2014-2015 ELA First Grade Teacher Guidance Document

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2014-2015 English Language Arts

TEACHER GUIDANCE DOCUMENTS Grade 1

Unit Designs

Curriculum Maps

Writing Lessons

Performance Tasks 1-3

Writing Rubrics

ELA Pyramid of Interventions

The mission of Richmond County School System is to educate students to become

lifelong learners and productive citizens.

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2014-15 English Language Arts

Grade 1 Table of Contents

Document Page Sample Schedule 3 Unit Designs/Curriculum Maps 4-19 Unit 1 Design 4 Unit 1 Curriculum Map-Weeks 1-4 5 Unit 2 Design 6 Unit 2 Curriculum Map-Weeks 5-9 7 Unit 3 Design 8 Unit 3 Curriculum Map-Weeks 10-14 9 Unit 4 Design 10 Unit 4 Curriculum Map-Weeks 15-19 11 Unit 5 Design 12 Unit 5 Curriculum Map-Weeks 19-22 13 Unit 6 Design 14 Unit 6 Curriculum Map-Weeks 23-27 15 Unit 7 Design 16 Unit 7 Curriculum Map-Weeks 28-32 17 Unit 8 Design 18 Unit 8 Curriculum Map-Weeks 33-37 19 Writing Lesson Plans-Weeks 1-37 20-30 Narrative Performance Task 1 (Due December 5, 2014) 31-41 Backward Design Lesson Plans 31-36 Performance Task 1 with Rubrics 37-40 Writing Rubric 41 Informational Performance Task 2 (Due February 20, 2015) 42-50 Backward Design Lesson Plans 42-45 Performance Task 2 with Rubrics 46-49 Writing Rubric 50 Opinion Performance Task 3 (Due April 12, 2015) 51-58 Backward Design Lesson Plans 51-53 Performance Task 3 with Rubrics 54-57 Writing Rubric 58 ELA Pyramid of Interventions 59 First Grade Sight Word Inventory 60

Additional Lesson Plan Ideas & Resources by Standard on eChalk

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Sample Daily Schedule

Reading-120 minutes Activity Time Allotted

Whole Group-Mini Lesson (The teacher explains the standard and demonstrates how

to apply the standard. The teacher will think aloud to model the process she/he uses when reading.)

15-20 minutes

Whole Group-Performance Task Instruction Mini Lesson

(Teacher models standards in the performance task.)

15-20 minutes

At times, the mini reading lesson and the performance task instruction mini lesson may be

taught together depending on the focus standards.

Differentiated Small Groups *At the teacher station, the teacher gathers a small group of readers who are able to read similar texts with support. A phonics skill is taught, usually by demonstrating it and then readers are scaffolded as they try that skill. A text is then introduced and the teacher observes while students whisper, partner or choral read. A reading strategy is demonstrated with their reader and again the teacher will scaffold students as they try that strategy, helping them to become independent with it. ) *In the student stations, the students independently, with partners, or small groups try to apply the strategies being taught on their own.

80 minutes

Assessment (Daily formative and summative assessments, progress

monitoring, ticket out the door..) 10 minutes

Assessment can be included throughout small groups. It is intended to be included throughout the lesson and not always used at the end of a lesson or end of the week.

Writing 30 minutes (outside the Reading block) Mini Lesson

(Teacher models the writing standard.) 10 minutes

Writing Time (Students practice, teacher conferences and assists.)

20 minutes

Intervention 30 minutes (outside the Reading block)

Extended Text is an extended work of literature or informational text, depending on the focus of the

unit. It is text that is to be revisited throughout the unit and is aligned with the standards for that

grade. It is expected that the text be read aloud to students in grades K-1. In grades 2-5, at times the

text will be read aloud while other times students will perform a close reading.

Connected Texts are thematical texts that are both short and long.

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Unit Essential Questions

Required and Suggested Literature: Connection - Animals

Extended Text 3 Billy Goats Gruff (Unit 2, Benchmark Big Book) Connected Short Texts Sam, Come Back! (Unit 1, RS) Old McDonalds Noisy Farm (Unit 1, Benchmark Reader's Theatre) The Crow and the Pitcher (Unit 4, Benchmark Anchor Poster) Poem: The Dentist and the Crocodile by Roald Dahl http://www.npr.org/2005/12/16/5058489/poetry-speaks-to-children

Suggested Texts A Very Rare Cow (Unit 2, Benchmark Anchor Poster) The Ants and Their Plants (Unit 2, Benchmark Anchor Poster) The Hungry Fox (Unit 2, Benchmark LR) Sam Finds the Way (Unit 2, Benchmark LR) Get the Egg (Unit 1, RS) Pig in a Wig (Unit 1, RS) Giggle Giggle Quack by Doreen Cronin Click Clack Moo by Doreen Cronin A Party for Rabbit (Unit 4, Benchmark LR) (Additional suggested titles about animals may be found in your school or local library and may be used at your discretion)

*How can talking about important parts of the story help us understand the books we read? *How can we write a story about something that happened in our lives? *How can talking to our friends about our writing help us make it better? *How can gathering and remembering information help us in our writing? *How can we learn about topics and books by talking to our classmates? *How do we share with our classmates in a way that they will understand and enjoy what we want to say? *Why is it important for me to use capital letters and punctuation when writing? *How can we use the new words we have learned?

Sample reading lesson plans have been written for the first four weeks of Unit 1 and can be located on eChalk. These lesson plans have been aligned to the first grade curriculum map.

The Backward Design daily mini-lessons for the narrative performance task will start week 8.

The first 30 days of writing will be taken from the book, Making Sense of the Writers Workshop. Narrative writing begins week 7.

The high frequency words listed on the curriculum map are intended for mastery. Other high frequency words may be taught according to student needs.

Unit 1

Literary

4 Weeks

First Nine Weeks

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Unit 1 Curriculum Map The standards identified each week are the instructional focus during that specific week. After the instructional focus,

these standards should be integrated and assessed throughout the nine weeks and the year. Week 1 Week 2 Week 3 Week 4

Literary

1RL7 Use illustrations and

details to describe characters, setting, or

events

1RL3 Describe characters, settings, and major events in a story, using key

details

1RL1 Ask and answer questions about

key details in a text

1RL2 Retell stories including details and demonstrate understanding of their

central message or lesson

Foundational Letter

Identification

Aa-Zz / / /

Phonological Awareness

Recognize/ Manipulate

sounds orally

Rhyming Discriminate rhymes in

context (Listen to poems,

nursery rhymes, and find the rhymes.)

Rhyming Produce Rhymes

(Repeat rhyming words spoken by a teacher. Produce a word that

rhymes with a given word.)

Alliteration Identify alliteration in

words/sentences

Segmentation and Syllable Awareness

Differentiate between spoken words and sentences

Segmentation and Syllable Awareness

Segment sentences. Segment words into

syllables Onsets/Rimes

Blending and Segmentation

/m/ /ice/-mice

Phonics Review all letter sounds

Short a Short e Short i Short o

High Frequency

Words

Sight word review Frys List 1A & 1B

Fry 100 Sight Word Pretest

Sight word review Frys List 1C & 1D

http://lc2.boe.loga.k12.wv.us/buffalo /Fry%20Word%20Lists.html

Frys List 1E there, use, and , each

http://lc2.boe.loga.k12.wv.us/buffalo /Fry%20Word%20Lists.html

Frys List 1E which, she, do, how

Writing 1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed

Speaking & Listening

1SL1a Follow agreed upon rules for discussion (e.g., listening to others with care, speaking at one time about the topics and texts under discussion) 1SL6 Produce complete sentences when appropriate to task and situation

1SL5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, feelings

Language

1L1k Prints with appropriate spacing between words and

sentences

1L1a Capital letters at the beginning of a

sentence

1L2b Ending punctuation

(mainly focus on telling sentences)

Review nouns and verbs Introduce pronouns Introduce adjectives

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Extended Text Habitats Around the World (Unit 1, Benchmark Big Book) Connected Short Texts Cat Care (Unit 6, Benchmark Anchor Poster) The Life Cycle of a Butterfly (Unit 3, Benchmark Big Book) Watch a Frog Grow (Unit 3, Benchmark LR) Poetry: New Lambs by Amy Ludwig VanDerwater http://www.poemfarm.amylv.com/2010/05/mypowriye-53-birth-announcement.html

Suggested Texts This Fox and That Fox (Unit 1,RS On Level LR) What Animals Do You See? (Unit 1, RS On Level LR) Baby Animals of the Rain Forest (Unit 1, RS, Advanced LR) They Help Animals (Unit 1, RS On-level LR) Ducklings Grow Up (Unit 3, Benchmark Poster) Butterflies and Moths (Unit 8, Benchmark Poster) Monkeys and Apes (Unit 8, Benchmark Poster) A Pair of Babies (Unit 1, Benchmark LR) (Additional suggested titles about animals may be found in your school or local library and may be used at your discretion)

*How can talking about the nonfiction books we read help us learn new things? *How can we work together to create writing projects? *What tools can we use to publish our writing? *How can we write a story about something that happened in our lives? *How do we share with our classmates in a way that they will understand and enjoy what we want to say? *What strategies can we use to help us figure out what an unknown word or phrase means? *Where do we use capital letters and punctuation when writing? *How do we use letters and letter sounds to spell unknown words in our writing? *How can the relationships between words help us understand their meanings?

Sample reading lesson plans have been written for the first 4 weeks of Unit 2 and can be located on eChalk. These lesson plans have been aligned to the first grade curriculum map.

The Backward Design daily mini-lessons for the narrative performance task will start week 8 and continue through week 15.

The first 30 days of writing will be taken from the book, Making Sense of the Writers Workshop. Narrative writing begins week 7.


Unit 2

Informational

5 Weeks

First Nine Weeks

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Unit 2 Curriculum Map The standards identified each week are the instructional focus during that specific week. After the instructional focus, these

standards should be integrated and assessed throughout the nine weeks and the year. Week 5 Week 6 Week 7 Week 8 Week 9

Informational

1RI2 Identify main topic and

retell key details of a text 1RI7

Use the illustrations and details in a text to describe

its key ideas

1RI2 Identify main topic and

retell key details of a text

1RI1 Ask and answer questions about key details in a text

1RI5 Know and use various text features to locate key facts

or information in a text.

1RI7 Use the illustrations

and details in a text to describe its key ideas

Foundational Letter ID Aa-Z z / / / /


Phoneme Isolation Recognize and pronounce

initial sounds in words. Phoneme Blending

Blend all the sounds in two and three phoneme words

Phoneme Isolation Recognize and

pronounce final sounds in words

Phoneme Blending Blend all the sounds in two and three phoneme

words

Phoneme Isolation Recognize and pronounce medial sounds in words Phoneme Blending

Blend all the sounds in two and three phoneme words

Phoneme Identification

Recognizing the same sounds in different words. (What sounds do you hear in the words: cat, cup? /c/

Phoneme Blending Blend all the sounds in two and three phoneme words

Phoneme Categorization

Recognizing the word in a set of three or four words that has the

odd sound Phoneme Blending Blend all the sounds in two and three phoneme

words

Phonics Short u Final ck; x Hard and soft c and g Beginning blends

bl, cl, pl Beginning blends

dr, fr, tr

High Frequency

Words

Frys List 1E/F their, will, up, if

Frys List 1F other, about, out, many

Frys List 1F then, them, these, so

Frys List 1G some, her, would, make

Frys List 1G like, him, into, time

Frys test assessment list 1A-G

Narrative Writing

1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed

1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure 1W5a Prewriting (graphic organizers)


1Sl4 Describe people, places, things, and events with relevant details expressing ideas and feelings clearly

Language

1L1a Capital Letters at

beginning of sentences 1L2b

Ending punctuation; period & question mark

1L1a Capital Letters at beginning of sentences

1L2b Ending punctuation; period, question mark, and

exclamation mark

1L1b Common and proper

nouns 1L2a

Capitalize dates and names of people

1L2d Irregular spelling words

1L2a Capitalize dates and

names of people

Review nouns, pronouns, verbs, and adjectives

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Required and Suggested Literature: Connection Changes

Extended Text Frog and Toad Together The Garden (Unit 3, RS) Connected Short Texts An Egg is an Egg (Unit 3, RS) A Summer Day (Unit 9, Benchmark Anchor Poster) See You in the Spring (Unit 4, Benchmark LR) Poem: Moving from New York (RS Phonics Songs and Rhyme Chart 15)

Suggested Texts Ready for Fall (Unit 7, Benchmark LR) Caterpillar Cant Wait (Unit 7, Benchmark LR) Ruby in her Own Time (Unit 3, RS) A Big Move (Unit 3, RS Below-level LR) Animals Grow and Change (Unit 3, RS Below-level LR) Not Just Any Boy (Unit 3, RS On-level reader) The Little House by Virginia Lee Burton First Grade Stinks by Mary Ann Rodman Emilys First 100 Days of School by Rosemary Wells (Additional suggested titles about changes may be found in your school or local library and may be used at your discretion)

*How can we use the pictures and details in our stories to describe characters, setting, or events? *How can we write a nonfiction piece about something we know about? *How can talking to our friends about our writing help us make it better? *How can gathering and remembering information help us in our writing? *How can asking and answering questions about books or things we learn help us have a better understanding of them? *How do we use different parts of speech correctly in order for others to understand our writing and speaking? *What strategies can we use to help us figure out what an unknown word or phrase means? *How can the relationships between words help us understand their meanings?

The Backward Design daily mini-lessons and narrative writing continues through week 15.

The first performance task will be due on December 5, 2014 (week 16).


Several narrative writing samples during the nine weeks should be scored with the writing rubric and included in the ELA/Math folder (week 16).

Unit 3

Literary

5 Weeks

Second Nine Weeks

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Unit 3 Curriculum Map The standards identified each week are the instructional focus during that specific week. After the instructional

focus, these standards should be integrated and assessed throughout the nine weeks and the year. Week 10 Week 11 Week 12 Week 13 Week 14

Literary

1RL4 Identify words and

phrases in stories or poems that suggest

feelings or appeal to the senses

1RL6 Identify who is telling

the story at various points in a text

1RL9 Compare and contrast

the adventures and experiences of characters

in stories


the adventures and experiences of

characters in stories

1RL5 Explain major

differences between books that tell stories and books that give

information 1RL10 With prompting and support, read prose and poetry of appropriate complexity for grade one

Foundational


Phoneme Blending Blend all the sounds in four phoneme words containing consonant

blends Phoneme

segmentation Break words into separate

sounds

Phoneme Blending Blend all the sounds in

two, three, and four phoneme words

(including consonant blends)

Phoneme segmentation

Break words into separate sounds


words (including consonant

blends) Phoneme

segmentation Break words into separate sounds

Phoneme Deletion (What word do you get

if you take the /s/ away from slap? Lap) Phoneme Blending Blend all the sounds in


(including consonant digraphs)

Phoneme Addition

Phoneme Blending Blend sounds in words (include

consonant digraphs)

Phonics Beginning blends

sl, sn, sw Final blends

st, nd, nk Final blends

mp, ld, ft Diagraphs

sh, th Diagraphs ch, wh, tch

High Frequency

Words

Frys List 1G/H has, look, two, more

Frys List 1H write, go, see, number

Frys List 1H no, way, could, people

Frys List 1I my, than, first, water

Frys List 1I been, called, who, am

Narrative Writing

1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure 1W8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question


1SL1b Build on others talk in conversations by responding to the comments of others through multiple exchanges 1SL2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media

Language

1L1d Pronouns

1L5d Verbs

1L1f Adjectives

1L1e Use verbs to convey a sense of past, present,

or future

1L1d Verb and adjective, shades of meaning

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Required and Suggested Literature: Connection Changes

Extended Text Plants and the Seasons (Unit 8, Benchmark Big Book) Connected Short Texts Nothing Stays the Same (Unit 3, RS Below level LR) Changing Weather (Unit 9, Benchmark LR) A Life Cycle (Unit 7, Benchmark Anchor Poster) Poetry: Changing by Amy Ludwig VanDerwater http://www.poemfarm.amylv.com/2012/01/changing.html

Suggested Texts Erosion (Unit 1, Benchmark LR) Growing a Plant (Unit 3, Benchmark LR) Summer to Fall (Unit 8, Benchmark LR) Winter to Spring (Unit 8, Benchmark LR) All About the Weather by Nancy Day (Unit 3, RS Advanced LR) Seasons Change (Unit 3, RS Below Level LR) Im a Caterpillar (Unit 3, RS) It Looked Like Spilt Milk by Charles Shaw (Additional suggested titles about changes may be found in your school or local library and may be used at your discretion)

*How can we use the pictures and details in our stories to describe characters, setting, or events? *How can we write a nonfiction piece about something we know about? *How can gathering and remembering information help us in our writing? *How can asking and answering questions about books or things we learn help us have a better understanding of them? *How do we use different parts of speech correctly in order for others to understand our writing and speaking? *How can the relationships between words help us understand their meanings?

The Backward Design daily mini-lessons and narrative writing continues through week 15.

The first performance task will be due on December 5, 2014 (week 16).

Several narrative writing samples during the nine weeks should be scored with the writing rubric and included in the ELA/Math folder (week 16).

The Backward Design mini-lessons for the informational performance task begins week 17.

Informational writing begins week 17.

Unit 4

Informational

4 Weeks

Second Nine Weeks

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standards should be integrated and assessed throughout the nine weeks and the year. Week 15 Week 16 Week 17 Week 18

Informational

1RI4 Ask and answer questions to help determine or clarify the meaning

of words and phrases in a text 1RI8

Identify the reasons an author gives to support points in a text

1RI9 Identify basic similarities in and differences between two

texts on the same topic

1RL3 Describe the connection between two individuals, events, ideas, or pieces of

information in a text

1RL6 Distinguish between information provided by pictures or other

illustrations and information provided by the words in a text

1RI10 With prompting and support, read informational text of appropriate complexity for grade one

Foundational


Distinguish long from short vowel sounds in spoken

single-syllable words Long a and short a words Phoneme Substitution

(The word is bug. Change /g/ to /n/ Whats the word?)

Distinguish long from short vowel sounds in spoken single-syllable

words Long e and short e words

Phoneme Manipulation deletion, addition,

substitution

Distinguish long from short vowel sounds in spoken single-

syllable words Long i and short i words Phoneme Blending Blend sounds in words

(include consonant digraphs)


single-syllable words

Long o and short o words

Phonics Long a; -e, ay Long e; ee, ea Long i; -e, ie Long o; -e, oa

Students should be able to fluently read CVC words (not sound by sound), phrases, and chunked text

High Frequency

Words

Frys List 1I/J its, now, find, long

Frys List 1J down, day, did, get

Frys List 1J come, made, may, part

Review & Assess: Frys first 100 sight words

Narrative/ Informational

Writing

1W3 Write narratives 1W8 Recall information from experiences or gather information from provided sources to answer a question

1W3 Write narratives Narrative Performance

Task

1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure 1W7 Participate in shared research and writing projects (e.g., exploring a number of how-to books on a given topic and use them to write a sequence of instructions)


1SL1c Ask questions to clear up any confusion about the topics and texts under discussion

Language

1L1d Verb and adjective, shades of

meaning

Review previously taught standards

1L5a Sort words into categories (e.g., colors,

clothing) to gain a sense of the concepts the categories represent

1L5b Define words by

category and by one or more key attributes

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Required and Suggested Literature: Connection Communities

Extended Text Mamas Birthday Present ( Unit 4, RS) Connected Short Texts Looking for the Muffin Man (Unit 4, Benchmark Readers Theatre) Big Ben Helps the Town (Unit 2, Benchmark LR) Jans New Home (Unit 3, RS) Poem: If I could Build a Town http://www.jologriffin.com/gazillion.cfm?subpage=25700

Suggested Texts The Farmer in the Hat (Unit 2, RS) Mayor Mom (Unit 2, RS Advanced LR) The Kids Care Club (Unit 4, RS On-level LR) Humpty Dumptys Fall (Unit 5, Benchmark Readers Theatre) Farm Alarm (Unit 2, Benchmark LR) Duck for President by Doreen Cronin My Teacher for President by Kay Winters Our Community Garden by Barbara Pollak (Additional suggested titles about communities may be found in your school or local library and may be used at your discretion)

*How are characters and adventures from two different stories alike and different? *How can we identify who is telling the story in different parts of the books we are reading? *How can talking to our friends about our writing help us make it better? *How can gathering and remembering information help us in our writing? *How can we write an opinion piece on a topic or a book that we have read? *How can we write a story about something that happened in our lives? *How can we use different kinds of sentences in our writing and speaking?

The Backward Design daily mini-lessons and informational writing continues through week 24.

The second performance task will be due on February 20, 2015 (week 25).

Several informational writing samples during the nine weeks should be scored with the writing rubric and included in the ELA/Math folder (week 25).


Unit 5

Literary

4 Weeks

Third Nine Weeks

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Unit 5 Curriculum Map The standards identified each week are the instructional focus during that specific week. After the instructional focus,

these standards should be integrated and assessed throughout the nine weeks and the year. Week 19 Week 20 Week 21 Week 22

Literary

1RL7 Use illustrations and details

to describe characters, setting, or events

1RL3 Describe characters, settings, and major events in a story,

using key details

1RL1 Ask and answer questions about key details in a text

1RL2 Retell stories including details and demonstrate understanding of their

central message or lesson 1RL10 With prompting and support, read prose and poetry of appropriate complexity for grade one

Foundational



words Long o and short o words

Phoneme Blending Blend all the sounds in two, three,

and four phoneme words (including consonant blends)

Phoneme segmentation Break words into separate

sounds


and four phoneme words (including consonant

digraphs)

Phonics Long u; -e, ue Y as a vowel (when it makes the

long i or e sound) Suffixes (inflectional

endings) ed, ing Suffixes (inflectional

endings) s, es

Students should be able to fluently reading text

High Frequency

Words

Pretest on Frys second 100 word list

Frys list 2A over, new, sound, take

Frys list 2A only, little, work, know

http://lc2.boe.loga.k12.wv.us/buffalo/Fry%20Word%20Lists.html

Frys list 2A/B place, years, me, live


Frys list 2B back, give, most, very


Informational Writing



1SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood

Language

1L5b Define words by category and by one or more key

attributes (e.g., a duck is a bird that swims; a tiger is a

large cat with stripes)

1L5c Identify real-life connections between words and their use

1L2e Spell untaught words

phonetically, drawing on phonemic awareness and

spelling conventions

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Required and Suggested Literature: Connection Communities

Extended Text Comparing Two Cities (Unit 8, Benchmark LR) Connected Short Texts Community Helpers (Unit 1, Benchmark Anchor Poster) Life in a Suburban Community (Unit 5. Benchmark Big Book) Neighbors at Work (Unit 5, Benchmark LR) Poetry: Nobody Knows Where Our Bus Driver Goes by Jeff Mondak http://www.jeffspoemsforkids.com/s1.php?id=11

Suggested Texts Kids Can Have Jobs (Unit 4, Benchmark Anchor Poster) A Community has Homes (Unit 1, Benchmark LR) What is a Good Citizen? (Unit 6, Benchmark LR) Rural Communities (Unit 8, Benchmark LR) Where People Live (Unit 10, Benchmark LR) Who Works Here? (Unit 2, RS) Neighborhoods (Unit 2, RS On Level LR) Lonis Town (Unit 1, RS Advanced LR) School Then and Now (Unit 2, RS Advanced LR) All Kinds of Families (Unit 2, RS On Level LR) (Additional suggested titles about communities may be found in your school or local library and may be used at your discretion)

*How do the pictures and words in nonfiction books work together to present information? *How does knowing facts from a nonfiction book help us understand what the author wants us to learn? *What tools can we use to publish our writing? *How can we write an opinion piece on a topic or a book that we have read? *How do we use different parts of speech correctly in order for others to understand our writing and speaking? *What strategies can we use to help us figure out what an unknown word or phrase means?

The Backward Design daily mini-lessons and informational writing continues through week 24.

The second performance task will be due on February 20, 2015 (week 25).

Several informational writing samples during the nine weeks should be scored with the writing rubric and included in the ELA/Math folder (week 25).

The Backward Design daily mini-lessons begins week 26.

Opinion writing begins week 26.

Unit 6

Informational

5 Weeks

Third Nine Weeks

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Informational

1RI7 Use the illustrations

and details in a text to describe its key ideas

1RI2 Identify main topic and retell

key details of a text

1RI1 Ask and answer

questions about key details in a text

1RI5 Know and use various

text features to locate key facts or information in a

text

1RI5 Know and use various text features to locate

key facts or information in a text


Foundational


Decode two-syllable words following basic patterns by

breaking the words into syllables


and four phoneme words (including consonant blends)

Decode two-syllable words following basic

patterns by breaking the words

into syllables

Rhyming Produce rhymes

(Repeat rhyming words spoken by a teacher. Produce a word that rhymes with a given

word)



(including consonant digraphs)

Phonics Suffixes er, est

Prefixes re, un

2 syllable words ending in ly

2 syllable words ending in ty

2 syllable words ending in le


High Frequency

Words

Frys list 2B after, thing, our, just

Frys list 2C name, good, sentence, man

Frys list 2C think, say, great, where

Frys list 2C/D help, through, much,

before

Frys list 2D line, right, too, means

Fry 2nd 100 Sight word test assessment list 2A-

C

Informational/ Opinion Writing


1W2 Write informative/ explanatory texts Informative Performance Task

1W1 Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure 1W6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers


Review Speaking and Listening Standards

Language

1L1h Use determiners (e.g., articles,

demonstratives)

1L1g Use frequently occurring conjunctions (e.g.,

and, but, or, so, because)

Review previously taught standards

1L1j Produce and expand complete simple and compound declarative, interrogative, imperative,

and exclamatory sentences in response to questions and prompts

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Required and Suggested Literature: Connection Needs and Wants

Extended Text Baa Baa Black Sheep Sells Her Wool (Unit 3, Benchmark Readers Theatre) Connected Short Texts A Trip to the Market (Unit 3, Benchmark LR) Can we have a Pet? (Unit 7, Benchmark Anchor Poster) Martas Cupcake Problem (Unit 5, Benchmark LR) Poem: I Want, I Need http://www.poetryfoundation.org/poem/176178

Suggested Texts A Yard Sale (Unit 2, Benchmark LR) The Race to Recycle (Unit 4, Benchmark LR) Jakes Dreams (Unit 5, RS Advanced LR) A Chair For My Mother by Vera Williams Do I NEED It? or Do I WANT It? Making Budget Choices by Jennifer S. Larson The Difference Between Needs and Wants Discovery Education Great Minds Think: A Kids Guide to Money: https://www.clevelandfed.org/Learning_Center/Online_Activities/great_minds_think/Great_Minds_Think.pdf (Additional suggested titles about needs and wants may be found in your school or local library and may be used at your discretion)

*How are characters and adventures from two different stories alike? How are they different? *How can we identify who is telling the story in different parts of the books we are reading? *How can we work with our teacher to read books that are just right? *How can we write a story about something that happened in our lives? *How can we learn about topics and books by talking to our classmates? *How do we share with our classmates in a way that they will understand and enjoy what we want to say? *What rules do we follow while doing this?

The Backward Design daily mini-lessons and opinion writing continues through week 30.

The third performance task will be due on April 2, 2015 (week 31).

Several opinion writing samples during the nine weeks should be scored with the writing rubric and included in the ELA/Math folder (week 31).

Journal writing begins week 32.

Unit 7

Literary

5 Weeks

4th Nine Weeks

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Literary

1RL4 Identify words and phrases

in stories or poems that suggest feelings or appeal

to the senses

1RL6 Identify who is telling

the story at various points in a text







1RL5 Explain major

differences between books that tell stories and books that give

information 1RL10 With prompting and support, read prose and poetry of appropriate complexity for grade one

Foundational



words Long and short a and o



Long and short e and i



Long and short u

Phoneme Blending Blend all the sounds in four and five phoneme initial and final blends

Phoneme Blending Blend all the sounds in four and five phoneme

with initial and final blends

Phonics 2 syllable compound words Vowel oo Dipthong: oi, oy aw, au


High Frequency

Words

Frys list 2D old, any, same, tell

Frys list 2E boy, following, came,

want

Frys list 2E show, also, around,

farm

Frys list 2E/F three, small, set, put

Frys list 2F end, does, another, well

Opinion Writing

1W1 Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 1W6 use a variety of digital tools to produce and publish writing

1W1 Write opinion pieces Opinion Performance Task

1W7 Participate in shared research and writing projects


1SL1 Participate in collaborative conversations with diverse partners about grade one topics and text with peers and adults in small and larger groups 1SL6 Produce complete sentences when appropriate to task and situation

1SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood

Language

1L1i Use frequently occurring

prepositions 1L4a

Use sentence-level context as a clue to the meaning of a

word or phrase

1L1g Use frequently occurring

conjunctions 1L2c

Use commas in dates and to separate single words

in a series

1L6 Use words and

phrases acquired through conversations, reading, being read to,

and responding to

1L4C Identify frequently

occurring root words

1L4b Use frequently occurring

affixes as a clue to the meaning of a word

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Required and Suggested Literature: Connection Needs and Wants

Extended Text Needs: Past and Present (Unit 6, Benchmark Big Book) Connected Short Texts Our Money (Unit 6, Benchmark Anchor Poster) The Lemonade Stand (Unit 7, Benchmark LR) Our Money (Unit 1, Benchmark LR) Poetry: Needs and Wants sskinder.wikispaces.com/file/view/KSSNeedsWantsPoem.doc

Suggested Texts Dollars and Cents (Unit 7, Benchmark LR) All Work No Play (Unit 9 Benchmark LR) Jobs at School (Unit 10, Benchmark LR) The Telephone (Unit 5, RS Below LR) Pumpkins and Apples (Unit 5, RS On-Level Reader) (Additional suggested titles about needs and wants may be found in your school or local library and may be used at your discretion)

*How can talking about the nonfiction books we read help us learn new things? *How are two books about the same topic the same? How are they different? *How can we work with our teacher to read books that are just right? *How can we write an opinion piece on a topic or a book that we have read? *How do we share with our classmates in a way that they will understand and enjoy what we want to say?

Journal writing continues through week 37.

ELA/Math folder needs to be updated by the end of the year for all students.

Several writing samples should be scored with the writing rubric and included in the ELA/Math folder (week 37).

The high frequency words listed on the curriculum map are intended for mastery.

Unit 8

Informational

4 Weeks

Fourth Nine Weeks

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standards should be integrated and assessed throughout the nine weeks and the year. Week 33 Week 34 Week 35 Week 36 & 37

Informational

1RI4 Ask and answer questions to help determine or clarify the meaning

of words and phrases in a text 1RI8

Identify the reasons an author gives to support points in a text

1RI9 Identify basic similarities in and differences between two

texts on the same topic

1RL3 Describe the connection between two individuals, events, ideas, or pieces of

information in a text

1RL6 Distinguish between

information provided by pictures or other illustrations and

information provided by the words in a text


Foundational


Phoneme Blending Blend all the sounds in four and

five phoneme with initial and final blends


words

Phoneme Manipulation deletion, addition,

substitution



Phonics Refine and apply learned phonics skills when reading and writing


High Frequency

Words

Frys list 2F large, must, big, even

Frys 2nd 100 words list 2A-2F assessment

Review Frys 1st 100 word lists

Review Frys 2nd 100 word list 2A-2F

Narrative/ Informational/

Opinion Writing

1W1 Write opinion pieces 1W2 Write informative/explanatory pieces 1W3 Write narrative pieces 1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers


1SL2 Ask and answer

questions about key

details in a text

1SL3 Ask and answer questions about what a speaker

says

1SL4 Describe people, places, things, and events with relevant details,

expressing ideas and feelings clearly

1SL5 Add drawings or other visual displays to descriptions when

appropriate to clarify ideas, thought, and feelings

Language

1L4b Use frequently occurring affixes as a

clue to the meaning of a word

1L4c Identify frequently occurring

root words (e.g., look) and their inflectional forms

1L all Refine all yearlong standards

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First Grade Writing Lesson Plans: Week by Week

First Grade Common Core Writing Standards Text Types and Purposes ELACC1W1: Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ELACC1W3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Production and Distribution of Writing ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. a. May include oral or written prewriting (graphic organizers). ELACC1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge ELACC1W7: Participate in shared research and writing projects (e.g., exploring a number of how-to books on a given topic and use them to write a sequence of instructions). ELACC1W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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Week 1 Date Standards Lesson/Page Number

August 11 1W5 1L1k Making Sense of the Writers Workshop pages 110-11 August 12 1W5 1L1k Making Sense of the Writers Workshop page 112 August 13 1W5 1L1k Making Sense of the Writers Workshop page 113 August 14 1W5 1L1k Making Sense of the Writers Workshop page 114 August 15 1W5 1L1k Making Sense of the Writers Workshop page 115


August 18 1W5 1L1k Making Sense of the Writers Workshop pages 116-117 August 19 1W5 1L1k Making Sense of the Writers Workshop page 118 August 20 1W5 1L1k Making Sense of the Writers Workshop pages 119-120 August 21 1W5 1L1k Making Sense of the Writers Workshop page 121 August 22 1W5 1L1k Making Sense of the Writers Workshop page 122


August 25 1W5 1L1a Making Sense of the Writers Workshop page 123 August 26 1W5 1L1a Making Sense of the Writers Workshop page 124 August 27 1W5 1L1a Making Sense of the Writers Workshop page 125 August 28 1W5 1L1a Making Sense of the Writers Workshop page 126 August 29 1W5 1L1a Making Sense of the Writers Workshop page 127


September 1 NO SCHOOL September 2 1W5 1L1a 1L2b Making Sense of the Writers Workshop pages 128 September 3 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 129 September 4 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 130 September 5 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 130

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September 8 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 131 September 9 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 132 September 10 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 133 September 11 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 134 September 12 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 135


September 15 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 136 September 16 1W5 1L1a 1L2b Making Sense of the Writers Workshop pages 137-138 September 17 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 139 September 18 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 140 September 19 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 141

Week 7: Narrative Date Standards Lesson/Page Number

September 22 1W5 1L1a 1L2b Making Sense of the Writers Workshop page 142 September 23 1W3 1W5a 1L1a 1L2b Benchmark Writers Workshop Unit 2 pages 2-3 September 24 1W3 1W5a 1L1a 1L2b Benchmark Writers Workshop Unit 2 pages 4-5 September 25 1W3 1W5a 1L1a 1L2b Benchmark Writers Workshop Unit 2 pages 6-7 September 26 1W3 1W5a 1L1a 1L2b Benchmark Writers Workshop Unit 2 pages 8-9


September 29 1W3 1W5a 1L1b 1L2a Benchmark Writers Workshop Unit 2 pages 10-11 September 30 1W3 1W5a 1L1b 1L2a Benchmark Writers Workshop Unit 2 pages 12-13

October 1 1W3 1W5a 1L1b 1L2a Benchmark Writers Workshop Unit 2 pages 14-15 October 2 1W3 1W5a 1L1b 1L2a Benchmark Writers Workshop Unit 2 pages 16-17 October 3 1W3 1W5a 1L1b 1L2a Benchmark Writers Workshop Unit 2 pages 18-19

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October 6 1W3 1W5a 1L2a 1L2d Benchmark Writers Workshop Unit 2 pages 20-21 October 7 1W3 1W5a 1L2a 1L2d Benchmark Writers Workshop Unit 2 pages 22-23 October 8 1W3 1W5a 1L2a 1L2d Benchmark Writers Workshop Unit 2 pages 24-25 October 9 1W3 1W5a 1L2a 1L2d Benchmark Writers Workshop Unit 2 pages 26-27 October 10 1W3 1W5a 1L2a 1L2d Benchmark Writers Workshop Unit 2 pages 28-29


October 13 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 30-31 October 14 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 32-33 October 15 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 34-35 October 16 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 36-37 October 17 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 38-39


October 20 1W3 1W8 1L5d Benchmark Writers Workshop Unit 2 pages 40-41 October 21 1W3 1W8 1L5d Benchmark Writers Workshop Unit 2 pages 42-43 October 22 1W3 1W8 1L5d Benchmark Writers Workshop Unit 2 pages 44-45 October 23 1W3 1W8 1L5d Benchmark Writers Workshop Unit 2 pages 46-47 October 24 1W3 1W8 1L5d Benchmark Writers Workshop Unit 2 pages 48-49


October 27 1W3 1W8 1L1f Benchmark Writers Workshop Unit 2 pages 50-51 October 28 1W3 1W8 1L1f Benchmark Writers Workshop Unit 2 pages 52-53 October 29 1W3 1W8 1L1f Benchmark Writers Workshop Unit 2 pages 54-55 October 30 1W3 1W8 1L1f Benchmark Writers Workshop Unit 2 pages 56-57 October 31 1W3 1W8 1L1f Benchmark Writers Workshop Unit 2 pages 58-59

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November 3 1W3 1W8 1L1e Benchmark Writers Workshop Unit 2 pages 60-61 November 4 1W3 1W8 1L1e Benchmark Writers Workshop Unit 2 pages 62-63 November 5 1W3 1W8 1L1e Benchmark Writers Workshop Unit 2 pages 64-65 November 6 1W3 1W8 1L1e Benchmark Writers Workshop Unit 2 pages 66-67 November 7 1W3 1W8 1L1e Benchmark Writers Workshop Unit 2 pages 68-69


November 10 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 70-71 November 11 NO SCHOOL November 12 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 72-73 November 13 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 74-75 November 14 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 76-77


November 17 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 78-79 November 18 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 80-81 November 19 1W3 1W8 1L1d Benchmark Writers Workshop Unit 2 pages 82-83 November 20 1W3 1W8 1L1d Teacher selected mini-lesson (based on student need.) November 21 1W3 1W8 1L1d Teacher selected mini-lesson (based on student need.)

Week 16: Narrative Date Standard Lesson/Page Number

December 1 1W3 Students will write the writing narrative performance task. December 2 1W3 Students will write the writing narrative performance task. December 3 1W3 Students will write the writing narrative performance task. December 4 1W3 Students will write the writing narrative performance task. December 5 1W3 Students will write the writing narrative performance task.

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Week 17: Informational Date Standards Lesson/Page Number

December 8 1W2 1W7 1L5a Benchmark Writers Workshop Unit 3 pages 2-3 December 9 1W2 1W7 1L5a Benchmark Writers Workshop Unit 3 pages 4-5 December 10 1W2 1W7 1L5a Benchmark Writers Workshop Unit 3 pages 6-7 December 11 1W2 1W7 1L5a Benchmark Writers Workshop Unit 3 pages 8-9 December 12 1W2 1W7 1L5a Benchmark Writers Workshop Unit 3 pages 10-11


December 15 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 12-13 December 16 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 14-15 December 17 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 16-17 December 18 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 18-19 December 19 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 20-21


January 5 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 22-23 January 6 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 24-25 January 7 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 26-27 January 8 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 28-29 January 9 1W2 1W7 1L5b Benchmark Writers Workshop Unit 3 pages 30-31


January 12 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 32-33 January 13 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 34-35 January 14 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 36-37 January 15 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 38-39 January 16 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 40-41

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January 19 NO SCHOOL January 20 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 42-43 January 21 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 44-45 January 22 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 46-47 January 23 1W2 1W7 1L5c Benchmark Writers Workshop Unit 3 pages 48-49


January 26 1W2 1W7 1L2e Benchmark Writers Workshop Unit 3 pages 50-51 January 27 1W2 1W7 1L2e Benchmark Writers Workshop Unit 3 pages 52-53 January 28 1W2 1W7 1L2e Benchmark Writers Workshop Unit 3 pages 54-55 January 29 1W2 1W7 1L2e Benchmark Writers Workshop Unit 3 pages 56-57 January 30 1W2 1W7 1L2e Benchmark Writers Workshop Unit 3 pages 58-59


February 2 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 60-61 February 3 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 62-63 February 4 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 64-65 February 5 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 66-67 February 6 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 68-69


February 9 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 70-71 February 10 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 72-73 February 11 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 74-75 February 12 1W2 1W7 1L1h Benchmark Writers Workshop Unit 3 pages 76-77 February 13 1W2 1W7 1L1h Teacher selected mini-lesson (based on student need.)

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Week 25: Informational Date Standard Lesson/Page Number

February 16 1W2 Students will write the writing informational performance task. February 17 1W2 Students will write the writing informational performance task. February 18 1W2 Students will write the writing informational performance task. February 19 1W2 Students will write the writing informational performance task. February 20 1W2 Students will write the writing informational performance task.

Week 26: Opinion/Book Review Date Standard Lesson/Page Number

February 23 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 2-3 February 24 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 4-5 February 25 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 6-7 February 26 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 8-9 February 27 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 10-11


March 2 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 12-13 March 3 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 14-15 March 4 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 16-17 March 5 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 18-19 March 6 1W1 1W6 1L1g&j Benchmark Writers Workshop Unit 4 pages 20-21


March 9 1W1 1W6 1L1i 1L4a Benchmark Writers Workshop Unit 4 pages 22-23 March 10 1W1 1W6 1L1i 1L4a Benchmark Writers Workshop Unit 4 pages 24-25 March 11 1W1 1W6 1L1i 1L4a Benchmark Writers Workshop Unit 4 pages 26-27 March 12 1W1 1W6 1L1i 1L4a Benchmark Writers Workshop Unit 4 pages 28-29 March 13 1W1 1W6 1L1i 1L4a Benchmark Writers Workshop Unit 4 pages 30-31

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Week 29: Opinion/Book Review Date Standards Lesson/Page Number

March 16 1W1 1W6 1L1g 1L2c Benchmark Writers Workshop Unit 4 pages 32-33 March 17 1W1 1W6 1L1g 1L2c Benchmark Writers Workshop Unit 4 pages 34-35 March 18 1W1 1W6 1L1g 1L2c Benchmark Writers Workshop Unit 4 pages 36-37 March 19 1W1 1W6 1L1g 1L2c Benchmark Writers Workshop Unit 4 pages 38-39 March 20 1W1 1W6 1L1g 1L2c Benchmark Writers Workshop Unit 4 pages 40-41

Week 30: Opinion/Book Review Date Standards Lesson/Page Number

March 23 1W1 1W6 1L6 Benchmark Writers Workshop Unit 4 pages 42-43 March 24 1W1 1W6 1L6 Teacher selected mini-lesson (based on student need.) March 25 1W1 1W6 1L6 Teacher selected mini-lesson (based on student need.) March 26 1W1 1W6 1L6 Teacher selected mini-lesson (based on student need.) March 27 1W1 1W6 1L6 Teacher selected mini-lesson (based on student need.)


March 30 1W1 Students will write the writing opinion performance task. March 31 1W1 Students will write the writing opinion performance task.

April 1 1W1 Students will write the writing opinion performance task. April 2 1W1 Students will write the writing opinion performance task. April 3 NO SCHOOL

Week 32: Journals Date Standards Lesson/Page Number

April 13 NO SCHOOL April 14 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 2-3 April 15 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 4-5 April 16 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 6-7 April 17 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 8-9

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April 20 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 10-11 April 21 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 12-13 April 22 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 14-15 April 23 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 16-17 April 24 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 18-19


April 27 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 20-21 April 28 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 22-23 April 29 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 24-25 April 30 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 26-27

May 1 1W7 1L4b 1L4C Benchmark Writers Workshop Unit 1 pages 28-29


May 4 1W7 1L Benchmark Writers Workshop Unit 1 pages 30-31 May 5 1W7 1L Benchmark Writers Workshop Unit 1 pages 32-33 May 6 1W7 1L Benchmark Writers Workshop Unit 1 pages 34-35 May 7 1W7 1L Benchmark Writers Workshop Unit 1 pages 36-37 May 8 1W7 1L Benchmark Writers Workshop Unit 1 pages 38-39



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Backward Design for Narrative Performance Task 1

Week 8

Mini Lessons

Share literary texts and define the character through think alouds.

Discuss traits of a character; how they look, feel, act, etc.

Introduce the Details/Inference/Explanation chart and record character traits on the anchor chart

Explain to students that in several weeks, they will be completing one of these graphic organizers by themselves.

Introduce and briefly discuss anchor charts: Narrative Graphic Organizer.

Introduce the rubric: What is a rubric? What is its purpose? How can it help us show what we know and how to improve? (anchor chart)

Guided Practice

Students complete character graphic organizer in small groups, with a partner, or independently as teacher models.

Teacher provides immediate feedback. Independent Practice

Students will draw their own illustrations to describe characters.

Week 9

Mini Lessons

Share literary texts aloud; Record details on Details/Inference/Explanation chart

Refine character traits (how they look, feel, act) through think alouds.

Demonstrate and discuss how to complete the character part on the graphic organizer.

Discuss rubric anchor chart: What does proficient mean? How can we strive to be proficient? (Show proficient on rubric, explain if you work your hardest and it is not proficient, we will work together to improve, etc.)

Guided Practice

Read leveled readers; Record details about text on Details/Inference/Explanation graphic organizer

Students complete character graphic organizer in small groups, with a partner, or independently as teacher models.


Read independent-level texts; Record details about text on Details/Inference/ Explanation graphic organizer.

Complete character part of Narrative Graphic Organizer.

Week 10

Mini Lessons

Share a literary read aloud. Details/Inference/Explanation chart make inferences(infer what character is like in the future, when a fairy gives him/her a wish, how the character would change if this happened, various inference situations)

Define setting (where and when a story takes place) through think alouds.

Discuss different type of settings and how the setting affects the story. (anchor chart)

Demonstrate and discuss how the characters make connections with their setting.

Demonstrate and discuss how to complete the setting part of the narrative graphic organizer.

TH/F Introduce Connections rubric How do I develop my real-world connections

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and inferences?

Proficient/not proficient discuss an example of inference that is proficient and one that is not, why/why not? How to improve not proficient?

Guided Practice

Students complete setting graphic organizer in small groups, with a partner, or independently as teacher models.

Read leveled readers; Record details about text on Details/Inference/Explanation graphic organizer; Add inferences


Read independent-level texts; Record details about text on Details/Inference/ Explanation graphic organizer (Some students may be ready to add inferences to their graphic organizers.)

Complete character and setting parts of narrative elements graphic organizer.

Week 11

Mini Lessons

Share literary read alouds. Make inferences and explain inferences.

Revisit Details/Inference chart; add Explanation column to explain inferences (several modeled examples)

Define plot (beginning, middle, and end) through think alouds.

Create beginning, middle, and end anchor chart, including temporal words

Demonstrate and discuss how to complete the beginning, middle, and end sections of the narrative graphic organizer.

Introduce Thinking rubric How do I explain my inferences? Proficient/not proficient discuss an example of inference that is proficient and one

that is not, why/why not? How to improve not proficient? Guided Practice

Leveled readers; Record details about text on Details/Inference/Explanation graphic organizer; add/explain inferences as teacher models.

Complete narrative elements graphic organizer. Independent Practice

Read independent-level texts; Record details about text on Details/Inference/ Explanation graphic organizer; add inferences (Some students may be ready to add explanations to their graphic organizers.)

Week 12

Mini Lessons

Share literary read alouds.

Refine plot (beginning, middle, and end) through think alouds.

Make and explain inferences

Teacher models how to use Details/Inference/Explanation graphic organizers to draft a product by using beginning, middle, and end graphic organizer.

Guided Practice

Leveled readers; Record details about text on Details/Inference/Explanation graphic organizer; add/explain inferences as teacher models.

Use narrative graphic organizer to draft a product. Independent Practice

Read independent-level texts; Record details about text on Details/Inference/ Explanation graphic organizer; add/explain inferences (Some students may be ready to use their graphic organizers to begin drafting a product.)

Week Mini Lessons

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13 Share read alouds.

Complete narrative graphic organizer and shared writing.

Score shared writing using rubric.

Use new narratives and highlight aspects of connections (Where are inferences and real world connections?)

Use new narratives and highlight aspects of thinking (Where are explanations of inferences?)

(Making sure what is in graphic organizer/planning makes its presence in the writing)

Guided Practice

Use graphic organizers to plan and begin drafting as teacher models. Independent Practice

Read independent-level texts; Record details about text on Details/Inference/ Explanation graphic organizer; add/explain inferences (Some students may be ready to use their graphic organizers to begin drafting a product.)

Week 14

Mini Lessons

Share read alouds.



Introduce rubric Product: Organization

Proficient/not proficient organization examples

Plan to improve, revise

Introduce rubric Product: Clear Controlling Idea and Details

Revisit new narratives and model highlighting clear controlling idea in one color and details in another

Model adding more details to narrative Guided Practice

Conference: Use student writing samples to highlight evidence of connections and thinking in product; guided evaluation using rubric (highlight aspects on rubric).

Students score their writings using the rubric. Independent Practice

Read independent-level texts; Record details about text on Details/Inference/ Explanation graphic organizer; add/explain inferences.

Use narrative graphic organizers to draft narrative pieces.

Week 15

Mini Lessons

Share read alouds.



Introduce rubric Product: Engaging audience

Read alouds for voice, create anchor charts (writing)

Read alouds for engaging word choice, create anchor charts (writing)

Revisit new narratives and model finding two or three places to improve voice/word choice, revise.

Introduce rubric Product: create Mechanics checklist to use in editing narrative pieces, why important?

Use new narrative samples and model using mechanics checklist to edit Guided Practice

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Students score their writings using the rubric.

Create a plan of improvement on one aspect of the rubric.

Guided revision of writing based on plan of improvement. Independent Practice

Writing, scoring, and revising narrative writings.

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Details from Text Inference Explanation

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Grade 1 ELA Performance Task 1 Narrative Teacher Instruction Page

Common Core Georgia Performance Standards ELACC1RL1 Ask and answer questions about key details in a text ELACC1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson ELACC1RL3 Describe characters, settings, and major events in a story, using key details ELACC1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure ELACC1L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing ELACC1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships Task Notes

Prior to completing this task, teachers should use similar tasks throughout the nine week period to familiarize students with the use of graphic organizers and the student rubric. This will help students to be able to use graphic organizers and the student rubric independently for the performance task.

In order to truly measure reading comprehension, the text used for this task, Going Fishing may not be introduced or read prior to completing the performance task.

If students are unable to read the text, the teacher cannot read it to them, but students may use the illustrations to gain an understanding of the story in order to complete the task.

The task may take more than one day for students to complete, but should not replace ELA/Reading instruction and ongoing skills as it is designed for students to complete independently (station).

Instructions: Must be completed and scored by December 5, 2014. 1. The teacher will read and explain the student rubric aloud to the students. 2. The students will independently read decodable reader 13, Going Fishing. 3. The students will independently complete a graphic organizer of their choice to generate ideas to

write a narrative. 4. The students will then write a narrative continuing the story Going Fishing. What will Tad and his

family do after they leave the pond? Students must use narrative elements (e.g. recounting two or more sequenced events, details, beginning, middle, end) in their product.

5. The student will self-assess while the teacher explains each element of the rubric. 6. The teacher will conference with each pupil to discuss the student rubric. How to use the Teacher Rubric

The teacher will assess the final student writing product using the Language Arts Process Rubric.

The student assessment of product part of the teacher rubric uses the completed student assessment.

Resources

Student ELA task booklet

Reading Street Decodable Reader 13 Going Fishing

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Grade 1 ELA Performance Task 1 Narrative Narrative Writing Product

What will Tad and his family do after they leave the pond? Explain your thinking.

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Name: Task: NARRATIVE

Language Arts First Grade Student Rubric

Not Evident Emerging Proficient Exemplary

Connections

Thinking

Product

Why? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Next steps _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

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Name: Task: NARRATIVE

Language Arts Process Rubric


Connections Develops no

inferences or real world connections

Develops limited or below grade level

inferences and real world connections

Develops grade level appropriate,

defensible inferences and real world

connections

Extends grade level appropriate, defensible

inferences, and real world connections to an unfamiliar context

Thinking No explanation of

inferences Limited explanation

of inferences

Explanation of inferences makes

sense in context of product

Explanation of inferences shows multiple ways of

thinking

Product

Ineffective organization

Evidence of organization

Effective organization Effective organization

No controlling idea and/or supporting

details

Minimal or partially developed controlling idea and supporting

details

Clear controlling idea and supporting

evidence

Well-developed controlling idea and detailed supporting

evidence

No engagement of audience, voice and

word choice

Little engagement of audience, voice and

word choice

Engages audience through voice and

word choice

Engages and connects audiences prior

knowledge through voice and word choice

Frequent errors in sentence formation,

usage, and mechanics

Some errors in sentence formation,

usage, and mechanics

Few errors or no errors in sentence

formation, usage, and mechanics

Few errors or no errors in sentence formation, usage, and mechanics

Student Assessment of Product

Uses a student rubric to record scores in

connections, thinking, and

products with no or an inappropriate

rationale and plan for improvement


connections, thinking, and products with a partially appropriate rationale and plan for

improvement


connections, thinking, and products with

appropriate rationale and plan for

improvement

Uses a student rubric to accurately record

scores in connections, thinking, and products

with appropriate rational and plan for

improvement

Student assessment matches teacher

assessment reflecting similar rationale and plan for improvement

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Writing Rubric

First Grade Narrative

One additional narrative of the teachers choice for the first nine weeks should be written and scored using this rubric.

This narrative should be placed in the ELA/Writing Folder.

Expectations

Not Met Approaching Expectations

Meets Expectations

Exceeds Expectations

Ideas

o No character, setting, or plot is evident.

o No story is told.

o There is evidence of a story map to plan ideas.

o Two of the three elements (character, plot, and setting) are evident.

o Student creates a character, setting, and plot.

o Focus is on telling a story with a point.

o Student tells a clear story with characters that have motives.

o Setting is well developed. o There is a problem to be

solved or a challenge to overcome.

Organization

o Story stages not evident. o Sentences are in random

order.

o Student has 2 of the 3 story stages (beginning, middle, and end).

o Begins to hold the readers attention.

o Student has a beginning, middle, and end.

o Most sentences flow in order.

o Student has a clear beginning, middle, and ending.

o Events of plot flow in a sequential order.

Style

o Sentences are repeated. o Sentences are incomplete

or do not make sense. o Words are repeated.

o Many sentences begin the same way.

o All simple sentences are used.

o Few interesting words are used.

o Most sentences begin in different ways.

o Some strong colorful parts of speech are used.

o Variety of sentence structure is used (simple/complex/ compound).

o Creative words, expressive language is evident.

o Evidence of awareness of audience.

Conventions

o Errors prevent understanding, may include: illegible handwriting inadequate spacing No capitalization Spelling errors

o Paper has numerous errors in capitalization, spelling, and/or punctuation.

o Errors interfere with meaning.

o Paper has few errors in capitalization and punctuation.

o High frequency spelling words are spelled correctly.

o Errors do not interfere with meaning of the writing.

o Paper is free of spelling, punctuation, and capitalization errors.

o Subjects and verbs agree. o Writer utilizes more

complex punctuation and/or vocabulary.

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Backward Design for Informational Performance Task 2

Week 17

Mini Lessons (Teacher)

Share informational text aloud; Record facts about text on Facts/Inference/ Explanation graphic organizer.

Define main idea/topic through think alouds. Guided Practice (Students with teacher guidance)

Leveled readers; Record facts about text on Facts/Inference/Explanation graphic organizer.

Teacher provides immediate feedback. Independent Practice (Students)

Use illustrations to state what the story is about.

Week 18

Mini Lessons

Share informational text aloud; Record inferences on Facts/Inference/Explanation graphic organizer.

Use illustrations and other text features to identify what the text is mostly about (making a connection to main idea/topic).

Refine main idea through think alouds. Guided Practice

Leveled readers; Record inferences about text on Facts/Inference/Explanation graphic organizer.

Independent Practice

Read independent-level texts; Record facts about text on Facts/Inference/ Explanation graphic organizer.

Identify the main idea in a text.

Week 19

Mini Lessons

Share informational text aloud; Record inferences on Facts/Inference/Explanation graphic organizer.

Demonstrate and discuss how to complete the main idea part of the Topic/Facts graphic organizer.

Rubric: connections, using examples from graphic organizer (to make sure foundation is present to show up in product).

Guided Practice

Leveled Readers; Record inferences about text on Facts/Inference/Explanation graphic organizer.

Students complete topic part of Topic/Facts graphic organizer in small groups, with a partner, or independently.


Read independent-level texts; Record facts about text on Facts/Inference/ Explanation graphic organizer (Some students may be ready to add inferences to their graphic organizers).

Week 20

Mini Lessons

Share informational text aloud; Record explanations on Facts/Inference/ Explanation graphic organizer.

Define supporting details/facts through think alouds.

Rubric: Thinking Guided Practice

Leveled readers; record explanations on Facts/Inference/Explanation graphic

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organizer.

Students identify main idea/topic and supporting details/facts in small groups, with a partner, or independently.


Read independent-level texts; Record facts about text on Facts/Inference/ Explanation graphic organizer; add inferences (Some students may be ready to add explanations to their graphic organizers.)

Week 21

Mini Lessons

Share informational text aloud; Record facts, inferences, and explanations on Facts/ Inference/Explanation graphic organizer.

Demonstrate and discuss how to complete the facts part of the main Topic/Facts graphic organizer.

Teacher models how to use facts/inference/explanation graphic organizers to draft a product by using the main idea/supporting details graphic organizer.

Guided Practice

Leveled readers; Record facts, inferences, explanations on Facts/Inference/ Explanation graphic organizer.

Students complete facts part of Topic/Facts graphic organizer in small groups, with a partner, or independently.


Read independent-level texts; Record facts about text on Facts/Inference/ Explanation graphic organizer; add/explain inferences and explanations.

Complete the supporting details part of the Topic/Facts graphic organizer.

Week 22

Mini Lessons

Share informational text aloud; Record facts, inferences, and explanations on Facts/ Inference/Explanation graphic organizer.

Complete Topic/Facts graphic organizer and shared writing.

Score shared writing using the rubric.

Model highlighting connections in product draft.

Model highlighting thinking in product draft. Guided Practice

Use graphic organizers to plan and begin drafting.

Highlight connections in product draft.

Highlight thinking in product draft. Independent Practice

Read independent-level texts; Record facts about text on. Facts/Inference/ Explanation graphic organizer; add/explain inferences

Complete the Topic/Facts graphic organizer and begin drafting.

Week 23/24

Mini Lessons

Share informational text aloud.

Teacher models using graphic organizer to draft product.

Use all parts of rubric to evaluate second product (highlight evidence) one piece a day, create plan for improvement, revise product.

Guided Practice

Conference: Use student writing samples to highlight evidence of connections and thinking in product; guided evaluation using rubric (highlight aspects on rubric).

Students score their writings using the rubric. Independent Practice

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Read independent-level texts; Record facts about text on Facts/Inference/ Explanation graphic organizer; add/explain inferences.

Use the Topic/Facts graphic organizer to draft informational writing.

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Fact from Text Inference Explanation

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Grade 1 ELA Performance Task 2 Informational Teacher Instruction Page

Common Core Georgia Performance Standards ELACC1RI7 Use illustrations and details in a text to describe its key details ELACC1RI10 With prompting and support, read informational texts appropriately complex for grade 1 ELACC1W2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure ELACC1W7 Participate in shared research and writing projects (e.g., exploring a number of how-to books on a given topic and use them to write a sequence of instructions) ELACC1L1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Task Notes

Prior to completing this task, teachers should use similar tasks throughout the nine week period to familiarize students with graphic organizers and the student rubric. This will help students to be able to use a graphic organizer of their choice and the student rubric independently for the performance task.

In order to truly measure reading comprehension, the text used for this task, We Use Honey, may not be introduced or read prior to completing the performance task.

If students are unable to read the text, the teacher cannot read it to them, but they may use the illustrations to gain an understanding of the story in order to complete the task.

The task may take more than one day for students to complete, but should not replace ELA/ Reading instruction and ongoing skills as it is designed for students to complete independently (station).

Instructions: Must be completed and scored by February 20, 2015. 1. The teacher will read and explain the student rubric aloud to the students. 2. The students will independently read the leveled reader, We Use Honey. 3. The students must independently complete a graphic organizer of their choice to generate

ideas to write an informative writing piece. 4. The students will then write an informative/explanatory product to kindergartners telling about

three ways that honey is used and why these ways are important. The students must use informative/explanatory elements in their writing product (e.g. name the topic, give facts about the topic, and provide a closure).

5. The student will self-assess while the teacher explains each element of the rubric. 6. The teacher conferences with each pupil to discuss the student rubric. How to use the Teacher Rubric

The teacher will assess the final student writing product using the Language Arts Process Rubric.

The student assessment of product part of the teacher rubric uses the completed student assessment.

Resources

Student ELA task booklet

Reading Street Leveled Reader We Use Honey

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Grade 1 ELA Performance Task 2 Informational Writing Product

Write an informational piece to kindergartners about three ways honey is used.

Explain why these ways are important.

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Name: Task: INFORMATIONAL

Language Arts First Grade Student Rubric


Connections

Thinking

Product

Why? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Next steps ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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Name

Documents

2014-2015 ELA First Grade Teacher Guidance Document