Asbury Park School District
Course Title: Grade 1, Unit 3
Curriculum Area: English Language Arts
Length of Course:
Approximately 7 weeks
•
5 Weeks Instruction
•
2 Weeks Review, Enrichment, and Assessment
Course Description:
Predicated on the principles of balanced literacy with a focus on building a strong connection
between reading and writing. The 1st Grade Literacy course incorporates the beginning of the fundamental modes of writing and
grammar that students will be called upon to do with increasing sophistication and with decreasing reliance on scaffolds. The
course is taught in a Writing Workshop format, which incorporates differentiated instruction to teach text types and purposes,
production and distribution of writing, and research to build and present knowledge. Reading and Writing instruction is designed
in tandem.
Course Philosophy:
The philosophy of the course is to provide integrated language arts curriculum designed to
develop an enthusiasm for writing. The course provides instruction to build stamina, teach writing conventions, and raise the
quality of the students’ writing. It uses a workshop framework for successfully implementing differentiated instruction through
mini-lessons, small groups: guided and skill-based writing groups and independent work activities.
Course Goals:
Building on the retelling of stories with details, students delve deeper by focusing on the categorizing
of story details into the following groupings: characters, key events, and settings. Students read and listen to fables with
morals. They also learn about rules for life in a book of manners. Reading the life story of George Washington Carver, students
learn about a man who had to overcome obstacles in life to make important contributions to science and agriculture. Students
also learn about Thomas Edison’s work with electricity and the rules for its safe use. Students write narratives focused on life
lessons and create informative/explanatory posters about electricity. Finally, students focus on descriptive words while
studying the artwork of Georgia O’Keeffe.
Asbury Park School District
Unit: 3
Unit Duration:
Grade 1
Approximately 7 weeks:
(5 Weeks Instruction2 Weeks Review, Enrichment, and Assessment)
Anchor Standard (ELA)
. College and Career Readiness Anchor Standards for Reading:
Key Ideas and Details
•
CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
•
CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
•
CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Crafts and Structure
•
CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
•
CCCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions
of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
•
CCCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
•
CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.1
•
CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
•
CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
Range of Reading and level of Text Complexity
•
CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.
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College and Career Readiness Anchor Standards for Writing:
Text Types and Purposes
•
CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
•
CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information
clearly and accurately through the effective selection, organization, and analysis of content.
•
CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details and well-structured event sequences.
Production and Distribution of Writing
•
CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
•
CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
•
CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.
Research to Build and Present Knowledge
•
CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
•
CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
•
CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
•
CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards for Speaking and Listening:
Comprehension and Collaboration
•
CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
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•
CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
•
CCCRA.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
•
CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
•
CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and
enhance understanding of presentations.
•
CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of
formal English when indicated or appropriate.
College and Career Readiness Anchor Standards for Language:
Conventions of Standard English
•
CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
•
CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Knowledge of Language
•
CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
•
CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as
appropriate.
•
CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
•
CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when encountering an unknown term important to
comprehension or expression.
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Overview/Rationale
The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many
units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying circumstances
and within varying levels of text complexity. There are ELA standards that demand much more instructional and practice time
than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but there are many ways that students
acquire skills. The standards will have SLOs written to address the level and expectation that students should meet. In
addition, each grade level will have standards that are repeated in every unit; however, the standards will not be assessed at
every six week interval. In the classroom, formative assessments should validate a teacher’s knowledge of how students are
progressing on a much more frequent basis.
In Grade 1, the following standards are repeated in each unit, unless otherwise noted, but will not be assessed in each unit:
Reading: Literature
RL 1.1 assessed in Units 2 and 4
RL l.10 assessed in Units 2 and 4
Reading: Informational Text
RL 1.10 assessed in Units 3 and 5
Reading: Foundational Skills
RF 1.1 assessed in Unit 2
RF 1.2 a,b,c assessed in Unit 1
RF 1.2 c,d assessed in Unit 2
RF 1.2 (all) assessed in Units 3, 4 and 5
RF 1.3 b,d,g assessed in Unit 1
RF 1.3 a, g assessed in unit 2
RF 1.3 a through g assessed in units 3,4 and 5
RF 1.4 a,b,c assessed in Unit 1
RF 1.4 (all) assessed in Units 2, 3,4, and 5
Speaking and Listening
SL 1.1 assessed in Units 1, 2 and 5
SL 1.2 assessed in Unit 3
SL 1.3 assessed in Units 2 and 3
SL 1.4 assessed in units 4 and 5
SL 1.5 assessed in Units 1,2 and 5
SL 1.6 assessed in units 3 and 5
Language
L 1.2 a, b, d, e assessed in Unit 1
L 1.2 a, b, d, e assessed in Unit 2
L 1.2 b and c assessed in Unit 3
L 1.2 b, d, e assessed in Unit 4
L 1.2 c assessed in Unit 5
L 1.6 assessed in units 1, 2 and 4
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Standard(s)
Reading: Literature (RL):
•
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.
Reading: Informational Text (RI):
•
RI.1.1 Ask and answer questions about key details in a text.
•
RI.1.2 Identify the main topic and retell key details of a text.
•
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text
•
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
•
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus,
icons) to locate key facts or information in a text.
•
RI.1.6 Distinguish between information provided by pictures or other illustrations and information
provided by the words in a text.
•
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
•
RI.1.8 Identify the reasons an author gives to support points in a text.
•
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.
Reading: Foundational Skills (RF):
•
RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
•
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 Know and apply grade-level phonics and word analysis skills in decoding words.
•
RF.1.3 a. Know the spelling-sound correspondences for common consonant digraphs (two letters that
represent one sound).
•
RF.1.3 b. Decode regularly spelled one-syllable words.
•
RF.1.3 c. Know final -e and common vowel team conventions for representing long vowel sounds.
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•
RF.1.3 d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables
in a printed word.
•
RF.1.3 e. Decode two-syllable words following basic patterns by breaking the words into syllables.
•
RF.1.3 f. Read words with inflectional endings.
•
RF.1.3 g. Recognize and read grade-appropriate irregularly spelled words.
•
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
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RF.1.4 a. Read grade-level text with purpose and understanding.
•
RF.1.4 b. Read grade-level text orally with accuracy, appropriate rate, and expression.
•
RF.1.4 c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Writing: (W):
•
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.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
•
W.1.7 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.
Speaking and Listening: (SL):
•
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 additional information or
clarify something that is not understood.
•
SL.1.6 Produce complete sentences when appropriate to task and situation.
Language: (L):
•
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
•
L.1.1 d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone,
everything).
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•
L.1.1 g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
•
L.1.1 h. Use determiners (e.g., articles, demonstratives).
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L.1.1 i. Use frequently occurring prepositions (e.g., during, beyond, toward).
•
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing.
•
L.1.2 b. Use end punctuation for sentences.
•
L.1.2 c. Use commas in dates and to separate single words in a series.
•
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.
•
L.1.4. a. Use sentence-level context as a clue to the meaning of a word or phrase.
•
L.1.4. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks,
looked, looking).
•
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word
relationships and nuances in word meanings.
•
L.1.5 a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories
represent.
•
L.1.5 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).
•
L.1.5 c. Identify real-life connections between words and their use (e.g., note places at home that are
cozy).
Asbury Park School District
Technology Standard(s)
Interdisciplinary Standard(s)
Concrete technology standards begin at 2nd grade with more
loosely delineated ones for preschoolers (they do not even
state PK-1, see below). However, because our District has
been advocating the use of technology and offering
professional development training and equipment to teachers,
if you have an Elmo, Smart Board, and/or computers in your
classroom, there are myriads of sites and programs (some
listed below under resources) that will aid you in enhancing
your lessons by infusing technology on a daily basis.
“By the end of preschool, children with technology experience
can use pull down menus to launch programs, negotiate menus
and interfaces, and feel comfortable using computers, digital
cameras, smart toys, handheld devices and game consoles for
simulations, art projects, creating stories and looking up
facts.”
The Technology Standard for ALL grades:
8.1: Computer and Information Literacy:
All students will use computer applications to gather and
organize information and to solve problems.
8.2: Technology Education:
All students will develop an understanding of the nature and
impact of technology, engineering, technological design, and
the designed world as they relate to the individual society,
and the environment.
Content Area: Science
5.4 Nature and Process of Technology:
All students will understand the interrelationships
between science and technology and develop a
conceptual understanding of the nature and process of
technology
5.5 Characteristics of Life:
All students will gain and understanding of the
structure, characteristics and basic needs of organisms
and will investigate the diversity of life.
Content Area: Social Studies
6.1 U.S. History: America in the World: All students
will acquire the knowledge and skills to think analytically
about how past and present interactions of people,
cultures, and the environment shape the American
heritage. Such knowledge and skills enable students to
make informed decisions that reflect fundamental
rights and core democratic values as productive citizens
in local, national, and global communities.
6.1.P.A.1: Demonstrate an understanding of rules by
following most classroom routines.
6.1.P.A.2: Demonstrate responsibility by initiating
simple classroom tasks and jobs
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Essential Question(s)
Reading: Literature (RL):
•
RL.1.5: How do readers approach different text types?
Reading: Informational Text (RI):
•
RI.1.1: How can asking and answering questions help me understand the text?
•
RI.1.2:
o Why is identifying the main topic from the text important?
o How do readers retell informational text?
•
RI.1.3:
o How can making connections help understand informational text?
o How do you describe the connection between two events?
•
RI.1.4:
o Why is it important for readers to identify words they do not know?
o What strategies do readers use to determine unknown words?
•
RI.1.5: Identify the front cover, back cover, and title page of a book.
•
RI.1.6: How do images and words provide information?
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RI.1.7: How can illustrations help me understand information?
•
RI.1.8: How does and author support what he says in the text?
•
RI.1.9: How can two texts be the same or different?
•
RI.1.10: What strategies do I use to become an independent reader?
Reading: Foundational Skills (RF):
•
RF.1.2: How are words made up of sounds?
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RF.1.2 a: Focus Skill:
 SWBAT: Distinguish long from short vowel sounds in spoken single-syllable words.
•
RF.1.2 b: Focus Skill:
 SWBAT: Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
•
RF.1.2 c: Focus Skill:
 SWBAT: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single-syllable words.
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•
•
•
RF.1.2 d: Focus Skill:
 SWBAT: Segment spoken single-syllable words into their complete sequence of individual
sounds (phonemes).
RF.1.3:
o How can sounds help me understand a word?
o How can recognizing grade level words help me be a better reader?
o
RF.1.3 a: Focus Skill:
 SWBAT: Know the spelling-sound correspondences for common consonant digraphs (two
letters that represent one sound).
o
RF.1.3 b: Focus Skill:
 SWBAT: Decode regularly spelled one-syllable words.
o
RF.1.3 c: Focus Skill:
 SWBAT: Know final -e and common vowel team conventions for representing long vowel
sounds.
o
RF.1.3 d: Focus Skill:
 SWBAT: Use knowledge that every syllable must have a vowel sound to determine the
number of syllables in a printed word.
o
RF.1.3 e: Focus Skill:
 SWBAT: Decode two-syllable words following basic patterns by breaking the words into
syllables.
o
RF.1.3 f: Focus Skill:
 SWBAT: Read words with inflectional endings.
o
RF.1.3 g: Focus Skill:
 SWBAT: Recognize and read grade-appropriate irregularly spelled words.
RF.1.4:
o Why is it important to read with purpose?
o How do I read with understanding?
o Why is reading with expression important?
o
RF.1.4 a: Focus Skill:
 SWBAT: Read grade-level text with purpose and understanding.
o
RF.1.4 b: Focus Skill:
 SWBAT: Read grade-level text orally with accuracy, appropriate rate, and expression.
o
RF.1.4 c: Focus Skill:
 SWBAT: Use context to confirm or self-correct word recognition and understanding,
rereading as necessary.
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Writing: (W):
•
W.1.2: How can I use facts to write an informational piece?
•
W.1.5: How can answering questions from others help improve my writing?
•
W.1.6: How can technology be used as a tool to write, publish, and/or collaborate?
•
W.1.7: How can I contribute to shared research projects?
•
W.1.8: How can I gather information to answer a question?
Speaking and Listening: (SL):
•
SL.1.2: How can asking and answering questions support understanding?
•
SL.1.3: What kinds of questions should I ask during a presentation to increase my understanding?
•
SL.1.6:
o How can I express my ideas clearly?
o Why do I need to speak in complete sentences?
Language: (L):
•
•
L.1.1: Why is grammar important when speaking or writing?
o
L.1.1d: Focus Skill:
 SWBAT: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,
their, anyone, everything).
o
L.1.1g: Focus Skill:
 SWBAT: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
o
L.1.1h: Focus Skill:
 SWBAT: Use determiners (e.g., articles, demonstratives).
o
L.1.1i: Focus Skill:
 SWBAT: Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.2:
o Why are conventions important when writing?
o How does using appropriate capitalization, punctuation, and spelling help my writing?
o
L.1.2b: Focus Skill:
 SWBAT: Use end punctuation for sentences.
o
L.1.2c: Focus Skill:
 SWBAT: Use commas in dates and to separate single words in a series.
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•
•
L.1.4: What strategies can help me determine the meaning of unknown words?
o
L.1.4a: Focus Skill:

Use sentence-level context as a clue to the meaning of a word or phrase.
o
L.1.4c: Focus Skill:
 SWBAT: Identify frequently occurring root words (e.g., look) and their inflectional forms
(e.g., looks, looked, looking).
L.1.5: How do I recognize word patterns?
o
L.1.5a: Focus Skill:
 SWBAT: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts
the categories represent.
o
L.1.5b: Focus Skill:
 SWBAT: 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).
o
L.1.5c: Focus Skill:

SWBAT: Identify real-life connections between words and their use (e.g., note places at
home that are cozy).
Enduring Understandings
•
•
•
•
•
•
Good
Good
Good
Good
Good
Good
readers can retell the important parts of a story in order.
readers use clues from the story to predict what will happen next.
readers identify the main idea of what they read and the details that support it.
readers use clues from the story to draw conclusions about the characters.
readers compare and contrast details from what they read.
writers can explain how to do something using transition words.
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In this unit plan, the following 21st Century themes and skills are addressed.
Check all that apply.
21 s t Century Themes
Indicate whether these skills are E-Encouraged, T-Taught, or AAssessed in this unit by marking E, T, A on the line before the
appropriate skill.
21 s t Century Skills
Global Awareness
Creativity and Innovation
Environmental Literacy
Critical Thinking and Problem Solving
Health Literacy
Communication
Civic Literacy
Financial, Economic, Business, and
Collaboration
Entrepreneurial Literacy
Student Learning Objectives
1. Ask and answer questions about key details to determine or clarify the meaning of words and phrases in a
text. (RI.1.1; RI.1.4 )
2. Identify the main topic of a text and key details. (RI.1.2)
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.( RI.1.3)
4. Utilize text features (e.g., charts, diagrams, time lines, maps) and details in texts to obtain information and
locate key details. (RI.1.5; RI.1.7)
5. Tell the difference between information provided by pictures or illustrations and information provided by
words in a text. (RI.1.6)
6.
Identify the key points an author makes in informational text and identify the textual evidence to support
these points. (RI.1.8)
7.
Compare and contrast two texts on the same topic (e.g., illustrations, descriptions, or procedures). (RI.1.9)
8.
With prompting and support read informational texts of appropriate grade-level complexity. (RI.1.10)
9.
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.1.5)
10. Distinguish the difference between a long vowel and short vowel sound in a spoken single-syllable word (e.g.,
hat, cake). (RF.1.2.a)
11. Blend phonemes of single-syllable words containing consonants and short vowels, and including consonant
blends. (RF.1.2.b)
12. Orally segment, identify, and pronounce phonemes in a single-syllable word (e.g., top: /t/-/o/-/p/) isolating
and promoting initial, medial vowel and final sounds.( RF.1.2.c,d)
13. Decode basic CVC (e.g., pin, mail, meet) and CVCC (e.g., wind) and VC (e.g., in) words and words with common
consonant digraphs. (RF.1.3.a,b)
14. Decode words with final –e (e.g., make, time, home) and words with common vowel teams (e.g., play, mail,
team, seed). (RF.1.3.c)
15. Use knowledge that every syllable has a vowel to help determine if a word has one or more syllables in a
printed word. (RF.1.3.d)
16. Show recognition of two-syllable words by dividing words into syllables. (RF.1.3.e)
17. Read words with inflectional endings (e.g., likes, liked, waits, waited, waiting). (RF.1.3.f)
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18. Identify and read grade-level high-frequency /irregular words in and out of context. (RF.1.3.g)
19. Establish a purpose for reading and answer comprehension questions about the text while adjusting reading
rate to support accuracy and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the
outcome of the selection) in grade-level text.( RF.1.4.a,b)
20. Monitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to
support accuracy, rate and comprehension. (RF.1.4.c)
21. Write an informational/explanatory text naming the topic, including facts and concluding sentences. (W.1.2)
22. With guidance and support, rewrite sentences, adding details and incorporating suggestions from peers.
(W.1.5)
23. With guidance and support, compose and publish a variety of productions (e.g. “how to”, letters, and simple
poems) in collaboration with peers using technology. (W.1.6)
24. Participate in shared research and writing projects. (W.1.7)
25. With guidance and support, recall personal experiences or gathered information from provided sources (e.g.
books, computer to answer questions. (W.1.8)
26. Ask and answer key questions about read aloud (e.g., main idea, character, setting) or information presented
orally or through other media. (SL.1.2)
27. Use nouns and verbs in complete sentences. (SL.1.6)
28. Use pronouns (personal, possessive and indefinite), frequently occurring conjunctions, determiners (e.g.,
articles, demonstratives), and frequently occurring prepositions to form and complete sentences when
speaking and writing. (L.1.1.d,g,h,i)
29. Use varied end punctuation (e.g., exclamation mark) appropriately when writing sentences. (L.1.2b)
30. Place commas where needed in sentences that contain dates or series of single words. (L.1.2.c)
31. Use sentence-level context to determine the meaning of unknown words or phrases. (L.1.4.a)
32. Sort words into identified categories (e.g., color clothing). (L.1.5.a)
33. With guidance and support, define words by category and by one or more key attributes.(L.1.5.b)
34. Make connections between words and real-life and their use. (L.1.5.c)
35. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
(L.1.4.c)
Assessments
• Diagnostic
o Treasures: Diagnostic Assessments
 Comprehension
 Phonics & Decoding
o Running Records
• Formative:
o Center reports/activities
o Checks for understandings
o Students participation
o Classroom Practice & Homework Review
o Student Response Journals/Self-Reflections
Asbury Park School District
• Summative:
o Unit Tests
o New Jersey Model Curriculum Benchmarks; Grade 1 ELA Unit 3
o Writing Benchmarks
• Other Evidence:
o Teacher Observations
o Teacher Created tests & quizzes
Portfolio
•
•
Writing: (W.1.2), (W.1.5). (W.1.6), (W.1.7),(W.1.8)
o
Genre: Informative/Explanatory
o
Research writing: Unit Theme Project
o
Subject Writing: Expository Paragraph and Description Paragraph
o
Story and Poetry Writing, How to, letters
o
o
Picture Prompt
Essential Question prompt
Assessment pieces must also be included as these will be useful for parent-teacher conferences,
administrative reviews, and next grade level teachers. (i.e. artwork, audio recordings, observations, graphic
organizers, photographs, technology)
o
o
o
Extended Response - Open Ended examples
Unit Tests
New Jersey Model Curriculum Benchmark Assessments
•
Portfolios must be kept up-to-date for each student
•
Other: Setting up a Portfolio (https://differentiatedstrategies.wikispaces.com/file/view/portfolios.pdf)
Differentiated Activities
•
Treasures Reading Program
o Beyond Level Readers
o Phonics/Spelling Practice and Grammar Practice
o Home-School Connection
o Workstations
•
The Supervisor of BL/ESL will be consulted for further suggestions and input when available.
o Bilingual/ESL Coach is an excellent resource
•
Treasures Reading Program
o English Language Learner Resource and Practice Book
o Visual Vocabulary Resources
Enrichment
ELL
Asbury Park School District
o
o
o
o
English Language Learner Leveled Readers
Manipulatives
Sound –Spelling Work boards
Retelling /Sequencing Cards
•
The Supervisor of Special Education will also be consulted for further suggestions and input
when available.
o Special Education Coach is an excellent resource.
•
Treasures Reading Program
o
Response to Intervention for Tier 2 and Tier 3 Students:


o
Vocabulary

Comprehension

Fluency

Writing

Intervention
Phonics
Grammar
Classroom Presentation Toolkit

Create PowerPoint lessons

Sequencing Cards (who can help? Reading Buddies, High Volunteer, Community
volunteer)

Listening Library (who can help? Families, Reading Buddies, High School Buddies,
Community Volunteer)
o
Approaching Leveled Readers
Teaching and Learning Actions
Instructional
Strategies
•
Dr. Sharrocky Hollie:
Culturally and linguistically Responsive Teaching and Learning: Classroom Practices for Student
Success (2012).
The Students’ Six Strategies:
This researched based and student-validated teaching strategy can be reviewed in the video
collections in PD360 program.
The COMMON CORE Institute
COMMON CORE State Standards; DECONSTRUCTED for CLASSROOM IMPACT; English Language Arts
Key Strategies:
Asbury Park School District
Activities
Language / Literary
• To introduce the relationship between punctuation and reading expression, use the book
Yo! Yes?. Show the students the cover of the book with its very simple title: Yo! Yes? Ask
how someone would say those words? YO! YES? As you read the book with the students,
have the boys read one page, and the girls the opposite page. As they focus on the
illustrations and the way the author ends each sentence, they will know how to read the
words, and a story will be created in their minds. Follow this reading with other books so
that the children learn how important it is to read with the end punctuation in mind.
(RL.1.6, RF.1.4b, L.1.2b, RL.1.7)
Class Discussion / Literature
• Tell the students that fables are stories that teach us a lesson. The characters in the
story are usually animals and have one main characteristic. Read the familiar fable, “The
Tortoise and the Hare.” Ask students what they can tell you about the tortoise. (He’s slow,
but steady.) What can they tell about the hare? (He’s fast, but undependable.) Create a
chart with cells for the title, characters (with one characteristic each), setting, key
events (i.e., from the beginning, middle, and end), and the lesson learned (i.e., the moral of
the story). As you read each fable in this unit, continue to fill in the chart. Give students
more and more responsibility for filling in the characters, setting, and key events of a
fable. Assess understanding at the end of the unit by reading a fable and then have each
child write or dictate the entries on his or her own chart. (RL.1.3, RL.1.2)
Class Activity / Literature
• Tell the students that the Indian fable, “The Blind Men and the Elephant” is the original
telling of a fable more commonly known as “Seven Blind Mice.” Read the original story first
and then read “Seven Blind Mice.” (Read aloud to students, or they may read on their own
if they are able.) As the two fables are added to the fable story chart, ask the students
to explain how these two stories are the same and how they are different. (RL.1.9, RL.1.2)
Writing / Narrative
• Assign this narrative prompt: “Think of a time when you learned a lesson.” Encourage the
students to think about the lessons learned in the fables as they write their own story. Be
sure the students focus on the beginning, middle and end (where they tell about the lesson
learned). Be sure they include at least two sequenced events, use time cue words, provide
some details, and include a sense of closure (W.1.3, W.1.5, RL.1.2)
Class Discussion / Language
• One of the life lessons focused on in this unit is “manners.” With the students, create a
list of “lunchroom manners” using a book such as Manners (Aliki). Students should dictate
the sentences while you write them on sentence strips. In this writing lesson, focus on
writing complete sentences with subject-verb agreement. To practice handwriting correct
sentence construction, have the students copy some of the sentences. A follow-up to this
lesson would be a humorous list of “lunchroom manners” inspired by Prelutsky and
Silverstein and written in poetic form. (SL.1.6,L.1.1c, L.1.1e, L.1.1j)
Asbury Park School District
Independent Reading / Informational Text
• Introduce the book A Weed is a Flower: The Story of George Washington Carver. Explain
that illustrations and text are both very important in a book. Guide students as they read
by asking them first to think about what you can learn from the illustrations. Create a twocolumn chart with “illustrations” on one side and “text” on the other side. When students
learn something from studying the illustration, they will write it on a Post-It note and put
it in the book. Use the Post-Its to guide the discussion when they are finished reading.
Repeat the activity with learning from the text. (RI.1.6)
Art Connection / Language
• After students have read about George Washington Carver’s love of nature, introduce
them to an artist who also focused on nature and who lived during the same time period:
Georgia O’Keeffe. Both of their names come from the Greek root “geo” meaning “earth.”
Tell the students to look at some of Georgia O’Keefe’s artwork. Ask them to use describing
words (i.e., adjectives) to discuss what they see in her work. (L.1.5d, L.1.1f)
When you are finished with the art description activity, read these quotations and have the
children write a response.
(L.1.1j)
• “Nobody sees a flower, really, it is so small. We haven't time—and to see takes time, like
to have a friend takes time.” Georgia O’Keeffe
•
“If I could paint the flower exactly as I see it no one would see what I see because I
would paint it small like the flower is small. So I said to myself—‘I'll paint what I see—
what the flower is to me, but I'll paint it big, and they will be surprised into taking time to
look at it - I will make even busy New Yorkers take time to see what I see of flowers.”
Georgia O’Keeffe
Writing / Informational Text
• After reading several books about electricity, create a list of rules for safety (e.g.,
avoiding electrical outlets with wet hands). Divide the rules evenly among the students and
assign the task of creating a safety poster for each one. Each student will write a rule
neatly and show additional information (i.e., the application of the rule) in his or her
illustration. Create sets of posters and allow students to present their rules to another
classroom or grade level. (W.1.2, RI.1.6, SL.1.5, SL.1.6)
Experiences
•
Visit a theatre
•
Put on a play using shadow puppetry.
•
Have children write words of wisdom or read words of wisdom sayings everyday for a week
over the intercom.
•
•
•
Have Casa Picasso visit and create unusual and creative expressions with clay.
•
Have local authors and artists visit your classroom.
Build Kites invite a kite shop to come in and show us how
Build cars with recycle materials. Have Cub Scout leaders show us how to put on a race.
Asbury Park School District
Resources
High Frequency Words Vocabulary suggested by Treasures Reading Program
Macmillan/McGraw-Hill
Key Terms:
Adjectives, affixes ,characters, complete sentences, declarative, end punctuation, exclamation
mark, exclamatory, fable, imperative, interrogative, key events, lesson, message, moral,
narratives, period, question mark, revision, setting, verbs
Robust Vocabulary:
Amuse, delighted, humorous, mood, ridiculous, connections, possessions, relief, support, typical,
astonishing, complicated, continue, original, talented, created, hobby, inspire, resourceful,
structure, culture, custom, language, similar, skill
Key Terms
Additional Academic Vocabulary Suggested by the Common Core:
alphabetical order, alphabetize, analyze, author, base word, blends, bold print, capitalization,
character, communicate, compare, compound word, conclusion, conduct, conflict/problem,
consonant, construct, contraction, contrast, create, demonstrate, design, diagraphs, directions,
evaluate, event, examine, exclamation mark, expository text, fairytale, fantasy, fiction, fluency,
formulate, genre, heading, high frequency word, identify, infer, inference, interpret,
investigate, locate, long vowel, lower case, non-fiction, noun, observe, onset, organize,
participate, perform, period, phoneme, plan, plot plurals, predict, prefix, problem, punctuation,
question, question mark, realistic, recognize, record, relate, rhyme, rhyming, rhythm, rime,
sentence, sequence, short vowel, sight word, singular, solution, sort, steps/sequence, suffix,
syllable, table of contents, title, topic, trait/characteristics, upper case, verb, vowel, vowel
team
Treasure Additional Reading:
•
Mrs. Brown Went to Town by Wong Herbert Yee
•
Peco Bill by Aida Marcus
•
Muncha! Muncha! By Candace Fleming
•
Circus Girl by Michael Garland
•
If You Give a Pig a Party by Laura J. Numeroff
Readings
Common Core Book Suggestions:
•
Green Eggs and Ham (Dr. Seuss) (E)
•
Yo! Yes? (Chris Raschka)
•
The Blind Men and the Elephant (Karen Backstein and Annie Mitra)
•
Seven Blind Mice (Ed Young) (EA)
Poetry
•
"By Myself" in Honey I Love and Other Poems (Eloise Greenfield)
•
"Sharing" in Falling Up (Shel Silverstein)
Stories (Read Aloud)
•
The Boy Who Cried Wolf (B.G. Hennessy and Boris Kulikov)
•
Town Mouse, Country Mouse (Jan Brett)
Asbury Park School District
•
•
•
•
•
•
•
•
•
•
•
Poetry
•
•
•
•
Lousy Rotten Stinkin' Grapes (Margie Palatini and Barry Moser)
The Lion & the Mouse (Jerry Pinkney)
The Tortoise and the Hare (Janet Stevens)
The Hare and The Tortoise (Swahili) (Helen Ward)
Fables (Arnold Lobel) (EA)
The Little Red Hen (Paul Galdone)
The Ugly Duckling (Hans Christian Andersen and Jerry Pinkney)
Swimmy (Leo Leonni)
Alexander and the Wind-up Mouse (Leo Lionni)
Inch by Inch (Leo Lionni)
Punctuation Takes a Vacation(Robin Pulver and Lynn Rowe Reed)
(Read Aloud)
Goops and How to Be Them: A Manual of Manners for Polite Children (Gelett Burgess)
"I'm Making a List" in Where the Sidewalk Ends (Shel Silverstein)
"My Mother Says I’m Sickening" in The New Kid on the Block (Jack Prelutsky)
"Ridiculous Rose" in Where the Sidewalk Ends (Shel Silverstein)
Treasures: A Reading/Language Arts Program; Macmillan/McGraw-hill
Supporting Text
Additional Supporting Text Suggestions:
• Building a Matrix for Leo Lionni Books: An Author Study (ReadWriteThink) (RL.1.9)
• Aesop and Ananse: Animal Fables and Trickster Tales (National Endowment for the
Humanities) (RL.1.2)The Georgia O'Keeffe Museum
Informational Text
• A Weed is a Flower: The Life of George Washington Carver (Aliki) (E)
• George Washington Carver (Rookie Biographies) (Lynea Bowdish)
• Thomas Alva Edison (Rookie Biographies) (Wil Mara)
• What is Electricity? (Rookie Read-About Science) (Lisa Trumbauer)
Supplemental
Materials
Informational Text (Read Aloud)
• Manners (Aliki) (EA)
• Hello! Good-bye! (Aliki) (EA)
• Georgia O’Keeffe (Getting to Know the World’s Greatest Artists) (Mike Venezia)
• My Light (Molly Bang) (EA)
• Flick a Switch: How Electricity Gets to Your Home (Barbara Seuling and Nancy Tobin)
•
•
Watch Out! At Home (Claire Llewellyn and Mike Gordon)
Unwrapping the Read Aloud : Making Every Read Aloud Intentional and Instructional by
Lester L. Laminack
Teacher
Resources
From the Common Core Institute:
o Deconstructed Standards
o Flip Charts
Common Core Curriculum Maps
Asbury Park School District
http://commoncore.org/maps/unit/grade_1_unit_3
Model Curriculum Unit 3 Assessments and Rubrics
http://www.state.nj.us/education/modelcurriculum/ela/1u3.shtml
Reading Foundations: A Pacing Guide for Reading Instruction
http://Commoncore.org/maps/documents/Pacing_Guide_01.pdf
Other:
http://www.readinglady.com
Real Classroom Ideas: This site is a collection of ideas and activities on a variety of topics.
http://www.realclassroomideas.com/69.html
Teaching Channel: Teaching Channel is a video showcase -- on the Internet and TV -- of
innovative and effective teaching practices in America's schools. (You must sign up to view the
videos, it’s free)
www.teachingchannel.org
Funny First grade people :
Is a website for teachers to giggle about how first graders see their classroom and the
world.
http://www.funny-first-grade-people.com/good-clean-funny-stuff.html
Fun in First :
Great ideas for helping teachers build teacher –parent relationships.
http://fun-in-first.blogspot.com/
The Teacher’s Lounge at Really Good Stuff:
Ideas from Lesson planning, classroom ideas and other resources.
http://blog.reallygoodstuff.com/kid-friendly-jokes-and-tongue-twisters/
.
Home School Connection:
First Grade Activities:
The activities on this site are organized by reading and literacy skills appropriate to this grade.
Under each specific skill, there are varying numbers of activities to help children develop their
ability to read and write. This site will help build a school-home connection.
http://www2.ed.gov/pubs/CompactforReading/table1.html
Welcome to Mrs. Lewis's Elementary Cyber Classroom:
This site has many activities to support/enhance stories you are reading in your classroom.
Asbury Park School District
http://www.scottsboro.org/~flewis/SF%20Reading%20Street/First%20Grade%20Materials/Fi
rst%20Grade%20Online%20Games.htm
Reading Rockets:
Many articles in English and Spanish to help reach out to build school-home connections.
http://www.readingrockets.org/article/7835/
Colorin Colorado:
Many articles in English and Spanish to help reach out to build school-home connections .
http://www.colorincolorado.org/guides/readingtips/
Internet 4 Classrooms: 1St Grade language art skills help
http://www.internet4classrooms.com/skills-1st-langbuilders.htm
Storyline online : Screen Actors Guild Foundation: Stories read by Actors
http://storylineonline.net/
Starfall : free public service to teach children to read with phonics
http://www.starfall.com/n/level-c/plays/load.htm
Book Sorting: Using Observation and Comprehension to Categorize Books
http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-usingobservation-145.html
This lesson takes the “I Spy” genre activity a step further into more critical thinking as
student sort books by a variety of criteria.
Student
Resources
Adventures in Nonfiction: A Guided Inquiry Journey acquaints students with multiple
nonfiction resources and helps them to think about what they want to learn during research and
reading personal narratives .
http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfictionguided-inquiry-183.html?tab=1#tabs
Grandparents website:
Children and grandparents can share activities , jokes and learn how to use technology
together.
http://www.grandparents.com/grandkids/activities-games-and-crafts/sneak-preview-jokesfor-kids
Toonacat Riddles and Jokes:
Asbury Park School District
Lets children find new jokes or riddles created by their peers.
http://www.toonacat.com/kids/stories/jokes.html
Squigly’s playhouse:
Website where children can find jokes and riddles to impress their friends.
http://www.squiglysplayhouse.com/JokesAndRiddles/school.html
Ducksters:
Jokes for children.
http://www.ducksters.com/jokesforkids/