Unit Planning Organizer
Grade: 1
Unit: 1
Created By:
Katie Burbridge, 1st Grade Teacher North Scott CSD
Stefanie Chase, 1st Grade Teacher Central CSD
Von Danielson, 1st Grade Teacher Muscatine CSD
Dawn Gannon, 1st Grade Teacher Calamus
Wheatland CSD
Lisa Roth, 1st Grade Teacher Bellevue CSD
Terri Parker, Quality Learning Reading Consultant
Mississippi Bend Area Education Agency
1
Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Note: Teachers are strongly encouraged to look at the UPO for the context of assessments.
Table of Contents
Step 1: Unit Standards
Iowa Core Standards- Priority Standards ……………………………………………….……………………………………..…. p. 3
Iowa Core Standards- Support Standards ………………………………………………………………………………………... p. 3
Reading Standards Unwrapped and Depth of Knowledge ………………………………………………………….….... p. 4
Writing Standards Unwrapped and Depth of Knowledge ………………………………………………….……………… p. 4
Speaking/Listening Standards Unwrapped and Depth of Knowledge………………………………………....……..p. 5
Unit Essential Questions and Big Ideas………………………….………………………………………………………............. p. 5
Step 2: Standards-Based Unit Assessments
Assessment and Performance Task Alignment of Unit Standards …………………………………………………..… p. 5
Standards-Based Common Formative Pre- and Post- Assessment (CFA)
Teacher Directions, Student Directions and Answers..……………………………………………….………. p. 6
Step 3: Standards-Based Performance Tasks
Performance Task Synopses …………………………………………………………………………………………………………….. p. 12
Performance Task 1- In Detail ………………………………………………………………………………………………………….. p. 12
Performance Task 2- In Detail …………………………………………………………………………………………….……………. p. 14
Performance Task 3- In Detail …………………………….………………………………………………………………..…….……. p. 15
Performance Task 4- In Detail…………………………………………………………………………………………………….…..… p. 17
Student and Supplemental Documents………………………………………………………………………..………………………….… p. 19
Standards-Based Common Formative Pre – and Post – Assessment (CFA)………………………………………… p. 20
Checklist for Language Standards
L.1.1 a- f……………………………………………………………………………………………………………………………… p. 28
L.1.1 g- j……………………………………………………………………………………………………………………………… p. 29
L.1.2…………………………………………………………………………………………………………………….……………… p. 30
L.1.4…………………………………………………………………………………………………………………………….……… p. 31
L.1.5……………………………………………………………………………………………………………………………….…… p. 32
Teacher Checklist for Speaking/Listening………………………………………………………………………………………….. p. 33
Notes:
 Supporting standards may be embedded in performance tasks. If they are not embedded, they must be
assessed through teacher-designed classroom measures.
 Supporting standards will not be embedded in common formative pre/post assessments.
2
Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Unit Planning Organizer
Subject(s)
Grade/Course
Title of
Standards-Based
Unit
Estimated
Duration of Unit
Unit Placement
in Scope &
Sequence
ELA
1st Grade
Collaboration and Community
4 weeks + 1 Buffer
1
2
3
4
5
6
Step 1: Unit Standards
Iowa Core Standards- Priority Standards (to be instructed and assessed)
RL.1.2
RI.1.7
SL.1.1.a
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Use the illustrations and details in a text to describe its key ideas.
Follow agreed upon rules for discussions.
SL.1.1.b
Build on other’s talk in conversation by responding to the comments of others through multiple exchanges.
SL.1.1.c
Ask questions to clear up any confusion about the topics and texts under discussion.
W.1.1
RF.1.1.a
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of closure.
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation.)
RF.1.2.a
Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
RF.1.2.d
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3.a
Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b
Decode regularly spelled one-syllable words.
Iowa Core Standards- Support Standards (to be instructed and assessed)
Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed below.
 RI.1.4 - Ask and answer questions to determine or clarify the meaning of words and phrases in a text.
 RI.1.6 - Distinguish between information provided by pictures or other illustrations and information provided by the
words in a text.
 SL.1.2 - Ask and answer questions about key details in a text read aloud or information presented orally or through
other media.
 SL.1.3 - Ask and answer questions about what a speaker says in order to gather more information or clarify
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something that is not understood.
 L.1.1.a – Print all upper- and lowercase letters.
 L.1.2.e – Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Reading Standards
Priority
Standard
RF.1.1.a
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Retell
 Include
 Demonstrate
 Use
 Describe
 Describe
 Recognize
RF.1.2.a
 Distinguish
RF.1.2.b
RF.1.2.c
 Orally Produce
 Blend
 Isolate
 Pronounce
 Pronounce
RF.1.2.d
 Segment
RF.1.3.a
 Know
RF.1.3.b
 Decode
RL.1.2
RI.1.7
“Unwrapped” Concepts
(students need to know)
(noun/noun phrases)
 Stories
 Key details
 Understanding of central message or lesson
 Illustrations
 Details
 Key ideas
 Features of a sentence
Depth of
Knowledge
1, 2
2
1
 Long from short vowel sounds in spoken
single-syllable word
 Sounds in single-syllable words
 Sounds in single-syllable words
 Initial sound in single-syllable word
 Medial vowel in single-syllable word
 Final sound in single-syllable word
1
 Single-syllable words into complete sequence
of individual sounds
 Spelling-sound correspondence for common
consonant digraphs
 Regularly spelled one-syllable words
1
1
1
1
1
Writing Standards
Priority
Standard
W.1.1
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Write
 Introduce
 Name
 State
 Supply
 Provide
“Unwrapped” Concepts
(students need to know)
(nouns and noun phrases)
 Opinion pieces
 The topic
 The book
 An opinion
 A reason for the opinion
 Sense of closure
Depth of
Knowledge
2
4
Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Speaking and Listening Standards
Priority
Standard
SL.1.1.a,b,c
“Unwrapped” Skills
(students need to be able to do)
(verbs and verb phrases)
 Follow
 Build
 Respond
 Ask
“Unwrapped” Concepts
(students need to know)
(nouns and noun phrases)
 Agreed-upon rules
 Others talk
 Comments
 Multiple Exchanges
 Questions
Depth of
Knowledge
2, 3
Unit Essential Questions and Big Ideas
Essential Questions
How do people share what they know and think
so others understand?
Why do we need to learn how to work in a
group? How can I participate in my group?
What do we need to know to read and write
words and sentences?
Big Ideas
People use pictures, written words, and conversations to share
information.
We can learn a lot from each other. I can follow directions, ask
questions, and build on others’ ideas.
Why do I have to know about the rules in our
language?
Following the rules in our language helps people understand what
I am communicating.
Knowing about how books and words work helps us to read and
write.
Step 2: Standards-Based Unit Assessments
Assessment and Performance Task Alignment of Unit Standards
Assessment/Performance Task
Pre CFA(s)
Performance Task #1
Performance Task #2
Performance Task #3
Performance Task #4
Post CFA
Assessed Standards
RI.1.7; RF.1.1.a; RF.1.2.a; RF.1.2.b; RF.1.2.c; RF.1.2.d; RF.1.3.a;
RF.1.3.b
RL1.2, W.1.1
SL.1.1.a
SL.1.1.b
SL.1.1.c
RL.1.2; RI.1.7
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Pre- and Post-Assessment (CFA)
Standard: RI.1.7 - Use the illustrations and details in a text to describe its key ideas.
Teacher Directions: Teacher reads aloud: Fire, Fire!, by Gail Gibbons.
Student Directions: Students will use the page below to answer the following questions.
1. What is the key idea of this picture?
a. Firefighters are coming back from a fire.
b. Firefighters are being called to a fire.
c. Firefighters are cleaning equipment.
2. What details does the text use to describe how the firefighters get to their engines?
a. They slide down the brass pole.
b. They take their positions on their engines.
c. They drive to the fire station.
3. How do the firefighters know there is a fire?
Use the illustration and text details to describe how the firefighters know there is a fire. You may use pictures and
words in your answer.
Correct answer will have picture and words representing the key ideas of an alarm or a loudspeaker. The picture
and words are related and the student refers to the text or illustrations to support their answers. (e.g., I know this
because the illustrations shows...)
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide – RI.1.7
Proficient
o Uses illustration to identify key idea.
o Uses details in text to identify key idea.
o Describes key ideas using details from text and
illustration (in writing, pictures of dictation)
Close to Proficient
o Meets 2 of the proficient
criteria.
Far from Proficient
o Meets less than 2 of the
proficient criteria.
Comments:
Standards-Based Common Formative Pre- and Post-Assessment (CFA)
Standard: RF1.1.a - Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation)
Teacher Directions: Print off the following sentences and orally give the directions in bold.
Student Directions:
Circle the first word of each sentence in green.
One day Frank and Sally went out for ice cream. What kind of ice cream should they get?
Circle how you know each sentence is done in red.
One day Frank and Sally went out for ice cream. What kind of ice cream should they get?
Circle all of the capital letters in blue.
One day Frank and Sally went out for ice cream. What kind of ice cream should they get?
Scoring Guide RF.1.1.a
Proficient
o Correctly identified first word of all sentences
o Correctly identified ending punctuation marks of
all sentences
o Correctly identified all capital letters
Close to Proficient
o Meets 2 of the proficient
criteria.
Far from Proficient
o Meets less than 2 of the
proficient criteria.
Comments:
7
Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Pre- and Post-Assessment (CFA)
Standard: RF.1.2.a - Distinguish long from short vowel sounds in spoken single-syllable words.
Teacher Directions: Teachers will ask students to identify whether the following words are long or short vowels.
Suggestions include circling S or L for each word, thumbs up/thumbs down, etc.
Suggested Words - Say in a mixed order: cat, pet, dig, rug, hop, cape, Pete, dime, home, mule
Student Directions and Possible Answers:
Do you the a long or short vowel sound in __________?
Scoring Guide RF.1.2.a
Proficient
o Identifies short a
o Identifies short e
o Identifies short i
o Identifies short o
o Identifies short u
o Identifies long a
o Identifies long e
o Identifies long i
o Identifies long o
o Identifies long u
Close to Proficient
o Meets 8 or 9 of the proficient
criteria.
Far from Proficient
o Meets less than 8 of the
proficient criteria.
Comments:
Standards-Based Common Formative Pre- and Post-Assessment (CFA)
Standard: RF.1.2.b – Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends.
Teacher Directions: Teachers will pull students individually. Teachers will give students a series of segmented words
and ask them to blend them together.
Suggestions: /s/ /ay/
/ou/ /t/
/sh/ /ar/ /k/
/p/ /o/ /s/ /t/
Student Directions and Possible Answers: I am going to say all the sounds I hear in a word. I want you to tell me the
word that you hear when you put these sounds together. You say it fast. Let me show you.
Model: If I say /p/ /i/ /g/ the word is . . .pig.
Now put the sounds together with me. Say it fast. If I say /c/ /a/ /t/ What word do you say? (Give assistance as
needed for this practice item). Now it is your turn to do this alone. (Provide assessment suggestions – segmenting the
sounds slowly and having the student blend together making the correct word).
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide RF.1.2.b
Proficient
o Blends single phonemes into singlesyllable words
o Blends consonant blend phonemes into
single-syllable words
Close to Proficient
o Meets 1 of the proficient
criteria.
Comments:
Far from Proficient
o Meets 0 of the proficient
criteria.
Standards-Based Common Formative Pre- and Post-Assessment (CFA)
Standard: RF.1.2.c - Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
Teacher Directions: Teachers will pull students individually and ask the following student directions:
Student Directions and Possible Answers:
 Ask: What is the initial speech sound in this word? (Prompt with beginning/first sound if student does not seem
to understand the meaning of the term initial.)
ship /sh/
van
/v/
king /k/
it
/i/
 Ask: What is the medial vowel sound in this word? (Prompt with middle sound if student does not seem to
understand the meaning of the term medial)
big
/i/
rain /a/
fun
/u/
frog /o/
 Ask: What is the final speech sound in this word? (Prompt with ending/last sound if student does not seem to
understand the meaning of the term final.)
comb /m/
sink /k/
rag
/g/
go
/o/
Scoring Guide RF.1.2.c
Proficient
o Isolates and pronounces initial sound
o Isolates and pronounces medial vowel sound
o Isolates and pronounces final sound
Close to Proficient
o Meets 2 of the proficient
criteria.
Comments:
Far from Proficient
o Meets less than 2 of the
proficient criteria.
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standards-Based Common Formative Pre- and Post-Assessment (CFA)
Standard: RF.1 .2.d- Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Teacher Directions: Teachers will pull students one at a time. Teacher will provide the targeted word and students
will then segment the word into individual phonemes.
Student Directions and Possible Answers: Listen as I say a word, and then I want you to say each sound you hear as
you move a chip onto a line (or into a sound box.)
Words:
no
rag
socks
float
/n/ /o/
/r/ /a/ /g/
/s/ /o/ /k/ /s/
/f/ /l/ /oa/ /t/
Scoring Guide RF.1.2.d
Proficient
o Segments spoken single-syllable words into
individual phonemes
o Phonemes are segmented in correct
sequence
Close to Proficient
o Meets 1 of the proficient
criteria.
Comments:
Far from Proficient
o Meets 0 of the proficient
criteria.
Standards-Based Common Formative Pre- and Post-Assessment
Standard: RF.1.3.a - Know the spelling-sound correspondences for common consonant digraphs.
Teacher Directions: Teachers will give the students a paper with digraph choices, directions will be read aloud.
(Digraphs do not show up in any other grade level within the standards- this is a key component.
Digraphs to be taught and assessed in first grade: th, sh, ch, wh, ph, ng, gh, ck. Please refer to Appendix A.)
Student Directions and Possible Answers:
Read each direction aloud to students:
1.
2.
3.
4.
5.
6.
7.
8.
path - circle the digraph that says /th/, path
shop - circle the digraph that says /sh/, shop
sing - circle the digraph that says /ng/, sing
lunch - circle the digraph that says /ch/, lunch
whale - circle the digraph that says /wh/, whale
phone - circle the digraph that says /ph/, phone
laugh - circle the digraph that says /gh/, laugh
duck - circle the digraph that says /ck/, duck
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Scoring Guide RF.1.3.a
Proficient
Knows spelling sound correspondences for:
o th
o sh
o ch
o wh
o ph
o ng
o gh
o ck
Close to Proficient
o Meets 6 to 7 of the
proficient criteria.
Far from Proficient
o Meets fewer than 6 of the
proficient criteria.
Comments:
Standards-Based Common Formative Pre- and Post-Assessment
Standard: RF.1.3.b - Decode regularly spelled one-syllable words.
Teacher Directions: Teachers will pull students one at a time and ask them to read the following words.
Note: These words are the same words that are used to assess L.1.2.e – Spell untaught words phonetically, drawing
on phonemic awareness and spelling conventions. The purpose of using the same words is to compare the student’s
ability to both read (decode) and spell one-syllable words.
Suggested words: fan, rob, pet, dig, gum, blade, shine, coach, thorn, dream
Student Directions and Possible Answers:
Read aloud the words on my cards. (Could also be printed on a sheet of paper).
Scoring Guide RF.1.3.b
Exemplary
o All proficient criteria
plus:
o Student sounds
out/recodes words with
automaticity.
Proficient
o Decodes 8 to 10 regularly
spelled one-syllable words
Close to Proficient
o Decodes 6 to 7 of 10
regularly spelled onesyllable words
Comments:
Far from Proficient
o Decodes fewer than 6 of
10 regularly spelled onesyllable words.
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Step 3: Engaging Standards-Based Learning Experiences
Performance Task Synopses
Task 1: (RL.1.2, W.1.1) We are going to read aloud No, David! by David Shannon to see an example of how some
students behave. Be listening for ways the character behaves so you can retell the story and determine the lesson
you can learn from this book. Think about the details from the story. State your opinion of David’s behavior and
provide a reason. DOK 1, 2
Task 2: (SL.1.1.a) It’s the beginning of the school year and David might be coming to join our classroom. The principal
will decide which classroom will be best for David to improve his ability to work in a group. We need to be able to
show and explain to David how we participate in a group. DOK 2, 3
Task 3: (SL.1.1.b) Now that David has joined our classroom he needs to know how to have conversations that help us
learn. I will decide which small group David will be joining based on the conversations I hear you having. I will be
looking for groups following our discussion rules and building on each other’s talk. DOK 2, 3
Task 4: (SL.1.1c) Now that David has joined our classroom and we have learned how to work well in a group it is time
to get know our classmates. In your small groups you will be sharing 3 things about yourself. Your group members
will be asking you questions about the things you are sharing. DOK 2, 3
Performance Task #1 – In Detail
Priority Standards:
 RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
 W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of closure.
Big Idea:
 People use pictures, written words, and conversations to share information.
 Knowing about how books and words work helps us to read and write.
 Following the rules in our language helps people understand what I am communicating.
Essential Questions:
 How do people share what they know and think so others understand?
 What do we need to know to read and write words and sentences?
 Why do I have to know about the rules in our language?
Engaging Scenario Synopsis: We are going to read aloud No, David! by David Shannon to see an example of how
some students behave. Be listening for ways the character behaves so you can retell the story and determine the
lesson you can learn from this book. Think about the details from the story. Write your opinion of David’s behavior
and provide a reason.
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DOK: 2, 3
Teacher Directions:
 Teacher will read aloud No, David! by David Shannon.
 Teacher will share the engaging scenario with students.
 After reading, students will draw and/or write 2-3 details that retell the story.
 Students will then write or dictate the lesson that they learned from the book.
 Students will write their opinion about David’s behavior using a key detail as support.
Student Directions:
 Retell the story of No, David! You may draw pictures and/or write words to retell the story. Make sure that you
include at least 2-3 details from the book.
 After you are done with your retelling of the story, decide the lesson that you learned from the story. Write this
lesson on your paper. Let the teacher or another adult know if you need help writing the words to your lesson.
 What do you think of David’s behavior? Write your opinion about David’s behavior and make sure to use key
details from the story to support your opinion.
Suggestions for Instruction:
 Other books that support this task: Skippy Jon Jones, Flat Stanley, Clark the Shark, Curious George, and other books
in the David series by David Shannon, etc.
 Books that support opinion writing: I Wanna Iguana, I Wanna New Room, the Pigeon books by Mo Willems, etc.
Differentiation Options:
 Provide graphic organizers for retelling.
 Provide sentence frames for opinion writing such as I think_____________ because _____________.
Scoring Guide for Independent Component RL.1.2
Exemplary
Proficient
Close to Proficient
All proficient criteria plus:
o Retells story including 2-3 key details. o Meets 1 of the
o Provides more than 3 key o Demonstrates understanding of the
proficient criteria.
details.
central message or lesson
Comments:
Scoring Guide for Independent Component W.1.1
Exemplary
Proficient
All proficient criteria plus:
o Introduces the topic for opinion
o Provides more than 1
writing
reason for opinion
o States opinion
o Supplies a reason for opinion
o Provides a sense of closure
Close to Proficient
o Meets 3 of the
proficient criteria.
Far from Proficient
o Meets 0 of the
proficient criteria.
Far from Proficient
o Meets fewer than
3 of the proficient
criteria.
Comments
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Updated: June 5, 2014
Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 2 - In Detail
Priority Standards:
 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.1.1.a Follow agreed upon rules for discussions.
Big Ideas:
 We can learn a lot from each other.
 I can follow directions, ask questions, and build on others’ ideas.
Essential Questions:
 Why do we need to learn how to work in a group?
 How can I participate in my group?
DOK: 2,3
Engaging Scenario: (prior to sharing engaging scenario, read-aloud No, David! by David Shannon)
It’s the beginning of the school year and David might be coming to join our classroom. The principal will decide
which classroom will be best for David to improve his ability to work in a group. We need to be able to show and
explain to David how we participate in a group.
Teacher Directions:
 Share engaging scenario with students.
 In small groups: Students practice and model appropriate conversations using rules while discussing an assigned
topic. Suggested topics include: summer vacation, favorite book, family, pets, etc.
 Large Group: Students will share out something they learned about a group member.
Student Directions:
 In your small group, have a discussion about your assigned topic. Remember to follow our discussion rules so
that the principal will be able to determine whether our classroom is the best place for David to improve his
ability to work in a group.
 Now we will be showing the principal how well we can follow our classroom discussion rules when we are in a
large group. Each of you will be able to share one thing that they learned about a classmate during your small
group discussion. Remember the principal and I will be looking to see how well you follow the discussion rules.
Suggestions for Instruction:
 Watch a video of a group of students having a group conversation.
 Large Group: Have a conversation about why the students in the video were working in a group and discuss the
positives and negatives within those group conversations.
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 In small groups: Brainstorm rules for conversations (listen to others, respond on topic, look at the speaker, stay
quiet when others are speaking, etc.)
Differentiation Options:
Work with a partner instead of in small groups, provide “talking stick” to assist with taking turns, teachers may
choose a different text selection for the engaging scenario (Skippy Jon Jones, Flat Stanley, Clark the Shark, Curious
George, etc.)
Performance Task # 3 - In Detail
Priority Standards:
 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.1.1.a - Follow agreed upon rules for discussions.
 SL.1.1.b - Build on other’s talk in conversation by responding to the comments of others through multiple
exchanges.
Big Ideas:
 We can learn a lot from each other.
 I can follow directions, ask questions, and build on others’ ideas.
Essential Questions:
 Why do we need to learn how to work in a group?
 How can I participate in my group?
DOK: 2,3
Engaging Scenario: Now that David has joined our classroom he needs to know how to have conversations that help
us learn. I will decide which small group David will be joining based on the conversations I hear you having. I will be
looking for groups following our discussion rules and building on each other’s talk.
Teacher Directions:
 Share engaging scenario with students.
 Students will work in small groups to identify key ideas in illustrations or text in a provided informational book.
 Suggested sentence frames include: “I think this book is about ______ because I noticed ______.” “I agree with
______ because _______.” “I see another example of that idea…..”
Student Directions:
 In your small groups you will identify key ideas in the illustrations or the text of an informational book.
 I will be looking to see how each of your groups can follow discussion rules as well as how you can build on each
other’s talk. David needs to learn how to have these kinds of conversations so that he can learn from others. We
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can learn a lot from each other through good discussions.
Suggestions for Instruction:
 Teacher models a conversation with a student that includes multiple exchanges, asking questions that build on
and elaborate on the topic.
 Students evaluate the exchanges and determine whether the topic was elaborated and whether there were
multiple exchanges.
Differentiation Options:
Use partners instead of small groups, allow groups to focus on only illustrations instead of both illustrations and text,
provide books that have been read aloud prior to task, provide “talking stick” to help with taking turns.
Scoring Guide for Independent Component SL.1.1.
Proficient
o Shares at least once in small group conversation.
o Shares at least once in large group conversation.
Close to Proficient
o Meets 1 of the proficient
criteria.
Far from Proficient
Meets 0 of the proficient
criteria.
Comments:
Scoring Guide for Independent Component SL.1.1.a
Exemplary
Proficient
Close to Proficient
All proficient criteria plus:
Follows discussion rules:
o Meets 1-2 of the
o Gains the floor in
o Listens to others
discussion rules
respectful ways and/or
o Speaks one at a time
identified in the
o Does not dominate
o Add other discussion rules
proficient criteria.
conversation
developed for the classroom Comments:
Far from Proficient
o Meets 0 of the
discussion rules in
the proficient
criteria.
Scoring Guide for Independent Component SL.1.1. b
Exemplary
Proficient
All proficient criteria plus:
o Student builds on other’s talk.
o Links comments to the o Responds with multiple exchanges.
remarks of others
Far from Proficient
o Meets 0 of the
proficient criteria.
Close to Proficient
o Meets 1 of the
proficient
criteria.
Comments:
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Performance Task # 4 - In Detail
Priority Standards:




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.1.1.a - Follow agreed upon rules for discussions.
SL.1.1.b - Build on other’s talk in conversation by responding to the comments of others through multiple
exchanges.
SL.1.1.c - Ask questions to clear up any confusion about the topics and texts under discussion.
Big Ideas:
 We can learn a lot from each other.
 I can follow directions, ask questions, and build on others’ ideas.
Essential Question:
 Why do we need to learn how to work in a group?
 How can I participate in my group?
DOK: 2, 3
Engaging Scenario Synopsis: Now that David has joined our classroom and we have learned how to work well in a
group it is time to get know our classmates. In your small groups you will be sharing 3 things about yourself. Your
group members will be asking you questions about the things you are sharing.
Teacher Directions:
 Share engaging scenario with students.
 In small groups students will share 3 things about themselves (Personal items/objects could be brought in if
the teacher desires). Each group member will be expected to ask a question to each sharing member.
Student Directions:
 Now that David has joined our classroom and we have learned how to work well in a group it is time to get know
our classmates. In your small groups you will be sharing 3 things about yourself. Your group members will be
asking you questions about the things you are sharing.
 Remember that it is important for you to follow discussion rules, build on each other’s talk and ask questions in
order to be an effective discussion group so that you can learn from each other.
Suggestions for Instruction:
 Teacher models appropriate questions and responses.
 Students practice appropriate questions and responses.
 Within a small group discussion, students are expected to ask a minimum of 2 appropriate questions.
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 Teacher models clarification questions; clearing up things we don’t understand.
 Students practice clarification questions.
Differentiation Options:
Use partners instead of small groups, allow groups to focus on only illustrations instead of both illustrations and text,
provide books that have been read aloud prior to task, provide “talking stick” to help with taking turns.
Scoring Guide for Independent Component SL.1.1
Proficient
o Shares at least once in small group conversation.
o Shares at least once in large group conversation.
Close to Proficient
o Meets 1 of the proficient
criteria.
Far from Proficient
o Meets 0 of the
proficient criteria.
Comments:
Scoring Guide for Independent Component SL.1.1.a
Exemplary
Proficient
All proficient criteria plus:
Follows discussion rules:
o Gains the floor in respectful
o Listens to others
ways and/or
o Speaks one at a time
o Does not dominate conversation o Add other discussion rules
developed for the classroom
Scoring Guide for Independent Component SL.1.1. b
Exemplary
Proficient
All proficient criteria plus:
o Student builds on other’s talk.
o Links comments to the
o Responds with multiple exchanges.
remarks of others
Scoring Guide for Independent Component SL.1.1.c
Proficient
o Ask questions about the topic under discussion.
Close to Proficient
o Meets 1-2 of the
discussion rules
in the proficient
criteria.
Comments:
Far from Proficient
o Meets 0 of the
discussion rules in
the proficient
criteria.
Close to Proficient
o Meets 1 of the
proficient
criteria.
Comments:
Far from Proficient
o Meets 0 of the
proficient criteria.
Far from Proficient
o Meets 0 of the proficient criteria.
Comments:
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Student and Supplemental
Documents
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Name: ____________________________
Standard: RI.1.7 - Use the illustrations and details in a text to describe its key ideas.
Teacher Directions: Teacher reads aloud: Fire, Fire!, by Gail Gibbons.
1. What is the key idea of this picture?
a. Firefighters are coming back from a fire.
b. Firefighters are being called to a fire.
c. Firefighters are cleaning equipment.
2. What details does the text use to describe how the firefighters get to their engines?
a. They slide down the brass pole.
b. They take their positions on their engines.
c. They drive to the fire station.
3. How do the firefighters know there is a fire? Use the illustration and text details to describe how the
firefighters know there is a fire. You may use pictures and words in your answer.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Scoring Guide – RI.1.7
Proficient
o Uses illustration to identify key idea.
o Uses details in text to identify key idea.
o Describes key ideas using details from text and
illustration (in writing, pictures of dictation)
Close to Proficient
o Meets 2 of the
proficient criteria.
Far from Proficient
o Meets less than 2 of the
proficient criteria.
Comments:
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Foundational Skills - 1st Semester
Student Name: ________________________________
Standard: RF1.1.a - Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
Student Directions: Circle the first word of each sentence in green.
On e d ay Fran k and Sa lly wen t o ut fo r ice c re am. Wh at
k ind of ice crea m sh ou ld th ey ge t ?
Student Directions: Circle how you know each sentence is done in red.
On e d ay Fran k and Sa lly wen t o ut fo r ice c re am. Wh at
k ind of ice crea m sh ou ld th ey ge t ?
Student Directions: Circle all of the capital letters in blue.
On e d ay Fran k and Sa lly wen t o ut fo r ice c re am. Wh at
k ind of ice crea m sh ou ld th ey ge t ?
Scoring Guide RF1.1.a
Proficient
o Correctly identified first word of all sentences
o Correctly identified ending punctuation marks of all
sentences
o Correctly identified all capital letters
Close to Proficient
o Meets 2 of the
proficient criteria.
Far from Proficient
o Meets less than 2 of
the proficient criteria.
Comments:
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Standard: RF.1.2.a - Distinguish long from short vowel sounds in spoken single-syllable words.
Teacher Directions: Teachers will ask students to identify whether the following words are long or short vowels.
Suggestions include circling S or L for each words, thumbs up/thumbs down, etc.
Suggested Words - Say in any order: cat, pet, dig, rug, hop, cape, Pete, dime, home, mule
Scoring Guide RF.1.2.a
Proficient
o
o
o
o
o
o
o
o
o
o
Close to Proficient
o Meets 8 or 9 of the
proficient criteria.
Identifies short a
Identifies short e
Identifies short i
Identifies short o
Identifies short u
Identifies long a
Identifies long e
Identifies long i
Identifies long o
Identifies long u
Far from Proficient
o Meets less than 8 of the
proficient criteria.
Comments:
Standard: RF.1.2.b - Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends
Teacher Directions: Teachers will pull students individually. Teachers will give students a series of segmented
words and ask them to blend them together.
Suggestions: /s/ /ay/
/ou/ /t/
/sh/ /ar/ /k/
/p/ /o/ /s/ /t/
Scoring Guide RF.1.2.b
Proficient
o Blends single phonemes into single-syllable words
o Blends consonant blend phonemes into single-syllable
words
Close to Proficient
o Meets 1 of the
proficient criteria.
Far from Proficient
o Meets 0 of the
proficient criteria.
Comments:
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Standard: RF.1.2.c - Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
Teacher Directions: Teachers will pull students individually.
 What is the initial speech sound in this word? (Prompt with beginning/first sound if student does not seem to
understand the meaning of the term initial.)


ship
/sh/
van
/v/
king
/k/
it
/i/
What is the medial vowel sound in this word? (Prompt with middle sound if student does not seem to
understand the meaning of the term medial)
big
/i/
rain
/a/
fun
/u/
frog
/o/
What is the final speech sound in this word? (Prompt with ending/last sound if student does not seem to
understand the meaning of the term final.)
comb /m/
sink
/k/
rag
/g/
go
/o/
Scoring Guide RF.1.2.c
Proficient
o Isolates and pronounces initial sound
o Isolates and pronounces medial vowel sound
o Isolates and pronounces final sound
Close to Proficient
o Meets 2 of the
proficient criteria.
Far from Proficient
o Meets less than 2 of
the proficient criteria.
Comments:
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Standard: RF.1 .2.d - Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Teacher Directions: Teachers will pull students one at a time. Say each sound as you move a chip onto a line or
into a sound box:
no
/n/ /o/
rag
/r/ /a/ /g/
socks /s/ /o/ /k/ /s/
float
/f/ /l/ /oa/ /t/
Scoring Guide RF.1 .2.d
Proficient
o Segments spoken singlesyllable words into
individual phonemes
o Phonemes are
segmented in correct
sequence
Close to Proficient
o Meets 1 of the
proficient criteria.
Far from Proficient
o Meets 0 of the proficient criteria.
Comments:
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Standard: RF.1.3.a - Know the spelling-sound correspondences for common consonant digraphs.
Teacher Directions: Teachers will give the students a paper with digraph choices (see student copy) they will then
read the directions aloud.
(Digraphs do not show up in any other grade level within the standards- this is a key component. Digraphs to be
taught and assessed in first grade: th, sh, ch, wh, ph, ng, gh, ck. Please refer to Appendix A.)
1. path - circle the digraph that says /th/, path
2. shop - circle the digraph that says /sh/, shop
3. sing - circle the digraph that says /ng/, sing
4. lunch - circle the digraph that says /ch/, lunch
5. whale - circle the digraph that says /wh/, whale
6. phone - circle the digraph that says /ph/, phone
7. laugh - circle the digraph that says /gh/, laugh
8. duck - circle the digraph that says /ck/, duck
Scoring Guide RF.1.3.a
Proficient
Knows spelling sound correspondences for:
o th
o sh
o ch
o wh
o ph
o ng
o gh
o ck
Close to Proficient
o Meets 6 – 7 of the
proficient criteria.
Far from Proficient
o Meets less than 6 of the
proficient criteria.
Comments:
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Student Name: _________________________________________
Date:__________________
RF.1.3.a - Know the spelling-sound correspondences for common consonant digraphs.
Refer to directions in assessment planner.
1.
sh
th
ch
wh
ph
2.
sh
th
ch
wh
ph
3.
sh
ch
wh
ng
gh
4.
sh
ch
ph
gh
ck
5.
th
ch
wh
ph
gh
6.
th
wh
ph
ng
ck
7.
sh
th
ch
ng
gh
9.
th
ch
wh
gh
ck
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Standard: RF.1.3.b - Decode regularly spelled one-syllable words.
Teacher Directions: Teachers will pull students one at a time and ask them to read the following words.
Note: These words are the same words that are used to assess L.1.2.e – Spell untaught words phonetically,
drawing on phonemic awareness and spelling conventions. The purpose of using the same words is to compare
the student’s ability to both read (decode) and spell one-syllable words.
Suggested words: fan, rob, pet, dig, gum, blade, shine, coach, thorn, dream
Scoring Guide RF.1.3.b
Exemplary
Proficient
All proficient criteria plus:
o Decodes at least 80% of
o Student sounds
the regularly spelled oneout/recodes words with
syllable words
automaticity.
Close to Proficient
o Decodes 60 to 79% of
the regularly spelled
one-syllable words.
Comments:
Far from Proficient
o Decodes fewer than 6 of
the 10 regularly spelled
one-syllable words.
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Checklist for Language Standards L.1.1 a-f
L.1.1 - Demonstrate command of the conventions of standard and usage when writing or speaking.
Plural
Nouns
Personal
pronouns
Possessive
pronouns
Indefinite
pronouns
Past
Present
Future
Frequent
adjectives
Personal
pronouns
Possessive
pronouns
Indefinite
pronouns
Past
Present
Future
Frequent
adjectives
L.1.f
Plural
Nouns
L.1.e
Singular
Nouns
L.1.e
Singular
Nouns
L.1.e
Possessive
Nouns
L.1.d L.1.d L.1.d
Possessive
Nouns
L.1.c
Proper
Nouns
L.1.c
Proper
Nouns
Common
Nouns
L.1.b L.1.b L.1.b
Common
Nouns
L.1.a
Lowercase
Letters
L.1.a
Lowercase
Letters
Student
Name
Uppercase
Letters
f.
Print all upper- and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home;
Tomorrow I will walk home).
Use frequently occurring adjectives.
Uppercase
Letters
a.
b.
c.
d.
e.
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Checklist for Language Standards L.1.1 g-j
L.1.1 - Demonstrate command of the conventions of standard and usage when writing or speaking.
Use frequently occurring conjunctions (e.g., and, but, or so, because)
Use determiners (e.g., articles, demonstratives,
Use frequently occurring prepositions (e.g. during, beyond, toward)
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory
sentences in response to prompts.
L.1.j
L.1.j
Exclamatory
sentences
L.1.j
Imperative
sentences
L.1.j
Interrogative
sentences
L.1.i
Declarative
sentences
L.1.h
Prepositions
L.1.g
Conjunctions
Student Name
Determiners
g.
h.
i.
j.
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Checklist for Language Standards L.1.2
L.1.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
L.2.d
Frequently
occurring
irregular
words
L.2.e
L.2.e
Spelling
conventions
L.2.d
Phonemic
awareness
L.2.c
Common
spelling
patterns
L.2.c
Commas in
dates
L.2.b
End
punctuation
L.2.a
Capitalize
names
L.2.a
Capitalize
dates
Student Name
Commas in
single word
series
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
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Checklist for Language Standards L.1.4
L.1.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1
reading and content, choosing flexibly from an array of strategies
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
L.1.4.c
Inflectional
forms
L.1.4.c
Root words
L.1.4.b
Affixes clues
L.1.4.a
Context clues
Student Name
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Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.
Checklist for Language Standards Standard L.15
L.1.5 - With guidance and support from adults, demonstrate understanding of word relationships and nuances in
word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large
cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. 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.1.5.d
Shades of
meaning in
adjectives
differing in
intensity
L.1.5.d
Shades of
meaning
among verbs
differing in
manner
L.1.5.c
Real life
connections
L.1.5.b
Define words
by key
attributes
L.1.5.b
Define words
by categories
L.1.5.a
Sort words
into
categories
Student Name
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Teacher Checklist for Speaking and Listening
Name_______________________________
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 discussion (e.g., listening to others with care, speaking one at a time about the
topics and texts under discussion)
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion. (SL.1.1) (DOK 2,3)
Date/task
Date/task
Date/task
Date/task
Date/task
Date/task
SL.1.1
SL.1.1.a
SL.1.1b
SL.1.1c
o Shares at least once in small
group conversation.
o Shares at least once in large
group conversation.
o
o
o
o
Eyes on the speaker
Take turns and listen
Stay on topic
(Add other discussion rules
developed for the classroom)
o Student builds on other’s talk.
o Responds with multiple
exchanges
o Ask questions about the
topic of discussion.
o Shares at least once in small
group conversation.
o Shares at least once in small
group conversation.
o
o
o
o
Eyes on the speaker
Take turns and listen
Stay on topic
(Add other discussion rules
developed for the classroom)
o Student builds on other’s talk.
o Responds with multiple
exchanges.
o Ask questions about the
topic of discussion.
o Shares at least once in small
group conversation.
o Shares at least once in small
group conversation.
o
o
o
o
Eyes on the speaker
Take turns and listen
Stay on topic
(Add other discussion rules
developed for the classroom)
o Student builds on other’s talk.
o Responds with multiple
exchanges.
o Ask questions about the
topic of discussion.
o Shares at least once in small
group conversation.
o Shares at least once in small
group conversation.
o
o
o
o
Eyes on the speaker
Take turns and listen
Stay on topic
(Add other discussion rules
developed for the classroom)
o Student builds on other’s talk.
o Responds with multiple
exchanges.
o Ask questions about the
topic of discussion.
o Shares at least once in small
group conversation.
o Shares at least once in small
group conversation.
o
o
o
o
Eyes on the speaker
Take turns and listen
Stay on topic
(Add other discussion rules
developed for the classroom)
o Student builds on other’s talk.
o Responds with multiple
exchanges.
o Ask questions about the
topic of discussion.
o Shares at least once in small
group conversation.
o Shares at least once in small
group conversation.
o
o
o
o
Eyes on the speaker
Take turns and listen
Stay on topic
(Add other discussion rules
developed for the classroom)
o Student builds on other’s talk.
o Responds with multiple
exchanges.
o Ask questions about the
topic of discussion.
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