• Elementary Literacy First Grade Quarter 3 Unit 1


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

     
    Quarter 3 Unit 1 Overview: 

    This narrative unit is estimated to be 4 – 4 ½ weeks, with an emphasis on strong characters. Through exposure to a variety of fiction and information texts, the students will further develop their skills in using complete sentences, developing beginning/middle/ending, sequencing events, using details, introducing characters, and transferring phonics skills into reading and writing.  These competencies will be addressed through teacher read aloud, guided reading, writing mini-lessons, writing workshop, and small group instruction. The students will expand their knowledge of the components of narrative writing. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [day, each, rain, nice, right] 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 3 Unit 1 Performance Task:

    You have been asked to write a narrative story (realistic or personal), similar to the stories we have read. Develop a story that includes: the setting, detailed illustrations, sequenced events, and characters.  Your work will be judged according to the attached rubric.


     
    Focus Standards:
      

    CC1.2.1A   Identify the main idea and retell key details of text.

     

    CC1.2.1K  Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content.

     

    CC1.3.1K Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between words.

     

    CC1.5.1D  Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

     

    CC1.3.1B  Describe characters, setting, and major events in a story, using key details.

     

    CC1.3.1C  Retell stories, including details, and demonstrate understanding of their central message or lesson.

     

    CC1.3.1G  Use illustrations and details in a story to describe characters, setting, or events.

     

    CC1.3.1H  Compare and contrast the adventures and experiences of characters in stories.

     

    CC1.3.1K  Read and comprehend literature on grade level, reading independently and proficiently.

     

    CC1.2.1E  Use various text features and search tools to locate key facts or information in a text.

     

    CC1.2.1H  Identify the reasons and author gives to support points in a text.

     

    CC1.5.1A  Participate in collaborative conversations with peers and adults in small and larger groups.

    CC1.3.1F  Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

     

    CC1.1.1B 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 in spoken single-syllable words.

    •Add or substitute individual sounds in one-syllable words to make new ones.

     

    CC1.4.1 M  Write narratives real or imagined

     

    CC1.4.1 P  Recount 2 or more appropriately sequenced events using temporal words and closure

     

    CC1.4.Q  Use a variety of words and phrases

     

    CC1.4.1 T  Production with guidance from peers and adults focus on topic and respond with adding more details to strengthen writing

     

    CC1.5.1 A  Participate in collaborative conversations with peers and adults

     

    CC 1.4.1 R Narrative-grammar and usage, caps, punct, spelling

     

    CC 1.4.1 O  Include thoughts and feelings to describe events

     

    CC1.4.1 T  Production with guidance from peers and adults focus on topic and respond with adding more details to strengthen writing

    CC1.1.1.C  Syllables, sounds spoken words

     

    CC1.1.1.D  Apply Grade level phonics

     

    CC1.1.1.C Syllables, sounds spoken words

     

    CC1.1.1.D  Apply Grade level phonics

     

    CC1.4.1 N  Establish who and what the narrative will be about

     


     

    Student Objectives/Competencies:

    Students will be able to…

    - recall information from familiar stories read independently or aloud

    - read realistic fiction stories and understand setting, characters, problem, solution, sequenced plot, and resolution

    - produce complete sentences while speaking

    - be aware of the audience

    - demonstrate appropriate audience behaviors

    - ask and answer questions related to the text

    - 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

    - use high frequency words

    - use new vocabulary


     
    Assessments:
    Q3U1 Rubric                                                                                                                                                                

    REVISED Grade 1 Quarter 3 – Unit 1 – “Strong Characters” Performance Task Rubric


    Criteria

    3

    2

    1

    0

     

    Score

    Characterization

    (X3)

    Student includes extensive description about a character in the story.

    Student includes some description about a character in the story.

    Student includes minimal description about a character in the story.

    Student includes no description about a character in the story.

     

    __ x 3 =

    Organization

    (X5)

     

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

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

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

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

     

    __ x 5 =

    Understanding of Genre

    (X3)

     

    All elements included in the story reflect the genre of narrative. (characters, setting, events)

    Most elements included in the story reflect the genre of narrative.

    Few elements included in the story reflect the genre of narrative.

    No elements included in the story reflect the genre of narrative.

     

     

    __ x 3 =

    High Frequency Words

    (X2)

    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 2 =

    Conventions

    (X1)

    (Specifically: Capitalization of proper nouns)

    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 =        /42

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

     
    Interdisciplinary Connections:
    -Scholastic News
    Social Studies; Houghton Mifflin Social Studies, Unit 1, pages 48-51