• Elementary Literacy First Grade Quarter 3 Unit 2


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

     
    Quarter 3 Unit 2 Overview: 

    This poetry unit is estimated to be 4 – 4 ½ weeks with an emphasis on using adjectives.  After reading a variety of poems and texts, students will develop a sense of style and fluency. Skills to master in this unit include using descriptive sensory words, using details, recognizing different types of poetry, the importance of matching an illustration to the written text, 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 [right, all, new, thing, but] 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 2 Performance Task:

    Choose a food item and develop a poster that includes sentences describing the food using as many senses as possible.  Describe your food item of choice to someone who has never tasted or seen it. Your work will be judged according to the attached rubric.


     
    Focus Standards:

    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

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

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

    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.

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

    CC1.5.1G  Demonstrate command of the conventions of standard English when speaking on grade 1 level and content.

    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 one.

     

    CC1.4.1E  Demonstrate a grade level appropriate command of the conventions of standard English grammar and spelling

    ·         Capitalize dates and names of people.

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

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

    CC 1.1.1.B  Basic Features of Print

    CC 1.1.1B  Basic Features of Print

    CC 1.4.1 G  Write Opinion Pieces

    CC 1.4.1 K  Variety of words and phrases

    CC 1.4.1 O  Include thoughts and feelings to describe events

    CC 1.4.1 Q  Use a variety of words and phrases

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

    CC 1.5.1 A  participate in collaborative conversation with peer and adults

    CC1.4.1 J  Create an organizational structure with reasons and closure

    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


    Student Objectives/Competencies:

     

    Students will be able to…

    -          utilize precise describing words to describe noun (adjectives)

    -          identify the five senses in descriptions

    -          understand different types of poetry

    -          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 and poems

    -          use prior knowledge and gather new information

    -          use grade level appropriate conventions

    -          demonstrate phonemic awareness/phonics (Refer to Word Study Documents for specifics.)

    -          use phonetic spelling

    -          use high frequency words

    -          use new vocabulary

     


     
    Assessments:
    Q3U2 Rubric                                                                                               

    REVISED Grade 1 Quarter 3 – Unit 2 – “Senses” Performance Task Rubric

     

    Criteria

    3

    2

    1

    0

     

    Score

    Idea Development

    (X2)

    Student chooses a poetry type and topic without support from adult.

    Student chooses a poetry type and topic with some support from adult.

    Student chooses a poetry type and topic with a great deal of support from adult.

    Teacher chooses a poetry type or topic for the student.

     

    __ x 2 =

    Descriptive Words

    (X5)

    Student includes descriptive words, pertaining to the senses, throughout the writing.

    Student includes descriptive words, pertaining to the senses, during some of the writing.

    Student includes descriptive words, pertaining to the senses, minimally in the writing.

    Student does not include descriptive words, pertaining to the senses, in the writing.

     

    __ x 5 =

    Illustration

    (X3)

    Student illustrates a picture that matches the poem topic.

    Student illustrates a picture that somewhat matches the poem topic.

    Student illustrates a picture that minimally matches the poem topic.

    Student illustrates a picture that does not match the poem topic.

     

     

    __ x 3 =

    Format

    (X2)

    Student produces a poster that is completely organized, neat, and appealing to the reader.

    Student produces a poster that is somewhat organized, neat, and appealing to the reader.

    Student produces a poster that is minimally organized, neat, and appealing to the reader.

    Student produces a poster that is not organized, neat, or appealing to the reader.

     

    __ x 2 =

    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 =

     

                  Total Score =        /42

                                                                                    
     
    Elements of Instruction:

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

     
    Interdisciplinary Connections:
    -Scholastic News
    -Math book; Jack and the Beanstalk
    -Math book; Just Enough Carrots
    -Math book; Probably Pistachio