2015-2016 Curriculum Blueprint
Grade:
First
Course: ELA
District Unit 5
Wonders Unit: 4 week 2 -5
Lexile Band: 360L-445L (3rd quarter) Lexile Band: 190L – 530L (whole year)
Flexible Time
Line
20 days
Unit Overview
In this unit, through reading of prose or poetry and reading of stories, students will be able to ask and answer
questions to help clarify meaning of words and phrases in stories or poems that suggest feelings or appeal to senses.
Students will be able to identify who is telling the story at various points in a text and can distinguish between
information provided by illustrations and information provided by words.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Suggested Essential Questions to Choose From
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How does the author’s choice of words show feelings or the senses?
Why is it important for readers to identify words they do not know?
What strategies do readers use to determine unknown words?
Why is it important to know who is telling the story?
What can illustrations tell me about the story?
How can illustrations help me understand information?
How do images and words provide information?
What strategies do I use to become an independent reader?
Reading Learning Goals
Writing Learning Goals
Student will understand how to apply critical information
using text and photographs.
Students will be able to write an opinion piece with a
RL.2.6 Scale
RI.2.6 Scale
topic, provide an opinion, and supply a reason and a
sense of closure.
RL.2.4 Scale
RI.2.4 Scale
W.1.1 Scale
Focus Reading Standard
LAFS.1.RL.2.4 (DOK 2) Identify words and phrases in
stories or poems that suggest feelings or appeal to senses.
LAFS.1.RI.2.4 (DOK 2) Ask and answer questions to help
determine or clarify the meaning of words and phrases in
a text.
LAFS.1.RL.2.6 (DOK 2) Identify who is telling the story at
various points in a text.
LAFS.1.RI.2.6 (DOK 1) Distinguish between information
provided by pictures or other illustrations and information
provided by the words in a text.
Focus Writing Standard
LAFS.1.W.1.1 (DOK 3) Write opinion piece in which they
introduce the topic or name the book they are writing
about, state opinion, supply a reason for the opinion,
and provide some sense of closure.
Recursive Standards
English Language Development
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic
success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school
setting.
Revised 11/9/2016
Reading Foundational Skills
LAFS.1.RF.1.1 (DOK 1) Demonstrate understanding of the organization and basic features of print. a. Recognize the
distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). LAFS.1.RF.3.3 (DOK 1)
Know and apply grade-level phonics and word analysis skills in decoding words. LAFS.1.RF.4.4 (DOK 2) Read with
sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings c. Use context to
confirm or self-correct word recognition and understanding, rereading as necessary.
Reading
LAFS.1.RL/RI.1.1 (DOK 2) Ask and answer questions about key details in a text.
LAFS.1.RL/RI.4.10 (DOK 2) With prompting and support, read prose and poetry of appropriate complexity for grade 1.
LAFS.1.RL 2.4 (DOK 2) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
LAFS.1.RI.2.4 (DOK 2) Ask and answer questions to help determine or clarify the meaning of words and phrases in a
text.
Speaking and Listening
LAFS.1.SL.1.1 (DOK 2) Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others
with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in
conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any
confusion about the topics and texts under discussion.
LAFS.1.SL.1.2 (DOK 2) Ask and answer questions about key details in a text read aloud or information presented
orally or through other media.
LAFS.1.SL.1.3 (DOK 2) Ask and answer questions about what a speaker says in order to gather additional information
or clarify something that is not understood.
LAFS.1.SL.2.4 (DOK 2) Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
LAFS.1.W.2.5 (DOK 3) 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.
Language
LAFS.1.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas
in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling
patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
LAFS.1.L.3.5 (DOK 2) With guidance and support from adults, demonstrate understanding, word relationships and
nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at home
that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare,
glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out
the meanings.
LAFS.1.L.3.6 (DOK 1) 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., I named my
hamster Nibblet because she nibbles too much because she likes that).
Writing
LAFS.1.W.2.5 (DOK 3) 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.
Revised 11/9/2016
Phonics
High Frequency/Vocabulary
Long e (e, ee, ea)
Long o (o, oa, ow, oe)
Long i (i, y, igh, ie)
Long e (y, ey)
Suggested: *Wonders Unit 4 Week 25
DOLCH WORD LINK
FRY LIST LINK
Suggested: * Wonders Unit 4 Week
2-5
Grammar/Language
has/have
go/do
see/saw
Adverbs that tell when
Mechanics:
Capitalization and End Punctuation
Capitalize Proper Nouns
Underline titles of a book
Commas in a series
Suggested: * Wonders Unit 4 Week
2-5
Deconstructed Reading Standards
LAFS.1.RL.2.4 (DOK 2) Identify words and phrases in stories or poems that suggest feelings or appeal to senses.
 Identify the various senses
 Identify feelings
 Recognize words and phrases that suggest feelings
 Recognize words and phrases that appeal to the senses
 Identify words and phrases in stories and poems that suggest feelings
 Identify words and phrases in stories and poems that appeal to all senses
K: With prompting and support, ask and answer questions about unknown words in a text.
2nd: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
LAFS.1.RI.2.4 (DOK 2) Ask and answer questions to help determine or clarify the meaning of words and phrases in a
text.
 Identify unknown words and words needing clarification
 Ask questions to determine meaning of words and phrases
 Describe the meaning of words and phrases.
K: With prompting and support, ask and answer questions about unknown words in a text.
2nd : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
LAFS.1.RL.2.6 (DOK 2) Identify who is telling the story at various points in a text.
 Recognize when the narrator is telling the story.
 Identify the characters in a story.
 Identify who is telling the story at various points.
 Identify points of view of narrator and different characters in a story.
K: With prompting and support, identify the author and illustrator of a story and define the role of each in telling the
story.
2nd: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each
character when reading dialogue aloud.
LAFS.1.RI.2.6 (DOK 1) Distinguish between information provided by pictures or other illustrations and information
provided by the words in a text.
 Identify pictures, illustrations, and words.
 Identify information from pictures, illustrations, and words.
 Identify whether information is provided in pictures/illustrations and by the words.
 Identify similarities and differences between information provided by pictures, illustrations, or words.
Revised 11/9/2016
K: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a
text.
2nd: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Deconstructed Writing Standard
LAFS.1.W.1.1 (DOK 3) Write opinion piece in which they introduce the topic or name the book they are writing
about, state opinion, supply a reason for the opinion, and provide some sense of closure.
 Identify a topic or the name of a book about which to write.
 Recognize and define opinion.
 Recognize and define closure.
 Formulate an opinion of a book or topic and provide a reason for that opinion.
 Provide a sense of closure for an opinion piece.
 Write an opinion piece that introduces the topic or book.
 Write an opinion piece, stating an opinion.
 Write an opinion piece, supplying a reason for the opinion.
 Write an opinion piece, proving a sense of closure.
Suggested Literary Texts
*Depending on readability of text, Interactive ReadAlouds may be utilized (refer to Higher Order
Questions to ensure deeper comprehension)
Paired Text
Literary Tasks (Teach and Model)
Choose at least 1 task per standard that will support and
scaffold learning for the published product. Can be used in
whole group, small group, and journal responses.
LAFS.1.RL.2.4 & 1.RI.2.4 & 1.RI. 2.6(DOK 2) Part A: After
Week 18
listening to or reading Vulture View students will ask and
answer questions to determine the meaning of words and
 The Wind
phrases within the poem.
Taken from Achieve the Core
Part B: After a second reading, students will, do a Think,
** Use as a Close Read to introduce Poetry**
There are numerous poetry links below to supplement Pair, Share with a partner to identify words or phrases that
suggest feeling or appeal to the senses.
this week’s work.
Part C: After a third reading, students will create a double
bubble to identify the similarities and differences between
Week 19
information provided by pictures and words in the poem.
 Animals Working Together
Wonders Unit 4 Week 2 Interactive Read Aloud
LAFS.1.RL.2.4 & LAFS.1.RI.2.4 (DOK 2) Part A: After reading
 Creep Low, Fly High (Lexile (530)
Wonders Unit 4 Week 4 Reading & Writing Workshop The Disappearing Monarch, students will work in collaborate
groups to ask and answer questions to determine meanings
 Vulture View (Lexile 70)
* While the Lexile is low, the qualitative of words and phrases within the poem.
Part B: Students will create a Tree Map with branches for
measures of this poem are much higher.
“phrases”, “meaning”, “feelings” to identify phrases in poem
Wonders Unit 4 Week Literature Anthology
that suggest feeling.
 When It’s Snowing
Wonders Unit 4 Week 3 Literature Anthology
LAFS.1.RI.2.6 (DOK 2) Using the Interactive Read Aloud –
Insects Hide and Seek, students will view each of the
Week 20
photographs before the story is read aloud and record the
 Insect Hide and Seek
information they are gaining from the photograph.
Wonders Unit 4 Week 4 Interactive Read Aloud
Revised 11/9/2016
 Meet the Insects (Lexile 420)
 The Disappearing Monarch
www.poetryinnatature.com
** If needed use the Close Reading lesson from Week
18 to teach this poem.**
Week 21
 It Fell in the City
www.highlights.com and www.cplams.org
 Covers by Nikki Giovanni
http://www.readworks.org/passages/covers
LAFS.1.RI.2.6 (DOK 2) After listening to Insects Hide and
Seek, make connections between what the text says and
information gathered for the photographs. Discuss how the
information in the text is similar and different from the
information gathered from the photographs.
LAFS.1.RL.2.6 (DOK) 2 After reading or listening to When It’s
Snowing, with a partner, identify the narrator and different
characters in the text and their points of view.
LAFS.1.RL.2.6 (DOK2) After reading Creep Low, Fly High
create a graphic organizer to identify who is telling the story
*Students
should
interact
with
the at different points within the text.
suggested/optional texts multiple times to master the
three focus reading standards within this unit. PLC’s LAFS. 1. W. 1.1 (DOK 2) After listening to Animals Working
should collaborate to determine the order of Together, students will write to explain how the animals
instruction and strategies that support the learning work together to help one another. Within the writing, state
an opinion about which animals work best together. Use
goal.
evidence from the text to support your opinion.
Tools and Resources for Finding Optional Text
LAFS.1.RI.2.6 & LAFS.1.W.1.1 (DOK 2) After reading Meet the
Insects, consider the “Fun Insect Facts” chart on p. 129.
Science Texts – Chapter 6 and 7
Write an opinion piece that describes which insect’s
Social Studies Texts “superpower” you like the best. Use key details and
Document-Based Questions (DBQs)
photographs from the text to support your opinion.
When applicable
Poetry lesson suggestions
http://www.scholastic.com/teachers/article/grades-12-poetry-lessons
Common Core Exemplar Poetry by Grade Level
Highlights Poetry
Classical Poems for Children
Use to create your own tasks starting on page 3 - LDC K-1
Template Tasks
*The tasks provided are a sampling therefore additional
tasks would be required to ensure adequate practice and
deepening of knowledge to ensure mastery of the focus
standards.
Ebscohost
Under this link, use “Searchasarus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with
verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
Revised 11/9/2016
Published Product for Unit 5
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the
standards, with modeling. Use Literary Tasks to scaffold learning and prepare students for the Published Product.
Option 1: After listening to Insect Hide and Seek, write an opinion piece stating which insect has the best way of
hiding. Include supporting facts given by the author and information gathered in the photographs to support your
writing. Make sure to state your opinion, at least one reason to support your opinion and a sense of closure.
Option 2: Choose one of the poems from this unit. Write an opinion piece to tell how you felt when you read the
poem. You can use words or phrases and details from the poem to support your writing. Make sure to state your
opinion, at least one reason to support your opinion and a sense of closure.
Product Examples starts on page 32
Writing Rubric Opinion (suggested)
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking,
listening, and writing throughout the unit.
LAFS.1.RL.2.6 (DOK 2)
LAFS.1.R.2.4 (DOK 2)
 What does the narrator of a story do?
 How does the author supply feeling words in the  Who is talking? How do we know?
poem or story?
 What does the word______ mean in this
LAFS.1.RI.2.6 (DOK 2)
sentence?
 Why would a book need an illustrator and an
author?
 What do the illustrations tell us about the words?
 What do the words tell us about the illustrations?
 Why do you think the author wrote that?
Additional Resources & Links
http://achievethecore.org/
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric Opinion (suggested)
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Revised 11/9/2016
Revised 11/9/2016