Essential Questions s3

1st Grade Unit 1: Reading SEPTEMBER/OCTOBER Essential Questions

What are the good habits of readers?

How do readers use story elements to retell a story?

Core Standards

RL 1: 1. Ask and answer questions about key details in a text. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 3. Describe characters, settings, and major events in a story, using key details. 6. Identify who is telling the story at various points in a text. 7. Use illustrations and details in a story to describe its characters, setting, or events. 10. With prompting and support, read prose and poetry of appropriate complexity for grade

RF 4: 1. 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 necessary.

I Can Statements

I can follow the routines and procedures of my classroom.

I can self-select a high interest just-right text .

I can show / understand what I hear and/or see by asking and answering questions.

I can use strategies to decode and understand unknown words.

I can read with accuracy, fluency and expression.

I can retell a story and include important details.

I can use strategies to fix my mistakes.

I can identify and discuss characters, setting, and main events to understand a text.

I can ask and answer questions about important details in a text. Assessments

Beginning of year ELP Assessments

Summative story map (characters, setting, problem, solution) using Night of the Veggie Monster

Resources

Night of the Veggie Monster by George McClements (included with Lucy Calkins Units of Study)

The Recess Queen by Alexis O’Neill owned by IL,HH,Cob,Scrib (1 copy each)

Chrysanthemum by Kevin Henkes owned by IL (4 copies), HH (6 copies), Cob & Scrib (1 copy each)

It’s OK To Be Different by Todd Parr (multiple copies housed in each bldg.)

Ruby the Copycat by Peggy Rathmann

Dex: The Heart of a Hero by Caralyn Buehner

Ish by Peter Reynolds

The Dot by Peter Reynolds

How to Teach a Slug to Read by Susan Pearson 1st Grade Unit 1: Writing SEPTEMBER/OCTOBER

Essential Questions

What are the good habits of writers?

How do writers organize their ideas in a narrative piece?

Core Standards

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.

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.

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

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

a. Print all upper-and lowercase letters.

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

2. 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

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

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. I Can Statements

I can follow the routines and procedures of my classroom. I can generate a list of small moments from my life. I can write about a small moment that is important to me. I can describe people, places, things and events of my story with relevant details. I can write a small moment story with a beginning, middle and end. I can add details to make my story more interesting. I can give some details about events in order. I can spell first grade words correctly. I can use words and phrases that I learn through listening and reading. I can respond to my peers’ questions or suggestions to strengthen my writing. I can use resources and strategies that I have been taught to correct my writing.

Assessments

Narrative writing piece that has gone through the process of writing (Formative) Calkins Narrative On Demand Writing Assessment (Summative)

Resources

 Lucy Calkins  See Reading Mentor Texts 1st Grade Unit 1: Word Study SEPTEMBER/OCTOBER

Essential Questions

What are the good habits of spellers?

Core Standards

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

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

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

c. Isolate and pronounce 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).

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

b. Decode regularly spelled one-syllable words.

g. Recognize and read grade appropriate irregularly spelled words.

I Can Statements

I can tell the difference between long and short vowel sounds in spoken words.

I can blend sounds to say one-syllable words.

I can pronounce the beginning, middle and ending sound in one-syllable words.

I can read first grade sight words.

I can identify parts of a sentence.

I can start sentences with a capital letter and use end punctuation

I can use upper and lower-case letters correctly.

I can spell first grade words correctly.

I can spell words I don’t know by sounding them out. Assessments

Beginning of the Year ELP