• Elementary Literacy First Grade Quarter 4 Unit 2


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

     
    Quarter 4 Unit 2 Overview: 
     

    This 4-4½ week unit should master the craft of narrative writing on the first grade level.  This unit should include all the taught skills from previous narrative units which include personal and/or realistic narrative elements, character description and the use of adjectives.  In this unit students will be introduces to additional aspects of narrative   (strong leads, verbs and dialogue.)  During this time period, students will be introduced to five words per week (one spelling pattern/transfer word [row, book, rim, sent, tree] and four high frequency words). Again, 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 2 Performance Task:
     
    There is no required task for this unit
     

     
    Focus Standards:

    CC1.1.1.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.

     

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

     

    CC1.5.1.B  Confirm understanding of a text read aloud or information presented orally or though other media by asking and answering questions about key details and requesting clarification if something is not understood.

     

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

     

    CC1.3.1.D  Identify who is telling the story at various points in a text.

     

    CC1.4.1.L Demonstrate a grade level appropriate command of the conventions of standards English grammar and usage.

    •Capitalize dates and names of people.

    •Use end punctuation; use commas in dates and series of words.

    •Spell words drawn on common spelling patterns, phonemic awareness and spelling conventions.

     

    CC1.1.1.E 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

     

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

     

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

     

    CC1.4.1.M Write narratives to develop real or imagined experiences or events.

     

    CC1.4.1.R  Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

    •Capitalize proper nouns

    •Use commas and apostrophes appropriately.

    •Spell words drawing on common spelling patterns.

    •Consult reference material  as needed

     

    CC1.4.1.P  Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure.

     

    CC1.4.1.Q  Use a variety of words and phrases.

     

    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…

    - be exposed to a variety of stories in the classroom

    - form interrogative statements

    - recall information from stories

    - 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

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

    - use phonetic spelling

    - use high frequency words

    - use new vocabulary


     
    Assessments:
    District Assessment

     
    Elements of Instruction:

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

     
    Interdisciplinary Connections:
    -Scholastic News
    -Math book; Two Ways to Count to 100
    -Math book; Welcome thttp://www.readinga-z.como the Green House
    -Science; Houghton Mifflin Science, Unit B Pages 8-11 and 12-13