First Grade Unit Four 2011 2012

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

Unit 4: Winds of Change - In this unit, students look at changes in nature through non-fiction, changes in the feelings of characters
through fantasy, and changes in their own writing through revision.
Overview: Building on the simple characteristics of fable characters, students describe the characters’ feelings. Focusing on verbs,
students act out the various ways Dorothy in “The Wonderful Wizard of Oz” could “walk” on the yellow brick road. They read an article on
wind power to look at how wind can provide energy efficiently. They view the non-fiction in this unit through the lens of cause and effect.
Finally, students look at writing as a moldable, changing piece of work that improves with revision.
Big Ideas: Essential Questions: Vocabulary:

Good readers use word analysis skills to What strategies can be used to decode two- cause self-correct
decode two-syllable words. syllable words? effect regular
express irregular
Words and phrases express ideas and How does a reader know what a character is expression text features
feelings about people, places or things. feeling or when those feelings change? reasons pronouns
revision prepositions
Good writers add details to improve their verbs adjectives
writing. syllable root word
commas

ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
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.

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology 6-8-2011
(ELP Direct Alignment) -1 -


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.3e Decode two-syllable words Using a pocket chart and/or syllable cards, play a matching game with sets of closed
following basic patterns by breaking the syllables. (Closed syllables have short vowels spelled with one letter and end in one or
words into syllables. more consonants.) Start with compounds (back + pack; back + log; hot +dog) and then
work with two-syllable words (bas + ket; nap + kin; rab + bit; hum + ming) and longer words
II-R-2(D): HI-5: Reading multi-syllabic for those who are ready (fan + tas+ tic; ac + com+ plish + ment). (1.RF.3e)
words, using syllabication rules. (LI-5)
Instructional Routine Template: Card 10 (1.RF.3e)
II-LS-2: HI-1: Articulating the 44 phonemes
accurately. *Language Warm-Up (II-LS-2: HI-1)

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 Using a text the students have read once, revisit it for some “detective work.” Ask students
and understanding. to read a sentence or page to find words that tell why something happened; who did
something; how something was done; and so forth. When students have pointed to those
II-R-4: HI-9: Identifying the author’s words in the books, choral read that sections with appropriate phrasing. (1.RF.4a,b,c)
purpose for writing a book. (LI-9)

1.RF.4b Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.

II-R-3: HI-2: Using punctuation, including
commas, periods, question marks, and
exclamation marks to guide reading for
fluency.
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.3 Describe characters, settings, and Read “The Wizard of Oz” aloud to the class. As students meet each character in the text,
major events in a story, using key details. guide them to think about the character’s feelings and how the author shows us how the
character feels. Discuss how the author helps us use our senses to see, smell, feel, hear,
II-R-4: HI-10: Identifying cause and effect and even taste while we are reading a book. As you read aloud, model the way you are
of specific events in a literary selection. drawn to use your senses. For example, in the second paragraph of chapter one, the author
describes Kansas so that you can “see” the countryside clearly. Then the author goes on to
II-R-4: HI-11: Describing characters from a describe Aunt Em, Uncle Henry, Toto, and Dorothy, with a focus on their feelings. Gradually
literary selection. give students the responsibility to discover how the author helps them use their senses to
describe the different pieces of the story. (1.RL.3, 1.RL.4)
II-R-4: HI-12: Describing the setting from a
literary selection.
Throughout the day, play some violin concerto music in the background. Ask the students
II-R-4: HI-13: Summarizing the key events how the music made them feel. For example, ask them to finish this sentence: “During the
from a literary selection. music, I felt _______________.” Continue to listen to the music at any opportunity. Then,
read the book “The Bat Boy and His Violin,” which is the story of a boy who loved to play
II-R-4: HI-14: Identifying and describing the violin. After the students listen to the story, go back through the text and have the
the plot in a literary selection. children talk about how the author used words and phrases to let the reader know how the
characters in the book felt. (1.RL.4, 1.L.1i)
1.RL.4 Identify words and phrases in
stories or poems that suggest feelings or
appeal to the senses.

II-R-4: HI- 21: Identifying words that the
author selects to create a rich auditory
experience (alliteration, onomatopoeia) in a
literary selection.

1.RL.10 With prompting and support, read Read thematic poetry – emphasizing cause and effect relationship (1.RL.10)
prose and poetry of appropriate complexity
for grade 1.
No Alignment


Reading Informational Text (RI)
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.

II-R-4: HI-19: Locating specific information
by using organizational features (e.g., titles,
table of contents, heading captions, bold
print, glossary, indices) in expository text.

1.RI.8 Identify the reasons an author As you read books about the topic of wind or tornadoes, place the word “tornado” in the
gives to support points in a text. center of a display board. Look for causes of tornados (post on the left) and the effects of
tornados (post on the right), creating a visual graphic organizer for cause and effect. Have
II-R-4: HI-9: Identifying the author’s students use the graphic organizer to create sentences showing cause and effect (e.g.,
purpose for writing a book. “The high winds of the tornado tore the roof from the top of the Civic Center.”). Repeat this
activity as you read other informational books with a cause and effect structure, giving
students more of the responsibility for placing Post-Its on the graphic organizer and writing
out the sentences. (1.RI.8)

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

No Alignment
1.RI.10a. With prompting and support, read Introduce an informative article on wind. First, ask students to think about what wind causes
functional texts including history/social and brainstorm with the children. Then, have the students read the article independently,
studies, science, and technical texts, with partners, or with the teacher to find out what the wind causes. (1.RI.10a)
appropriately complex for grade 1.

No Alignment


Writing (W)
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.

II-W-1: HI-3: Completing a written
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 recount Give students this prompt: “Write a story about a time you felt happy. Be sure to tell us what
two or more appropriately sequenced happened to make you happy.” Emphasize the use of temporal words to signal event order
events, include some details regarding what (e.g., First, Next, Then, Finally…). Combining the focuses of this unit (revision, appealing to
happened, use temporal words to signal the senses with details, and using well-chosen verbs), zero in on details and synonyms
event order, and provide some sense of while the students revise their stories. Tell the students to watch for the proper use of
closure. personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone,
everything) as they are editing. (1.W.3, 1.W.5, 1.L.1d)
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 and speaking.

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

1.L.1d Use personal, possessive, and *Concept Chart # (II-L-1(PRO): HI-1)
indefinite pronouns (e.g., I, me, my; they,
them, their, anyone, everything).

II-L-1(PRO): HI-1: Using personal singular
subjective pronouns (I, you, he, she, it) and
plural subjective pronouns (we, they) in oral
communication.

II-L-1(PRO): HI-2: Using singular and
plural personal objective pronouns (me,
you, him, her, it, us, them)in oral
communication.

II-L-1(PRO): HI-3: Using singular and
plural personal possessive pronouns (mine,
yours, his, hers, its, ours, theirs) in oral
communication.



1.L.1f Use frequently occurring adjectives. *Sentence Patterning Chart (II-L-1 (ADJ): HI-1)

II-L-1(ADJ): HI-1: Producing a series of
adjectives in the correct order.

II-L-1(ADJ): HI-2: Using nouns as
modifiers.

II-L-1(ADJ): HI-3: Using
sensory/personality adjectives.

II-L-1(ADJ): HI-4: Using singular and plural
possessive adjectives (my, your, his, her,
its, our, their).

1.L.1i Use frequently occurring prepositions *Prepositions for Location (II-L-1(PREP):HI-1)
(e.g., during, beyond, toward).

II-L-1(PREP): HI-1: Using prepositions of
location.

II-L-1(PREP): HI-2 Using prepositions of
direction.

time.

action and movement.

opposition.



II-L-1(PREP): HI-6: Differentiating among
prepositions of location, direction, and time.

II-LS-1: HI-6: Following multiple-step
directions, which include prepositions of
location (on, in, near, behind), direction (up,
down, over), time (on, at, in, by), and
“frequency” adverbs (always, never,
sometimes).

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.2c Use commas in dates and to To teach the use of a comma in a series, list the five senses on the white board. Give
separate single words in a series. students a “setting” card (e.g., zoo, farm, or beach), have them dictate a sentence using
one of the senses, and name three things they sense for in that setting. Explain that when
II-W-2: HI-7: Using periods, question we use the word “and” we are using a conjunction. For example, “At the zoo, I smell
marks, exclamation points, commas for popcorn, elephants, and cotton candy.” Write the dictated sentence and then challenge
items in a series (e.g., eggs, milk, bread, them to write their own sentences. (1.L.2c)
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.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.4a Use sentence-level context as a clue
to the meaning of a word or phrase.

II-L-2: HI-4: Using grade specific
academic vocabulary and symbols within
context.

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

No Alignment


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

contexts.

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.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 peers and *Function Junction (II-LS-1, 2, II-LS-1: HI-7, II-LS-2: HI-5)
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.

II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences. (e.g., expressing probabilities,
and hypothetical questions, etc.).

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

II-LS-2: HI-5: Asking and responding to
academic questions using complete
sentences. (e.g., expressing probabilities,
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.



Teacher’s Notes UNIT 4:



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 4.
Literary Texts Literary Texts Informational Texts
Stories Poetry (Read Aloud) Informational Text

Owl at Home (Arnold Lobel) (E) “Windy Nights” in A Child’s Garden of Verses “Wind Power” (National Geographic Young
Frog and Toad All Year (Arnold Lobel) (EA) (Robert Louis Stevenson) Explorers) (November-December 2009)(E)
Ten Apples Up on Top! (Dr. Seuss) (EA) “Blow, Wind, Blow!” (Traditional) “Storms” (National Geographic Readers)
Changes, Changes (Pat Hutchins) (Miriam Goin)
The Wind Blew (Pat Hutchins) Stories (Read Aloud)
Informational Text (Read Aloud)
Poetry The Wonderful Wizard of Oz (Frank L. Baum) (E)
Twister on Tuesday (Mary Pope Osborne and Sal Tornadoes! (Gail Gibbons) (EA)
“Covers” in The Sun is So Quiet (Nikki Giovanni) Murdocca) (EA) Tornadoes (Seymour Simon)
(E) Alexander and the Horrible, No Good, Very Bad Super Storms (Seymour Simon)
“It Fell in the City” in Blackberry Ink (Eve Day (Judith Viorst and Ray Cruz) Flash, Crash, Rumble, and Roll (Franklyn M.
Merriam) (E) Alexander, Who’s Not (Do You hear me? I mean it!) Bramley and True Kelley)
“Laughing Boy” in Haiku: This Other World Going to Move (Judith Viorst, Ray Cruz, and Robin How People Learned to Fly (Fran Hodgkins and
(Richard Wright) (E) Preiss Glasser) True Kelley) (E)
“Drinking Fountain” in Random House Book of If You Give a Mouse a Cookie (Laura Joffe Numroff Feelings (Aliki) (EA)
Poetry for Children (Marchette Chute) (E) and Felicia Bond) Twisters and Other Terrible Storms: A Nonfiction
The Bat Boy and His Violin (Gavin Curtis and E.B. Companion to Twister on Tuesday (Will and
Poetry (Read Aloud) Lewis) Mary Pope Osborne, and Sal Murdocca) (EA)
When Sophie Gets Angry—Really, Really
“Who Has Seen The Wind” in Rossetti: Poems Angry… (Molly Bang) (EA)
(Everyman’s Library Pocket Poets) (Christina My Name is Yoon (Helen Recorvits and Gabi Website References
Rossetti) (E) Swiatkowska)
“The Wind” in A Child’s Garden of Verses (Robert Goin’ Someplace Special (Patricia C. McKissack Instructional Routines:
Louis Stevenson) and Jerry Pinkney) http://csi.boisestate.edu/readingfirst/resources/coach
es.shtml



Art, Music, and Media

Music

Pyotr Ilyich Tchaikovsky, Violin Concerto in D
major, Op. 35 (1878)
Wolfgang Amadeus Mozart, Violin Concerto No.
4 in D Major (1775)
Johann Sebastian Bach, Concerto for 2 Violins,
Strings, and Continuo in D Minor (Double Violin
Concerto) (1730-31)
Ludvig van Beethoven, Violin Concerto in D
Major, Op. 61 (1806)

Film

The Wizard of Oz, Victor Fleming dir. (1939)



*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 4. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Morph House

*Concept Chart

*Sentence Patterning Chart

*Prepositions for Location

*Syntax Surgery

*Verb Tense Study

*Function Junction

*This or That


First Grade Unit Four 2011 2012

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First Grade Unit Four 2011 2012