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Course Title: Grade 1 Unit 2

Curriculum Area: English Language Arts Length of Course:

Approximately 7 weeks • 5 Weeks Instruction • 2 Weeks Review, Enrichment, and Assessment

Course Description: Predicated on the principles of balanced literacy with a focus on building a strong connection

between reading and writing. The 1st Grade Literacy course incorporates the beginning of the fundamental modes of writing and grammar that students will be called upon to do with increasing sophistication and with decreasing reliance on scaffolds. The course is taught in a Writing Workshop format, which incorporates differentiated instruction to teach text types and purposes, production and distribution of writing, and research to build and present knowledge. Reading and Writing instruction is designed in tandem.

Course Philosophy: The philosophy of the course is to provide integrated language arts curriculum designed to

develop an enthusiasm for writing. The course provides instruction to build stamina, teach writing conventions, and raise the quality of the students’ writing. It uses a workshop framework for successfully implementing differentiated instruction through mini-lessons, small groups: guided and skill-based writing groups, independent work activities. Course Goals: Building on the informative/explanatory writing in the first unit, students focus on constructing

stronger informative/explanatory writing pieces. Then, students revise their work with an adult. They also learn about the creative process through studying the artwork of Henry Matisse, and create a piece of art to go with their informative writing. The class explores informative/explanatory writing by explaining the technique used to create their own artistic works. As they read fictional texts, they continue to retell a story using details and focusing on a central message.

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Unit: 2 Grade 1 Unit Duration: Approximately 7 weeks:

(5 Weeks Instruction2 Weeks Review, Enrichment, and Assessment) Anchor Standard (ELA) College and Career Readiness Anchor Standards for Reading:

Key Ideas and Details

• CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

• CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Crafts and Structure

• CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• CCCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

• CCCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

• CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1

• CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

• CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and level of Text Complexity

• CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.

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College and Career Readiness Anchor Standards for Writing: Text Types and Purposes

• CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

• CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

• CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing

• CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

• CCRA.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

• CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

• CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

• CCRA.W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

• CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

• CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening:

Comprehension and Collaboration

• CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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• CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

• CCCRA.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

• CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

• CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

• CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language: Conventions of Standard English

• CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

• CCRA.L.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language

• CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

• CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

• CCRA.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

• CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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Overview/Rationale

The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level. Students will need to learn a strategy or skill, for example, and apply it in varying circumstances and within varying levels of text complexity. There are ELA standards that demand much more instructional and practice time than a six-week unit affords. Sometimes the skill is applied orally and then in writing, but there are many ways that students acquire skills. The standards will have SLOs written to address the level and expectation that students should meet. In addition, each grade level will have standards that are repeated in every unit; however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should validate a teacher’s knowledge of how students are progressing on a much more frequent basis. In Grade 1 , the following standards are repeated in each unit, unless otherwise noted, but will not be assessed in each unit: Reading: Literature

RL 1.1 assessed in Units 2 and 4 RL l.10 assessed in Units 2 and 4

Reading: Informational Text

RL 1.10 assessed in Units 3 and 5 Reading: Foundational Skills

RF 1.1 assessed in Unit 2 RF 1.2 a, b, c assessed in Unit 1 RF 1.2 c, d assessed in Unit 2 RF 1.2 (all) assessed in Units 3, 4 and 5 RF 1.3 b, d, g assessed in Unit 1 RF 1.3 a, g assessed in unit 2 RF 1.3 a through g assessed in units 3,4 and 5 RF 1.4 a, b, c assessed in Unit 1 RF 1.4 (all) assessed in Units 2, 3,4, and 5

Speaking and Listening

SL 1.1 assessed in Units 1, 2 and 5 SL 1.2 assessed in Unit 3 SL 1.3 assessed in Units 2 and 3 SL 1.4 assessed in units 4 and 5 SL 1.5 assessed in Units 1,2 and 5 SL 1.6 assessed in units 3 and 5

Language

L 1.2 a, b, d, e assessed in Unit 1 L 1.2 a, b, d, e assessed in Unit 2 L 1.2 b and c assessed in Unit 3

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L 1.2 b, d, e assessed in Unit 4 L 1.2 c assessed in Unit 5 L 1.6 assessed in units 1, 2 and 4

Standard(s) Reading: Literature (RL):

• RL.1.1: Ask and answer questions about key details in a text.

• RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

• RL.1.3: Describe characters, settings, and major events in a story, using key details.

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

• RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.

• RL.1.9 :Compare and contrast the adventures and experiences of characters in stories.

• RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading Informational Text: (RI)

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

Reading: Foundational Skills: (RF):

• RF.1.1: Demonstrate understanding of the organization and basic features of print.

• RF.1.1 a.: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

• RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

• RF.1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

• RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.

• RF.1.3a: Know the spelling-sound correspondences for common consonant digraphs.

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

• RF.1.4: Read with sufficient accuracy and fluency to support comprehension.

• RF.1.4a: Read grade-level text with purpose and understanding.

• RF.1.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

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• RF.1.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing: (W):

• 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.

• 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.

• W.1.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

• W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening: (SL):

• 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.

• SL.1.1a: 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).

• SL.1.1b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

• SL.1.1c: Ask questions to clear up any confusion about the topics and texts under discussion.

• SL.1.3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

• SL.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Language: (L):

• L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

• L.1.2a: Capitalize dates and names of people.

• L.1.2b: Use end punctuation for sentences.

• L.1.2c: Use commas in dates and to separate single words in a series.

• L.1.2d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

• L.1.2e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

• L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

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• L.1.5b: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

• L.1.6: 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).

Technology Standard(s) Concrete technology standards begin at 2nd grade with more loosely delineated ones for preschoolers (they do not even state PK-1, see below). However, because our District has been advocating the use of technology and offering professional development training and equipment to teachers, if you have an Elmo, Smart Board, and/or computers in your classroom, there are myriads of sites and programs (some listed below under resources) that will aid you in enhancing your lessons by infusing technology on a daily basis. “By the end of preschool, children with technology experience can use pull down menus to launch programs, negotiate menus and interfaces, and feel comfortable using computers, digital cameras, smart toys, handheld devices and game consoles for simulations, art projects, creating stories and looking up facts.”

The Technology Standard for ALL grades: • 8.1 Computer and Information Literacy: All students will use computer applications to gather and organize information and to solve problems.

• 8.2 Technology Education: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual society, and the environment.

Interdisciplinary Standard(s)

Content Area: Science

5.4 Nature and Process of Technology: All students will understand the interrelationships between science and technology and develop a conceptual understanding of the nature and process of technology 5.5 Characteristics of Life: All students will gain and understanding of the structure, characteristics and basic needs of organisms and will investigate the diversity of life. Content Area: Social Studies

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

6.1.P.A.1: Demonstrate an understanding of rules by following most classroom routines.

6.1.P.A.2: Demonstrate responsibility by initiating simple classroom tasks and jobs.

Essential Question(s)

Reading: Literature (RL): • RL.1.1: How can asking and answering questions help me understand the text?

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• RL.1.2: o Why is using key details from the story important in retelling the story? o How can I retell the text to express the central message or lesson? o How can I use the details of the text to express theme?

• RL.1.3: How do readers identify and describe story elements?

• RL.1.4:

o How does word choice impact the overall meaning of the text? o How does the author's choice of words show feelings or the senses?

• RL.1.7:

o What can illustrations tell me about the story? o What can illustrations tell me about story elements?

• RL.1.9: How can you compare and contrast characters in stories?

• RL.1.10: What strategies do I use to become an independent reader?

Reading Informational Text: (RI):

• RI.1.7: How can illustrations help me understand information?

Reading: Foundational Skills: (RF):

• RF.1.1: How do sentences help me read? o RF.1.1 a.: Focus Skill:

SWBAT: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

• RF.1.2: How are words made up of sounds?

o RF.1.2c: Focus Skill:

SWBAT: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

o RF.1.2d: Focus Skill:

SWBAT: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

• RF.1.3: o How can sounds help me understand words? o How can recognizing grade level words help me be a better reader?

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o RF.1.3a: Focus Skill: SWBAT: Know the spelling-sound correspondences for common consonant digraphs.

o RF.1.3g: Focus Skill: SWBAT: Recognize and read grade-appropriate irregularly spelled words.

• RF.1.4:

o Why is it important to read with purpose? o How do I read for understanding? o Why is reading with expression important?

o RF.1.4a: Focus Skill:

SWBAT: Read grade-level text with purpose and understanding.

o RF.1.4b: Focus Skill

SWBAT: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

o RF.1.4c: Focus Skill:

SWBAT: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing: (W):

• W.1.3: How can I include details to express an event in order? • W.1.5: How can answering questions from others help improve my writing? • W.1.6: How can technology be used as a tool to write, publish, and/or collaborate? • W.1.8: How can I gather information to answer questions?

Speaking and Listening: (SL):

• SL.1.1: o When is an appropriate time to ask or answer questions? o How can I add to a conversation?

o SL.1.1a: Focus Skill:

SWBAT: 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).

o SL.1.1b: Focus Skill:

SWBAT: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

o SL.1.1c: Focus Skill:

SWBAT: Ask questions to clear up any confusion about the topics and texts under discussion.

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• SL.1.3: What kinds of questions should I ask during a presentation to increase my understanding?

• SL.1.5: How can visuals enhance a presentation?

Language: (L):

• L.1.2: o Why are conventions important when writing? o How does using appropriate capitalization, punctuation, and spelling help my writing? o L.1.2a: Focus Skill:

SWBAT: Capitalize dates and names of people.

o L.1.2b: Focus Skill: SWBAT: Use end punctuation for sentences.

o L.1.2c: Focus Skill:

SWBAT: Use commas in dates and to separate single words in a series.

o L.1.2d: Focus Skill:

SWBAT: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

o L.1.2e: Focus Skill:

SWBAT: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

• L.1.5: How do I recognize word patterns? o L.1.5b: Focus Skill:

SWBAT: Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

• L.1.6:

o What strategies will I use to learn and use words? o How do I use new words I learn in my language?

Enduring Understandings

• Good readers look for the main idea of what they read and the details that support it. • Good readers can retell the important parts of a story in order. • Good readers pay attention to the events of a story and understand the problem and how it is solved. • Good writers are able to capture a small moment and write about it. • Good writers use descriptive words in a sentence.

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In this unit plan, the following 21st Century themes and skills are addressed.

Check all that apply.

21s t Century Themes

Indicate whether these skills are E-Encouraged, T-Taught, or A-Assessed in this unit by marking E, T, A on the line before the appropriate skill.

21s t Century Skil ls

Global Awareness E Creativity and Innovation Environmental Literacy T Critical Thinking and Problem Solving Health Literacy T Communication Civic Literacy E Collaboration Financial, Economic, Business, and

Entrepreneurial Literacy

Student Learning Objectives

1. Ask questions posed about key details in a text for clarification using an array of familiar words. (RL.1.1; L.1.6; SL.1.3) 2. Retell stories, including key details learned from text into logical order.( RL.1.2) 3. Use illustrations and key details in a story to describe major events. (RL.1.3; RL.1.7) 4. Name words and phrases in a poem or story that suggest feelings or appeal to the senses.( RL.1.4) 5. Compare and contrast characters’ adventures and experiences in stories.( RL.1.9) 6. With prompting and support, read prose and poetry of grade-level complexity. (RL.1.10) 7. Use resources (e.g., charts, photographs) in a text to describe key ideas. (RI.1.7) 8. Identify and pronounce the initial, medial vowel, and final sounds (phonemes) in a spoken one-syllable word. (RF.1.2.c) 9. Orally segment and identify phonemes in a single-syllable word (e.g., top: /t/-/o/-/p/). (RF.1.2.d) 10. Decode words with common consonant digraphs (e.g., fish, lunch) (RF.1.3.a) 11. Identify and read grade-level high-frequency /irregular words in and out of context. (RF.1.3.g) 12. Use reading strategies to establish a purpose for reading and to answer comprehension questions about the grade-level text while adjusting reading rate to support accuracy, appropriate rate, and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection). (RF.1.4.a,b) 13. Monitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension. (RF.1.4.c) 14. Write narratives organizing ideas and information for writing including two or more sequenced events using temporal words and a sense of closure. (W.1.3; L.1.2.a) 15. With guidance, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing. (W.1.5) 16. With assistance, compose and publish a variety of productions (e.g., stories, letters, and simple poems) in collaboration with peers using technology. (W.1.6) 17. With guidance and support, recall experiences or gather information from provided sources to answer questions. (W.1.8) 18. Engage in collaborative conversations about grade one topics and texts (e.g., book groups, literature circles, and buddy reading) following agreed-upon rules for listening and group discussions (e.g., looking at the speaker,

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turn taking, linking ideas to the speakers’ idea, sharing the floor) and asking questions for clarification. (SL.1.1.a,b,c) 19. Add visual displays describing characters, places or events to descriptions for clarification. (SL.1.5) 20. Use varied ending punctuations (e.g., period or exclamation mark) and capitalization for dates, names and the beginning of a sentence appropriately when writing. (L.1.2.b; RF.1.1a) 21. Apply developmental spelling or phonics-based knowledge to write unfamiliar words. (L 1.2.e) 22. With guidance and support, define words by category and by one or more key attributes (e.g., A duck is a bird that swims). (L.1.5.b)

Assessments

• Diagnostic o Treasures: Diagnostic Assessments

Comprehension Phonics & Decoding

o Running Records

• Formative: o Center reports/activities o Checks for understandings o Students participation o Classroom Practice & Homework Review o Student Response Journals/Self-Reflections

• Summative: o Unit Tests o New Jersey Model Curriculum Benchmarks; Grade 1 ELA Unit 2 o Writing Benchmarks

• Other Evidence:

o Teacher Observations o Teacher Created tests & quizzes o Projects, field trips and other experiences

Portfolio • Writing:

o Genre: Informative/Explanatory o Research writing: Unit Theme Project o Subject Writing: Expository Paragraph and Description Paragraph o Story and Poetry Writing o Picture Prompt o Essential Question prompt

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• Assessment pieces must also be included as these will be useful for parent-teacher conferences, administrative reviews, and next grade level teachers. (i.e. artwork, audio recordings, observations, graphic organizers, photographs, technology)

o Extended Response - Open Ended examples o Unit Tests o New Jersey Model Curriculum Benchmark Assessments

• Portfolios must be kept up-to-date for each student

• Other: Setting up a Portfolio (https://differentiatedstrategies.wikispaces.com/file/view/portfolios.pdf)

Differentiated Activities

Enrichment

• Treasures Reading Program o Beyond Level Readers o Phonics/Spelling Practice and Grammar Practice o Home-School Connection o Workstations

ELL

• The NJ Model Curriculum addresses language for the ELL population at each grade level.

• The Supervisor of BL/ESL will be consulted for further suggestions and input when available. o Bilingual/ESL Coach is an excellent resource

• Treasures Reading Program o English Language Learner Resource and Practice Book o Visual Vocabulary Resources o English Language Learner Leveled Readers o Manipulatives o Sound –Spelling Work boards o Retelling /Sequencing Cards

Intervention

• The Supervisor of Special Education will also be consulted for further suggestions and input when available. o Special Education Coach is an excellent resource.

• Treasures Reading Program

o Response to Intervention for Tier 2 and Tier 3 Students: Phonics Vocabulary Comprehension

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Fluency Writing Grammar

o Classroom Presentation Toolkit Create PowerPoint lessons Sequencing Cards (who can help? Reading Buddies, High Volunteer, Community

volunteer) Listening Library (who can help? Families, Reading Buddies, High School Buddies,

Community Volunteer) o Approaching Leveled Readers

Teaching and Learning Actions

Instructional Strategies

Dr. Sharrocky Hollie: Culturally and linguistically Responsive Teaching and Learning: Classroom Practices for Student Success (2012). The Students’ Six Strategies: This researched based and student-validated teaching strategy can be reviewed in the video collections in PD360 program. The COMMON CORE Institute COMMON CORE State Standards; DECONSTRUCTED for CLASSROOM IMPACT; English Language Arts Key Strategies:

Suggested Activities

Class Discussion/Reading/Informational Text • While reading a book such as What Do You Do With a Tail Like This? (Steve Jenkins),

make a chart to record the name of each animal mentioned. Write where the animal lives (i.e., its habitat), what the animal eats (i.e., whether it is an herbivore, carnivore, or omnivore) and an interesting fact (e.g., its method of adaptation) on the chart. Ask students to supply at least one piece of information on a Post-It when you are finished reading. Create and add to similar charts about animal facts as you read to the children and as they read independently. Use these charts to create oral and written sentences about the animals. (RI.1.2, L.1.5b, L.1.1j)

Class Discussion/Reading/Informational Text

• Before beginning this lesson, ask students what they are experts at doing (e.g., bike riding, roller skating, or back flips). Allow some time to share. Remind the students than an author is a real person who has worked hard to know the information to fill a book such as What Do You Do With a Tail Like This? (Steve Jenkins). Using the essential question for this unit, ask the students to think about how authors become experts on a topic, such as the tails of animals. If possible, invite a speaker who has an expertise in something. Talk about how they became an expert.(W.1.2, SL.1.3, RI.1.2)

Explanatory Writing/Art Connection

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• Display the Tate’s site for Matisse’s The Snail using a projector and computer. Encourage students to comment about the colors and what they see in the artwork. As you read the background information and move through the site, students will see the process used by Matisse to create his work. Students will then create a work of their favorite animal from this unit using torn pieces of painted paper. Later, do a shared writing to explain the steps taken to create an art piece in the style of Matisse. This could be a model for an explanatory piece of writing later. (W.1.7)(SL.1.2)

Informative Writing/Revision

• Since the students have now completed an artistic masterpiece of their favorite animal, extend the work into a writing assignment. Give the students this prompt: “Write about your favorite animal. Be sure to include interesting facts about your animal and end with a solid closing. Allow your students to begin by working in teams to gather information. Using non-fictional texts, remind them to use the index or table of contents to locate more information about the animal. When they have some basic information, have them write the first draft. Ensure that adults are available to help with revision of the writing. Display the published writing with the Matisse-style artwork (see Art Connection / Explanatory Writing). (W.1.2, W.1.5, RI.1.5, RI.1.10, RF.1.4)

Literary/Vocabulary

• Read a fictional animal story, such as Are You My Mother? (Philip D. Eastman). Discuss the vocabulary in the story and work on retelling. Ask the students (if, for example, discussing Are You My Mother?), “What word was funny in the story because of the way it was used?” (Possible answer: “Snort”) How did you know what it meant? Divide the students into groups of three and have them tell the story to each other, taking turns as each tells a part. Let them know that if they are stuck on a part of the story, you will come and allow them to use the book to solve the problem. Encourage the students to try to remember as many details as they can to tell the story because that is what makes it interesting. When they are finished retelling the story, talk about what lesson might be learned from the story. (L.1.4a, RL.1.2)

Literary/Language

• Follow up on a book read previously in class, such as Are You My Mother? (Philip D. Eastman). Go back and reread the story. As you read it this time, read for the purpose of finding all of the animals and things that baby bird thought might be his mother. As students find the words, write them on index cards (e.g., kitten, hen, dog, cow, boat, plane). Sort the words into categories (e.g., animals, modes of transportation,). Think of more words for each of the categories. (L.1.5a, .1.1b)

Literary

• As students read independently, remind them that different characters often tell the story at different times in a book. Using a book such as Mouse Tales (Arnold Lobel), allow the students to re-read parts of the text where the weasel speaks, where the mouse speaks, and where the narrator tells the story. Provide a bowl of raw elbow macaroni at each table. Ask students to use the macaroni to cover the quotation marks in the book, reminding them that it means someone is speaking. Assigning the parts to three readers will show others how dialogue works in literature. (RL.1.6)

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Literary/Read Aloud • Choose a fantasy read-aloud, such as Finn Family Moomintroll (Tove Jansson). Continuing

to focus on the retelling of fiction, give the children the opportunity to retell the previous chapters by allowing them to choose an object to prompt the retelling. For example, when the black hat appears, find a small black hat (or cut it out of black paper) and put it into the retelling basket. Before each reading time, have the students retell the story using the gathered objects as prompts for remembering characters and events. By the time the book ends, you will have an object for each chapter or key event in the book—and the students will be efficient storytellers. (RL.1.2)

Class Discussion/Art Connection

• Select three or four works to view. Ask the students the following questions: What animal do you see in this work? Does anyone see a different animal? What color is the animal? Is this the real color of this animal? Why do you think the artist chose the color he or she did?

Writing/Art Connection

• Ask the students to draw an animal of their choice. They will then choose to color it using the animal’s real colors, or they could choose to use imaginary colors. Ask the students to write an informative text based on their drawing, and their choice of realistic or imaginary coloring.

Experiences

• Tour our school (School Community) • Visit places in the community (shops, hospital, senior center, grocery stores, fire station,

bank, post office, library) • Visit the local bike shop • Visit a zoo or an aquarium • A visit from the local zoo or The Lizard Guy • A visit from the Monmouth Park System or 4H Club

Resources

Key Terms

High Frequency Words and Vocabulary suggested by Treasures Reading Program Macmillan/McGraw-Hill Robust Vocabulary: guide, protect, provide, separate, wild, appreciate, cooperate, partner, responsibility, scrumptious, amazed, frequently, service, useful, variety, collapse, company, construct, entire, material, audience, brilliant, enjoy, entertain, perform

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Additional Vocabulary Suggested by the Common Core: alphabetical order, alphabetize, analyze, author, base word, blends, bold print, capitalization, character, communicate, compare, compound word, conclusion, conduct, conflict/problem, consonant, construct, contraction, contrast, create, demonstrate, design, diagraphs, directions, evaluate, event, examine, exclamation mark, expository text, fairytale, fantasy, fiction, fluency, formulate, genre, heading, high frequency word, identify, infer, inference, interpret, investigate, locate, long vowel, lower case, non-fiction, noun, observe, onset, organize, participate, perform, period, phoneme, plan, plot plurals, predict, prefix, problem, punctuation, question, question mark, realistic, recognize, record, relate, rhyme, rhyming, rhythm, rime, sentence, sequence, short vowel, sight word, singular, solution, sort, steps/sequence, suffix, syllable, table of contents, title, topic, trait/characteristics, upper case, verb, vowel, vowel team

Readings

Treasures Additional Readings: • Me and My family Tree by Joan Sweeney • The Little Scarecrow Boy by Margaret Wise Brown • Mr. Paul and Mr. Lueke Build Communities by Alice Flanagan • Pumpkin Town by Katie McKy • To Market , To Market by Anne Miranda • Trashy Town by Andrea Zimmerman • Building a House by Byron Barton • Jose’s Neighborhood by George Ancona • The Hello, Goodbye Window by Norton Juster •

Books to Consider • No English by Jacqueline Jules • Chicken Sunday by Patricia Polacco • The Patchwork Quilt by Valerie Flournoy • The Wednesday Surprise by Eve Bunting • Uncle Jed’s Barbershop by Marharee King Mitchell • My Mexico-Mexico mio by Tony Johnston

Common Core Book Suggestions:

• Are You My Mother? (Philip D. Eastman) (E) • Mouse Tales (Arnold Lobel) (EA) • Uncle Elephant (Arnold Lobel) (EA) • Mouse Soup (Arnold Lobel) (EA)

Poetry

• "Fish" (Mary Ann Hoberman)

Stories (Read Aloud) • Finn Family Moomintroll (Tove Jansson) (E)

Poetry (Read Aloud)

• "The Fox's Foray" in The Oxford Nursery Rhyme Book (Anonymous) (E) • "The Owl and the Pussycat" in The Complete Nonsense of Edward Lear (Edward Lear) (E)

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• "I Know All the Sounds that the Animals Make" in Something Big Has Been Here (Jack Prelutsky)

• "The Pasture" in The Poetry of Robert Frost (Robert Frost) "The Purple Cow" in The Burgess Nonsense Book Being a Complete Collection of the Humorous Masterpiece of Gelett Burgess (Gelett Burgess)

Animal Study: From Fiction to Facts (National Endowment for the Humanities) (RL.1.5) Investigating Animals: Using Nonfiction for Inquiry-based Research (ReadWriteThink)(W.1.7) Model Curriculum New Jersey Department of Education: Provides a list of Children’s Literature by topic, category and suggested books in Spanish

www.state.nj.us/education/modelcurriculum/ela/1u2.shtml

Supporting

Text

Treasures: A Reading/Language Arts Program Macmillan/McGraw-hill

Supplemental Materials

Informational Text • Starfish (Let's-Read-and-Find…Science) (Edith Thacher Hurd and Robin Brickman) (E) • A Nest Full of Eggs (Let's-Read-and-Find…Science) (Priscilla Belz Jenkins and Lizzy Rockwell) (E

series) • What’s It Like to Be a Fish? (Let’s-Read-and-Find…Science) (Wendy Pfeffer and Holly Keller) (E

series) • What Lives in a Shell? (Let's-Read-and-Find…Science) (Kathleen Weidner Zoehfeld and Helen K.

Davie) (E series) • Where Do Chicks Come From? (Let's-Read-and-Find…Science) (Amy E. Sklansky and Pam Paparone)

(E series) • Big Tracks, Little Tracks: Following Animal Prints (Let’s-Read-and-Find…Science) (Millicent E.

Selsam and Marlene Hill Donnelly) (E series) • Where Are the Night Animals? (Let’s-Read-and-Find…Science) (Mary Ann Fraser) (E series)

Informational Text (Read Aloud)

• Earthworms (Claire Llewellyn and Barrie Watts) (E) • What Do You Do With a Tail Like This? (Steve Jenkins and Robin Page) (E) • Biggest, Strongest, Fastest (Steve Jenkins) (EA) • What Do You Do When Something Wants To Eat You? (Steve Jenkins) (EA) • Never Smile at a Monkey: And 17 Other Important Things to Remember (Steve Jenkins)

(EA) • Amazing Whales! (Sarah L. Thomson) (E) • How Animals Work (DK Publishing) • Creature ABC (Andrew Zuckerman)Art • Albrecht Dürer, Two Squirrels, One Eating a Hazelnut (no date) • Marc Chagall, I and the Village (1945) • Paul Klee, Cat and Bird (1928) • Henri Rousseau, The Flamingoes (1907) • Susan Rothenberg, Untitled (Horse) (1976)

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• Henri Matisse, The Snail (1953)

Teacher Resources

and Links

• Unwrapping the Read Aloud : Making Every Read Aloud Intentional and Instructional by Lester L. Laminack

Common Core Curriculum Maps, English Language Arts http://commoncore.org/maps/unit/grade_1_unit_2

Model Curriculum Unit 2 Assessments and Rubrics http://www.state.nj.us/education/modelcurriculum/ela/1u2.shtml This unit teaches Art: The Snail (Henri Matisse) http://www.tate.org.uk/imap/pages/animated/cutout/matisse/snail.htm Reading Foundations: A Pacing Guide for Reading Instruction http://Commoncore.org/maps/documents/Pacing_Guide_01.pdf

Other: http://www.readinglady.com

Real Classroom Ideas: This site is a collection of ideas and activities on a variety of topics. http://www.realclassroomideas.com/69.html

Teaching Channel: Teaching Channel is a video showcase -- on the Internet and TV -- of innovative and effective teaching practices in America's schools. (You must sign up to view the videos, it’s free) www.teachingchannel.org

Home School Connection: First Grade Activities: The activities on this site are organized by reading and literacy skills appropriate to this grade. Under each specific skill, there are varying numbers of activities to help children develop their ability to read and write. This site will help build a school-home connection. http://www2.ed.gov/pubs/CompactforReading/table1.html

Welcome to Mrs. Lewis's Elementary Cyber Classroom: This site has many activities to support/enhance stories you are reading in your classroom.

http://www.scottsboro.org/~flewis/SF%20Reading%20Street/First%20Grade%20Materials/First%20Grade%20Online%20Games.htm

Reading Rockets: Many articles in English and Spanish to help reach out to build school-home connections. http://www.readingrockets.org/article/7835/

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Colorin Colorado: Many articles in English and Spanish to help reach out to build school-home connections . http://www.colorincolorado.org/guides/readingtips/

Student

Resources Links

Internet 4 Classrooms: 1St Grade language art skills help http://www.internet4classrooms.com/skills-1st-langbuilders.htm

Storyline online : Screen Actors Guild Foundation: Stories read by Actors http://storylineonline.net/ Starfall : free public service to teach children to read with phonics http://www.starfall.com/n/level-c/plays/load.htm Book Sorting: Using Observation and Comprehension to Categorize Books http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html This lesson takes the “I Spy” genre activity a step further into more critical thinking as student sort books by a variety of criteria. Adventures in Nonfiction: A Guided Inquiry Journey acquaints students with multiple nonfiction resources and helps them to think about what they want to learn during research and reading personal narratives .

http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=1#tabs