• Elementary Literacy First Grade Quarter 2 Unit 1


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

     
    Quarter 1 Unit 2 Overview: 

    Within this 4 – 4 ½ week unit, students will work on stating a personal opinion and supporting that opinion with evidence.  Students will be encouraged to provide evidence to support their opinions through open-ended conversations and written response.  Skills to be highlighted in this unit include applying phonics, using high frequency words, displaying ending punctuation, and demonstrating appropriate speaking behaviors.  Through a wide selection of reading experiences, students will utilize comprehension and decoding strategies to make meaning of text. The teacher will model comprehension strategies while providing opportunities for guided and independent practice. Appropriate audience 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 [get, tell, best, make, made] and four high frequency words). Through daily Phonemic Awareness activities and Phonics lessons students will be reviewing oral blending, oral segmenting, reading and writing words with short vowel and initial blends. Practice with nonsense words will continue.  Students will use the first grade letter sound chart daily. 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 1 Performance Task:

    One of our classmates is home sick. The teacher has asked you to recommend a book to send home to him or her. Considering the stories we have just read (Moving Day, Maddy Loves to March, What Day Is It?, A Week with Grandpa and Fishing With Grandpa) which book would you recommend for the class to send to your friend? Write the name of the book you would recommend and give evidence telling why this story should be chosen. You will read your opinion piece in a small or large group setting. Your work will be judged according to the attached rubric. 


     
    Focus Standards:
     

     

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

     

    CC.1.3.1 C Retell stories, including key details, and demonstrate understanding of their central message or lesson.

     

    CC.1.3.1. B Describe characters, settings, and major events in a story, using key details.  

     

    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

     

    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.Q   Use a variety of words and phrases

     

    CC1.4.1 G  Write opinion pieces on familiar topics.

     

    CC1.4.1 I Support opinion with reasons related to the opinion.

     

    CC1.4.1 J Organizational structure with reasons and provides some sense of closure

     

    CC1.4.1 K Use a variety of words and phrases

     

    CC1.4.1. L 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.


     

    Student Objectives/Competencies:

    Students will be able to…

    - recall information from the stories

    - understand setting, characters, problem, solution, sequenced plot, and resolution

    - write a simple sentence

    - 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

    - communicates opinions in writing

    - form an opinion based upon information in a text

    - cite evidence from text to support your opinion

    - 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

    - recognize the difference between fact and opinion

    - use high frequency words

    - use new vocabulary


     
    Assessments:
    Q2U1 Rubric                                                                                                                                                                    

    REVSIED Grade 1 Quarter 2 – Unit 1 – “Special Events” Performance Task Rubric


    Criteria

    3

    2

    1

    0

    Score

    Book Choice

    (X1)

    Student chooses favorite book without support from adult.

    Student chooses favorite book with some support from adult.

    Student chooses favorite book with a great deal of support from adult.

    Teacher chooses favorite book for the student.

     

    __ x 1 =

    Content

    (X5)

    Student provides much evidence to support his/her opinion in writing.

     

    Student provides some evidence to support his/her opinion in writing.

     

    Student provides little evidence to support his/her opinion in writing.

    Student does not include evidence to support his/her opinion in writing.

     

    __ x 5 =

    Audience Behaviors

    (X2)

    Student demonstrates appropriate audience behaviors.

    Student demonstrates some appropriate audience behaviors.

    Student demonstrates minimally appropriate audience behaviors.

    Student demonstrates no appropriate audience behaviors.

     

    __ x 2 =

    Presentation

    (X3)

     (For example: speaks clearly and audibly; keeps eye contact; etc)

    Student demonstrates appropriate speaking skills during presentation of performance task.

    Student demonstrates some appropriate speaking skills during presentation of performance task.

    Student demonstrates minimally appropriate speaking skills during presentation of performance task.

    Student demonstrates no appropriate speaking skills during presentation of performance task.

     

    __ x 3 =

    High Frequency Words

    (X2)

    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 2 =

    Conventions

    (X2)

    (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 =        /45

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

     
    Interdisciplinary Connections:
    -Scholastic News
    -Math book; Missing Mittens