First Grade ELA 2012

First Grade ELA 2012

1st Nine Weeks

Lesson / Standard / Learning Targets / Student Friendly Statements / Essential Question / Tennessee Academic Vocabulary / Additional Resources / Assessments
Get The Egg
Sept. 17-20 /

RF.1.2a

RF.1.2b

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.

/

Knowledge Targets

·  Students must understand that some books tell stories and some books give information.
·  Students mustknow informational text is a piece of text that gives some type of information.
·  Students must understand that informational texts have certain features such as headings, tables of contents, and glossaries.
·  Students mustknow a heading is the beginning of a section of informational text.
·  Students mustknow a table of contents explains how the book is organized.
·  Students must know a glossary is an alphabetical list of vocabulary words and their definitions found at the back of the text.
·  Students mustknow that a story is told for entertainment purposes or to share a lesson or message.
·  Students must know that fiction refers to a text about imaginary people or events.

Reasoning Targets

·  Students must be able to distinguish between books that tell stories and books that give information from a wide variety of texts. / ·  I know some books tell stories and some books give information.
·  I know informational text is a piece of text that will teach some type of information.
·  I know someinformational texts have headings, tables of contents, and glossaries.
·  I know a heading is the beginning of a section of informationaltext.
·  I know a table of contents explains how a book is organized.
·  I know a glossary is an alphabetical list of vocabulary words and their definitions that is found at the back of the text.
·  I know a story is told to entertain or to send a lesson or message.
·  I know that fiction refers to a story about imaginary eventsor people.

Student-Friendly Reasoning Targets

·  I can tell the difference between books that tell stories and books that give information from many types of texts. / What are the differences between texts that tell stories and texts that give information? How will identifyingthe type of textaid in reading comprehension?
Authors select real information or make believe ideas to tell the reader what type of text they are about to read. Knowingthe texttype will helpthe readerto understand the author's purpose. This allows readers to set their own purpose for reading and aids in their comprehension of the text. / ·  fiction
·  glossary
·  heading
·  imaginary
·  informational text
·  story
·  table of contents / RL.1.5 Test Plan Final 3-27-12.doc (101k)
RL.1.5 Test Final 3-27-12.doc (61k)

L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

/

Knowledge Targets

•Students must know a declarative sentence is a statement.

•Students must know a declarative sentence uses a period.

•Students must know an interrogative sentence is a question.

•Students must know an interrogative sentence uses a question mark.

•Students must know an imperative sentence is a command.

•Students must know an imperative sentence uses a period.

•Students must know an exclamatory sentence expresses strong feelings.

•Students must know an exclamatory sentence uses an exclamation point.

•Students must be able to respond to prompts with a simple sentence.

•Students must be able to expand a simple sentence given as a prompt (e.g., The dog ran. The brown and white dog ran quickly to the park).

•Students must know whether to use a declarative, interrogative, imperative, or exclamatory response.

Performance Targets

•Students must respond to a prompt verbally.

Product Targets

•Students must respond to a prompt by writing a simple sentence.

•Students must expand upon a given simple sentence by rewriting the sentence with additional detail.

/ ·  Student-Friendly Knowledge Targets
·  •I know a declarative sentence is a statement.
·  •I know a declarative sentence uses a period.
·  •I know an interrogative sentence is a question.
·  •I know an interrogative sentence uses a question mark.
·  •I know an imperative sentence is a command.
·  •I know an imperative sentence uses a period.
·  •I know an exclamatory sentence expresses strong feelings.
·  •I know an exclamatory sentence uses an exclamation point.
·  •I can respond to prompts with a simple sentence.
·  •I can expand a simple sentence.
·  •I know when to use a declarative, interrogative, imperative, or exclamatory sentence in writing or speaking.
·  Student-Friendly Performance Targets
·  •I can respond to a prompt verbally.
·  Student-Friendly Product Targets
·  •I can respond to a question or statement using a simple sentence.
·  •I can expand upon a given simple sentence by rewriting the sentence with additional detail. / How does using different kinds of sentences aid in responding to questions or statements? How does one tell whether their response should be declarative, interrogative, imperative, or exclamatory?
Effective communicators utilize their knowledge of standard English grammar and usage to clearly communicate their thoughts and ideas. / ·  declaratory/declarative
·  detail
·  exclamation/exclamatory
·  exclamation point
·  expand
·  imperative
·  interrogatory/interrogative
·  period
·  prompt
·  question mark
·  respond/response
·  question
·  statement / L.1.1j Test Plan Final 12-3-11.docx (17k)
L.1.1j Test Final 12-3-11.docx (20k)
L.1.1j Answer Key Final 12-3-11.docx (18k
Animal Park
Sept. 24-28 /

RF.1.2a

RF.1.2b

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

/

Knowledge Targets

·  Students must know informational text uses a variety of illustration types, including photographs and drawings, to convey important information.
·  Students must know informational text uses details to support the main idea.
·  Students must know when informational text uses illustrations, like photographs or drawings, they may be labeled and accompanied by captions, which add details.
·  Students must know that captions are short explanations under a picture or visual that give the reader more information.

Reasoning Targets

·  Students must use illustrations to explain the key ideas from informational text.
·  Students must use details to describe the key ideas from informational text.
·  Students must read and use the labels and captions that accompany the illustrations to explain the key ideas from informational text. /

Student-Friendly Knowledge Targets

·  I know informational text uses many illustration types, including photographs and drawings, to show me important information.
·  I know informational text uses details to support the main ideas.
·  I know when informational text uses illustrations, like photographs or drawings, they may be labeled and have captions, which add details.
·  I know captions are short explanationsunder a picture or visual that give me more information.

Student-Friendly Reasoning Targets

·  I can use illustrations to explain the key ideas from informational text.
·  I can use details to describe the key ideas from informational text.
·  I can read and understand the labels and captions that go with the illustrations to explain the key ideas from informational text. / How do authors use illustrations and details in informational text to support a reader's understanding?
Illustrations and details are used to write accurate and interesting informational texts. / ·  captions
·  details
·  drawings
·  events
·  illustrations
·  informational text
·  key ideas
·  main idea
·  photographs
·  text / RI.1.7 Test Plan Final 3-3-12.docx (16k)
RI.1.7 Test Final 3-3-12.docx (17k)RI.1.7 Answer Key Final 3-3-12.docx (16k)

L1.1j

/
Unit 1 Test/ Writing Unit: Narrative
Oct. 1-5 / 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. / Knowledge Targets
•Students must know a narrative piece tells a story, real or imagined.
•Students must know sequenced events have a beginning, a middle, and an ending.
•Students must know details are used to show what happened in a story.
•Students must know temporal words are phrases that show the passage of time (e.g., after a while, in the morning).
•Students must know closure is how an author ends their writing.
Reasoning Targets
•Students must choose temporal words that provide appropriate transitions or build the sequence of events.
Product Targets
•Students must compose a narrative piece, real or imagined, with sequenced events and temporal words. / Student-Friendly Knowledge Targets
•I know a narrative piece, real or imagined, tells a story.
•I know sequenced events have a beginning, a middle, and an end.
•I know details are used to show what happened in the story.
•I know temporal words are phrases that show the passage of time (e.g., after a while, in the morning).
•I know closure is how an author ends their writing.
Student-Friendly Reasoning Targets
•I can choose temporal words in my narrative to describe the events, real or imagined, in the correct order.
Student-Friendly Product Targets
•I can compose a narrative piece, real or imagined, with sequenced events and temporal words. / What is narrative text? How does a writer tell a sequenced story, real or imagined, showing the passage of time with an appropriate closure?
A narrative text conveys events in a logical sequence (real or imagined). Writers tell the story with details including temporal words to help the reader understand the flow of events from beginning to end. / •closure
•details
•event order
•narrative
•sequenced events
•transitions
•temporal words
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. / Knowledge Targets
With guidance and support from adults:
•Students must know a topic is a subject or idea that can be developed through writing or discussion.
•Students must know revision is making changes to a piece of writing.
•Students must know details help readers understand the writer's thoughts.
•Students must know that revision is an ongoing process that provides writers with opportunities to clarify ideas, revisit sentence structure and word choice, and refine writing.
Reasoning Targets
With guidance and support from adults:
•Students must determine where to add or change details.
•Students must evaluate whether details support a topic.
Product Targets
With guidance and support from adults:
•Students must make revisions to their writing based on suggestions from others. / Student-Friendly Knowledge Targets
With guidance and support from adults:
•I know a topic is a subject or idea that can be developed through writing or discussion.
•I know revision is making changes to a piece of writing.
•I know details help readers understand the writer's thoughts.
•I know revision is an ongoing process that provides writers with opportunities to clarify ideas, revisit sentence structure and word choice, and refine writing.
Student-Friendly Reasoning Targets
With guidance and support from adults:
•I can determine where to add or change details.
•I can evaluate if details support a topic.
Student-Friendly Product Targets
With guidance and support from adults:
•I can make revisions to my writing based on suggestions from others. / Why are details important in my response? How can I use the questions and suggestions from others to strengthen my writing?
Details help writers make their ideas clear for the reader. A writer must determine how to revise their paper based on peer and teacher suggestions to strengthen their final product. / •clarify
•details
•peers
•refine
•revision
•suggestions
•topic
A Big Fish for Max
Oct. 8-12 / RF.1.3a

RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

/

Knowledge Targets

·  Students must know words can contain unique or infrequent spelling patterns.
·  Students must know some words cannot be decoded (e.g.,could, of).
·  Students must recognize words with irregular spellings by sight.

Performance Targets

·  Students must orally read grade-appropriate irregularly spelled words. /

Student-Friendly Knowledge Targets

·  I know some spelling patterns do not occur often in words.
·  I know some words cannot be decoded (e.g.,could, of).
·  I can recognize words with irregular spellings.

Student-Friendly Performance Targets

·  I can orally read irregularly spelled words. / How does knowledge of irregularly spelled words help us become proficient readers?
Readers apply their knowledge of irregularly spelled words to successfully read and comprehend text. / ·  irregular / ·  High-Frequency Word List - Grade 1 / RF.1.3g Test Plan Final 12-3-11.docx (16k)
RF.1.3g Test Final 12-3-11.docx (17k)
RF.1.3g Answer Key Final 12-3-11.docx (15k)
RL.1.1 Ask and answer questions about key details in a text /

Knowledge Targets

·  Students must know how to formulate questions about literary text.
·  Students must knowanswers toquestions can be found in literarytext.
·  Students must know that a key detail is a piece of information within literary text that aids in comprehension.
·  Students must know key words in a question give the reader clues about what information is being sought.
·  Students must identify key words within a question.

Reasoning Targets

·  Students must accurately answer questions about a literary text.
·  Students must accurately recall and use key details to respond to questions about a literary text.
·  Students must formulate questions about a literary text.
·  Students must determine what information they are being asked to recall or to find in the literary text.
·  Students must monitor their comprehension of a literary text by asking appropriate questions as they read. /

Student-Friendly Knowledge Targets

·  I know how to askquestions about a literary text.
·  I know answers toquestions can befound in the literary text.
·  I know a key detail is a piece of information in a literary text that helps the reader better understand it.
·  I know key words (e.g. who, what) in a question give the reader clues about what information is being asked.
·  I can identify key words within a question.

Student-Friendly Reasoning Targets

·  I can answer questions about a literary text.
·  I can recall and use key details to respond to questions about a literary text.
·  I can ask questions about a literary text.
·  I can figure out what information I am being asked to recall or find in literarytext.
·  I can monitor my comprehension of a literary text by asking appropriate questions as I read. / What are key details? How do readers use them to ask and answer questions from a text?
Proficient readers use evidence from literary text, including key details, to support their understanding of the text and increase their ability to answer questions. / ·  comprehension
·  details
·  events
·  literary text
·  recall
·  strategy
·  text / RL.1.1 Test Plan Final 12-3-11.doc (34k)
RL.1.1 Test Final 12-3-11.docx (19k)
RL.1.1 Answer Key Final 12-3-11.doc (39k)

L.1.1b

/ /
RL.1.2

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

/

Knowledge Targets