• Elementary Literacy First Grade Quarter 1 Unit 2


    Subject: Literacy
    Grade: First
    Timeline: 4 - 4 1/2 weeks

     Overview

    This personal narrative unit is estimated to be 4 – 4 ½ weeks.  By being exposed to many different narrative texts, through teacher read aloud, guided reading, writing mini-lessons, and small group instruction, students will expand their knowledge of the components of narrative reading and writing. Skills to master in this unit include using complete sentences, developing beginning/middle/ending, sequencing events, using details, and transferring phonics skills into reading and writing. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [it, in, did, big, kick] and four high frequency words). Through daily Phonemic Awareness activities and Phonics lessons students will be reviewing oral blending, oral segmenting, reading and writing short vowel and nonsense words.  Students will continue to use 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 2 Performance Task:

    As we learn more about narrative writing, pick an event in your life that would make an interesting story. Your story should be similar to the narrative stories we have read in class and include you as the main character.  It should include a beginning, middle, and end. Your work will be judged according to the attached rubric.

     

     
    Focus Standards:
     

    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).

    ·Distinguish long from short vowel sounds in spoken single-syllable words.

    ·Count, pronounce, blend, and segment syllables in spoken and written words.

    ·Orally produce single-syllable words, including consonant blends and digraphs.

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

    ·Add or substitute individual sounds (phonemes) in one-syllable words to make new words.

     

    CC.1.1.1.E Read with accuracy and fluency to support comprehension:

    ·Read on-level text with purpose and understanding.

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

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

     

    CC.1.3.1.A Ask and answer questions about key details in a text.

     

    CC.1.5.1.E Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.

     

    CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events.

     

    CC.1.5.1.D Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

     

    CC.1.1.1.D Know and apply grade level phonics and word analysis skills in decoding words. 

    ·Identify common consonant diagraphs, final-e, and common vowel teams.

    ·Decode one and two-syllable words with common patterns.

    ·Read grade level words with inflectional endings.

    ·Read grade-appropriate irregularly spelled words.

     

    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.

    ·Capitalize dates and names of people.

    ·Use end punctuation; use commas in dates and words in series.

    ·Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions.

     

    CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure.

     

    CC1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

    ·Distinguish long from short vowel sounds in spoken single-syllable words.

    ·Count, pronounce, blend, and segment syllables in spoken and written words.

    ·Orally produce single-syllable words, including consonant blends and digraphs.

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

    ·Add or substitute individual sounds (phonemes) in one syllable words to make new words.

      

    CC.1.4.1.T Production-with guidance from peers and adults focus on topic and respond with adding details to strengthen writing

     


     
    Assessments:
    Q1U2 Rubric                     

    REVISED Grade 1 Quarter 1 – Unit 2 – “All About Me” Performance Task Rubric

     

    Criteria

    3

    2

    1

    0

    Score

    Focus

    (X2)

    Student chooses and maintains topic for writing without support from adult.

    Student chooses and/or maintains topic for writing with some support from adult.

    Student chooses and/or maintains topic for writing with a great deal of support from adult.

    Teacher chooses topic for writing for the student.

     

    __ x 2 =

    Organization

    (X4)

     

    Student provides a personal narrative that includes a beginning, middle, and ending sequence.

    Student provides a personal narrative that includes 2 components of a beginning, middle, and ending sequence.

    Student provides a personal narrative that includes 1 component of a beginning, middle, and ending sequence.

    Student provides a personal narrative that includes no components of a beginning, middle, and ending sequence.

     

    __ x 4 =

    Sentence Structure

    (X2)

    Student writes in complete sentences throughout most of the piece.

    Student writes in complete sentences throughout some of the piece.

    Student writes in complete sentences throughout little of the piece.

    Student does not write in complete sentences.

     

    __ x 2 =

    Phonics Application

    (X3)

    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 3 =

    High Frequency Words

    (X3)

    Student writes most common high frequency words correctly from memory or utilization of classroom resources.

    Student writes some common high frequency words correctly from memory or utilization of classroom resources.

    Student writes little common high frequency words correctly from memory or utilization of classroom resources.

    Student writes no common high frequency words correctly from memory or utilization of classroom resources.

     

    __ x 3 =

    Conventions

    (X1)

    (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 1 =

    Total Score =        /45

                                                                                                                                                      
     
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2
    • Dibels

     
    Interdisciplinary Connections:
    -Scholastic News
    -Science; Houghton Mifflin, Unit B pages H 12-13. H 16