ELA Curriculum Map1st Grade ~ Unit 4B~2014-15Time Frame: 3 weeks

Essential Questions / Vocabulary / Content & Skills / Assessments
Readers: How do readers make connections between ideas and information? RI.1.3
Writers: How do writers write to explain information to others? W.1.2
Big Idea
Generations
Enduring Understandings
Readers understand the connection between multiple piecesof information in a text. RI.1.3
Writers understand that facts and details help explain
information to others. W.1.2
Learners will explore content to understand growth happensover time and that each part of an organism contributes to this
process.
Goals
Readers will describe the connection between two facts in an informational text. RI.1.3
Writers will use facts and details to compose an explanatory text. W.1.2
Learners will explore content to identify what is necessary
for growth. / Benchmark Vocabulary
sunlight
warmth
cover
form
picked
ground
rot cycle
continues
grow
bottom
sprinkle
carefully
soaks
different
loose
needs
conditions
best
worst
By the Way Words
These are addressed during Close Reading and can be defined as
• words that don’t require lengthy discussion within a particular text.
• words supported by the text for meaning.
• words that are more concrete. / 1.Teacher’s Guide, pp. 162–171
READ Text Collection entire text
The Life Cycle of an Apple Tree
READING FOCUS Readers
understand the connection between
multiple pieces of information in a
text.
WRITING FOCUS Writers introduce
a topic and support it with details.
2. Teacher’s Guide, pp. 172–181
READ Text Collection entire text
The Life Cycle of an Apple Tree
READING FOCUS Writers
understand that facts and details
help explain information to others.
WRITING FOCUS Writers use
scientific vocabulary in informative
text.
3.Teacher’s Guide, pp. 182–191
READ Text Collection entire text
The Life Cycle of an Apple Tree
READING FOCUS Writers
understand that facts and details
help explain information to others.
WRITING FOCUS Writers learn
what informative/explanatory
writing is.
4. Teacher’s Guide, pp. 192–201
READ Text Collection entire text
The Life Cycle of an Apple Tree
READING FOCUS Learners
understand growth happens
over time and that each part of
an organism contributes to this
process.
WRITING FOCUS Writers use
diagrams to present information.
5.Teacher’s Guide, pp. 202–211
READ Text Collection entire text
The Life Cycle of an Apple Tree
READING FOCUS Readers
understand the connection between
multiple pieces of information in
a text.
WRITING FOCUS Writers present
steps in a process.
6. Teacher’s Guide, pp. 212–221
READ Trade Book entire text
How a Seed Grows
READING FOCUS Writers
understand that facts and details
help explain information to others.
WRITING FOCUS Writers of
informative texts include facts to
support ideas.
7. Teacher’s Guide, pp. 222–231
Compare
• The Life Cycle of an Apple Tree,
pp. 44–47
• How a Seed Grows, pp. 3–6
READING FOCUS Learners
understand growth happens
over time and that each part of
an organism contributes to this
process.
WRITING FOCUS Writers write and
support an opinion.
8. Teacher’s Guide, pp. 232–241
READ Trade Book entire text
How a Seed Grows
READING FOCUS Learners
understand growth happens
over time and that each part of
an organism contributes to this
process.
WRITING FOCUS Writers use
illustrations to clarify ideas in text.
9. Teacher’s Guide, pp. 242–251
READ Trade Book entire text
How a Seed Grows
READING FOCUS Writers
understand that facts and details
help explain information to others.
WRITING FOCUS Writers write
exact steps to follow, including
temporal words.
10. Teacher’s Guide, pp. 252–261
READ Trade Book entire text
How a Seed Grows
READING FOCUS Readers
understand the connection between
multiple pieces of information in
a text.
WRITING FOCUS Writers follow
suggestions to help organize their
ideas.
11. Teacher’s Guide, pp. 262–271
READ Trade Book Science
experiment How a Seed Grows
READING FOCUS Learners
understand growth happens
over time and that each part of
an organism contributes to this
process.
WRITING FOCUS Writers do
research.
12. Teacher’s Guide, pp. 272–281
Compare
• The Life Cycle of an Apple Tree
• How a Seed Grows
Reading Focus Learners
understand growth happens
over time and that each part of
an organism contributes to this
process.
Writing Focus Writers use
diagrams, photographs, and
illustrations to clarify ideas in text. / Formative Writing Activities
Lesson 2
Tell children you are going to make a class
picture dictionary using the vocabulary words from The Life Cycle of anApple Tree. Provide index cards and markers or crayons. Have each childchoose three of the vocabulary words they learned from the text. Childrenmay want to refer back to the list you created during Prepare to Write.Ask children to write each word on a card and draw a picture to showthe meaning of the word. You might want to assign some of the wordsto children to make sure all the vocabulary words are included in the
dictionary. When children have finished, work as a group to sort the cardsby word and then assemble the dictionary. You can put the cards in plastic photo sleeves.
Lesson 5
Review that in Lesson 4 children drew pictures for a diagram to
show the sequence of steps in the life cycle of an apple tree. Working insmall groups, have children take out the diagram pictures they created. Tellchildren to discuss what happens in each step before they begin to write.
Based on their discussions, have children usetheir life cycle diagrams from Lesson 4 to write the steps in the life cycle of
an apple tree. Make sure that every child in the group has the opportunityto write about a picture.
Lesson 10
Ask children to decide how they can use
their partner’s feedback to improve their writing. Children may needdirection as to how to revise their writing to include the feedback. Asneeded, show children how to mark their drafts to show the edits needed.
Children should follow suggestions made by theirpartner during a peer review to revise their writing’s organization. The writershould use his or her partner’s suggestions to write the finished piece.
Questions: (Accountable Independent Reading)
Literal
KEY IDEAS AND DETAILS
• Who are the characters? What happensfirst, next, and last?
• What is the central message of the story?
CRAFT AND STRUCTURE
• How do the words in the story help youunderstand the characters’ feelings?
• Who is telling the story?
INTEGRATION OF IDEAS
• How do the illustrations help youunderstand what happens?
• How are the characters in this text likecharacters in another text you have read?How are they different?
Informational
KEY IDEAS AND DETAILS
• What is the main topic of the text? Howdo key details support the topic?
• How are two people or ideas in the textconnected to each other?
CRAFT AND STRUCTURE
• What words were important tounderstanding this text?
• What text features are used in the text?How do they help you find information?
INTEGRATION OF IDEAS
• How do the illustrations help youunderstand the text?
• How is this text the same as or differentfrom other texts you’ve read on thesame topic?
Performance Task
Task: Steps in a Sequence
Children will use the information and features found in How
a Seed Grows and The Life Cycle of an Apple Tree to create
their own book that includes at least three steps that show
how a seed grows.
Writing Wrap Ups
End of Unit (Module B)
Homework Assignments
Interdisciplinary Options / Resources / Common Core Learning Standards
Anchor Text (Trade Book): Informational Text
The Life Cycle of an Apple Tree by Linda Tagliaferro 340L
Supporting Text (Trade Book): Informational Text
How a Seed Grows by Helene J. Jordan
Poetry
“Dancing in the Breeze” by George Shannon
“Zucchini” by George Shannon
Sleuth
Reader’s Writer’s Journal
Scaffolded Strategies Handbook
Additional Texts
Growing VegetableSoup
by Lois EhlertLiterary TextLexile 140L
Pumpkin, Pumpkin
by Jeanne TitheringtonLiterary TextLexile 260L
The Life Cycle of aBean
by Linda TagliagerroInformational TextLexile 380L
From Eye to Potato
by Ellen WeissInformational TextLexile 480L
The Tortilla Factory
by Gary PaulsenInformational TextLexile 510L
This Is Your Garden
by Maggie SmithInformational TextLexile 430L
Technology / Reading: Informational Text
RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.6, RI.1.7,
RI.1.9, RI.1.10
Reading: Foundational Skills
RF.1.1.a, RF.1.4., RF.1.4.a, RF.1.4.b, RF.1.4.c
Writing
W.1.2, W.1.5, W.1.6, W.1.7, W.1.8
Speaking and Listening
SL.1.1, SL.1.1.a, SL.1.1.b, SL.1.2, SL.1.3, SL.1.5,
SL.1.6
Language
L.1.1, L.1.1.c, L.1.1.e, L.1.1.i, L.1.1.j, L.1.2,
L.1.2.a, L.1.2.b, L.1.4, L.1.4.a, L.1.5.a, L.1.6

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