Webster Public Schools ELA Curriculum Map ~ Wonders McGraw ... · with teacher guidance during small groups. c. Use context to confirm or self-correct word recognition and understanding,

Webster Public Schools

ELA Curriculum Map ~ Wonders McGraw-Hill: Grade 1 - Unit 5-Week 1

Texts Used Across All Domains:

Reading Writing Workshop: A Barn Full of Hats

Literature Anthology: A Lost Button

Paired Reading in Anthology: Sort It Out

Literature Big Book: A Barn Full of Hats

Leveled Readers:

A: Nuts for Winter

O: Dog Bones

B: Spark’s Toys

E: Dog Bones

Paired Readings:

A: Sort by Color!

O: Sorting Balls

B: Sorting Fruit

E:Sorting Balls

Unit 5 Big Idea: Figure It Out (6-7 Weeks) ~ How can we make sense of the world around us?

Week 1 Weekly Concept: See it, Sort it

Essential Question: How can we classify and categorize things?

Focus Standards/Objectives Resources/ Strategies

Assessments

Special Education and ELL Accommodations

How will curriculum instruction and/or assessments be accommodated to meet the needs of each student? Select one unit and provide examples.

Reading Literature R.L. 1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Students will be able to reference and reread the text to retell important events.

R.L. 1.6 Identify who is telling the story at various points in a text.

Students will be able to determine who is telling the story when asked at various points in a text.

High Frequency Words: Four None Only Large Put Round Oral Vocabulary Words: Classify Distinguish Entire Organize Startled

DIBELS Writing Benchmark MAP

Reading Informational Text

R.I. 1.7 Use the illustrations and details in a text to describe its key ideas.

Students will identify key ideas in a text by using illustrations and details when asked such questions by the teacher.

Teaching Poster #12

Reading Foundations

R.F. 1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Students will practice blending phonemes with teacher modeling.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Students will practice identifying and producing beginning, middle, and ending sounds during guided practice.

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

R.F. 1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

During small group, students will practice decoding words with [ar] such as barn, smart, sharp, chart.

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

b. Decode regularly spelled one-syllable words. Students will practice decoding words with [ar] during phonics lessons.

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

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

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

f. Read words with inflectional endings. Students will read words with inflectional ending -er.

g. Recognize and read grade-appropriate irregularly spelled words. Students will write words with [ar] when dictated by the teacher to transfer their knowledge of sound-spellings to writing.

R.F. 1.4 Read with sufficient accuracy and fluency to support comprehension.

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

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Students will read the Practice Book story aloud with teacher guidance during small groups.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing W. 1.1 Write opinion pieces that 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.

During Interactive Writing with teacher student will practice developing an opinion piece.

W. 1.2 Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.

During Shared Writing students will analyze the prompt, find text evidence, and write to the prompt.

W. 1.5 Focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

During Independent Writing students will work on revising and peer review to improve their writing. W. 1.7 Participate in shared reading and

writing (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions.

During Research and Inquiry on Day 4, students will work on shared research and writing projects.

Speaking & Listening

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

a. 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). Students will follow procedures while taking turns giving presentations of their responses to a prompt.

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

c. Ask questions to clear up any confusion about the topics and texts under discussion. Students will discuss the essential question and concepts introduced by the teacher.

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

Students will discuss details from the Interactive Read Aloud.

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

Students will engage in discussions while presenting to a group.

S.L. 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly and using appropriate vocabulary. (See grade 1 Language standards 4–6 for specific expectations regarding vocabulary.)

Students will read their written response to a prompt during Independent Writing that will include pertinent descriptions, feelings, and vocabulary. S.L. 1.6 Produce complete sentences when

appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.)

When writing about the Literature Anthology story, the students will review their work for correct sentence usage.

Language L. 1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.

Students will learn the irregular plural form of a word as taught by teacher.

Sentence Structure and Meaning

a. Produce and expand simple and compound sentences. Students will join sentences that show a cause and effect by using words such as so and because to create compound sentences.

b. Demonstrate understanding that a question is a type of sentence.

c. Use singular and plural nouns with matching verbs in sentences.

d. Use verbs in sentences to convey a sense of past, present, and future.

Word Usage

e. Use common, proper, and possessive nouns.

f. Use personal, possessive, and indefinite pronouns.

g. Use frequently occurring prepositions, adjectives, adverbs, conjunctions, and articles. Students will write a response to reading using the appropriate grammar.

L. 1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Print legibly all upper- and lower-case letters. Students will use proper mechanics and capitalize proper nouns in sentences.

b. Use end punctuation for sentences.

c. Capitalize the names of months and people.

d. Use commas in dates and to separate individual words in a series.

e. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Students will sort spelling words according to patterns such as -art, -arn, and -arm.

f. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Students will practice spelling words with r controlled vowels.

g. Write numerals up to 120 (see grade 1 mathematics standards for Numbers and Operations in Base 10); understand that numbers are also written as words; write words for numbers from one to ten. Students will understand that the numbers also have number words as they learn to encode the word number word four.

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.

a. Use sentence-level context as a clue to the meaning of a word or phrase. Students will learn that some words have more than one meaning by discussing the Visual Vocabulary Cards with the teacher during vocabulary mini-lesson.

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

c. 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.

Students will practice antonyms with teacher

during small group work.

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

b. 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). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). Students will discuss vocabulary and connect words to their own lives. d. 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. Students will demonstrate understanding of intensity of adjectives such as large and gigantic during group discussions.




Reading Writing Workshop: A Bird Named Fern

Literature Anthology: Kitten’s First Full Moon

Paired Reading in Anthology: The Moon

Literature Big Book: A Bird Named Fern

Leveled Readers:

A: Little Blue’s Dream

O: Hide and Seek

B: The Foxes Build a Home

E: Hide and Seek

Paired Readings:

A: Hello, Little Dipper!

O: Our Sun is a Star!

B: Sunrise and Sunset

E: Our Sun is a Star


Week 2 Weekly Concept: Up in the Sky

Essential Question: What can you see in the sky?


Assessments



Reading Literature R.L.1.3 Describe characters, settings, and major events in a story, using key details.

Students will engage in guided practice to discuss story elements using key details.

R.L. 1.10 With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1.

Students will choose a fantasy genre to read independently and purposefully using a cause and effect chart.

High Frequency Words: Another Climb Full Great Poor Through Oral Vocabulary: Leaped Stretched



R.I. 2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Students will identify captions and their use with

teacher guidance.

Reading Foundations




c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Students will practice identifying and producing beginning, middle, and ending sounds during guided practice.

R.F.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.


b. Decode regularly spelled one-syllable words. Students will practice reading one syllable words during word work.




f. Read words with inflectional endings. Students will read words with inflectional ending -er.

g. Recognize and read grade-appropriate irregularly spelled words. Students will read spelling words with r controlled vowels. R.F. 1.4 Read with sufficient accuracy and fluency to support comprehension.



Writing W. 1.2 Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.



During Independent Writing students will work on revising and peer review to improve their writing.

W. 1.6 Use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Students will use practice writing using the digital resources in Wonders.

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

During Research and Inquiry on Day4, students will work on shared research and writing projects.



Students will discuss vocabulary, set a purpose for reading, and make and confirm predictions during the Interactive Read Aloud. a. 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). Students will practice using words learned to discuss the theme of “Up in the Sky.” b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. During Independent Writing students will discuss with peers how to improve writing. c. Ask questions to clear up any confusion about the

topics and texts under discussion.




Students will read their written response to a prompt during Independent Writing that will include pertinent descriptions, feelings, and vocabulary.

S.L. 1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.)





a. Produce and expand simple and compound sentences.



d. Use verbs in sentences to convey a sense of past, present, and future. Word Usage


f. Use personal, possessive, and indefinite pronouns. g. Use frequently occurring prepositions, adjectives, adverbs, conjunctions, and articles.

Students will write a response to reading using the appropriate grammar.

L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Print legibly all upper- and lower-case letters.



d. Use commas in dates and to separate individual words in a series.

e. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Students will practice spelling and high frequency words during word work.

f. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

g. Write numerals up to 120 (see grade 1 mathematics standards for Numbers and Operations in Base 10); understand that numbers are also written as words; write words for numbers from one to ten.


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

b. Use frequently occurring affixes as a clue to the meaning of a word. Students will understand the meaning and practice using words with suffix -ness.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L1.5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.


b. 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).

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). Students will participate in a discussion that connects oral vocabulary words to their home life.

d. 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.




Reading Writing Workshop: The Story of a Robot Inventor

Literature Anthology: Thomas Edison, Inventor

Paired Reading in Anthology: Scissors

Literature Big Book: The Story of a Robot Inventor

Leveled Readers:

A: Wright Brothers

O: Wright Brothers

B: Wright Brothers

E: Wright Brothers

Paired Readings:

A: Fly Away, Butterfly

O: Fly Away, Butterfly

B: Fly Away, Butterfly

E: Fly Away, Butterfly


Week 3 Weekly Concept: Great Inventions

Essential Question: What inventions do you know about?


Assessments



Reading Literature

R.L. 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language standards 4–6 on applying knowledge of vocabulary to reading.)

Students will use visual vocabulary cards to review the oral vocabulary words.

High Frequency Words: Began Better Guess Learn Right Sure

Oral Vocabulary: Idea Unusual



R.I. 1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Students will show comprehension of a biography or informational text during discussions. They will be able to give examples of connections. R.I. 1.5. 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.

Students will review genre for informational text/biography with teacher during small group.

R.I. 10. With prompting and support, read and comprehend informational texts exhibiting complexity appropriate for at least grade 1.

Students will read informational text selected for sustained silent reading and record the problem and solution using a graphic organizer provided.

Reading Foundations




c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Students will practice identifying beginning, middle, and ending phonemes.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Students will say all the individual sounds they hear in words given orally by teacher. R.F.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. Students will practice reading one syllable words during word work.




f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words. Students will read spelling words with r controlled vowels.




Writing W. 1.2 Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.





Students will use practice writing using the digital resources in Wonders. W. 1.7 Participate in shared reading and writing (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions.




Students will discuss vocabulary, set a purpose for reading, and make and confirm predictions during the Interactive Read Aloud.

a. 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).


c. Ask questions to clear up any confusion about the topics and texts under discussion. During Independent Writing and peer review, students will ask questions to clarify meaning.





S.L. 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Students will add visual components to their final writing piece to be presented. S.L. 1.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.)

Students will participate in discussions using the Visual Vocabulary Cards with teacher during small group.



a. Produce and expand simple and compound sentences. b. Demonstrate understanding that a question is a type of sentence. c. Use singular and plural nouns with matching verbs in sentences. d. Use verbs in sentences to convey a sense of past, present, and future. Word Usage

e. Use common, proper, and possessive nouns. f. Use personal, possessive, and indefinite pronouns. g. Use frequently occurring prepositions, adjectives, adverbs, conjunctions, and articles. Students will write a response to reading using the appropriate grammar.





d. Use commas in dates and to separate individual words in a series. e. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Students will practice spelling and high frequency words during word work.


g. Write numerals up to 120 (see grade 1 mathematics standards for Numbers and Operations in Base 10); understand that numbers are also written

as words; write words for numbers from one to ten.


a. Use sentence-level context as a clue to the meaning of a word or phrase. Students will practice finding the meaning of a word in the context of a sentence.

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). Students will learn about the prefix -un and practice adding the prefix to vocabulary words to change the meaning.

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

f. Recognize and use appropriately abbreviations related to grade-level content or commonly used in everyday life (e.g., a.m., p.m.)

g. Recognize and use appropriately symbols related to grade-level content or commonly used in everyday life (e.g., $, ¢). L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.



c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). Students will find pictures in magazines or books that show examples of words.





Reading Writing Workshop: Now, What’s That Sound?

Literature Anthology: Whistle for Willie

Paired Reading in Anthology: Shake! Strike! Strum!

Literature Big Book: Now, What’s That Sound?

Leveled Readers:

A: Wright Brothers

O: Wright Brothers

B: Wright Brothers

E: Wright Brothers

Paired Readings:

A: Fly Away, Butterfly

O: Fly Away, Butterfly

B: Fly Away, Butterfly

E: Fly Away, Butterfly


Week 4 Weekly Concept: Sounds All Around

Essential Question: What sounds can you hear? How are they made?


Assessments



Reading Literature

R.L.1.3 Describe characters, settings, and major events in a story, using key details.

Students will engage in guided practice to discuss story elements using key details.

R.L. 1.10 With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1.

Students will choose a realistic fiction genre to read independently and purposefully using a cause and effect chart.

High Frequency Words: Color Early Instead Nothing Oh Thought Oral Vocabulary: Volume, Senses Squeaky, Nervous Distract




Students will identify key ideas in a text by using illustrations and details when asked such questions by the teacher.

Reading Foundations





d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Students will say all the individual sounds they hear in words given orally by teacher.



b. Decode regularly spelled one-syllable words. Students will practice reading one syllable words during word work.




f. Read words with inflectional endings. Students will read words with inflectional endings -er, -est.

g. Recognize and read grade-appropriate irregularly spelled words. Students will read high frequency words as they are

introduced by the teacher during word work.




Writing W. 1.3 Write narratives in prose or poem form that recount two or more appropriately sequenced events or experiences, include some details about what happened or was experienced, use temporal words to signal order where appropriate, and provide some sense of closure.

Students will analyze prompt, find text evidence, and write to a prompt with correct sequence, details, and closure during the shared writing lesson.

a. For poems, use rhyming words and words that repeat long or short vowel sounds to create structure (see grade 1 Reading Foundational Skills standard 2a).






Speaking & S.L. 1.1 Participate in collaborative

Listening conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.


a. 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). Students will follow proper procedures for discussions while evaluating their own presentations.


c. Ask questions to clear up any confusion about the topics and texts under discussion. Students will clarify for meaning any questions they have during class discussion of the theme “Sounds all Around.”



S.L. 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Students will add visual components to their final writing piece to be presented.


Students will practice using vocabulary words given by the teacher in complete sentences.








Word Usage



g. Use frequently occurring prepositions, adjectives, adverbs, conjunctions, and articles. Students will use appropriate parts of speech while writing during shared writing lesson.


a. Print legibly all upper- and lower-case letters. b. Use end punctuation for sentences.

c. Capitalize the names of months and people. d. Use commas in dates and to separate individual words in a series. e. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Students will practice spelling and high frequency words during word work. f. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

g. Write numerals up to 120 (see grade 1 mathematics standards for Numbers and Operations in Base 10); understand that numbers are also written as words; write words for numbers from one to ten.

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.

a. Use sentence-level context as a clue to the meaning of a word or phrase. Students will answer teacher questions about multiple-meaning words given in sentences.

b. Use frequently occurring affixes as a clue to the meaning of a word. Students will understand the meaning and practice using words with suffix -or, -less,-full, -ly.

c. 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.

Students will practice antonyms with teacher during small group work.



c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). Students will discuss vocabulary and connect words to their own lives.





Reading Writing Workshop: The Joy of a Ship

Literature Anthology: Building Bridges


Literature Big Book: The Joy of a Ship

Leveled Readers:

A: What is a Yurt? O: What is a Yurt? B: What is a Yurt? E: What is a Yurt?

Paired Readings:

A: Tree Houses O: Tree Houses B: Tree Houses E: Tree Houses


Week 5 Weekly Concept: Build it!

Essential Question: How do things get built?


Assessments



Reading Literature


R.I. 1.1. Ask and answer questions about key details in a text.

Students will use the practice book to find key details.

R.I. 1.2. Identify the main topic and retell key details of a text

After teacher modeling, the students will identify the main idea and key details of a text. R.I. 1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Students will show comprehension of a biography or informational text during discussions. They will be able to give examples of connections. R.I. 10. With prompting and support, read and comprehend informational texts exhibiting complexity appropriate for at least grade 1.

Students will read informational text selected for sustained silent reading and record the problem and

High Frequency Words: Above Build Fall Knew Money Toward Oral Vocabulary: Balance Section


solution using a graphic organizer provided.

R.I. 2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Teacher will model how to use captions to gain information about the text.

Reading Foundations





d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Students will say all the individual sounds they hear in words given orally by teacher.


Students will will practice decoding words with diphthongs oi, and oy.

a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. Students will practice reading one syllable words during word work.



e. Decode two-syllable words following basic patterns by breaking the words into syllables. Students will segment and blend one syllable words.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words. Students will read spelling words with oi, and oy.




Writing W. 1.1 Write opinion pieces that 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.

During Interactive Writing with teacher student will practice developing an opinion piece.

W. 1.2 Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.






During Research and Inquiry, students will work on shared research and writing projects.




a. 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). Students will follow proper procedures for discussions while talking about the concept introduced by the teacher.

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. Students will hear others’ comments and respond appropriately while participating in the peer review process.

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


Students will discuss details from the Interactive Read Aloud. S.L. 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly and using appropriate vocabulary. (See grade 1 Language standards 4–6 for specific expectations regarding vocabulary.)




Language L. 1.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking; retain and further develop language skills learned in previous grades.

Students will learn the irregular plural form of a word as taught by teacher. Sentence Structure and Meaning





Word Usage



g. Use frequently occurring prepositions, adjectives, adverbs, conjunctions, and articles. Students will write a response to reading using the appropriate grammar.





d. Use commas in dates and to separate individual words in a series. e. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Students will practice spelling and high frequency words during word work.


g. Write numerals up to 120 (see grade 1

mathematics standards for Numbers and Operations in Base 10); understand that numbers are also written as words; write words for numbers from one to ten.


a. Use sentence-level context as a clue to the meaning of a word or phrase. Students will garner meaning from the sentence and discuss synonyms for the oral vocabulary words.

b. Use frequently occurring affixes as a clue to the meaning of a word. Students will understand the meaning and practice using words with suffix -ness.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Students will practice adding inflectional endings -ed and -ing to root words.




Reading Writing Workshop: The Joy of a Ship

Literature Anthology: Building Bridges


Literature Big Book: The Joy of a Ship

Leveled Readers:

A: What is a Yurt? O: What is a Yurt? B: What is a Yurt? E: What is a Yurt?

Paired Readings:

A: Tree Houses O: Tree Houses B: Tree Houses E: Tree Houses


Week 6 Use this as a time to review and extend skills covered in weeks 1-5, as needed.


Assessments



Reading Literature

DIBELS

Writing Benchmark

MAP


R.I. 1.5 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

Students will apply close reading skills to an article read online, including using text and interactive text features.

R.I.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Students will use the pictures and diagrams to better understand a text.


Students will identify key ideas by noticing illustrations and captions.

Reading Foundations

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

Students will use text evidence to write about a given topic such as how kids can show community spirit.

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).

Students will be able to participate in a shared writing activity to write a story using first, next, then, and last.

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

Students will work together, drawing from their own experiences to answer a question posed by the teacher.



Students will be able to have conversations about texts they have read, taking turns to both talk and listen.

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

Students will be able to ask questions of peers or adults about unclear information that had been discussed.

Language

Documents

Webster Public Schools ELA Curriculum Map ~ Wonders McGraw ... · with teacher guidance during small groups. c. Use context to confirm or self-correct word recognition and understanding,