Roselle Public Schools
English Curriculum Units of Study Grade 1
Unit/Chapter Title: Unit 4/ Making Life Easier and Better:
Inventions and Traditions
Unit Length: 8 Weeks
Course/Grade: First Grade
Interdisciplinary Connection/s: Science and Social Studies
Unit Overview:
This unit aims to help readers be more resourceful and active when they come to word solving hard or difficult words. We teach
students to not only look at the features of the word itself, but to also use context and picture clues along with prior knowledge in
helping to solve new or unknown words. Small group work is a critical component to this unit, especially as you try to push readers
to more complex texts. The main message of this unit is that students can be their own teachers, taking charge of their reading work,
with strategies for dealing with difficulty. Students will continue to develop their ability to retell the important facts about text in
both fiction and non- fiction texts. They will continue to compare and contrast characters in text as well as identify the similarities
and differences between two texts on the same topic. Students will continue to look deeper at characters to determine the characters
point of view. Students will continue to ask and answer questions to understand information they are reading. Students will
continue use context clues and pictures to figure out words they are not sure of. Students will continue to visualize, create pictures
in their mind to help them understand information in a text. Students will continue to look deeply at what characters say and do to
understand the theme or message the author wants to share.
This unit begins by teaching students that writing can give them a way to make and defend decisions and opinions, such as, “Which
kind of pet is best?, or Which part of the story was the best? Children will learn to write their judgments, their reasons for those
judgments and to organize their reasons, supplying supporting details. These goals are pushing first graders beyond the NJSLS
expectation for opinion writing, which states that students will 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” (NJSLSA W 1.1).
This unit will encourage writers to develop opinions with multiple reasons, provide detailed descriptions, as well as strong openings
and closings. It will also encourage students towards using and revising more complex sentences, using linking words.
This unit is designed to allow children the opportunity to explore the topics of inventions and traditions. Through reading a variety
of fiction and nonfiction texts students will have the opportunity to learn about inventions, how they make life easier, how working
together makes life better, and children will have the opportunity to learn about different holidays and traditions. In this unit
children will spend time discussing different inventions, learning about inventors, and the experiments and problem solving that
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English Curriculum Units of Study Grade 1
inventors do to create new inventions. In this unit children will have the opportunity to discuss the traditions and holidays that they
take part in as a families, and also learn about new holidays and traditions that are from around the world.
Theme Essential Questions
Up in the Sky – What can you see in the sky?
Great Inventions– What inventions do you know about?
Taking Action – How can we work together to make our lives easier?
Sharing Traditions – What traditions do you know about?
Celebrating America– Why do we celebrate holiday?
NEW JERSEY STUDENT LEARNING STANDARDS FOR LANGUAGE ARTS (NJSLSA)
Anchor Standards
Anchor Standards:
Reading
Key Details
NJSLSA.R 1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from
it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
NJSLSA.R 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and
ideas.
NJSLSA.R 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
NJSLSA.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.
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NJSLSA.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.
NJSLSA.R 6 Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
NJSLSA.R 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as
in words.
NJSLSA.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.
NJSLSA.R 9 Analyze and reflect on 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
NJSLSA.R 10 Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as
needed.
Writing Text
Types and Purposes
NJSLSA.W 1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
NJSLSA.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
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NJSLSA.W 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
NJSLSA.W 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
NJSLSA.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
NJSLSA.W 7 Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on
focused questions, demonstrating understanding of the subject under investigation.
NJSLSA.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.
NJSLSA.W 9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
NJSLSA.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.
Speaking and Listening
Comprehension and Collaboration
NJSLSA.SL1 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.
NJSLSA.SL2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and
orally.
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NJSLSA.SL3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
NJSLSA.SL4 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.
NJSLSA.SL5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
NJSLSA.SL6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when
indicated or appropriate.
Language
Conventions of Standard English
NJSLSA.L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
NJSLSA.L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
NJSLSA.L3 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
NJSLSA.L4 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.
NJSLSA.L5 Demonstrate understanding of word relationships and nuances in word meanings.
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NJSLSA.L6 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.
21st Century Life and Career Standards
9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION
K-4
Strand A: Career Awareness
9.2.4. A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
9.2.4. A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career
success. ·
CRP1 Act as a responsible and contributing citizen and employee.
CRP2 Apply appropriate academic and technical skills.
CRP4 Communicate clearly and effectively and with reason.
CRP6 Demonstrate creativity and innovation.
CRP8 Utilize critical thinking to make sense of problems and persevere in solving them.
CRP11 Use technology to enhance productivity.
Interdisciplinary Connection/s
Science
5.4 Earth Systems Science: All students will understand that Earth operates as a set of complex, dynamic, and interconnected
systems, and is a part of the all-encompassing system of the universe.
A. Objects in the Universe: Our universe has been expanding and evolving for 13.7 billion years under the influence of gravitational
and nuclear forces. As gravity governs its expansion, organizational patterns, and the movement of celestial bodies, nuclear forces
within stars govern its evolution through the processes of stellar birth and death. These same processes governed the formation of
our solar system 4.6 billion years ago.
5.4.2.A.1 Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations.
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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.
Strand D. History, Culture, and Perspectives
6.1. P.D.2 Demonstrate an understanding of family roles and traditions.
6.1.P.D.3 Express individuality and cultural diversity
6.1.P.D.4 Learn about and respect other cultures within the classroom and community
Technology: 8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information
in order to solve problems individually and collaborate and to create and communicate knowledge.
8.1.2. A.2 Create a document with text using a word processing application.
Essential Questions
1. How do readers deal with difficulty?
2. What can readers do when they don’t understand?
3. How do writers share their ideas with others?
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Enduring Understandings
1. Readers use everything we know about reading to
get through the hard parts. Readers smooth out
rough parts to make sure our reading looks right,
sounds right, and makes sense.
2. Readers use strategies to construct meaning.
3. There are issues in our lives that we have opinions
about. There are many ways to persuade our
audience.
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English Curriculum Units of Study Grade 1
Student Learning Objectives /Progress Indicators
(What students should know and be able to do?)
READING
READING
What students should know?
What student should be able to do?
RL.1.1 Ask and answer questions about key details in text
RI.1.1 Ask and answer questions about key details in text
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RL.1.2. Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
RI.1.2. Identify the main topic and retell key details of a text.
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RL1.3 Describe characters, setting, and major event(s) in a
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Understand what key details in the text are
Use Questioning (who, when, where, what, why,
how) to understand the message of the text
Underline key details in text
Retell stories in their own words
Think about the text and create questions about
important ideas in the text
Understand how to retell text, recounting key
details in sequential order
Retell stories in their words capturing the key
details
Explain the story’s central idea or message
Identify and verbalize the problem or conflict in a
story and how it is resolved
Identify the main topic of the text
Describe characters and setting in a story using
illustrations and key details
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story using key details
RI.1.3. Describe the connection between two individuals,
events, ideas, or pieces of information in a text.
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R1.1.4 Ask and answer questions to help determine or clarify
the meaning of words and phrases in a text
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RL.1.4 Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses.
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Recall the important things happening in the story
Discuss what you know about the characters
Identify and describe where the story takes place
Retell what happened in the beginning middle, and
end of the story
Analyze how events are linked together
Identify words in a text where the meaning is
unclear
Ask and answer questions to help understand
what words and phrases mean in a text
Understand how text features(heading, labels,
table of contents, bold print) help them understand
or clarify unknown words
Prove understanding by stating a statement using
story content that shows understanding of
unknown words in literary or informational text
Understand the differences between, words,
phrases and sentences
Identify words, phrases and sentences
Ask and answer questions about story details
Understand that words are clues to what
characters are thinking
Recognize words that indicate use of the 5 senses
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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.
RI1.5 Know and use various text features (e.g. headings, table
of contents, glossaries, electronic menus, etc.)
RL.1.6. Identify who is telling the story at various points in a
text.
RI.1.6. Distinguish between information provided by pictures
or other illustrations and information provided by the words in
a text.
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… see, hear, smell, touch, taste
Recognize words that communicate
feelings….happy, sad, angry, worry, fear
Describe what feeling or sense the words and
phrases are appealing to
Read a variety of narrative and informational texts
Identify the traits of narrative and informational
texts
Compare and Contrast narrative and
informational texts Explain how they are different
Explain the differences between narrative and
informational texts
Understand how text features(heading, labels,
table of contents, bold print) help them understand
or clarify unknown words
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Explain the function of a narrator
Name who is telling a story
Identify when the narrator changes
Tell the difference between what information can
be gained from examining the pictures and what
can be gained from examining the words
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Interpret illustrations to develop a better
understanding of the story characters, setting, ad
events
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RL.1.7. Use illustrations and details in a story to describe its
characters, setting, or events.
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RI.1.7 Use illustrations and details in a text to describe its key
details
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RI1.8 Identify the reasons an author gives to support points in a
text and explain the application of this information with
prompting as needed
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RL.1.9 Compare and contrast the adventures and experiences of
characters in stories
RI.1.9 Identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or
procedures)
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Identify an illustration that helps to describe the
character, setting, or events
Explain how illustrations describe important story
elements
Understand how illustrations explain the text
Know how to link people and their ideas
Understand that an author writes to share what
he/she thinks
Identify the key points an author is making in a
text
Know that authors use details to help make a point
Understand that authors try to explain their
thinking
Recognize the author’s reasoning by finding
support within the text
Explain how this information is useful (scaffold as
needed)
Discuss stories to build on character development
by looking at similarities and differences in
characters experiences in stories
Identify similarities and differences in two texts
that share the main idea
Participate in reading activities, either in a group
or independently
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English Curriculum Units of Study Grade 1
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RL.1.10. With prompting and support, read and comprehend
stories and poetry at grade level complexity or above.
RI.1.10. With prompting and support, read informational texts at
grade level complexity or above.
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RF.1.4. Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4.A. Read grade-level text with purpose and understanding.
RF.1.4B Read on-level text orally with accuracy, appropriate rate,
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and expression on successive readings
RF.1.4C Use context to confirm or self-correct word recognition and
understanding, rereading as necessary
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Understand the purpose of the reading activities
Recall familiar stories
Retell familiar stories
Recite poems
Make connections between texts such as poems
on the same topic
Make and confirm predictions about what will
happen next in a story
Understand grade-level text when reading
Read grade-level text aloud, making minimal
errors
Know self -monitoring/correcting behaviors
Make your voice sound like the character talking
Make your voice sound like the words are together
Make your voice go up when you see a question
mark or exclamation mark at the end
Make your voice go down when you see a period
at the end
Reread text to better understand what was read,
when necessary
Reread and use pictures to look for words in the
text that will help them understand unknown
words
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English Curriculum Units of Study Grade 1
WRITING
WRITING
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.
W.1.3. Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and
provide some sense of closure
W.1.5. With guidance and support from adults, focus on a topic,
respond to questions and suggestions from peers and selfreflection, and add details to strengthen writing and ideas as
needed.
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Brainstorm and Choose topic of interest
Engage in turn and talk, group discussions to express
ideas and opinions verbally and in writing
Build strategies for introducing concepts (such as
beginning with a fact or question)
Write events in a sequence or logical order, refer to
mentor text, shared writing piece
Use planning template or graphic organizer to plan their
writing
Sketch, label and/or add diagrams to enhance writing
Describe events using details
Choose sequence words to show order of events (e.g.,
now, when, then)
Choose important reasons to support opinion
Plan and write end with a closing sentence, build
strategies for concluding their thoughts(learn to write a
summary statement)
Share Writing and Explain what was written when
questions are asked by adults and peers
Revise and Edit writing and make changes through peer
and teacher conferences
Choose descriptive words and details to enhance writing
Apply grade level rules for spelling and writing,
recognize and correct spelling, grammar and punctuation
errors within pieces
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English Curriculum Units of Study Grade 1
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).
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W.1.8. With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
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Understand how to use a computer
With guidance, know how to use PowerPoint/Microsoft
Word/Google Docs
Know how to use the computer toolbar
Know how to use a mouse
Understand how to save materials
Work collaborative with a partner
Research and complete and writing projects with peers
Understand your job/role in a group
Understand informational texts structure
Locate information within text
With guidance and support know how to scan the
information provided (words, pictures, digital sources)
Recall from their own background knowledge the
pieces they need to answer research questions and take
notes
Retell, recall key details and take notes
Describe personal experiences
Locate information within text to answer questions
Understand that information can come from different
sources, (e.g., books, digital, print)
Use a variety of information from different sources, (e.g.,
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books, digital, print) to answer questions
SPEAKING AND LISTENTING
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 norms for discussions (e.g.,
listening to others with care, speaking one at a time about the
topics and texts under discussion).
SL1.1.B. Build on other’s talk in conversations by responding to
comments of others through multiple exchanges
SL.1.1.C. Ask questions to clear up any confusion about the
topics and texts under discussion.
SPEAKING AND LISTENTING
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SL.1.2. Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
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Participate in variety of rich structured conversations
about grade appropriate topics and texts
Demonstrate knowledge of agreed upon rules for
listening to others and taking turns speaking about topics
and texts such as, not interrupting when another person is
speaking
Develop skills in active listening and group discussion
(taking turns, listening to the speaker, responding to the
speaker)
Know that when listening to someone, we need to look at
them
Know that when we are listening to someone, we need to
respond about the same thing
Think about what others and saying and use your schema
to respond to comments of others in conversation and ask
questions
Ask and answer questions about a text read aloud or
information through other media to better student
understanding
Generate and Practice asking questions for clarification
of key details
Answer questions to show that you understand
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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.
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SL.1.4. Describe people, places, things, and events with relevant
details, expressing ideas and feelings clearly.
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SL.1.5. Add drawings or other visual displays to descriptions
when appropriate to clarify ideas, thoughts, and feelings.
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SL.1.6. Produce complete sentences when appropriate to task and
situation.
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Actively listen to and Discuss presented information to
answer questions
Compose asking questions that are on a topic to gain
clarity
Formulate answers to questions asked of them using
information learned
Know and use sensory words to describe familiar
people and places
Know and use multiple descriptive words to describe
and explain familiar and memorable events
Report facts and details about experiences feelings and
emotions
Choose visuals in order to illuminate chosen facts or
details
Construct drawings or gather other visual media when
describing
Know how to use magazine pictures or clip art to mark
posters to support what they are saying
Understand that charts, graphs or illustrations help
increase understanding
Present information to others using appropriate visual
displays to clearly express ideas
Report thoughts and feelings and ideas in complete
sentences
Know that complete sentences express a thought
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LANGUAGE AND CONVENTIONS
L1.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.1.1.B. Use common, proper, and possessive nouns
L1.1.C. Use singular and plural nouns with matching verbs in
basic sentences (e.g., He hops; We hop).
L.1.1.D. Use personal, possessive, and indefinite pronouns (e.g.,
I, me, my; they, them, their, anyone, everything).
L.1.1.E. 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).
L.1.1.F. Use frequently occurring adjectives.
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)
L.1.1.I. Use frequently occurring prepositions (e.g., during,
beyond, toward).
L.1.1J. Produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory sentences
in response to prompts.
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Know and use different sentence types (declarative,
interrogative, exclamatory, and imperative) in response to
prompts and situations
Speak audibly to naturally express ideas
LANGUAGE AND CONVENTIONS
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Identify and categorize common and proper nouns and
provide examples of each
Identify possessive nouns and generate examples (as
during interactive writing and reading)
Develop sentences with correct subject verb agreement
using knowledge of singular and plural nouns
Understand what pronouns are and use them to replace
nouns when speaking and writing
Explain how verbs can express past, present, and future
Choose correct verb tense to express past, present, and
future in writing
Identify what an adjective is and understand that writes
use adjectives to help readers create better pictures in their
minds
Identify and explain the purpose of propositions in
reading
Use prepositional words in writing
Generate and Write simple and complex declarative,
interrogative, imperative, and exclamatory sentences in
speaking and writing
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L.1.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.1.2.A. Capitalize dates and names of people.
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.
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L.1.2D. Use conventional spelling for words with common
spelling patterns and for frequently occurring irregular words
L.1.2.E. Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
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VOCABULARY ACQUISTION AND USE
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.B. Use frequently occurring affixes and inflection (e.g., -ed,
-s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a
word.
L.1.4.C. Identify frequently occurring root words (e.g., look) and
their inflectional forms (e.g., looks, looked, looking).
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Recognize and categorize the names of people, days of
the week, and months of the year
Know to Capitalize the appropriate words in the date and
the names of people
Identify and know how to use different types of end
punctuation correctly when writing
Recognize the comma and explain why and how it is
used
Apply rules for using a comma in writing dates and to
single words in a series
Spell Untaught words (Invented Spelling)Apply
knowledge of phonemic awareness and spelling
conventions
Know letter patterns and their sounds
VOCABULARY ACQUISTION AND USE
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Understand that some words have different meanings
Know how to use context and/or picture clues to figure
out an unknown words
Use knowledge of common affixes and inflection to
understand words
Decode words using the meaning of affixes root words,
and inflection as a clue
Page 18
Roselle Public Schools
English Curriculum Units of Study Grade 1
L.1.5. With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word
meanings.
L.1.5.C. Identify real-life connections between words and their
use (e.g., note places at home that are cozy).
L.1.5.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.1.6. Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including
using frequently occurring conjunctions to signal simple
relationships (e.g., because).
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
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

Foundational Skills
RF.1.1. Demonstrate mastery of the organization and basic
features of print including those listed under Kindergarten
foundation skills.
RF.1.1.A. Recognize the distinguishing features of a sentence
(e.g., first word, capitalization, ending punctuation).
Revised 2016
Make connections between words and their use
Organize words into categories using their attributes to
extend the definition of categorized words
Explore different shades of the same verb (run/sprint),
adjectives of differing intensity, and inflectional forms
Use and understand words that are rich in meaning in
reading, speaking, and writing
Distinguish between nouns, verbs, and adjectives
Demonstrate diversity in their choice of nouns, verbs,
and adjectives when speaking and writing
Choose vocabulary accurately in speaking and writing
Retell the most important events, and then add details
Demonstrate using conjunctions in speaking and writing
Understand cause and effect events
Listen, share and read a variety of texts
Discuss with partner the events in the story and how the
problem was solved.
Choose and apply new words and phrases when writing,
reading and responding to texts
Foundational Skills




Understand how a sentence is organized
Know that a sentence begins with a capital letter
Identify the various types of end punctuation
Know that sentences need end punctuation
Page 19
Roselle Public Schools
English Curriculum Units of Study Grade 1
RF.1.2. Demonstrate mastery of spoken words, syllables, and
sounds (phonemes) by using knowledge that every syllable must
have a vowel sound to determine the number of syllables in a
printed word.
RF.1.2.B. Orally produce single-syllable words by blending
sounds (phonemes), including consonant blends.
RF.1.2C Isolate and pronounce initial, medial vowel, and final
sounds (phonemes) in spoken single-syllable words. [8 lessons]
RF.1.2D 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.1.3A Know the spelling-sound correspondence common
digraphs
RF.1.3B Decode regularly spelled one-syllable words.
RF.1.3C Know final -e and common vowel team conventions for
representing long vowel sounds
RF.1.3.E. Decode two-syllable words following basic patterns by
breaking the words into syllables using knowledge that every
syllable must have a vowel sound.
RF.1.3F Read words with inflectional endings
RF.1.3G Recognize and read grade-appropriate irregularly
spelled words
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
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


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

Revised 2016
Know the sound symbol correspondence of all short and
long vowel sounds
Identify vowels/vowel sounds within single syllable
words (ex. cvc words)
Isolate and blend phonemes in single syllable words
Identify phonemes in the initial, medial and final
position in spoken single syllable words
Articulate simple decodable words, identifying all
phonemes in the initial, medial and final position
Segment phonemes in proper order. (ex. c-a-t = cat)
Understand that sometimes two consonant letters make
one sound (e.g.,/sh/wh/ch/th)
Produce the letters that make the sounds in words and
digraphs
Read and pronounce the sounds represented in one –
syllable words
Know that in many short words that end in e, the vowel
has a long sound
Understand that words have parts, and each part needs a
vowel
Use inflectional ending like –s, ed, ing to read words
Know the role that inflectional endings play in making
words
Know and apply rules for breaking words apart like
double consonants, inflected endings
Understand that each syllable must contain a vowel
sound; use this knowledge to identify syllables within
Page 20
Roselle Public Schools
English Curriculum Units of Study Grade 1


Instructional Strategies
(How will students reach
the learning targets?)
Revised 2016
Scaffolds for
Learning/Extensions
(How will I differentiate?)
written words
Know how to decode simple two syllable words following
the vowel pattern for syllable division
Recognize and read grade 1 irregularly spelled
words/sight words and words with inflectional endings
(look, looked)
Assessments
Resources/Technology
(How will the students
demonstrate mastery?)
(What resources and
materials will students need?)
Page 21
Roselle Public Schools
English Curriculum Units of Study Grade 1
Reading
• Close Reading
(find main idea, retell, ask
who, what, when, where,
why questions, notice text
features, notice text
structure, notice word
choice, learn new
vocabulary, make inferences,
make connections)
• Read Aloud and Think
Aloud
• Active Reading and
Listening
• Guided Reading
• Whole Group Instruction
• Small Group
• Learning Centers
• Word wall
• Vocabulary Map
• Think, Pair, Share
• Turn Around and Talk
• Graphic Organizers
(KWL Chart, Venn Diagram,
Two column notes, character
map, etc.)
•Technology infusion,
websites, on-line
newspapers, etc.
• Text features in various
print formats
Revised 2016
Scaffolds for Learning
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Listen to audio story
Use books with large
print
that children can see
during read-aloud
(labels,
words, simple phrases
or
sentences)
Use graphic organizers
to
visually sort elements
of the
story
Retell and sequence
using pictures
Reread text in small
group with teacher
guidance
Cut out or draw
pictures to show a
particular event.
Illustrate what you
think the main idea
was.
Use story web and
pictures to describe
characters from
the story
Formative Assessments:
Texts:
Reading Wonders Anthology
i-ready
DRA 2
Reading Wonders Big Books
Conference
Wonders Weekly Assessments
Reading Wonders
(Bi-weekly)
Reading/Writing Workshop
Teacher
Observations/Anecdotal Notes Reading Wonders Leveled
Books
Portfolio Check
Journal Entry
Whip around
Self-evaluation
Websites:
Questioning
Summative Assessments
www.connected.mcgrawhill.com
Performance Task
http://www.state.nj.us/educatio
Demonstration
Portfolio Review
n/cccs/2016/ela/g01.pdf
Project BasedLearning(Product/Exhibit)
http://www.state.nj.us/educatio
District Assessments(Writing)
n/cccs/2016/ela/crosswalk.pdf
Reading Wonders Unit Tests
http://www.parcconline.org/
Performance Tasks:
(See Appendix A)
Collaborative Discussion
Questions
(See Appendix B)
Summative Assessment:
file:///C:/Users/gcelebrano/Dow
nloads/GuidedReadingPromptC
ards.pdf
http://www.readwritethink.org/
http://www.lindahoyt.com/tips.
Page 22
Roselle Public Schools
English Curriculum Units of Study Grade 1
•Habits of a Good Reader
(See Appendix C)
 Use repeated readings
(making inferences,
to
Reading List:
visualizing, connecting,
help students become
(See Appendix D)
questioning, synthesizing)
familiar with the text
• Strategic Reading (knowing
when, why, and how to use
Extensions
reading strategies)
 Read texts of similar
• Modeling (Explicit reading
topic at a higher
strategy instruction)
reading level
• Picture Walk
 Write a paragraph to
•Comprehension monitoring
retell story events using
• Partner Reading
transition words
•Question Generating
 Write a summary report
•CFU- Checking for
of an event.
Understanding (e.g. Thumbs
 Read independently
up, Thumbs Down, Whip
with partner and
Around,etc.)
collaborate to answer
open-ended questions
 Analyze details,
characters, events from
the story and
compare/contrast
in a response notebook
 Write and perform a
play based on the story.
 Make a cartoon strip
showing the sequence
of events.
html
(Author Study)
http://www.readingrockets.org/
content/pdfs/authortoolkit_rr.pd
f
http://www.seussville.com/Edu
cators/educatorAuthor.php
www.starfall.com
www.abcya.com
www.i-ready.com
www.funbrain.com
http://www.education.com/gam
es/first-grade/reading/
Mentor Text for teaching
reading strategies list
https://www.teacherspayteacher
s.com/FreeDownload/FREEMentor-Text-Lists-forCommon-Core-ReadingLiterature-Standards-K-2
Ancillary Materials
• Readers Notebook
• Print and Online graphic
organizers
• Word Walls
Revised 2016
Page 23
Roselle Public Schools
English Curriculum Units of Study Grade 1
• Personal reading bags
• Reading Strategies Anchor
Charts
Writing
• Writers Workshop
• Review Exemplar writing for
each Genre
• Shared Writing
Scaffolds for Learning


•Modeled Writing
• Use of Mentor Texts
• Stages of the Writing
Process
• Writing Mini-Lessons,
Peer Response Group
Revised 2016

Orally tell
story/opinion
Work in a small writing
group with teacher
guidance to complete
graphic organizer for
planning writing
Provide students with
sentence frames to
write on topic
Formative Assessments
Texts:
Respond to writing prompt
Peer editing
Conferencing/Writing Rubric
Anecdotal notes
Summative Assessments
Reading Wonders Writing
Lessons
Writing Benchmark
Writing Portfolios
Reading Wonders
Reading/Writing Workshop
Book
Units of Study, Units of Study
for Teaching Writing Skills by
Lucy Calkins
Book 3 Writing for Readers:
Page 24
Roselle Public Schools
English Curriculum Units of Study Grade 1
• Guided Writing
• Conferencing
• Self-editing
• Peer editing
• Revising
• Publishing
• Use of reference writer’s
checklist
• Edit sample essay
• Graphic Organizers
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
Use a word bank or
word wall to spell
words
Work with writing
partner or teacher to
use word processing
software to create,
save, revise, edit for
spelling and grammar
Act out narrative and
draw a picture to
describe event
Provide students with a
topic or give choices,
use a prompt
Use overhead,
smartboard to model
process
Extensions


Revised 2016
Write story or opinion
piece independently
then work with a
writing partner to
revise and edit
Complete graphic
organizer
Teaching Skills and Strategies
Book 4 The Craft of Revision
Book 5 Authors as Mentors
Conferencing Handbook
Suggestions for Mentor Texts
Opinion
The Best Part of Me: Children
Talk About their Bodies in
Pictures and Words (Wendy
Ewald)
I Wanna Iguana (Karen
Kaufman Orloff) – can also be
used to teach letter writing
Don’t Let the Pigeon Drive the
Bus! (Mo Willems)
Don’t Let the Pigeon Stay Up
Late! (Mo Willems)
Hey, Little Ant (Phillip Hoose)
Click, Clack, Moo: Cows That
Type (Doreen Cronin) – can
also be used to teach letter
writing
I Wanna New Room (Karen
Kaufman Orloff) – can also be
used to teach letter writing
Websites:
http://www.amaesd.net/media/T
WP2015/1st/Grade%201%20Ex
plicit%20Instruction%20Opinio
Page 25
Roselle Public Schools
English Curriculum Units of Study Grade 1
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
independently, then
begin to write piece
Use a thesaurus and
dictionary to enhance
writing
Use word processing
software to create,
save, revise, edit for
spelling and grammar
Research topic of
interest with books and
online resources and
write detailed reports
independently or with a
partner
Write a speech stating
your opinion and
reasons supporting
your opinion on a topic
and read it to the class
n%20Unit.pdf
http://www.bhamcityschools.or
g/cms/lib5/AL01001646/Centri
city/Domain/131/Opinion%20
Writing%20Primary%20Grades
.pdf
http://www.trenton.k12.nj.us/D
ownloads/TPS_Grade_1Unit_4
_Opinon3.pdf
http://www.zoodles.com/freeonline-kids-games/first-1stgrade_writing
http://learningattheprimarypond
.com/blog/writing-workshopmentor-texts-for-1st-and-2ndgrade/
http://www.readwritethink.org/
http://www.lindahoyt.com/tips.
html
Foldables
https://blogs.edutech.nodak.edu
/badlandsreadingcouncil/files/2
012/03/reading-and-studyskills-foldables.pdf
Revised 2016
Page 26
Roselle Public Schools
English Curriculum Units of Study Grade 1
Technology
Story Maker
http://www.clpgh.org/storymak
er/embed.cfm
www.storybird.com
http://www.schrockguide.net
Ancillary Materials
• Writers Notebook
• Writing Folder
• Writing Rubric
• Editing checklist
• Writing Partner Procedures
List
• Anchor Charts (Revising
Steps, modeled/shared writing,
genre elements, punctuation)
Language :
Vocabulary
Revised 2016
Scaffolds for Learning

Use visual word cards
to review vocabulary
Formative Assessments
Texts:
Fundations Level 1
Page 27
Roselle Public Schools
English Curriculum Units of Study Grade 1
• Peer Review
• Conferencing
• Oral Story Telling
•Journal writing
•Vocabulary Visual Display
Cards
•Diagrams
•Oral and written examples
•Interactive Writing
• Marzano
• 4 Square
• Word wall/Trick Words
Drill Cards
• Daily practice of
grammar, verb usage,
conventions
• Learning centers
Conventions:
• Daily practice of grammar,
verb usage
• Shared writing
• Interactive writing
• Learning centers
Revised 2016




Use personal word
banks ,word rings, and
writing folders that
include useful words or
a personal
spelling dictionary
Work in a guided
writing group to orally
discuss word choice in
writing pieces
Use flash cards to
practice reading trick
and vocabulary words
and then orally use
words in a sentence
Use letter tiles to
practice building words
with guidance from
teacher
Extensions
 Create your own visual
word cards with word
meaning and sentence
example
 Work with a writing
partner to revise
writing to review word
choice
 Use a thesaurus and
dictionary to enhance
writing
• Fundations Unit Tests
• Quizzes
• Group discussion
• Oral presentation
•Active listening
Unit 11- Weeks 2&3
Vowel consonant-e syllable in
in one syllable words
Long vowel sounds
Narrative fiction vs.
informational books
Reading with Accuracy and
prosody
Unit 12 -3 Weeks
Concept of syllable in
multisyllabic words
Compound words
Syllable division rules
Reading and spelling words
with two closed syllables or
closed and v-e syllables
Reading with accuracy and
prosody
Paragraph structure
Unit 13- 2 Weeks
Segmenting and blending up to
5 sounds
Suffix –s added to words with 5
sounds
Suffixes –ed, ing, added to
unchanging basewords with
closed syllables
Vowel Team sounds for: oa, oe,
ow, ou, oo, ue, ew, au, aw
Narrative fiction vs.
Page 28
Roselle Public Schools
English Curriculum Units of Study Grade 1


Use vocabulary words
learned in conversation
and writing
Use letter tiles to build
words that you know
that follow different
spelling patterns
informational books
Reading with Accuracy and
prosody
Unit 14 1 Week
Review of word structure and
concepts
Review sentence construction
and proofreading
Review narrative vs.
informational text
Websites:
www.wilsonacademy.com/login
/aspx
https://www.youtube.com/user/t
urtlediarydotcom
http://www.turtlediary.com/gam
es/compound-words.html
www.starfall.com
https://sites.google.com/site/eas
ygrammar4kids/prefixes-andsuffixes
http://www.turtlediary.com/gam
e/long-vowels.html
Revised 2016
Page 29
Roselle Public Schools
English Curriculum Units of Study Grade 1
Ancillary Materials
•Reading Wonders Units
Phonics and Phonemic
Awareness Sections
• Reading Wonders Word Study
online lessons and games
• Fundations Student Workbook
• Fundations Composition Book
• Anchor Charts (word lists,
word families, decoding
strategies)
Speaking and Listening
• Reader’s Theatre
• Active listening
• Listening Books on CD or
computer
• Group discussion
•Turn and Talk/Think/Pair
Share
•Role playing/Recording





Revised 2016
Scaffolds for
Learning
Listen to audio books
Work in small group
with teacher
guidance/modeling
to practice fluency and
intonation
Participate in group
discussions lead by the
teacher
Role plays using
visuals cues, gestures
Formative Assessments
• Fundations Unit Tests
Texts
Reading Wonders
Fundations Unit Stories
• Quizzes
Websites
• Group discussion
• Oral presentation
•Active listening
www.connected.mcgrawhill.com
http://www.english4kids.com/gr
ade1.html
www.starfall.com
www.abcya.com
Page 30
Roselle Public Schools
English Curriculum Units of Study Grade 1

www.i-ready.com
or physical activity.
Use vocabulary words
learned in conversation
Ancillary Materials
Extensions
• Reading Wonders Listening
Checklist
• Reading Wonders Speaking
Checklist


Read orally to the class
Keep a response
journal of
questions to discuss
or research in small
groups
 Participate in Readers
Theatre
 Participate in group
discussions
 Choose an interview
topic to
carry out in
discussion with a peer
VOCABULARY WORDS AND KEY TERMS
Academic
Genre, fiction, realistic fiction, fantasy, fable, folktale,
fairytale, informational text, compare text, non-fiction, key
details, text evidence, character, setting, plot, retelling,
visualize, main idea, supporting details, point of view, cause
Revised 2016
Content
Refer to Wonders Weekly Vocabulary Words
Tier 2 Vocabulary
Resource - https://connected.mcgraw-hill.com
Reading Wonders Tier 2 (K-2) Intervention Vocabulary Teachers
Page 31
Roselle Public Schools
English Curriculum Units of Study Grade 1
and effect, compare and contrast, theme, fluency, intonation,
expression, phrasing, turn and talk, think/pair/share, partner,
making connections text feature, photograph, bold print,
labels, diagram, high frequency word, trick word, vocabulary,
oral, echo reading, choral, reading, shared reading, close
reading, rhyme, questioning, comprehension, drill sounds,
letter-key-sounds, tapping, blending, glued sounds, suffix,
dictation, echo/find letters and words, spell away, clear the
deck, decode, segment, brainstorm, think, sketch, mini lesson,
share, writers workshop, narrative writing, events, opinion,
reasons
Edition
This focused Tier 2 resource provides targeted lessons to meet
every child's specific need in Vocabulary. Reteaches weekly
vocabulary words as well as vocabulary strategies: context clues,
word parts, figurative language, and word relationships
https://www.flocabulary.com/1st-grade-vocabulary-word-list/
Appendix A: Performance Task Assessments:
Revised 2016
Page 32
Roselle Public Schools
English Curriculum Units of Study Grade 1
Reading Literature (Compare Text) / Opinion Writing
Task 2: Read A Bird Named Fern and Why the Sun and the Moon Are in the Sky Reading Wonders Unit 5 Week 2. Remind children
that they can make connections across texts by thinking about how the texts were similar to one another and different. Compare and
contrast the texts using a T-Chart. Write an opinion piece. What time of day do you like best, daytime or nighttime?


Turn and talk with a partner discuss how these selections are similar. Think and talk about how they are different.
Use a T-Chart to compare and contrast the 2 texts. Use sentences or phrases to write about how the texts are similar and
different
Same
Different
.


Share and discuss with the class.
Think about… What time of day do you like best, daytime or nighttime?
Brainstorm and complete graphic organizer with a partner.
Revised 2016
Page 33
Roselle Public Schools
English Curriculum Units of Study Grade 1
Things I do during the……
Daytime
Nighttime

State your opinion and use an opinion writing planning sheet to plan your writing.
http://www.scholastic.com/teachers/sites/default/files/posts/u133/pdfs/opinion_graphic_organizer.pdf
 Write your opinion piece.
 Share your writing with the class
(RI.1.9, W1.1, W1.5, SL1.1B)
Grading: Refer to Grade 1 Opinion Writing Rubric
http://haywardusd-ca.schoolloop.com/file/1303567928228/1288778263043/7863361238153408693.pdf
Reading Literature/ Opinion Writing
Revised 2016
Page 34
Roselle Public Schools
English Curriculum Units of Study Grade 1
Task 2: Students will listen to the story by Dr. Seuss Oh, the Places You'll Go! The students will brainstorm a list of places
that they would like to go on a trip or a place that they have traveled to . Students will write an opinion piece stating their
favorite place to go on a trip.
 The teacher will read the story Oh, the Places You’ll Go!
 Brainstorm Students will turn and talk with a partner about the places they would like to go on a trip.
Teacher will record responses on “Favorite Trip Destination” Chart
 Pre-Writing Planning State opinion and use an opinion writing planning sheet to plan writing.
http://www.scholastic.com/teachers/sites/default/files/posts/u133/pdfs/opinion_graphic_organizer.pdf
 Write your opinion piece.
 Extension Activity (Optional) Students will write and respond to questions about the place they think is the best place
to go to on a trip. Students will write their explanations in complete sentences Using this writing template or you can
expand make the writing activity more creative by responding the questions in a paper bag suitcase.
http://innerchildfun.com/2015/03/oh-places-youll-go.html
Where I’m Going
Revised 2016
What I’m Bringing
Why I’ll Be There
Page 35
Roselle Public Schools
English Curriculum Units of Study Grade 1
(RL1.1, RL1.2, RL1.10, W1.1, W1.5, SL1.1, SL1.4)
Grading: Refer to Grade 1 Opinion Rubric
http://haywardusd-ca.schoolloop.com/file/1303567928228/1288778263043/7863361238153408693.pdf
Appendix B:
Collaborative Discussion Questions:
Review Group Discussion Protocol
Peer Feedback required during discussions
1. What inventions to you use in your daily life? What would your life be like without them? Read and listen to “Great
Inventions” Reading Wonders Unit 5 week 3. Discuss…What questions do you have while listening to the story? What
questions do you still have? What inventions did you learn about? Make connections… Which inventions do you use the
most? What other inventions can you name? What would life be like without these inventions? What could you invent to
make life easier?
Revised 2016
Page 36
Roselle Public Schools
English Curriculum Units of Study Grade 1
2. We all have special skills that we can use to help people. As you read and listen to “Anansi’s Sons” Reading wonders Unit 6
Week 2 think about what special skills you have. What are you good at? What do you enjoy doing? What can you do to help
people? The teacher will display the interactive read aloud cards and read “Anansi’s Sons.” Remind children that as they listen
they can ask themselves questions about the text to help them understand the information. Discuss… What special skills did
each son have? How did the sons work together to use their special skills to help their father? Make Connections to your own
life. Think about… How do you think that you can help your own parents? What special skills do you have that you can your
to help your parents?
Grading: Refer to Reading Wonders Speaking and Listening Checklists in ConnectED Resources
Appendix C:
Summative Assessment
Unit 4 Summative Assessment
Title: Learning and Celebrating Different Cultures and Traditions
Subject: Language Arts
Grade Level: 1st
_____________________________________________________________________________________
Revised 2016
Page 37
Roselle Public Schools
English Curriculum Units of Study Grade 1
Instructional Focus: (Indicate standards)
Reading
RI1.1
RI1.5 RI1.10 RL1.9
Writing
W1.7 W1.5
Speaking/Listening SL1.1A, B, C
Language L1.1
L1.2A.B
SL1.4
SL1.5
L1.6
____________________________________________________________________________________
Student Learning: Students will be able to complete the following:





Use reading strategies to comprehend the meaning of words and text.
Determine the appropriate strategies to gather and organize information.
Research Japanese Children’s Day using information from informational texts and/or online resources.
Present information learned by creating a Japanese Children’s Day flag, making poster and/or writing a report to explaining
what they learned about the holiday and tradition.
Plan a celebration that will celebrate children and celebrate each child’s ethnicity and nationality.
_____________________________________________________________________________________
Essential Question: On Children's Day, what are the primary wishes for children and how are they expressed?
Introduction: Throughout this unit you learned about the importance of holidays and traditions. You have discussed with your
classmates and shared many of the holidays and traditions that you celebrate with your family. Now it’s time to learn about a holiday
and tradition in Japan, Japanese Children’s Day. On this holiday in Japan people fly fish-shaped flags to celebrate the happiness of
children. You will have the opportunity to research an aspect of the holiday (origins of the holiday, the meaning of it, or how it is
celebrated), share what you learned, and create your Multicultural Children’s Day to celebrate each other’s nationality and ethnicity.
Revised 2016
Page 38
Roselle Public Schools
English Curriculum Units of Study Grade 1
Task: Together with a partner or in a small group you will research an aspect of the holiday (origins of the holiday, the meaning of it,
or how it is celebrated). You will then create a Japanese Children’s Day Flag and create a poster or write a report to share what you
learned. Then, you will think about your family’s cultures and traditions and think how Children’s Day is celebrated in Japan. Then
complete the template with your partner or group with suggestions for a celebration. Last, you will discuss and plan your very own
Multicultural Children’s Day Celebration as a class.
Steps/Process: (Teach the RESEARCH Process to the students (i.e. choosing a topic, and gathering sources, retelling)
1. Break into smaller planning groups. Choose an aspect of the holiday (origins of the holiday, the meaning of it, or how it
is celebrated) to research.
2. Research –Utilize online resources suggested or texts to find information about the holiday.
Record Information Make a matchbox foldable to record information
https://blogs.edutech.nodak.edu/badlandsreadingcouncil/files/2012/03/reading-and-study-skills-foldables.pdf
3. Create a Japanese Children’s Day Flag (Directions found in Reading Wonders Unit 6 Teachers Manual T357 and also at
https://www.cantonart.org/media/1/5/kimono_carpkites.pdf)
4. Use your Foldable to create a poster to share the new information you learned or write a report.
5. Plan your own Multicultural Children’s Day Celebration! Think about your family’s cultures and traditions and think how
Children’s Day is celebrated in Japan. Then complete the template with your partner or group with suggestions for a
celebration. This celebration will honor and celebrate the cultures and traditions of the class.
Multicultural Children’s Day Celebration!
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Group Member Names
Food/Origin
Music/Origin
Games/Activities/Origin
6. Presentation to the Class Teacher will guide children to review Wonders Speaking and Listening Checklists before they
begin their presentations. Each group will present what they learned about Japanese Children’s Day and their suggestions
for having their Multicultural Children’s Day Celebration in their class.
7. Class Discussion- Together with their teacher students will choose a day for the celebration and plan the event using
everyone’s suggestions.
Materials:
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Paper, pencils, crayons, glue, construction paper, clip poster board, string, streamers, ribbons, Reading Wonders Speaking and
Listening Checklists and Research and Inquiry Rubric

Texts
Literature Anthology
Lissy’s Friends/Making Paper Shapes
Online Stories
Kintaro the Golden Boy
http://www.gutenberg.org/files/4018/4018-h/4018-h.htm#kintaro
The Adventures of Momotaro, The Peach Boy
http://www.archive.org/stream/momotaroorlittle00londiala#page/n1/mode/2up
Picture Books
Kintaro, the Nature Boy (Kodansha Children's Bilingual Classics) by Ralph F. McCarthy ISBN-13: 9784770021021 ISBN:
477002102X
The Adventure of Momotaro, the Peach Boy (Kodansha Children's Bilingual Classics) by Ralph F. McCarthy ISBN-13:
9784770020987 ISBN: 4770020988
You tube Video
https://www.youtube.com/watch?v=-laVUJUXnf8

Websites
http://www.activityvillage.co.uk/childrens-day
http://aboutjapan.japansociety.org/content.cfm/kodomo_no_hi_childrens_day_celebration
http://kids.asiasociety.org/explore/childrens-day-japan-kodomo-no-hi
Rubrics: Reading Wonders Speaking and Listening Checklists on ConnectEd /Research and Inquiry Rubric/
Reading Wonders Research Project Checklist
https://connected.mcgraw-hill.com/rd14t/resources.do
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Possible Higher Order Question Stems:





What is a ________?
Who did ________?
How does________ work?
How is ________ like________?
How are ________ and ________ different?
Audience Response Template
Speaker/Speakers:
Topic:
Questions:
Comments:
Research and Inquiry Rubric
4
3
2
1
Excellent
Good
Fair
Unsatisfactory
Presents the information
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Presents the information
Attempts to present information.
May show little grasp of the task.
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English Curriculum Units of Study Grade 1
clearly.
adequately.
Includes many details.
Provides adequate details. May offer few or vague details.
May present irrelevant information.
May include sophisticated
observations.
Includes relevant
observations.
Demonstrates extreme difficulties with
research or presentation.
May include few or irrelevant
personal observations.
Appendix D: Reading List
Title
Genre
Required Core Reading
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English Curriculum Units of Study Grade 1
Oh, the Places You’ll Go
Anthology Compare Texts
Kittens Full Moon/The Moon
Thomas Edison, Inventor/Windshield Wipers/Scissors
Whistle for Willie/”Shake! Strike! Strum!
Click, Clack Moo Cows That Type/March On!
Lissy’s Friends/Making Paper Shapes
Fiction
Fantasy/Nonfiction
Nonfiction/Poetry
Realistic Fiction/How To
Fantasy/Nonfiction
Realistic Fiction/How To
Reading/Writing Workshop
A Bird Named Fern
All Kinds of Helpers
Super Tools
Share the Harvest and Give Thanks
Online Listening Comprehension
Why the Sun and the Moon are in the Sky
Anansi’s Sons
Great Inventions
Let’s Dance!
Celebrate the Flag
Fantasy
Nonfiction
Fantasy
Nonfiction
Folktale
Folktale
Nonfiction
Realistic Fiction
Nonfiction
Poetry
Poems
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Figure It Out
Together
Supplemental/Author Study Doreen Cronin
www.doreencronin.com
Giggle, Giggle, Quack
Click, Clack ,Peep
Thump, Quack, Moo
Duck for President
Dooby Dooby Moo
Diary of a Worm
Diary of a Spider
Diary of a Fly
Chapter Books
The Chicken Squad
Weird Blue Chicken
Anansi the Spider
Anansi and the Magic Stick
Anansi Goes to Lunch
Suggested Reading for Summative Assessment
Online Stories
Kintaro the Golden Boy
http://www.gutenberg.org/files/4018/4018-h/4018-h.htm#kintaro
The Adventures of Momotaro, The Peach Boy
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Fantasy
Adventure
Folktales from Africa
Japanese Comedy/Adventure
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http://www.archive.org/stream/momotaroorlittle00londiala#page/n1/mode/2up
Picture Books
Kintaro, the Nature Boy (Kodansha Children's Bilingual Classics) by Ralph F.
McCarthy ISBN-13: 9784770021021 ISBN: 477002102X
The Adventure of Momotaro, the Peach Boy (Kodansha Children's Bilingual
Classics) by Ralph F. McCarthy ISBN-13: 9784770020987 ISBN:
4770020988
Revised 2016
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