"1 1 2 ELAMay2012"
Grade: 1 Unit: 1 Week: 2 Content: ELA Dates: 8/27-8/31/12 Theme: Alphabet Books and Children Who Read Them In this first six-week unit of first grade, students are welcomed to school as readers and begin reviewing the alphabet and concepts of print through books about the library, friendship, and the ABCs. Theme Essential Question: Why is it important to ask questions while you are reading? Essential Questions: What makes up a complete sentence? What types of sentences are there? How do we determine what is fact or opinion (fiction/non-fiction)? How do we research more about a topic? Standards: This list does not include ongoing standards. Please refer to the matrix. Also, these standards are meant to be taught over the course of unit one. You may pick which of these standards you address for each week, which are developmentally appropriate for your students. RL.1.1 Ask and answer questions about key details and events 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.1 Ask and answer questions about key details in a text. 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 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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media SL.1.6 Produce complete sentences when appropriate to task and situation. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1a Print all upper- and lowercase letters. L.1.1b Use common, proper, and possessive nouns. L.1.1j Produce and expand complete simple and compound declarative, interrogative, Imperative, and exclamatory sentences in response to prompts. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2a Capitalize dates and names of people. L.1.2b Use end punctuation for sentences. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. CCSS Lesson Plan Template, revised 9/2011 Objectives: 1. Ask and answer questions about key details and events in fictional works, such as A Kiss for Little Bear. (RL.1.1) • recognize what a question is • distinguish how a question is alike and different from a telling sentence • define the meanings of question words who, what, when, where, and why • use these question words to ask questions orally as a story is read aloud • explain how to answer a question • answer questions before, during, and after reading for questions that ask who, what, when, why, and how 2. Produce and expand complete simple and compound interrogative sentences in response to a prompt. (L.1.1j) • recognize what a simple and compound interrogative sentence is • define what a simple and compound interrogative sentences is • produce a simple and compound interrogative sentence • expand a simple and compound interrogative sentence 3. Participate in shared research and writing projects, producing a class book on a pre- selected topic. (W.1.7) • recognize sequencing • explain the research process using different types of media materials participate in teacher led writing process Cross Curricular Standards (insert standards here) Objectives 1. Assessment 1. Product: Students will work in cooperative groups to create a class book about Elsie Minarik (or another author). (R/D) 2. Key Questions (match Standard): Who was Elsie Minarik? What did she do that was important? What information should we share with others about her? (W.1.1.7) 3. Observable Student Behaviors: Students will each create a page of the shared research book on the chosen author. Students can dictate the text, while you transcribe it, and then cut the transcription apart to give each student their sentence (so that they know how to spell everything, etc.). This can be adapted to the developmental level of your classroom. Students will write their sentence and illustrate their page of the class research book. Vocabulary author illustrator Capitalization Periods Stories Key details Questions Topic Sample Literacy Block CCSS Lesson Plan Template, revised 9/2011 *Many of the suggested activities listed below are going to fall into the read-aloud and writing categories. Other areas in the sample literacy block will need to be supplemented with resources at each individual school. Please share your ideas of big books used during shared reading or familiar reading texts on the forum so that these can be added into the plans for next year.* (Forum website: http://inst.pcssd.org/litspec/Lists/CCSS1/AllItems.aspx) Familiar Reading (20 min) o Refer to Apprenticeship in Literacy pgs. 31 - 32 o Take a running record on 1-2 Children Shared Reading (20 min) o Refer to Apprenticeship in Literacy pgs. 32-40 Phonemic Awareness/Phonics/Spelling (30 min) Literacy Corner Assignments (5 min) o Refer to Apprenticeship in Literacy pgs. 110 - 121 Small Group Reading Instruction (90 min) o Refer to Apprenticeship in Literacy pgs. 41-55 Read Aloud (15 min) Writing (60 min) o Assisted Writing Refer to Apprenticeship in Literacy pgs. 56-72 o Interactive Writing o Writing Aloud o Revising and Editing Independent Writing – Journal Writing Suggested Activities [see Legend to highlight MCO and HYS] 1. After reading A Kiss for Little Bear have a class discussion on the character of Little Bear. Little Bear can be seen on television. You can also read books about him and his family. Today you will follow this Web Quest http://www.lauriefowler.com/littlebearwq.html to learn more about Little Bear. After researching Little Bear write a class book on Little Bear. (W.1.7) 2. Read the Big Book “Bear who Wouldn’t Share” (or other texts) and ask questions such as “Who is the character” and “Where is the setting?” (RL.1.1) 3. Use questioning strategies in books read this week to focus students on asking questions about what they are reading. (RL.1.1) 4. Shared reading: Feel free to use any of the Common Core books as shared reading books by putting them up on the Smartboard and reading them with your students. Make sure it’s reader-friendly enough for your students and that you can zoom in enough to where they can read it as well. 5. Sort letters based on if they are small, tall, or if they fall. (L.1.1a): More resources for this: Handwriting chart, or Handwriting guide. 6. Use the following interactive Cinderella story website to identify story elements. 7. See Jordan School District website for additional resources and activities for this unit. Homework: Have students read a book to their parents and identify the author and illustrator of the book to their parents (and other book features, as appropriate). Terminology for teachers: Choral Reading: http://www.readingrockets.org/strategies/choral_reading/ Conventional Spelling: dictionary spelling of words. Phonetic Spelling: students use invented spelling that follows general phonics rules CCSS Lesson Plan Template, revised 9/2011 Research questions: Questions asked about a topic under investigation Shared research: Research done together as a class or small group Informational text/nonfiction: Writings that convey factual information and are not primarily works of the creative imagination Multicultural Concepts Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination High Yield Strategies Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice | Non-Linguistic representation | Cooperative Learning | Objectives/Feedback | Generating-Testing Hypothesis | Cues, Questions, Organizers ************************************************************************************************************ Resources Professional Texts Early Literacy Learning In Arkansas (ELLA) Professional Texts – 2011 – 2012 Apprenticeship in Literacy by Dorn et al (9781571100887) Bringing Words to Life by Beck et al (9781572307537) Guided Reading: Good First Teaching for All Children by Fountas and Pinnell (9780435088637) I’ve DIBEL’d, Now What? Designing Interventions with DIBELS Data by Hall (9781593184971) Leveled Books K-8, Matching Texts to Readers for Effective Teaching by Fountas and Pinnell (9780325008189) Nonfiction Reading Power:Teaching Students How to Think While They Read All Kinds of Information by Gear (9781551382296) Phonemic Awareness in Young Children by Adams et al (9781557663214) Put Reading First Read it Again! by Parkes (9781571103048) Reading Power: Teaching Students to Think While They Read by Gear (9781551382036) Reading Writing Connections in the K-2 Classroom Find the Clarity Then Blur the Lines by Mermelstein (9780205412778) Shaping Literate Minds by Dorn and Soffos (9781571103383) The Fluent Reader by Rasinski (9780439332088) Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4/E by Bear and Templeton (9780132239684) Literary Texts A Kiss for Little Bear by Else Holmelund Minarik Bear who wouldn’t share by Jonathan Allen Online storybooks: http://www.magickeys.com/books/ or http://kids.aol.com/KOL/1/KOLJrStories or http://www.cookie.com/kids/stories/viewallstories.html Informational Texts List Art, Music, and Media CCSS Lesson Plan Template, revised 9/2011 List Manipulatives List Games List Videos List Sight Words FRY LIST http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html The expectation for first grade is for students to learn the first 200 words by the end of the year. Smartboard Lessons List Other Activities, etc. http://www.lauriefowler.com/littlebearwq.html Jordan School District website: https://docs.google.com/document/pub?id=1pJmk0_GiKFsyEWA2tOXl3RJd1sOkV 4e-S4tvkBa9Xdo Cinderella interactive website on story elements: http://www.google.com/url?q=http%3A%2F%2Fwww.learner.org%2Finteractives% 2Fstory%2F&sa=D&sntz=1&usg=AFQjCNHyYK8H7Z6FsVZLlfCuyKI_M7bv6w Handwriting guide: http://thesmartiezone.com/docs/writing/mgc.doc Handwriting chart: https://docs.google.com/file/d/0B6GTEWyNCzvSNDE2MjNmMGEtOTQzZS00NG M5LTllNDQtNmVjYjBhZDZhYTM5/edit?hl=en&authkey=CL-Uk9QL&pli=1 CCSS Lesson Plan Template, revised 9/2011