First Grade Unit Three 2011 2012

Isaac School District No. 5
English Language Arts Curriculum Map: Grade 1

Unit 3: Life Lessons - In this unit, students read literature and informational texts related to life lessons.
Overview: Building on the retelling of stories with details, students focus on the categorizing of those story details into the following
groupings: characters, key events, and settings. Students read and listen to fables with morals. They also learn about rules for life in a
book of manners. Reading the life story of “George Washington Carver” students learn about a man who had to overcome obstacles in life
to make important contributions to science and agriculture. Students also learn about Thomas Edison’s work with electricity and the rules
for its safe use. Descriptive words are the focus of a lesson centered on the artwork of Georgia O’Keeffe. Finally, the children write
narratives focused on life lessons and create informative posters focused on electrical safety.
Big Ideas: Essential Questions: Vocabulary:

Knowing spelling-sound correspondences What skills must a good reader have to read adjectives verbs
improves reading and writing. fluently? characters affixes
declarative complete
Stories have events, characters, and What lessons can be learned from stories describe setting
settings. we read? exclamation mark end punctuation
fable exclamatory
Some stories, such as fables, teach lessons How might using descriptive words provide interrogative imperative
about life. more clarity in reading, writing, and lesson key events
speaking? moral message
Information can be collected from pictures, revision narrative
illustrations, and words in a text. Why is retelling a story in sequential order period question mark
important?
Categorizing requires the ability to find
similarities amongst things.
ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
1.RF.1 Demonstrate understanding of the
organization and basic features of print.

II-R-1: The student will demonstrate
understanding of print concepts of the
English Language.

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology 6-6-2011
(ELP Direct Alignment) -1-


1.RF.1a Recognize the distinguishing
features of a sentence (e.g., first word,
capitalization, ending punctuation).

II-R-1: HI-3: Identifying features of a
sentence (capitalization, commas, quotation
marks, and ending punctuation).

1.RF.2 Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.
1.RF.2d Segment spoken single-syllable Instructional Routine Template: Card 6 (1.RF.2d)
words into their complete sequence of
individual sounds (phonemes).

II-R-2(PA): HI-4: Segmenting multi-syllable
words into syllables. (B-4)

1.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.



1.RF.3a Know the spelling-sound Instructional Routine Template: Card 7 (1.RF.3a)
correspondences for common
consonant digraphs. *Language Warm-Up (II-LS-2: HI-1)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.

1.RF.3c Know final-e and common vowel Instructional Routine Template: Card 7 (1.RF.3c)
team conventions for representing long
vowel sounds. *Language Warm-Up (II-LS-2: HI-1)

II-LS-2:HI-1: Articulating the 44 phonemes
accurately.

1.RF.3d Use knowledge that every syllable
must have a vowel sound to determine the
number of syllables in a printed word.

II-R-2(D): HI-5: Reading multi-syllabic
words, using syllabication rules.

1.RF.3f Read words with inflectional Instructional Routine Template: Card 10 (1.RF.3f)
endings.
*Morph House (II-R-2(D): HI-6
II-R-2(D): HI-6: Identifying inflectional
endings (-s,-ed,-ing) and their functions
(tense, plurality, comparison and part of
speech).



1.RF.3g Recognize and read grade- Instructional Routine Template: Card 3 (1.RF.3g)
appropriate irregularly spelled words.

II-R-2(D): HI-7: Reading high frequency
words and irregular sight words fluently.

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

II-R-3: The student will read with fluency
and accuracy.

1.RF.4a Read on-level text with purpose
and understanding.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book. (LI-9)

1.RF.4b Read on-level text orally with To introduce the relationship between punctuation and reading expression, use the book
accuracy, appropriate rate, and expression “Yo! Yes?” Show the students the cover of the book with its very simple title: “Yo! Yes?” Ask
on successive readings. how someone would say those words? YO! YES? As you read the book with the students,
have the boys read one page, and the girls the opposite page. As they focus on the
II-R-3: HI-2: Using punctuation, including illustrations and the way the author ends each sentence, they will know how to read the
commas, periods, question marks, and words, and a story will be created in their minds. Follow this reading with other books so
exclamation marks to guide reading for that the children learn how important it is to read with the end punctuation in mind.
fluency. (1.RF.4b, 1.L.2b, 1.RL.6, 1.RL7)



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

II-R-2(D): HI-9: Using knowledge of word
order (syntax) and context to confirm
decoding of text.
Reading Literature (RL)
1.RL.1 Ask and answer questions about key
details in a text.

II-R-4: HI- 3: Locating facts and answering
questions about text.

II-R-4: HI- 4: Asking questions to clarity
text.

II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences. (e.g., expressing probabilities,
and hypothetical questions, etc.). (LI-5)
1.RL.2 Retell stories, including key Tell the students that fables are stories that teach us a lesson. The characters in the story
details, and demonstrate understanding are usually animals and have one main characteristic. Read the familiar fable, “The Tortoise
of their central message or lesson. and the Hare.” Ask students what they can tell you about the tortoise. (He’s slow, but
steady.) What can they tell about the hare? (He’s fast, but undependable.) Create a chart
II-LS-1: HI-4: Summarizing the main idea with cells for the title, characters (with one characteristic each), setting, key events (i.e.,
and key points/details of a presentation from the beginning, middle, and end), and the lesson learned (i.e., the moral of the story).
using complete sentences. (B-4) As you read each fable in this unit, continue to fill in the chart. Give students more and
more responsibility for filling in the characters, setting, and key events of a fable. (1.RL.2,
1.RL.3)
*Collaborative Story Re-tell



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

II-R-4: HI-10 Identifying cause and effect
of specific events in a literary selection.

II-R-4: HI-11: Describing characters from a
literary selection.

II-R-4: HI-12: Describing the setting from a
literary selection.

II-R-4: HI-13: Summarizing the key events
from a literary selection.

II-R-4: HI-14: Identifying and describing
the plot in a literary selection.

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

No Alignment
1.RL.7 Use illustrations and details in a
story to describe its characters, setting, or
events.

II-R-4: HI-8: Extracting and interpreting
specific information from external text
features of text.

II-R-4: HI-11: Describing characters from a
literary selection.


II-R-4: HI-12: Describing the setting from a
literary selection.

II-R-4: HI-13: Summarizing the key events
from a literary selection.

1.RL.9 Compare and contrast the Tell the students that the Indian fable, “The Blind Men and the Elephant” is the original
adventures and experiences of characters telling of a fable more commonly known as “Seven Blind Mice.” Read the original story first
in stories. and then read “Seven Blind Mice.” (Read aloud to students, or they may read on their own if
they are able.) As the two fables are added to the fable story chart, ask the students to
No Alignment explain how these two stories are the same and how they are different. (1.RL.9, 1.RL.2)

*This or That

Reading Informational Text (RI)
1.RI.6 Distinguish between information Introduce the book “A Weed is a Flower: The Story of George Washington Carver.“ Explain
provided by pictures or other that illustrations and words in a text are both very important in a book. Guide students as
illustrations and information provided by they read by asking them first to think about what you can learn from the illustrations.
the words in a text. Create a two-column chart with “illustrations” on one side and “words in a text” on the other
side. When students learn something from studying the illustration, they will write it on a
II-R-4: HI-8: Extracting and interpreting Post-It note and put it in the book. Use the Post-Its to guide the discussion. Repeat the
specific information from external text activity with learning from the text. (1.RI.6, 1.RI.7)
features of text.



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

II-R-4: HI-8: Extracting and interpreting
specific information from external text
features of text.

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

No Alignment
Writing (W)
1.W.2 Write informative/explanatory texts in After reading several books about electricity, create a list of rules for safety (e.g., avoiding
which they name a topic, supply some facts electrical outlets with wet hands). Divide the rules evenly among the students and assign
about the topic, and provide some sense of the task of creating a safety poster for each one. Each student will write a rule neatly and
closure. show additional information (i.e., the application of the rule) in his or her illustration. Create
sets of posters and allow students to present their rules to another classroom or grade
II-W-1: HI-3: Completing a written level. (1.W.2, 1.RI.6, 1.SL.5, 1.SL.6)
summary of the key events of ideas of
informational text using simple sentences.

ll-W-2: The student will identify and apply
conventions of standard English in his or
her communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.

II-W-4: The students will integrate elements
of effective writing to develop engaging and


focused text.

II-W-5: The students will demonstrate
research skills by using a variety of
reference materials to complete a variety of
writing tasks.

1.W.3 Write narratives in which they Assign this narrative prompt: “Think of a time when you learned a lesson.” Encourage the
recount two or more appropriately students to think about the lessons learned in the fables as they write their own story. Be
sequenced events, include some details sure the students focus on the beginning, middle and end (where they tell about the lesson
regarding what happened, use temporal learned). Be sure they include at least two sequenced events, use time cue words, provide
words to signal event order, and provide some details, and include a sense of closure (1.W.3, 1.W.5, 1.RL.2)
some sense of closure.

II-W-1: HI-1: Writing a narrative or short
story that includes a main idea, character,
setting, and a sequence of events.

ll-W-2: The student will identify and apply
her communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.

focused 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.

focused text.

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

II-L-1: The student will identify and apply
her communications.

1.L.1b Use common, proper, and *Verb Tense Study (II-L-1(N): HI-2, HI-4, HI-5)
possessive nouns.

II-L-1(N): HI-2: Explaining differences
between common and proper nouns in
context (singular and plural).

II-L-1(N): HI-4: Using singular possessive
nouns.

II-L-1(N): HI-5: Using plural possessive
nouns.

(ELP Direct Alignment) - 10 -


1.L.1e Use verbs to convey a sense of past, *Concept Chart # (II-L-1(V): HI-2)
present, and future (e.g., Yesterday I
walked home; Today I walk home; *Verb Tense Study (II-L-1(V): HI-2)
Tomorrow I will walk home).

II-L-1(V): HI-2: Differentiating between
past, present, present progressive, and
future verb tenses.

1.L.1j Produce and expand complete * Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
simple and compound declarative,
interrogative, imperative, and * Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)
exclamatory sentences in response to
prompts. * Function Junction (II-W-2: HI-12, HI-13, HI-14, HI-15)

II-W-2: HI-12: Using declarative
sentences (S-V, S-V-C, S-V-O), positive (I
am tall.) and negative (I am not tall.)
sentence construction forms, in a variety of
writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.

II-W-2: HI-14: Using exclamatory
sentences in a variety of writing
applications.

II-W-2: HI-15: Using imperative sentences
in a variety of writing applications.



1.L.1k Write multiple sentences in an order
that supports a main idea or story.

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

II-L-1: The student will identify and apply
her communications.

II-W-2: The student will identify and apply
her communications.

1.L.2b Use end punctuation for
sentences.

II-W-2: HI-7: Using periods, question
marks, exclamation points, commas for
items in a series (e.g., eggs, milk, bread,
bananas, etc.), and apostrophes
(possessives, contractions).

1.L.2d Use conventional spelling for words
with common spelling patterns and for
frequently occurring irregular words.

II-W-2: HI-5: Spelling high frequency
words.


II-W-2: HI-3: Using common spelling
patterns, simple prefixes (re-,un-), suffixes
and regular inflectional endings (-ed) to
spell words.

1.L.2e Spell untaught words phonetically,
drawing on phonemic awareness and
spelling conventions.

II-W-2: HI-3: Using common spelling
patterns, simple prefixes, (re-,un-), suffixes
and regular inflectional endings (-ed) to
spell words. (LI-3)

1.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 1 reading and
content, choosing flexibly from an array of
strategies.

II-L-2: The student will acquire English
language vocabulary and use it in relevant
contexts.

1.L.4b Use frequently occurring affixes as a *Morph House (II-L-2: HI-8)
clue to the meaning of a word.

II-L-2: HI-8: Constructing meaning by
applying knowledge of prefixes.

II-L-2: HI-9: Constructing meaning by



applying knowledge of suffixes.
1.L.5 With guidance and support from
adults, demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.

1.L.5a Sort words into categories (e.g.,
colors, clothing) to gain a sense of the
concepts the categories represent.

II-L-2: HI-1: Classifying words into
conceptual categories and providing
rationale. (B-1)

1.L.5b Define words by category and by
one or more key attributes (e.g., A duck
is a bird that swims; A tiger is a cat with
stripes).

II-L-2: HI-1: Classifying words into
conceptual categories and providing
rationale.

1.L.5c Identify real-life connections between
words and their use (e.g., note places at
home that are cozy).

No Alignment



1.L.5d Distinguish shades of meaning *Vertical Sentence (II-L-2: HI-11)
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.

II-L-2: HI-11: Clarifying word meaning by
applying knowledge of synonyms and
antonyms to enhance vocabulary.

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).

contexts.

Speaking and Listening (SL)
1.SL.1 Participate in collaborative *This or That (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
conversations with diverse partners
about grade 1 topics and texts with *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
peers and adults in small and larger
groups.

II-LS-1: The student will listen actively to
the ideas of others in order to acquire new
knowledge.



II-LS-2: The student will express orally his
or her own thinking and ideas.

II-LS-1: HI-7: Responding to academic
discussions by sharing one’s view on facts,
ideas, and/or events using academic
vocabulary.

and hypothetical questions, etc.).
1.SL.1b Build on others’ talk in *Function Junction (1.SL.1b, 2.SL.1b)
conversations by responding to the
comments of others through multiple
exchanges.

ll-LS-1: HI-5: Responding to social
conversations by rephrasing and repeating
information, asking questions, and
expressing one’s thoughts.

1.SL.1c Ask questions to clear up any
confusion about the topics and texts under
discussion.

and hypothetical questions, etc.).



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

II-LS-2: The student will express orally his
or her own thinking and ideas.

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

No Alignment

1.SL.6 Produce complete sentences when One of the life lessons focused on in this unit is “manners.” With the students, create a list
appropriate to task and situation. (See of “lunchroom manners” using a book such as “Manners.” Students should dictate the
grade 1 Language standards 1 and 3.) sentences while you write them on sentence strips. In this writing lesson, focus on writing
complete sentences with subject-verb agreement. A follow-up to this lesson would be a
II-L-1: The student will identify and apply humorous list of “lunchroom manners” inspired by Prelutsky and Silverstein and written in
conventions of standard English in his or poetic form. (1.SL.6, 1.L.1j)
her communications.

II-W-2: The student will identify and apply
her communications.



Teacher’s Notes UNIT 3:



Suggested Works
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
Highlighted titles indicate works referenced in Unit 3.
Literary Texts Literary Texts Informational Texts
Stories (Continued) Informational Text

Green Eggs and Ham (Dr. Seuss) (E) A Weed is a Flower: The Life of George
Stories (Read Aloud)
Yo! Yes? (Chris Raschka) Washington Carver (Aliki) (E)
Inch by Inch (Leo Lionni)
The Blind Men and the Elephant (Karen George Washington Carver (Rookie
Punctuation Takes a Vacation (Robin Pulver Biographies) (Lynea Bowdish)
Backstein and Annie Mitra) and Lynn Rowe Reed)
Seven Blind Mice (Ed Young) (EA) Thomas Alva Edison (Rookie Biographies)
(Wil Mara)
Poetry
Stories (Read Aloud) What is Electricity? (Rookie Read-About
"By Myself" in Honey I Love and Other Poems Science) (Lisa Trumbauer)
The Boy Who Cried Wolf (B.G. Hennessy (Eloise Greenfield)
and Boris Kulikov) Informational Text (Read Aloud)
"Sharing" in Falling Up (Shel Silverstein)
Town Mouse, Country Mouse (Jan Brett) "Ridiculous Rose" in Where the Sidewalk Ends Manners (Aliki) (EA)
Lousy Rotten Stinkin' Grapes (Margie Palatini (Shel Silverstein)
and Barry Moser) Hello! Good-bye! (Aliki) (EA)
The Lion & the Mouse (Jerry Pinkney) Poetry (Read Aloud) Georgia O’Keeffe (Getting to Know the
World’s Greatest Artists) (Mike Venezia)
The Tortoise and the Hare (Janet Stevens)
Goops and How to Be Them: A Manual of My Light (Molly Bang) (EA)
The Hare and The Tortoise (Swahili) (Helen
Ward) Manners for Polite Children (Gelett Burgess) Flick a Switch: How Electricity Gets to Your
"I'm Making a List" in Where the Sidewalk Ends Home (Barbara Seuling and Nancy Tobin)
Fables (Arnold Lobel) (EA)
(Shel Silverstein) Watch Out! At Home (Claire Llewellyn and
The Little Red Hen (Paul Galdone)
"My Mother Says I’m Sickening" in The New Kid Mike Gordon)
The Ugly Duckling (Hans Christian Andersen
on the Block (Jack Prelutsky)
and Jerry Pinkney) Website References
Swimmy (Leo Leonni)
Alexander and the Wind-up Mouse (Leo Instructional Routines:
Lionni) http://csi.boisestate.edu/readingfirst/resources/coach
es.shtml


Art, Music, and Media

Art

Georgia O’Keeffe, Red Poppy (1927)
Georgia O’Keeffe, Jack in the Pulpit No. IV
(1930)
Georgia O’Keeffe, Jimson Weed (1936)
Georgia O’Keeffe, Oriental Poppies (1928)
Georgia O’Keeffe, Two Calla Lilies on Pink
(1928)



*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 3. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Morph House

*Collaborative Story Re-tell

*This or That

*Verb Tense Study

*Syntax Surgery

*Function Junction

*Concept Chart

*Sentence Building

*Vertical Sentence


First Grade Unit Three 2011 2012

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