Massachusetts Curriculum Units of Study and … · Massachusetts . Curriculum Units of Study and Curriculum Maps. First Grade. May 2015. New Bedford School District . ELA-Grade 1

Massachusetts

Curriculum Units of Study and Curriculum Maps

First Grade

May 2015

New Bedford School District

ELA-Grade 1 Units of Study

Standards to Embed in Everyday Instruction

Curriculum Map

Unit R: Key Ideas and Details

Unit 1: Analyzing Text with Key Details

May 2015

Unit 2: Introduction to Craft and Structure

Unit 3: Craft and Structure

Unit 4: Integration of Knowledge and Ideas, Part 1

Unit 5: Integration of Knowledge and Ideas, Part 2

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New Bedford Grade 1 Unit-Based Curriculum Map

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How to Use this Document

The New Bedford Grade 1 Curriculum Map outlines the units expected to be covered within

each academic year. The map provides details on timing, topic, the Big Question, Reading/

Writing/Language purposes, and end of unit assessment. The purpose of the curriculum map is

to assist teachers in planning their ELA instruction so that their students can meet grade-level

skills by the end of the school year.

Within the curriculum map, unit plans specify the ELA standards (as identified from the 2011

Massachusetts Framework for English Language Arts and Literacy) students are expected to

master for each unit—these include Reading (Literature and Informational Text), Writing,

Language, and Foundational Skills standards. The unit plans also identify the relevant texts and

assessments (i.e., unit assessments and any district required assessments).

Educators should keep in mind that while specific Speaking & Listening standards and Language

standards are not identified, teachers are expected to integrate these standards throughout all

units/lessons as appropriate. In particular, vocabulary development (L 1.4) should be taught on

a daily basis, with students using the newly acquired words in their daily writing and

conversations. Please see the following page for a list of these standards.

Additionally, this document does not address accommodations for ELL/WIDA standards or tier

II/III instruction, so teachers will need to provide appropriate accommodations as they see fit.

What does this mean for teachers?

Teachers can use this document to develop lesson plans with even greater focus than before. It

provides the skill-based content that teachers should be teaching in each unit, while Reading

Street provides teachers with a variety of resources to do so.

What does this mean for administrators and TLSs?

Administrators and TLSs can use this document to understand the content that students in each

grade need to master by the end of the year, and the map teachers are using to help their

students achieve mastery of the grade level standards. This document provides a map of which

content teachers should be focusing on during each time of the school year, which will support

administrators in their role as instructional leaders.


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Standards to Embed in Everyday Instruction

Language

L 1.1: Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

o Print all upper- and lowercase letters.

o Use common, proper, and possessive nouns.

o Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops;

We hop).

o Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them,

their; anyone, everything).

o 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).

o Use frequently occurring adjectives.

o Use frequently occurring conjunctions (e.g., and, but, or, so, because).

o Use determiners (e.g., articles, demonstratives).

o Use frequently occurring prepositions (e.g., during, beyond, toward).

o 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.

o Capitalize dates and names of people.

o Use end punctuation for sentences.

o Use commas in dates and to separate single words in a series.

o Use conventional spelling for words with common spelling patterns and for

frequently occurring irregular words.

o Spell untaught words phonetically, drawing on phonemic awareness and spelling

conventions.

L 1.3: Begins in 2nd grade.

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.

o Use sentence-level context as a clue to the meaning of a word or phrase.

o Use frequently occurring affixes as a clue to the meaning of a word.

o 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 meanings.

o Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the

categories represent.


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o 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).

o Identify real-life connections between words and their use (e.g., note places at

home that are cozy).

o Distinguish shades of meaning among verbs differing in 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.

Foundational Skills

FS 1.1: Demonstrate understanding of the organization and basic features of print.

o Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

ending punctuation).

FS 1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

o a. Distinguish long from short vowel sounds in spoken single-syllable words.

o b. Orally produce single-syllable words by blending sounds (phonemes), including

consonant blends.

o c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in

spoken single-syllable words.

o d. Segment spoken single-syllable words into their complete sequence of individual

sounds (phonemes).

FS 1.3: Know and apply grade-level phonics and word analysis skills in decoding words.

o a. Know the spelling-sound correspondences for common consonant digraphs.

o b. Decode regularly spelled one-syllable words.

o c. Know final -e and common vowel team conventions for representing long vowel

sounds.

o d. Use knowledge that every syllable must have a vowel sound to determine the

number of syllables in a printed word.

o e. Decode two-syllable words following basic patterns by breaking the words into

syllables.

o f. Read words with inflectional endings.

o g. Recognize and read grade-appropriate irregularly spelled words.

FS 1.4: Read with sufficient accuracy and fluency to support comprehension.

o a. Read grade-level text with purpose and understanding.

o b. Read grade-level text orally with accuracy, appropriate rate, and expression on

successive readings.

o c. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary.


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Unit R Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Timing BOY- Mid Oct Mid Oct-End of Nov Beg of Nov-Mid Jan Mid Jan-End of Feb Beg of Mar-End of Apr Beginning of May-EOY

RS Unit My World Animals, Tame and Wild Communities Changes Treasures Great Ideas Big

Question What is all around me?

How are people and animals important to one another?

What is a community? What is changing in our world?

What do we treasure? What difference can a great idea make?

Reading Purpose

Students will be able to identify and use key ideas and details to understand a text.

Students will be able to identify and use key ideas and details to understand and recall a text.

Students will be able to use key ideas and details to begin understanding how the way a text is written influences its key plot or purpose.

Students will be able to use their understanding of key ideas and details to distinguish between different types of texts and/or characters within a text.

Students will be able to use their understanding of key ideas, details, craft, and structure to use information from text and illustrations to understand characters, setting, and plot/purpose.

Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from multiple texts/formats, including comparing and contrasting the characters and plots from different texts.

Writing Purpose

Refer to Grade 1 Writing Reference Guide






Unit Test Reading Street Unit Test Common Formative Assessment Writing: Narrative

Reading Street Unit Test Common Formative Assessment Writing: Informative/Explanatory

Reading Street Unit Test Common Formative Assessment Writing: Argument/Opinion

Reading Street Unit Test Common Formative Assessment Writing: Narrative

Reading Street Unit Test Common Formative Assessment Writing; Informative/Explanatory

Reading Street Unit Test Common Formative Assessment Writing: Argument/Opinion


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Unit R: Key Ideas and Details

Timing BOY- Mid Oct

Topic of RS Unit My World

Big Question What is all around me?

Reading Purpose Students will be able to identify and use key ideas and details to understand a text.

Literary Texts Sam (RS) Snap! (RS) Tip and Tam (RS) The Big Top (RS) School Day (RS) Farmer’s Market (RS)

What Skills Look Like in 1st

Grade Literature

Students will be able to:

Ask and answer questions about key details in a text (RL 1.1)

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

Describe characters, settings, and major events in a story, using key details. (RL 1.3)

Informational Texts

N/A

What Skills Look Like in 1st Grade

Info. Texts


No informational texts in this unit

Foundational Skills

Students will be able to…

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (FS 1.2b)

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (FS 1.2c)

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

Decode regularly spelled one-syllable words. (FS 1.3b)

Recognize and read grade-appropriate irregularly spelled words. (FS 1.3g)

Writing Purpose Students will be able to: 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. Use transition words (W.1. 3.) Write poems with rhyme and repetition. (MA.3.A.) 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.1.5.) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.1.5.)

Language Purpose


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

Unit Assessment Reading: Reading Street weekly and unit tests Writing: Common Formative Assessment Writing-Narrative

District Tests During Unit

BOY DIBELS

Common Formative Assessment Writing-Narrative


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Unit 1: Analyzing Text with Key Details

Timing Mid Oct-End of Nov

Topic of RS Unit Animals, Tame and Wild

Big Question How are people and animals important to one another?

Reading Purpose Students will be able to identify and use key ideas and details to understand and recall a text.

Literary Texts Sam, Come Back (RS) Pig in a Wig (RS) The Big Blue Ox (RS) Get the Egg! (RS)


Literature


Ask and answer questions about key details in a text (RL 1.1)

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


Informational Texts

A Fox and a Kit (RS) Animal Park (RS)


Info. Texts


Ask and answer questions about key details in a text. (RI 1.1)

Identify the main topic and retell key details of a text. (RI 1.2)

Describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI 1.3)

Foundational Skills



Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (FS 1.2c)


Know the spelling-sound correspondences for common consonant digraphs. (FS 1.3a)


Read words with inflectional endings. (FS 1.3f)


Read with sufficient accuracy and fluency to support comprehension. (FS 1.4)

Writing Purpose Students will be able to:

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (W.1.2.)

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.1.7.)

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

Language Purpose


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

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


Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Common Formative Assessment Writing-Informative/Explanatory


Common Formative Assessment Writing-Informative/Explanatory


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Unit 2: Introduction to Craft and Structure Timing Beginning of Nov-Mid Jan

Topic of RS Unit Communities

Big Question What is a community?

Reading Purpose Students will be able to use key ideas and details to begin understanding how the way a text is written influences its key plot or purpose.

Literary Texts A Big Fish for Max (RS) The Farmer in the Hat (RS) The Big Circle (RS)


Literature


Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL 1.4)

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (RL 1.5)

Informational Texts

Who Works Here? (RS) Life in the Forest (RS) Honey Bees (RS)


Info. Texts

Describe the connection between two individuals, events, ideas, or pieces of information in a text. (RI 1.3)

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (RI 1.4)

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (RI 1.5)

Foundational Skills


Distinguish long from short vowel sounds in spoken single-syllable words. (FS 1.2a)






Know final -e and common vowel team conventions for representing long vowel sounds. (FS 1.3c)

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




Writing Purpose Students will be able to: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (W.1.1.)

Language Purpose




Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Common Formative Assessment Writing-Argumentative/Opinion


Common Formative Assessment Writing: Argumentative/Opinion


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Unit 3: Craft and Structure

Timing

Mid Jan-End of Feb

Topic of RS Unit Changes

Big Question What is changing in our world? Reading Purpose Students will be able to use their understanding of key ideas and details to distinguish between different

types of texts and/or characters within a text.

Literary Texts A Place to Play (RS) Ruby in Her Own Time (RS) Frog and Toad Together (RS) Where Are My Animal Friends? (RS)


Literature

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (RL 1.4)

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (RL 1.5)

Identify who is telling the story at various points in a text. (RL 1.6)

Informational Texts

The Class Pet (RS) I’m a Caterpillar (RS)


Info. Texts

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (RI 1.4)

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (RI 1.5)

Distinguish between information provided by pictures or other illustrations and information provided by

the words in a text. (RI 1.6)

Foundational Skills







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




Writing Purpose Students will be able to: 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. Use transition words (W.1. 3.) Write poems with rhyme and repetition. (MA.3.A.) 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.1.5.) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.1.5.)

Language Purpose



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


Unit Assessment Reading: Reading Street Weekly and unit tests Writing: Writing Common Formative Assessment-Narrative


MOY DIBELS

Common Formative Assessment Writing-Narrative


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Unit 4: Integration of Knowledge and Ideas, Part 1 Timing Beg of March-End of April

Topic of RS Unit Treasures

Big Question What do we treasure?

Reading Purpose

Students will be able to use their understanding of key ideas, details, craft, and structure to use information from text and illustrations to understand characters, setting, and plot/purpose.

Literary Texts Mama’s Birthday Present (RS) Cinderella (RS) Peter’s Chair (RS) Henry and Mudge and Mrs. Hopper’s House (RS)


Literature

Identify who is telling the story at various points in a text. (RL 1.6)

Use illustrations and details in a story to describe its characters, setting, or events. (RL 1.7) Identify characteristics commonly shared by folktales and fairy tales. (RL MA.8.A)

Informational Texts

A Trip to Washington, D.C. (RS) A Southern Ranch (RS)


Info. Texts

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (RI 1.6)

Use the illustrations and details in a text to describe its key ideas. (RI 1.7) Identify the reasons an author gives to support points in a text. (RI 1.8)

Foundational Skills












Writing Purpose Students will be able to:

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (W.1.2.)

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.1.7.)

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

Language Purpose


Use common, proper, and possessive nouns. (L 1.1b)


Use frequently occurring affixes as a clue to the meaning of a word. (L 1.4b)


Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Common Formative Assessment Writing; Informatory/Explanatory


Common Formative Assessment Writing: Informatory/Explanatory


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Unit 5: Integration of Knowledge and Ideas, Part 2 Timing Beginning of May-EOY

Topic of RS Unit Great Ideas

Big Question What difference can a great idea make?

Reading Purpose

Students will be able to use their understanding of key ideas, details, craft, and structure to integrate knowledge and ideas from multiple texts/formats, including comparing and contrasting the characters and plots from different texts.

Literary Texts Tippy-Toe Chick, Go! (RS) Mole and the Baby Bird (RS) Dot & Jabber (RS) The Stone Garden (RS)


Literature

Use illustrations and details in a story to describe its characters, setting, or events. (RL 1.7)

Compare and contrast the adventures and experiences of characters in stories. (RL 1.9)

Informational Texts

Simple Machines (RS) Alexander Graham Bell: A Great Inventor (RS)


Info. Texts

Use the illustrations and details in a text to describe its key ideas. (RI 1.7) Identify the reasons an author gives to support points in a text. (RI 1.8) Identify basic similarities in and differences between two texts on the same topic (e.g., in

illustrations, descriptions, or procedures). (RI 1.9)

Foundational Skills










Writing Purpose Students will be able to: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (W.1.1.)

Language Purpose



Use frequently occurring affixes as a clue to the meaning of a word. (L 1.4b)


Unit Assessment Reading: Reading Street Weekly and Unit Tests Writing: Common Formative Assessment Writing-Opinion/Argument


EOY DIBELS

Common Formative Assessment Writing-Opinion/Argument

Documents

Massachusetts Curriculum Units of Study and … · Massachusetts . Curriculum Units of Study and Curriculum Maps. First Grade. May 2015. New Bedford School District . ELA-Grade 1