• Elementary Literacy First Grade Quarter 4 Unit 1

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

    This 4 - 4 ½ week unit focuses on informational text, with a culminating shared research performance task.  By being exposed to a wide variety of genres, students will see the importance of using a title and providing accurate information through written text and illustration. They will also further explore and identify the differences between fact and fiction. Discerning essential from nonessential information in nonfiction text will be highlighted throughout the unit.  Nonfiction text features (such as photographs, labeled diagrams, captions, headings, etc) will be examined as a means to make meaning of text.   Through this performance task, students will demonstrate their ability to share factual information through conversation, illustration, text features (specifically a labeled diagram), and written expression. During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [tree, toy, cold, cow, car] 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 4 Unit 1 Performance Task:
     

    You will write an informational piece about a chosen animal.  Your informational piece should include accurate facts and a labeled diagram about your animal.  Your work will be judged according to the attached rubric.


     
    Focus Standards:

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

     

    CC1.2.1B  Ask and answer questions about key details in a text

     

    CC1.2.1G  Use the illustrations and details in a text to describe its key ideas

     

    CC1.2.1J  Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.

     

    CC1.3.1A  Ask and answer questions about key details in a text.

     

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

     

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

     

    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 an author gives to support points in a text.

     

    CC1.2.1.L  Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

    CC1.1.1E  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

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

     

    CC1.4.1A Write informative/explanatory texts to examine a topic and convey ideas and information.

     

    CC1.4.1B  Identify and write about one specific topic

     

    CC1.4.1C  Develop the topic with two or more facts.

     

    CC1.4.1G  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 a series

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

      

     

    Student Objectives/Competencies:

    Students will be able to…

    - distinguish between nonessential and essential information

    - recall important information in text

    - demonstrate conversational behaviors

    - write informational text with title and facts

    - create and label a graphic representation

    - locate, identify and understand headings and subheadings

    - 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

    - 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:
    Q4U1 Rubric                                                                                                                        

    REVISED Grade 1 Quarter 4 – Unit 1 – “Award Winning Authors” Performance Task Rubric

     

    Criteria

    3

    2

    1

    0

    Score

    Content

    (X6)

    Student includes 3 reasons to support opinion through writing.

     

    Student includes 2 reasons to support opinion through writing.

    Student includes 1 reason to support opinion through writing.

     

    Student does not include any reasons to support opinion through writing.

     

    __ x 6 =

    Convention/Content

    (X1)

    Student demonstrates all 3 of the following in the question that he/she poses:

    -use of question word to begin the sentence

    -use of question mark

    -asks a logical question

    Student demonstrates 2 of the following in the question that he/she poses:

    -use of question word to begin the sentence

    -use of question mark

    -asks a logical question

    Student demonstrates 1 of the following in the question that he/she poses:

    -use of question word to begin the sentence

    -use of question mark

    -asks a logical question

    Student does not include a question or does not include any of the following:

    -use of question word to begin the sentence

    -use of question mark

    -asks a logical question

     

    __ x 1 =

    Format

    (X3)

    Student includes all the components of a friendly letter (date, greeting, body, closing).

    Student includes some the components of a friendly letter (date, greeting, body, closing).

    Student includes very few of the components of a friendly letter (date, greeting, body, closing).

    Student includes none of the components of a friendly letter (date, greeting, body, closing).

     

    __ 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

    (X2)

    (Specifically: capitalization of proper names and dates; proper use of commas)

    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 =        /42

                                                                    
     
    Elements of Instruction:
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2
    • Dibels
     
    Interdisciplinary Connections:
    -Scholastic News