citizen. Initial experiences with this concept
will develop a better understanding of their role in the classroom, family, and society.
Within this unit, first graders will engage in listening, speaking, reading and writing about the
concept of teamwork during large and small group instruction. Students will ask and answer
questions as they listen and observe closely. Students will develop as readers through listening to
and reading a range of text. Students will write for a variety of purposes. Students will work in
teams to do research and complete a STEM project.
Essential Question
How are we better together?
Unit Standards
Foundational Skills:
RF.1.1. Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Orally
produce single-syllable words by blending sounds (phonemes), including consonant blends
RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary
Literature
RL.1.1. Ask and answer questions about key details in a text.
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, setting, or events.
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Informational Text
RI.1.2. Identify the main topic and retell key details of a text.
RI.1.7. Use the illustrations and details in a text to describe its key ideas.
RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Language
L.1.5. With guidance and support from adults, demonstrate understanding of word relationships
and nuances in word meanings.
a. Identify real-life connections between words and their use (e.g., note places at home that
are cozy).
Writing
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.
W.1.8. With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Speaking and Listening
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.
a. Follow agreed-upon rules for discussions (e.g. listening to others with care, speaking one
at a time about the topics and texts under discussion).
Student Outcomes
 Students will listen for syllables, and sounds (phonemes) and respond

Given a text students will orally point to and name the basic features of print.

Students will read on-level texts orally with accuracy appropriate accordingly.

After listening to a text and looking at illustrations, students will be able to answer
questions about the characters, setting, main idea, and events in the story including key
details.

Students will recall information from texts read to answer this question: “Why is working
together better than working alone?”

Students will use text to confirm their answers to teacher directed questions about texts.

Students will identify if a text is fiction or nonfiction

Students will compare and contrast two familiar texts on the same topic.

After reading a variety of texts and discussing the meaning of teamwork, students will
work together to develop class rules.

Given a simple, familiar sentence, students will circle or name the first word, capital letter
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on the first word, and the ending punctuation.

Students will orally provide explanation of key vocabulary from text and explain the real life
connection. (Ex. Class rules)

Students will participate in discussions about the texts following agreed upon rules for class
discussions.

Student will write a personal narrative about working as a team in their family or with their
friends.
Suggested Texts
Informational Text
Teamwork by Ann Morris
Animal Moms and Dads by José Ramos
Raising Cows on the Koebel’s Farm by Alice K. Flanagan
Team Work by George Ancona
Game Day by Tiki and Ronde Barber
The Babe and I by David Adler
To Fly: The Story of the Wright Brothers by Wendie Old
A Koala Joey Grows Up by Joan Hewett
Farmer’s Market by Marcie Rendon
Song/Poem
Nine Gold Medals by David Roth
http://www.myspace.com/davidroth-46001794/music/songs/nine-gold-medals-74087741
Literature
Good Night Gorilla by Peggy Rathmann
What a Team!:Together Everyone Achieves More by Fran Shaw
A Story for Bear by Dennis Hasely
Arthur Makes The Team by Marc Brown
Mrs. Chicken and the Hungry Crocodile by Margaret H. Lippert and Wonldy Paye
Robbie and Ronnie by Christine Kliphuis
Ruby, the Copycat by Peggy Rathmann
Swimmy by Leo Lionni
Mama’s Coming Home by Kate Banks
Goal: The Dream Begins by Robert Burleigh
Officer Buckle and Gloria by Peggy Ruthum
Drummer Hoff Fires It Off by Barbara Emberly
The Crayon Box That Talked by Shane Derolf
Frog and Toad and Friends by Aronld Lobel
Yo! Yes by Chris Raschka
Tumbleweed Stew by Susan Stevens Crummel
Home Run Hero by Dean Hughes
Nacho and Lolita by Pam Muñoz Ryan
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Fable
The Bundle of Sticks
http://www.kidsworldfun.com/shortstories_bundleofsticks.php
The Seven Chinese Brothers by Margaret Mahy
Assessments
 Pre Assessment: Given pictures, students will categorize which pictures demonstrate
teamwork and which ones do not.
 Formative: Observation records are kept on skills taught on a daily bases including reading
records. Monitor student writing to determine if there is an understanding of a concept.
 Summative: With guidance and support from adults, students will answer the question in
writing, why is working together better than working alone by recalling information from texts
read. STEM Performance Assessment
Lesson Plans
The model lessons in this unit feature best practices to address Common Core State Standards. The
lesson plans were designed for heterogeneous classes. When teachers implement these plans, they
should consider the skills and special needs of their students and make adjustments accordingly.
Complete Lesson Plans and Lesson Seeds – view individual lesson plans that address the focus
question. (see “unit-at-a glance”)
The following websites provide alternate strategies and information for differentiation of lessons.
English Language Learns
http://www.wida.us/standards/CAN_DOs/
Gifted Children
National Association for Gifted Children
http://www.nagc.org/
Special Education and 504 LD Online
http://www.ldonline.org/educators
Universal Design Learning
http://www.ldonline.org/educators
http://marylandlearninglinks.org
Interdisciplinary connections – literacy
U. S. History:
Indicator: Develop and apply social studies vocabulary through exposure to a variety of text and
portions of text
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Books
If you Were there When They Signed the Constitution by Elizabeth Levy
Shh! We’re Writing the Constitution by Jean Fritz
Website
U.S. Constitution.net
http://www.usconstitution.net/constkidsK.html
Physical Education: Cooperating and working as teammates
Indicator: Show fundamental movement skills.
Movement Skills Lesson Ideas
Sponge Bob Day
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=9208
Scooter Ships
http://www.pecentral.org/lessonideas/ViewLesson.asp?ID=8824
Science: Caring about the environment takes teamwork and cooperation
Indicator: Recognize that caring about the environment is an important human activity.
Additional Resources
Websites:
Stories, Games and Chants
Free Stories for Kids (English and Spanish)
http://freestoriesforkids.com/
Chants, Clapping Games and Jump Rope Rhymes
http://www.beachnet.com/~jeanettem/chants.html
Join Officer Buckle and his friend Gloria (Video)
http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?ContentID=57be4c05-a0d6474a-a1af-12f6a1702e1c
http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?ContentID=9d6d1d89-8d534462-97c4-4a7447c4ba45
Make Way for Ducklings (Video)
http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?ContentID=78714c67-72334c08-99fd-123333a32bba
Game Day by Tiki and Ronde Barber (Video)
http://youtu.be/s3XWZhLiJ5U
Swimmy by Leo Lionni ideas
http://www.mermaidtheatre.ns.ca/onTour/leoLionni/Leo_Lionni_SG/swimmy.htm
Music and Dance
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The World is a Rainbow by Greg and Steve
Amazing Example of Teamwork (Video)
http://youtu.be/TRZnTfRingg
Ballet for Martha (Lesson plan)
http://www.readwritethink.org/classroom-resources/student-interactives/story-30008.html
Martha Graham
http://americanhistory.si.edu/ourstory/pdf/dance/dance_music.pdf
Animals
National Geographic for Kids (How animals work together)
http://kids.nationalgeographic.com/kids/search/?site=default_collection&client=default_frontend&pro
xystylesheet=default_frontend&output=xml_no_dtd&oe=utf8&proxyreload=1&search=How+animals+work+together&submit=
Animal Planet (How animals work together)
http://animal.discovery.com/search/results.html?focus=site&query=How+animals+work+together&s
earch=+
Investigating Animals: Using Nonfiction for Inquiry-based Research (Animal research)
http://www.readwritethink.org/classroom-resources/lesson-plans/investigating-animals-usingnonfiction-187.html
Animals Working Together
http://youtu.be/1qzzYrCTKuk
Science
Science, Technology, Engineering, and Mathematics (STEM)
http://sciencenetlinks.com/lessons/
Putting it All Together (Teaches planning and process when building things lesson)
http://sciencenetlinks.com/lessons/putting-it-all-together/
Self Evaluation
Team Job Rubric (Group evaluation form)
http://www.readwritethink.org/files/resources/lesson_images/lesson218/rubric.pdf
Lesson Ideas
Creating Classroom Rules
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http://sciencenetlinks.com/lessons/creating-classroom-rules/
Reading Skills
Adventures in Nonfiction: a Guided Inquiry and Journey
http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guidedinquiry-183.html?tab=1 - tabs
Button Trains (Teaching sequencing with songs and manipulatives)
http://illuminations.nctm.org/LessonDetail.aspx?ID=L23
Punctuation and Grammar
LL Cool J Punctuation
http://www.thinkfinity.org/Music-Video-LL-Cool-J-Punctuation-video
Grammar Review
http://www.willoughbyeastlake.k12.oh.us/classroom/technology/1st_grade%20language_arts.htm#Writing%20Conventions
First Grade Writing-Complete Sentences: Smart Board Activities
http://exchange.smarttech.com/details.html?id=db62a1dc-8afc-4d16-8697-84483c05334f
Maryland Connections: How people work together as teams
Interview local/state people about how they work together to reach a goal
Harriet Tubman and the Underground Railroad
Marion Anderson
Watermen
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