Grade 1 final full

Table of Contents Grade 1

English Language Arts

Curriculum Alignment ................................................................................................................. 1 Curriculum Map .......................................................................................................................... 21 Curriculum Guide ........................................................................................................................ 35 Lesson Plan Quarter 1 ................................................................................................................. 58 Lesson Plan Quarter 2 ................................................................................................................. 60 Lesson Plan Quarter 3 ................................................................................................................. 66 Lesson Plan Quarter 4 ................................................................................................................. 74

Math

Curriculum Alignment ................................................................................................................. 78 Curriculum Map .......................................................................................................................... 84 Curriculum Guide ........................................................................................................................ 95 Lesson Plan Quarter 1 ................................................................................................................. 133 Lesson Plan Quarter 2 ................................................................................................................. 136 Lesson Plan Quarter 3 ................................................................................................................. 141 Lesson Plan Quarter 3, Lesson 2 ................................................................................................. 144

Science


Social Science


Funded by Title V-A Consolidated Grant i

GUAM District Level Curriculum Alignment Grade 1 – ELA

Guam Department of Education 2013

Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes SAT 10 Objectives

SBA Objectives

1.RL.1 Ask and answer questions about key details in a text.

1.2.2 Respond to Who?, What?, When?, Where?, Why?, and How? questions and recognize the main idea of what is read.

Aligned -Identify explicit supporting details

#49–52 Answer key details in a text

1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

1.2.2 Respond to Who?, What?, When?, Where?, Why?, and How? questions and recognize the main idea of what is read. 1.3.1 Identify and describe the story elements of plot, setting, and characters, including the story's beginning, middle, and ending. 1.6.4 Retell stories, important life events, or personal experience using basic story grammar and relating the sequence of story events by answering Who?, What?, When?, Where?, Why?, and How? questions.

Partial: Does not address theme or moral of the story or author's purpose (central message).

-Draw conclusions from details -Make predictions from details and ideas

1.2.2: #49– 52 Answer key details in a text 1.3.1: #53–56 Identify and describe story elements

1.RL.3 Describe characters, settings, and major events in a story, using key details.

1.3.1 Identify and describe the story elements of plot, setting, and characters, including the story's beginning, middle, and ending.

Aligned -Identify explicit supporting details -Identify explicit sequence

#53–56 Identify story elements

1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

1.1.9 Classify categories of words. 1.6.5 Provide descriptions with careful attention to sensory detail.

Partial: GDOE doesn't specify identify sensory words within a text.

N/A N/A

Funded by Title V-A Consolidated Grant 1




SBA Objectives

1.RL.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.

1.7.2 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles).

Partial: Does not address explaining major differences between books of the same genre.

-Identify characteristics of genre

1.7.2: #41–44 Using sources to identify information

1.RL.6 Identify who is telling the story at various points in a text.

1.2.2 Respond to Who?, What?, When?, Where?, Why?, and How? questions and recognize the main idea of what is read.

Partial: Does not specify identifying who is telling the story at various points in a text.

N/A #49–52 Answer key details in a text

1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.

1.3.1 Identify and describe the story elements of plot, setting, and characters, including the story's beginning, middle, and ending. 1.6.6 Use visual aids, such as pictures and objects to present oral information.

Aligned with multiple grade level GDOE standards.

-Demonstrate comprehension of a two-sentence story by identifying the picture described by the story

1.3.1: #53–56 Describe story elements

1.RL.9 Compare and contrast the adventures and experiences of characters in stories.

1.3.1 Identify and describe the story elements of plot, setting, and characters, including the story's beginning, middle and ending.

Partial: The example uses compare and contrast of a character in a story but does not specify compare and contrast as a strategy.

N/A 1.3.1: #53–56 Describe story elements

1.RL.10 With prompting and support, read prose and poetry of appropriate complexity of grade 1.

1.4.2 Write brief fictional texts (stories, rhymes) describing an experience using descriptive words (adjectives, nouns, verbs).

Partial: Does not specify reading prose and poetry of grade 1 level. See Appendix B of CCSS for examples.

-Identify characteristics of genre

N/A

1.RI.1 Ask and answer questions about key details in a text.

1.2.2 Respond to Who?, What?, When?, Where?, Why?, and How? questions and

Partial: Does not include key details in a

-Identify explicit supporting

1.2.2: #49–52 Answer key





SBA Objectives

recognize the main idea of what is read. text. details details 1.RI.2 Identify the main topic and

retell key details of a text. 1.2.2 Respond to Who?, What?, When?, Where?, Why?, and How? questions and recognize the main idea of what is read. 1.3.1 Identify and describe the story elements of plot, setting, and characters, including the story's beginning, middle, and ending. 1.6.4 Retell stories, important life events, or personal experience using basic story grammar and relating the sequence of story events by answering Who?, What?, When?, Where?, Why?, and How? questions.


-Identify explicit supporting details -Draw conclusions based on text -Extract implicit main idea or theme

1.2.2: #49–52 Respond to clarifying questions 1.3.1: #53–56 Describe story elements

1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.


Partial: Does not specify describing the connection between two individuals, events, ideas, or piece of information in a text.

N/A #53–56 Describe story elements

1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1.3.2 Understand what is read by responding to questions (Who?, What?, When?, Where?, Why?, How?)

Partial: Does not specifically address clarifying unknown words or phrases in text.

-Identify meanings of spoken words from a variety of subject areas and other sources

#57–60 Responding to information

1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to

1.7.2 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources

Partial: Does not list various text features to be addressed.

-Identify text characteristics

#41–44 Using sources to identify





SBA Objectives

locate key facts or information in a text.

(titles). information

1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

1.6.6 Use visual aids, such as pictures and objects, to present oral information. 1.7.2 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles).

Partial: Does not specifically address comparing information between illustrations and text.

N/A 1.7.2: #41–44 Using sources to identify information

1.RI.7 Use the illustrations and details in a text to describe its key ideas.

1.6.6 Use visual aids, such as pictures and objects, to present oral information.

Partial: Does not specify using illustrations to describe key ideas.

-Multiple printed words to picture

N/A

1.RI.8 Identify the reasons an author gives to support points in a text.

1.3.2 Understand what is read by responding to questions (Who?, What?, When?, Where?, Why?, How?)

Partial: Does not specify author's point of view or identifying the reasons.

N/A #57–60 Responding to information

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


Partial: Does not specify comparing two texts on same topic, although with example provided it might be inferred.

N/A #53–56 Story elements

1.RI.10 With prompting and support, read informational texts of appropriate complexity of grade 1.

1.1.6 Read aloud with fluency in a manner that sounds like natural speech. 1.7.2 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles).

Partial: Does not address the complexity of grade one. See Appendix B of CCSS for examples.

N/A 1.7.2: #41–44 Identify a variety of sources of information





SBA Objectives

1.RF.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).

1.1.1 Identify and explain more advanced concepts about print.

Aligned -Distinguish correct capitalization -Distinguish correct punctuation -Distinguish between clearly written sentences and sentences that contain errors in expression or construction

#1–4 Capital and ending punctuation

1.RF.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Distinguish long from short vowel sounds in spoken single-syllable words.

1.1.2 Distinguish beginning, middle, and ending sounds in monosyllabic words (words with only one vowel sound or syllable). 1.1.3 Recognize and say what is different or the same when one sound is added, deleted, or changed.


-Apply phonetic principles to recognize incorrect spelling of phonemes within words

1.1.2: #5–6 PA sounds

1.RF.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

1.1.4 Generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u) and blend those sounds into recognizable words, knowing the different combinations of letters can represent the same or different sounds.

Aligned N/A #9–11 Letter sounds

1.RF.2c Demonstrate understanding of spoken words, syllables,

1.1.2 Distinguish beginning, middle, and ending sounds in monosyllabic words

Aligned -Single consonant

#5–6 PA sounds





SBA Objectives

and sounds (phonemes): Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

(words with only one vowel sound or syllable).

sounds -Consonant blends -Consonant digraphs -Long vowel sounds -Short vowel sounds -Other vowel sounds

1.RF.2d Demonstrate understanding of spoken words, syllables, and sounds (phonemes): Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

1.1.2 Distinguish beginning, middle, and ending sounds in monosyllabic words (words with only one vowel sound or syllable). 1.1.4 Generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u) and blend those sounds into recognizable words, knowing the different combinations of letters can represent the same or different sounds.

Partial: skill continuum does not include segmenting.

-Apply phonetic principles to recognize incorrect spelling of phonemes within words

1.1.2: #5–6 PA sounds 1.1.4: #9–11 Letter sounds

1.RF.3a Know and apply grade-level phonics and word analysis skills in decoding words: Know the spelling-sound correspondences for common consonant digraphs.


Partial: Does not include consonant digraphs (e.g. th, ch, sh, ph).

-Consonant digraphs

#9–11 Letter sounds





SBA Objectives

1.RF.3b Know and apply grade-level phonics and word analysis skills in decoding words: Decode regularly spelled one-syllable words.

1.1.5 Read common sight words (words that are often seen and heard) at grade level.

Partial: does not address grade-level phonics decoding skills.

-Apply phonetic principles to recognize incorrect spelling of phonemes within words -Identify misspelled words in which the incorrect spelling reflects errors in applying structural principles

N/A

1.RF.3c Know and apply grade-level phonics and word analysis skills in decoding words: Know final -e and common vowel team conventions for representing long vowel sounds.


Partial: Does not indicate that this pattern is a decodable syllable type. GDOE may be referring to onset and rime patterns.

-Long vowel sounds

#9–11 Letter sounds

1.RF.3d Know and apply grade-level phonics and word analysis skills in decoding words: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.


Partial: Does not specify knowledge of syllable types.

-Long vowel sounds -Short vowel sounds -Other vowel sounds

#10–11 Vowel sounds

1.RF.3e Know and apply grade-level 1.1.7 Read and understand simple Partial: Does not -Compound #13





SBA Objectives

phonics and word analysis skills in decoding words: Decode two-syllable words following basic patterns by breaking the words into syllables.

compound words (birthday, anything) and contractions (isn’t, aren’t, can’t, won’t).

include two syllable words that are not compound (e.g. table, letter).

words Compound words

1.RF.3f Know and apply grade-level phonics and word analysis skills in decoding words: Read words with inflectional endings.

1.1.8 Read and understand root words (look) and their inflectional forms (looks, looked, looking).

Aligned N/A #14 Root words and inflections

1.RF.3g Know and apply grade-level phonics and word analysis skills in decoding words: Recognize and read grade-appropriate irregularly spelled words.

1.1.5 Read common sight words (words that are often seen and heard) at grade level.

Aligned -Recognize the correct spelling of sight words

N/A

1.RF.4a Read with sufficient accuracy and fluency to support comprehension: Read grade-level text with purpose and understanding.

1.1.6 Read aloud with fluency in a manner that sounds like natural speech.

Aligned -Draw conclusions from details -Make predictions from details and ideas -Identify meanings of spoken words from a variety of subject areas and other sources

N/A

1.RF.4b Read with sufficient accuracy and fluency to support

1.1.5 Read common sight words (words that are often seen and heard) at grade

Aligned with multiple grade level GDOE

N/A N/A





SBA Objectives

comprehension: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

level. 1.1.6 Read aloud with fluency in a manner that sounds like natural speech.

standards.

1.RF.4c Read with sufficient accuracy and fluency to support comprehension: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

1.1.5 Read common sight words (words that are often seen and heard) at grade level. 1.1.6 Read aloud with fluency in a manner that sounds like natural speech.

Partial: Does not address using phonics or context clues as strategies for self-correction.

-Identify meanings of subject areas and other sources -Determine unknown words from context

N/A

1.W.1 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.

1.8.1 Write for different purposes and to a specific audience or person.

Partial: Does address writing opinion piece with reason and some sense of closure. See Appendix C of CCSS for examples.

-Determine purpose for writing -Determine an appropriate supporting sentence -Organize information

N/A

1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

1.4.3 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details. 1.7.3 Write a brief expository (nonfiction) description of a real object, person, place, or event, using details of the senses (smell, taste, touch, sounds, sights). 1.8.1 Write for different purposes and to

Partial: Does not include the writing process specific to topic or closure. See Appendix C of CCSS for examples.

-Determine topic relevance -Organize information -Determine an appropriate supporting sentence -Determine purpose for

N/A





SBA Objectives

a specific audience or person. writing 1.W.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.

1.4.2 Write brief fictional texts (stories, rhymes) describing an experience using descriptive words (adjectives, nouns, verbs).

Partial: Does not specify two or more sequenced events or use of temporal words to signal order.

-Determine topic relevance -Organize information -Determine an appropriate supporting sentence -Determine purpose for writing

N/A

1.W.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.

1.4.4 Self-correct word usage. 1.8.1 Write for different purposes and to a specific audience or person.

Partial: does not address interacting with adults and peers to strengthen writing.

-Distinguish between clearly written sentences and sentences that contain errors in expression or construction -Identify correctly and effectively written sentences

N/A

1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

1.4.1 Use various organizational strategies to plan for writing. 1.4.4 Self-correct word usage. 1.6.6 Use visual aids, such as pictures and objects, to present oral information. 1.8.1 Write for different purposes and to

Partial: Does not address interacting with adults and peers to strengthen writing or using digital tools.

N/A N/A





SBA Objectives

a specific audience or person. 1.W.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).

1.7.1 Begin asking questions to guide topic selection (who, what, where, why, and how). 1.8.1 Write for different purposes and to a specific audience or person.

Partial: Does not include sharing research project or writing a sequence of instructions.

N/A N/A

1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

1.6.4 Retell stories, important life events, or personal experience using basic story grammar and relating the sequence of story events by answering Who?, What?, When?, Where?, Why?, and How? questions. 1.7.2 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles). 1.7.3 Write a brief expository (nonfiction) description of a real object, person, place, or event using details of the senses (smell, taste, touch, sounds, sights). 1.8.1 Write for different purposes and to a specific audience or person.

Partial: Does not address guidance and support from adults to answer a question.

-Draw conclusions based on text -Interpret implicit actions make inferences based on text -Determine implicit causes or effects of events or ideas -Draw conclusions from details -Make predictions from details and ideas

1.7.2: #41–44 Identify a variety of sources of information.

1.SL.1a Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups: Follow agreed-upon

1.2.3 Follow one-step written instructions. 1.6.2 Give, restate, and follow simple two-step directions. 1.6.3 Stay on the topic when speaking.

Partial: Does not include collaborative conversations.

-Identify meanings of subject areas and other sources -Draw conclusions from

N/A





SBA Objectives

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

details -Make predictions from details and ideas

1.SL.1b Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups: Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

1.2.3 Follow one-step written instructions. 1.6.2 Give, restate, and follow simple two-step directions. 1.6.3 Stay on the topic when speaking.


-Identify meanings of spoken words from a variety of subject areas and other sources -Draw conclusions from details -Make predictions from details and ideas

N/A

1.SL.1c Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups: Ask questions to clear up any confusion about the topics and texts under discussion.

1.6.1 Ask questions for clarification and understanding. 1.6.2 Give, restate, and follow simple two-step directions. 1.6.3 Stay on the topic when speaking.


-Form hypothesis from ideas

N/A

1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

1.3.1 Identify and describe the story elements of plot, setting, and characters, inlcuding the story's beginning, middle, and ending. 1.3.2 Understand what is read by


-Identify meanings of spoken words from a variety of subject areas and

1.3.1: #53–56 Story elements 1.3.2: # 57–60





SBA Objectives

responding to questions (Who?, What?, When?, Where?, Why?, How?). 1.6.1 Ask questions for clarification and understanding. 1.6.3 Stay on the topic when speaking.

other sources -Draw conclusions from details -Make predictions from details and ideas

Key story details

1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

1.6.1 Ask questions for clarification and understanding. 1.7.1 Begin asking questions to guide topic selection (who, what, where, why, and how).


-Identify meanings of spoken words from a variety of subject areas and other sources -Draw conclusions from details -Make predictions from details and ideas

N/A

1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

1.6.3 Stay on the topic when speaking. 1.6.5 Provide descriptions with careful attention to sensory detail.

Partial: Does not include expressing ideas or feelings.

-Determine implicit details, plot, sequence, or action

N/A

1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

1.4.1 Use various organizational strategies to plan for writing. 1.6.6 Use visual aids, such as pictures and objects, to present oral information.

Partial: Does not include clarifying feelings or ideas.

N/A N/A

1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3

1.5.1 Write in complete, simple sentences.

Partial: See Langugage standards 1 and 3.

-Distinguish correct capitalization -Identify

#17–20 Complete sentences





SBA Objectives

for specific expectations.) correctly applied grammar -Distinguish correct punctuation -Distinguish between clearly written sentences and sentences that contain errors in expression or construction

1.L.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Print all upper- and lowercase letters.

1.5.8 Print legibly and space letters, words, and sentences appropriately.

Aligned -Apply phonetic principles to recognize incorrect spelling of phonemes within words -Distinguish correct capitalization

N/A

1.L.1b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use common, proper, and possessive nouns.

1.5.3 Identify and correctly write contractions (isn’t, aren’t, can’t) and possessive nouns (cat’s meow, girls’ dresses) and possessive pronouns (my/mine, his/hers).

Aligned -Distinguish correct capitalization -Identify correctly applied grammar

#25–28 Use plural, possessive nouns

1.L.1c Demonstrate command of the conventions of standard English grammar and usage

1.5.2 Identify and correctly use singular and plural nouns (dog/dogs).

Partial: Does not address matching verbs with singular

-Identify correctly applied grammar

1.5.2: #21–24 Plural nouns





SBA Objectives

when writing or speaking: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

and plural nouns.

1.L.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their; anyone, everything).

1.5.3 Identify and correctly write contractions (isn’t, aren’t, can’t) and possessive nouns (cat’s meow, girls’ dresses) and possessive pronouns (my/mine, his/hers).

Partial: Does not include personal and indefinite pronouns.


#27–28 Possessive and indefinite pronouns

1.L.1e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: 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).

N/A GDOE does not address verb tense until grade 3.


#14 Root words and inflections

1.L.1f Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use frequently occurring adjectives.

N/A GDOE does not address adjectives until grade 3.


N/A

1.L.1g Demonstrate command of the conventions of standard English grammar and usage

N/A GDOE does not address specifically using conjunctions.


N/A





SBA Objectives

when writing or speaking: Use frequently occurring conjunctions (e.g., and, but, or, so, because).

1.L.1h Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use determiners (e.g., articles, demonstratives).


Partial: Does not address specifically recognizing and using determiners.


N/A

1.L.1i Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use frequently occurring prepositions (e.g., during, beyond, toward).


Partial: does address specifically recognizing and using prepositions.


N/A

1.L.1j Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1.5.1 Write in complete, simple sentences. 1.5.4 Correctly use periods (I am 5 years old.), exclamation points (Help!), and question marks (How old are you?) to distinguish between declarative, exclamatory, and interrogative statements.


-Distinguish correct punctuation -Identify correctly and effectively written sentences

1.5.4 #29–32 Use ending punctuation

1.L.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

1.5.5 Capitalize the first letter of the first word of a sentence, names of people, and the pronoun I.

Partial: Does not include capitalizing dates.

-Distinguish correct capitalization

1.5.5: #34, 36 Capitalization





SBA Objectives

when writing: Capitalize dates and names of people.

1.L.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use end punctuation for sentences.

1.5.4 Correctly use periods (I am 5 years old.), exclamation points (Help!), and question marks (How old are you?) to distinguish between declarative, exclamatory, and interrogative statements.

Aligned -Distinguish correct punctuation

#29–32 Ending punctuation

1.L.2c Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use commas in dates and to separate single words in a series.

N/A GDOE does not address commas in dates and series until Grade 3.

-Distinguish correct punctuation

N/A

1.L.2d Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

1.5.1 Write in complete, simple sentences. 1.5.6 Spell correctly three- and four-letter words (can, will) and grade level appropriate sight words (red, fish).

Partial: Does not include spelling irregular words.

-Recognize the correct spelling of sight words -Apply phonetic principles to recognize incorrect spelling of phonemes within words

1.5.6: #37–40 Correct spelling

1.L.2e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Spell untaught words phonetically, drawing on phonemic awareness and

1.1.2 Distinguish beginning, middle, and ending sounds in monosyllabic words (words with only one vowel sound or syllable).

Partial: Does not address words that have more than one syllable.

-Recognize the correct spelling of sight words -Apply phonetic principles to recognize incorrect spelling

1.1.2: #5–6 PA sounds





SBA Objectives

spelling conventions. of phonemes within words

1.L.4a 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: Use sentence-level context as a clue to the meaning of a word or phrase.

1.1.7 Read and understand simple compound words (birthday, anything) and contractions (isn’t, aren’t, can’t, won’t). 1.1.8 Read and understand root words (look) and their inflectional forms (looks, looked, looking). 2.1.11 Use context (the meaning of the surrounding text) to understand word and sentence meanings.

Partial: Does not include using context clues as a strategy for determining an unknown word. Context is addressed in GDOE grade 2.

-Identify meanings of spoken words from a variety of subject areas and other sources -Determine unknown words from context

1.1.7: #13, 15–16 Word meaning

1.L.4b 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: Use frequently occurring affixes as a clue to the meaning of a word.


Partial: Does not include affixes that frequently occur as a clue to the meaning of a word.

-Identify meanings of subject areas and other sources

1.1.8: #14 Root words and inflections

1.L.4c 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: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g, looks, looked,


Aligned -Identify meanings of subject areas and other sources

1.1.8: #14 Root words and inflections





SBA Objectives

looking) 1.L.5a With guidance and support

from adults, demonstrate understanding of word relationships and nuances in word meanings: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

1.1.9 Classify categories of words.

Partial: does not address word relationships and nuances in word meanings.

-Identify meanings of spoken words from a variety of subject areas and other sources -Draw conclusions from details

#16 Classify words

1.L.5b With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: Define words by category and by one ore more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

1.1.9 Classify categories of words.

Partial: does not address word relationships and attributes.

-Identify meanings of spoken words from a variety of subject areas and other sources -Draw conclusions from details

#16 Classify words

1.L.5c With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: Identify real-life connections between words and their use (e.g., note places at home that are cozy).

N/A N/A -Identify meanings of spoken words from a variety of subject areas and other sources -Draw conclusions from details

N/A

1.L.5d With guidance and support from adults, demonstrate

1.1.9 Classify categories of words. 1.4.4 Self-correct word usage.

Partial: does not address shades of

-Identify meanings of

#16 Classify





SBA Objectives

understanding of word relationships and nuances in word meanings: 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.

meaning among verbs or adjectives.

spoken words from a variety of subject areas and other sources -Draw conclusions from details

words

1.L.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).

1.2.4 Confirm predictions about what will happen next in a text by identifying key words (signal words that alert the reader to a sequence of events, such as before, first, during, while, as, at the same time, after, then, next, at last, finally, now, and when or cause and effect, such as because, since, therefore, and so).

Aligned -Identify meanings of spoken words from a variety of subject areas and other sources

N/A


Guam GUAM College and Career Readiness Anchor Standards ELA


College and Career Readiness Anchor Standards

The college and career readiness standards offer a broad spectrum of what students will be able to demonstrate as a result of mastery of the more specific, grade level standards, which follow the umbrella anchor standards listed below for reading and writing. In students’ abilities to exhibit an increasing fullness of being literate individuals, they will be able to: demonstrate independence; build strong content knowledge; respond to varying demands of audience, task, purpose, and discipline; comprehend as well as critique; value evidence; use technology and digital media strategically and capably; and understand other perspectives and cultures.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors

take. Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.


Guam College and Career Readiness Anchor Standards ELA


College and Career Readiness Anchor Standards for Writing

Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient

evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured

event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

College and Career Readiness Anchor Standards for Language

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.


Guam College and Career Readiness Anchor Standards ELA


Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or

style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking,

and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

College and Career Readiness Anchor Standards for Speaking and Listening

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated.


GUAM District Level Curriculum Map Grade 1 – ELA Quarter 1

Italic Information: Recursive standard – repeated in at least one other quarter BOLD information: Standards that should be emphasized Guam Department of Education 2013

Big Idea 1, Quarter 1: Students will foster comprehension through clarifying questions and answers.

Essential Question(s): What do good readers do? Am I clear about what I just read? How do I know?

Standards: 1.RL.1 Ask and answer questions about key details in a text. 1.RI.1 Ask and answer questions about key details in a text.

1.RI.2 Identify the main topic and retell key details of a text.



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



1.L.5a With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Suggested Timeline: 1st – 4th quarter




Big Idea 2, Quarter 1: Students will use phonics skills to decode words.

Essential Question(s): How do individual sounds make up words?

Standards: 1.RF.2a-d 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. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends; c) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words; d) Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).


Suggested Timeline: 4 weeks Big Idea 3, Quarter 1: Students will use phonics skills to write words.

Essential Question(s): How will knowing letter sounds help me write about my ideas?

Standards: 1.RF.3b; d-e

Know and apply grade-level phonics and word analysis skills in decoding words: b) Decode regularly spelled one-syllable words; 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.



1.SL.6 Produce complete sentences when appropriate to task and situation.

Suggested Timeline: 3 weeks




Big Idea 4, Quarter 1: Students will use standard English conventions when writing.

Essential Question(s): How does using conventions when writing help a reader?

Standards: 1.RF.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). 1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific

expectations.) 1.L.1a and j

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: a) Print all upper- and lowercase letters; j) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1.L.2a-b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: a) Capitalize dates and names of people; b) Use end punctuation for sentences.

Suggested Timeline: 1st quarter




Big Idea 1, Quarter 2: Students will demonstrate an understanding of the usage of parts of speech.

Essential Question(s): How does knowing parts of speech help when I’m communicating?

Standards: 1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

1.L.1b; d-g Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: b) Use common, proper, and possessive nouns; d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their; anyone, everything; e) 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); f) Use frequently occurring adjectives; g) Use frequently occurring conjunctions (e.g., and, but, or, so, because).


Suggested Timeline: 3–4 weeks Big Idea 2, Quarter 2: Students will demonstrate an understanding of grade-level phonics through reading and writing.

Essential Question(s): How does knowing letter sounds help me in reading and writing?

Standards: 1.RF.3c and g

Know and apply grade-level phonics and word analysis skills in decoding words: c) Know final -e and common vowel team conventions for representing long vowel sounds; g) Recognize and read grade-appropriate irregularly spelled words.

1.L.2e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.






Big Idea 3, Quarter 2: Students will develop a deeper understanding of vocabulary and usage in different situations.

Essential Question(s): Which type of words can help me express my ideas?

Standards: 1.L.1g-h Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: g) Use frequently

occurring conjunctions (e.g., and, but, or, so, because); h) Use determiners (e.g., articles, demonstratives). 1.L.5b-d 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); 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.

1.SL.4 Describe people, places, things, and events with relevant details expressing ideas and feelings clearly.

Suggested Timeline: 2–3 weeks Big Idea 4, Quarter 2: Students will demonstrate comprehension by discussing ideas and providing details from text.

Essential Question(s): What do good readers do? Do I understand what I’ve read? How do I know?

Standards: 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.





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

Suggested Timeline: 2nd quarter




Big Idea 5, Quarter 2: Students will be able to compare and contrast information through different texts.

Essential Question(s): How is text the same? How is it different?

Standards: 1.RL.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. 1.RL.9 Compare and contrast the adventures and experiences of characters in stories.


Suggested Timeline: 1–2 weeks




Big Idea 1, Quarter 3: Students will demonstrate grade 1 phonics and standard English conventions when speaking, reading, and writing.

Essential Question(s): How do inflectional endings change the meaning of a sentence?

Standards: 1.RF.3f Know and apply grade-level phonics and word analysis skills in decoding words: Read words with inflectional endings. 1.L.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use singular and plural

nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1.L.4c 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: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).





Big Idea 2, Quarter 3: Students will be able to support their opinions in speaking and writing with text.

Essential Question(s): How do we support our opinions in speaking and writing?

Standards: 1.RI.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.


1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.









Big Idea 3, Quarter 3: Students will clarify unknown words or phrases accurately with fluency to gain reading comprehension.


Standards: 1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


1.RF.4a-c 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; c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

1.L.4a-b 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; b) Use frequently occurring affixes as a clue to the meaning of a word.

Suggested Timeline: 3rd quarter




Big Idea 4, Quarter 3: Students will develop a piece of writing in which they compare individuals, events, or ideas using the conventions of standard English grammar.

Essential Question(s): What key words are needed when I write comparing or contrasting ideas?

Standards: 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1.RI.9 Identify basic similarities and differences between two texts on the same topic (e.g., illustrations, descriptions, procedures).


1.W.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.








Big Idea 1, Quarter 4: Students will develop a deeper understanding of grade-level poetry.

Essential Question(s): What are the elements of poetry?

Standards: 1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. 1.RF.1a Demonstrate understanding of the organization and basic features of print: recognize the distinguishing features of a sentence.

1.RF.4b Read with sufficient accuracy and fluency to support comprehension: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

1.L.5d With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, state, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Suggested Timeline: 2 weeks Big Idea 2, Quarter 4: Students will produce opinion, narrative, and expository writing pieces.

Essential Question(s): What elements are needed for opinion, narrative, or expository writing?

Standards: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with

peers.

1.W.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).



Suggested Timeline:


GUAM District Level Curriculum Guide Grade 1 – ELA Quarter 1


Big Idea 1, Quarter 1: Students will foster comprehension through clarifying questions and answers.


Standards: 1.RL.1 Ask and answer questions about key details in a text. 1.RI.1 Ask and answer questions about key details in a text.




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



1.L.5a With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Elements of the Standard(s) – What’s the meaning? Asking and answering questions to foster comprehension is practiced throughout the standards in this quarter. This is regardless of the text read or heard by students or if comprehension is from illustrations, informational text, or narrative text. Often students will want to respond from memory––yet what these standards want is for students to also be able to find where in text the answers are found or inferred. Students can practice orally asking and answering questions from stories they heard or read to build their vocabulary and oral language fluency. Explicitly teach the procedures for student discussions and working together patterns (with partner or small group). Displaying steps of routines and procedures (e.g., clarifying questions, expectations for collaborative conversations) that include text and pictures supports all students. (1.R.L.1, 1.RI.1, 1.SL.1a)




Key Vocabulary clarifying questions, key details, main idea, topic, supporting facts, illustrations, narrative text, informational text, comprehension

Links to Prior Learning Students need to know from prior grade:

• How to formulate a question (See Houghton Mifflin English Unit One.)

• How to determine informational text from narrative text

Links to Future Learning Students orally asking and answering questions can eventually include ‘note-taking’ on a graphic organizer (e.g. Cornell notes, Main Idea/Key details, Topic/Supporting Facts). Note-taking is the essential stepping stone to summarizing.

Instructional Strategies (EL, SIOP, SPED, Marzano) Prepare in advance: (SIOP, EL, and Marzano)

• Anchor Charts or Focus Walls as a visual resource for current lesson objectives (e.g., vocabulary, phonics/spelling patterns, high-frequency word list, current reading genre, reading procedures, writing procedures, agenda, calendar, comprehension question cues)

• Picture clues with text for vocabulary, routine directions, and procedures (e.g., how to whisper-read with a partner, how to be a good listener, process for editing and revising work)

• Assign student partners and small groups to complete or practice tasks. Sometimes you will have them work with only a partner, other times they will work as a small group. These need to be flexible groups to balance out the abilities and support English Language Learners or struggling students.

• Review narratives and informational text prior to students reading the material. Frontload students with essential vocabulary for meaning and pronunciation.

• Provide a variety of contrasting text structures from informational to narrative. Practice with students: (SIOP, EL, and Marzano). • Procedures for discussion, response, and extending ideas between partners (or small groups) • Procedures for partner whisper-reading while the teacher monitors for accuracy and fluency • Each lesson should involve a type of compare and contrast activity (e.g. “How are ‘questions’ and ‘statements’ different?” “Compare how the

topic of this text and the main idea from this story are similar . . . and how are they different?”) • Each lesson should include more challenging materials for students to accurately finish quickly and scaffolded material for students who are

struggling with the concepts. (Partner and small group work helps with this.) • Build routines for students to repeat vocabulary words (the more opportunities the better) in order to check for pronunciation.

Resources & Links to Technology

• Houghton Mifflin English, U. 1: The Sentence, L.: 4, 5, 6, 7, 8, pp. 27–39 • CCSS Appendix A –explanation and strategies for phonemic awareness




• www.readingonline.org article and resources for reading comprehension and engagement • http://readwritethink.org key word: index, then select a variety of reading information, including lesson, standards, resources, and student

materials • www.explicitinstruction.org series of classroom instruction examples (videos) for setting up procedures and explicit instruction

Big Idea 2, Quarter 1: Students will use phonics skills to decode words.

Essential Question(s): How do individual sounds make up words?

Standards: 1.RF.2a-d 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. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends; c) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words; d) Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).


Elements of the Standard(s) – What’s the meaning? 1.RF.2a-d: This standard covers phonological awareness (i.e., hearing the sounds in the English language). This skill emphasizes what students hear in the English language. Students need to know that words are made of individual sounds blended together to make a word––as a precursor to reading and writing. Guide students by emphasizing the sounds (phonemes) first while students watch how the mouth articulates as well as the sounds. Students are provided frequent opportunities to repeat correctly and practice. 1.RF.3a: This standard covers the connection between the sound of the English language (phonological awareness) and print. Once students have mastered identifying the sounds in the English language, then assist them with connecting the sound to the symbol (letter) we use in print to represent the sound.


http://www.readingonline.org/

http://readwritethink.org/

http://www.explicitinstruction.org/



Key Vocabulary phoneme, sound, segment, blend, short/relaxed vowel, long/tense vowel, digraph, decode

Links to Prior Learning • Hearing words in sentences • Introduced to letter sounds and

names

Links to Future Learning • Students will begin to connect sound to

appropriate grapheme symbol (printed letter).

Instructional Strategies (EL, SIOP, SPED, Marzano) Continuum of Skills:

• English Language Learners need to practice hearing individual words in sentences. The teacher may use manipulatives to represent the words that are spoken. (“The dog sat on the rug.” = O O O O O O) Manipulatives can be dots, unifix cubes, or small pieces of foam or paper (sticky notes).

• Hearing and identifying initial individual consonant sounds are practiced first, and then consonant blends (e.g., black, stop, trap). This skill is followed by ending individual consonant sounds, then ending consonant blends (e.g., find, jump, old).

• Hearing and identifying medial (middle) sounds are typically vowel sounds in first grade reading/writing vocabulary: Short vowels (or relaxed vowel sounds) are identified first due to their consistency in spelling, then long vowels (or tense vowel sounds).

• Students need to practice ALL alphabet sounds with phonological awareness activities throughout the year––even though the reading lesson may be focused on only one phonics pattern. Phonological awareness activities provide support, distributed practice, and review for hearing the sounds of the English language.

Strategies: • When introducing a read-aloud story, segment the main noun and have students blend the phonemes. (Example: “Blend the sounds I give you to

find out about today’s story: Tommy Goes to /c/-/a/-/m/-/p/. What is the title? Whisper it to your partner; now tell me aloud . . . right! Camp. Tommy Goes to Camp.” This can be done throughout the day across content areas providing distributed practice of hearing, blending sounds. For variety, the reverse can be done: “Today’s story is ‘Tommy Goes to Camp.’ Let’s segment the word camp: /c/-/a/-/m/-/p/.”

• As sounds are introduced, demonstrate a connection across content areas throughout the day by enthusiastic identification. (Example: “Today in math we will count by fives. Count. You say ‘count’ . . . What consonant blend do you hear in the word count? Right! Let’s segment the word sound by sound: /c/-/ou/-/n/- /t/. What’s the word? Count!”).

• When instructing the digraphs (e.g., ch, sh, and th), insert these graphemes if you have an Alphabetized Word Wall. ELL students may correctly hear these sounds ch, sh, and th as one unit yet we confuse them when we show words like ‘them’ or ‘there’ listed in the T column.

• Phoneme-Mapping –Graphing is a visual and concrete way of having students practice moving from the sounds in a word to the spelling of each of the sounds. (See http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions )


http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions



Resources & Links to Technology • Houghton Mifflin First Grade Spelling and Vocabulary Workbook • http://www.corestandards.org/ELA-Literacy CCSS Appendix A: for information and explanation of phonics instruction • www.explicitinstruction.org series of classroom instruction examples (videos) • http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions for phoneme mapping: grapheme

directions.

Big Idea 3, Quarter 1: Students will use phonics skills to write words.

Essential Question(s): How will knowing letter sounds help me write about my ideas?

Standards: 1.RF.3b; d-e

Know and apply grade-level phonics and word analysis skills in decoding words: b) Decode regularly spelled one-syllable words; 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.



1.SL.6 Produce complete sentences when appropriate to task and situation.

Elements of the Standard(s) – What’s the meaning? (1.RF.3b, d-e): These standards require students to have mastery of individual letter sounds in order to read regularly spelled one-syllable and two-syllable words. Students will follow patterns to determine how to break words into syllables (e.g., double medial consonants: ladder, bubble, copper; compound words: hotdog, rainbow, mailbox). This skill provides students with knowledge of how to pronounce the vowel––whether it is long or short. As students write sentences, they will use correct spelling for words with common spelling patterns (1.L.2d) that are not necessarily phonetic (e.g., find, mind, bind; bread, dread, dead; would, could, should; love, glove, dove, shove). In first grade, there are high-frequency sight words that do not fall into the phonics patterns that need to be read ‘by sight’ and spelled correctly (e.g., the, said, was, does, of). These combined standards expect mastery of foundational phonics skills so as not to impede students when responding to questions or adding details in their writing (1.W.5). Students should not be hampered in writing their ideas by struggling to create the symbols for the sounds/words they wish to produce.


http://www.corestandards.org/ELA-Literacy

http://www.explicitinstruction.org/




Key Vocabulary vowel team, vowel-consonant-silent e, high-frequency sight words, decodable words

Links to Prior Learning Mastery of common high-frequency words (e.g., the, once, was, of, find, school)

Links to Future Learning Establish procedures for peer suggestions for writing revisions.

Instructional Strategies (EL, SIOP, SPED, Marzano) Strategies with students:

• Phoneme-Mapping –Graphing is a visual and concrete way of having students practice moving from the sounds in a word to the spelling of each of the sounds. (http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions)

• Provide a word bank of key words that students may use in their writing. For example, provide a high-frequency word wall or a page in their personal writing journals with a list of words students are apt to misspell (the, said, was, of).

• Provide students with a writing journal or a method of collecting their writing samples in order to see their growth over the course of a year. • Have students read their writing samples to peers on a regular basis. This can evolve into students reading each other’s work and offering

revision suggestions. • Provide anchor charts or posters posted in the room as a visual reminder of sentence punctuation expectations.


• Houghton Mifflin First Grade English workbook, pp. 302–318 resources for tricky words to spell, categories of word banks, picture dictionary • Houghton Mifflin First Grade Spelling and Vocabulary (phonemes, digraph instruction) • http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions

Big Idea 4, Quarter 1: Students will use standard English conventions when writing.

Essential Question(s): How does using conventions when writing help a reader?

Standards: 1.RF.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). 1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific

expectations.)






1.L.1a and j

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: a) Print all upper- and lowercase letters; j) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1.L.2a-b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: a) Capitalize dates and names of people; b) Use end punctuation for sentences.

Elements of the Standard(s) – What’s the meaning? Effective communication of ideas when speaking or writing requires the appropriate use of conventions of the English language. For first-grade students, this will require demonstrating how to write different sentences with proper punctuation. Thinking aloud while demonstrating is a strong instructional model for students. It allows them to hear the tone of the sentence as well as see the punctuation. Students need multiple opportunities to practice creating and correcting examples of different types of sentences (e.g., declarative, interrogative, exclamatory). Key Vocabulary sentence, statement, question, inquiry, capital, uppercase, lowercase, proper noun, common noun

Links to Prior Learning Students need to demonstrate mastery of recognizing and being able to print all capital and lowercase letters. Students should not be hampered in writing their ideas by struggling to create the symbols for the sounds/words they wish to produce.

Links to Future Learning • A scaffolded rubric may be offered to

students to increase their writing. (Example: a star = 5 sentences, a happy face = 3 sentences, a check mark = 2 sentences).

• Students who need more of a challenge may create short paragraphs.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Provide three sentences with punctuation or spelling errors for students to copy correctly into their writing journal or on writing paper. This can

be part of a daily routine as they begin their day (e.g., enter classroom, hang up backpack, sit and write opening sentences with corrections). The whole class then can share their corrections and revise their writing as necessary.

• Provide opportunities for students to practice penmanship by having them write their spelling words and vocabulary words with definitions. Resources & Links to Technology

• Houghton Mifflin First Grade English workbook, U. 1, The Sentence, pp. 21–39 • Houghton Mifflin First Grade English workbook, U. 3, Nouns and Pronouns, pp. 61–79 • Houghton Mifflin First Grade English workbook, U. 9, More Capitalization and Punctuation, pp. 216–237 • Houghton Mifflin Frist Grade English workbook, Tools and Tips (handwriting and picture dictionary), pp. 307–318




Big Idea 1, Quarter 2: Students will demonstrate an understanding of the usage of parts of speech.

Essential Question(s): How does knowing parts of speech help when I’m communicating?

Standards: 1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

1.L.1b; d-g Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: b) Use common, proper, and possessive nouns; d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their; anyone, everything; e) 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); f) Use frequently occurring adjectives; g) Use frequently occurring conjunctions (e.g., and, but, or, so, because).


Elements of the Standard(s) – What’s the meaning? Effective communication of ideas when speaking or writing relies on students being able to use grammar accurately. (1.L1b; d-g): Whether they are speaking, reading, or writing; students’ comprehension depends on understanding what the pronoun in a sentence is replacing; whether the verb indicates past, present or future; how adjectives describe details or how conjunctions (e.g., and, but, because) change the meaning of a sentence. When working with verbs, besides knowing how to decode and the concept of past, present, and future, students need to have word analysis skills (1.RF.3f). Three inflectional endings: -e/-es, -ed, and -ing are found in 65% of words that have inflectional endings and suffixes, so students need to know when to add ‘s’ or ‘es’; the 3 sounds of -ed endings (/t/, /d/, and /ed/ depending on the consonant sound prior to adding ‘ed’). Key Vocabulary inflectional ending, possessive pronoun, indefinite pronoun, past tense, adjectives, conjunctions

Links to Prior Learning • Review voiced and unvoiced

consonant sounds. • Review how to make nouns plural.

Links to Future Learning Oral fluency using grammar phrases evolves to writing with more correctly formed sentences.

Instructional Strategies (EL, SIOP, SPED, Marzano) Strategies with students:

• Provide instruction and practice that focuses on one part of speech at a time. The instruction includes the definition and identification in text. • Provide text for students to analyze by highlighting the assigned part of speech. Assignments may increase in complexity over time:

Example: 1. “Today you will highlight all the adjectives you see in this passage.”




2. “Today you will highlight the adjectives in blue and conjunctions in yellow.” 3. “Today you will highlight the adjectives in blue, conjunctions in yellow, and the pronouns in pink. Then draw an arrow from the pronoun to the noun it is replacing.”

• Provide examples of words listed categories (‘grammar word banks’) for adjectives, nouns, pronouns, verbs, conjunctions, and prepositions to provide a visual support for English Language Learners.

• Provide timed opportunities for students to orally practice phrases emphasizing the assigned parts of speech: (e.g., adjective/noun phrases, prepositional phrases, verb/adverb phrases). Fluency in language supports fluency in writing and reading. You may assign students: “With your partner, take turns giving an adjective and noun phrase such as ‘red car, three cats, creepy monster, or large blanket.’ You’ll rally back and forth for about 4 minutes, ready? Go!”


• Houghton Mifflin First Grade English workbook, U. 3, Nouns and Pronouns, pp. 60–81 • Houghton Mifflin First Grade English workbook, U. 5, Verbs, pp. 123–135 • Houghton Mifflin First Grade English workbook, U. 7, Adjectives, pp. 172–183 • Houghton Mifflin First Grade English workbook, U. 8, Writing a Description, pp. 190–200

Big Idea 2, Quarter 2: Students will demonstrate an understanding of grade-level phonics through reading and writing.

Essential Question(s): How does knowing letter sounds help me in reading and writing?

Standards: 1.RF.3c and g

Know and apply grade-level phonics and word analysis skills in decoding words: c) Know final -e and common vowel team conventions for representing long vowel sounds; g) Recognize and read grade-appropriate irregularly spelled words.






Elements of the Standard(s) – What’s the meaning? Students will continue to decode words when reading and writing phonetically including words with long vowel sounds in words using vowel-consonant-silent-e patterns and common vowel-team patterns. Students will be able to recall experiences or gather information to answer questions in writing using proper capitalization, punctuation, and spelling. Students will be able to utilize these skills in their writing. (DOK 2) Key Vocabulary vowel team, silent ‘e’

Links to Prior Learning Students demonstrated mastery of vowels in one-syllable words (e.g., open syllables – “go, no”; closed syllables – “got, not”).

Links to Future Learning Teacher will introduce additional syllable types (e.g., r-controlled vowels).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Provide visual support (anchor charts, focus walls, word lists to post inside student writing journals) with words categorized by their

phonics/spelling pattern (e.g., boat, float, goat; meat, beat, treat; rain, main, train). • Provide timed writing opportunities to build fluency in writing grammar phrases. Example: “Students, you’ve done this orally during last quarter,

now you’ll use your writing journal (or piece of paper) to write as many grammar phrases (e.g. adjective/noun, verb/adverb, prepositional phrase) as you can for 3 minutes.”

• Provide examples of words listed categories (‘grammar word banks’) for adjectives, nouns, pronouns, verbs, conjunctions, and prepositions to provide a visual support for English Language Learners.

• Provide three sentences with punctuation or spelling errors for students to copy correctly into their writing journal or on writing paper. This can be part of a daily routine as they begin their day (e.g., enter classroom, hang up backpack, sit and write opening sentences with corrections). The whole class then can share their corrections and revise their writing as necessary.


• Houghton Mifflin First Grade English workbook, U. 1, The Sentence, pp. 20–37 • Houghton Mifflin First Grade English workbook, U. 9, More Capitalization and Punctuation, pp. 216–240 • Houghton Mifflin First Grade Spelling and Vocabulary workbook, U. 20, 21, 22, 23, 25, 28, 29 (long vowels)




Big Idea 3, Quarter 2: Students will develop a deeper understanding of vocabulary and usage in different situations.

Essential Question(s): Which type of words can help me express my ideas?

Standards: 1.L.1g-h Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: g) Use frequently

occurring conjunctions (e.g., and, but, or, so, because); h) Use determiners (e.g., articles, demonstratives). 1.L.5b-d 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); 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.

1.SL.4 Describe people, places, things, and events with relevant details expressing ideas and feelings clearly.

Elements of the Standard(s) – What’s the meaning? Students will analyze and use vocabulary appropriately to express, describe, or clarify ideas. Seeing the various shades of meaning or intensity in vocabulary will assist them in expressing themselves clearly (e.g., disappointed or devastated? Tired or exhausted?) They will understand how conjunctions change or clarify the meaning of a sentence (e.g., I would go, but I am sick. I would go because I’m the speaker. I would go and take a sweater.) When students orally practice describing people, places, and events with clarifying details, their reading comprehension and writing will also be enhanced. Key Vocabulary conjunctions, determiners, attributes, intensity, context clues

Links to Prior Learning Review activities with parts of speech (quarter #2).

Links to Future Learning • Writing activities will include using a wider

selection of word choice to describe or set a tone.

• Students will begin to recognize particular word choice from authors to create moods or opinion.

Instructional Strategies (EL, SIOP, SPED, Marzano) • I.L.5d (shades of meaning): Small groups of students are provided with a list of related words (verbs or adjectives) with an assignment to discuss

and place them in order from highest intensity to weakest intensity. The reading lesson may have vocabulary words that lend themselves to this activity. Example #1, if the vocabulary word was freezing: (adjective): cold, warm, cool, hot, boiling, freezing. Example #2, if the vocabulary word was sprint (verb): jog, walk, stroll, run, scamper, stand, sprint.




• Students use writing journals to record vocabulary words, definitions, and a sentence example. • Students work with partners or small groups to quiz each other orally by giving a vocabulary word and asking for the definition or giving the

definition and providing the word. • Students draw random topics and practice providing one or two sentences about the topic using vocabulary words. • Provide a posted resource for a visual reminder titled:

o How do I figure out a word that I don’t know? 1. I use context clues (definitions, examples, restatements) in a sentence. 2. I identify common affixes (e.g., pre-, -un-, -less) to help me define new words. 3. I can identify root words and understand that adding -s, -ed, and -ing changes the meaning of a root word.

Resources & Links to Technology • Houghton Mifflin First Grade Reading, each reading lesson suggests vocabulary words. • Houghton Mifflin First Grade Spelling and Vocabulary workbook • Houghton Mifflin Second Grade English, pp. 99, 171–172, 220, 251–252 (conjunctions)

Big Idea 4, Quarter 2: Students will demonstrate comprehension by discussing ideas and providing details from text.

Essential Question(s): What do good readers do? Do I understand what I’ve read? How do I know?

Standards: 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.





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




Elements of the Standard(s) – What’s the meaning? Students will retell stories by putting them into their own words using story elements. The elements include being able to identify characters, settings, major events, and key details from reading the text or using illustrations. When students use quotations from the text, it will strengthen their comprehension as they find the phrases or word choice that directly describes or infers what the author is saying. They may clarify who is telling the story at various points (1.RL.6) by using different voices. Key Vocabulary illustration, key detail, character, setting, major event

Links to Prior Learning Comprehension questions asked and answered after listening to stories read aloud

Links to Future Learning • Students will independently be able to

complete graphic organizers for plot elements.

• Students will independently be able to provide text quotations supporting their answer to given questions.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Provide opportunities for students to use vocabulary and identify settings from pictures (e.g., calendar pictures, newspaper scenic pictures,

famous artwork). • Students work with partners to sequence 3–4 pictures and summarize a story (e.g., pictures copied from a decodable story they read, pictures

from story worksheets). • Students create simple pictures that retell the story (beginning, middle, and end). The pictures will include setting, characters, and major events. • Model how to organize information from text to an appropriate graphic organizer based on text structure (e.g., sequence map, main idea and

supporting details, cause and effect or problem/solution chart). Resources & Links to Technology

• Houghton Mifflin First Grade Reading book provides comprehension questions and follow-up activities. • Houghton Mifflin First Grade Social Studies book provides comprehension questions and follow-up activities.




Big Idea 5, Quarter 2: Students will be able to compare and contrast information through different texts.

Essential Question(s): How is text the same? How is it different?

Standards: 1.RL.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. 1.RL.9 Compare and contrast the adventures and experiences of characters in stories.


Elements of the Standard(s) – What’s the meaning? Read aloud to the class as well as have students read a wide variety of informational and narrative text. Provide different text on the same topic or central message in order that students can compare and contrast (1.RI.9). Students will also be able to compare and contrast two characters, two adventures, or two experiences in a story (1.RL.9). Key Vocabulary compare, contrast, informational, narrative

Links to Prior Learning Review how to use a graphic organizer for comparing and contrasting information (e.g., Venn diagram, T-chart, 3-column chart).

Links to Future Learning Students will be able to work independently in comparing and contrasting characters, themes, conflicts, or text structures.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Provide I-do (modeling), we-do (doing an example with the class), and you-do (new example for students to work independently) approach to

completing graphic organizers. • Students will compare and contrast information between two characters in a story using a graphic organizer. (Marzano) • Students will compare and contrast information between two texts on the same topic, central message, or theme. (Marzano)


• www.studenthandouts.com key word: graphic organizers for free; Venn diagrams for compare and contrast • Houghton Mifflin First Grade Reading • Houghton Mifflin First Grade Social Studies


http://www.studenthandouts.com/



Big Idea 1, Quarter 3: Students will demonstrate grade 1 phonics and standard English conventions when speaking, reading, and writing.

Essential Question(s): How do inflectional endings change the meaning of a sentence?

Standards: 1.RF.3f Know and apply grade-level phonics and word analysis skills in decoding words: Read words with inflectional endings. 1.L.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use singular and plural

nouns with matching verbs in basic sentences (e.g., He hops; We hop).

1.L.4c 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: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Elements of the Standard(s) – What’s the meaning? Students will use singular and plural nouns with matching verbs in sentences when writing or speaking (1.L.1c). They will accurately read and determine whether words with inflectional endings mean past, present, or future, which was introduced in the first quarter (1.RF.3f). They also will demonstrate comprehension from words that have multiple meanings (e.g., He will run to the store. There is a run in my stocking. My refrigerator does not run. The weather was so cold it made my nose run. Let’s run through the song again.). Students will be able to use appropriate parts of speech to describe people, place, and events with details. Key Vocabulary context clue, affix, root word

Links to Prior Learning • Review present tense verbs • Review past tense verbs

Links to Future Learning Establish peer-review procedures for students to edit/proofread writing pieces for additional conventions (e.g., punctuation, spelling, grammar).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Provide sentences for students to make appropriate inflectional ending corrections. • Students peer-review each other’s work for accuracy of singular and plural nouns matching verbs in sentences.


• Houghton Mifflin First Grade Spelling and Vocabulary workbook, U. 31, U. 33, U. 34, U. 35 (inflectional endings) • Houghton Mifflin First Grade English workbook, U. 5, Verbs pp. 118–125 (inflectional endings)




Big Idea 2, Quarter 3: Students will be able to support their opinions in speaking and writing with text.

Essential Question(s): How do we support our opinions in speaking and writing?

Standards: 1.RI.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.


1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.





Elements of the Standard(s) – What’s the meaning? Students need to be able to analyze text for structure, purpose, and viewpoint to gain insight and strengthen understanding. Initially, use 3 examples of text. First, model how to determine text structure or purpose by thinking aloud as you work through an example of text. For example, after reading a short piece, complete a graphic organizer for main idea and supporting details. Follow this with extracting information from the graphic organizer to writing a short opinion paragraph. Make sure you introduce the topic, an opinion, with supporting rationale, and provide a sentence of closure. This is called the ‘I-do’ portion of instruction. With the second example of text, students actively participate as you go through the steps again from completing a graphic organizer to collaboratively creating a paragraph. This is the ‘we-do’ portion of effective instruction. The third example of text will allow students to work in pairs or small groups to use their understanding to write opinion pieces. This is called the ‘you-do’ portion of effective instruction. Key Vocabulary key feature, fact, information, structure, viewpoint, rationale, supporting reasons, opinion, conclusion

Links to Prior Learning • Review text features in informational

text. • Review determining main idea and

supporting details.

Links to Future Learning Students create resources in journals (e.g., text features, graphic organizers, comprehension strategies).




Instructional Strategies (EL, SIOP, SPED, Marzano) • Provide anchor charts or posters as visual resources of methods for expressing an opinion. • Create anchor charts or posters as visual resources to emphasize key features of expectations for students. • Create anchor charts or posters of text features (headings, tables of contents, glossaries, electronic menus, icons) as a visual resource for

locating key facts or information in text. • Students may highlight key structures in informational text. • Model organizing notes in a meaningful sequence. • Use Social Studies Standards or Science as a resource in selecting appropriate topics.

Resources & Links to Technology • http://www.corestandards.org/ELA-Literacy CCSS Appendix C: for examples of grade level opinion writing with annotations • Houghton Mifflin First Grade English book, U. 2, The Writing Process, pp. 45–55 • Houghton Mifflin First Grade English book: Special Focus, Writing to Express an Opinion, pp. 278–283 • Houghton Mifflin First Grade Social Studies: for grade level appropriate ideas (e.g., U. 1, L. 3, Leaders and Rules, Why is it important to follow

rules? pp.44–47) • Houghton Mifflin First Grade Reading: discussion questions following stories • www.studenthandouts.com key word: graphic organizers for free main idea and details






Big Idea 3, Quarter 3: Students will clarify unknown words or phrases accurately with fluency to gain reading comprehension.


Standards: 1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


1.RF.4a-c 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; c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

1.L.4a-b 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; b) Use frequently occurring affixes as a clue to the meaning of a word.

Elements of the Standard(s) – What’s the meaning? Students will use knowledge of word structure such as prefixes (e.g., zip, unzip; preview, view, review) and suffixes (snow, snowing; dog, dogs) to gain meaning to stories. When reading the ‘Read-Aloud’ stories from the reading core, you can think-aloud (model) how to use clues from the story or pictures to determine the meaning of a word that students may not explicitly know. Then students will repeat these steps when they need to determine meanings of an unknown word or phrase. Key Vocabulary clarify, phrase, senses

Links to Prior Learning Review five senses for learning (e.g., smelling, tasting, seeing, hearing, and feeling).

Links to Future Learning Students may create a vocabulary notebook with nonlinguistic representations along with student-friendly definitions and examples such as analyzing poetry for five senses.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Model (think-aloud) how to identify and determine meaning of unknown words:

o Look at the illustration, graph, or chart. o Use background knowledge regarding the subject.




o Look at the sentence before and after to help build meaning. o Use affixes and roots to help arrive at meaning.

• Students may keep word journals or records for easy reference that include non-linguistic representations of vocabulary words. (Marzano) • Provide a graphic organizer for students to complete indicating how the word might sound, feel, smell, taste, or look.

Word List How it sounds, feels, smells, tastes, or looks….

Rain Pitter-patter, splash, driving sleet-like rain Hot Scorched, blistering, Africa-hot

Resources & Links to Technology • Houghton Mifflin First Grade English, U. 8, Writing a Description; Using Your Senses, pp. 172–183 • http://pbskids.org/sid/isense.html short video and activity regarding sense • www.studenthandouts.com key word: graphic organizers

Big Idea 4, Quarter 3: Students will develop a piece of writing in which they compare individuals, events, or ideas using the conventions of standard English grammar.

Essential Question(s): What key words are needed when I write comparing or contrasting ideas?

Standards: 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1.RI.9 Identify basic similarities and differences between two texts on the same topic (e.g., illustrations, descriptions, procedures).






http://pbskids.org/sid/isense.html





Elements of the Standard(s) – What’s the meaning? Effective readers analyze and evaluate content, reasoning, and claims in a variety of text. They will use a variety of strategies to make sense of topics and supporting details presented (e.g., graphic organizers, character/event analysis, highlighting signal words). Examples of text structures include cause and effect, compare and contrast, description, problem/solution, and chronological order. Students can record information from two texts on the same topic (e.g., Venn diagram, T-chart, 3-column chart), they can analyze the similarities and differences (e.g., illustrations, descriptions, sequence of events), or (1.RI.9) they can describe what the connection might be between characters, events, or ideas (e.g., problem/solution, cause and effect). Key Vocabulary idea, piece of information, connection, supporting details

Links to Prior Learning Review narrative or storytelling writing.

Links to Future Learning As students master main ideas with supporting details, they will begin to recognize author’s opinion and supporting/persuasive techniques. The next step would be to introduce students to collaborate with argumentative writing in which they will try to elicit action or change the opinion of the reader (e.g., chocolate milk on Fridays, comic books in the library, new materials in the classroom).

Instructional Strategies (EL, SIOP, SPED, Marzano) • Model how to use a graphic organizer to collect information from text to use in writing. • Model how to develop writing that shows comparison. • Display charts or posters listing the criteria for a writing comparison. • Integrate grade level social studies, history, or science for students (e.g., Students can place two historical events in chronological order on a

timeline.). • Students may choose two books on the same topic. Following reading, create a chart to list what was learned from each book. • Provide procedures for students to peer-review to check for accuracy in punctuation, spelling, capitalization, and grammar.

Resources & Links to Technology • Houghton Mifflin First Grade English book, U.2, The Writing Process, pp. 45–55 • Houghton Mifflin First Grade Reading • Houghton Mifflin First Grade Social Studies • http://www.corestandards.org/ELA-Literacy CCSS Appendix C: for examples of grade-level opinion writing with annotations





Big Idea 1, Quarter 4: Students will develop a deeper understanding of grade-level poetry.

Essential Question(s): What are the elements of poetry?

Standards: 1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. 1.RF.1a Demonstrate understanding of the organization and basic features of print: recognize the distinguishing features of a sentence.

1.RF.4b Read with sufficient accuracy and fluency to support comprehension: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

1.L.5d With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, state, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Elements of the Standard(s) – What’s the meaning? These standards relate to grade-level appropriate poetry. Poetry is designed to be read aloud and heard. Poetry is careful selection of vocabulary/word choice that has structure, meter, and rhyme organized by punctuation. The poem must be read fluently (1.RF.4b) for the listeners to hear the meter or rhyme. Students may create resources of word banks (1.L.5d) in a journal to draw from as they create poems to use in poetry circles. Key Vocabulary meter, rhyme, stanza, verse

Links to Prior Learning Review onset rime patterns (e.g., c-at, s-at, b-at; f-all, t-all, sm-all) to hear the sounds of a rhyme.

Links to Future Learning Students select poems of their choice in reading and writing poetry.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Post/display seasonal poems for students to memorize. • Students memorize and present a poem of their choice to the class. This process will demonstrate the importance of reading and rereading to

build fluency (poetry circles). • Students can work in pairs or small groups to create a poem. • Use a quick seasonal poem as a chant while students transition between subject instructions.


• Houghton Mifflin First Grade Reading, Poetry Link, pp. 66–70




• Houghton Mifflin First Grade English book, U.2, The Writing Process, pp. 45–55 • Houghton Mifflin Frist Grade English, Communication Link: Listening to and Writing Poetry, pp. 208–213 • http://www.corestandards.org/ELA-Literacy CCSS Appendix B: for suggestions of grade-level appropriate poems

Big Idea 2, Quarter 4: Students will produce opinion, narrative, and expository writing pieces.

Essential Question(s): What elements are needed for opinion, narrative, or expository writing?

Standards: 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.





Elements of the Standard(s) – What’s the meaning? Students have been exposed to listening and reading different types of text. Now they will individually, in pairs, or in small groups create writing in which they name a topic, supply some facts about the topic, and provide a sense of closure. Having anchor charts or posters as a visual resource for the elements of opinion, narrative, and expository writing will assist students in working independently. Provide procedures and practice for students to conduct peer-review with classmates. They can look at components in phases such as punctuation, spelling, grammar, elements of narrative, opinion, or expository writing. Behavior expectations for these processes may also need to be posted and practiced to mastery. Key Vocabulary closure, topic, supporting details

Links to Prior Learning • Review the writing process (e.g.,

ideas, editing, word choice). • Review the structures of writing (e.g.,

opinion, narrative, informational).

Links to Future Learning Student expectations will be to increase number of paragraphs along with conventions, punctuation, and spelling.





Instructional Strategies (EL, SIOP, SPED, Marzano) • Students will individually, in pairs, or in small groups create an informational piece of writing. • Display posters or anchor charts for writing expectation (e.g., topic, 3 facts, charts, illustrations, closure). • Model how to complete a graphic organizer and transfer the notes to paragraph writing. • Students may use the computer to research and type their topic.


• Houghton Mifflin First Grade English book, U.2, The Writing Process, pp. 45–55 • Houghton Mifflin First Grade English book, Special Focus, Writing to Express an Opinion, pp. 278–283 • Houghton Mifflin First Grade English book, Special Focus, Writing a Research Report, pp. 284–291 • Houghton Mifflin First Grade Social Studies • www.studenthandouts.com key word: graphic organizers • http://www.corestandards.org/ELA-Literacy CCSS Appendix C: for examples of grade-level opinion writing with annotations




GUAM District Level Lesson Plan Quarter 1

Instructions that are italicized include student engagement strategies. Instructions that are underlined embed checking for understanding. Guam Department of Education 2013

Content: English Grade/Course: One Timeline: 90 minutes - Reading Standard(s):

1.RL.1 Ask and answer questions about key details in a text. 1.SL.1a Participate in collaborative conversations with diverse partners about grade 1 topics and texts

with peers and adults in small and larger groups: 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).



Lesson Overview: Students will foster comprehension through clarifying questions and answers.

Lesson Objective(s): In this lesson, students will be able to

• Ask clarifying questions to help with comprehension.

• Answer clarifying questions to help with comprehension.

Vocabulary: Posted with picture clues for visual support: question words (who, what, where, why, when, how), character, setting

Focus Question(s): How do good readers know they understand what is read? (They can answer clarifying questions such as who, what, why, when, and how.)

Description of Lesson (including instructional strategies):

Prior Learning: • Students know procedures for whisper-reading with a partner. • Students know procedures for partner-sharing during a discussion.

Anticipatory Set: • Review short a sound with class. (My-turn, Your-turn). • Review sight words and high-frequency words (students echo the word that you point and read): the,

see, go, have, my • Students chorally sound out “get,” “bug,” “on,” and “is.” • Tell class: “We have warmed up by practicing the sounds and words that are in today’s story. Whisper-

read the story “Mac the Cat.” (Actively monitor students reading.) Instruction and Strategies: Reading:

• Students whisper-read the reading-core story: “Mac the Cat” (pp. 21-31). • Students choral read “Mac the Cat.” • Read “Mac the Cat” page by page, modeling phrasing. Students follow text with their fingers (tracking). • Students re-read aloud each page using the modeled phrasing.

Comprehension: • Model using a graphic organizer (main idea with supporting details) • Complete graphic organizer with suggestions from students discussing with their partners the answers

to the following questions from the story:




1. Who is the story about? Show how you know. 2. What happened to this character? Show how you know. 3. When did this story take place? (Daytime? Nighttime?) Show how you know. 4. Where is the setting of this story? Show how you know. 5. How did the story end? Show how you know.

Guided Practice:

• The students work as partners asking and answering key questions by finding the answer in the text and complete a graphic organizer on their own. Monitor class in between working with struggling students.

Formative Assessment: Students are provided a different story to apply the same practice of reading, re-reading, asking questions, and completing a graphic organizer. Closure: Provide a discussion prompt for students to work on with partners as the teacher monitors for accuracy: “What do good readers do to understand what is read? Am I clear about what I just read? How do I know?” (Good readers can ask or answer questions about the story that tell who the story is about, what happened to the character, when and where the story takes place, and how the story ends.)

Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: Students needing extra support work in a small group with direct teacher support. Resources (Textbook and Supplemental):

• “Mac the Cat” written and illustrated by N. Westcott. Houghton Mifflin First Grade: “All Together Now,” p. 20

• Graphic organizers


http://www.eduplace.com/graphicorganizer/



Content: English Grade/Course: One Timeline: 60 minutes Standard(s):

1.RF.3c Know and apply grade-level phonics and word analysis skills in decoding words: Know final -e and common vowel team conventions for representing long vowel sounds.


Lesson Overview: Students will demonstrate an understanding of grade-level phonics through reading and writing. Instruction will cover a syllable type that creates long vowel sounds – the final silent e. Students will be able to discriminate between open, closed and final -e syllables to decode or write the correct vowel sound.


• Spell simple words correctly based on open, closed, and final -e syllable types.

Vocabulary: Syllable, open syllables, closed syllables, final -e syllables

Focus Question(s): How does knowing syllable types, such as open, closed and final -e, help me in reading and writing? (When I recognize the syllable type, I know whether the vowel will be pronounced long or short.)


Prior to instruction: • Display poster (chart or written list on board) of grade-level high-frequency words (see examples in

supplemental resources) • Display poster of six syllable types (see example in supplemental resources). • Review procedures/behavior expectations for students working in partners and small groups.

Anticipatory Set: Review: (10 minutes)

• “We’re going to learn another syllable type.” Point to chart of the six syllable types. “We’ve learned about open syllables, such as no, where the vowel is long, and closed syllables, such as not, where the consonant t closes the open vowel o and makes it short: not (emphasize the short vowel sound). Today we will look at one of the jobs of final silent e.

• “Tell your partner why we learn about syllables.” (to know whether the vowel is long or short) • “Final -e in words such as love, have, or blue is there because of the history of writing the language.

There are no words in the American English language that end in v or u. Those words will have a silent e at the end and we just have to memorize how to say the words.” Refer to the high frequency wall. See example in supplemental resource.




• “The job of final silent e that we are learning about today is: the final -e will make the vowel long.” Instruction and Strategies: The teacher: I-do (10 minutes)

• Display a two-column chart (for visual support) write in the titles: Closed Syllable and Final -e Syllable (Vowel-Consonant-e Syllable)

• Write in three words (e.g. “rod,” “mat,” “kit”) in the closed syllable column. • Point and have the students chorally read the three words sound-by-sound. • Emphasize the short vowel sound. Have students repeat the short vowel sounds • Write and think aloud: “When these words have a final -e placed after the consonant (re-write each

word in the Final -e column), the vowel sound will become long (e.g. “rode,” “mate,” “kite”). • Point and have the students chorally read the new words. • Ask the students: “Why are we learning syllable types?” (So we know how to pronounce the vowel.)

Whole Class: We-do (10 minutes)

• Provide two more closed syllable words in the closed syllable column (e.g. “hop,” “cut”) and ask: “What will these words say if I add a silent e at the end?” Students chorally respond. (e.g., “hope,” “cute”)

• Provide two words in the Final -e column (e.g. “wine,” “cape”) and ask: “What will these words say if I write them without the final -e?” Students chorally respond (e.g., “win,” “cap”)

• If the students’ choral respond is not firm, continue with more examples. Guided Practice: Whole Class: You-do (15 minutes)

• Directions: “In your writing journals (writing paper, or white boards), we’re going to practice writing using our new syllable pattern.”

• Select and read 10–15 words, one at a time, for students to write using phonics sounds and the final -e spelling pattern.

• Students write the words using phonics sounds and the final -e spelling pattern . Monitor the class, checking for understanding of open, closed, and final -e syllables.

Formative Assessment: (10 minutes) • Students correct each other’s papers. Monitor as students help each other make the necessary

corrections to incorrect work. (Marzano: Cooperative Learning) Closure: (5 minutes) Provide a question prompt for students to discuss with their partners or small groups: “How does knowing syllable types, such as open, closed, and final -e help me in reading and writing?” (When I recognize the syllable type, I know whether the vowel will be pronounced long or short.) Monitor for accuracy. Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: • For students who are struggling, offer more examples. • Students who struggle with writing may be provided words on slips of paper and they may glue them to

paper in the order in which you read them.




• Students may practice using a fluency chart.

Resources (Textbook and Supplemental): • Open, Closed, Final -e Word list resource • Irregularly spelled high-frequency word list • 6 syllable types chart • Fluency practice list • Houghton Mifflin Spelling and Vocabulary, U. 20, Long ‘a’ Words, p. 147 • Houghton Mifflin First Grade Spelling and Vocabulary, U. 21, Long ‘i’ Words, p. 153 • Houghton Mifflin First Grade Spelling and Vocabulary, U. 22, Long ‘o’ Words, p. 159




Directions: Option 1: Post Irregular spelling high-frequency words to review often. Option 2: Create a wall of the six syllable types –provide sample words as a resource Option 3: Make word cards from the list below for students to sort into the correct syllable type category. Open Syllables (vowel is long)

Closed Syllables (consonant ‘closes’ the vowel- making it short)

Final – e syllable (silent e after the consonant makes the vowel long)

Irregular spelling (no phonics rules) High Frequency Words

no not note love, dove, glove so Sam Same some, come go got have we wet done hi hit are she live (short i sound) he said dim dime does cut cute to mat, at mate, ate the dot dote was rod rode of hop, mop, cop hope, mope, cope would, could, should con cone win, din, shin, pin wine, dine, shine, pine hid, bid hide, bide tap, cap tape, cape Tim time kit, bit kite, bite rid ride




Example of six syllable Types:

C (CVC)

O (CV) V (cvvc)

E (CVCe)

R

The consonant + l or le forms the final syllable Example: noble ( no•ble) pedal (ped•al) model (mod•el)

Open Syllable Vowel sound usually long Example: no, notice

Silent E --The first vowel has the long sound, the final e is silent. Example: note

When an “r”follows a vowel, the r controls the sound of the vowel. Example: nor, northern

Closed Syllable Vowel sound usually short Example: not, nostril

L (l,le)

Final Stable Syllable

Vowel Teams In these vowel teams, the first is long, the second is silent. Example: nail, goat

R Controlled Vowel

Variant Vowels The vowels slide together to make a new sound. Example: nook, noise




Directions for Building Fluency in Open, Closed and Final -e Syllables: Display chart, point, and have students read orally. See reading options: Option 1) read across – left to right Option 2) randomly point at individual words Option 3) replace words (see list in supplemental resources)

kit go kite got dim mate hop dime hope cap rod mat note hi not hit rode so cape same no Tim Sam time cut

hide cute mop hid mope




Content: ELA Grade/Course: One Timeline: 90 minutes Standard(s):

1.L.1c

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Lesson Overview: This lesson is taught AFTER an introduction to Martin Luther King Jr. in the content areas. This lesson is taught AFTER Big Idea 4 quarter 1 standards and quarter 2 standard 1.L.1b; d-g. The lesson will show that students can demonstrate the use of standard English conventions when speaking, reading, and writing by matching singular and plural nouns with the correct verbs. The lesson is designed to scaffold skills that will prepare students to understand subject-verb agreement.


• Identify singular and plural nouns with the correct verb in 4 out of 5 sentences.

Vocabulary: subject-verb agreement

Focus Question(s): Why do nouns and verbs need to match?

Description of Lesson (including instructional strategies): Prior to lesson, review procedures for Think, Pair, Share.

Anticipatory Set: (7 minutes) Write the following sentences on the board and have students read along with you. Ask students, “Think about the sentences and discuss with your partner (Think, Pair, Share – TPS) if the sentences make sense.” “Explain why or why not?” Call a student to share.

1. We lives in freedom.

2. All people works together.

Instruction and Strategies: (30 minutes) • Make the corrections and explain the rule for singular or plural nouns with the right verb. • Write the rule on the board and post up for reference: • Rule: If the noun is singular, then add an “s” to the verb. If the noun is plural, keep the verb plain. • Create a T-chart to show students what to do with a verb with the corresponding singular and plural

nouns. Give examples of a verb that matches the singular and/or plural noun. Example: The boy plays and The boy play (See Attachment “Singular/Plural T-Chart”).

• Pass out cards with singular or plural verbs. Using the T-chart (Marzano: Using Similarities and Differences), use the TPS strategy to have students discuss in which column to place their cards. (Marzano: Cooperative Learning). Call on students to post their verbs into the correct column (Singular or Plural) (See attachment “Verb Labels”).




Guided Practice: (30 minutes) Introduce the facts that need to be corrected about Martin Luther King Jr., referencing the rule.

• Distribute handout 1 to each student; handout is to be done with you (you model each step with students).

• Write the first sentence on the board (Dr. King (likes/like) to sing.). • Ask students to identify the noun in the sentence (Dr. King). Students underline the noun. • Students identify if the noun is singular or plural (singular). • Refer students to the rule and ask which verb is correct; Students circle the correct verb (likes). • Students read each sentence as it is completed.

Formative Assessment: (15 minutes) • Ask students to complete the rule:

o Rule: If the noun is singular, then . . .

o If the noun is plural, then . . . • Write sentences on the board (See Attachment “Formative Assessment Sample Sentences”). Pass out

6 numbered blank cards for each student (See Attachment “Application Cards”). • Track and read the first sentence on the board. Have students write the verb on the card numbered 1.

Repeat the directions for the remaining cards. Monitor as students write their answers. • Check for understanding: Go over the answers. Students hold up their answer cards. If they get it

right, have them place their cards on the right side of their desk. If they get it wrong, have them place them on the left side. Reteach if necessary.

Closure: (8 minutes)

• Have students restate the rules: o Rule: If the noun is singular, then . . .

o If the noun is plural, then . . .

• Ask class (Focus Question): Why do nouns and verbs need to match? Independent Practice: This concept is not yet fully developed for students to work independently.

Accommodations/Modifications: • Show picture cards to explain the rule (See attachment “Modification Picture Cards”). • Track and read sentences with students who are non-readers. • Reduce the number of tasks (Example: from 4-5 to 2-3).

Resources (Textbook and Supplemental):

• (GDOE Adopted English Text 1st Grade) Houghton Mifflin, 2006 • http://gotkidsgames.com/sv/1stGradeSV.html subject verb agreement game/ worksheet • http://www.k12reader.com/worksheet/subject-and-verb-agreement/ subject verb agreement

worksheet • http://www.youtube.com/watch?v=Xz9uYl1WJos plural nouns (s and es) • http://www.youtube.com/watch?v=KiPmIl1ncxc ensure subject-verb agreement (common core) • http://www.ixl.com/ subject-verb agreement


http://gotkidsgames.com/sv/1stGradeSV.html

http://www.k12reader.com/worksheet/subject-and-verb-agreement/

http://www.youtube.com/watch?v=Xz9uYl1WJos

http://www.youtube.com/watch?v=KiPmIl1ncxc

http://www.ixl.com/



Singular/Plural T-Chart

Singular The boy

Plural The boys

plays play




Verb Labels

jump

jumps

play

plays

skates

skate

eat

run

read

sing

eats

runs

reads

sings




Name _______________________________

Facts About Martin Luther King Jr.

Rule: If the noun is singular, then add an “s” to the verb. If the noun is plural, keep the verb plain.

Directions: Underline the noun. Circle the correct verb.

1. Dr. King (likes/like) to sing.

2. Children (plays/play) together.

3. He (believe/believes) in equality.

4. All students (study/studies) together at school.

5. He (lives/live) in Atlanta, Georgia.

6. We (live/lives) in freedom.

7. All people (work/works) together.

Handout 1




Formative Assessment Sample Sentences

1. Martin Luther King Jr. ____________ (skate/skates) with a friend.

2. Martin Luther King Jr. ____________ (play/plays) with the boys.

3. The boys ____________ (kick/kicks) the ball.

4. The parents ____________ (love/loves) him.

5. The children ____________ (walk/walks) to the movies.

6. Martin Luther King Jr. ____________ (talk/talks) to the people.




Application Cards

1 2

3 4

5 6




Modification Picture Cards

The boy runs.

The boys run.




Content: ELA Grade/Course: One Timeline: 90 minutes Standard(s):

1.W.2

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

Lesson Overview: Students will brainstorm a topic and write 3 supporting details with the use of a concept map. (Marzano: Cues, Questions, and Advanced Organizers)


• Brainstorm a topic and write three supporting details.

Vocabulary: supporting details, reuse, reduce, recycle

Focus Question(s): • How does a writer decide what details support the

topic? • Why is it important to stay on topic?


Anticipatory Set: (15 minutes) Read aloud Why Should I Recycle? by Jen Green while asking questions that relate to the story and pictures. (setting: carpet)

“Today, I will read a story titled Why Should I Recycle? by Jen Green. Before I read the story, these are some words that you will need to know: supporting details, reuse, reduce, and recycle. Who can tell me what supporting details (reuse, reduce, and recycle) mean? At the end of the story, I would like you to answer the following questions: (Topic) What do you think the story might be about? (Supporting Details) How do you know what the story is about? What are some ideas that informed you of what the story is about? Why do people recycle? Why do they take the recycling materials to the recycling center?

Instruction and Strategies: (30 minutes)

• Transition students to their desks. Brainstorm based on the story Why Should I Recycle? using the concept map. (Marzano: Cues, Questions, and Advanced Organizers)

• Have a large version of the concept map (Marzano: Cues, Questions, and Advanced Organizers) on the board and do a class discussion about the topic and 3 supporting details.

• Ask students what is the topic of the story? Call on random students to answer. As a class, agree to an answer with supporting evidence from the book and write it on the concept map. (Marzano: Cues, Questions, and Advanced Organizers)

• Ask students what are some important details from the story that support the topic? Call on random students to answer. As a class, agree to three supporting details to add to the concept map. (Marzano: Cues, Questions, and Advanced Organizers)

Guided Practice: (30 minutes) • Explain to students that they will be brainstorming their own topics and filling out their own concept

maps (Marzano: Cues, Questions, and Advanced Organizers) based on their interests. • Students will be given a copy of the concept map. (Marzano: Cues, Questions, and Advanced

Organizers) (See attachment)




• Students will input their topic idea and 3 supporting details. • Monitor and provide 1:1 feedback to ensure students are on task.

Formative Assessment:

• Paraphrasing (Greenstein, L. (2010) p.5) – Students will be assessed during the whole group discussion to determine the prior knowledge of identifying the topic and supporting details of the book.

• Concept Map Rubric (See attachment) Closure: (15 minutes)

• Students will turn to their cooperative group members and share their concept maps. (Marzano: Cues, Questions, and Advanced Organizers)

• Bring students back into whole group mode and ask these focus questions: How does the writer decide what details support the topic? Why is it important to stay on topic?


Accommodations/Modifications: • At-risk learners: Students will draw their topic and/or supporting details in their concept. Another

modification is student will dictate his/her answers to the teacher and the teacher will write it. Hand over hand, 1:1.

• Advanced learners: Students will write 4 or more supporting details about the topic. Resources (Textbook and Supplemental):

• The book titled Why Should I Recycle? by Jen Green • Concept map (Marzano: Cues, Questions, and Advanced Organizers)




Name: _________________________________

Topic

Supporting Detail Supporting Detail

Supporting Detail




Concept Map Rubric

Name: ____________________________

Concept Map Rubric

Student has a topic. Student has no topic.

0

Student has a topic.

3

Student writes on topic and has three supporting details.

Student has no supporting details.

0

Student has one supporting detail.

1

Student has two supporting details.

2

Student has three supporting details.

3

Punctuation:

Student has three supporting details with the correct punctuation.

Student did not use correct punctuation for any of the supporting details.

0

Student used correct punctuation for one supporting detail.

1

Student used correct punctuation for two supporting details.

2

Student used correct punctuation for three supporting details.

3

Capitalization:

Student uses capital letters to begin sentences and for names.

Student did not use correct capitalization for any of the supporting details.

0

Student used correct capitalization for one supporting detail.

1

Student used correct capitalization for two supporting details.

2

Student used correct capitalization for three supporting details.

3

Grammar:

Student uses subject/verb agreement.

Student did not use subject/verb agreement for any of the supporting details.

0

Student used subject/verb agreement for one supporting detail.

1

Student used subject/verb agreement for two supporting details.

2

Student used subject/verb agreement for three supporting details.

3

Total Points______/15 = %


GUAM District Level Curriculum Alignment Grade 1– Math


Common Core State Standard (CCSS)

GDOE Content Standard Alignment Notes SAT 10 Objectives

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. NOTE: See Glossary, Table 1.

1.2.1 Understand the various meanings of addition and subtraction of whole numbers and the relationship between them. 1.6.1 Model situations that involve the addition and subtraction of whole numbers using objects, pictures, and symbols.

Partial: GDOE doesn't state number limits, whereas CCSS focuses within 20. GDOE does not mention ways to indicate the unknown values.

-Addition facts in context -Subtraction facts in context -Addition of whole numbers in context -Subtraction of whole numbers in context -Solve problems using appropriate addition and subtraction strategies -Solve problems using numerical reasoning

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.3.2 Add two to four 1-digit numbers 1.3.3 Given a simple word problem situation, construct a number sentence to represent it and solve it.

Partial: CCSS requires addition of three whole numbers within 20.

-Addition of whole numbers in context -Solve problems using numerical reasoning -Solve problems using appropriate addition and subtraction strategies

1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition) NOTE: Students need not use formal terms for these properties.

1.2.3 Understand the effects of adding and subtracting whole numbers 1.4.2 Discuss and show patterns in the addition and subtraction of whole numbers (e.g., addition is commutative, subtraction is not; both are associative).

Aligned -Addition facts using symbolic notation -Subtraction facts using symbolic notation -Addition of whole numbers using symbolic notation -Subtraction of whole numbers using symbolic notation






1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

1.2.2 Compose and decompose whole numbers 1.2.3 Understand the effects of adding and subtracting whole numbers

Partial: CCSS requires unknown addend algebraically, e.g., 8-x= 10, 8+x=10

-Subtraction facts using symbolic notation -Addition of whole numbers using symbolic notation

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

1.1.2 Count by twos, fives, and tens to 100

Partial: CCSS requires counting beyond just skip counting to support connection to addition and subtraction facts.

-Count forward and backward from an initial number

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.2.1 Understand the various meanings of addition and subtraction of whole numbers and the relationship between them. 1.2.2 Compose and decompose whole numbers 1.3.1 Demonstrate fluency with fact families to 10

Partial: CCSS focuses on addition and subtraction within 20 with building fluency of the facts within 10.

-Addition facts using symbolic notation -Subtraction facts using symbolic notation -Addition of whole numbers using symbolic notation -Subtraction of whole numbers using symbolic notation -Solve problems using appropriate addition and subtraction strategies

1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

N/A N/A N/A






1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = □.

N/A N/A N/A

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

1.1.1 Count, read, write, and plot on a number line the whole numbers to 100. 1.1.4 Connect number words and numerals (to 100) to the quantities they represent using various physical models and representations.

Partial: CCSS extends beyond GDOE standards to include numbers to 120.

-Count forward and backward from an initial number -Match number names and notation -Match place value models to number names and notation

1.NBT.2a Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 10 can be thought of as a bundle of ten ones — called a “ten.”

1.1.5 Use multiple models to develop understanding of place value and the base-10 number system (e.g., bundles of 10).

Aligned -Solve problems involving place value concepts

1.NBT.2.b Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.1.5 Use multiple models to develop understanding of place value and the base-10 number system (e.g., bundles of 10).

Partial: CCSS focuses specifically on the teen numbers to decompose them into a group of ten and some ones.

-Match place value models to number names and notation

1.NBT.2.c Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to

N/A N/A N/A






one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

1.1.7 Compare and order whole numbers to 100 using the symbols for less than, greater than, and equal to (<,>, =).

Aligned -Solve problems using numerical reasoning

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

N/A N/A -Match place value models to number names and notation -Solve problems involving place value concepts -Addition of whole numbers using symbolic notation

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

N/A N/A N/A

1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

N/A N/A -Solve problems involving place value concepts -Subtraction of whole numbers using symbolic notation

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

N/A N/A N/A






1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

1.13.2 Estimate and measure the length of an object in inches and feet.

Partial: CCSS requires comparison of objects to measure using non-standards units, e.g., length of hand, etc.

-Identify appropriate tools or units of measurement -Estimate or measure length using customary, metric, or non-standard units

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

1.12.2 Tell time to the nearest hour and half hour and relate time to events (e.g., lunchtime is 12:00, bedtime is 8:00 at night).

Partial: CCSS specifies the use of an analog and a digital clock.

N/A

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

1.14.1 Collect data and represent it using picture graphs and tally charts. 1.15.1 Interpret data represented in tally charts and picture graphs.

Partial: CCSS specifies the use of data that can be organized into up to three categories.

-Read and interpret tables and graphs -Solve problems involving tables and graphs

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes.

1.8.1 Identify, describe and compare triangles, rectangles, squares, and circles in terms of their attributes (e.g., position, shape, size, number of edges and vertices). 1.10.1 Recognize and create shapes that have line symmetry.

Partial: CCSS requires students to build and draw like shapes and determine attributes that distinguish shapes from one another.

-Identify components and properties of geometric figures -Identify figures with the same size and/or shape

1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes

1.11.1 Imagine geometric shapes using spatial memory and spatial visualization.

Partial: CCSS asks students to both compose and

-Solve problems using spatial reasoning






(cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. NOTE: Students do not need to learn formal names such as “right rectangular prism.”

2.8.2 Put shapes together and take them apart to form other shapes (e.g., two congruent right triangles can be arranged to form a rectangle).

decompose composite shapes, including 2D and 3D shapes.

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

1.1.8 Identify and illustrate fractional parts 1/2, 1/3, 1/4 in relationship to the whole.

Partial: CCSS moves beyond the GDOE requirement of identifying to include building the language of halves, fourths, and quarters prior to the use of fractional symbols.

-Solve problems involving fraction concepts


GUAM Critical Areas Grade 1 – MATH


GRADE 1 Common Core State Standards – Critical Areas In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes. (1) Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of

models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., making tens) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction.

(2) Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. They

compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes.

(3) Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the

mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement. (Students should apply the principle of transitivity of measurement to make indirect comparisons, but they need not use this technical term.)

(4) Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding

of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry.


GUAM District Level Curriculum Map Grade 1 – MATH Quarter 1


Big Idea 1, Quarter 1: Students will be able to read, write, count, and understand whole numbers from 0–50; and understand the value of tens and ones.

Essential Question(s): How does the value of 26 change when the digits are switched?

Standards: 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with

a written numeral. 1.NBT.2.a Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones — called a “ten.” Mathematical Practices:

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.





Big Idea 2, Quarter 1: Students will develop a deeper understanding of adding and subtracting two to three whole numbers using a variety of strategies.

Essential Question(s): How did you decide in this task which strategy to use? How do you know when a story problem is about adding numbers? How do you add when you have more than two numbers?

Standards: 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,

taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.


1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). Mathematical Practices:









Suggested Timeline: 3 weeks Big Idea 3, Quarter 1: Students will be able to organize, represent, and interpret data.

Essential Question(s): What are some ways to visually represent and organize the data?

Standards: 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points,

how many in each category, and how many more or less are in one category than in another. Mathematical Practices:













Big Idea 1, Quarter 2: Students will be able to read, write, count, and compare whole numbers from 51–100; and understand the value of tens as they relate to ones.

Essential Question(s): What do the greater than, less than, or equal to symbols mean to you? How are tens and ones related to one another? When do you know to use these symbols: <, =, or >?

Standards: 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a

written numeral. 1.NBT.2.b Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special

cases: b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 1.NBT.2.c Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special

cases: c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).


Mathematical Practices:













Big Idea 2, Quarter 2: Students will be able to add and subtract using number properties and the relationship between addition and subtraction.

Essential Question(s): How do you use addition as a strategy for answering a subtraction problem? What are several methods for checking an answer?

Standards: 1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.

(Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)


Mathematical Practices: 1. Make sense of problems and persevere in solving them.








Suggested Timeline: 3 weeks Big Idea 3, Quarter 2: Students will be able to sort data into categories (up to three), represent the data in graphs, and answer questions using data displayed in a graph.

Essential Question(s): What are some ways to visually represent and organize the data? How do you know what data can go together and what goes into its own category?











Suggested Timeline: 2 weeks (do with Big Idea 4)




Big Idea 4, Quarter 2: Students will be able to tell and write time in hours and half hours using analog and digital clocks.

Essential Question(s): How do you know which is the minute hand and which is the hour hand? Where would the minute hand be to show a half hour?

Standards: 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.









Suggested Timeline: 2 weeks (do with Big Idea 3)




Big Idea 1, Quarter 3: Through activities students will build number sense, understand the order of counting from any given number from 0–120, and apply the concept of 10 by mentally adding 10 more or 10 less.

Essential Question(s): How would you know 53 is 10 more than 43 or 33 is 10 less than 43? Why would it be helpful to count by 10s?


written numeral. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.














Big Idea 2, Quarter 3: Students will develop a deeper understanding of adding and subtracting whole numbers using a variety of strategies, such as making tens, composing and decomposing, counting on and back, and understanding that the equal sign signifies a relationship between the left and right side of an equation.

Essential Question(s): How do you determine whether a statement about numbers is true or false? (Example: 4 + 2 = 3 + 3 or 8 + 6 = 8 + 2 + 4) What does it mean to be equal? What does it mean to compose or decompose a number? How do you show this for a number?

Standards: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making

ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
















Big Idea 3, Quarter 3: Students will compose and decompose plane or solid figures and build an understanding of part-whole relationships as well as the properties of the original and composite shapes.

Essential Question(s): How would you distribute a whole pizza fairly among four students? What other shapes could you make from a bunch of little squares? What makes a shape a triangle and not a square? How is a shape a square and not a rectangle?

Standards: 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation,

overall size) ; build and draw shapes to possess defining attributes. 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional

shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.















Big Idea 1, Quarter 4: Students solve, illustrate, and reason with 2-digit addition and subtraction within 100, which includes decade numbers.

Essential Question(s): How do you use models or drawings to add bigger numbers? How do you use models or drawings to subtract 10 or 20 or 50 from a number?

Standards: 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using

concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.














Big Idea 2, Quarter 4: Students will understand the meaning of length and the process of measuring an object using the concepts of iteration and transitivity.

Essential Question(s): How do you use one object to find the length of another object? How does this process help you to determine how to compare the length of two objects that can’t be placed side by side?

Standards: 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to

end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.











Big Idea 3, Quarter 4: Students will be able to organize, represent, and interpret data.

Essential Question(s): What ways can data help us answer questions?

Standards: 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how

many in each category, and how many more or less are in one category than in another. Mathematical Practices:











GUAM District Level Curriculum Guide Grade 1 – MATH Quarter 1


Big Idea 1, Quarter 1: Students will be able to read, write, count, and understand whole numbers from 0–50; and understand the value of tens and ones.

Essential Question(s): How does the value of 26 change when the digits are switched?

Standards: 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with

a written numeral. 1.NBT.2.a Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones — called a “ten.” Mathematical Practices:









Elements of the Standard(s) – What’s the meaning? The Big Idea requires counting, reading, and writing, and corresponding to objects counted as represented by the written number. Many of the ideas in this Big Idea will be repeated throughout the year as students are building meaning of numbers to 120. The ideas that should be developed during this Big Idea include the following.

• Students should rote count forward to 120 by counting on from any number less than 120. • Students should read and write numerals to represent a given amount. As students learn to understand that the position of each digit in a

number will impact the quantity of the number, they become more aware of the order of the digits when they write numbers. For example, students should understand the difference between “17” and “71.”

• Students should count by groups of ten as well as put items into groups of ten. • Students are introduced to the idea that a bundle of ten ones is called “a ten.” This is known as unitizing. When students unitize a group of ten

ones as a whole unit (“a ten”), they are able to count groups as though they were individual objects. For example, 4 trains of ten cubes each have a value of 10 and would be counted as 40 rather than as 4. This is a monumental shift in thinking and can often be challenging for young children to consider a group of something as “one” when all previous experiences have been counting single objects. This is the foundation of the place value system and requires practice and experiences with concrete manipulatives to develop (1.NBT.2.a).




Key Vocabulary tens, ones , bundle, group

Links to Prior Learning In Kindergarten, students learned number names and the counting sequence and worked with numbers 11–19 to gain foundations for place value.

Links to Future Learning Students will read, write, count, and compare whole numbers to 1000 in second grade, and they will expand on their understanding of place value beyond a two-digit number.

Instructional Strategies (EL, SIOP, SPED, Marzano) Counting should occur daily, and students need ample experiences.

• Count with a hundreds chart to see patterns. • It is important for students to connect different representations for the same quantity

or number. Students use materials to count by ones and tens to build a model that represents a number, then they connect this model to the number word and its representation as a written numeral.

• Students should use models such as cubes, place value blocks, pictures, and other concrete materials. When a value is over 10, they should be able to identify the groups of 10 within a number.

• Students need to represent the quantities shown in the models by placing numerals in columns labeled hundreds, tens, and ones.

• Have students count orally and focus on their transitions between decades and the century number. These transitions will be signaled by a 9 and require new rules to be used to generate the next set of numbers. Students need to listen to their rhythm and pattern as they orally count so they can develop a strong number word list.

• Extend hundreds charts by attaching a blank hundreds chart and writing the numbers 101 to 120 in the spaces following the same pattern as in the hundreds chart. Students can use these charts to connect the number symbols with their count words for numbers 1 to 120.

• Post the number words in the classroom to help students read and write them.

Mathematical Practices Reason abstractly and quantitatively: Students recognize that a number represents a specific quantity (MP 2). Model with mathematics: Students begin to connect counting with number words and/or picture cards and use different representations (MP 4). Look for and make use of structure: First grade student begin to discern a pattern or structure in numbers. Use the hundreds chart as a tool to support recognizing number patterns and being able to speak about a pattern (MP 7).

Resources & Links to Technology • Base-ten games




• Ten frame Literature Connections

• 100th Day Worries by Margery Cuyler • 100 Days of School by Trudy Harris

Resources that will support 1nd grade with every Big Idea

• Kansas Flipbook This source provided a deeper unwrapping of all the CCSS for 1st grade. Please pay special attention to p. 73 in the extended glossary. It addresses the problem-solving situations that Grade 1 students need to learn and have multiple experiences with throughout the year.

• National Science Digital Library This site links to multiple resources for CCSS. You can search by domain and down to the standard level. • Illustrative Mathematics This site was specifically designed to support the CCSS. You can find examples and illustrations for the meaning of

every standard with ease. • Georgia Standards - Units of Study The state of Georgia has designed units of study for the entire year. If you click on the right side to open up

1st grade, you will find instructional units with many excellent lessons as well as links to other Web sites and lessons. • National Library of Virtual Manipulatives

Big Idea 2, Quarter 1: Students will develop a deeper understanding of adding and subtracting two to three whole numbers using a variety of strategies.

Essential Question(s): How did you decide in this task which strategy to use? How do you know when a story problem is about adding numbers? How do you add when you have more than two numbers?

Standards: 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together,

taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.


1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).


http://katm.org/wp/wp-content/uploads/flipbooks/1stFLIPpdf2.pdf

http://nsdl.org/search/standards/D10003FB

http://www.illustrativemathematics.org/standards/k8

https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx

http://nlvm.usu.edu/en/nav/grade_g_1.html











Elements of the Standard(s) – What’s the meaning? The Big Idea incorporates various strategies for students to represent and solve word problems. Problem solving is embedded through many standards and therefore it is important to begin the year with strong instructional plans that include all that is known about the problem-solving process. During this Big Idea, it is important that students understand these main ideas and concepts:

• Students need to use a variety of mathematical representations as they are problem solving. • Students should use a box or a picture to represent the unknown in an equation (not a letter). • There are three types of addition and subtraction problems: Result Unknown, Change Unknown, and Start Unknown. Please read more

about these in the appendix of the Kansas Flipbook. • There are four different addition and subtraction situations and their relationship to the position of the unknown. Students use objects or

drawings to represent the different situations. For example, Abel has 9 balls. He gave 3 to Susan. How many balls does Abel have now? You can find all types of problems laid out in the above noted flipbook.

• Use informal language (and, minus/subtract, the same as) to describe joining situations (putting together) and separating situations (breaking apart).

• Teach the symbols for addition and subtraction and expect student to use the addition symbol (+) to represent joining situations, the subtraction symbol (–) to represent separating situations, and the equal sign (=) to represent a relationship regarding quantity between one side of the equation and the other.

Key Vocabulary sum, adding to, taking from, putting together, taking apart, comparing, unknown sum, less than, equal to, minus, subtract, the same amount as, and (to describe (+) symbol)

Links to Prior Learning Students in Kindergarten used a variety of mathematical representations (e.g., objects, drawings, and equations) during their work to understand addition as putting together and adding to, and subtraction as taking apart and taking from.

Links to Future Learning In Grade 2, students will be expected to represent and solve problems involving addition and subtraction with larger values using multiple strategies.





Instructional Strategies (EL, SIOP, SPED, Marzano) Problem solving can be very difficult for students when well-structured scaffolding isn’t used. Here are many helpful ideas.

• Use contextual problems that are closely connected to your students so that they can relate to the situation and accurately represent it in a model.

• Provide opportunities for students to participate in shared problem-solving activities and have them collaborate to develop problem-solving strategies using a variety of models such as drawings, words, and equations with symbols for the unknown numbers to find the solutions. (Marzano: Cooperative Learning)

• Have students use objects or drawings to represent the different situations. For example, Abel has 9 balls. He gave 3 to Susan. How many balls does Abel have now?

• Ask students to make a connection between counting and adding and subtraction. (Marzano: Identifying Similarities and Differences)

• Have students use various counting strategies including counting all, counting on, and counting back with numbers up to 20. To help them make these connections when students count on 3 from 4, they should write this as 4 + 3 = 7. When students count back (3) from 7, they can connect this to 7 – 3 = 4.

• Students often have difficulty knowing where to begin their count when counting backward, so practice this as it relates to problems. For the problem 12 – 9 = unknown, help students to count backward. The student counts 12 counters, then removes a counter and says 11, removes another counter and says 10, removes another and says 9. The student knows the answer is 9, since they counted back by 3.

• Students will need opportunities to explain, write, and reflect on their problem-solving strategies. The situations for the addition and subtraction story problems can involve sums and differences less than or equal to 20 using the numbers 0 to 20.

• Result Unknown, Total Unknown, and Both Addends Unknown problems are the least

Mathematical Practices Make sense of problems and persevere in solving them: Students use manipulatives to help them plan, conceptualize, and solve problems of addition and subtraction (MP 1). Reason abstractly and quantitatively: When creating representations of the add/subtract problems, they begin to recognize that a number represents a specific quantity and then connect quantity to written symbols such as +, –, and = (MP 2). Model with mathematics: Students use a variety of ways to represent problem situations through objects (10 frames), drawings, creating equations, or writing story problems (MP 4). Look for and make use of structure: Student applies various strategies of addition and subtraction to specific situations with rules to help them recognize patterns in mathematics (MP 7).




complex for students so begin with as students can easily model problems even when the numbers in the problem are beyond what they really know.

• The next level of difficulty includes Change Unknown, Addend Unknown, and Difference Unknown problems. Students can model these as well but often struggle when the numbers are beyond what they know as facts.

• The most difficult are Start Unknown and versions of Bigger and Smaller Unknown (comparison) problems. Knowing this, it is important to use numbers that most students understand how to compose and decompose in various ways.

• Have students create word problems with three addends. They can also increase their estimation skills by creating problems in which the sum is less than 5, 10, or 20. Have students exchange their problems with other students, solving them individually and then discussing their models and solution strategies. Now both students work together to solve each problem using a different strategy. (Marzano: Homework and Practice)

• Have students show various ways to add three whole numbers. Create a chart of the strategies so students can see ways such as counting on, making tens, using plus 10 minus 1 to add 9, decomposing numbers or doubles. Decomposing might look like this:

• Using literature is another way to incorporate problem solving in a context that young

students can understand. Many literature books that include mathematical ideas and concepts have been written in recent years. As the story is read, have students use a variety of manipulatives, drawings, or equations to model and find the solution to problems from the story.

• Provide numerous opportunities for students to use the counting on strategy for solving addition and subtraction problems.





Essential Question(s): What are some ways to visually represent and organize the data?



1. Make sense of problems and persevere in


3. Construct viable arguments and critique the





8. Look for and express regularity in repeated

Resources & Links to Technology • Five-frame and Ten-frame templates • Linking cubes • Hundreds chart • A variety of manipulatives/objects for counting and modeling solving addition and subtraction problems. • Engage NY - Module 1 This is a link to a curriculum unit from Engage NY that aligns to addition and subtraction word problems. • Engage NY Classroom Video: Addition and Subtraction with Ten-Frames This is a video of a classroom where students are using ten-frames to

solve problems. • Kansas Flipbook This source provided a deeper unwrapping of all the CCSS for 1st grade. Please pay special attention to p. 73 in the extended

glossary. It addresses the problem-solving situations that Grade 1 students need to learn and have multiple experiences with throughout the year.

Literature Connections

• Missing Mittens by Stuart J. Murphy • A Pair of Socks by Stuart J. Murphy • Ten Sly Piranhas by William Wise • Little Number Stories: Subtraction by Rozanne Lanczak Williams


http://www.engageny.org/resource/grade-1-mathematics-module-1

http://www.engageny.org/resource/addition-and-subtraction-with-ten-frames




solving them. reasoning of others. reasoning.

Elements of the Standard(s) – What’s the meaning? The Big Idea focus is on organizing, representing, and interpreting data as illustrated by students creating graphs and tally charts using data relevant to their lives. By the end of the year, students should have mastered the following concepts and skills. You will revisit this topic in Quarter 2 and Quarter 4 to get them to mastery.

• Students will create graphs and tally charts using data relevant to their lives. • Students will need to learn how to do tally marks. Connect this to skip counting by 5s. • Students will need to create graphs that may be constructed by groups of students as well as by individual students. • Students need to work with the data by organizing, representing, and interpreting data. • Students will have experiences posing a question with 3 possible responses and then work with the data that they collect. Counting objects is

reinforced when collecting, representing, and interpreting data. • Students need to describe the object in the graphs and tally charts they create. They will also ask and answer questions based on these charts or

graphs that reinforce other mathematics concepts such as sorting and comparing. For example, they might determine more people like one type of ice cream more than another. They can determine how many people answered the question. The data chosen or questions asked give students opportunities to reinforce their understanding of place value, identifying ten more and ten less, relating counting to addition and subtraction, and using comparative language and symbols.

Example of Possible Survey Questions:

• Which is your favorite flavor of ice cream? Chocolate, vanilla, or strawberry? • What is your favorite crayon color? Red, yellow, or blue?

Key Vocabulary data, organize, represent, interpret, comparison

Links to Prior Learning Students in Kindergarten described and compared measurable attributes. They classified objects and counted the number of objects in each category.

Links to Future Learning In Grade 2, students represent and interpret data with bar graphs, charts, and line plots.




Instructional Strategies (EL, SIOP, SPED, Marzano) • Ask students to sort a collection of items in up to three categories. • Ask questions about the number of items in each category and the total number of

items. • Have students compare the number of items in each category. The total number of

items to be sorted should be less than or equal to 100 to allow for sums and differences less than or equal to 100 using the numbers 0 to 100.

• Connect to the geometry content studied in Grade 1 by providing categories of different geometric shapes.

• After the shapes have been sorted, ask these questions: How many triangles are in the collection? How many rectangles are there? How many triangles and rectangles are there? Which category has the most items? How many more? Which category has the least? How many less?

• Have students create real or cluster graphs after they have had multiple experiences with sorting objects according to given categories. Model a bar graph several times before students make their own.

• Begin by having students use items to represent an item in a category. Use large graph paper so that only one item fits in a square. Students build the graphs with the items as a way to count. Ask questions that compare the number of items in each category. (Marzano: Checking for Understanding)

• Survey your students about topics they want to know about one another as a way to gather survey ideas to use throughout the year.

Mathematical Practices Construct viable arguments and critique the reasoning of others: First graders construct arguments using concrete referents, such as objects, drawings (charts) etc. They begin to not only explain their own thinking but listen to others’ explanations. They decide if the explanations make sense and ask questions (MP 3). Model with mathematics: By using graphs to organize data, students begin to understand that models are a way to reason quantitatively and abstractly (MP 4).

Resources & Links to Technology • Creating Graphs This is an online application that makes different graphs using the information that you input. It will assist you in creating

several graphs for students to read and interpret. • Brain Pop Video on Bar Graphs and Tally Charts This is a video that teaches making bar graphs and tally charts. • Online Bar Graph This is another online graphing tool. • Ideas for Surveys for Bar Graphs This is a source that will link to several activities for bar graphs. Many go beyond the use of three categories,

but the ideas are great to use.


http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=5d58fae00d3a471e91574b15c9fc538b

http://www.brainpopjr.com/math/data/tallychartsandbargraphs/

http://www.mathsisfun.com/data/bar-graph.html

http://www.enchantedlearning.com/math/graphs/bargraph/




• Just Graph It! by Sandi Hill




Big Idea 1, Quarter 2: Students will be able to read, write, count, and compare whole numbers from 51–100; and understand the value of tens as they relate to ones.

Essential Question(s): What do the greater than, less than, or equal to symbols mean to you? How are tens and ones related to one another? When do you know to use these symbols: <, =, or >?


written numeral. 1.NBT.2.b Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special

cases: b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 1.NBT.2.c Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special

cases: c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).











Elements of the Standard(s) – What’s the meaning? The Big Idea centers on how numbers to 100 are related to tens, ones, digits, and place value and how numbers compare. Students should understand the following ideas and concepts in this unit.

• Numbers can be put into units or groups. One specific unit is a group of ten. It is important for students to think of ten individual items as one whole unit of ten. This is the foundation of the place value system. So, rather than seeing a group of ten cubes as ten individual cubes, the student is now asked to see those ten cubes as a bundle––one bundle of ten.

• Each teen (11–19) value can be expressed as one ten and some leftover ones. Students’ experiences with ten-frames will help develop this concept. This includes asking students questions such as these:

o For the number 12, do you have enough to make a ten? Would you have any leftover? If so, how many leftovers would you have? [Using a ten-frame, one frame would be filled with two counters left showing one group of ten and two ones.]




• Decade numbers (e.g. 10, 20, 30, and 40) are groups of tens with no leftover ones. This can be represented with cubes or place value (base-ten) rods. Be sure to emphasize the language associated with the quantity. For example, 53 should be expressed in multiple ways, such as 53 ones or 5 groups of ten with 3 ones leftover. When students read numbers, have them say the value using standard form as well as using place value concepts. For example, 53 should be read as fifty-three as well as five tens, 3 ones. Reading 10, 20, 30, 40, 50 as one ten, 2 tens, 3 tens, etc. helps students see the patterns in the number system.

• Use models and representations to compare two numbers by examining the amount of tens and ones in each number. Introduce the symbols greater than (>), less than (<), and equal to (=). Students should have ample experiences communicating their comparisons using words, models, and in context before using only symbols in this standard.

Key Vocabulary less than, equal to, greater than

Links to Prior Learning Students learned in Kindergarten to work with numbers 11–19 to gain foundations for place value.

Links to Future Learning • Grade 2: 2NBT • Understand place value

Instructional Strategies (EL, SIOP, SPED, Marzano) Essential skills for students to develop include making tens (composing) and breaking a number into tens and ones (decomposing). Composing numbers by tens is foundational for representing numbers with numerals by writing the number of tens and the number of leftover ones. Decomposing numbers by tens builds number sense and the awareness that the order of the digits is important. Students need multiple opportunities counting 10 objects and bundling them into one group of ten. They count between 10 and 20 objects and make a bundle of 10 with or without some leftover (this will help students who find it difficult to write teen numbers). Finally, students count any number of objects up to 99, making bundles of tens with or without leftovers. Count by tens using the place value chart. As students get very comfortable with this, count by tens starting at any number. Have students describe the patterns they see as they color in the numbers they say counting this way. (Marzano: Cues, Questions, and Advance Organizers) Students move from counting by ones, to creating groups and ones, to tens and ones. It is

Mathematical Practices Reason abstractly and quantitatively: While creating a representation of tens and ones, students are attending to the meaning of the quantities not just the computation of numbers (MP 2). Model with mathematics: Students begin to use multiple models to represent tens and numbers mathematically (MP 4).




essential at this grade for students to see and use multiple representations of making tens using base-ten blocks, bundles of tens and ones, and ten-frames. Making the connections among the representations, the numerals, and the words is very important. Students need to connect these different representations for the numbers 0 to 99.

• Groups of ones (single objects) • Groups of 2 tens and 3 ones (2 ten-rods & 3 singles) • Place Value Table, Write the Number, Read and Say the Number

It is recommended to make a ten with linking cubes or other materials that students can group. Provide students with opportunities to count books, cubes, pennies, etc. Counting 30 or more objects supports grouping to keep track of the number of objects. Students will need to move through a progression of representations to learn place value. They start with a concrete model, move to a pictorial or representational model, then an abstract model (CRA). This is an example that is helpful to think about this progression of learning. Ask students to place a handful of small objects in one region and a handful in another region. Next, have them draw a picture of the objects in each region. They can draw a likeness of the objects or use a symbol for the objects in their drawing. Now they count the physical objects or the objects in their drawings in each region and use numerals to represent the two counts. They also say and write the number word. Now students can compare the two numbers using an inequality symbol or an equal sign. Have students use concrete models that represent two sets of numbers. To compare, students first attend to the number of tens, then, if necessary, to the number of ones. Students may also use pictures, number lines, and spoken or written words to compare two numbers. Use comparative language that includes but is not limited to more than, less than, greater than, most, greatest, least, same as, equal to, and not equal to. Resources & Links to Technology

• Engage NY - Module 4 This is a module with excellent lessons on place value and comparisons. • The Teaching Channel - Addition to 100 This is a classroom video showing students how to solve problems within 100.



https://www.teachingchannel.org/videos/grade-1-math?fd=1



• The Teaching Channel - Forming Groups of Tens This is a classroom video showing students counting collections of 10. Literature Connections:

• The Crayon Counting Book by Rozanne Lanczak Williams • The Cheerios Counting Book by Barbara Barbieri McGrath

Big Idea 2, Quarter 2: Students will be able to add and subtract using number properties and the relationship between addition and subtraction.

Essential Question(s): How do you use addition as a strategy for answering a subtraction problem? What are several methods for checking an answer?

Standards: 1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.

(Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)










Elements of the Standard(s) – What’s the meaning? The focus of the Big Idea calls for students to apply properties of operations as strategies to add and subtract and to make connections between these two operations when learning to solve a missing addend problem. The specific concepts and ideas that need to be addressed in this unit include the following.

• Students should understand the ideas of these properties: o Identity property of addition (e.g., 6 = 6 + 0) says any number added to zero has the value of the number. o Identity property of subtraction (e.g., 9 – 0 = 9) says that the difference between any number and zero is the value of the number. o Commutative property of addition––Order does not matter when you add numbers (e.g., 4 + 5 = 5 + 4), so add numbers in any order. o Associative property of addition––When adding a string of numbers, you can add any two numbers first (e.g., 3 + 9 + 1 = 3 + 10 = 13).


https://www.teachingchannel.org/videos/counting-by-ten-lesson



• Students should use mathematical tools, such as cubes and counters, and representations such as the number line and a 100 chart to model these ideas.

• Not all problems are about finding a sum. Some problems are about a missing addend. In an action problem, you don’t know how a set is changed. In a part-to-part–to-whole problem, one of the parts is missing. For example, I have 5 cookies. If I want to have 12 cookies for the party, how many more cookies do I need? The words in this problem are all about addition. Symbolically, this is recorded as 5 + ? = 12. One way to solve this problem is using the inverse relationship between addition and subtraction to rewrite this problem as 12 – 5 = ?

• Some strategies they may use are counting objects, creating drawings, counting up, using number lines or 10 frames to determine an answer. Refer to the Kansas Flipbook to see additional examples and explanations for missing addend problems.

Key Vocabulary See vocabulary for Big Idea 2 Quarter 1.

Links to Prior Learning Understand addition as putting together and adding to, and subtraction as taking apart and taking from (Big Idea 2 Quarter 1).

Links to Future Learning Students will continue to use these properties in the next grade with larger values and continue to formalize their use with other number sets as well as to support the solving of an equation.

Instructional Strategies (EL, SIOP, SPED, Marzano) Instruction needs to focus on lessons that help students to discover and apply the commutative and associative properties as strategies for solving addition problems. Have students build a tower of 8 green cubes and 3 yellow cubes and another tower of 3 yellow and 8 green cubes to show that order does not change the result in the operation of addition. Have them do this several times to get them to generalize about addition problems. Students can also use cubes of 3 different colors to prove that (2 + 6) + 4 is equivalent to 2 + (6 + 4) and then to prove 2 + 6 + 4 = 2 + 10. Students naturally connect counting on to solving subtraction problems, so use this strategy to help students connect a missing addend problem to subtraction. Be sure that the equation is written as addition. However, students write a second equation that helps them solve the problem.

Mathematical Practices Reason abstractly and quantitatively: Students discover their own conclusions through applied structure of the commutative/associative properties to addition and subtraction with abstract reasoning (MP 2). Consider MP 7 & MP 8 to add to map Look for and make use of structure: Students should use a variety of problems to make sense of each of the properties. The structure of each of these problems changes as you move from using the commutative property versus the associative property (MP 7). Look for and express regularity in repeated reasoning:





Provide investigations that require students to identify and then apply a pattern or structure in mathematics. For example, pose a string of addition and subtraction problems involving the same three numbers chosen from the numbers 0 to 20, like 4 + 13 = 17 and 13 + 4 = 17. Have students analyze number patterns and create conjectures about the pattern. Have students choose other combinations of three numbers and explore to see if the patterns work for all numbers 0 to 20. Students then share and discuss their reasoning. Be sure to highlight students’ uses of the commutative and associative properties and the relationship between addition and subtraction. Expand student work to three or more addends to provide the opportunities to change the order and/or groupings to make tens. This will allow the connections between place-value models and the properties of operations for addition to be seen. Understanding the commutative and associative properties builds flexibility for computation and estimation, a key element of number sense. Provide multiple opportunities for students to study the relationship between addition and subtraction in a variety of ways, including games, modeling, and real-world situations. Students need to understand that addition and subtraction are related, and that subtraction can be used to solve problems where the addend is unknown. After students have discovered and applied the commutative property of addition, ask them to investigate whether this property works for subtraction. Have students share and discuss their reasoning and guide them to conclude that the commutative property does not apply to subtraction. Students need several experiences to make this connection.

When students practice repeated problems of addition/subtraction, this provides connections between those properties expressed as associative and commutative (MP 8).

Resources & Links to Technology • Linking cubes • Flip chips or other types of counters • Ten-frames • Engage NY - Module 1 This is a link to a curriculum unit from Engage NY that aligns to addition and subtraction word problems. • www.kahnacademy.com Lessons on Grade 1 Communicative Properties of Addition/Associative Properties of Addition



http://www.kahnacademy.com/




• Little Number Stories: Subtraction by Rozanne Lanczak Wiliams

Big Idea 3, Quarter 2: Students will be able to sort data into categories (up to three), represent the data in graphs, and answer questions using data displayed in a graph.

Essential Question(s): What are some ways to visually represent and organize the data? How do you know what data can go together and what goes into its own category?











Elements of the Standard(s) – What’s the meaning? Refer to Big Idea 3 Quarter 1: Repeat of 1MD.4. Key Vocabulary no new vocabulary

Links to Prior Learning Refer to Big Idea 3 Quarter 1.

Links to Future Learning Refer to Big Idea 3 Quarter 1.

Instructional Strategies (EL, SIOP, SPED, Marzano) Refer to Big Idea 3 Quarter 1. Here is an additional instructional strategy to consider using.

Mathematical Practices Refer to Big Idea 3 Quarter 1 for examples applied to 1.MD.4.




• During Literacy Block, a group of students work at the Survey Station. Each student writes a question, creates up to 3 possible answers, and walks around the room collecting data from classmates. Each student then interprets the data and writes 2–4 sentences describing the results. When all of the students in the Survey Station have completed their own data collection, they each share with one another what they discovered. They ask clarifying questions of one another regarding the data and make revisions as needed. They later share their results with the whole class. Have them create bar graphs of their data.

Resources & Links to Technology Refer to Big Idea 3 Quarter 1. Literature Connection:

• Measurement Mysteries by Marcia S. Gresko




Big Idea 4, Quarter 2: Students will be able to tell and write time in hours and half hours using analog and digital clocks.

Essential Question(s): How do you know which is the minute hand and which is the hour hand? Where would the minute hand be to show a half hour?

Standards: 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.









Elements of the Standard(s) – What’s the meaning? This unit is all about time. Students need to read both analog and digital clocks and then orally tell and write the time. The limit at this grade is telling time to the hour and the half hour. Students need experiences exploring the idea that when the time is at the half hour the hour hand is between numbers and not on a number. Further, the hour is the number before where the hour hand is. For example, in the clock to the right, the time is 8:30. The hour hand is between the 8 and 9, but the hour is 8 since it is not yet on the 9. Key Vocabulary analog, digital, half hour, minute hand, hour hand

Links to Prior Learning Students have observed clocks and watches and have heard time through conversation, but no formal instruction has occurred in CCSS.

Links to Future Learning Next year, students will tell time to the nearest 5 minutes and begin to also work with differences in time.

Instructional Strategies (EL, SIOP, SPED, Marzano) Take time to look at each clock individually. Begin with differentiating the little hand from the big hand of the analog clock. On an analog clock, the little hand indicates approximate time to the nearest hour, and the focus is on where it is pointing. The big hand shows minutes before and after an hour, and the focus is on distance that it has gone around the clock or the distance yet to go for the hand to get back to the top.

Mathematical Practices Make sense of problems and persevere in solving them: Students attempt to recognize and understand movements of an analog clock in sequence and make those connections to time (MP 1).




Students need to experience a progression of activities for learning how to tell time. Begin by using a one-handed clock to tell times in hour and half-hour intervals, and then discuss what is happening to the unseen big hand. Next, use two real clocks, one with the minute hand removed, and compare the hands on the clocks. Students can predict the position of the missing big hand to the nearest hour or half-hour and check their prediction using the two-handed clock. They can also predict the display on a digital clock given a time on a one- or two-handed analog clock and vice-versa. Have students tell the time for events in their everyday lives to the nearest hour or half hour. Make a variety of models for analog clocks. One model uses a strip of paper marked in half hours. Connect the ends with tape to form the strip into a circle. Ideas to support telling time:

• Within a day, the hour hand goes around a clock twice (the hand moves only in one direction).

• When the hour hand points exactly to a number, the time is exactly on the hour. • Time on the hour is written in the same manner as it appears on a digital clock. • The hour hand moves as time passes, so when it is halfway between two numbers it is

at the half hour. • There are 60 minutes in one hour; so halfway between an hour, 30 minutes have

passed. • Half hour is written with 30‖after the colon.

The idea of 30 being halfway is difficult for students to grasp. Students can write the numbers from 0–60 counting by tens on a sentence strip. Fold the paper in half and determine that halfway between 0 and 60 is 30. A number line on an interactive whiteboard may also be used to demonstrate this.

Use appropriate tools strategically: Using different models, large and small, of analog clocks as tools that help student understand the concepts of time as well as recognizing and recording numbers on a digital clock (MP 5). Look for and express regularity in repeated reasoning: Connecting time to everyday events, such as lunch time at 12:00 p.m. and school’s out at 3:00 p.m. This helps students to connect the regularity of time (MP 7).

Resources & Links to Technology • Analog and digital clocks




• Individual small clock manipulatives • Engage NY - Module 5 This is a module that looks at time and how shapes are composed and decomposed.

Literature Connection

• Numbers All Around Me by Trisha Callella-Jones • Today is Monday by Eric Carle





Big Idea 1, Quarter 3: Through activities students will build number sense, understand the order of counting from any given number from 0–120, and apply the concept of 10 by mentally adding 10 more or 10 less.

Essential Question(s): How would you know 53 is 10 more than 43 or 33 is 10 less than 43? Why would it be helpful to count by 10s?


written numeral. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.










Elements of the Standard(s) – What’s the meaning? Students will continue to build their skills with counting in this unit. However, the bigger idea of this unit is moving from using models to counting by tens to being able to mentally add and subtract 10 from any number less than 100. This understanding leads to future place value concepts. It is critical for students to do this without counting. Students should have been using models such as the ten-frames, the hundreds chart, number lines, and base-ten blocks prior to this unit to have multiple experiences and to see patterns in order to solve various problems. Instructions should include opportunities to mentally add and subtract using problems such as the following:

• There are 74 birds in the park. 10 birds fly away. How many are left? • 10 more than 43 is 53 because 53 is one more 10 than 43. • 10 less than 43 is 33 because 33 is one 10 less than 43.

Key Vocabulary no new vocabulary

Links to Prior Learning In Big Idea 1 Quarter 1, students were counting, reading, and writing numbers to 50,

Links to Future Learning In Grade 2, students are expected to fluently add and subtract within 100 using strategies based on place




and in Big Idea 1 Quarter 2, the number expanded to 100. Students also have worked extensively with a group of 10 and some more as they formed the numbers 11–19.

value, properties of operations, and/or the relationship between addition and subtraction.

Instructional Strategies (EL, SIOP, SPED, Marzano) It is important to count by 10 forward and backward from any given number. Make connections to the mental visual models as students are solving problems. Have students close their eyes and picture a hundreds chart. If a marker is on 63 and you move it 10 more, how can you move without counting by ones? Ask students to identify the new number. Use context where items can be in groups of 10 to support a visual of a group of ten. Have students orally explain how they are mentally adding. Are they visualizing a group of 10 as if they are place value blocks or a group of 10 of the ten-frame? Students can use and connect different representations when they solve a problem. They will start by building a concrete model to represent a problem. This will help them form a mental picture of the model.

Mathematical Practices Note Mathematical Practices in Big Idea 1 Quarter 1 Big Idea 1 Quarter 2 Make sense of problems and persevere in solving them: Students construct the concepts of ten, mentally adding ten more and ten less with number charts, frames, and other models (MP 1).

Resources & Links to Technology • Hundreds chart • Base ten-frame • Number lines • Base-ten manipulatives (towers, linking cubes, etc.) • North Carolina Unpacking the Standards for Grade 1 North Carolina Instructional Support Tools–Glossary Table 1


• Ten Sly Piranhas by William Wise


http://www.ncpublicschools.org/docs/acre/standards/common-core-tools/unpacking/math/1st.pdf



Big Idea 2, Quarter 3: Students will develop a deeper understanding of adding and subtracting whole numbers using a variety of strategies, such as making tens, composing and decomposing, counting on and back, and understanding that the equal sign signifies a relationship between the left and right side of an equation.

Essential Question(s): How do you determine whether a statement about numbers is true or false? (Example: 4 + 2 = 3 + 3 or 8 + 6 = 8 + 2 + 4) What does it mean to be equal? What does it mean to compose or decompose a number? How do you show this for a number?

Standards: 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making

ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).












Elements of the Standard(s) – What’s the meaning? Students are working to use a variety of strategies they have learned for addition and subtraction to solve problems. These strategies should include counting on and counting back, making tens, and composing and decomposing numbers in a variety of ways. You are using word problems as another tool to support students are they are internalizing facts and developing fluency for addition and subtraction within 10. When students are able to demonstrate fluency within 10, they are accurate, efficient, and flexible. An important thing to know about building fluency is that it develops over time. Students learn facts in small chunks. They learn facts through distributed practice. This means that they are practicing a small set of new facts that are embedded within facts that have already been mastered. For example, if a student has mastered the facts of a number plus zero and the facts for a number plus 1, you would most likely be working on the facts for a




number plus 2. Begin this work by looking at 5–6 new facts. Design problems that are about adding 2 more or subtracting 2. As students are working independently on problems, make 50% of the problems using the facts they already know and 50% of the problems containing a number plus 2 facts. Throughout this, use various strategies to support students as they are solving problems. Below are examples of the various strategies that students should be using during this unit. Problem: Two frogs were sitting on a log. 6 more frogs hopped there. How many frogs are sitting on the log now? Counting On I started with 6 frogs and then counted up, Six…. 7, 8. So there are 8 frogs on the log. 6 + 2 = 8 Internalized Fact There are 8 frogs on the log. I know this because 6 plus 2 equals 8. 6 + 2 = 8 Add and Subtract within 20 Problem: Sam has 8 red marbles and 7 green marbles. How many marbles does Sam have in all? Making 10 and Decomposing a Number I know that 8 plus 2 is 10, so I broke up (decomposed) the 7 into a 2 and a 5. First, I added 8 and 2 to get 10, and then added the 5 to get 15. 7 = 2 + 5 8 + 2 = 10 10 + 5 = 15 Creating an Easier Problem with Known Sums I broke up (decomposed) 8 into 7 and 1. I know that 7 and 7 is 14. I added 1 more to get 15. 8 = 7 + 1 7 + 7 = 14 14 + 1 = 15 Problem: There were 14 birds in the tree. 6 flew away. How many birds are in the tree now? Back Down Through Ten I know that 14 minus 4 is 10. So, I broke up the 6 into a 4 and a 2. 14 minus 4 is 10. Then I took away 2 more to get 8. 6 = 4 + 2 14 – 4 = 10 10 – 2 = 8 Relationship between Addition & Subtraction I thought, “6 and what makes 14?” I know that 6 plus 6 is 12 and two more is 14. That’s 8 altogether. So, that means that 14 minus 6 is 8. 6 + 8 = 14 14 – 6 = 8 In this unit, students are also developing an understanding of the equal sign. It is important for students to understand that the equal sign does not mean “answer comes next,” but rather that the equal sign signifies a relationship between the left and right side of the equation. Interchanging the




language of “equal to” and “the same as” as well as “not equal to” and “not the same as” will help students grasp the meaning of the equal sign. Students should understand that “equality” means “the same quantity as.” Embedded into this unit should be opportunities for students to determine whether equations are true or false. Be sure students demonstrate that they know and understand these ideas.

• Express their understanding of the meaning of the equal sign. • Accept sentences other than a + b = c as true (a = a, c = a + b, a = a + 0, a + b = b + a). • Know that the equal sign represents a relationship between two equal quantities. • Compare expressions without calculating.

Finally, students are expected to determine the missing value in an equation. The missing value can be in any location of an equation. Students need to understand the inverse relationship between addition and subtraction to solve problems such as 5 = __ + 3 or 8 + ? = 11 or 5 = ? – 3. Key Vocabulary equations, equal, the same amount/quantity as, true, false

Links to Prior Learning Students have previously added and subtracted and recorded their work in many informal ways.

Links to Future Learning While students work on learning facts to 10, Grade 2 students will build fluency of facts to 20 and in future grades use the same strategies with larger values.

Instructional Strategies (EL, SIOP, SPED, Marzano) Provide opportunities for students to use objects of equal weight and a number balance to model equations for sums and differences less than or equal to 20 using the numbers 0 to 20. Give students equations in a variety of forms that are true and false. Include equations that show the Identity Property, Commutative Property of Addition, and Associative Property of Addition. Students need not use formal terms for these properties. 13 = 13 Identity Property 8 + 5 = 5 + 8 Commutative Property of Addition 3 + 7 + 4 = 10 + 4 Associative Property of Addition When asking students to determine whether the equations are true or false, have them record their work with drawings. Students then compare their answers as a class and discuss their reasoning. Present equations recorded in a nontraditional way, like 13 = 16 – 3 and 9 + 4 = 18 – 5, then ask “Is this true?” Have students decide if the equation is true or false. Then as a class,

Mathematical Practices Reason abstractly and quantitatively: Students construct models of equality of equations and begin to determine if they are true or false (MP 2). Construct viable arguments and critique the reasoning of others: Students discuss in whole group their strategies and arguments as to what is true/false (MP 3). Model with mathematics: Students model equations using cubes, counters, drawings, etc. to construct operations of equality (MP 4).




students discuss their thinking that supports their answers. Having students create word problems for given equations will help them make sense of the equation and develop strategic thinking. Provide multiple opportunities for students to model equations using cubes, counters, drawings, etc. Use whiteboards as a way to transition from using models to equations. Have students represent quantities using dots or x’s or some other simple symbol or shape. Use this model to write the parallel equations. Resources & Links to Technology

• Engage NY - Module 1 This is a link to a curriculum unit from Engage NY that aligns to addition and subtraction word problems. • Engage NY - Module 2 This extends from the first module into problems to 100 for addition and into the teens for subtraction. • The Teaching Channel - Making 10 This is an older group of students that are still working on making groups of ten. This is a very useful strategy

to use in Grade 1 with students. • The Teaching Channel - Using Computer Games This classroom video looks at how to use technology to support students as they are learning

their facts.

Big Idea 3, Quarter 3: Students will compose and decompose plane or solid figures and build an understanding of part-whole relationships as well as the properties of the original and composite shapes.

Essential Question(s): How would you distribute a whole pizza fairly among four students? What other shapes could you make from a bunch of little squares? What makes a shape a triangle and not a square? How is a shape a square and not a rectangle?

Standards: 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation,

overall size) ; build and draw shapes to possess defining attributes.




https://www.teachingchannel.org/videos/popsicle-stick-math

https://www.teachingchannel.org/videos/differentiating-in-math?fd=1



1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.











Elements of the Standard(s) – What’s the meaning? This unit is all about geometric figures. Students will be learning specific attributes of shapes, and they will learn how to compose and decompose shapes just as they have been composing and decomposing numbers. Students are expected to determine the attributes of a shape. Attributes refer to any characteristic of a shape. Students use attribute language to describe a given two-dimensional shape: number of sides, number of vertices/points, straight sides, closed. It is important to distinguish descriptions or attributes that define a shape compared to those attributes that are non-defining. Defining attributes are attributes that must always be present. Students should articulate ideas such as, “A triangle is a triangle because it has three straight sides and is closed.” Non-defining attributes are attributes that do not always have to be present. A child might describe a triangle as “right side up” or “red.” These attributes are not defining because they are not relevant to whether a shape is a triangle or not. The shapes can include triangles, squares, rectangles, and trapezoids. It is important that students are exposed to both regular and irregular shapes so that they can communicate defining attributes. Students need to use attribute language to describe why these shapes are not triangles. Students will also use appropriate language to describe a given three-dimensional shape: number of faces, number of vertices/points, and number of edges. Time should also be spent having students compose (build) a two-dimensional or three-dimensional shape from two shapes. This standard includes shape puzzles in which students use objects (e.g., pattern blocks) to fill a larger region. The ability to describe, use, and visualize the effect of composing and decomposing shapes is an important mathematical skill. It is not only relevant to geometry, but is related to students’ ability to compose and decompose numbers. Have students do tasks such as the following:

• Show the different shapes that you can make by joining a triangle with a square.




• Show the different shapes you can make joining a trapezoid with a half-circle. • Show the different shapes you can make with a cube and a rectangular prism.

Students may use pattern blocks, plastic shapes, tangrams, or computer environments to make new shapes. Provide students with cutouts of shapes and ask them to combine them to make a particular shape. Students can make three-dimensional shapes with clay or dough, slice into two pieces (not necessarily congruent), and describe the two resulting shapes. For example, slicing a cylinder will result in two smaller cylinders. Decomposing shapes is equally important for students to experience. In this Big Idea, one specific standard asks students to partition regions into equal shares using a context such as cookies, pies, pizza, etc... Be sure you and your students are using the words halves, fourths, and quarters and the phrases half of, fourth of, and quarter of. Students will also work with the idea of the whole, which is composed of two halves, or four fourths or four quarters. Collectively, this experience of decomposing shapes into equivalent pieces is building a foundation for fractions, ratios, and relationships that exist in many geometric formulas. Key Vocabulary rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles, three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders), equal shares, halves, fourths, quarters, half of, fourth of, quarter of, vertices, faces, edge

Links to Prior Learning In Kindergarten, students identified and described shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Links to Future Learning In Grade 2, students will continue to compose and decompose shapes in various ways, and they will continue to learn additional attributes of shapes that distinguish them into more categories.

Instructional Strategies (EL, SIOP, SPED, Marzano) Ask students to determine which attributes of shapes are defining compared to those that are non-defining. (All triangles must be closed figures and have 3 sides. These are defining attributes. Triangles can be different colors, sizes, and be turned in different directions, so these are non-defining.) Have students sort shapes using non-defining attributes such as color or size. Have them sort again by defining characteristics. (Marzano: Identifying Similarities and Differences)

Mathematical Practices Model with mathematics (MP 4). Use appropriate tools strategically: Students will use manipulatives such as pattern blocks or geoboards to use as models to determine shapes and attributes for comparison (MP 5).




Have students form shapes on geoboards using colored rubber bands to represent the sides of a shape. Ask students to create a shape with four sides on their geoboard, and then copy the shape on dot paper. Students can share and describe their shapes as a class while you record the different defining attributes mentioned by the students. Pattern block pieces can be used to model defining attributes for shapes. Ask students to create their own rule for sorting pattern blocks. Students take turns sharing their sorting rules with their classmates and showing examples that support their rule. The classmates then draw a new shape that fits this same rule after it is shared. Students can use a variety of manipulatives and real-world objects to build larger shapes. The manipulatives can include paper shapes, pattern blocks, color tiles, triangles cut from squares (isosceles right triangles), tangrams, canned food (right circular cylinders), and gift boxes (cubes or right rectangular prisms). Folding shapes made from paper enables students to physically feel the shape and form the equal shares. Ask students to fold circles and rectangles first into halves and then into fourths. They should observe and then discuss the change in the size of the parts. Use interactive whiteboards or computer environments to move shapes into different orientations and to enlarge or decrease the size of a shape still keeping the same shape. They can also move a point/vertex of a triangle and identify that the new shape is still a triangle. When they move one point/vertex of a rectangle, they should recognize that the resulting shape is no longer a rectangle. Use many experiences with different-sized circles and rectangles to recognize that when they cut something into two equal pieces, each piece will equal one half of its original whole.

Resources & Links to Technology • Geometry-shaped manipulatives




• Dot paper • Graph paper • Geoboards • Engage NY - Module 5 This is a module that looks at time and how shapes are composed and decomposed.


• Each Orange Had 8 Slices by Paul Giganti, Jr. • The Greedy Triangle by Marilyn Burns





Big Idea 1, Quarter 4: Students solve, illustrate, and reason with 2-digit addition and subtraction within 100, which includes decade numbers.

Essential Question(s): How do you use models or drawings to add bigger numbers? How do you use models or drawings to subtract 10 or 20 or 50 from a number?

Standards: 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using

concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.










Elements of the Standard(s) – What’s the meaning? This unit is really about the culmination of multiple ideas and concepts learned in Grade 1. Students are expected to learn how to apply the various strategies they have learned throughout the year for addition and subtraction to problems in order to add a two-digit number and a one-digit number as well as a multiple of 10 and to subtract a multiple of 10 from a two-digit number. Students should use concrete models, drawings, and place-value strategies to add and subtract within 100. (Students will not be exposed to the standard algorithm of carrying or borrowing in first grade). Students extend their number fact and place-value strategies to add within 100. They represent a problem situation using any combination of words, numbers, pictures, physical objects, or symbols. It is important for students to understand if they are adding a number that has tens to a number with tens, they will have more tens than they started with; the same applies to the ones. Also, students should be able to apply their place value skills to decompose numbers. For example, 17 + 12 can be thought of as 1 ten and 7 ones plus 1 ten and 2 ones. Numeral cards may help students decompose the numbers into tens and ones.




Students need to be exposed to problems both in and out of context and presented in horizontal and vertical forms. As students are solving problems, it is important that they use language associated with proper place value. They will need to always explain and justify their mathematical thinking both verbally and in a written format. Estimating the solution prior to finding the answer focuses students on the meaning of the operation and helps them attend to the actual quantities. This standard focuses on developing addition; the intent is not to introduce traditional algorithms or rules. Students should also use concrete models, drawings, and place-value strategies to subtract multiples of 10 from decade numbers (e.g., 30, 40, 50). Students will need to have multiple experiences representing numbers that are multiples of 10 (e.g., 90) with models or drawings. Then they subtract multiples of 10 (e.g., 20) using these representations or strategies based on place value. Examples of problems include:

• 70 – 30: 7 tens take away 3 tens is 4 tens. • 80 – 50: 80, 70 (1 ten), 60 (2 tens), 50 (3 tens), 40 (4 tens), 30 (5 tens) • 60 – 40: I know that 4 + 2 is 6, so 4 tens + 2 tens is 6 tens, so 60 – 40 is 20. • There are 60 students in the gym. 30 students leave. How many students are still in the gym? (Strategies could use a hundreds chart to move up

row. Another strategy could use place-value blocks or linking cubes to build 6 towers of 10 and then remove 3 towers. Another strategy could be using a number line. Starting at 60 and jumping back 3 groups of 10.

Key Vocabulary no new vocabulary

Links to Prior Learning This builds on the ability to count by tens and the place-value concepts and number combination strategies built earlier in the year.

Links to Future Learning In Grade 2, students will use place-value understanding and properties of operations to add and subtract larger value and to build fluency.

Instructional Strategies (EL, SIOP, SPED, Marzano) Provide multiple and varied experiences that will help students develop a strong sense of numbers based on comprehension – not rules and procedures. Have students solve every problem using concrete models and drawings to support and record their solutions. It is important for them to share the reasoning that supports their solutions and

Mathematical Practices Reason abstractly and quantitatively: Students begin to collaborate and express their own strategies for using properties of operations to solve number base-ten problems (MP 2).




strategies with their classmates. (Marzano: Cooperative Learning) Use different strategies on different days so students have time to work problems using each strategy. Use base-ten concepts, properties of operations, and the relationship between addition and subtraction to invent mental and written strategies for addition and subtraction. Help students share, explore, and record their invented strategies. Recording the expressions and equations in the strategies horizontally encourages students to think about the numbers and the quantities they represent. Have examples of student work that is correct and incorrect for students to defend. (Marzano: Generating and Testing Hypotheses) Encourage students to try the mental and written strategies created by their classmates. Students eventually need to choose efficient strategies to use to find accurate solutions. Have students connect a 0–99 chart or a 1–100 chart to their invented strategy for finding 10 more and 10 less than a given number. Ask them to record their strategy and explain their reasoning.

Model with mathematics: By practicing base-ten problems in multiple ways, students reflect on whether an answer makes sense, possibly improving or revising a model to represent a problem mathematically (MP 4). Look for and make use of structure: Students begin to apply mathematical rules to specific situations as they discern a pattern such as 3 + 12 = 15. Therefore 15 – 12 = 3 (MP 7).

Resources & Links to Technology • Base-ten blocks • Hundreds charts • Number lines




Big Idea 2, Quarter 4: Students will understand the meaning of length and the process of measuring an object using the concepts of iteration and transitivity.

Essential Question(s): How do you use one object to find the length of another object? How does this process help you to determine how to compare the length of two objects that can’t be placed side by side?

Standards: 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to

end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.










Elements of the Standard(s) – What’s the meaning? During this Big Idea, students are learning about measurements. Specifically, they are building meaning of lengths by indirectly measuring objects. Students are also expected to be able to compare the length of two objects by using a third object as a measuring tool. This concept is referred to as transitivity. The instructional progression for teaching measurement begins by ensuring that students can perform direct comparisons. The measure of an attribute is a count of how many units are needed to fill, cover, or match the attribute of the object being measured. Students need to understand what a unit of measure is and how it is used to find a measurement. They need to predict the measurement, find the measurement, and then discuss the estimates, errors, and the measuring process. It is important for students to measure the same attribute of an object with differently sized units. These are the concepts that students must understand about measurement in this grade.

• Length is measured from one end point to another end point. • Comparing lengths can be done with two items aligned next to one another. • The measure of length is the number of same-sized units that it takes to match the length of an object. Students should use multiple copies of

one object to measure a larger object. This concept is referred to as iteration. Through numerous experiences and careful questioning by the




teacher, students will recognize the importance of making sure that there are not any gaps or overlaps in order to get an accurate measurement.

• Indirect comparisons are made using the concept of transitivity. This is when students use a third object to compare to the two objects that are being compared.

• Manipulatives have a standard unit of length called length unit. • Language such as taller, shorter, longer, higher, etc. is used to describe lengths.

Problems that students should be engaged in doing include but are not limited to the following.

• Which is longer: the height of a bookshelf or the height of a desk? • Order three students by their height. • Order pencils, crayons, and/or markers by length. • Build three towers (with cubes) and order them from shortest to tallest. • Three students each draw one line, then order the lines from longest to shortest. • Find at least 3 objects in the classrooms that are the same length as, longer than, and shorter than your forearm.

Key Vocabulary length, width

Links to Prior Learning In Kindergarten, students made meaning of measurement as an attribute.

Links to Future Learning In Grade 2, students use standard units of measure to find lengths.

Instructional Strategies (EL, SIOP, SPED, Marzano) Students need to use as many copies of the length unit as necessary to match the length being measured. For instance, use large footprints with the same size as length units. Place the footprints end to end, without gaps or overlaps, to measure the length of a room to the nearest whole footprint. Use language that reflects the approximate nature of measurement, such as the length of the room is about 19 footprints. Students need to also measure the lengths of curves and other distances that are not straight lines. Have students make their own measuring tools. For instance, they can place paper clips end to

Mathematical Practices Make sense of problems and persevere in solving them: Students adjust the size of units in measuring experiences other than standard units of measures and use specific language to apply the general rule of measurement (MP 1). Use appropriate tools strategically: Students can make their own tools of measurement such as linking cubes, paper clips, etc. (MP 5).




end along a piece of cardboard, make marks at the endpoints of the clips, and color in the spaces. Students can now see that the spaces represent the unit of measure, not the marks or numbers on a ruler. Eventually they write numbers in the center of the spaces. Encourage students not to use the end of the ruler as a starting point. Compare and discuss two measurements of the same distance, one found by using a ruler and one found by aligning the actual units end to end, as in a chain of paper clips. (Marzano: Identifying Similarities and Differences) Have students continue to measure objects as they need multiple opportunities and many instances of feedback to ensure they are measuring accurately. (Marzano: Setting Objectives and Providing Feedback)

Resources & Links to Technology • Paper clips • Paper strips • Golf pencils • Erasers • Engage NY - Length This is a module from Engage NY instructing on comparisons of lengths.


• Inch by Inch by Leo Lionni • How Big Is a Foot? by Rolf Myller


Essential Question(s): What ways can data help us answer questions?





Standards: 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how

many in each category, and how many more or less are in one category than in another. Mathematical Practices:









Elements of the Standard(s) – What’s the meaning? Refer to Big Idea 3 Quarter 1: Repeat of 1MD.4. Key Vocabulary Refer to Big Idea 3 Quarter 1.

Links to Prior Learning Refer to Big Idea 3 Quarter 1.

Links to Future Learning Refer to Big Idea 3 Quarter 1.

Instructional Strategies (EL, SIOP, SPED, Marzano) Refer to Big Idea 3 Quarter 1.

Mathematical Practices Refer to Big Idea 3 Quarter 1.

Resources & Links to Technology Refer to Big Idea 3 Quarter 1.




Content: Math Grade/Course: 1 Timeline: 60 minutes Standard(s):

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Mathematical Practices: 2. Reason abstractly and quantitatively, 4. Model with mathematics, 7. Look for and make use of structure. Lesson Overview: In this lesson, students are working on counting by 5. Tallying is a way to keep track of things that you are counting. Students will learn to use tallying as a strategic tool in counting by 5.


• Extend the counting sequence by counting by 5. • Count tally marks and show numbers using tally

marks.

Vocabulary: Tally marks

Focus Question(s): • How do I draw tally marks? • How do I count tally marks to keep track of the

quantities of objects? • How do I count using tally marks?

Description of Lesson: (including instructional strategies): Anticipatory Set: Review and practice prior knowledge: Have students view the classroom number line or a hundreds chart. Practice counting to 50 together whole group and point to the chart you are using as you count. Begin counting by 1s and then count again to 50 by 5s. “Today you will learn how to use tallies as a way to keep track of what you count and a new strategy on how to count by 5s. Tallying is the way people keep track of things they are counting. When we tally, we make marks like this.” ( |) Show a tally mark on the board. Write on the board as you model the following: “One, 2, 3, 4, tally up, 5.” Show ||||

Instruction and Strategies: Note: In this lesson you can use different quantities for tallying the children in your class such as eye/hair color/boy/girl, etc. (Marzano: Nonlinguistic Representations) “I will tally the number of children who brought their lunch from home today and the number of children eating the school lunch today.” Begin the following chart on the board: SCHOOL LUNCH________ LUNCH FROM HOME “Raise your hand if you are eating the school lunch today. As I point to you, I will draw a tally mark on the board. (Point to one child at a time as you tally on the board and say the following) One, 2, 3, 4, tally up, 5; 6, 7, 8, 9, tally up, 10; 11, 12, 13, 14, tally up, 15; etc. When I draw tally marks, I draw four marks down and then one across. Every fifth tally is drawn across the 4 lines.” (The chart shown is for a class that had 15 students eating school lunch.)




SCHOOL LUNCH |||| |||| |||| LUNCH FROM HOME “How many tally marks are in each bundle?” (5) (Marzano: Setting Objective and Providing Feedback) Repeat tallying the students who brought lunch from home. “Let’s count the tally marks together.” Count the individual tally marks writing 5, 10, and 15, below each bundle. “When we count groups of tally marks, we count by 5s. Let’s count the tally marks again. This time we will count by the bundles of 5.” (Count them again by 5s. If you have a number that isn’t a multiple of 5, you will need to address how to count by 5s and then by 1s.) Now count the students who are eating lunch brought from home. Again demonstrate how to use tally marks to show this count of students. Practice counting the tally marks made afterwards just like you did with the school lunches. Guided Practice: “We can pretend that our fingers are tally marks.” Have 3 children stand up and show their hands. “How many fingers do you have on one hand? Let’s hold them out to show groups of 5s just like groups of tally marks. (Demonstrate holding up your hands.) “Let’s count how many fingers these children have altogether.” Each standing child holds up a hand as the children count by 5s. “Five, 10, 15, 20, 25, 30.” (Repeat counting fingers using five other children.) (Ask four children to stand in front of the classroom.) “How can we find out how many toes these children have altogether?” (We can count and tally them.) “Most people have five toes on each foot. Let’s count by 5s to find the number of toes of these children. Five, 10, 15, 20, 25, 30, 35, 40. Now let us all practice making tally marks.” Distribute scrap paper. “Let’s make tally marks to show 5 on your paper.” “Let’s count together as we make our own tally marks. One, two, three, 4, tally up, 5.” Repeat to show tally marks to 12. And then 17. And then 29. Provide feedback to answers and show/explain the correct answer on the board/overhead/or individual whiteboards. (Marzano: Setting Objective and Providing Feedback) Formative Assessment: Does anyone know how to count by 5s to 50?” (Allow a few children to count by 5s to 50.) “Let’s count to 5s to 50 together as I write the numbers on the board. Count slowly as I write.” Begin with 5 and write the numbers on the board. “What do you notice about these numbers? (Allow children to share their observations.) “Can anyone in class show me how to make 23 with tally marks? How will we do this?” Allow student to discuss ideas. Call one or two students to show on the board. Divide students into pairs and ask students to tally up the number of students in the classroom on their individual papers and compare answers with their partners. Have groups share with the classroom. (Marzano: Cooperative Groups) Provide feedback to answers and explain the correct answers on the board/overhead. Closure: “Who would like to share something you learned today in math?” (Provide 2-3 minutes for sharing)




If you’ve reached the end of the class period, have students mark a tally mark on the board, each in succession, as you call them to line up. Have students then count together by 5s the total number of students in line. Independent Practice: Counting quantities and writing the quantities using tally marks. Materials Needed: 4 Containers, 120 beans, paper clips, pennies, or other small objects, and Scrap Paper Label containers A, B, C, and D. Fill the containers with a set number of objects so that container A has 15, Container B has 23, Container C has 17, and Container D has 29. Teacher Directions: Divide students into a math center or other small group. Ask each child to choose a container and put the objects in groups of 5. Ask the child to draw tally marks to show the number of objects and to record the total number of objects tallied for each container on their paper. Monitor students and provide feedback as they are working. (Marzano: Cooperative Learning, Setting Objective and Providing Feedback)

Accommodations/Modifications: • Review vocabulary before lesson as a warm-up using pictures/written numbers to reinforce learning. • Post a laminated hundreds chart and circle 5s to model counting and point out groups of 5. • Modifications: Use white boards, if available, to check for understanding and give immediate feedback

for students who struggle with the concepts. • Extension: Ask students to tally up the number of forks, knives, spoons, etc., at home with parental

assistance and bring the results to the next “share time” in class. Resources (Textbook and Supplemental):

• Scrap paper, pencils, chart paper, hundreds chart, classroom number line, student white boards





1 NBT.2b Understand that the two digits of a two-digit number represents amounts of tens and ones. Understand the following as special cases: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1 NBT.2c Understand that the two digits of a two-digit number represents amounts of tens and ones. Understand the following as special cases: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Mathematical Practices: 1 Make sense of problems and persevere in solving them, 2 Reason abstractly and quantitatively, 4 Model with mathematics. Lesson Overview: Students are given a variety of objects to count and group to make ten and some more. With this lesson, students will begin to view ten ones as a unit called “ten.”


• Count objects into groups of ten. • A bundle of 10 ones as a unit is called a “ten.”

Vocabulary: No new vocabulary, but reinforce the concept that a group of 10 ones is called one ten.

Focus Question(s): • When is a 10 either ten ones or 1 ten? • What are the differences? • How can we show a “ten”?

Description of Lesson (including instructional strategies): Instruction and Strategies: Ask the students to brainstorm what is 10. Ask “What is ten? How can we show ten?” Record the responses on a web. Examples: 5 +5; 10 fingers, 8 and 2 more, XXXXX + XXXXX (meaning 5 + 5) , etc.

Select students to share their strategies. Model the strategies given and make the connections among the representations, the numeral, and the words such as “You took 5 ones and another 5 ones and grouped them to make a unit of ten.”




Model other examples of making a “ten.” Have students count by ones, beginning at 8 and stopping at 20. Ask them is there is a ten in any of the numbers they just counted. Examples: The number 13. Is there a ten in thirteen? Use representations of 13. A picture representing the amount as a group of ten and some more. XXXXX XXX XXXXX 1 ten 3 ones (13) Model written notations and then scaffold students into the written notation. Do this with several other teen numbers. Ask students to model this on paper with a teen number or use individual white boards to model a teen number. (See Guided Practice for students to build this part of the lesson.) After the guided practice on teen numbers, come back as a group to count by tens. Ask students about the tens that exist with each of these values. “How many tens are in 30?” Have students use tally marks on a white board to show 30. Have them draw circles around a group of ten tally marks. Have them identify ____ tens is the same as 30. Repeat this with a couple of other decade numbers (40, 60, 20, 70, etc.). Guided Practice: Ask student to divide into your selected groups. (Marzano: Cooperative Groups) Each group will have a different teen number. They should draw a model by showing the group of ten in their number and the more. With each model, they need to write the number and write it as a ten and ___ ones as shown above. Review with a couple of student examples that use making a group of ten. Ask: “How did you make a ten? “Show Me” “Why did you make a ten?” Reinforce the strategy with “You took ten ones and you grouped them to make a unit of 10 (or 1 ten). Did making a ‘ten’ help you to find the total? How do you know?” Distribute bags that contain a teen number of items in them. Have students work with a partner to count the items. Then have students show the group of ten and the ___ more items. Have them connect the writing of the teen number to 1 ten and ___ ones = _____. Formative Assessment: Though observation and guided questioning, you can assess if students are making the connections between the vocabulary of base-10 and provide intervention in students’ errors Be sure to focus on asking: When is the number 10 either ten ones or 1 ten? What are the differences? How many tens are in 16? How can you show me this? How many tens are in 40? How can you show me this? If you have 1 ten and 4 ones, what number would this be?




Closure: Revisit the “10 web” from the introduction. Ask students to add any new thoughts or understandings to the 10 web. Independent Practice: Students can rotate through 6 stations. Each station contains a teen number of items. Students record the number of tens and ones and write the numeral on the record sheet that is included below. You can repeat this activity over several days by changing the number of objects at each station.

Accommodations/Modifications: Extension: Have student swap their bags in the group and practice the strategies of composing number units. Modifications: You can modify the independent practice by including only quantities between 10 and 14 on a single day so some values are the same. You can use different values on various days. Another way to modify would be to have identified which students rotate to which stations. You can identify them by color instead of numbers to support students that need this support. Resources (Textbook and Supplemental):

• Bags of counting items: beans, paper clips, counters, etc. • Blank paper • Literature Connections to Math: Numbers All Around Me by Trisha Callella-Jones • Ten Sly Piranhas by William Wise

• Developing Place Value (Georgia Department of Education) • 100 charts templates


https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_1_Unit2FrameworkSE.pdf






Understanding My Teen Numbers

Station Name Quantity Numeral Station 1: Tens:

Ones:

Station 2: Tens:

Ones:

Station 3: Tens:

Ones:

Station 4: Tens:

Ones:

Station 5: Tens:

Ones:

Station 6: Tens:

Ones:



Instructions that are italicized include students engagement strategies. Instructions that are underlined embed checking for understanding. Guam Department of Education 2013

Content: Math Grade/Course: 1 Timeline: 1 day Standard(s):


Mathematical Practices: 1. Make sense of problems and persevere in solving them, 2. Reason abstractly and quantitatively, 3. Construct viable arguments and critique the reasoning of others. 4. Models with mathematics. 5. Use appropriate tools strategically, 6. Attend to precision. Lesson Overview: This lesson is intended to have students learn to do math sentences such as 8 – □= 2 and learn how to find and explain multiple ways to solve the problem.


• Find a missing number in a subtraction math sentence and explain or show the strategy used.

Vocabulary: Reinforce the vocabulary: sum, difference, missing addend, subtrahend, minuend

Focus Question(s): What strategy did you use to solve the math subtraction problem?


Anticipatory Set: Pair up students in groups of 2-3 and ask them to brainstorm “What is subtraction and what strategies can be used to solve a subtraction math sentence?” Give students 5 minutes to discuss and draw or write if they choose to. Bring class back together and call on students and list the strategies (chart paper, board, or document camera) so that they can see a list of what they came up with as a class. (Ex. Drawing, counting fingers, using manipulatives, number line, counting on, counting backwards, slashes on paper) Instruction and Strategies: “Today we are going to learn a little different type of missing number problem today. The type of problem you will be solving is 12 – □ = 8. By the end of this lesson, you should not only be able to solve this problem, but you should be able to explain or show someone else how you got the answer.” While writing the equation on the board, state: “I had 9 candy bars at the beginning of the day. At the end of the day, I only had 3. I need to figure out how many candy bars were eaten. I need to select a strategy to help me find the answer. I could use any of these strategies (point to the list that was made in the anticipatory set). I will try (pick one strategy, solve the problem on the board, and fill out the attached recording sheet). Let’s solve this problem using another strategy.” Complete the same process with the next problem: “In the morning, I sharpened 18 pencils. I now only have 5 pencils left sharpened. How many pencils were used during the day?” Guided Practice: “Now let’s do a problem together. This morning I saw 6 birds sitting on a tree. At lunch/recess, I only saw 3. How many birds flew away? Discuss with a partner how you would solve this problem.” Call on random partnerships to answer how they would solve the problem. Demonstrate each way that they would solve the problem on the board so that students can see there are multiple correct ways to solve the same problem. Fill




out the attached worksheet to model what students should do. Complete the same process with the next problem: “There were 12 children on the playground an hour ago. Now there are only 6 children left on the playground. How many children left the playground?” “Now we are going to work in groups to solve and explain or draw two or more ways how we answer math subtraction sentences. As we work in groups, you must ensure that every student in your group can answer and explain how they got their answer. I will be calling on students randomly after you are finished.” Have groups of 2-3 students pick an index card out of a paper bag with subtraction problems such as 12 – □ = 4. Allow them time to solve the problem and fill out the recording sheet. Walk around and monitor students and provide feedback and help when needed. Have students come to the front of the room and show and explain the problem that they had, the answer that they got, and how they got it. Formative Assessment: Collect the Recording Sheet from all students and look at their work to determine the level of each student’s understanding of the objective. The presentation that students give about their answer and how they got it will access what they understand and how they completed the process. Observe students as you walk around and monitor and help students. Closure: “Today we learned a little different type of missing number subtraction problem. Tell me, what was different about this problem compared to the other subtraction problems we’ve worked on? If I have a missing number, what strategies can we use to help us solve them?” Independent Practice: If you’ve observed that students are ready for independent work, independent practice/worksheets can be given for individual completion. However, if students are not fully ready for independent work, continue the lesson the following day with review.

Accommodations/Modifications: • Provide extra help and feedback while walking around and monitoring the room • Peer assistance

Resources (Textbook and Supplemental): • Recording Sheet (see below) • Paper, pencils, manipulatives, index cards with equations written on them in a paper bag

Additional Optional Resource:

• Game for Specific Math Facts (This website is a great way for students to play a game and work on this type of problem.)

• Subtractions with Missing Numbers (This is a game about this skill that is matching.) • Missing Addends Recording Page (This is a neat activity to bridge the gap between addition and

subtraction. This is very easy to make and is reusable.) • IXL Learning Common Core Skills, Grade 1 Math (This is an interactive activity on the skill.) • Addition and Subtraction Worksheets (This site includes links to several missing addend problems and

more.)


http://www.kidsnumbers.com/subtraction_missing_number.php

http://www.sheppardsoftware.com/mathgames/matching/SubtractionX.htm

http://thisreadingmama.com/2013/05/13/missing-addends-recording-page/

http://www.ixl.com/standards/common-core/math/grade-1

http://www.mathinenglish.com/worksheetsadditionsubtraction.php



Problem Solving Template Number Sentence:

Method 1

Method 2

Method 3

Method 4

(Created by 1st grade GDOE teachers)





1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Mathematical Practices: 1. Make sense of problems and persevere in solving them, 4. Models with mathematics, 5. Use appropriate tools strategically, 6. Attend to precision. Lesson Overview: Students will be introduced to the Part-Part-Whole strategy to find decompose numbers.


• Demonstrate a Part-Part-Whole strategy to make 10 with 80% accuracy.

• Construct a number sentence using the Part-Part-Whole strategy with 80% accuracy.

Vocabulary: Strategy, parts of a whole, whole

Focus Question(s): Using a Part-Part-Whole strategy, how many ways can you make ten?


Anticipatory Set: Review and practice prior knowledge: “You’ve used the ten-frame as a strategy for learning number facts. Now we are going to learn a new strategy called Part to Part to Whole.” Explain to students that a strategy is a way to get the answer using what is known to them (Marzano: Setting Objectives). Instruction and Strategies: Show a visual of the PPW frame. Explain that PPW means that we have problems that aren’t about joining things together or separating. They are about two or more items that make up a bigger whole. For example, we might have cats and dogs, but we know they are both animals. Snakes and lizards are reptiles. Bananas, pineapples, and oranges are all fruit. Have students brainstorm additional ideas that could be about part to whole relationships. Be sure the ones that you chart include items that are subsets of a larger set. Explain each section of the frame.

Part 1 Part 2 whole

“Parts one and two will show the addends, which means the two numbers you add together to make the whole. The whole shows the sum. The whole is equivalent to the two parts.” (Remind students that the sum is the answer of an addition problem) Show the number 3 with three objects in part 1 of chart. Now refer to the number line, explaining we are




at three, and asking how many more we need to get to five. Put a 5 or 5 items in the whole part of the chart. (Point and count on from 3 to 5.) Ask students: “How many more are needed to make five?” (Students respond.) Then write 2 or two objects in part 2. Show that total amount in the top row is the same or equivalent to the amount in the bottom row. “So we have three objects in part one and we needed two objects in part 2 to make five objects in all.” Ask students to name each part while you write the numbers to make the number sentence.

3 + 2 = 5 Repeat the process above, changing the different parts but coming up with 5 as the whole and writing the number sentence for it. It would be helpful to use a context for each of these problems. Maybe you are working to do 5 exercises each day. In the morning you do pushups and in the evening you do pull-ups. However, you forgot to record information each day. You could use small graphics of a person doing a pushup and a pull -up as manipulative for students to model each problem. Monitor and ask questions regarding students’ models or charts (show me how?). Examples:

0 + _ =5 1 + __ = 5 __ + 3 = 5 __ + 4 = 5 2 + __ = 5

(Marzano: Nonlinguistic Representation/Providing Feedback) Guided Practice: (Please note that materials need to be passed out or prepared ahead of time) Materials Needed: lined paper or math journals, PPW chart, pencil, manipulatives Tell students “You will now use the part-part-whole chart with counters to make 10.” (To be completed with a partner or individually) Here is a context to up for student to think about this problem.

Joey wants to have 10 insects in his jar. He is catching ants and ladybugs. He has 6 ants. How many ladybugs does he have?

• Tell students “Place 6 objects on the first part of the frame.” • Ask students to place 10 objects in the box representing the whole. • Ask students “How many more objects do you need to put on the second part to make a 10?”

(encourage students/partners to work together) • Ask students “How many insects make the whole?” • Ask students to create a number sentence for the problem 6 + 4 = 10 and record it in their math

journal or lined paper. • Provide more practice by having students work with having 3 ants, 7 ants, and 9 ants.

(Marzano: Cooperative Learning/Nonlinguistic Representation) Technology: Have students log on to www.mathplayground.com using PPW. Formative Assessment:


http://www.mathplayground.com/



Ball Toss: Hold up a number card (numbers 0–10). Toss the ball to a student. Student says the other pair to equal 10. Repeat the process with a different numbered card and student. Gallery/Graffiti wall: Students show on chart paper ways to make 10. Closure: Recap by having students explain to their partner the PPW strategy and how we get the answer. In a bag, place different number sentences with one part missing, like the examples written above. Students will take one and answer the problem using a number sentence. Independent Practice: You can have students write three number sentences that make 10. They should draw a picture of a story problem about each problem.

Accommodations/Modifications: If there is additional time, use smaller sums other than 10, reduce the amount of number sentences for students to solve or write, and have students orally say number sentences or illustrate number sentences. Resources (Textbook and Supplemental):

• PPW teaching chart and student copies (attached below) • Counters or manipulatives • Chart Paper • www.mathplayground.com


http://www.mathplayground.com/



Part Part Whole Workmat

Part 1

Part 2

Whole

Part 1

Part 2

Whole


GUAM District Level Curriculum Alignment Grade 1 - Science


Standard Number GDOE Content Standard SAT 10 Objectives Standard 1: Science As Inquiry

1.1.1 Follows procedures and explain the results of an investigation to an audience using simple tables, charts, graphs, and pictures.

-Interpret simple graphs of data

Standard 1: Science As Inquiry

1.1.2 Suggest what may happen in an experiment. EXAMPLE(S): Observe common objects, such as a piece of chalk, a nail, a pencil, and a Styrofoam cup, and predict which will sink/float in a container of water.

-Use observation skills to determine differences

Standard 2: Life Science 1.2.1 Recognize that stories that give human attributes to plants and animals are not real.

N/A

Standard 2: Life Science 1.2.2 Observe and describe that there can be differences, such as size or markings, between the individuals within one kind of plant or animal group.

-Group organisms based on given structures

Standard 2: Life Science 1.2.3 Observe and explain that animals eat plants or other animals for food.

-Identify the basic needs of organisms -Predict animal behavior based on understanding of structure and function

Standard 2: Life Science 1.2.4 Recognize the needs of living things, such as a source of energy, water, and air. EXAMPLE(S): List what animals or plants need to survive.

-Identify the basic needs of organisms

Standard 3: Physical Science 1.3.1 Define matter and give examples. -Recognize different states of matter Standard 3: Physical Science 1.3.2 Define some basic properties of matter, such as color,

mass, and size, as well as the states of matter. EXAMPLE(S): Matter can change from one form to another; for example, water can change from liquid to solid.

-Understand how to determine the basic properties of materials

Standard 3: Physical Science 1.3.3 Explore and describe how things move in different ways. EXAMPLE(S): merry-go-rounds go round and round, swings goes back and forth

-Predict changes due to pushing or pulling -Relate the force required to move objects to the mass of the objects

Standard 3: Physical Science 1.3.4 Demonstrate repellent and attractive forces. EXAMPLE(S): Explore magnets and their poles.

N/A


GUAM District Level Curriculum Alignment Grade 1 - Science


Standard Number GDOE Content Standard SAT 10 Objectives Standard 3: Physical Science 1.3.5 Identify basic types of energy.

EXAMPLE(S): heat energy from a burning candle -Recognize the uses of electricity in everyday life

Standard 4: Earth and Space Science

1.4.1 Tell or illustrate how volcanoes and earthquakes change the shape of the Earth.

N/A


1.4.2 Investigate by observing and also measuring that the Sun warms the land, air, and water.

-Understand the basic weather measurements


1.4.3 Recognize some of the different types of clouds. -Understand the basic weather measurements


1.4.4 Demonstrate an understanding that the Earth is a sphere and revolves around the Sun.

-Understand the location of objects in the sky


1.4.5 Recognize a model of the solar system, comprising the Sun and eight planets revolving around it, each in its own orbit.

-Understand the location of objects in the sky -Use evidence to predict the location of objects in the sky


1.4.6 Identify telescopes as technology that makes it possible to observe the motions of the Sun, planets, moons, and stars.

N/A


1.4.7 Demonstrate that gravity is the force that one object exerts on another.

N/A

Standard 5: Science and Technology

1.5.1 Tell why people create and use tools and associate common tools found in the home with their purposes. EXAMPLE(S): Thermometers can tell the temperature outside.

-Use basic measurement instruments

Standard 5: Science and Technology

1.5.2 Collect, record, and organize data using simple tools, equipment, and techniques safely. EXAMPLE(S): Use a simple balance to determine which objects are heavier than others.

-Use basic measurement instruments


GUAM District Level Curriculum Map Grade 1 –Science Quarter 1


Big Idea 1, Quarter 1: Students will learn that data can be collected, recorded, and analyzed in many different forms.

Essential Question(s): What tools and techniques can we safely use to collect, record, and organize our scientific data? What are different ways you can represent data? (Pie charts, tally charts, graphs, etc.)

Guam Standards: 1.1.1 Follows procedures and explain the results of an investigation to

an audience using simple tables, charts, graphs, and pictures. 1.5.2 Collect, record, and organize data using simple tools, equipment,

and techniques safely. EXAMPLE(S): Use a simple balance to determine which objects are heavier than others.

CCSS ELA Standards: 1.RI.7 Use the illustrations and details in a text to describe its key

ideas. 1.RI.9 Identify basic similarities in and differences between two texts

on the same topic (e.g., in illustrations, descriptions, or procedures).



Suggested Timeline: 1 Week.




Big Idea 2, Quarter 1: Students will observe and explain why all living things need food, air, and water.

Essential Question(s): What do plants need to survive? What do animals need to survive? How does the environment affect how living things survive?

Guam Standards: 1.2.3 Observe and explain that animals eat plants or other animals for

food. 1.2.4 Recognize the needs of living things, such as a source of energy,

water, and air. EXAMPLE(S): List what animals or plants need to survive.

1.3.5 Identify basic types of energy. EXAMPLE(S): heat energy from a burning candle

CCSS ELA Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.4 Ask and answer questions to help determine or clarify the

meaning of words and phrases in a text. 1.RI.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.





Suggested Timeline: 2-3 weeks.




Big Idea 3, Quarter 1: Students will observe and describe the differences that exist between individuals within a plant or animal group. They will understand that all living things can be classified or sorted by their similar characteristics.

Essential Question(s): How can we classify plants and animals by their characteristics? How is one living thing different from another living thing?

Guam Standards: 1.2.1 Recognize that stories that give human attributes to plants and

animals are not real. 1.2.2 Observe and describe that there can be differences, such as size or

markings, between the individuals within one kind of plant or animal group.

CCSS ELA Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.6 Distinguish between information provided by pictures or other

illustrations and information provided by the words in a text. 1.RI.9 Identify basic similarities in and differences between two texts






Suggested Timeline: 2-3 Weeks.




Big Idea 1, Quarter 2: Students will identify types of energy and understand how the sun is the major source of energy.

Essential Question(s): Why is the sun important to all living things? How does the sun affect the weather?

Guam Standards: 1.3.5 Identify basic types of energy.

EXAMPLE(S): heat energy from a burning candle 1.4.2 Investigate by observing and also measuring that the Sun

warms the land, air, and water. 1.4.3 Recognize some of the different types of clouds.


ideas. 1.W.2 Write informative/explanatory texts in which they name a

topic, supply some facts about the topic, and provide some sense of closure.

Suggested Timeline: 3 Weeks.

Big Idea 2, Quarter 2: Students will identify and understand how tools are used and why they are used.

Essential Question(s): What kind of measuring tools do scientists use to measure their work? What kind of measuring tools do you have in your home? Why is it important to measure accurately while gathering data?


an audience using simple tables, charts, graphs, and pictures. 1.5.1 Tell why people create and use tools and associate common tools

found in the home with their purposes. Example: Thermometers can tell the temperature outside.


CCSS ELA Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.W.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.

Suggested Timeline: 1 week.




Big Idea 3, Quarter 2: Students will explain and illustrate how forces of nature, such as volcanoes and earthquakes, can change the shape the earth.

Essential Question(s): How does a volcano change the shape the earth? How do earthquakes change the shape of the earth?

Guam Standards: 1.4.1 Tell or illustrate how volcanoes and earthquakes change

the shape of the Earth.

CCSS ELA Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.3 Describe the connection between two individuals, events,

ideas, or pieces of information in a text. 1.W.2 Write informative/explanatory texts in which they name a


Suggested Timeline: 1 week.




Big Idea 1, Quarter 3: Students will understand how objects move in different ways and the forces that are needed to make things move.

Essential Question(s): How does pushing on object work differently from pulling an object? What are ways to make an object move? How do magnets work? What is the difference between repelling and attractive forces? How does gravity affect objects on earth?

Guam Standards: 1.3.3 Explore and describe how things move in different ways.

EXAMPLE(S): merry-go-rounds go round and round, swings goes back and forth

1.3.4 Demonstrate repellent and attractive forces. EXAMPLE(S): Explore magnets and their poles.




illustrations and information provided by the words in a text. 1.RI.10 With prompting and support, read informational texts of

appropriate complexity of grade 1. 1.W.2 Write informative/explanatory texts in which they name a


Suggested Timeline: 2 weeks.




Big Idea 2, Quarter 3: Students will explore everything about matter that surrounds them and be able to define matter.

Essential Question(s): What are the three states of matter and their properties? How would you illustrate the three states of matter? How does matter change and what causes it to change?

Guam Standards: 1.1.1 Follows procedures and explain the results of an

investigation to an audience using simple tables, charts, graphs, and pictures.

1.1.2 Suggest what may happen in an experiment. EXAMPLE(S): Observe common objects, such as a piece of chalk, a nail, a pencil, and a Styrofoam cup, and predict which will sink/float in container of water.

1.3.1 Define matter and give examples. 1.3.2 Define some basic properties of matter, such as color, mass,

and size, as well as the states of matter. EXAMPLE(S): Matter can change from one form to another; for example, water can change from liquid to solid.


CCSS ELA Standards: 1.RI.8 Identify the reasons an author gives to support points in a text. 1.RI.10 With prompting and support, read informational texts of





Suggested Timeline: 3-4 Weeks.




Big Idea 1, Quarter 4: Students will understand the structure of the solar system and demonstrate how our planet, Earth, is part of the solar system.

Essential Question(s): What makes up the solar system? How does the solar system work? How would you model this? How does the Earth revolve around the sun?

Guam Standards: 1.1.1 Follows procedures and explain the results of an

investigation to an audience using simple tables, charts, graphs, and pictures.




CCSS ELA Standards: 1.RI.9 Identify basic similarities in and differences between two texts




Suggested Timeline: 2 weeks.

Big Idea 2, Quarter 4: Students will understand the benefits and functions of telescopes.

Essential Question(s): Why do we use a telescope?

Guam Standards: 1.4.6 Identify telescopes as technology that makes it possible to

observe the motions of the Sun, planets, moons, and stars. 1.5.2 Collect, record, and organize data using simple tools,

equipment, and techniques safely. EXAMPLE(S): Use a simple balance to determine which objects are heavier than others.

CCSS ELA Standards: 1.W.8 With guidance and support from adults, recall information from

experiences or gather information from provided sources to answer a question.

Suggested Timeline: 1 week


GUAM District Level Curriculum Guide Grade 1 – Science Quarter 1


Big Idea 1, Quarter 1 Students will learn that data can be collected, recorded, and analyzed in many different forms.

Essential Question(s): What tools and techniques can we safely use to collect, record, and organize our scientific data? What are different ways you can represent data? (Pie charts, tally charts, graphs, etc.)


an audience using simple tables, charts, graphs, and pictures. 1.5.2 Collect, record, and organize data using simple tools, equipment,

and techniques safely. EXAMPLE(S): Use a simple balance to determine which objects are heavier than others.


ideas. 1.RI.9 Identify basic similarities in and differences between two

texts on the same topic (e.g., in illustrations, descriptions, or procedures).



Elements of the Standard(s) – What’s the meaning? These standards focus on helping students develop skills for scientific inquiry and application of those techniques and procedures. This allows them to understand the science of the physical world around them in greater depth. During the years of Pre-K–4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:

• Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

In following these procedures, students will be able to explain results though analysis of simple tables, charts, etc.




Key Vocabulary data, table, charts, graph, measure, balance, investigate, predict, measure, draw conclusions, communicate, hypothesis, infer, models, observe, compare, classify, sequence, test, safety, goggles, be careful

Links to Prior Learning Students built observation of their environment through their five senses. They have categorized objects in terms of properties as well as identified tools used to gather data.

Links to Future Learning Students will continue to use the scientific method throughout K–12 as a foundation of learning skills.

Instructional Strategies (EL, SIOP, SPED, Marzano) Investigating helps students to work as scientists. They use the following steps to collect, sort, analyze, and communicate results (Marzano: Identifying Similarities and Differences): Step 1. Observe and ask a question. Step 2. Form a hypothesis. Step 3. Plan a fair test. Step 4. Do the test. Step 5. Draw conclusions from the data gathered and communicate results. • Using their science skills, students will observe, compare, sequence, and classify collected

data through recording of models, pictures, or simple tables (Marzano: Nonlinguistic Representations).

• The collection of data includes measuring, predicting, and inferring from which conclusions are drawn and communicated to the whole class. These activities include partnerships and whole group discussions (Marzano: Cooperative Learning).

• The analysis is developed by forming a hypothesis and answering questions to come to a conclusion. A useful tool for instruction is from the science textbook captions that refer to “Think about it.” These sections help clarify important ideas from the lesson. These questioning techniques help students understand ideas and discover conclusions to the hypothesis of each lesson (Marzano: Check for Understanding).

• Students will use experiments to identifying and classifying data (Marzano: Generating and Testing Hypotheses).

• Using specific tools, such as goggles, balances, rulers, thermometers, etc., is key in data collection and employs the use of numbers as well as learning about the safety of using tools during scientific investigations.

• Consistently list scientific studies’ learning objectives (hypothesis) on the board for the

CCSS ELA Support Standards • In collecting data, students can draw pictures

about what a lesson is about with a label that tells what is in a picture. Students draw a picture, label, write a caption, and highlight essential vocabulary.

• Writing is an essential part of collecting, recording, and analyzing data as students will write about what they learned as well as record what they are doing.

• In 1.W.8, students employ the reading of data and tables, charts, and graphs in the scientific process.

• Through the analysis of reading the data, answering questions, and drawing conclusions whole group evolves into answering the basic “hypothesis” question of the lesson.




students to see prior to the start of class (Marzano: Setting Objective and Providing Feedback).

Resources & Links to Technology • Houghton Mifflin Science, pg. R2; Science handbook, pp. 10–24 “How Scientist Work” • www.learner.org (Annenberg website with examples of how to teach young children about observations of the living environment) • Build a Science Vocabulary Word Wall

Big Idea 2, Quarter 1 Students will observe and explain why all living things need food, air, and water.

Essential Question(s): What do plants need to survive? What do animals need to survive? How does the environment affect how living things survive?

Guam Standards: 1.2.3 Observe and explain that animals eat plants or other animals for

food. 1.2.4 Recognize the needs of living things, such as a source of energy,

water, and air. EXAMPLE(S): List what animals or plants need to survive.


CCSS ELA Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.4 Ask and answer questions to help determine or clarify the

meaning of words and phrases in a text. 1.RI.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.






http://www.learner.org/



Elements of the Standard(s) – What’s the meaning? Living things get the energy they require to respond, grow, and reproduce from the environment. Observing energy being used in everyday situations can help promote understanding that living things get resources from the physical environment. A detailed discussion of energy is not scientifically explained until grade 3. Animals require basic habitat components, including food, water, shelter, and space. The amount and distribution of the basic components will influence the types of animals that can survive in an area. Food sources might include insects, plants, seeds, or other animals. Water sources may be as small as drops of dew found on grass or as large as a lake or river. Animals need cover for many life functions, including nesting, escaping from predators, seeking shelter from the elements on a cold winter day, and resting. Animals also need space in which to perform necessary activities such as feeding or raising young. Seasonal changes affect the resources available to living things (e.g., grasses are not as available in winter as they are in summer). The needs of plants include room to grow, temperature range, light, water, air, nutrients, and time (growing season). The amount and distribution of these will influence the types of plants that can survive in an area. Observations of seasonal changes in temperature, liquid water availability, wind, and light must be applied to the effect of seasonal changes on local plants. Key Vocabulary survive, sunlight, environment, energy, shelter

Links to Prior Learning Students discussed the importance of water for living things.

Links to Future Learning Students will learn how living things impact the environment and how the environment impacts living things.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Identify the basic survival needs of plants and animals (classroom pets, plants used in

classroom experiments). At this grade level, students will not be assessed on common or scientific names of living things.

Select Investigations for the Big Idea. • Ch. 2 Investigation 3-What do Plants Need?

o Students will investigate what plants need to grow. They will conclude after a three- day investigation and observation that plants need four things, i.e. light, water, soil, and air.

• Ch. 3 Investigation 1 –What do Animals Need? o Students will investigate an animal in its home. Based on the observation of a living

animal in a small environment, they will come to the conclusion that animals need

CCSS ELA Support Standards • 1.RI.1 involves supporting text for select

investigations. Chapters 2 and 3 provide key questions and meaning of topics from the Big Idea. Questions include: o What kinds of plants grow in different

places? What do they all need? How do leaves use light and air?

o Ducks live by a pond. Why is this good home for them? What do an animal’s teeth tell you about what it eats?

• 1.RI.7- Supporting pictures, captions, and illustrations of animals and plants provide key




food, water, and a place to hide. They will be able to see how animals meet their needs.

In conducting these hands-on investigations from the science textbook, students will identify similarities and differences (Marzano) between observations of plants and animals. By asking the focus questions (“What do animals need?” “What do plants need?”), students recognize and set goals (answer the questions) in their investigations and share their ideas and conclusions (Marzano: Setting Objectives and Providing Feedback). During classroom investigations, constantly reinforce all material and provide positive words of encouragement to all students to help foster the importance of effort (Marzano: Reinforcing Effort and Providing Recognition).

vocabulary and main ideas.

Resources & Links to Technology • http://www.sciencekids.co.nz/ • The Annenberg Media series Essential Science for Teachers (topics include living and non-living things) • Harcourt Science pp. A32–A35, A42–47 • Science Vocabulary Word Wall

Big Idea 3, Quarter 1 Students will observe and describe the differences that exist between individuals within a plant or animal group. They will understand that all living things can be classified or sorted by their similar characteristics.

Essential Question(s): How can we classify plants and animals by their characteristics? How is one living thing different from another living thing?

Guam Standards: 1.2.1 Recognize that stories that give human attributes to plants and

animals are not real. 1.2.2 Observe and describe that there can be differences, such as size or

markings, between the individuals within one kind of plant or animal group.

CCSS ELA Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.6 Distinguish between information provided by pictures or

other illustrations and information provided by the words in a text.



http://www.sciencekids.co.nz/







Elements of the Standard(s) – What’s the meaning? The Big Idea introduces the idea of classifying living things, either plants or animals, by individual characterizes within each group. Living things have physical traits that enable them to live in different environments. Students begin to separate living things from non-living things and expand their knowledge of different types of animals/plants and how their needs in their habitats are not all the same. Animals require basic habitat components, including food, water, cover, and space. The amount and distribution of the basic components will influence the types of animals that can survive in an area. Food sources might include insects, plants, seeds, or other animals. Water sources may be as small as drops of dew found on grass or as large as a lake or river. Animals need cover for many life functions, including nesting, escaping from predators, seeking shelter from the elements on a cold winter day, and resting. Animals also need space in which to perform necessary activities such as feeding or raising young. Seasonal changes affect the resources available to living things (e.g., grasses are not as available in winter as they are in summer). The needs of plants include room to grow, temperature range, light, water, air, nutrients, and time (growing season). The amount and distribution of these will influence the types of plants that can survive in an area. Observations of seasonal changes in temperature, liquid water availability, wind, and light must be applied to the effect of seasonal changes on local plants. Key Vocabulary characteristics, identify, habitat, category, classify, difference, leaves, flowers, roots, stem, gills, mammal, reptile, amphibian, insect, tadpoles, beetles

Links to Prior Learning Students have identified living and non-living things and what animals and plants need to survive.

Links to Future Learning This concept expands to include how interactions between animals/plants and the physical environment in which they live may change over time. Comparisons will be made between animals and humans.




Instructional Strategies (EL, SIOP, SPED, Marzano) • Students can compare different types of plants and their characteristics by reading All About

Plants (Resources). Investigation: Plant Parts: (See Resources) Have students compare parts of two or three different plants, such as a carrot and a plant with a flower (Marzano: Identifying Similarities and Differences), and draw and record in a science journal. It is important for students to also explain the differences in characteristics. Ask questions to elicit answers, such as “How are plants the same? How are they different?” The differences of characteristics in animals are investigated further by having student read “What Are Some Kinds of Animals?” (See Resources.) Students can explore different categories of animal, such as mammal, reptile, amphibian, and insect and how some animals utilize air, water, sun, and habitat. Have students investigate animals in your neighborhood to promote classifying of items. Extension: Plan and implement a classroom investigation to monitor a specific plant and a specific animal over a long period (a semester or the school year). Observe and record in science journals the behavioral and physical changes that occur in that animal or plant.

CCSS ELA Support Standards • Questioning details in the chapter “All

About Plants” reinforces understanding (1.RI.1).

• Read the informational text in the science book together as a group or call upon individual students to read select topics for support (1.RI.10).

• Share students’ illustrations and pictures and detailed descriptions of plants and animals to connect similarities and differences within a group of animals or plants (1.RI.9).

• Call upon students to share their experiences with types of animals and plants and what they have observed in their environment (1.W.8).

Resources & Links to Technology • Harcourt Science: pp. A20–A39 (Plants), pp. A48–A53 (Animals) • www.Kids.nationalgeographic.com (Animals & Pets tab at bottom of page)


http://www.kids.nationalgeographic.com/



Big Idea 1, Quarter 2 Students will identify types of energy and understand how the sun is the major source of energy.

Essential Question(s): Why is the sun important to all living things? How does the sun affect the weather?

Guam Standards: 1.3.5 Identify basic types of energy.

EXAMPLE(S): heat energy from a burning candle 1.4.2 Investigate by observing and also measuring that the Sun

warms the land, air, and water. 1.4.3 Recognize some of the different types of clouds.


ideas. 1.W.2 Write informative/explanatory texts in which they name a


Elements of the Standard(s) – What’s the meaning? The Big Idea topics include sun, energy, and weather, with students identifying the sun as a primary source of energy. These topics focus on the sun as a source of energy and energy changes that occur to land, air, and water. Quantitative measurements can be used to observe and document the warming and cooling of air, water, or soil. The length of time an object or material (including water) is exposed to sunlight and the resulting temperature can be observed as well as the amount of time needed for the object or material to cool down after it is taken out of the sunlight. There are many different ways to measure heating and cooling from sunlight. At the early elementary level, it is important to allow children to explore the causes of temperature changes in materials as it relates to the sun. Background information about solar heating and solar energy can help develop research questions to encourage experimentation and investigation. Using water, sun, and wind to explore energy is recommended for early elementary children. Exploring, experimentation, and observations of energy (e.g., seeing and feeling air and water movement, feeling heat from sunlight) are encouraged. Appropriate tools and technology can be used to collect, compare, and document data. Investigation and experimentation will need to be combined with explanation, questioning, and discussion of the results and findings. Key Vocabulary sun, energy, clouds, weather, rain

Links to Prior Learning Students learned about daily and seasonal changes and the topics focus on observing, exploring, describing, and comparing weather changes, patterns in the sky, and changing seasons.

Links to Future Learning Students will continue to investigate the effects of the sun and weather on the environment and Earth’s inhabitants.

Instructional Strategies (EL, SIOP, SPED, Marzano) Connections to the Big Idea: • Have cooperative student groups experiment with energy from the sun by

comparing the length of time it takes to heat samples of water, soil, and air to a

CCSS ELA Support Standards • Have students explain results of experiments and

investigations in writing or through oral discussion with their observations and conclusions (1.W.2).




specific temperature using sunlight. Measure temperature changes of soil, water, and air in different settings and/or exposures to sunlight (e.g., select a grassy area in full sun, in partial sun, or in shade and collect temperature readings). Make a graph, chart, or table to record the data (Marzano: Compare/Contrast/Cooperative Learning).

• Identify the four different seasons. Make a weather chart or graphic that documents observed weather on a regular basis throughout the year. As a class, compare changes in temperature, precipitation, and wind and include the changes that are observed each day, each week, and month to month. Have students show results in writing or by oral discussion (Marazano: Summarizing and Note Taking).

• Recognize that temperature, wind, and precipitation are different ways to measure weather (Marzano: Identifying Similarities and Differences).

• As a class, design and make a sun garden. The garden may contain rocks or other objects that reflect or react to sunlight, such as sundials, solar-powered lights, or chimes that require sunlight for movement. Placement of the garden will be based upon observation of the sun-shadow design of the environment and can be drawn on a map and discussed with the class (Marzano: Setting objectives and providing feedback).

• Illustrations and details in the Science textbook can support hands-on experiments and investigations (1. RI.7).

Resources & Links to Technology • Harcourt Science Textbook: Unit D • Literature Connection:

o “The Sun” by Seymour Simon o “The Sun is Always Shining Somewhere” by Allan Fowler

• NASA has a list of common misconceptions about the sun and the Earth, including weather and seasons.

Big Idea 2, Quarter 2 Students will identify and understand how tools are used and why they are used.

Essential Question(s): What kind of measuring tools do scientists use to measure their work? What kind of measuring tools do you have in your home? Why is it important to measure accurately while gathering data?


http://www-istp.gsfc.nasa.gov/istp/outreach/sunearthmiscons.html




an audience using simple tables, charts, graphs, and pictures. 1.5.1 Tell why people create and use tools and associate common

tools found in the home with their purposes. Example: Thermometers can tell the temperature outside.



ideas. 1.W.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.

Elements of the Standard(s) – What’s the meaning? Students will incorporate common tools associated with science, such as a thermometer to record temperature, balance to record weight, and various measuring tools including rulers for length, measuring cups for liquids, clocks and stopwatches for time, hand lenses for observation, and magnets for discussions on force and energy. A telescope and technology resources can be incorporated as tools scientists use to conduct experiments. The idea of tools should be learned as it connects to investigations and the tools used to collect data. Key Vocabulary machines, technology, thermometer, balance, telescope

Links to Prior Learning Students were introduced to five tools found around the house and their functions inBig Idea 1 Quarter 1, 1.5.1, and 1.5.2

Links to Future Learning Students will explore matter, simple machines, and electricity and how each of these can be useful tools.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Evaluate the design of an object and attribute its construction to its function (e.g., the wheel

and axle for a toy car allows it to move; the separate and bendable straws make a broom able to sweep; narrow tubing for drinking straws enables liquid to flow). Discuss findings or record in science journals.

• Use simple tools to extend the system created for classification (e.g., classification based on length or weight, details observed with magnification or through a telescope).

• Use observable (touch, see, hear, smell) information to categorize items by creating a system of organization (e.g., objects can be identified by color, shape, texture, smell). Create a graph or chart to illustrate comparisons of data to generate questions of how, what, where, etc.

CCSS ELA Support Standards The illustrations of various tools (1.RI.7) and the applications and safety considerations when using those tools is referenced in the science textbook (see Resources).




(Marzano: Cues, Questions, and Advance Organizers). Resources & Links to Technology • The Annenberg Foundation offers training modules that support earth and space sciences for K–4 teachers. There are numerous resources and

video clips of actual classroom practices that can be useful training tools at. • Harcourt Science Textbook: pp. 22–24, R1–R8

Big Idea 3, Quarter 2 Students will explain and illustrate how forces of nature, such as volcanoes and earthquakes, can change the shape the earth.

Essential Question(s): How does a volcano change the shape the earth? How do earthquakes change the shape of the earth?

Guam Standards: 1.4.1 Tell or illustrate how volcanoes and earthquakes change

the shape of the Earth.

CCSS ELA Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.3 Describe the connection between two individuals, events,

ideas, or pieces of information in a text. 1.W.2 Write informative/explanatory texts in which they name a


Elements of the Standard(s) – What’s the meaning? The Big Idea basis is in force, matter, and the changes in matter when affected by force (nature and the earth). Note: Force is a push or pull between two objects and energy is the property of an object that can cause change. A force acting on an object can sometimes result in a change in energy. The differences between force and energy will be developed over time and are introduced in Grade 2. Various resources can be accessed (see below) to connect the similarities and differences of the force earthquakes and volcanos can have on the earth and living things. Key Vocabulary earth, volcano, earthquakes, force, nature, melt, fault line

Links to Prior Learning • Students have been introduced to

ideas of matter and temperature on a basic level.

• Students have been introduced to the concepts of gravity, force, and pull.

Links to Future Learning Students will explore force, matter, and changes in matter as they further explore earth science.

Instructional Strategies (EL, SIOP, SPED, Marzano) CCSS ELA Support Standards


http://www.learner.org/resources/lessonplanbrowse.html?grade_levels%5B%5D=K-2&disciplines%5B%5D=SCI&page=1&per_page=20&query



• Provided comparisons of volcanos and earthquakes and the connections to how they affect the Earth and why, students begin to recognize different states of matter (Marzano: Identifying Similarities and Differences).

• Students will listen to direct instruction (Marzano: Summarizing and Note Taking). • Students will use independent practice to reinforce concepts taught in class (Marzano:

Homework and practice). Suggest a worksheet related to the Big Idea. • Consistently list the daily learning objectives on the board for the students to see prior

to the start of class (Marzano: Setting Objective and Providing Feedback).

Students will be making connections between two different forces of nature with discussions on how these events affect the shape of the surface of the earth (1.RI.3).

Resources & Links to Technology • Lessons for Teaching Volcanoes • National Geographic Videos (Large selection of videos, DVDs, and other resources) • Volcanoes (National Geographic video) • www.sharemylesson.com (Science Grade One, worksheets on earth science)


http://sciencenetlinks.com/collections/earth-science-week/

http://www.nationalgeographic.com/video/

http://video.nationalgeographic.com/video/kids/forces-of-nature-kids/volcanoes-101-kids/

http://www.sharemylesson.com/



Big Idea 1, Quarter 3 Students will understand how objects move in different ways and the forces that are needed to make things move.

Essential Question(s): How does pushing on object work differently from pulling an object? What are ways to make an object move? How do magnets work? What is the difference between repelling and attractive forces? How does gravity affect objects on earth?

Guam Standards: 1.3.3 Explore and describe how things move in different ways.


1.3.4 Demonstrate repellent and attractive forces. EXAMPLE(S): Explore magnets and their poles.




illustrations and information provided by the words in a text. 1.RI.10 With prompting and support, read informational texts of



Elements of the Standard(s) – What’s the meaning? The Big Idea focuses on motion and materials. This topic focuses on the changes in properties that occur in objects and materials. Changes of position of an object are a result of pushing or pulling. Objects can be moved in a variety of ways, such as straight, zigzag, circular, and back and forth. The position of an object is described by comparing its location relative to another object (e.g., in front, behind, above, below). Objects can be moved and their positions are changed. Objects can move in a straight line (like a dropped coin falling to the ground), a circle (like a pinwheel), back and forth (like a swing), or even in a zigzag pattern. Objects near Earth fall to the ground unless something holds them up. Object motion can be faster, slower, or change direction by pushing or pulling the object. Experimentation, testing, and investigations of different ways to change the motion of different objects (such as a ball, a pinwheel, or a kite) can be used to demonstrate movement. Key Vocabulary gravity, weight, magnets, attract, strength, repel, poles, force, iron

Links to Prior Learning Students learned that an object must be held by another object in order for it not to fall to the ground (gravity).

Links to Future Learning Forces are necessary to change the motion of objects. Changes in motion are a result of changes in energy.

Instructional Strategies (EL, SIOP, SPED, Marzano) Example of activities for the Big Idea:

CCSS ELA Support Standards • Recording information and using written text in their




Investigate ways to change the motion of an object. • Implement a scientific investigation to determine how a ball can be made to speed

up, slow down, or change direction. With the class, list all the ways that were found in a science journal.

• Recognize that to speed up, slow down, or change the movement/direction of an object, a push or pull is needed.

• Identify an object’s position with respect to another object or the background. • Orally present the results of the experiments to the class. • Make a written list of all the observations from the class. • Compare the different methods used by different groups in the class. • Represent the different motions of a toy in words.

(Marzano: Identify Similarities and Differences; Summarizing and Note Taking; Cues, Questions, and Advance Organizers) Conduct the Investigation: What Are Magnets? (See resources) Students will gather, observe, and record data about what a magnet can do. Follow cues to suggest questions such as “How are magnets used?” (Marzano: Checking For Understanding)

science journals provides organization of topics to show information gathered, ideas explored, and conclusions make (1.W.2).

• Students will read informational text for their science textbook to make connections between investigative activities and pictures/illustrations from the book with support from teacher (1.Rl.6, 1.RI.10).

Resources & Links to Technology • Harcourt Science: Unit F: Physical Science-Forces Investigation: “What Are Magnets?” p. F32 • www.sharemylesson.com (Science Grade 1, lessons on different way to explore force and motion) • How Do Magnets Attract and Repel? (Article) • Lab: Make Objects Move

Big Idea 2, Quarter 3 Students will explore everything about matter that surrounds them and be able to define matter.

Essential Question(s): What are the three states of matter and their properties? How would you illustrate the three states of matter? How does matter change and what causes it to change?


http://www.sharemylesson.com/

http://www.ehow.com/how-does_4566719_magnets-attract-repel.html

http://sciencenetlinks.com/lessons/making-objects-move/




an audience using simple tables, charts, graphs, and pictures. 1.1.2 Suggest what may happen in an experiment.

EXAMPLE(S): Observe common objects, such as a piece of chalk, a nail, a pencil, and a Styrofoam cup, and predict which will sink/float in container of water.

1.3.1 Define matter and give examples. 1.3.2 Define some basic properties of matter, such as color, mass,

and size, as well as the states of matter. EXAMPLE(S): Matter can change from one form to another; for example, water can change from liquid to solid.


CCSS ELA Standards: 1.RI.8 Identify the reasons an author gives to support points in a text. 1.RI.10 With prompting and support, read informational texts of





Elements of the Standard(s) – What’s the meaning? Properties of objects and materials can change. Objects can be moved in a variety of ways. Students will explore the three states of matter (solid, liquid, gas) and what causes the changes in matter. Investigations (inside or outside) and experimentation can be used hands-on to demonstrate the changing properties of liquids, solids, and gases. Use appropriate tools to test and measure matter with variables such as temperature, weight, texture, size, etc., as students gather data and document their conclusions. Guide students to making hypotheses, collecting data, and demonstrating results in written or oral presentation. Working collaboratively is essential for sharing of ideas and coming to conclusions. Key Vocabulary matter, solid, liquid, sink, float, dissolve, gas, change

Links to Prior Learning Students observed and understand how temperature affects how matter will look and act.

Links to Future Learning Students will engage in earth and space science and be active participants in developing more advance hypotheses. Further investigations of matter, simple machines, and electricity as tools will occur.

Instructional Strategies (EL, SIOP, SPED, Marzano) Activities in support of the Big Idea: (See Resources)

CCSS ELA Support Standards Elicit responses from students by using the prompts from




• Investigation: What Can We Observe About Solids? • Investigation: What Can We Observe About Liquids? • Investigation: What Objects Sink or Float? • Investigation: What Solids Dissolve in Liquids?

These investigations all include collecting and recording data, analyzing facts, answering questions, the formation of a hypothesis, and oral presentations by students. In addition, these investigations require students to use simple tools in their explorations and work in cooperative groups (see Resources). (Marzano: Identifying Similarities and Differences/Summarizing and Note Taking/Nonlinguistic Representations, Cooperative Learning, Setting Objectives and Providing Feedback (hypothesis), Generating and Testing Hypotheses, Cues, Questions, and Advance Organizers)

the science textbook (“Did you know?”) that can expand the learning and provide vocabulary reinforcement from the informational text. Example: “Did you know that boats float higher in salt water than in fresh water?” “Did you know some liquids sink in other liquids?”

Resources & Links to Technology • Harcourt Science, Unit E Chapter 1, Investigate Matter • Harcourt Science Textbook: Unit E • Literature Connection:

o “The Puddle” by David McPhail • Science journal and Science Vocabulary Word Wall




Big Idea 1, Quarter 4 Students will understand the structure of the solar system and demonstrate how our planet, Earth, is part of the solar system.

Essential Question(s): What makes up the solar system? How does the solar system work? How would you model this? How does the Earth revolve around the sun?

Guam Standards: 1.1.1 Follows procedures and explain the results of an investigation

to an audience using simple tables, charts, graphs, and pictures.




CCSS ELA Standards: 1.RI.9 Identify basic similarities in and differences between two texts




Elements of the Standard(s) – What’s the meaning? The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. The sun is one of many stars. Advance topics with this Big Idea are not introduced until Grade 5. The Big Idea will introduce the concept of what makes up our solar system and how Earth functions in that system. Build upon previous discussions of force and movement to explain the process of how the solar system works and how Earth revolves around the Sun. A model of rotation and the names of planets nearest to Earth can be incorporated into the lesson with corresponding vocabulary. Observation of the sky, including observing planets and stars, will help build a foundation of how we relate to Earth, its cycles of day/night, the seasons, and the relationship to the universe. Key Vocabulary Earth, planets, solar system, sky, stars, sun, moon, Mars, Venus, rotates

Links to Prior Learning Students have observed the sky with the sun, moon, and stars in the environment where they live.

Links to Future Learning All objects are made of matter and light is a form of energy. Earth’s surface is discussed and gravitational forces are introduced.

Instructional Strategies (EL, SIOP, SPED, Marzano) Various illustrations and models should be present in the classroom to help illustrate the concepts of Earth and its relationship to the sky, moon, stars and planets. Such tools such as a globe, rotating solar system, hands-on activities and outdoor observation help solidify supporting informational text (Marzano: Nonlinguistic Representation) .

CCSS ELA Support Standards Support student learning by illustrating and providing models of topics while connecting them to the written science text (1.RI.10).




Investigations such as “What Can We See In The Sky?” allows students to use representations and models to communicate their observations and reinforce vocabulary (see Resources) (Marzano: Non-linguistic Representations). Reading stories and questioning students about the sky, space, moon, etc., exposes them to more information on the topics and expands their learning (Marzano: Cues, Questions, Advance Organizers). Resources & Links to Technology • Harcourt Science: Page D26–D29 • http://www.google.com/earth/index.html • http://www.teachervision.fen.com (Science/Second Grade, Lessons on solar systems and planets; Solar System Model – includes Pluto although it

is now recognized as a dwarf planet) • Solar System Game • Literature Connections:

o National Geographic: “Kids’ First Big Book of Space” by Catherine D. Hughes o “The Sun: Our Nearest Star” by Franklyn M. Branley o “Why the Sun and Moon Live in the Sky” by Elphinstone Dayrell

Big Idea 2, Quarter 4 Students will understand the benefits and functions of telescopes.

Essential Question(s): Why do we use a telescope?

Guam Standards: 1.4.6 Identify telescopes as technology that makes it possible to

observe the motions of the Sun, planets, moons, and stars. 1.5.2 Collect, record, and organize data using simple tools,

equipment, and techniques safely. EXAMPLE(S): Use a simple balance to determine which objects are heavier than others.

CCSS ELA Standards: 1.W.8 With guidance and support from adults, recall information from

experiences or gather information from provided sources to answer a question.

Elements of the Standard(s) – What’s the meaning? With the introduction of telescopes as scientific tools, students will learn what are the uses and different forms of a telescope.


http://www.google.com/earth/index.html

http://www.teachervision.fen.com/

http://www.teachervision.fen.com/tv/printables/TCR/0743936639_44-45.pdf

http://www.factmonster.com/spot/pluto-demoted.html

http://www.turtlediary.com/grade-2-games/science-games/solar-system.html



Key Vocabulary technology, telescope

Links to Prior Learning Students have been introduced to simple tools and their functions in the environment.

Links to Future Learning Galaxies, stars, and the universe are studied in the physical sciences and advanced tools such as telescopes are necessary for precise observation.

Instructional Strategies (EL, SIOP, SPED, Marzano) A hands-on activity of making a basic telescope out of simple materials engages students to understand the function of a telescope as a “tool.” Utilize illustrations, online observations, and an actual telescope in the classroom for students to observe and use outdoors. Discussions on how and why we use this tool can also be illustrated by literature readings (See Resources) (Marzano: Cues, Questions, Advance Organizers).

CCSS ELA Support Standards Students will we guided and supported by questioning from instructor from provide materials on the topics introduced in class (1.W.8).

Resources & Links to Technology: www.youtube.com: How To Make a Telescope For Kids

Zoo in the Sky A Book of Animal Constellations by Jacqueline Mitton, Christina Balit, and Wil Tirion

Once Upon A Starry Night A Book of Constellations by Jacqueline Mitton and Christina Balit


http://www.youtube.com/

http://skymaps.com/a1/079227069X/

http://skymaps.com/a1/0792263324/



Glow-In-The-Dark Constellations A Field Guide for Young Stargazers by C. E. Thompson and Randy Chewning


http://skymaps.com/a1/0448412535/



Content: Science Grade/Course: 1 Timeline: 30 minutes lesson Science Investigation: 30 minutes 60 minutes total

Science Standard(s): 1.2.3 Observe and explain that animals eat plants or other animals for food. 1.2.4 Recognize the needs of living things, such as a source of energy, water, and air.

EXAMPLE(S): List what animals or plants need to survive.

Lesson Overview: The lesson is about animals and what they need to survive in their different environments. The lesson will show types of animals and their habitats with comparison of different ways to obtain their needs.


• Learn about different animal’s needs. • Learn what animals need to survive in their home.

Vocabulary: habitat, shelter, mallard duck, horse, mountain lion, camels, falcons, bat, cow, gills, park, park ranger

Focus Question(s): • What do animals need to survive? • How can an animal’s home help them to survive?


Anticipatory Set: Suggested dialogue includes cues, questions, and help students organize what they already know. (Marzano) “In our last science lesson we learned about plants and what they need to survive and how they grow. Today you will learn about different animals and what they need to survive in the places where they live.” Ask the question and write on the board: “What are some animals we know that we can name?” Compile a list of a few answers and then introduce the vocabulary that will be used in today’s lesson. Write them on the board/chart paper. Instruction and Strategies: (Textbook pp. A43–A47) Read aloud and have students follow along. All animals need food, water, air, and a place to live. (Refer to textbook pp. A43 and have students point to vocabulary word and picture of ducks.) Point out the ducks and how they are at the edge of the pond. Ask the question: “Why is this a good home for them?” (various responses e.g., There is water, plants, etc.) Animals Need Food: (Use p. A44 for visual pictures and vocabulary.) Different kinds of animals need different kinds of foods to live and grow. Horses eat grass, but lions eat meat. A horse’s flat teeth are good for chewing grass. A lion’s sharp teeth are good for tearing meat. “What do you think a mountain lion might eat? What do pigs eat? What do an animal’s teeth tell you about what it eats? What do you eat? (various responses) (Marzano: Similarities and Differences) Animals Need Water: (Use p. A45.) All animals need water to live. Like many animals, a camel drinks with its mouth. It also gets water from the food it eats. An elephant uses its trunk to put water into its mouth. “How are the camels and the elephants getting the water they need?” “How do you get the water you need?” (various student responses) Animals Need a Place to Live: (p. A46)




All animals need a place to live. A bat can find a home in a cave. A falcon can build a nest. Animals keep safe and raise their young in their homes. “Where do you think a cow might live?” (a farm, field, etc) Many animals have homes in parks. If they need help, park rangers take care of them too.

Animals Need Air: (p. A47) All animals need air to live and grow. Special body parts help them get it. Some animals have a nose and lungs. “What are some animals that use a nose or their lungs to get air?” (various answers: dogs, people, etc.) Others, like fish, have gills that take air from the water. “How is a fish’s need for air different from how we need to get air?” (Marzano: Identifying Similarities and Differences) (e.g., We have lungs; fish have gills.)

Guided Practice: Show a picture of a penguin, a frog, and a fish (Note: or other selected animals you choose). Have students break off into pairs and prepare to write down notes on paper or in their Science Journal. Have students choose two of the animal pictures and then write answers to the questions. Write the following questions on the overhead/board.

1) Where you think these animals might live? 2) What do these animals need to survive? 3) How are they different/the same?

Verbally repeat the questions and ask the groups to take notes and write their answers down. Formative Assessment:

• Have students write their answers next to their selected animal words. Students may want to draw a picture to express their answers as well (Marzano: Summarizing and Note Taking). Have student pair groups discuss with each other their answers and thoughts. (Marzano: share/pair/compare)

• Solicit and discuss answers to the questions in whole group and compare student responses. Observe and assess students’ understanding of concepts. Provide feedback and encourage follow-up questions from students. Collect and review papers or Science Journals at the end of the lesson.

Closure: “We learned a lot today about animals and what they need to survive. In our next science lesson, we will build a home, place an animal in the home, and observe what the animal needs to survive and how it will meet its needs.” Independent Practice: Investigate: An Animal Home (p. A42: Part II of Lesson 1) Have students turn to page A42 in the textbook to review the science procedure. Set up stations ahead of time with the items needed for the investigation. Model for the whole class the items they will need for the investigation and where to locate them. Remind students to follow your model and pay close attention to your lead. Student Materials: Plastic boxes (like fast food containers) and gloves, soil, twigs, and rocks, water in bottle caps, small animals (insects, grubs, etc.) Have items distributed (or have students go to material stations) in student pairs/groups. (Marzano: Cooperative Groups) Model for the class step-by-step the directions and have students follow along.




1) Put the soil, twigs, rocks, water, and animals in the box with gloved hands. 2) Have students observe contents in box. 3) On the board/overhead write focus questions. “How does this home give the animals food, water, and

a place to hide? Have students discuss in pairs. (Marzano: Cooperative Learning) 4) Have students then draw what they see and write a sentence. Model a sentence if needed.

Example: The animals hide under the rocks. Ask the following questions in whole group and call on the pairs to answer. “When you observe the animals in their home, can you see how they meet their needs?” “What are some ways animals meet these needs?”

Accommodations/Modifications: • Create a Science Word Wall with key vocabulary and photo/picture cards for vocabulary reinforcement

and place in optimal student sight level. Review vocabulary with corresponding pictures before lesson and then with choral response after lesson conclusion (all together as a group).

• Pair up students who can work well together with close attention to those students who will need more assistance in writing/reading with those students capable of assisting their partners.


• Harcourt Science Textbook pp. A43–A47: Vocabulary Cards with corresponding pictures/Animal picture cards

• Writing paper or Science Journal: Provide each student a single small notebook dedicated to Science for writing.

• National Geographic Animals: Various videos/ideas/information National Geographic Animals


http://kids.nationalgeographic.com/kids/animals/creaturefeature/



Content: Science Grade/Course: 1 Timeline: 30 minutes Science Standard(s):


1.4.2 Investigate by observing and also measuring that the Sun warms the land, air, and water.

Lesson Overview: Students will be investigating what the sun gives us as a source of energy.


• Learn the source and meanings of light and heat in their environment.

Vocabulary: light, sunlight, heat, sun

Focus Question(s): • Why is the sun important to us as living things? • How does the sun affect the daytime?

Description of Lesson (including instructional strategies) Anticipatory Set: Remind students about what they learned about plants and animals. You might ask what plants need to survive. (energy, water, air, food [nutrients]) Be sure you set up today’s lesson by clearly stating the learning objective. “Today you will learn about another major source of energy and investigate what the sun can give us.” Introduce and read the following vocabulary words together and ask the corresponding questions: Sunlight: “Where do you think sunlight comes from?” (the sun) “When do we see sunlight?” (during the day, on a sunny day) Sunlight gives us light during the day. (Hold up the word card sunlight.) Sunlight also gives us heat. (Hold up the word card heat.) Instructional Strategies:

• Refer to Harcourt Science Textbook p. D31 (Day) • Read the following page about “day” and have students follow along in their books.

o “The sun gives off heat and light. The sun’s heat warms Earth’s land, air, and water. The sun’s light makes the sky bright in the daytime. Sunlight heats the earth and everything on it like us.”

• Go outside if possible to see the sunlight and feel the heat from the sun. Reinforce the idea that the sun’s light is very bright and can damage your eyes if you look directly at it, so when you go outside, do not look directly at the sun.

• Instruct students to turn and face the sun with their eyes closed and tilt their heads back. • Ask them to see if they can feel the sun’s heat on their faces. Then ask them to turn away from the sun. • Ask these questions: “Does your face feel warmer or cooler now?” (cooler)

o “Why?” (We’re not facing the sun; the heat went away, etc.) o “How did the sunlight feel when you were facing the sun?” (warm, hot) o “What happened when you were not facing the sun?” (It was cooler.) o “Can we always see the sun during the day?” (no) o “Why not? (Some days it’s cloudy.) o “If we can’t see the sun on a cloudy day, how do we know the sun is still there?” (It’s light

outside.) o “When do you think we might feel the sun’s heat the most? January or July? (July) Morning or

nighttime? (morning)




Guided Practice:

• After the investigation, return to the classroom. • Pass out a worksheet on sunlight or use their Science Journals and ask students to use crayons to draw a

picture of themselves and something they like to do in the sunlight. (Marzano: Nonlinguistic Representations)

• Ask students to also write a sentence about what he or she is doing. Continuously move around the room observing students’ work and ask several children what they will include in their pictures.

• Use these questions to check individual student’s understanding. o Will you show the sun in your pictures? o What does the sun give us? o When do you feel the sun’s heat the most?

Formative Assessment: Ask a few students to share the pictures and read their sentences about what they are doing in the sunlight. Closure: When students have had a chance to finish their sentences, collect the worksheets or Science Journals for review. Attach the new vocabulary words to a Science Word Wall and have students repeat the words again for review. Accommodations/Modifications: If not already available, build a classroom “Science Word Wall” of key vocabulary to display. This helps students remember connections between words and concepts. It also promotes independence in reading and writing by building vocabulary. The visual cues provide reference for English Language Learners and supports teaching subject-specific terminology. Resources (Textbook and Supplemental):

• Harcourt Science Grade 1 Copyright 2002 • Index cards to create a “Science Word Wall” • Crayons • Science Literature • Many titles: example: Life Science: Literature for Science • Bang, Molly and Chisholm, Penny. Living Sunlight: How Plants Bring the Earth to Life. Illustrated by

Molly Bang. Blue Sky Press/Scholastic, 2009. 32 pages. Ages 4–8.


http://www.education.wisc.edu/ccbc/books

http://www.mollybang.com/Pages/lsguidek2.html



Sunlight

1. During the day, we see the light from the sun. The light from the sun is

called sunlight. Sunlight gives us light and heat.

2. Sunlight heats Earth and everything on it. If we stand in the sunlight, we

can feel the sun’s heat. In the summer, we feel the heat from the sun the most.

Draw a picture of something you like to do in the sunlight.

Write a sentence about where you are and what you are doing in the sun.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________




Content: Science Grade/Course: 1 Timeline: 1 hour Standard(s): 1.3.3 Explore and describe how things move in different ways.


Lesson Overview: In this lesson, students will differentiate types of forces (pushes or pulls) to make objects move.


• Match a group of pictures with the type of force used to move objects with 90 percent accuracy.

Vocabulary: Force, push, pull, distance, friction, surface, smooth, rough, bumpy, slippery, motion, speed

Focus Question(s): How can you make an object move from one place to another?

Description of Lesson (including instructional strategies): Anticipatory Set: Have students sit in a large circle. Give one student a ball and instruct him or her to roll or toss the ball to another student. Have students roll or toss the ball to each other until everyone has had a turn. Have them Think-Pair-Share, describing how the object moved from one student to another (Marzano: Cooperative Learning). Instruction and Strategies: Discuss what motion (motion is moving from one place to another) was used to move the ball. Describe if the ball was moved away from you, then it was pushed. Have students show a push by motioning their hands. Demonstrate the opposite motion of pulling. Have students show a pull by motioning their hands toward themselves (pull is moving the object toward your body). Have students demonstrate each force (force is a push or a pull) using pencils on their desks. (Give students directions such as “Show me a push,” “Show me a pull”) Use the Push or Pull Video to show more examples of pushes and pulls. After the video, discuss different forces used for items in the video such as opening and closing the door, the swing, the windmill, or the water mill.

Guided Practice: Pass out Pushing and Pulling Activity Cards (attached below) to groups of three or four students (ne set per group). Be sure students understand what each picture represents. Tell them they will used a Venn diagram to classify each picture card as a force of pushing, pulling, or both (Marzano: Cooperative Learning and Nonlinguistic Representation).


http://www.youtube.com/watch?v=FOcY37oGhj8



Another chart which could be used is a three-column T-Chart. Push Push and Pull Pull

Have each group share their findings with the whole class. Formative Assessment: Give each student one picture card. Using an enlarged Venn Diagram that is visible to all students, each student places their card into the correct category and explain or demonstrate the force used. Closure: Recap each vocabulary (force, push, pull, motion). Then sing the song from the Push or Pull Video Independent Practice: Harcourt Science Workbook, WB 135 and 136 (attached below)

Accommodations/Modifications: Have students hold and move objects from the classroom and explain what force was used. Resources (Textbook and Supplemental):

• Harcourt Assessment Guide Unit F, pp. 87 and 88 • A three-column T-chart


http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=KCmVUeDkju_ScM&tbnid=I2ObrM9h8xaFuM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.teacherspayteachers.com%2FProduct%2FPushPull-Venn-Diagram-First-Grade-451062&ei=9_R2Uu6iDavFiwK7mYD4Bg&bvm=bv.55819444,d.cGE&psig=AFQjCNHiIaFgURvJsojSfZkf4h8nDswr8Q&ust=1383614065100615

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=KCmVUeDkju_ScM&tbnid=I2ObrM9h8xaFuM:&ved=0CAUQjRw&url=http%3A%2F%2Fwww.teacherspayteachers.com%2FProduct%2FPushPull-Venn-Diagram-First-Grade-451062&ei=9_R2Uu6iDavFiwK7mYD4Bg&bvm=bv.55819444,d.cGE&psig=AFQjCNHiIaFgURvJsojSfZkf4h8nDswr8Q&ust=1383614065100615

http://www.youtube.com/watch?v=FOcY37oGhj8















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Content: Science Grade/Course: 1 Timeline: 45 minutes Science Standard(s): 1.4.5 Recognize a model of the solar system, comprising the Sun and eight planets revolving around it,

each in its own orbit. CCSS ELA Standards: 1.W.8 With guidance and support from adults, recall information from experiences or gather information

from provided sources to answer a question.

Lesson Overview: Students will develop an understanding of Earth and the solar system through pictures and informational books. They will recognize and learn about the planets and their positions in space.


• Identify from a group of pictures the solar system we live on.

• Demonstrate understanding that the solar system consists of the sun and the eight planets that orbit around it.

Vocabulary: Outer space, solar system, star, sun, planet, rotate, galaxy, universe, model, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

Focus Question(s): • What is a solar system? • What is the order of the planets from the sun?

Description of Lesson (including instructional strategies): Anticipatory Set: Suggested dialogue includes cues and questions; help students organize what they already know. (Marzano: Cues, Questions, and Advanced Organizers) “Does anyone know what is in space?” Allow students in small groups to first discuss this question before you have them respond to the class. (Marzano: Cooperative Learning) “We will watch a video about what we can find in outer space.” Students will watch a video introducing them to the solar system. Instruction and Strategies: Introduction: At the beginning of the class discussion, ask: “Have any of you ever wondered what is going on up there in our solar system? Today we are going to learn more about the planets in our solar system.” “Now, how many of you are familiar with the bright yellow object in the sky? What is it called?” (the sun) “From the video, can you recall the names of any of the planets?” (student responses) “Let’s name them all!” Students will listen as you present the Solar System PowerPoint (see attachment). Use slides for visual pictures and vocabulary. Questions are provided in the PowerPoint for further classroom discussion. Guided Practice: Have students break into groups of 3-4. (Marzano: Cooperative Learning)


http://www.youtube.com/watch?v=g6cu88f5ARo



Provide pictures of the stars, the solar system, planets, and ocean (see below). Students will have to choose from a variety of pictures which belong to the solar system and which do not. (Marzano: Cues, Questions, and Advanced Organizers) Formative Assessment: Students will be given a worksheet of the sun and the eight planets. They will color, cut, and paste the pictures together on black construction paper to form the solar system. (See attachment 1.) Closure: “Today we learned that the solar system is made up of the sun and eight planets. We will learn and sing a song about the planets, sung to the tune of ‘Twinkle, Twinkle, Little Star.’” Independent Practice: Students will complete a worksheet of the solar system. (See attachment 2.)

Accommodations/Modifications: • Create a Science Word Wall with the key vocabulary and photo/picture cards for vocabulary

reinforcement. • Pair up students who need more assistance with independent work tasks.

Resources (Textbook and Supplemental): • Solar System Video • Solar System PowerPoint • Solar System, Attachment 1 • Solar System, Attachment 2 • Journey Into Space, Creative Teaching Press • Songs of the Planets • Images and Facts on the Solar System (NASA)


http://www.youtube.com/watch?v=g6cu88f5ARo

http://www.canteach.ca/elementary/songspoems34.html

http://www.jpl.nasa.gov/education/images/pdf/ss-low.pdf



Planets Song

(to the tune of "Twinkle Twinkle Little Star")

I know the planets one by one

Starting with the one that's closest to the sun.

Mercury, Venus, Earth, and Mars,

Are the first four among the stars.

Jupiter, Saturn, Uranus, and Neptune

Are the next planets in my tune.

Learning the solar system is so fun,

Now I know the planets one by one.

Cassie Sherman (modified, Guam First Grade teachers, Nov2013)





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Generated by CamScannerFunded by Title V-A Consolidated Grant 203

GUAM District Level Curriculum Alignment Grade 1 – HSS


Standard Number GDOE Content Standard SAT 10 Objectives Standard 1: Culture

1.1.1 Describe the main characters and their qualities, after reading or listening to folktales, legends, and stories from Guam, the U.S., and around the world.

-Identify a historical figure

Standard 1: Culture

1.1.2 Describe the qualities or distinctive traits of different ethnic groups, faiths, and historical periods after reading or listening to stories about famous people.

-Identify a historical figure -Differentiate between past and present

Standard 1: Culture

1.1.3 Explain that people on Guam and in the U.S. have a variety of different religious, community, and family celebrations and customs, and describe celebrations or customs held by members of the class and students’ own families.

-Identify a major event in U.S. history

Standard 2: History

1.2.1 Identify temporal sequences, such as days, weeks, months, years, and seasons. Use words and phrases related to time correctly (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).

-Interpret a time line -Differentiate between past and present

Standard 2: History

1.2.2 Create and sequence events in students’ own lives in chronological order.

-Differentiate between past and present -Analyze change over time

Standard 2: History

1.2.3 Read important dates on a calendar and associate them with days of the week.

-Interpret a time line

Standard 3: Geography 1.3.1 Identify and locate cardinal direction, the north pole, the south pole, and the equator.

-Apply an understanding of cardinal directions -Determine relative location

Standard 3: Geography 1.3.2 Define and give examples of continents, land forms, and oceans.

-Recognize a geographic concept

Standard 3: Geography 1.3.3 Construct a simple map of a familiar area using basic symbols in a map legend.

-Recognize a geographic concept -Identify symbols on a map -Determine relative location


GUAM District Level Curriculum Alignment Grade 1- HSS


Standard Number GDOE Content Standard SAT 10 Objectives Standard 4: Government and Civics

1.4.1 Apply the traits of a good citizen by doing the following: • Focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect • Recognizing the purpose of rules and practicing self-control • Working hard in school • Taking responsibility for one’s own actions • Valuing honesty and truthfulness in oneself and others • Participating in classroom decision making through voting

-Identify an appropriate form of action -Demonstrate understanding of conflict resolution

Standard 4: Government and Civics

1.4.2 Recognize the symbols and traditional practices that honor and foster patriotism in the U.S. and Guam by doing the following: • Identifying the American flag, bald eagle, Washington Monument, Statue of Liberty, Guam seal, and Chief Quipuha statue • Demonstrate respect for the American and Guam flags by learning about the Pledge of Allegiance and Inifresi

-Identify a national symbol


1.4.3 Give examples that show the meaning of the following words: • Politeness • Achievement • Courage • Honesty • Reliability

N/A


1.4.4 Explain the purpose of laws in the community and the consequences when laws are broken.

-Recognize an authority figure -Demonstrate an understanding of conflict resolution


1.4.5 Identify and discuss the various government officials whose decisions affect our lives.

-Recognize an authority figure

Standard 5: Economics 1.5.1 Explain the difference between goods and services and describe how people are consumers and producers of goods and services.

-Recognize an example of goods and services -Analyze pricing of a good -Analyze ways to achieve a want -Identify wants and needs


GUAM District Level Curriculum Map Grade 1 – Social Science Quarter 1


Big Idea 1, Quarter 1: Students will distinguish between appropriate and inappropriate behaviors and understand that all behaviors have consequences.

Essential Question(s): How does my behavior affect or influence my role as a good citizen at home, in school, and in my community?

Guam Standards: 1.1.2 Describe the qualities or distinctive traits of different ethnic

groups, faiths, and historical periods after reading or listening to stories about famous people.




CCSS ELA Support Standards: 1.RI.1 Ask and answer questions about key details in a text.




1.RI.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.






Suggested Timeline: Throughout the school year




Big Idea 1, Quarter 2: Students will compare and contrast different cultures, traditions, celebrations, customs, and beliefs held by their families to others in the world.

Essential Question(s): How does my knowledge of the world around me affect my connections and interactions with others?

Guam Standards: 1.1.3 Explain that people on Guam and in the U.S. have a variety

of different religious, community, and family celebrations and customs, and describe celebrations or customs held by members of the class and students’ own families.















Big Idea 2, Quarter 2: Students will summarize the roles and duties of various government officials, such as the mayor, governor, legislators, and president.

Essential Question(s): How do the duties and responsibilities of each government official affect our lives?

Guam Standards: 1.4.5 Identify and discuss the various government

officials whose decisions affect our lives.




















Big Idea 3, Quarter 2: Students will identify and recognize the symbols of the United States and their relations to traditional practices and patriotism.

Essential Question(s): How would you compare and contrast the symbols and traditional practices of the United States vs. Guam?





1.5.1 Explain the difference between goods and services and describe how people are consumers and producers of goods and services.




















Big Idea 1, Quarter 3: Students will identify qualities in the main characters of legends, folk tales, and stories from Guam and around the world.

Essential Question(s): What are the qualities of heroes and how do they use them?

Guam Standards: 1.1.1 Describe the main characters and their qualities, after

reading or listening to folktales, legends, and stories from Guam, the U.S., and around the world.




















Big Idea 2, Quarter 3: Students will identify events on a calendar and connect those events to certain periods of time (past, present, and future).

Essential Question(s): How do the events from the past affect how we live our lives today?

Guam Standards: 1.2.1 Identify temporal sequences, such as days, weeks, months,

years, and seasons. Use words and phrases related to time correctly (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).























Big Idea 1, Quarter 4: Students will interpret and compare landforms and locations on maps and globes.

Essential Question(s): How can maps and globes be used to interpret, construct, and compare landforms and locations?

Guam Standards: 1.3.1 Identify and locate cardinal direction, the north

pole, the south pole, and the equator.

1.3.2 Define and give examples of continents, land forms, and oceans.

1.3.3 Construct a simple map of a familiar area using basic symbols in a map legend.


















GUAM District Level Curriculum Guide Grade 1 – HSS Quarter 1


Big Idea 1, Quarter 1 Students will distinguish between appropriate and inappropriate behaviors and understand that all behaviors have consequences.

Essential Question(s): How does my behavior affect or influence my role as a good citizen at home, in school, and in my community?

Guam Standards: 1.1.2 Describe the qualities or distinctive traits of different ethnic

groups, faiths, and historical periods after reading or listening to stories about famous people.














Elements of the Standard(s) – What’s the meaning? Students will read or listen to stories describing qualities or traits of good citizenship from different ethnic groups, faiths, and historical periods through biographies (1.1.2, 1.4.1). They will describe the laws or rules in a home, classroom, and community and demonstrate good citizenship in their daily lives




(e.g., exhibiting good sportsmanship, helping others, working hard, taking responsibility). They will reflect and evaluate choices they might have to make and predict the impact it will have on themselves and others. With the guidance and support from adults, students will evaluate the benefits from having rules and laws and explain the consequences when they are broken (1.4.4.). They may write opinion pieces on topics such as traits of good citizenship, politeness, achievement, courage, honesty, and reliability through recalling elements of heard biographies (1.W.1). Key Vocabulary citizenship, respect, self-discipline, trustworthiness, rights of others, non-linguistic representations, politeness, achievement, courage, honesty, reliability, consequences

Links to Prior Learning Students learned the benefits of having rules at home, in the classroom (e.g. behaving at recess, in the library), and in the community.

Links to Future Learning Students will model rules and positive behavior and be able to dramatize non-examples as clarification for other grade levels—such as kindergarten.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Students create social studies notebooks or journals to record vocabulary with

student- friendly definitions, examples, and non-linguistic representations. • Display visual resources for students (e.g., focus walls, anchor charts, posters). • Students in pairs or small groups can illustrate elements of good citizenship (1.RI.4:

non-linguistic representations of vocabulary concepts). • Students in pairs or small groups can read topics relating to good citizenship. • Students in pairs or small groups can create skits/dramatizations of specific examples

of good citizenship. • Display visual resources (e.g., focus walls, anchor charts, posters) that include text

and illustrations for good citizenship. • Model while thinking aloud how to organize information using a graphic organizer

(e.g., cause and effect, problem/solution). • Model while thinking aloud how to use information from a graphic organize to create

a writing piece. • Students work in pairs or small groups to extract main ideas and key details from a

passage to place in graphic organizers. • Model while thinking aloud how to create opinion writing. • Students create an opinion writing piece based on the consequences or benefits of

being polite.

CCSS ELA Support Standards Students will listen to and read informational text regarding good citizenship (1.1.2, 1.4.1). They will use specific vocabulary to identify and describe these traits orally and in writing. They will demonstrate comprehension (1.RI.1, 1.RI.2) of the topic by asking and answering clarifying questions (e.g., Who? What? Why? Where? When? How?). Students will be able to describe the connection between actions and consequences (e.g., cause & effect, problem/solution) orally and illustrations with text (1.RI.3, 1.RI.4).




• Display the expectations for opinion writing (e.g. introduce the topic, state an opinion, supply a reason for the opinion, some sense of closure, and include illustrations).

Resources & Links to Technology • Houghton Mifflin First Grade English Book, Writing a Book Report, p. 166 (opinion writing) • Houghton Mifflin First Grade Social Studies Book, Character Traits pp. R6 and R7 • Houghton Mifflin First Grade Social Studies Book, U.1, L.2, In Your Classroom, pp. 36–40 • Houghton Mifflin First Grade Social Studies Book, U.5, L1, People Need Laws, pp. 230–233 • Houghton Mifflin First Grade Social Studies Book, U.5, L.1, Heroes in Our Country, pp. 250–253 • Houghton Mifflin First Grade Social Studies Book, U.5, L.2, George Washington, p. 242 • www.eduplace.com/kids/hmss (Grade-level appropriate biographies) • http://www.corestandards.org/ELA-Literacy (Select Appendix C for grade-level writing samples with annotation.)


http://www.eduplace.com/kids/hmss




Big Idea 1, Quarter 2: Students will compare and contrast different cultures, traditions, celebrations, customs, and beliefs held by their families to others in the world.

Essential Question(s): How does my knowledge of the world around me affect my connections and interactions with others?

Guam Standards: 1.1.3 Explain that people on Guam and in the U.S. have a

variety of different religious, community, and family celebrations and customs, and describe celebrations or customs held by members of the class and students’ own families.











Elements of the Standard(s) – What’s the meaning? Students will be able to describe the variety of different religious, family, or community celebrations and customs held by the people on Guam and in the Unites States. This information can be placed on a chart or table graphic organizer so students can see the comparison between the different




cultures (e.g., traditional foods across the different cultures; traditional dress across the different cultures; different religious practices across the different cultures). As students compare the cultures, they may draw conclusions about how similar we all are and how their interactions may include greater tolerance and understanding. Key Vocabulary holiday, fiesta, celebration, procession, custom, tradition, compare and contrast

Links to Prior Learning • Students orally describe

traditions from the last celebration in their family.

• Students can name several types of customs and celebrations.

Links to Future Learning • Students write opinion pieces on the advantage of having

holidays throughout the year versus all in one month. • They can compare and contrast how traditions or

customs may change with a celebration (e.g., food, dress, music).


student- friendly definitions, examples, and non-linguistic representations. • Display visual resources for students (e.g., focus walls, anchor charts, posters). • Model while thinking aloud how to complete a compare and contrast graphic

organizer (e.g. Mainland U.S. holidays/Guam holidays). • Students work in pairs or small groups to read about celebrations on Guam and in

the mainland United States. • Students work in pairs or small groups to take notes or highlight key details on the

topic/holiday they are reading. • Students use information to create an opinion writing piece (e.g., the value of

having celebrations, which holiday is a favorite). • Model while thinking aloud how to use digital tools to produce and publish an

opinion writing piece. • Display and model charts or table graphic organizers to classify information on

each of the studied cultures (e.g., food, dress, ceremonies, religion).

CCSS ELA Support Standards Students will listen to and read informational text regarding holidays celebrated in Guam and the United States. They will use specific vocabulary to identify and describe these holidays orally and in writing. They will demonstrate comprehension of the topic (1.RI.1, 1.RI.2) by asking and answering clarifying questions (e.g., Who? What? Why? Where? When? How?). Students will be able to describe the comparison between celebrations on Guam and in the mainland United States orally or through illustrations with text (1.RI.3). Students can produce an opinion piece on their favorite celebration (1.W.1).

Resources & Links to Technology • Houghton Mifflin First Grade English Book, U.9. L.7, Capitalizing Dates, pp. 227 and 228, 238 • Houghton Mifflin First Grade English Book, U.9, L.7, Capitalizing Holidays, pp. 229 and 230, 238, 245 • Houghton Mifflin First Grade Social Studies, U.5, Holidays, pp. 270–278 • http://www.guampedia.com (overview information regarding Guam)


http://www.guampedia.com/



• http://www.corestandards.org/ELA-Literacy (Select Appendix C for grade-level writing samples with annotations.) Big Idea 2, Quarter 2: Students will summarize the roles and duties of various government officials, such as the mayor, governor, legislators, and president.

Essential Question(s): How do the duties and responsibilities of each government official affect our lives?

Guam Standards: 1.4.5 Identify and discuss the various government officials

whose decisions affect our lives.

















Elements of the Standard(s) – What’s the meaning? Students will be able to identify and describe the responsibilities and impact of various government officials both orally and in writing. The ability to identify and describe information about government officials is Level 1 on Depth of Knowledge (DOK) (1.RI.2). True comprehension comes from students being able to put information into their own words—i.e. summarize. The skill of summarizing is basic reasoning DOK: Level 2. First-grade students would be able to write their opinion (1.W.1) in which they describe the connection between government officials and their responsibility to the community (1.RI.3). Key Vocabulary citizen, government, president, vote, symbol, laws, mayor, governor, right, responsibility election,

Links to Prior Learning Review the roles of the people and organization of the classroom/school (e.g., who is in charge—principal, teachers, assistants; rules of the class, building).

Links to Future Learning Students will volunteer to help with the school’s student council election.


student- friendly definitions, examples, and non-linguistic representations. • Display visual resources for students (e.g., focus walls, anchor charts, posters) • Model while thinking aloud how to complete a graphic organizer (e.g. a table) to

organize the roles and responsibilities of each government official. • Students work in pairs or small groups to complete different problem/solution graphic

organizers for key government personnel (e.g., firefighters, police, mayor, governor). • Model while thinking aloud how to use information from graphic organizer to create a

piece of writing. • Students work in pairs or small groups to write a narrative example of a government

official and their role within a community.

CCSS ELA Support Standards Students will listen to and read informational text regarding the responsibilities of various government officials in Guam and the United States. They will use specific vocabulary to identify and describe these positions orally and in writing. They will demonstrate comprehension of the topic by asking and answering clarifying questions (e.g., Who? What? Why? Where? When? How?). Students will be able to describe the comparison between the roles orally or through illustrations with text. They may produce opinion writing (1.W.1) in letter format to elicit a response or change (e.g.




• Students vote for different causes (e.g., a classroom representative, going on a field trip, passing out papers) in the classroom to experience key vocabulary (e.g., ballot, election, majority rule, elected, appointed).

• Students work in pairs or small groups to write an opinion piece/persuasive letter to an official (e.g., another teacher, coach, principal) to elicit a response or change (e.g., longer lunchtime, more desserts for lunch, no homework).

longer lunchtime, more desserts, no homework).

Resources & Links to Technology • Houghton Mifflin First Grade English, Titles of People, pp. 221 and 222 • Houghton Mifflin First Grade English, Opinion Papers, pp. 278–283 • Houghton Mifflin First Grade Social Studies, U.5, Good Citizens, L. 1–3, pp. 226–249

Big Idea 3, Quarter 2: Students will identify and recognize the symbols of the United States and their relations to traditional practices and patriotism.

Essential Question(s): How would you compare and contrast the symbols and traditional practices of the United States vs. Guam?














1.5.1 Explain the difference between goods and services and describe how people are consumers and producers of goods and services.







Elements of the Standard(s) – What’s the meaning? Students will be able to identify and describe the common U.S. and Guam symbols and practices of patriotism both orally and in writing. Students may produce writing pieces in which they compare similarities between the symbols and traditional practices. They may collaborate in pairs or small groups to dramatize how to show respect for the American and Guam flags (GDOE 1.4.2). Students may present written information using key vocabulary (CCSS 1.RI.4) to explain the connection between the symbol and its meaning (CCSS 1.RI.3), such as the bald eagle represents freedom because of how high and freely it soars. They could provide illustrations to clarify their text (CCSS 1.RI.6). Key Vocabulary American flag, bald eagle, Washington Monument, Statue of Liberty, Guam Seal, Chief Quipuha Statue, Pledge of Allegiance, Inifresi, patriotism, symbols

Links to Prior Learning Review the words to the Pledge of Allegiance and Inifresi and the customs from the first quarter.

Links to Future Learning Students may compose a written piece about an imaginary country, describing the meaning of the patriotic symbols it would have.

Instructional Strategies (EL, SIOP, SPED, Marzano) CCSS ELA Support Standards




• Students create social studies notebooks or journals to record vocabulary with student- friendly definitions, examples, and non-linguistic representations.

• Display visual resources for students (e.g., focus walls, anchor charts, posters). • Read each vocabulary word and have the students echo (check for pronunciation). • Provide a brief definition or example of the vocabulary words. Students repeat

definitions to their partner. • Name each of the images that were presented and have students echo. • Monitor as students partner-whisper read pp. R2–R5 in the Citizenship Handbook

section of Houghton Mifflin Social Studies. • Provide the words of Inifresi for students to read. • Provides questions for small groups of students to discuss: “How are the symbols

of the United States similar to the symbols of Guam? How are they different?” Monitor the discussions.

• Write/display student answers for the entire class to see (visual support). • Instruct students to work with their partners and name each symbol, telling

something about it (based on its earlier definition) as you monitor the class.

Students will listen to and read informational text regarding the descriptions and history of common symbols and practices of patriotism in Guam and the United States. As they navigate the text, point out how various text features, such as headings, table of contents, or glossaries, help locate information quickly (1.RI.5).They will use specific vocabulary to identify and describe these symbols orally and in writing. They will demonstrate comprehension (1.RI.1, 1.RI.2) of the topic by asking and answering clarifying questions (e.g., Who? What? Why? Where? When? How?). Students may present written information using key vocabulary (1.RI.4) to explain the connection between the symbol and its meaning (1.RI.3), such as the bald eagle represents freedom because of how high and freely it soars. They could provide illustrations to clarify their text (1.RI.6).

Resources & Links to Technology • Houghton Mifflin First Grade English, U.9, More Capitalization and Punctuation, Holidays, pp. 229 and 230 • Houghton Mifflin First Grade Social Studies: Citizenship Handbook, pp. R2–R5 • www.teachervision.fen.com (Type “Pledge of Allegiance” into search engine to access explanation worksheet) • http://ns.gov.gu/fanoghe/ (words to Inifresi Song)



http://ns.gov.gu/fanoghe/



Big Idea 1, Quarter 3: Students will identify qualities in the main characters of legends, folk tales, and stories from Guam and around the world.

Essential Question(s): What are the qualities of heroes and how do they use them?

Guam Standards: 1.1.1 Describe the main characters and their qualities, after

reading or listening to folktales, legends, and stories from Guam, the U.S., and around the world.
















Elements of the Standard(s) – What’s the meaning? Students will be able to identify and describe main characters and events from common folktales and legends. After hearing or reading a story, students can complete a chart or table-type graphic organizer with guidance and support (1.RL.1, 1.RL.2). This chart/table will show a visual comparison between character traits (e.g., gender, human abilities, special abilities or powers) and events from the story (e.g., conflict, resolution, impact at the end of the tale). Students also can describe a connection between characters, events, or ideas (e.g., cause and effect, problem and solution) (1.RI.3). Key Vocabulary folktale, legend, character, traits, heroes

Links to Prior Learning Students review elements of a plot (e.g., setting, characters, building action, climax, resolution, conclusion).

Links to Future Learning Students independently create a story using the elements of a folktale.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Read aloud different folktales and legends for students to discuss clarifying questions

(e.g., Who? What? Why? Where? When? How?) • Model while thinking aloud how to complete a table or comparison graphic organizer

as a visual for students to discuss the comparison of characters. • Provide question prompts for students in pairs or small groups to discuss (e.g., How

are ___ and ___alike? How would you resolve the problem in the story___? Explain why you like the qualities in the story___.)

• Students work in pairs or small groups to recount two or more sequenced events with details orally and in writing.

• Students work in pairs or small groups to use digital tools to produce and publish a folktale.

CCSS Literacy Standards Students will listen to and read common folktales from Guam and around the world. They will use specific vocabulary to identify and describe character traits orally and in writing (1.RI.4). They will demonstrate comprehension of the stories (1.RL.1, 1.RL.2) by asking and answering clarifying questions (e.g., Who? What? Why? Where? When? How?). Students will be able to use two texts on the same folktale theme to compare and contrast (e.g., illustrations, descriptions or events) (1.RI.9). Students may create short stories using digital tools (1.W.6) in which they include detailed, sequenced events signaled by temporal words (e.g., first, next, finally) and a sense of closure (1.W.3).





• Houghton Mifflin First Grade Social Studies, U.3, L.5, Folktales: Stone Soup, pp. 162–165 • Houghton Mifflin Second Grade Reading, Focus on Fables, pp. 240–253 • http://www.Guampedia.com (Chamorro folktales)

Big Idea 2, Quarter 3: Students will identify events on a calendar and connect those events to certain periods of time (past, present, and future).

Essential Question(s): How do the events from the past affect how we live our lives today?

Guam Standards: 1.2.1 Identify temporal sequences, such as days, weeks, months,

years, and seasons. Use words and phrases related to time correctly (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).



CCSS ELA Support Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.2 Identify the main topic and retell key details of a text. 1.RI.3 Describe the connection between two individuals, events,

ideas, or pieces of information in a text. 1.RI.4 Ask and answer questions to help determine or clarify the

meaning of words and phrases in a text. 1.RI.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.






http://www.guampedia.com/







Elements of the Standard(s) – What’s the meaning? Student will demonstrate using calendars and timelines to describe events in the past, present, and future. They need to practice explaining simple timelines orally, using key vocabulary (1.RI.4). Model and then have them show the connection between the information provided on a calendar (e.g., dates, pictures, notations) and associate it with the days of the week, events, or season of the year (1.2.3, 1.RI.6). As students practice daily reading of a calendar (e.g., “yesterday was…, today is…, tomorrow will be…”), their oral vocabulary will reflect an understanding of time as they share personal events. Key Vocabulary day, week, months, year, season, now, present, in the past, in the future, sequence, chronological order

Links to Prior Learning Review the calendar elements with students (e.g., days, weeks, dates, months of year).

Links to Future Learning Students provide book reports with visual aids, such as a timeline. They may put family events on a calendar or list their classmates’ birthdays.

Instructional Strategies (EL, SIOP, SPED, Marzano) • Students can make a booklet with captions “Past,” “Present,” and “Future” and

illustrate pictures of their past, drawings of their present lives, and drawings of how they hope their future will be.

• Students work in pairs to explain the elements of a calendar using specific vocabulary. • Display a monthly calendar with specific elements (e.g., days of the week, name of the

month, dates, special holidays or occasions), • After reading a short biography, model while thinking aloud how to complete a

CCSS Literacy Standards Students will listen to and read informational text that includes sequencing using temporal terms such as such as days, weeks, months, years, now, in the past, or in the future. Students will use specific vocabulary to identify and explain these terms orally when using calendar illustrations (1.RI.4) and use text features such as table of contents, glossaries to help locate or define concepts




timeline of main events from story. • Students work in pairs or small groups to sequence events on a timeline. • Students create a timeline to sequence events from their own life. • Students explain their timeline to a partner. • Model while thinking aloud the cause/effect factor of one event leading into or

predicting the next event. • Provide cause and effect prompts for student discussion (e.g., “What would happen

next if…” “What do you think happened before …”). • Provide sentence prompts with key vocabulary for student to finish with their partners

(e.g., “Yesterday I…,” Today I am...,” “Tomorrow I will…”)

efficiently (1.RI.5). Students will use digital tools with adult support to create calendars and timelines (1.W.6).

Resources & Links to Technology • Houghton Mifflin First Grade Social Studies, U.1, Calendars, pp. 34 and 35 • Houghton Mifflin First Grade Social Studies, U.4, Timeline, pp. 176–179




Big Idea 1, Quarter 4: Students will interpret and compare landforms and locations on maps and globes.

Essential Question(s): How can maps and globes be used to interpret, construct, and compare landforms and locations?

Guam Standards: 1.3.1 Identify and locate cardinal direction, the north

pole, the south pole, and the equator.

1.3.2 Define and give examples of continents, land forms, and oceans.

1.3.3 Construct a simple map of a familiar area using basic symbols in a map legend.

CCSS ELA Support Standards: 1.RI.1 Ask and answer questions about key details in a text. 1.RI.2 Identify the main topic and retell key details of a text.














Elements of the Standard(s) – What’s the meaning? Using a globe, students will identify continents, the North Pole, the South Pole, the oceans, and the equator. Students will identify and describe different landforms such as mountains, plains, rivers, and lakes and locate an example of them on maps and globes. They can work in pairs or small groups to create a simple map of a familiar area. This map will include key vocabulary terms (e.g., cardinal directions, map legend or map key). Key Vocabulary cardinal direction, North Pole, South Pole, equator, continent, ocean, map legend, map, globe, landform, compare and contrast

Links to Prior Learning Review sequencing steps to follow directions (e.g. right turn, left turn, North, South, East, West).

Links to Future Learning Students independently create maps of familiar places and write simple directions.


student- friendly definitions, examples and non-linguistic representations. • Display visual resources for students (e.g., focus walls, anchor charts, posters). • Display expectations for assignments as a visual resource for students. • Students work in pairs or small groups to identify locations (e.g., major cities/capitals,

lakes/rivers, mountains, railroads, schools,) on various maps. • Students work in pairs or small groups to complete maps of familiar places with

various elements (e.g., title, legend, compass rose). • Students work in pairs or small groups to explain the elements located on their map. • Students work in pairs or small groups to provide step-by-step directions to the

location of a familiar place.

CCSS ELA Support Standards Students will listen to and read informational text regarding creating maps with key map elements and specific regions. They will use specific vocabulary to describe regions orally and in writing. As they navigate the text, they will use text features, such as headings, tables of contents, or glossaries, to locate information efficiently (CCSS 1.RI.5). Students will use, interpret, and create illustrations to describe ideas (CCSS 1.RI.7). They will be able to distinguish between words in text and information provided by pictures (CCSS 1.RI.6).

Resources & Links to Technology • Houghton Mifflin First Grade English, U.6, Giving and Following Instructions, pp. 234 and 235 • Houghton Mifflin First Grade English, Map Key or Legend, p. H18




• Houghton Mifflin First Grade Social Studies, References, Atlas, pp. R10–R15 • Houghton Mifflin First Grade Social Studies, U.1, Map Key, pp. 52 and 53 • Houghton Mifflin First Grade Social Studies, U.2, Distance, pp. 108 and 109 • Houghton Mifflin First Grade Social Studies, U.3, Compass Rose, pp. 166 and 167




Content: History Grade/Course: One Timeline: 45–60 minutes Standard(s): HSS Standards:


ELA Support Standards:



1.SL.1a-c 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); 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.



Lesson Overview: Distinguish between appropriate and inappropriate behaviors and understand all behaviors have consequences.


• Discuss how their behavior affects their role as a good citizen at home, in school, and in the community.

Vocabulary: responsibility, consequences, self-control, participate, participating, participation, citizen, citizenship, respect, respecting, chore, rules, behavior

Focus Question(s): • How does one show good listening behavior? (e.g.:

looking at the person, leaning forward, providing positive feedback)

• How does one show good self-control? (e.g.: resisting temptation to disrupt other’s learning)

• How does one show respect for others? (e.g.: treating others as I would want to be treated)




Description of Lesson (including instructional strategies): Prior Learning:

• Behavior Rules of the playground • Behavior Rules for the library • Behavior Rules for using the bathroom • Behavior Rules in the lunchroom • Behavior for taking turns in conversations

Anticipatory Set: (5-7 minutes) Say to the students: “Today we’re going to do our part of building a happy school. Let’s begin with: ‘What rules of behavior do we have at school?’ ” Students share ideas with partners.(Marzano: Cooperative Learning).

Prepare and post: Create a large 3-column graphic on the board. Simple picture clues and included with the captions: Home, School, and Self (visual support). Students have a smaller version at their tables. Instruction and Strategies: (15 minutes)

• Write ideas from students as they orally describe rules of behavior for school in the School column. • Students copy information on their individual 3-column graphic. • Lead students to orally describe rules they may have at home with their partner. • Write students’ ideas into the column under Home (e.g. how to eat dinner at the table, cleaning their

room, taking care of their backpacks, taking care of their pets, time for bed, homework/TV time). • Students copy information on their individual 3-column graphic. • Lead students to orally describe how they wish to be treated by their classmates. • Write students’ ideas into the column under Self (e.g. name calling, sharing, taking turns, respecting

property). • Students copy information on their individual 3-column graphic. Monitor for accuracy. • Prompt students to orally share with their partner some ideas “Why do we have these rules?” (Answers

may vary: to take care of things, so they stay nice, so people can have turns, so people are friends.) Repeat good answers that you hear from students aloud.

• Connect posted vocabulary (visual support) to these rules that is developmentally appropriate and have students echo then repeat to their partner: Behavior = how we act Respecting = being kind Chore = work job that helps others Responsibility = our work Consequences = what happens as a result of our actions Self-control = when we have control of ourselves Participate = to join in and do our part Citizen = to be a member of . . .

• Model drawing a simple picture of one of the rules discussed. • Model labeling the picture with the rule it illustrates.

Guided Practice: (10 minutes) Students are provided with a piece of drawing paper to illustrate one of the rules that was discussed.




Formative Assessment: (15 minutes) Students present the information from their illustration to their partner or in small groups or whole class. Closure: (5 minutes) Provide a question prompt for students to discuss with their small groups or partners: “How do I show I care for others in my classroom?”


Accommodations/Modifications: • Students can work in pairs for drawing. • Students can work in a small group with the teacher. • Students create the non-example of their rule showing the consequences of not following the rule. • Table groups could collaborate and work on one picture / rule. • Table groups could be assigned a column from which they choose a rule.


• Clip art / picture clues for graphic organizer columns: home, school, self • Houghton Mifflin Lessons 1 & 2, pp. 26–40




Content: History Grade/Course: One Timeline: 30 minutes Standard(s): HSS Standards:


ELA Support Standards: 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.



Lesson Overview: Students will practice being patriotic by identifying and recognizing the symbols of the United States and their relations to traditions. This lesson will allow students to view patriotic symbols and work with partners to cite the words to the Pledge of Allegiance and Inifresi.


• Orally compare and contrast the symbols and traditional practices of the United States vs. Guam.

Vocabulary: pledge, allegiance, seal, monument, statue, flag, respect

Focus Question(s): How is patriotism demonstrated in Guam? (By recognizing key symbols or monuments of Guam and the United States and understanding of what they represent.)

Description of Lesson (including instructional strategies): Prior Learning:

• Assigned partners and small groups for discussion or reading • Procedures and expectations for whisper-reading with partners

Anticipatory Set: (5 minutes)

• Display images (visual support) of American Flag, bald eagle, Washington Monument, Statue of Liberty, Guam seal, and Chief Quipuha statue. (See resources.)

• Display the words (for visual support) and have students stand to chorally recite the Pledge of Allegiance and Inifresi.

• Ask the students: “How do you feel when you see these things? Talk with your partner about which of these images you can name.”

Instruction and Strategies: I-do: Implicit instruction of vocabulary and Identifying the symbols of patriotism (5 minutes)

• Display the vocabulary words for visual support (chart paper, document camera, or overhead




projector). • Read each vocabulary word and students echo (check for pronunciation). • Provide a brief definition and example of the vocabulary words. Students repeat definitions to their

partner. • Name each of the images of patriotic symbols that were presented and students echo.

Guided Practice: We-do: Reading informational text (10 minutes)

• With a partner, students will whisper read pages R2–R5 in Citizenship Handbook section of Houghton Mifflin Social Studies as you monitor. (1. RI.6)

• Provide the words for Inifresi (See resources or www.youtube.com) for students to read. • Provide questions for small groups of students to discuss: “How are the symbols of the United States

similar to the symbols of Guam? How are they different?” Monitor the discussions. (Marzano: Cooperative Learning).

• Write/display answers that you overhear for the entire class to see. (visual support)

You-do: Applying the standards (8 minutes) • Students are instructed to work with their partners to name each symbol and tell something about it

(from your earlier definition) as you monitor the class.

Formative Assessment: • Observe students as they participate in discussions. • Ask volunteers to recite the Pledge of Allegiance and/or Inifresi without reading the text. (Keep a display

of students who have successfully memorized it.) While one student is reciting, the others may whisper it into their cupped hands for practice.

Closure: (2 minutes) Question prompt for students to discuss with partners or in small groups: “How do I show patriotism?”


Accommodations/Modifications: • Students can work in pairs for drawing or use pictures provided by the teacher (e.g. clip art). • Students can work in a small group with the teacher. • Students who need more challenge: illustrate different patriotic symbols. • Students who need more challenge: can work in pairs or small groups to illustrate flag courtesy and

respect (e.g., it should not touch the ground, the flag should be lit at night, we stand as it moves past us –like in a parade or color-guard ceremony).

Resources (Textbook and Supplemental): • Houghton Mifflin Social Studies: Citizenship Handbook. pp. R2–R5 • www.teachervision.fen.com Pledge of Allegiance explanation worksheet. (free) • www.Youtube.com “Inifresi Song” • See attached sheet of images & text. • Optional: actual U.S. and Guam flags



http://www.youtube.com/




http://www.bing.com/images/search?q=Chief+Quipuha+&qpvt=Chief+Quipuha+&FORM=IQFRML#view=detail&id=A69D3C4F76EBBD27A78D4B5CECE4D7858A4A8C0B&selectedIndex=68

http://www.bing.com/images/search?q=bald+eagle+pictures&qs=IM&form=QBIR&pq=bald+&sc=8-5&sp=2&sk=IM1#view=detail&id=9AE6241ADA064E59B8042536AF31EC0C9D65D4A5&selectedIndex=204

http://www.bing.com/images/search?q=statue+of+liberty&FORM=HDRSC2#view=detail&id=1D1294AC130F704BC042F0EEE630A5B3C9F3E0AB&selectedIndex=12

http://www.bing.com/images/search?q=Chief+Quipuha+&qpvt=Chief+Quipuha+&FORM=IQFRML#view=detail&id=A69D3C4F76EBBD27A78D4B5CECE4D7858A4A8C0B&selectedIndex=68�

http://www.bing.com/images/search?q=bald+eagle+pictures&qs=IM&form=QBIR&pq=bald+&sc=8-5&sp=2&sk=IM1#view=detail&id=9AE6241ADA064E59B8042536AF31EC0C9D65D4A5&selectedIndex=204�

http://www.bing.com/images/search?q=statue+of+liberty&FORM=HDRSC2#view=detail&id=1D1294AC130F704BC042F0EEE630A5B3C9F3E0AB&selectedIndex=12�




http://www.bing.com/images/search?q=guam+flag&qpvt=guam+flag&FORM=IGRE#view=detail&id=F730DABFE53AE1122DF17F4FBA5B1880806F0BC6&selectedIndex=40

http://www.bing.com/images/search?q=guam+seal&qs=n&form=QBIR&pq=guam+seal&sc=8-9&sp=-1&sk=#view=detail&id=FB6217175EF6810B76289A6EF8BF4A8F36A7464B&selectedIndex=0

http://www.bing.com/images/search?q=guam+flag&qpvt=guam+flag&FORM=IGRE#view=detail&id=F730DABFE53AE1122DF17F4FBA5B1880806F0BC6&selectedIndex=40�

http://www.bing.com/images/search?q=guam+seal&qs=n&form=QBIR&pq=guam+seal&sc=8-9&sp=-1&sk=#view=detail&id=FB6217175EF6810B76289A6EF8BF4A8F36A7464B&selectedIndex=0�



Inifresi (Offering - CHamoru pledge)

Ginen i mås takhilo’ gi hinasso-ku I mås takhalom gi kurason-hu, Yan i mas figo’ na nina’siña-hu,

Hu ufresen maisa yu’ Para bai prutehi yan hu difende

I HINENGGE, I KOTTURA,

I LENGGUÅHI, I AIRE,

I HANOM yan I TANO’ CHAMORU Ni’ irensiå-ku direchu ginen as Yu’os Tåta,

Este hu afitma gi hilo’ I Bipblia yan I Banderå-hu, -I Banderan Guåhan.

...In English...

From the inner-most recesses of my mind, From deep within my heart,

And with all my might, This I offer.

To protect and defend The Beliefs The Culture

The Language The Air

The Water and The Land of the CHamoru. My heritage comes directly from God, This I affirm on the Bible and my Flag

- The Flag of Guahan.

Pledge of Allegiance

I pledge allegiance to the flag of the

United States of America, And to the republic For which it stands,

One nation under God, Indivisible, with liberty

And justice for all.




Content: HSS Grade/Course: One Timeline: 45 minutes Standard(s): HSS Standard:

1.2.1 Identify temporal sequences, such as days, weeks, months, years, and seasons. Use words and phrases related to time correctly (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).

CCSS ELA Support Standard: 1.RI.7

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

Lesson Overview This lesson will ask students to distinguish between past, present, and future in events that have happened, or events that are happening now, or will happen sometime in the future. A variety of pictures will be needed for this lesson ––depicting events or people from past, present, and future.


• Use the words past, present, and future to describe changes that happen in their life.

Vocabulary: present, past, history, future

Focus Question(s): How do the events from the past affect how we live our lives today?


Anticipatory Set: (5 minutes) Ask: “What did you do last Saturday?” Allow about a minute for thinking time. Have them share their answers with a partner for about minute. Then, randomly call a few students to share their partner’s response. After sharing responses, explain to students that the events they heard happened in the past. Students share their answers with partners. (Marzano: Cooperative Learning) Instruction and Strategies: Ask students to describe the photos of Jewel and Dad on pages 178–179. Guide children to see that some photos are of the same child; one photo is from the past and one is from the present. Help them compare and contrast the photos of the child and her Dad in the timeline. Read pages 176–179. To clarify on history, show students pictures of yourself as a child. Tell them history is a time in the past. Discuss What can you do to find out about your family history? What things can happen in your class in the future? As you read pages 176–177, ask: “What is the present and the past?” “What is history?” For page 178, ask students to “Tell one way your life might change in the future.” For each question, allow about a minute for thinking time. Have them share their answers with a partner for about a minute. Then randomly call a few students to share their partner’s response.




Students share their answers with partners. (Marzano: Cooperative Learning) Guided Practice:

• Provide pictures of the past, present, and future. Have students organize them in a three-column chart labeled with PAST, PRESENT, and FUTURE.

• Students use pictures and a three-column organizer. (Marzano: Nonlinguistic Representations; Cues, Questions, and Advance Organizers)

Formative Assessment:

• Assign students for the cast of FAMILY HISTORY DAY on pages 180–181. Have them read aloud their parts and explain that people often save items such as photographs, toys, books, and letters. When they look at these items, they are reminded of events that happened to them in the past. Looking at items from the past is a way to study family history.

• Ask students to think of an item that tells about their family history and bring it in. (Marzano: Homework and Practice)

Closure: Divide the class into three groups. Students in Group 1 will tell something that happened in their past. Group 2 will tell about something in their present, and Group 3 will tell about something they want to happen in their future. Independent Practice: Study Guide worksheet p. 55

Accommodations/Modifications: Please see pages 177, 180–181 of your TE. Resources (Textbook and Supplemental):

• Houghton Mifflin Social Studies School and Family Text • Provide pictures depicting the past, present, and future. • Graphic organizer (see attached)




Past Present Future




Content: HSS Grade/Course: One Timeline: 45–60 minutes Standard(s): HSS Standards:

1.3.2 Define and give examples of continents, land forms, and oceans. CCSS ELA Support Standards:


Lesson Overview: This lesson introduces information about the shape of Earth and its continents and oceans.


• List Earth’s continents and oceans. • Compare and contrast features of continents and

oceans.

Vocabulary: continents, oceans

Focus Question(s): How does the size or form of the continents relate to one another and our world?

Description of Lesson (including instructional strategies): Prior Learning: Definition of globe and map

Anticipatory Set: (5 minutes) • Display a map and a globe, and ask students, “What do you think this lesson is about?” • Display the globe alone and ask students to describe the shape and to name the globe. Tell them

they will read and learn about the place they live, Earth. Instruction and Strategies: (15 minutes)

• Introduce new vocabulary by writing/displaying it on the board. Read the words and students will echo (check for pronunciation). Incorporate actions for each word. Example: “walking in place” for continent; “ocean wave motion with one hand” for ocean. (Marzano: Nonlinguistic Representation)

• Prepare and Post: Create a 2-column graphic organizer on the board. One column will say Oceans and the other column will Continents. Students will then identify details to compare and contrast continents and oceans as we read pages 74–77 (Houghton Mifflin Social Studies: School and Family). (Compare and Contrast: The Core Six) Record students’ ideas on the graphic organizer. (Marzano: Cooperative Learning and Cues, Questions, and Advance Organizers)

Guided Practice: (15 minutes) • As we read through pages 74–77, ask the following guided questions:

1. What is the name of our world? (p. 74) 2. What two things make up the Earth’s surface? (p. 74) 3. How can you tell land from ocean on this map? (p. 75) 4. In what way is a globe like Earth? (p. 75) 5. What is an ocean? (p. 75)

• Use a word web to help students list words associated with the word ocean. Students will be able to

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copy the words on their own graphic organizer. (Marzano: Cues, Questions, and Advance Organizers) 1. How many oceans are there on the Earth? 2. What are the names of the oceans? (Circle of Knowledge, The Core Six)

• Use a word web to help students list words associated with the word continents. Students will copy

the words on their own graphic organizer. (Marzano: Cues, Questions, and Advance Organizers) 1. How many continents are there on the Earth? 2. What are the names of the continents?

Formative Assessment: (10 minutes)

• Ask students to tell something they know about continents and oceans. • What do you call the areas of land and water that we see on a globe or map? • Students will be able to use their 2-column graphic organizer to list continents and oceans.

Closure: (5 minutes)

• Review vocabulary terms with nonlinguistic representation. • You can also use an exit card to have students name oceans and continents.

Independent Practice: (10 minutes) A copy of pages 9–10 from Practice Book (Houghton Mifflin Social Studies: School and Family)

Accommodations/Modifications: • Nonlinguistic representations for the vocabulary • Have ELL students locate a continent and ocean on a globe or map. • Construct a model of the Earth with continents and oceans for higher achievers.


• Houghton Mifflin Social Studies: School and Family, pp. 74–77 • Houghton Mifflin Social Studies: School and Family Practice Book, pp. 9–10 • 2-Column Graphic Organizer (see attachment)

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Compare and Contrast

OCEANS CONTINENTS

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**Make 2 copies: One for oceans, the other for continents.

_________

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LIST IT!!!

OCEANS CONTINENTS ______________________ ______________________ ______________________ ______________________

______________________ ______________________ ______________________ ______________________ ______________________ _____________________ ______________________

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