UNIT OVERVIEW
GENERAL INFORMATION
Terms: / Unit 3 / Duration: / 8.0 Week(s) / Start Date: / December / Finish Date: / End of January
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: / Personal Responsibility
Revised July 2016: / J. Corbett, 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 gain greater independence in decoding and comprehending a variety of complex texts (fiction). Instruction will focus on strengthening and expanding students’ word-solving strategies while also shifting to a focus on having students monitor their reading for meaning. Students will also learn how to make text-to-text and text-to-world connections.
English Language Arts: Writing : 1
The ability to write arguments is essential to success in college and the workforce (CCSS, Appendix A, p. 24). This unit focuses on opinion writing. Students will understand the power of writing. They will shift from relying heavily on illustrations, to communicating through writing. Students will focus on introductions and conclusions in their writing. Spelling and grammar will also be a focus as students learn the importance of making their writing clear to the reader.
Social Studies : 1
In this unit students will examine needs and wants. They will learn about goods and services, producers and consumers, and about the concept of scarcity. Students will investigate how people get what they need.
July 2015 Page 1 Penfield Central School District
Grade 1 Unit 3 – Connections, Opinion Writing, and Needs & WantsSTAGE 1: READING DESIRED RESULTS – KEY UNDERSTANDINGS
ESTABLISHED GOALS / TRANSFER
Common Core Standards
English Language Arts : 1
Reading
• RL1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
• RL1.6 Identify who is telling the story at various points in a text.
• RL1.11 Make connections between self, text, and the world around them (text, media, social interactions).
• RF1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
*For RL1.2 & RL1.11, highlighted portions of standards will be focused on in this unit. / 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
Effective readers pay attention to who is telling the story and words an author uses to show feeling.
U3
Readers make connections in order to better understand the text. / Students will keep considering ...
Q1 & Q2
How do readers make sure that they understand what they’ve read?
Q3
Why do readers make connections?
ACQUISITION OF KNOWLEDGE AND SKILL
KNOWLEDGE / SKILLS
Students will know …
K1
The following strategies: using picture clues, getting your mouth ready, chunking (looking for smaller words within), reread, skip the word and read on, stretch the word, flip the sound, cross checking, asking, “Does it make sense? Does it look right? Does it sound right?”
K3
a. That a text-to-text connection is comparing one text to another text.
b. That a text-to-world connection is identifying how the text is similar or different to the world around them (such as school, local community, family)
[Ex: In this book, the character is learning how to ride a bike. My neighbor is learning how to ride a bike, too.] / Students will be skilled at ...
S1
Applying reading strategies to accurately decode text in order to support comprehension.
S2
Identifying words within the text that show feeling.
S3
a. Making relevant text-to-text connections.
b. Making relevant text-to-world connections.
STAGE 1: WRITING DESIRED RESULTS – KEY UNDERSTANDINGS
ESTABLISHED GOALS / TRANSFER
Curriculum
Common Core Standards
English Language Arts : 1
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.
Language
• L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
e. Use frequently occurring adjectives.
f. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
• L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
• L1.6 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) / 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
Writing opinion pieces gives writers a way to make and defend important decisions and judgements.
U2
Writers have to follow rules in order to ensure that their writing is clear to the reader. / Students will keep considering ...
Q1
Why am I writing?
Q2
Why do I need to follow the rules of writing? How do the rules of writing help my reader understand? How do I make my writing easy to read?
ACQUISITION OF KNOWLEDGE AND SKILL
KNOWLEDGE / SKILLS
Students will know …
K1
a. That opinion pieces are used to explain, convince, persuade, or argue.
b. The difference between fact (true information) and opinion (thoughts/beliefs)
c. Opinion writers use facts, reasons, and evidence to support their opinions.
d. Ways to begin their piece (e.g., state your opinion, start with a question).
e. Ways to elaborate (one reason, another…)
f. Conjunction words (and, but, or, so, because)
g. Ways to end their piece (e.g., restate opinion, end with a question, rate your topic)
K2
a. Words can be used to describe.
b. Commas are used in dates and to separate words in a series.
c. Conventional spelling for words & patterns taught. / Students will be skilled at ...
S1
a. Identifying the difference between a fact and an opinion.
Writing an opinion piece that includes:
b. Beginning their stories by using a question or stating their opinion
c. Elaborating by including reasons for their opinion
d. Using conjunction words to transition reasons/evidence
e. Ending their piece with a sense of closure
S2
a. Using descriptive words in their writing.
b. Accurately including commas in dates and lists.
c. Spelling conventionally (words/patterns taught)
STAGE 1: SOCIAL STUDIES DESIRED RESULTS – KEY UNDERSTANDINGS
ESTABLISHED GOALS / TRANSFER
Social Studies Framework
Social Studies : 1
Needs and Wants
• 1.9 People have many economic wants and needs, but limited resources with which to obtain them.
• 1.10 People make economic choices as producers and consumers of goods and services. / Students will be able to independently use their learning to …
T1
Be responsible and respectful citizens who take pride in their country.
MEANING
UNDERSTANDINGS / ESSENTIAL QUESTIONS
Students will understand that ...
U1
People have wants and needs, but can’t always get everything they want and/or need.
U2
People make choices in order to meet their needs/wants. / Students will keep considering ...
Q1
How do needs and wants affect us?
ACQUISITION OF KNOWLEDGE AND SKILL
KNOWLEDGE / SKILLS
Students will know …
K1
a. The following terms:
· Resource—something that is available for use.
· Scarcity—when wants exceed resources. When there aren’t enough resources for everyone. (review from KDG)
· Need—things people must have in order to live (for health and survival). (review from KDG)
· Want—things people can live without. They are not needed to survive (something a person would like to have). (review from KDG)
b. That people use tools, technologies, and other resources to meet their needs and wants.
K2
a. The following terms:
· Goods—things we buy or use (consumable, tangible products) (review from KDG)
· Services—work done for other people (actions performed by a person or group of people with a certain skill) (review from KDG)
· Producer—Makes the goods or provides the services.
· Consumer—Uses goods/services to meet their needs.
· Purchase—to buy
b. People work and earn money in order to buy goods/services to meet their needs and wants. / Students will be skilled at ...
S1
a. Differentiating between a need and a want.
b. Explaining how scarcity affects choices made by families/communities.
S2
a. Distinguishing between a consumer and a producer and their relationships to goods and services.
STAGE 2: ASSESSMENT EVIDENCE
PERFORMANCE TASK(S)
Coding / Code / Evaluative Criteria / Description
RU2, RQ2, RS2 / PT1 / 2 pts. / Word Choice Assessment
RU3, RQ3, RK3, RS3 / Anecdotal Records / Connections checklist/recording sheet (on file cabinet)
Reading All / Anecdotal Records / Guided Reading Anecdotal Records
WK1b, WS1a / PT2 / 9 pts. / Fact & Opinion Sort Assessment
WK1c, WK1d, WK1e, WK1f, WK1g, WS1c, WS1d,
WS1e, WS1f, WK2a, WK2b, WK2c, WS2a, WS2b, WS2c / PT3 / Opinion Rubric / LC Opinion writing Prompt -Post Assessment
Writing All / Anecdotal Records / Writing Workshop Conference Notes
SSU1, SSQ1, SSK1, SSS1 / PT4 / 10 pts. / Social Studies Economics (Needs/Wants) Assessment
SSU2, SSQ2, SSK2, SSS2 / PT5 / 2 pts. / Consumer Producer Reflection
July 2015 Page 6 Penfield Central School District
Grade 1 Unit 3 – Connections, Opinion Writing, and Needs & WantsSTAGE 3: LEARNING PLAN
July 2015 Page 7 Penfield Central School District