First Grade ELA Q3
Lexile Levels 190L – 530L
Created by: Karen Barbieri (Riverdale)
Essential questions: How do readers ensure they have understood what they have read? What do readers do when they don’t understand what they have read? How do writers write effectively to convey meaning? How do we work as a community of readers and writers in our classroom?
Internet Links
Engage NY Skills Unit 4
Exemplar Texts
Search for children’s literature by topic
Non - fiction Text passages
1st grade lexile levels
Pearson Guides for Common Core first grade
Reading Street Resources
Visible Thinking Strategies
Search book titles by theme
Accountable talk
Decodable comprehension passages / TN Electronic Library
Comprehension strategies
Reading Comprehension passages
Stories Read Online
Tumble Books
Just Books Read Aloud
Writing Rubric Samples:
First Grade Writing Rubrics
Writing Rubric
Blogs:
First Grade W.O.W Tunstalltimes.blogspot.com
Life in First Grade The First Grade Parade
The Inspired Apple
TN Standards Learning Outcomes Content & Tasks
Week 1
Reading Literature (RL) & Reading Informational Text (RI)
RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL3: Describe characters, setting and major events in a story using key details.
RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Reading Informational Text (RI)
RI1: Ask and answer questions about key details in a text. / Comprehension skill:
- Theme (review plot)
- Monitor and Fix up
- I can describe the “big idea” of a story.
- I can describe what happens in a story using specific events.
- I can summarize events from a story to monitor my understanding.
- I can locate words that describe feelings.
Paired selection: A Letter From Jan
Leveled readers:A Big Move (BL), The New park (OL), Pins in the Map (AL)
Decodable readers:We See Pets, The Family Trip
ELL reader:Mama
Social Studies Weekly: 17: Celebrate America
Social Studies:Pledge of Allegience
Vocabulary:patriotic, symbols, Pledge of Allegiance
I Pledge Allegiance by Pat Mora
I Pledge Allegiance by Bill Martin Jr.
The Pledge Allegiance by Francis Bellamy
The Pledge Allegiance by Stpehanie Macceca
The Pledge Allegiance by Amanda Sourville
F is for Flag by Wendy Lewison
Science:atmospheric conditions
Vocabulary: weather, temperature
Freddy the Frogcaster by Janice Dean
Weather by Seymour Simon
Weather Words and What They Mean by Gail Gibbons
Nat’l Geog. Reader: Weather by Kristin Rattini
Exemplar Texts
Mr. Popper’s Penguins
Owl at Home
Little House in the Big Woods
“Wind Power” Nat’l Geographic Young Explorers
Reading Foundational Skills (RF)
RF2d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF3.a.: Know spelling-sound correspondences for common consonant digraphs
RF3f: Read words with inflectional endings.
RF3g: Recognize and read grade-appropriate irregularly spelled words.
RF4a: Read on level text with purpose and understanding.
RF4b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Fluency:
- attend to punctuation
- Recognize words with the same beginning, ending and medial sounds.
- Read, spell and build words with –es, -s, /or/, and /ore/, ng, and nk.
- Read, spell and build compound words.
- Read Fry words.(old, any, same, tell, small)
- Read fry words in context
- I can use punctuation when I read.
- I can blend sounds to read words.
- I can read Fry words fluently in context.
Phonemic awareness: blending, isolating and segmenting phonemes
Phonics:ending –es & -s, plural –es, r controlled /or/, /ore/
Fluency: rereading,attend to punctuation
Assessments:
- Phonics through writing
- Spelling assessment as CFA
- Teacher created word or passage fluency items
- Scott Foresman monitor progress TE 90e-g
Language (L):
L1c. Use singular and plural nouns with matching verbs in basic sentences.
L2a: Capitalize dates and names of people.
L2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.4a: Use sentence level context as a clue to the meaning of a word or phrase. / Strategies and skills:
- Understand and use vocabulary from the text.
- Recognize verbs that do not add -s.
- Read and understand words with inflectional endings.
- Capitalize dates.
- Sort words into categories
- I can read and understand words from the story.
- I can use verbs correctly in sentences.
- I can use descriptive words in my writing.
- I can write dates correctly.
Social Studies vocab.: patriotic, symbols, Pledge of Allegiance,
Science vocab:weather, temperature, storm, air, wind
Language Arts:
- Identify and use descriptive words in sentences.
- Identify verbs that do not add –s.
- Teacher created
- Journal writing
- Engage NY Skills Unit 4
- Mountain Language
Speaking and listening (SL)
SL.1a: 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)
SL1b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL1c:Ask questions to clear up any confusion about the topics and texts under discussion.
SL6: Produce complete sentences when appropriate to task and situation. / Strategies and skills:
- Listening comprehension TE 69a
- Make Introductions TE 71c
- Think and Share TE 86a
- I can follow rules for classroom discussion.
- I can speak in complete sentences.
- I can introduce classmates to each other.
Teacher observation/anecdotal records, or rubrics.
accountable talk
Writing (W)
W3: 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. / Strategies & skills:
- Refer to story events when writing about a story.
- Write a friendly letter.
- Write a sentence correctly.
- I can write a sentence that expresses a complete thought.
- I can use correct letter format to write a letter.
- I can write a story about 2 or more events.
Sentence structure and application of grammar and spelling in narrative writing
- Begin teaching POW TIDE TREE (opinion writing)
Writing tasks:
- Write signs or make a greeting card (TE 69c)
- Write a letter to Jan that will help her feel better about moving.
- Where would you like to live?
- Tell me about your favorite place to visit.
- Do you like Jan’s new neighborhood or old neighborhood better? Explain why you think that.
- How would you feel if you were moving? Write a letter to a friend and explain your thoughts and feelings about moving.
- What do mom and dad do in the story to make Jan feel at home in her new room?
TN standards
Week 2 / Strategies and learning outcomes / Literature and assessments/tasks
Reading Literature (RL) & Reading Informational Text (RI)
RL3: Describe characters, setting and major events in a story using key details.
RL6: Identify who is telling the story at various points in the text.
RL7: Use illustrations and details in a story to describe its characters, setting or events.
RL9: Compare and contrast the adventures and experiences of characters in stories.
Reading Informational Text (RI)
RI1: Ask and answer questions about key details in a text
RI3: Describe the connection between two individuals, events, ideas, or pieces of information in a text. / Comprehension skill:
- Plot (review compare & contrast)
- Visualize
- I can retell a story in sequential order.
- I can compare and contrast characters.
- I can create a picture in my mind as I read.
- I can use text features.
- I can explain who is telling the story.
Paired selection:Growing Plants
Leveled readers:A Funny Garden (OL), The Garden (BL), The Mile a Minute Vine (AL)
Decodable readers:Day at the Farm, Mom Races
ELL selection:Dog and Cat and the Garden
Read aloud suggestions:
Social Studies weekly : Week 18
Social Studies: American Symbols
A is for America by Tanya Lee Stone
A is for America by Devin Scillian
One Nation by Devin Scillian
L is for Liberty By Wendy Lewison
Statue of Liberty, The Bald Eagle, The Liberty Bell by Lloyd Douglas
US Symbols by Ann Marie Kishel
Mount Rushmore by Judith Cohen
Science:atmospheric conditions
Watching the Seasons by Edana Eckart
A Tree for All Seasons by Robin Bernard
Fall, Winter, Spring, Summer by Slan Smith & Rebecca Rissman
The Water Cycle by Rebecca Olien
Water Cycle by Helen Frost
Reading Foundational Skills (RF)
RF2d: Segment spoken single-syllable words into their complete sequence of individual sounds. (phonemes)
RF3.a.: Know spelling-sound correspondences for common consonant digraphs
RF3f:Read words with inflectional endings.
RF3g: Recognize and read grade-appropriate irregularly spelled words.
RF4a: Read on level text with purpose and understanding.
RF4b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF4c:Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Fluency:
- Attend to punctuation
- Orally blend, segment isolate sounds in words
- Read Fry words with accuracy. (boy, means, came, want)
- Read fry words in context.
- Read words with inflectional endings r controlled /ar/
- I can blend and segment sounds in words.
- I can read Fry words accurately.
- I can use punctuation to read familiar text fluently.
Phonemic awareness:
- Phonemic awareness: blend phonemes, identify beginning, medial, and ending sounds
Fluency:using punctuation
Assessments:
- Phonics through writing
- Spelling assessment as CFA for week 1 & 2 phonics
- Teacher created word or passage fluency items
- Scott Foresman progress monitoring TE116e-g
Speaking and listening (SL)
SL.1a: 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)
SL1b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL1c:Ask questions to clear up any confusion about the topics and texts under discussion
SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. / Strategies and skills:
- Listening comprehension TE93a
- Retell a story TE 95c
- Think and Share TE 112a
- I can follow rules for classroom discussion and build on others’ talk in conversation.
- I can ask questions to clarify topics being discussed.
- I can listen to a story and retell it describing people, places and events clearly with relevant details.
- Teacher observation (monitor for activeparticipation)
- accountable talk
Language (L):
L1e: Use verbs to convey a sense of past, present and future (e.g.: Yesterday I walked home. Today I walk home. Tomorrow I will walk home.)
L1j: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L4a: Use sentence-level context as a clue to the meaning of a word or phrase.
L4b: Use frequently occurring affixes as a clue to the meaning of a word. / Strategies and skills:
- Understand and use vocabulary from the text.
- Recognize and use verbs to convey a sense of past, present, future correctly in sentences.
- Recognize and write compound sentences.
- I can recognize and use verbs correctly in sentences.
- I can spell words with regular and irregular spellings.
- I can write a compound sentence.
Social studies vocabulary:symbol, liberty, freedom, represent
Science vocabulary:seasons, water cycle
Language Arts:
- time and order words (transitional words)
- verbs for now and in the past
- determine word meaning using word endings
- Journal writing
- Students will use verbs correctly in sentences to convey a sense of past, present or future.
- Mountain Language
Writing:
W3: 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. / Strategies & skills:
- Narrative writing:respond to prompts related to literature.
- Write questions and answers about literature selections.
- I can write a sentence that expresses a complete thought.
- I can participate in shared writing experiences.
- I can use the correct punctuation for sentences when writing.
- Which character would you like to be? Explain why.
Writing tasks:
- Make a list of plants you would grow in your garden. How would you take care of them? What would happen if you forgot about them?
- Compare Toad’s garden at the beginning and end. How are they the same? How are they different?
- Write a “how to” on How to grow a flower.
- Write a poem about a friend or a plant.
- Make a list of characteristics of the seasons. Which is your favorite? Explain why.
- What advice would you give Toad?
TN standards
Week 3 / Strategies and learning outcomes / Literature and assessments/tasks
Reading Literature (RL) & Reading Informational Text (RI)
RL6: Identify who is telling the story at various points in the text.
Reading Informational Text (RI)
RI1: Ask and answer questions about key details in a text
RI3: Describe the connections between two individuals, events, ideas, or pieces of information in a text.
RI5: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. / Comprehension skill:
- Draw conclusions (review sequence)
- Text structure
- I can explain who is telling the story.
- I can draw conclusions while reading.
- I can retell a story in sequential order.
- I can use text features to locate information.
- I can compare two people, events or pieces if information in a text.
Paired selection:My Computer
Leveled readers:A Visit to a Butterfly Garden (OL), Animals Grow and Change (BL) Butterflies (AL)
Decodable readers:A Big Day for Mom, Sam Can Fly!
ELL reader:The Baby Robins
Monarch Butterfly by Gail Gibbons
Where Butterflies Grow by Joannne Ryder
Studies Weekly: Week 19
Social Studies: government (mayor, president, governor)
Being a Leader by Cassie Mayer
Otto Runs for President by Rosemary Wells
If I Were President by Catherine Stier
Science:objects in the sky
The Moon Book by Gail Gibbons
Phases of the Moon by Gilla Olsen
What’s Out There by Lynn Wilson
Sun Up Sun Down by Jawui Bailey
Reading Foundational Skills (RF)
RF2d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF3.a.: Know the spelling-sound correspondences for common consonant digraphs
RF3f:Read words with inflectional endings.
RF3g: Recognize and read grade-appropriate irregularly spelled words. / Fluency:
Attend to punctuation
Strategies:
- Recognize the features of a sentence
- Orally blend, segment and isolate sounds in a word
- Read Fry words with accuracy. (also, around, farm, three)
- Read and spell words with r -controlled vowels correctly.
- I can blend and segment sounds in words.
- I can decode words with the r-controlled vowels.
- I can read Fry words.
Phonemic awareness:
- Phonemic awareness: identifying beginning, medial, & ending sounds.
- Phonics: r controlled ir, er, ur, high frequency words, contractions ‘s, ‘ve, ‘re
Fluency: Attend to punctuation
*Assessments:
- Phonics through writing
- Teacher created word or passage fluency items
- Scott Foresman progress monitoring TE 142e-g
Speaking and listening (SL)
SL.1a: 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)
SL1b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL1c:Ask questions to clear up any confusion about the topics and texts under discussion / Strategies and skills:
- Listening comprehension TE 119a
- Speaking and Listening TE 121c
- Think and Share 138a
- I can follow rules for classroom discussion.
- I can ask questions about key details.
- I can summarize information from a book.
- Teacher observation
Language (L):
L2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L4a. Use sentence level context as a clue to the meaning of a word or phrase. / Strategies and skills:
- Use text to gain meaning about unfamiliar words
- Use vocabulary words in context
- Identify sentences and fix errors
- I can use sentence and context clues to determine word meaning.
- I can use directional words in sentences.
- I can write and identify sentences.