Quabbin Regional School District Grade One ELA Curriculum Map– Trimester 2 2014-2015
Grade One - Trimester Two (November 24, 2014 -March 13, 2015)Readers' Workshop: Retelling – Fiction & Informational; Schema – Making Connections (Informational)
Writers’ Workshop: Informational Writing and Persuasive/Opinion Writing
Fundations: Units 6-10
Level of Proficiency: Students will be able to read first grade texts at an instructional Level H.
Fountas and Pinnell Continuum: Pgs. 282-283
Standards RL.5, RL.8 are NOT ASSESSED during the Second Trimester
Reading Literature & Informational Texts
Report Card Indicator & MA CCSS / Trimester 2 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Reads and comprehends grade level text with purpose and understanding
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RI.1.10 With prompting and support, students will read informational text appropriately complex for grade 1. / I can read first grade appropriate stories and poems, based on a Fountas and Pinnell Level H, and ask for help when needed.
Students Consider:
- Recognize whether the text is fiction or nonfiction
- Recognize and discuss how print layout or features are used to reflect meaning (bold, italic, large print)
- Infer and discuss characters feelings, motives, and attributes.
- Make and discuss connections between texts and readers’ personal experience.
Running Records
Strategy Groups
Ongoing Assessments / Retelling Unit - Nonfiction:
Schema Unit:
2. Students ask and answer questions about key details in a text.
RI.1.1 Ask and answer questions about key details, words, and phrases in a text. / Students ask and answer questions about key details in a text.
Students Consider:
- I can ask questions about important details in a text.
- I can answer questions about important details in a text.
- I can make reasonable predictions as I read.
- What words, pictures, and sentences help me know this.
a statement and requires an answer. / - District Mandated Assessments
- Conferring Notes
- Running Records
- Strategy Groups
- Ongoing Assessments / Retelling Unit - Nonfiction:
Schema Unit:
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text (See Grade 1 Language Standards 4-6 for additional expectations) / Students Consider:
- I can ask questions about words or parts of sentences that I don't understand in a text.
- I can answer questions to determine or clarify the meaning of words or phrases.
- I can read and reread other sentences and look at the illustrations to identify context clues
3. Retells stories to demonstrate understanding
RL.1.2 Students retell stories, including key details, and demonstrate understanding of their central message or lesson. / Students identify the central message or lesson of a story, then report on the key ideas, details, and events, including just the important information, not every single detail.
Students Consider:
- What problem/need is the main character experiencing?
- What gets in the characters way?
- How is the problem resolved?
- What events lead to the resolution of the character’s problem?
- How is the main character different at the end of the story than at the beginning?
- Interactive Read Alouds
- Turn and Talk Conversations
- Conferring
- Writer’s Workshop / Retelling Unit - Nonfiction:
Schema Unit:
RL.1.6 Identify who is telling the story at various points in a text. / Students Consider:
- I can identify the characters in a story.
- I can name the character who is telling the story.
- I can recognize when more than one character is telling the story.
- I can identify when a different character begins telling the story.
* I know that the narrator or speaker in a story sometimes changes.
4. Identifies main topic and retells key details
5. Describes and compares characters, settings, and events
RL.1.3 Describes characters, settings, and major events in a story, using key details / Students Consider:
- I can use details to describe characters from a story.
- I can use details to describe the setting of a story.
- I can use details to describe the major events in a story.
- Interactive Read Alouds
- Turn and Talk Conversations
- Conferring
- Writer’s Workshop / Retelling Unit - Nonfiction:
Schema Unit:
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. / Students Consider:
- I can use illustrations to describe the story’s characters.
- I can use illustrations to describe a story’s setting.
- I can use illustrations to describe a story’s main events.
enhance my understanding of a story.
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. / Students Consider:
- I can compare and contrast the adventures of familiar characters in different stories.
6. Describes connections within a text and between two texts
7. Identifies word or phrases in stories and poems that suggest feelings or appeal to the senses
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. / Students identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Students Consider:
- Which words or phrases help me experience the text with my senses (sight, smell, taste, touch)
- Which words or phrases seem surprising or funny and may have fancy (figurative) rather than normal (literal) meaning.
- Are there words or phrases that help me picture what’s happening?
- Conferring Notes
- Running Records
- Strategy Groups / Retelling Unit - Nonfiction:
Schema Unit:
8. Identifies and explains characteristics of various types of texts
9. Distinguished between and uses information provided by pictures and text to describe key ideas
10. Identifies similarities and differences between two texts on the same topic
Grade One - Trimester Two (November 24, 2014 - March 13, 2015)
Foundational Skills
Report Card Indicator & MA CCSS / Trimester 2 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Reads grade level text with sufficient accuracy and fluency to support comprehension
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade level text with purpose and understanding
b. Read grade level text orally with accuracy, appropriate rate, and expression on successive readings. / Students will read with sufficient accuracy and fluency to support comprehension.
Students Consider:
- All letter sounds
- The beginning, middle, and ending placement of sounds in CVC words.
- The digraph sounds (wh, sh, th, ch, and final –ck)
- Glued/welded sounds
- Bonus letters
- Is this a good appropriate text for me?
- Are there any words that I don’t know?
- How can I figure out any words that I don’t know?
- Do I understand what I'm reading?
- Am I reading with good expression?
- Do I need to re-read any parts of the text?
F & P Assessment
Conferring
Running Records / Retelling Unit - Nonfiction:
Schema Unit:
Fundations Units 6-10
2. Recognizes the distinguishing features of a sentence
RF.1.1 Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (e.g. first word, capitalization ,ending punctuation). / Students demonstrate understanding of the organization and basic features of print.
Students Consider:
Can I point to the first/last word in a sentence?
Do I know that the first word in a sentence begins with a capital letter?
Do I know that sentences end with some type of punctuation?
Do I know what a period, question mark, and exclamation point mean as a reader? / Fundations
F & P Assessment
Conferring Notes
Running Records
Small Moments Stories / Fundations Units 6-10
3. Demonstrates understanding of spoken words, syllables, and sounds
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds.
a. Distinguish long from short vowel sounds in single-syllable words.
b. Orally produce single–syllable words by blending sounds, including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds. / Students will demonstrate the understanding of spoken words, syllables, and sounds (phonemes).
Students Consider:
- Recognize the short and long vowel sounds spoken in single syllable words.
- Orally produce single-syllable words by blending sound (phonemes), including consonant blends.
- I can tell the difference between long and short vowel sounds in spoken words.
- Decode regularly spelling one syllable words.
- Know the spelling sound correspondences for common consonant digraphs.
- I can blend sounds to say one syllable words.
- I can pronounce the beginning sound in one syllable words.
- I can pronounce the middle sound in one syllable words.
- I can pronounce the ending sound in one syllable words.
- I can segment one syllable words into their individual sounds.
F & P Assessment
Conferring Notes
Running Records
Spelling Assessments / Fundations Units6-10
4. Knows and applies grade level phonics and word analysis skills in decoding words
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in isolation and text.
a Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words. / Students Consider:
- I can match a sound to the correct consonant digraph.
- I can decode one-syllable words.
F & P Assessment
Conferring Notes
Running Records / Fundations Units6-10
5. Reads grade appropriate irregularly spelled/high frequency words
RF.1.3g Recognize and read grade-appropriate irregularly spelled words. /
- I can read _____ first grade irregularly-spelled words.
6. Independently monitors reading for meaning using self-correcting and rereading when comprehension breaks down
RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Students read with sufficient accuracy and fluency to support comprehension.
Students Consider:
- I can recognize when a word I have read does not make sense.
- I can self-correct mistakes in my reading when it doesn't make sense or look right.
- I can use strategies to understand unknown words.
- Can I understand what I am reading?
- Do I need to re-read any parts of the text?
Conferring Notes
Running Records / Retelling Unit - Nonfiction:
Schema Unit:
Fundations Units 6-10
Grade One - Trimester Two (November 24, 2014 - March 13, 2015)
Speaking & Listening
Report Card Indicator & MA CCSS / Trimester 2 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Engages effectively in a range of collaborative discussions building on others’ ideas and clearly expressing his/her own
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. 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).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion. / Students have conversations with classmates and adults in large and small groups, follow class norms for discussions, build on one another’s talk, and ask questions to clear up confusion.
Students Consider:
- Do I listen carefully to my classmates when they speak?
- Do I wait for my classmates to finish speaking before I share my ideas?
- Do I keep my hand down while a classmate is speaking?
- Does what I have to say relate to the text or topic my class is discussing?
- Do I respond to a question or comment made by a classmate?
- Do I ask questions when I am confused?
Turn and Talk
Sharing Circle
Shared Reading
Interactive Writing
Conferring
Partner Reading
Small Groups
2. Asks and answers questions to deepen understanding
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. / Students ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Students Consider:
- I can show I understand what I read, hear, and/or see by asking and answering questions.
- I understand the most important details in the text.
SL.1.3 Ask and answers questions about what a speaker says in order to gather additional information or clarify something that is not understood. / Students ask and answer questions about what a speaker says in order to gather additional information to clarify something that is not understood.
Students Consider:
- I can ask and/or answer a question to seek help or clarify my understanding.
- I am aware when I don’t understand.
- I can hold my questions in my head during a read aloud or a re-read.
3. Expresses ideas about people, places and events with relevant details, including visual displays when appropriate
Grade One - Trimester Two (November 24, 2014 - March 13, 2015)
Language & Vocabulary
Report Card Indicator & MA CCSS / Trimester 2 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Demonstrates command of conventions of standard English grammar and usage when writing, reading, and speaking.
L.1.1
a. Print all upper-and lower case letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentences.
(e.g., He hops; We hop.) / Students demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Students Consider:
- I can print all uppercase and lowercase letters.
- I can apply this knowledge when I write.
- I can use singular and plural nouns with matching verbs in basic sentences?
2. Demonstrates conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2
a Capitalize dates and names of people.
b. Use end punctuation for sentences. / Students demonstrate command of conventions of standard English capitalization, punctuation, and spelling when writing.
Students Consider:
- Do I capitalize dates and names of people?
- Do I use end punctuation for sentences?
3. Uses strategies to determine the meaning of unknown or multiple-meaning words and phrases
L.1.4
L.1.5
4. Acquires and accurately uses academic and content specific vocabulary
L.1.6
Grade One - Trimester Two (November 24, 2014 - March 13, 2015)
Writing
Report Card Indicator & MA CCSS / Trimester 2 Focus:
Students will be able to know and do... / Assessments / Resources (Mentor texts, websites, videos, books)
1. Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.1.1 Writes 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.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
MA.1.3.A Not Assessed
W.1.1 Not Assessed / Informational Writing
Persuasive/Opinion Writing
2. Develops and strengthens writing by planning, staying focused on a topic, and adding details.
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. / With guidance and support from adults, students focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Students Consider:
- What is the topic I’m writing about?
- Which question or suggestion do I think is a great idea that will make my piece better?
- What words and details can I add?
- When I reread my piece, is there something else I want to fix?
- How will I do that?
Persuasive/Opinion Writing
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / With guidance and support, students use information from print, digital sources, or experiences they’ve had to answer a question.
Students Consider:
- What question am I trying to answer?
- Do I have experience with the topic that I can list to get me started?
- What books has the teacher read aloud or put in the class library that might be useful? What have I read?
- Were there facts, pictures, or videos we saw online that I can see gain to help me answer the questions?
Persuasive/Opinion Writing
3. Participates in shared research and writing projects
W.1.7 / Informational Writing
Persuasive/Opinion Writing
4. With guidance and support, explores technology to produce and publish writing
W.1.6 / Informational Writing
Persuasive/Opinion Writing
5. Develops and strengthens writing by planning, staying focused on a topic, and adding details.
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. / With guidance and support from adults, students focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Students Consider:
- What is the topic I’m writing about?
- Which question or suggestion do I think is a great idea that will make my piece better?
- What words and details can I add?
- When I reread my piece, is there something else I want to fix?
- How will I do that?
Persuasive/Opinion Writing Unit:
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / With guidance and support, students use information from print, digital sources, or experiences they’ve had to answer a question.
Students Consider:
- What question am I trying to answer?
- Do I have experience with the topic that I can list to get me started?
- What books has the teacher read aloud or put in the class library that might be useful? What have I read?
- Were there facts, pictures, or videos we saw online that I can see gain to help me answer the questions?
Persuasive/Opinion Writing Unit:
1