Grade 1 Unit 4–Informational Reading and Writing with a Focus on American Cultural Identity
UNIT OVERVIEW
GENERAL INFORMATION
Terms: / Unit 4 / Duration: / 10.0 Week(s) / Start Date: / February / Finish Date: / Mid April
Subject: / English Language Arts & Social Studies / Grade: / 1st
Author: / L. Edborg, J. Ihrig, J. Leakey, M. Lewis, P. McNamara, A. Palmer, K. Rice, C. Sheehan / DASA Principles: / Dignity, Respect for Others, Tolerance
Revised 8/2016: / J. Corbett, L. Edborg, J. Ihrig,J. Leakey, M. Lewis, P. McNamara, A. Palmer, K. Rice, A. Statt
UNIT FOCUS
English Language Arts: Reading : 1
In this unit students will delve deeper into non-fiction. They will learn to identify the main topic and key details in a text by using text features and examining print and pictures carefully.
English Language Arts: Writing : 1
In this unit, students will begin by writing information texts that are primarily picture books. By the conclusion of the unit, students will be creating multiple chapter books full of not just pictures, but also text features, various text structures, and lots of elaboration!
Social Studies : 1
Students will study individuals, historical events, and symbols that are important to American cultural identity.

Dec 2015Page 1Penfield Central School District

Grade 1 Unit 4–Informational Reading and Writing with a Focus on American Cultural Identity
STAGE 1: READING DESIRED RESULTS – KEY UNDERSTANDINGS
ESTABLISHED GOALS / TRANSFER
Common Core Standards
English Language Arts : 1
Reading
• RI1.1 Ask and answer questions about key details in a text.
• RI1.2 Identify the main topic and retell key details in a text.
• RI1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.
• RI1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
• RI1.5 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.
• RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
• RI1.7 Use the illustrations and details in a text to describe its key ideas.
• RI1.8 Identify the reasons an author gives to support points in a text.
• RI1.9 Identify basic similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures).
Language
• L1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading content, choosing flexibly from an array of strategies.
  1. Use sentence-level context as a clue to the meaning of a word.
/ Students will be able to independently use their learning to …
T1
Read for meaning.
MEANING
UNDERSTANDINGS / ESSENTIAL QUESTIONS
Students will understand that ...
U1
Effective readers use appropriate strategies (as needed) to construct meaning from texts.
U2
Authors convey important information about their topic through their pictures and words. It is the reader’s responsibility to use text details, including text features, to determine key ideas (supporting details) and the main topic. / Students will keep considering ...
Q1
How do readers make sure that they understand what they’ve read?
Q2
How do we read non-fiction texts differently than fictional texts?
ACQUISITION OF KNOWLEDGE AND SKILL
KNOWLEDGE / SKILLS
Students will know …
K1
The following strategies:
  • making a picture or mental image (visualizing)
  • predicting
  • asking questions throughout the reading process
  • using text features
  • using pictures, illustrations, diagrams to expand vocabulary
  • using prior knowledge and context to predict and confirm word meaning
  • asking someone to define the word for you
  • tuning into interesting words and using new vocabulary
K2
  • The term, supporting details
  • The term, Main Topic – What the text is mostly about.
  • That supporting details can be found in the illustrations and in the text. They are used to determine the main topic.
  • The following terms: glossary, captions, photographs, index, table of contents, picture captions, bold print, diagrams, headings, maps, graphs, timelines, italics, labels
  • That the picture can enhance your understanding of the text. The picture (& caption) may include information that is not included in the text.
/ Students will be skilled at ...
S1
Applying reading strategies to comprehend informational text.
S2
  1. Identifying the main topic, using supporting details and illustrations.
  2. Using text features to locate specific information within a text.
  3. Discussing two texts on the same topic and how they are similar and/or different.

STAGE 1: WRITING DESIRED RESULTS – KEY UNDERSTANDINGS
ESTABLISHED GOALS / TRANSFER
Curriculum
Common Core Standards
English Language Arts : 1
Writing
• W.1.2Write informative/explanatorytexts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
• 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
• SL1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. / Students will be able to independently use their learning to …
T1
Independently write a piece that has a clear message and that others can understand.
MEANING
UNDERSTANDINGS / ESSENTIAL QUESTIONS
Students will understand that ...
U1
Writers craft informational pieces in order to teach others.
U2
Writers gather accurate information from multiple resources (including technology and other people) to inform their writing and to support publishing their piece. / Students will keep considering ...
Q1
Why am I writing?
Q2
When should we research before writing?
ACQUISITION OF KNOWLEDGE AND SKILL
KNOWLEDGE / SKILLS
Students will know …
K1
  1. Those informational pieces are used to teach others.
  2. That writers of informational text use facts, details, twin sentences, and pictures to elaborate.
  3. Ways to begin their piece (e.g., start with a question, dialogue, hook sentence, sound words).
  4. Text features to include in their writing (heading for each topic, tables of contents, index, captions/labels, diagrams)
  5. Ways to organize their piece (see text features above) and that each section tells different information about the main topic
  6. Ways to end their piece (e.g., restating main idea)
K2
Ways to access information about their topic (books, magazines, internet (PebbleGo, Reading A to Z), other people) / Students will be skilled at ...
S1
Writing an all-about book incorporating knowledge from K1.
S2
Using a variety of resources to research their topic.
STAGE 1: SOCIAL STUDIES DESIRED RESULTS – KEY UNDERSTANDINGS
ESTABLISHED GOALS / TRANSFER
Social Studies Framework
Social Studies : 1
Cultural Identity
• 1.2 There are significant individuals, historical events, and symbols that are important to American cultural identity. / Students will be able to independently use their learning to …
T1
Be responsible and respectful citizens who take pride in their community and country.
MEANING
UNDERSTANDINGS / ESSENTIAL QUESTIONS
Students will understand that ...
U1
Though America is a culturally diverse place, we can feel connected to one another through the study of American history, songs, symbols, and pledges. / Students will keep considering ...
Q1
What brings us together as Americans?
ACQUISITION OF KNOWLEDGE AND SKILL
KNOWLEDGE / SKILLS
Students will know …
K1
  1. Independence Day is a national holiday that reminds Americans of their freedoms.
  2. This holiday brings Americans together in many ways (e.g., celebrations, parades, picnics, fireworks, etc.)
  3. That the lyrics in the first verse of My Country ‘TisOf Thee remind us of our freedom and our shared story as Americans.
  4. The words to The Pledge of Allegiance.
  • That reciting The Pledge of Allegiance is one way to show respect and loyalty to your country.
  1. The word patriotic: a love of your country
/ Students will be skilled at ...
S1
  1. Explaining how American holidays, symbols, and songs work together to represent American culture.

STAGE 2: ASSESSMENT EVIDENCE
PERFORMANCE TASK(S)
Coding / Code / Evaluative Criteria / Description
RU2, RQ2, RK2, RS2ab / PT1 / 4 pts. / Reading Assessment
RU1, RQ1, RK1, RS1 / Anecdotal Notes / Guided reading notes
RS2c / Anecdotal Notes / Anecdotal Notes (chart of file cabinet)
WU1, WQ1, WK1, WS1, WU2, WQ2, WK2, WS2 / Anecdotal Notes / Writing Workshop Conference Notes
WU1, WQ1, WK1, WS1 / PT2 / Information Rubric / LC Information writing Prompt -Post Assessment
SSU1, SSQ1, SSK1, SSS1, SSU2, SSQ2, SSK2, SSS2 / PT3 / 7 pts. / S.S. Assessment - Planning a Birthday Party for America

Dec 2015Page 1Penfield Central School District

Grade 1 Unit 4–Informational Reading and Writing with a Focus on American Cultural Identity
STAGE 3: LEARNING PLAN

Dec 2015Page 1Penfield Central School District