Elementary Literacy First Grade Quarter 1 Unit 1Subject: Literacy
Grade: First Grade
Timeline: 4 - 4 1/2 weeks
Quarter 1 Unit 1 Overview:
This is approximately a 4-4 ½ week unit. The purpose of this animal unit is to set the routines and expectations for Writing Workshop, Guided Reading Block, Read Aloud Block, Self-Selected Reading, and Working with Words Blocks. (Refer to Common Understandings link.) This foundation will continue throughout the school year. Specifically, students will learn the skills of beginning/middle/end, sequencing, picture/story match, and phonics application through exposure to a variety of texts. Appropriate audience and conversational behaviors are to be modeled, discussed, practiced, and reinforced. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [am, at, can, not, it] and four high frequency words). Through daily Phonemic Awareness activities and Phonics lessons students will review oral blending, oral segmenting, reading and writing short vowel and nonsense words. Students will be introduced to the first grade letter sound chart. The teacher will model comprehension strategies while providing opportunities for guided and independent practice. Keeping the gradual release of responsibility in mind, opportunities for modeling, guided practice and independent practice throughout the block framework will assist students in meeting the competencies.Quarter 1 Unit 1 Performance Task:
You have been asked to help the new Kindergarteners become familiar with the story The Big, Big Wall. After reading the story in a Whole Group Guided Reading Setting, you will do a written retelling of the story. You will include the beginning, middle, and ending. This should be represented through pictures and writing. Your work will be judged according to the attached rubric.
**Teachers please note: oral retelling of the story can be included. Please see rubric.
**Beginning, Middle and End paper choice available in Resource Folder.Focus Standards:
CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC 1.3.1.A Ask and answer questions about key details in a text.CC 1.3.1.C Retell stories, including key details, and demonstrate understanding of their central message or lesson.CC 1.4.1.M Write narratives to develop real or imagined experiences or events.CC. 1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.CC.1.1.1.B Demonstrate understanding of the organization and basic features of print.-Recognize the distinguishing features of a sentence.CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC.1.3.1.A Ask and answer questions about key details in a text.CC.1.3.1.B Describe characters, settings, and major events in a story, using key details.CC.1.3.1.C Retell stories, including key details, and demonstrate understanding of their central message or lesson.CC.1.4.1.B Identify and write about one specific topic.CC.1.4.1.E Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling.CC.1.4.1.M Write narratives to develop real or imagined experiences or events.CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.CC.1.4.1.U With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers.CC.1.5.1. A Participate in collaborative conversations with peers and adults in small and larger groups.CC.1.5.1. F Produce complete sentences when appropriate to task and situation.CC.1.5.1.C Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understoodCC1.4.1.X 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 discipline-specific tasks, purposes, and audiences.
Students will be able to…
-choose books with guidance from an adult and gradually increase time of Self Selected Reading
-listen to stories read aloud
-ask and answer questions regarding stories read aloud
-follow routines for each of the blocks
-demonstrate an understanding of classroom routines, expectations, and procedures
-generate topics for writing
- convey images and thoughts to others
- participate in conversations with peers and adults about personal experiences
- participate in conversations with peers and adults about familiar stories highlighting people, place, things, major events and key details
- sequence major events in a story (B-M-E)
- demonstrate phonemic awareness/phonics skills (Refer to Word Study Document for specifics.)
- read grade level appropriate books
- use new vocabulary words
- use high frequency words
- use grade level appropriate conventionsAssessments:Q1U1 Rubric
REVISED Grade 1 Quarter 1 – Unit 1 – “Animals in a Story” Performance Task Rubric
Student’s illustrations clearly match BME events from the story.
Student’s illustrations adequately match BME events from the story.
Student’s illustrations minimally match BME events from the story.
Student’s illustrations do not match any portion of the story.
__ x 1 =
Student demonstrates logical representation of most consonant and vowel sounds in his/her writing.
Student demonstrates logical representation of some consonant and vowel sounds in his/her writing.
Student demonstrates logical representation of a few consonant and vowel sounds in his/her writing.
Student demonstrates little-to-no logical representation of consonant and vowel sounds in his/her writing.
__ x 4 =
Student provides a complete retelling that includes a beginning, middle, and end(BME). The retelling is in written format.
Student provides a complete retelling that includes a BME. The retelling is mostly written with some oral description.
Student provides a complete retelling that includes a BME. The retelling is mostly oral with some written description.
Student’s oral and written retelling is incomplete or incorrect.
__ x 4 =
High Frequency Words
Student consistently writes common high frequency words correctly. (May do from memory or use of classroom resources).
Student writes common high frequency words correctly most of the time. (May do from memory or use of classroom resources).
Student writes common high frequency words correctly some of the time. (May do from memory or use of classroom resources).
Student does not write common high frequency words correctly with or without classroom resources.
__ x 3 =
(Specifically: beginning capitalization, ending punctuation and spacing)
Student demonstrates grade level appropriate conventions most of the time.
Student demonstrates grade level appropriate conventions some of the time.
Student demonstrates grade level appropriate conventions minimally.
Student does not demonstrate grade level appropriate conventions.
__ x 2 =
Total Score = /42
Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Social Studies; Houghton Mifflin Unit 5, pages 254-255
- Skill based groups
- Reading level groups
- Skill based groups