CURRICULUM MAP - tbam Docs/CURRICUL… · Categorize word sounds by spelling ( i.e. ou/oi, a/ay/ai, ee/ea, i/igh, ow/o/oa) Identify blends and digraphs (i.e. ch, sh, tch, th, wr,

CURRICULUM MAP Subject: Language Arts Grade: First ★Enrichment Curriculum: The purpose of this curriculum is to expand, extend, and enrich the regular curriculum, to motivate and stimulate the academic and creative talents of all students, and to encourage higher order questioning and critical thinking in the learning process. ★Essential Skills

•Provide opportunities for real-world investigations and experiences •Encourage fluency, flexibility, originality, and elaboration through open-ended

classroom activities and products •Provide opportunities for creative problem solving and divergent thinking techniques •Provide opportunities for students to connect prior knowledge to new learning

experiences and to establish relationships across disciplines •Integrate creative thinking skills and problem-solving strategies with solid learning

content •Provide opportunities for independent and small group projects and investigations

•Emphasis should be placed on students’ interests, learning styles, and strengths and open-ended problems with multiple solutions or multiple paths to solutions. •Help students transfer abstract thinking into a variety of forms of expression

•Use choice in student assignment so students can use their strengths to demonstrate their knowledge.

I. Unit: Phonics

A. Content/Essential Questions Will the student be able to demonstrate knowledge of the alphabetic principle and apply

grade-level phonics to reading? Standards: The following Common Core standards apply to all units below: RF.1.2- Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2a- Distinguish long from short vowel sounds in spoken single syllable words. RF.1.2b- Orally produce single-syllable words by blending sounds (phonemes), including

consonant blends. RF.1.2c- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) n

spoken single-syllable words. RF.1.2d- Segment spoken single-syllable words into their complete sequence of

individual sounds (phonemes). RF.1.3- Know and apply grade-level phonics and word analysis skills n decoding words. RF.1.3a- Know the spelling-sound correspondences for common consonant diagraphs. RF.1.3b- Decode regularly spelled one-syllable words.

RF.1.3c- Know final –e and common vowel team conventions for representing long vowel sounds.

RF.1.3d- Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

RF.1.3e- Decode two-syllable words following basic patterns by breaking the words into syllables.

RF.1.3f- Read words with inflectional endings. RF.1.3g- Recognize and read grade-appropriate irregularly spelled words. RF1.4- Read with sufficient accuracy and fluency to support comprehension. RF1.4a-Read on-level text with purpose and understanding. RF1.4b- Read on-level text orally with accuracy, appropriate rate, and expression on

successive readings. RF.1.4c- Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.

B. Skills The student will be able to:

● Generate sounds from all letters and spelling patterns (ie, consonant blends, long and short vowel patterns) and blend those sounds into words.

● Identify the sounds of vowels short and long a, e, i, o and u, y as an e and y as an i, ight and consonant digraphs, (ch, tch, kw, hw, sh, th, wh, ck) in printed words.

● Decode words with r-controlled letter-sound associations (ar, ur, ir, er, or).

● Decode words from common word families (am, ad, ap, ag, in, it, op, on, en, end, ut, ub, etc), contractions ‘s, ‘ll, ‘t , etc. compound words: backpack, mailbox, sunshine, etc

● Recognize high frequency words. (i.e. air, animals, around, live, soon, turns, because, most, to picture, cook, front, listen, young, etc)

● Identify common, irregular words, ou, ow, all, oo. ● Decode base words and inflectional endings, es, ed, ing. ● Use self-correction when subsequent reading indicates an earlier

misreading. ● Identifies rhyming words; decodes words with same

phonogram/phonemic pattern (at, cat, bat). ● Identifies compound words (football). ● Predicts and self-corrects using initial letter, final letter, and letter

clusters. ● Match sounds with letters for short and long vowels ● Categorize word sounds by spelling ( i.e. ou/oi, a/ay/ai, ee/ea, i/igh,

ow/o/oa) ● Identify blends and digraphs (i.e. ch, sh, tch, th, wr, ck) ● Identify compound words in a sentence

● Identify words that rhyme ● Alphabetize a group of words to the 2nd and 3rd letter ● Identify homophones ● Divide words into syllables ● Spell complex sounds correctly in words (i.e. schwa, r-controlled

vowels) ● Identify prefixes, suffixes and root words (i.e. ing, ed, y, s, es, er, est, ly) ● Form compound words with two known words ● Uses context clues to read words within own experiences

★Enrichment Skills •Alphabetize a group of words to the 2nd and 3rd letter •Identify homophones •Divide words into syllables •Form compound words with two known words

•Recognize and know the meaning of contractions with one-letter omission •Experiment to see what makes sense and make a second attempt if words or phrases do

not sound right •Identify prefixes, suffixes, and root words •Develop reading fluency

C. Activities/Procedures

● Direct instruction ● Cumulative blending method is employed ● Identifying syllable boundaries ● Identifying syllable types ● Isolating affixes ● Applying phonics knowledge to blend syllables in sequence ● Word building and word blending ● Complete weekly activities included in the Wonders curriculum ● Reading for fluency in Wonders readers ● Create interactive literacy notebook to integrate spelling patterns with

grammar rules ★Enrichment Activities and Procedures

•Scavenger hunts for word sounds •Syllable Sorting •iPad app-Teaching Homophones

• Choose a letter sound and design a collage of pictures for your letter sound •Make a set of concentration cards to match the letter sounds with picture words with

sounds

D. Resources

●Wonders Word Cards ●Wonders Online resources ●Superkids Ice-cream paper ●Wonders assessments ●Wonders Student workbooks ●Wonders leveled books – Easy, on-level, challenging ●Wonders Blackline Masters ●Dry erase boards with markers for students ●Writing Journals ● Interactive Writer’s notebook ●Fontas and Pinnell Guided Reading Books ●Reading A-Z ●Razz Kids ●Literacy Notebooks ●Tumblebooks

★Enrichment Resources

•iPad app-Teaching Homophones (99¢)

E. Technology

● Active board videos from discoveryeducation.com: Phonics and Reading for Students, R controlled vowels and digraphs, Q Never Stands Alone, R Controlled Vowels Defined, the Ar song, The Ar sound, the Sh Sound, The Sh Song, Turning a Wish Into a Fish, Phonics in context: the Long and Short Vowels, etc

●Wonders Interactive Tuck-Ins ●Wonders Big Book read-aloud stories ●Wonders Daily Routines online ●Reading Wonders online fun – home and at school ●www.spellingcity.com ●Razz Kids ●Brain Pop ●Discovery Education ● IPad Apps IPad Apps (Learning with Homer, Letter Fall, Learning Touch)

F. Assessment

● Worksheets from Wonders Reading Series ● Teacher observation ● Wonders Assessments ● MPG NWEA Assessments

http://www.spellingcity.com/

II. Unit: Vocabulary

A. Content/Essential Questions

● Will the student be able to use new vocabulary that is introduced and taught directly?

● Do readers use context clues to determine meaning of words? ● Will the student listen to, read, and discuss both familiar and

conceptually challenging text? Standards:

Common Core Standards RI.1.4- Ask or answer questions to help determine or clarify the meaning of words and

phrases in a text. L.1.4a- Use sentence-level context as a clue to the meaning of a word or phrase. L.1.4b- Use frequently occurring affixes as a clue to the meaning of a word. L.1.4c- Identify frequently occurring root words (e.g., look) and their inflectional forms

(e.g., looks, looked, looking). L.1.5- With guidance and support from adults, demonstrate understanding of word

relationships and nuances in word meaning. L.1.5a- Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts

the categories represent. L.1.5b- 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). L.1.5c- Identify real-life connections between words and their use (e.g., note places at

home that are cozy). L.1.5d- Distinguish shades of meaning among verbs differing in a manner (e.g., look,

peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

L.1.6- 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 (e.g., because).

B. Skills

The student will be able to:

● Use new vocabulary that is introduced and taught directly ● Listen to, read, and discuss both familiar and conceptually challenging

text ● Use context clues to ascertain meaning of unknown words ● Categorize key vocabulary and identify salient features

★Enrichment Skills

•Use context clues to determine the meaning of unknown words •Identify nouns, verbs, adjectives in a sentence

•Use knowledge of the meaning of individual words to predict the meaning of compound words

•Demonstrate understanding of word relationships in word meanings by identifying real life connections between words and their meanings

Create a crossword puzzle for your vocabulary words using www.abcya.com •Illustrate your vocabulary words. Write the word on the back of each drawing and see if

your classmates can guess the vocabulary word. •Write a silly sentence for each word.

•Create a story using your vocabulary words. Illustrate your story when your writing is complete.

•Write a sentence that uses each vocabulary word correctly and then write a sentence that use a synonym for each vocabulary word.


a. Direct instruction b. Small group instruction c. Exposure to vocabulary through:

i. Reading selections ii. Charts

iii. Word of the week ★Enrichment Activities/Procedures •Display vocabulary words on the word wall. Dim classroom lights and use a flashlight to

highlight words on the word wall. Instruct students to record the definitions or write sentences that demonstrate meanings of the highlighted words.

•Locate vocabulary words in context and restate the meanings using your own words. •Write a short story using half of your vocabulary words.

•Write a song or rap using most of your spelling words. Share with your class. •Draw and color pictures that represent the meaning of your vocabulary words. •Create a game using your vocabulary words. Make sure the game can be played by your

classmates. •Cut pictures or words from a magazine, newspaper, or from the computer that represents

the meanings of each word.

D. Resources

● Word of the Day sheet- One word per day for 4 days ● Dictionary skills sheet ● A Word a Day Student Workbooks ● Wonders online resources ● Vocabulary Student Journals ● Raz-Kids ● Seesaw ● Google Classroom resources

E. Technology

● Active board activities ● Online children’s dictionary ● Wonders online resources ● Document Camera ● Quizlet ● Google Classroom ● Seesaw

F. Assessment

● MPG Testing ● B-Block Skills Tests ● A Word a Day Vocabulary book activities ● End of selection vocabulary test ● Students will write a sentence and illustrate each vocabulary of the

week word ● Worksheets from Wonders Reading Series ● Teacher observation ● Wonders Assessments ● A Word a Day Assessments

III. Unit – Reading Comprehension Skills


● Simple stories ● Fact from fiction ● Rhyme ● Sequencing events ● Elementary plot and problem/solution ● Prior knowledge usage ● Questions and answers

● Character, setting and elementary plot

Standards: The following Common Core standards apply to all units below: RL.1.1- Ask an answer questions about key details in a text (literature).

RL.1.2 – Retell stories, including key details, and demonstrate an understanding of their central message or lesson.

RL.1.3- Describe characters, settings, and major events in a story, using key details. RL.1.4- Identify words and phrases in stories or poems that suggest feelings or appeal to

the senses. RL.1.5- Explain major differences between books that tell stories and books that give

information, drawing on a wide reading of a range of text types. RL.1.6- Identify who is telling the story at various points in a text. RL.1.7- Use illustrations and details in a story to describe its characters, setting, or

events. RL.1.9- Compare and contrast the adventures and experiences of characters in stories. RL.1.10- With prompting and support, read prose and poetry of appropriate complexity

for grade 1. RI.1.1- Ask and answer questions about key details in a text. RI.1.2- Identify the main topic and retell key details of a text. RI.1.3- Describe the connection between two individuals, events, ideas, or pieces of

information in a text. RI.1.4- Ask and answer questions to help determine or clarify the meaning of words and

phrases in a text. RI.1.5- Know and use various text features (e.g., headings, tables of contents, glossaries,

electronic menus, icons) t locate key facts or information in a text. RI.1.6- Distinguish between information provided by pictures or other illustrations and

information provided by the words in a text. RI.1.7- Use the illustrations and details in a text to describe its key ideas. RI.1.8- Identify the reasons an author gives to support points in a text. RI.1.9- Identify basic similarities in and differences between two texts on the same topic

(e.g., in illustrations, descriptions, or procedures). RI1.10- With prompting and support, read informational texts appropriately complex for

grade 1. SL.1.1- Participate in collaborative conversations with diverse partners about grade 1

topics and texts with peers and adults in small and larger groups. SL.1.1a- Follow agreed-upon rules for discussions (e.g., listening to others with care,

speaking one at a time about the topics and texts under discussion). SL.1.1b- Build on others’ talk in conversations by responding to the comments of others

through multiple exchanges. SL.1.1c- Ask questions to clear up any confusion about the topics and texts under

discussion. SL.1.2- Ask and answer questions about key details in a text read aloud or information

presented orally or through other media.

SL.1.3- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.1.4- Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6- Produce complete sentences when appropriate to task and situation.

L.1.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content choosing flexibly from an array of strategies.

L.1.4a- Use sentence-level context as a clue to the meaning of a word or phrase. L.1.4b- Use frequently occurring affixes as a clue to the meaning of a word. L.1.4c- Identify frequently occurring root words (e.g., look) and their inflectional forms

(e.g., looks, looked, looking). L.1.5- With guidance and support from adults, demonstrate an understanding of word

relationships and nuances in word meaning. L.1.5a- Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts

the categories represent. L.1.5b- 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). L.1.5c- Identify real-life connections between words and their use (e.g., note places at

home that are cozy). L.1.5d- Distinguish shades of meaning among verbs differing in a manner (e.g., look,

peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


B. Skills

The student will be able to:

● Self-select text on the basis of interest or familiarity. ● Link personal experience and prior knowledge to make predictions

about a word, story-line, or book and is able to substantiate them ● Generate questions before, during, and after reading and acquires

information to answer them ● Exhibit strategies for self-monitoring when reading:

o Uses self-correction o Re-reads to clarify meaning o Slows down when reading difficult text o Makes meaningful substitutions

● Retell story sequentially

● Retell the events of a story using the elements of a story (characters, setting, problem, events, solution)

● Read orally with increasing fluency and expression ● Student will identify literary elements including characters, setting, and

elementary plot ● Make inferences and predictions based on information which is both

explicit and implicit in a text ● Follow printed directions ● Student responds critically to texts read or viewed ● Determine the solution (in the story) ● Recognize fact from fiction ● Identify cause and effect ● Predict events in a story ● Arrange increasing numbers of events in sequence ● Draw conclusions from given facts ● Identify the author’s purpose ● Recall main ideas of what has been read aloud ● Explain the difference between fact and fiction ● Discuss feelings evoked by stories. ● Recognize rhyme ● Use commas, end punctuation, and quotations marks as clues to

meaning. ★Enrichment Skills

● Use the literal meaning of text to compare and contrast •Make judgements •Create original products that relate to the text •Provide personal views using support based on text evidence •Finding relationships within the text •Compose alternative conclusions •Identify main characters in text. Write five words that best describes each character and

record evidence from the text to support the descriptions •Act it out! Identify the traits, actions and feelings of characters in stories. Perform the

character’s traits. •Restate lines and read using your own words •Create something new using what you have learned from your reading and the synopses •Use textual clues to read between the lines and make judgments about specific textual

events, ideas, or character analysis •Dramatize a story •Compose an original song, poem, story or art based on your readings •Experiment with meanings. Re-imagine what might happen in your story •Describe people, places, things and events with relevant details, expressing ideas and

feelings clearly •Describe how characters in a story respond to major events and challenges •Use information gained from the illustrations and words in print to demonstrate

understanding of characters, setting and plot

•Explore a number of books by an author and express opinions about them •Explore a number of how-to books on a given topic and use them to write a sequence of

instructions •Read prose and poetry of appropriate complexity


● Large group instruction ● Read aloud the text ● Popcorn reading ● Read the text ● Small group instruction ● Small Group Reading Journaling ● 1 to 1 instruction ● Graphic organizers – Venn diagrams, story webs, cause and effect,

beginning-middle-end, sequence and two column charts ● Choral reading ● Silent reading ● Buddy reading ● Teacher read-aloud ● Think-Pair-share ● My partner says ● Fountas and Pinnell – guided reading collection ● Reading Wonders- leveled reading collection ● Turn and talk ● Reading centers ● Computer stations ● Word Wall ● Differentiated reading groups ● Wonders Big Book collection ● Kagan Structures ● Class created anchor charts

★Enrichment Activities and Procedures

•Jacob’s ladder –Reading Comprehension Program Level 1 (Grades 2) •”I’m a Text Detective”-Mini booklet – Support and prove character traits, setting, main

idea, text connections and author’s purpose •Write a song that summarizes your story. •Act out your favorite scene from your story.

•Write a test for the book. Include 5 questions. Create an answer key for your questions. •Create a poster of your favorite scene.

•Create a Venn diagram using the main characters. Brainstorm as many differences and similarities as possible.

•Write five questions for an interview that you will have with the main character of your story. Write the answers to your questions.

•Write a letter to the main character. Think about what you would like to tell or ask the main character as well as your thoughts and feelings about the character actions.

•Write about what you wished would have happened in the story. •Pretend you are phoning a friend and leaving a message about the book you read. Write

out the message you would leave. •Make a mobile to share information about your book. to share information about your book. •Using recyclable materials, create a puppet of your favorite character. •Act out the best scene in your book. •Create a picture dictionary for at least 5 vocabulary words found in your book. D. Resources

● Trade books: o Rapunzel o A Chair for My Mother o Abuela o Sylvestor and the Magic Pebble o Slugger’s Car Wash o Ira Sleeps Over o A Night at the Fair o Tales That Julian Tells

★Enrichment Trade Books

•Magic Tree House Series by May Pope Osborne •Bink & Gollie by Kate DiCamillo •The Boxcar Children Series by Gertrude Chandler Warner • Ivy and Bean Series by Annie Barrows • The Year of Billy Miller by Kevin Henkes • Cam Jansen Series by David A. Adler • Mercy Watson Series by Kate DiCamillo •Pinkie and Rex Series by James Howe •Horrible Harry Series by Suzy Kline •Commander Toad Series by Jane Yolen •Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst •The Velveteen Rabbit by Margery Williams • Amelia Bedelia by Peggy Parish •Frog and Toad are Friends by Arnold Lobel •Henry and Mudge by Cynthia Ryland

● Reading Wonders First Grade Reading Series

o Reading Writing Workshop o Literature Anthology o Close Reading Workbook o Your Turn Practice Book

● Read assorted mysteries, fairy tales ● Assorted non-fiction books about: sports, community workers, plants, ,

music, science, biographies, insects, and animals •Enrichment Resources

•Jacob’s ladder Elementary 1 •Readingatoz.com •Readinglady.com •Readtheory.com

•Readworks.com-comprehension • Arbookfind.com-find leveled books •Bookadventure.com-leveled books •Booksource.com-leveled books •Readworks.com-comprehension • Reading A to Z and Raz Kids

E. Technology

● Variety of websites: Brainpopjr.com, Connected.com (https://connected.mcgraw-hill.com/rd14s/dashboard.do), discoveryeducation.com, spellingcity.com, abcya.com, youtube.com

● Wonders activities on the Promethean board ● Wonders videos and songs on Promethean board ● Reading apps ● Raz-Kids ● Seesaw ● Google Classroom ● Quizlet

F. Assessment

● Teacher observation ● Student ability to retell a story in sequence ● Student ability to answer comprehension questions ● Student responses to questions asked during small group instruction. ● Student written responses utilizing a variety of graphic organizers ● Exit slips ● Orally restating the story read ● Reading Menu-student responses ● Anecdotal Records – teacher observational notes ● Worksheets from Wonders Reading Series ● Teacher observation ● Wonders Assessments ● Homework Comprehension Practice Pages

★Enrichment Assessment

● Tests, class assignments, observations, informal interviews, and portfolios

IV. Unit—Connecting Children’s Literature with Judaic Heritage- The Rosenfeld Legacy Project

● Blending of Jewish values to secular literature ● Finding Jewish interpretation of mainstream materials ● Connection of Jewish values to secular values in our society ● Connecting MLK Jr to Rabbi Heschel - Legacy ● Integration of art, music to literature and Judaic morals

Book: Duck! Rabbit! By Amy Krouse Rosenthal


● Can there be more than one answer to a question? ● Is it okay to disagree? How do we politely disagree? ● What are the benefits of multiple viewpoints? ● Are there times when there is no “right” or “wrong” answer? Can you

give examples ● Why does Judaism encourage us to question and challenge? ● Text to text connections ● Text to self-connections ● Text to world connections

Standards:

● Connects to Common Core reading and writing standards (see language arts)

● Engage students in critical thinking through the blending of Jewish wisdom, ethics, and values, above and beyond the standards

● Integrates art, music and literature to Judaic learning Judaic Heritage:

● Teach me Torah portions and responses ● Who is wise? The person who learns from everyone (Pirkei Avot 4:1) ● Bringing Peace Between People - Ha’va’at Shalom ● Torah Study- Talmud Torah Ke’neged Kulam

B. Understandings

● The study of Jewish texts, such as Torah, encourages us to embrace new ideas as we pay special attention to the wide variety of opinions.

● To argue and challenge text is a uniquely Jewish trait and can be traced back to our ancestor, Jacob-Yisrael, the one who wrestled with G-d (Genesis 32.23-33).

● The ability to discuss perceptions and perspectives with respect and willingness to consider other points of view in order to communicate effectively.


● Activities listed in Rosenfeld Legacy Project lesson plans (Pages 24 to

42)

D. Resources

● The Rosenfeld Legacy Project: Connecting Children’s Literature with Judaic Heritage Edited by Anita Meyer Meinbach

● “Beauty of the World” by Sababa ((music) ● “Man Gave Names to All the Animals by Bob Dylan (music) ● “Tikkun Olam” by Joanie Leeds and Matthew Check (music) ● Brother Eagle, Sister Sky by Susan Jeffers ● Noah’s Arc by Alison Greengard ● Disney Nature: Earth, 2009 (DVD) ● Other literature connections as listed in Rosenfeld project lesson plans

E. Technology

● See resources above

F. Assessment

● Students will demonstrate an understanding of values presented in the

literature Book: Grandfather’s Journey by Allen Say


● What causes people to leave their countries and their homes? ● What makes a place a home? ● How do we demonstrate love and respect for country? ● How can we strengthen our relationship to the Jewish Homeland, Eretz

Yisrael, and Jewish communities around the world?

Standards:

● Connects to Common Core reading and writing standards (see language arts)

● Engage students in critical thinking through the blending of Jewish wisdom, ethics, and values, above and beyond the standards

● Integrates art, music and literature to Judaic learning Judaic Heritage:

● Jews in the Diaspora ● All beginnings are difficult- Kol Hahatchalot Kashot (Rashi’s

comment on Exodus 19:5 from the Mechilta). ● Jewish immigration to America. ● Love for Israel, the Jewish Homeland – Ahavat Yisrael (Leviticus

19:18)

B. Understandings

● Throughout the ages, the Jewish people have been exiled, taken as captives, or traveled independently to various part of the world, becoming known as “Diaspora Jews,” living outside the land of Israel.

● Successful immigration relies on faith, hope, and courage to overcome obstacles and hardships.

● No matter where Jews have immigrated, they have begun life anew, and made significant contributions to their new homelands and the world.

● Israel belongs to the Jewish people according to a promise made by God (Genesis 12:1-7, 15:7, and 1:8). The establishment of the State of Israel in 1948 means that Jews will always have a place to call home.

● Students will understand the importance of the State of Israel as a home for the Jewish people

● Recognize the importance of Jewish “community” and our responsibility to maintaining contact with and helping Jewish communities around the world- Kol Yisrael Arevim Zeh L’zeh.


● Activities listed in Rosenfeld Legacy Project lesson plans (Pages

67-103)

D. Resources

● The Rosenfeld Legacy Project: Connecting Children’s Literature with Judaic Heritage Edited by Anita Meyer Meinbach

● “All or Israel” by Emily Aronoff

● “The Hope” by Rick REcht ● “Hatikvah” sung by Cantor Lisa Segal ● “How I learned Geography by Uri Shulevitz ● An American Tail (Universal Pictures, 2001) DVD ● Other literature connections as listed in Rosenfeld project lesson plans

E. Technology

● See resources above

F. Assessment

● Students will demonstrate an understanding of values presented in the

literature V. Unit - Spelling

A. Content/Essential Questions Will the student be able to demonstrate knowledge of the alphabetic principle and apply

grade-level spelling to writing? ● Connections to Thinking

o Read spelling words in context for real-world application o Sort the words to recognize similarities among them o Remember weekly spelling concept with tips for future success

● Connections to Phonics o Provide systematic, explicit instruction to help students learn

and apply key sound-symbol relationships ● Connections to Reading

o Help students understand the meanings of words and develop important reading skills

● Connections to Writing o Think about writing in a critical and reflective way o Practice and transfer valuable spelling knowledge to everyday

writing activities

Standards: Common Core Standards

RF.1.2- Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2a- Distinguish long from short vowel sounds in spoken single syllable words. RF.1.2b- Orally produce single-syllable words by blending sounds (phonemes), including

consonant blends. RF.1.2c- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in

spoken single-syllable words.

RF.1.2d- Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.3- Know and apply grade-level phonics and word analysis skills for decoding words.

RF.1.3a- Know the spelling-sound correspondences for common consonant digraphs. RF.1.3b- Decode regularly spelled one-syllable words.

RF.1.3c- Know final –e and common vowel team conventions for representing long vowel sounds.

RF.1.3d- Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

RF.1.3e- Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3f- Read words with inflectional endings. RF.1.3g- Recognize and read grade-appropriate irregularly spelled words.

L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2a- Capitalize dates and names of people. L.1.2b- Use end punctuation for sentences. L.1.2c- Use commas in dates and to separate single words in a series.

L.1.2d- Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2e- Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

B. Skills

The student will be able to spell words with/that:

● generate sounds from all letters and spelling patterns ● short vowel sounds ● abstract vowels (ou, oi, ew, oo) ● end in ng ending ● vowel consonant –e ● long vowel sounds-e ● consonant digraphs ● digraphs and blends ● end with ing, ed, ing, er, est ● r controlled vowels (ar, er, ir ur) ● double consonants in the middle of words that end with le ● double consonants plus y as e ● y as i e, a ● ow, ou, oo ● end in ed, d, t ● contractions ● aw, all

● ow, oi ● soft c and soft g ● Use self-correction when sounding out words in creative writing.


● Direct instruction to teach students to recognize word parts and letter

sounds so that they can apply spelling rules ● Word building ● Spelling strategy activities: spelling words in different voices: loud,

soft, etc. ● Wonders Spelling activities: daily decoding, dictation and spelling,

pattern word lists and memory words ● Reading Wonders online activities ● SpellingCity.com ● Google Classroom ● EdPuzzle Activities ● Spelling Activity sheet with different spelling activities for homework

(year-round, changed monthly) : o Write Sentences o ABC Order o Create a Puzzle o Write Silly Sentences o Vowels & Consonants o Best Handwriting o Spelling Shapes o Type or Write Your Words o Rhyming Words o spellingcity.com

★Enrichment Activities and Resources

•Divide your words into syllables •Write your spelling words and cross out the silent letters •Classify your spelling words according to their part of speech •Cut out a picture from a magazine or print a picture from the computer. Use your

spelling words to write a story about the picture. •Write a newspaper article using half of your spelling words •Write a letter to a friend using all of your spelling words •Play Buried Letters-similar game to Battleship •Spelling Connect Four •iPad app-Spellmania (similar to Boggle-gives definitions of words) •Make a flip book for your spelling words and put your words in alphabetical

order in the flip book. •Compose a song using most of your spelling words.

D. Resources

● Wonders Spelling (teacher manual) ● Wonders Spelling (worksheets) ● Wonders Literature Anthology ● Wonders Reading Writing Workshop ● Wonders Your Turn Practice book ● Wonders Close Reading Workbook ● Wonders Leveled Readers and Lesson Cards ● Literacy Board Games

o Zingo o Roll and Write o Spelling BINGO game o Word Waffle o Beginning Sound Dominos o Short/Long Vowel Game


•iPad app-Spellmania •Gameboard to Buried Letters and Spelling Connect Four •Magazines

E. Technology

● spellingcity.com - for weekly letter sounds ● Active Board activities: Word Sorts - moving words into proper places,

highlighting and underlining words sound of the week ● Active Board activities- Wonders online component ● Student iPad resources

F. Assessment

● Spelling tests ● Review of student writing samples ● Class participation ● Homework:

o Explosion: start at a whisper get louder with each letter, explode when you say the word at the end

o Cheer It: like a cheerleader (give me an “h” etc.)

o Raise the Roof: push up toward the ceiling, one push for each letter o Slow Motion: hold the sound of each letter for a second or two o Ketchup: one hand open, the other closed, pound hands together like

you would pound a difficult bottle of ketchup o Deep Voice: say the letters and word in a deep voice o Mouse Talk: squeaky voice with hands curled up by face

★Enrichment Assessments •Play Sparkle Poof •Play active spelling games involving movement like Spelling Aerobics and Word Race VI. Unit - Grammar

A. Content/Essential Questions The student will be introduced to standard language conventions for verbal and written

communication Standards: The following Common Core standards apply to all units below: RF.1.1a- Demonstrate understanding of the organization and basic features of print:

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1a- Print all upper- and lowercase letters. L.1.1b- Use common, proper, and possessive nouns. L.1.1c- Use singular and plural nouns with matching verbs in basic sentences e.g., (He

hops; We hop). L.1.1d- Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,

their; anyone, everything). L.1.1e- Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked

home; Today I walk home; Tomorrow I will walk home). L.1.1f- Use frequently occurring adjectives. L.1.1g- Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1h- Use determiners) eg., articles, demonstratives). L.1.1i- Use frequently occurring prepositions (e.g., during, beyond, toward). L.1.1j- Produce and expand complete simple and compound declarative, interrogative,

imperative, and exclamatory sentences in response to prompts. L.1.2- Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing. L.1.2a- Capitalize dates and names of people. L.1.2b- Use end punctuation for sentences. L.1.2c- Use commas in dates and to separate single words in a series.



L.1.5- With guidance and support from adults, demonstrate an understanding of word relationships and nuances in word meaning.

L.1.5a- Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L.1.5b- 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).

L.1.5c- Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.5d- Distinguish shades of meaning among verbs differing in a manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


B. Skills

The student will:

● Demonstrate knowledge of sentence structure ● Correctly use: periods, question marks and exclamation points in written

work ● Use correct word order in written work ● Use correct word order in spoken language ● Use telling and asking sentences ● Explain the difference between telling and asking sentences ● Use complete sentences in written work ● Use complete sentences in oral presentations ● Explain nouns, verbs, adverbs and adjectives ● Identify nouns, verbs, adverbs and adjectives ● Use nouns, verbs, adverbs and adjectives in written work ● Explain pronouns ● Identify pronouns ● Use pronouns in written work ● Demonstrate proper use of capital letters use of capital letters: to begin a

sentence, names of people, places, things, holidays, months of the year, days of the week, and I


● Students will receive direct instruction

● Students will work in pairs ● Students will work in small and large groups ● Students will work independently ● Directed writing assignments ● Games:

o Making Stories Sentence Mats o Nouns and Verbs Pocket Chart Words o Match Game for nouns, verbs and adjectives

★Enrichment Activities/Procedures

•iPad app-Grammar Quiz (free app) •Grammar Choice Boards- Sample choices for students to select:

⬧Make a list of ten places you would like to visit. Separate your list into common and proper nouns.

⬧Make a list of ten adjectives to describe how a noun would feel. ⬧Use eight of your spelling words and write detailed sentences. Underline and

label the nouns in red, the verbs in blue, and the adjectives in green.

⬧Create a song to teach others about adjectives ⬧ Pick a letter of the alphabet. Race against someone to see who can list the most

adjectives that start with your letter. ⬧ Pick an object around you. Write 8 words that describe it. Read them to

someone and have them guess the object. ⬧ Design a restaurant menu that contains disgusting food items, using adjectives

to describe each food. ⬧ Go on a word hunt! Find 10 words in a book, poster, or even around the

room that have the same spelling pattern or rule. ⬧Create your own words that follow the same rule(s), spelling pattern(s), or word

family (families). Make a dictionary of the new words! D. Resources

● Wonders Reading Series ● Interactive Notebooks ● Worksheets ● Games

oMatch Game for adjectives, nouns, verbs oPocket Chart Games: The Noun Game, The Verb Game oMaking Stories Sentence Mats o

• Enrichment Resources •Ipad Apps-Grammar Quiz and Grammar Wonderland (free apps) •Choice Boards

E. Technology

● BrainpopJr.com ● Discoveryeducation.com ● Overhead projector ● Active board activities ● Wonders Online Resources ● Google Classroom ● EdPuzzle ● Seesaw ● ConnectEd

F. Assessment

● Knowledge of conventions will be assessed using creative writing pieces and written answers to daily morning exercises

● Worksheets from Wonders Reading Series ● Teacher observation ● Wonders Assessments ● Interactive Notebook Checks

VII. Unit – Writing

Standards: The following Common Core Standards apply to all units of study below:

SL.1.1- Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

SL.1.1a- Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.1.1b- Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

SL.1.1c- Ask questions to clear up any confusion about the topics and texts under discussion.

SL.1.2- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.3- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

SL.1.4- Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6- Produce complete sentences when appropriate to task and situation.

L.1.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1a- Print all upper- and lowercase letters.

L.1.1b- Use common, proper, and possessive nouns. L.1.1c- Use singular and plural nouns with matching verbs in basic sentences e.g., (He

hops; We hop). L.1.1d- Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,

their; anyone, everything). L.1.1e- Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked

home; Today I walk home; Tomorrow I will walk home). L.1.1f- Use frequently occurring adjectives. L.1.1g- Use frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1h- Use determiners) eg., articles, demonstratives). L.1.1i- Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1j- Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

L.1.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2a- Capitalize dates and names of people. L.1.2b- Use end punctuation for sentences. L.1.2c- Use commas in dates and to separate single words in a series.



The Writing Process


Writing complete sentences using nouns, verbs, and adjectives Introducing the subject in a sentence Personal Narratives Content Writing Introduction to Poetry Fiction Writing Opinion Writing Non-Fiction Writing Brochure Creating Friendly letter Responding to prompts using complete sentences Sequencing and using temporal word to signal event order Write a 3-sentence paragraph (topic, detail, closure) Use a hook to engage readers Begin to use feedback to edit Adding details to strengthen writing as needed Standards:

The following Common Core standards applies to The Writing Process: W.1.1 Write opinion pieces in which they introduce the topic or name of the book they

are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W.1.2 Write informative/explanatory tests in which they name a topic. Supply some facts about the topic and provide some sense of closure.

W.1.3 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.

W.1.5 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.

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing including in collaboration with peers.

W.1.7 Participate in shared research and writing projects (e.g. explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

B. Skills

● Pre-Writing: The children will use prewriting strategies to generate ideas

and formulate a plan. ● Drafting: The student will write a draft appropriate to the topic, audience,

and purpose. ● Revising: The student will revise and refine the draft for clarity and

effectiveness. ● Editing: The student will edit and draft for standard language conventions. ● Publishing: The student will write a final product for the intended

audience. The student will be able to: Prewriting

● Generate ideas from multiple sources (i.e. brainstorming, webbing, drawing, group discussion, and other activities)

● Discuss the purpose for a writing piece ● Organize ideas using simple webs, maps, or lists

Drafting ● Maintain focus on a single idea using supporting details ● Organize details into a logical sequence that has a beginning, middle,

and end Revising

● Evaluate the draft for logical thinking and clarity with additional details by using a caret and replacing general words with specific words

Editing ● Edit for correct use of common spelling patterns and high frequency

words ● Edit for correct use of capital letters (i.e. for pronoun I, the beginning of

a sentence, names, days of the week, and months of the year) ● Edit for correct use of commas (i.e. dates, items in a series) ● Edit for correct use of subject and verb agreement in simple sentences ● Edit for correct use of end punctuation for sentences (i.e. periods,

question marks, and exclamation points) Publishing

● Produce, illustrate, and share a variety of finished written pieces.


● Mini-lessons on various writing topics ● Small Moment Personal Narratives ● Non-Fiction Research: Japan, Jerusalem, Pandas, Chanukah,

sunflowers ● Monster stories ● Shoe Stories ● Garden of Eden story ● I am _______ by the ___________ story based on I am Joshua ● Free Verse Poetry Unit, everyday objects, various topics to be

determined ● Independent writing ● Reflective sharing ● Editing ● Respond to Teach me Torah portion ● Respond to text ● Morning writing ● “What if” writing ● Squiggle story ● Celebration day writings (100 Day, Grandparents’ Day, Dr. Seuss,

MLK, etc.) ● Journal Writing ● Interactive Writer’s Notebook

★Enrichment Activities/Procedures •Personal Items: Choose five personal items that represent or symbolize who you are.

Give a presentation in which you show each item and explain its significance in your life.

•Design a puzzle or game that ties into a topic you are studying in school. Provide directions of how to play and an answer key if needed.

•Make a picture book. Select a poem that you like. What visual images come to mind when you read this poem? Turn the poem into a picture book with visual images that are appropriate for the poem.

•Pretend you are the main character in your novel. Write a letter to another character expressing your feelings about something that happened in the book

•You are going to take a ride on an elevator. Where you will end up is for you to decide. But first you need to decide just where this elevator is located (e.g., a school cornfield, warehouse). You start to go up, and within minutes, the elevator stops, the doors open, and you’re off on an adventure. Using much description, write about your adventure.

•Journal Writing-If you could interview anyone, who would that be and what questions would you ask that person? Encourage students to include vocabulary words within their journal responses.

•Writing Task Cards •Character Profiles D. Resources

● Writing folders ● Writing Journals ● Interactive Writer’s Notebook ● Wonders Series ● Art materials ● A variety of papers and booklets ● Picture books, short stories, stories in Wonders readers ● Writing ideas from Wonders Reading Series ● Class created anchor charts


● Writing Journal ● Task Cards ● Graphic Organizers ● iPad app- Primary Writer (free)

E. Technology

● Active board for brainstorming topics, modeling, identifying parts of a sentence

● Seesaw ● ConnectEd

★Enrichment Technology ● iPad app-Primary Writer (free)

F. Assessment

● Conferencing o Spelling o Capitalization and punctuation o Sequencing

The Learning Specialist uses different resources and activities to enhance support in the various areas of the Language Arts curriculum. The Learning Specialists use both the pull-out and push-in models to best support the students.

Resources used for Language Arts:

I. Vocabulary Development

a. Vocabulary review games: build a sentence, matching synonyms, imaging, prompts (I.e. I’m thinking of..., I picture...)

b. Spelling, vocabulary, phonics c. Word families d. Spellingcity.com

II. Reading

a. Utilize Fountas and Pinnell Reading Intervention Program to develop comprehension, vocabulary, writing skills, decoding strategies, and word knowledge (as needed).

b. Utilize keys of comprehension to enhance reading comprehension i. Fiction

1. Sequencing of passages and stories 2. Setting 3. Character development 4. Problem/solution 5. Theme 6. Make predictions

ii. Non-fiction 1. Identify main idea and details 2. Compare/contrast 3. Cause/effect 4. Classifying information 5. Make connections

c. Reading A-Z d. Reinforce the Wonders Curriculum e. Raz-Plus f. Seeing Stars

III. Connecting Children’s Literature with Judaica Heritage

IV. Grammar/Word Analysis

a. Grammar; adjectives, nouns, verbs, adverbs, simple sentences. b. Word Analysis: decoding, encoding words, chunking sounds, phonemes,

phonemic awareness V. Writing

a. Introduction of multiple styles of Graphic Organizers; Identifying type of question before answering; eliciting the writing process

b. The Writing Process i. Small group, direct instruction of the writing process

c. Teach editing

VI. Multiple areas of Language Arts a. Character traits lists b. Cause and effect lists c. Use Venn Diagrams to map responses d. Education.com e. Scholastic Teacher resources f. Checklists and anchor charts g. Teacher modeling h. Writing A-Z

Assessment:

● Fountas and Pinnell ● NWEA Maps ● Reading A-Z ● Teacher observations

Revised: November 2019 Enrichment Specialist Revised November 2019 Learning Specialist Revised November 2019

Documents

CURRICULUM MAP - tbam Docs/CURRICUL… · Categorize word sounds by spelling ( i.e. ou/oi, a/ay/ai, ee/ea, i/igh, ow/o/oa) Identify blends and digraphs (i.e. ch, sh, tch, th, wr,