Elementary Literacy First Grade Quarter 2 Unit 2Subject: Literacy
Grade: First Grade
Timeline: 4 - 4 1/2 weeksQuarter 2 Unit 2 Overview:
This unit will span 4 – 4 ½ weeks, centered around the theme “All the Things I Can Do”. The purpose of this unit is to learn how to use a series of directions to perform a task. Within this unit, students will be exposed to a variety of techniques to organize their thoughts (such as graphic organizers, flow charts, sequenced story boards, etc). By exploring fiction and informational text, students will learn the importance of temporal words. Additional skills addressed in this unit include: clarity of writing, use of classroom resources, transfer of common spelling patterns and convention guidelines. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [made, will, fun, just, then] and four high frequency words). Through daily Phonemic Awareness activities and Phonics lessons students will continue their work with words which have short and long vowels, blends and digraphs. Students will continue using the letter sound chart and practicing nonsense words daily. 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 2 Unit 2 Performance Task:
You have been asked by your teacher to create a page for our class book, showing something a first grader knows how to do. Using a graphic organizer, sequenced story board, or written paragraph describe a sequence of actions required to complete your chosen task. Be sure to take into account some of the techniques, such as the use of temporal words, you have been exposed to in previously read material. Your work will be judged according to the attached rubric.**Teachers: Please utilize resources (graphic organizers and storyboards) in your Worktime Centers.**Teachers: A website with temporal words has been added to the kinks below.Focus Standards:
CC.1.2.1.A Identify the main idea and retell key details of text.
CC.1.2.1.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficient.
CC.1.1.1C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
-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.1.2.1 A Identify the main idea and retell key details of text.
CC.1.1.1.E Read with accuracy and fluency to support comprehension: Use context to confirm or self-correct word recognition and understanding, rereading as necessary
CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.
CC1.4.1.A Write informative/ explanatory texts to examine a topic and convey ideas and information.
CC1.4.1.C Develop the topic with two or more facts.
CC1.4.1.D Group information and provide some sense of closure.
CC1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.
CC1.4.1.E Choose words and phrases for effect
CC1.4.1 B Identify and write about one specific topic.
CC1.4.1.F 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.
CC1.1.1.B Demonstrate understanding of the organization and basic features of print.
-Recognize the distinguishing features of a sentence.
CC.1.1.1 D Know and apply grade level phonics and word analysis skills in decoding words.
- Identify common consonant digraphs, final-e, and common vowel teams.
CC.1.3.1.I Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content.
Students will be able to…
- recall information and identify a sequence of actions within a narrative or informational text
- write in complete sentences
- break down and organize the chosen task
- express their thinking in pictorial and/or written form
- produce complete sentences while speaking
- be aware of the audience
- demonstrate appropriate audience behaviors
- ask and answer questions related to the text
- use descriptive words in their oral presentation
- practice and use comprehension strategies
- use writing resources in the room
- participate in conversations with peers and adults about books
- use prior knowledge and gather new information
- use grade level appropriate conventions
- speak audibly in small and large groups
- demonstrate phonemic awareness/phonics (Refer to Word Study Documents for specifics.)
- use phonetic spelling
- utilize preposition in speaking and writing
- use high frequency words
- use new vocabularyAssessments:
REVISED Grade 1 Quarter 2 – Unit 2 “All the Things I Can Do” – Performance Task Rubric
Student self-selects a “how-to” topic with no assistance from an adult.
Student selects a “how-to” topic with one prompt from an adult.
Student selects a “how-to” topic with many prompts from an adult.
Teacher has to give student the “how-to” topic to write about.
__ x 1 =
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 =
Student creates a clear sequence of events to describe their “how to” focus.
Student creates an adequate sequence of events to describe their “how to” focus.
Student creates a vague sequence of events to describe their “how to” focus.
Student does not create a sequence of events to describe their “how to” focus.
__ x 6 =
Student uses many temporal words to create the sequence.
Student uses some temporal words to create the sequence.
Student uses few temporal words to create the sequence.
Student uses no temporal words to create the sequence.
__ x 3 =
High Frequency Words
Student writes all common high frequency words correctly from memory or utilization of classroom resources.
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 no common high frequency words correctly from memory or utilization of classroom resources.
__ x 2 =
(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 = /45Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News-Math book; Warlord's Beads-Math book; LuLu's Lemonade-Math book; It's About Time Max-Science; Houghton Mifflin Science, Unit B pages S 10-13-Social Studies; Houghton Mifflin Social Studies, Unit 1, page 40
- Skill based groups
- Reading level groups
- Skill based groups