Georgia Performance Standards Framework for English/Language Arts First Grade

Transcription

1 The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are available by using the Search Standards feature located on GeorgiaStandards.Org. Title: Informational/ Nonfiction Unit Subject: ELA Topics: Grade: First Grade Designers: Chris Rogers Deborah Johnston Introduction Unit Framework Title Informational/Nonfiction Unit Unit Framework Annotation This first grade unit will immerse students in nonfiction/informational texts. Students will read and write non-fiction/informational texts. They will explore the elements and features of nonfiction/informational texts through read-aloud, guided reading, and independent reading. Through this exploration, students will construct a definition of nonfiction. Students will be assessed to determine their reading levels. They will read texts at their independent level to practice skills and strategies, as well as develop fluency. Students will be placed in appropriate guided reading groups at their instructional level and/or based on instructional need(s). Within the guided reading groups, students will preview and review strategies appropriate for nonfiction reading. Students will identify text features, as well as determine the organizing structures associated with the genre. Students will see how authors develop these elements within their texts. Students will be prompted to experiment with these techniques in their own writing. Books to be read aloud by the teacher will be carefully chosen. These books may reflect the science and social studies standards. In this unit the Science standard, S1L1: Students will investigate the characteristics and basic needs of plants and animals, is used as an example. Read aloud books may be at a level higher than the students' instructional level. This is to expose children to a more complex vocabulary. The word wall is another resource that will develop oral and written vocabulary. Throughout the unit, students will utilize individual word walls containing the specialized vocabulary for their topic. Students will self-select topics they know and care about to compose their pieces. They will begin to apply first grade conventions such as capitalization, punctuation, etc. Teachers and students will use rubrics in this unit. Rubrics are tools that are used to teach and to assess. Students will be involved in defining what constitutes quality work. Through the development of the rubric, students will be able to articulate the levels of quality. They will be able to describe meeting the standard as applying the elements of a the standard consistently and effectively within the piece, exceeding the standard as consistently and effectively lifting the level of language and deepening the August 2007 Page 1 of 29

2 use of strategies, and approaching the standard as applying the elements of the standards inconsistently and/or ineffectively. Terminology used within the rubric should incorporate the language of the standard. The terminology must be explicitly taught and integrated in daily instruction. It would be helpful if the teacher was familiar with the Third Grade Writing Assessment Rubric. This rubric could possibly be used by the teacher to construct appropriate rubrics with his/her students in Grades 1 and 2. Another focus of this unit will be speaking and listening skills. Students will learn how to give and receive positive and constructive feedback. Students will learn how to politely speak in pairs, small groups and large groups. Students will begin to learn public speaking skills by presenting their informational pieces at the authors' celebration. This Unit Framework is differentiated for: Special Populations Differentiated Learning While it is impossible to forecast what types of students, personalities, and disabilities you may experience in your classroom, there are some general guidelines to keep in mind to make things easier on you and provide more successful learning opportunities for all of your students. The first thing to keep in mind is to expect mastery. Yes, mastery. Every student in your class can and will master some skills. Some will come with many skills already and will learn many more over the course of the year. Others will come with deficits and/or disabilities that cause them to have difficulty; however, each and every one can master skills based on assessment, planning, and assessment in a repeating cycle. By limiting the number of skills (as needed) and focusing on the most foundational ones, most students can leave your class competent in basic areas of reading and writing and will have a good basis from which to add new skills. The second thing to keep in mind is that you have many resources surrounding you: special education teachers, parapros, and facilitators, speech/language pathologists, ELL teachers, occupational and physical therapists, school psychologists, and veteran teachers, as well as literally thousands of books, journals, and other written media. Ask for help. The purpose of the recommendations/accommodations made within this unit is to spark ideas and begin to build a bag of tricks from which to draw as new challenges face you in the way of how to reach students with specific issues. This brings you to the third thing to keep in mind: Differentiated Learning Sections read them. Many of the lessons you will find are conducive to supporting students at all levels; however, many suggestions have been made that might help you reach a child who is experiencing difficulty. The last thing to keep in mind is that education is inundated with acronyms, especially in the area of special education: SLD, IEP, FAPE, LEA, LRE, MIID, MOID, EBD, AUT, ASD, SLP, OHI, HI, VI, and on and on. Then, add acronyms that are related to SST, EIP and ELL. Find out what the acronyms mean; have someone make a list for you with a brief explanation. Subject English Language Arts August 2007 Page 2 of 29

3 Topic Reading/Writing/Listening, Speaking, Viewing Grade(s) First Grade Approximate Duration for the Unit Framework Nine Weeks (Even though this is a nine week unit in duration, instruction in the writing process and the use of conventions will continue throughout the year) Author Chris Rogers Address mstout@doe.k12.ga.us Alternate Address (optional) Additional Authors (optional) Deborah Johnston Focus Standards Standards ELA1LSV1 The student uses oral and visual strategies to communicate. The student b. Recalls information presented orally. c. Responds appropriately to orally presented questions. d. Increases vocabulary to reflect a growing range of interests and knowledge. f. Uses complete sentences when speaking. Focus Standards ELA1R1 The Student demonstrated knowledge of concepts of print. The student a. Understands that there are correct spellings for words. b. Identifies the beginning and end of a paragraph. c. Demonstrates an understanding that punctuation and capitalization are used in all written sentences. Focus Standards ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student a. Reads and listens to a variety of texts for information and pleasure. g. Identifies the main idea and supporting details of informational text read or heard. h. Self-monitors comprehension and rereads when necessary. k. Begins to use dictionary and glossary skills to determine word meanings. m. Recognizes and uses graphic features and graphic organizers to understand text. August 2007 Page 3 of 29

4 Focus Standards ELA1W1 The student begins to demonstrate competency in the writing process. The student a. Writes texts of a length appropriate to address a topic and tell a story. c. Rereads writing to self and others, revises to add details, and edits to make corrections. d. Prints with appropriate spacing between words and sentences. k. Begins to use a variety of resources (picture dictionaries, the Internet, books) and strategies to gather information to write about a topic. l. Uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months). Focus Standards ELA1LSV1 The student uses oral and visual strategies to communicate. The student b. Recalls information presented orally. c. Responds appropriately to orally presented questions. d. Increases vocabulary to reflect a growing range of interests and knowledge. f. Uses complete sentences when speaking. Understanding and Goals Unit Understandings, Themes, and Concepts (provide concepts students should retain as a result of this unit) 1. Writers compose informational texts on topics in which they have background knowledge and interest. 2. Nonfiction texts have unique features that assist the readers in making meaning. 3. Writers use background knowledge to report to others, but also use other resources to gather information. 4. Readers adjust the speed of their reading to the content they are reading. 5. Reading nonfiction texts requires using reading strategies different from those used to read fiction. 6. Informational texts have different organizing structures to meet the needs of the content. 7. Students can gain a deeper understanding of a topic by reading books and or magazines, interviewing others, taking field trips, observing, etc. 8. Speakers communicate in complete sentences. 9. Good listeners make comments and/or ask questions. 10. Good readers and writers read and write every day. August 2007 Page 4 of 29

5 Primary Learning Goals Reading Essential Questions 1.What is the difference between fiction and nonfiction? 2. What clues do authors use to convey meaning in nonfiction texts? 3. What strategies do readers use to comprehend informational texts? Writing Essential Questions 1. How do authors choose their topics? 2. How do authors find information about a topic? 3. What characteristics define nonfiction texts? 4. How do you become an expert on a subject? 5. How do organizing structures differ in nonfiction and fiction? Listening/Speaking/Viewing Essential Questions 1.What makes a good listener? 2.How do speakers communicate thoughts and ideas to listeners? August 2007 Page 5 of 29

6 Method/types Informal Observations Description Informal Checks Studentteacher conferences about writing and reading Observe student participation in class discussion and group interactions in Reading and Writing. Focus on how students are following the rules of engagement. Balanced Assessments Selected Responses Dialogue and Discussion Constructed Responses After learning the essential elements of informational writing and exploring authors techniques to develop these elements, the students will self-select a topic to write. Students will draft, revise, and edit their informational pieces. Students will apply first grade conventions to their piece of writing through the editing process. Students will self-evaluate their pieces based on the conventions checklist. The students will be given opportunities for peer and/or teacher feedback. Before publishing their informational piece/report, students will self evaluate using the rubric created throughout this unit. Students will then publish their piece using a variety of materials. They will be taught explicitly how to present their piece in front of a group. To conclude the unit, the pieces will be shared at an author s celebration. Self- Assessments Graphic Organizers Informational August 2007 Page 6 of 29

7 Unit Performance Task(s) Unit Performance Task Title Informational Piece of Writing Description/Directions After learning the essential elements of informational writing and exploring authors techniques to develop these elements, the students will self-select a topic to write. Students will draft, revise, and edit their informational pieces. Students will apply first grade conventions to their piece of writing through the editing process. Students will self-evaluate their pieces based on the conventions checklist. The students will be given opportunities for peer and/or teacher feedback. Before publishing their informational piece/report, students will self evaluate using the rubric created throughout this unit. Students will then publish their piece using a variety of materials. They will be taught explicitly how to present their piece in front of a group. To conclude the unit, the pieces will be shared at an author s celebration. Rubric for Performance Task Week Skill /Element Does not meet standard Meets standard Exceeds standard Week 3 Topic The reader begins the piece unsure of the topic Or The piece begins with one topic but the topic is unclear later in the piece Week 4 Information Too few facts to inform the reader Or Some of facts are extraneous Stays on topic Announces the topic to the reader in the first sentence or title Facts are specific to the topic Week 5 Organization A simple list of facts Facts are in an organized structure Such as question answer, topic and subtopic, headings, time sequence or headings. Week 7 & 8 Strategies appropriate for informational texts Elements are not in place Or The elements do not help the reader gain meaning from the piece Includes elements such as a table of contents, glossary, index, graphics and captions which assist the reader in gaining meaning from the piece. The author announces the topic in an interesting way and may contain a concluding statement that wraps up the piece Facts are specific to the topic And sufficiently supported with details Facts are in an organized structure Such as question answer, topic and subtopic, headings, time sequence or headings. Includes elements such as a table of contents, glossary, index, graphics and captions which assist the reader in gaining meaning from the piece August 2007 Page 7 of 29

8 Informational Convention Check List * Please complete this checklist with a peer before you have your editing conference. Name: Peer: Title: 1. I have spaces between my words. 2. I have checked the spelling of my words by using the word wall. Here are some words I need help spelling. 3. I have check that all my sentences begin with a capital letter. 4. I have used punctuation at the end of my sentences. 5. I have reread my piece to be sure the subjects and verbs agree. 6. My table of contents, glossary, and index are accurate. August 2007 Page 8 of 29

9 Student Work Sample with Teacher Commentary The following work samples and corresponding analysis, next steps, and commentary are meant to serve as reference tools only. They in no way imply that teachers must create this three part product for each piece of student work that they receive. While teachers are encouraged to analyze student work using the appropriate standards as a guide and plan instruction accordingly, a written product such as these examples is not always required. Teachers are strongly urged to share commentary with students regarding their work regularly throughout units or tasks. Feedback that occurs on a regular basis is most effective when delivered in dollops /small segments; this commentary can be delivered in a variety of formats including a verbal discussion. For more information regarding commentary, see the Georgia Performance Standards training module Day Seven ( Grade: 1 Level of Performance: Date of Task completion: November 4, 2005 Unit/Genre: Informational Text Title: Gorilla Description/Directions: After learning the essential elements of informational writing and exploring authors techniques to develop these elements, the students will self-select a topic to write. Students will draft, revise, and edit their informational pieces. Students will apply first grade conventions to their piece of writing through the editing process. Students will self-evaluate their pieces based on the conventions checklist. The students will be given opportunities for peer and/or teacher feedback. Before publishing their informational piece/report, students will self evaluate using the rubric created throughout this unit. Students will then publish their piece using a variety of materials. They will be taught explicitly how to present their piece in front of a group. To conclude the unit, the pieces will be shared at an author s celebration. Circumstances of the Task: Students worked independently with teacher feedback in writing conferences. August 2007 Page 9 of 29

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11 Analysis of the Work: (located under each standard(s) addressed) Standards:ELA1W1 The student begins to demonstrate competency in the writing process. The students: a. writes texts of a length appropriate to address a topic and tell a story b. describes an experience in writing d. prints with appropriate spacing between words and sentences g. begins to use personal pronouns (e.g., I, me, we, us) j. begins to use common rules of spelling l. uses appropriate end punctuation (period and question mark) and correct capitalization of initial words and common proper nouns (e.g., personal names, months) The piece is an appropriate length to tell the author s story. The organization of his story is chronological. The reader is able to follow the story from the beginning when he is preparing to shoot the bird to the end when he reflects on how he felt after shooting the bird. The writer uses the phrase, I remember when to engage the reader and to let the reader know he is writing about a personal memory. The writer provides a sense of closure when he tells the reader, I never never want to do it again. This reemphasizes the previous statement, I was SAD! The reader is clear on the author s feeling about this experience. The writer is beginning to use sensory details. He states, I shot a red bird. He is also attempting storybook language by using repetition when he says, I never, never want to do it again. He uses dialogue in the beginning of his story when he says, My granddad said, Good job. This gives us some insight about the character of Grandfather. We can infer that the grandfather enjoys hunting and is proud of the grandson. He appropriately used possessives in this narrative. For example, my granddad s SHOTGUN! He is attempting to use author s craft. He uses all capital letters to show importance in two examples, SHOTGUN! and SAD. This draws attention and emphasizes the words to the reader. He has appropriate spacing between words and sentences. He has applied the common rules of spelling. The words that are incorrectly spelled do not interfere with the content. The punctuation and capitalization of this piece is appropriate and effective to narrative writing. August 2007 Page 11 of 29

12 Next Step Instructional Plans Follow up on the author s craft techniques the writer is attempting. He has attempted to include some sensory details. Discuss how he might include a wider range of sensory details. Talk about the five senses that he might include in the piece. Encourage revision. He also attempted the craft of all capital letters for emphasis. He used with the word shotgun and sad. Look at a variety of books where the author has used this craft effectively. Chart out the reasons the authors used the capital letters. Encourage the student to use this craft in future pieces. Encourage the student to share details about his feelings with the reader. Review the appropriate use of quotation marks for dialogue. Review transition words. Talk about how transition words help a story flow. Encourage student to use transition words in this piece as well as in other narratives. Commentary provided to the student (verbal or written) Your narrative clearly describes the experience you had with your granddad. You begin by saying, I remember when... It engages me and makes me want to hear more about the experience. The sequence of events helps me to visualize what took place that day. I can see the bird falling out of the sky and landing on the ground. I can see you bending down to pick it up. The events are clear and easy to follow. Your use of all capital letter is a craft good authors use to show emphasis or importance. When you said, I was SAD! and capitalized each letter of the word sad, I knew that you felt extremely sad. You also used it when you told us you shot you granddad s SHOTGUN. This leads me to think you thought it was a really big deal to shoot a shotgun. Your closing is effective. You said, I never, never want to do it again. This gives the reader a good sense of closure. It also lets us know more about you and your feelings. Sequence of Instruction and Learning List and briefly describe the sequence of teaching strategies, teaching activities, and learning activities that will guide students to attainment of the intended standards. August 2007 Page 12 of 29

13 Sequence of Instruction and Learning Sequence of Activities, Tasks, and Assessments: Week 1 and 2 1. The students will be immersed in informational texts (e.g. recipes, procedural writings, reports, nonfiction texts, signs, magazines, etc.) through books read aloud, guided reading, and independent reading. The content may reflect the science and social studies standards. The purpose of immersing students in these texts is to provide students mentor texts and authors to mimic throughout this unit. Begin a class reading log and list all the non-fiction reading the class has participated in. Be sure to draw attention to the pieces of non-fiction that students may overlook, such as a picture order form, an announcement for a school function, or a recipe. Post Chart. 2. Students will continue to be assessed to determine reading levels as well as strengths and weaknesses specifically within the area of non-fiction. The assessment results will be used to determine appropriate texts for students, grouping for guided reading, as well as baseline data. This data will be used to drive the instruction within this unit. 3. During teacher read-alouds, students will make text to self connections. These connections will be used as a spring board to develop topics for writing (e.g. me, my family, taking care of pets, caring for plants/flowers etc). Students will use these topics in informational quick writes. These pieces of writing will be collected in a folder to be used throughout the unit. The teacher will model how to activate prior knowledge. The teacher will use a variety of strategies to activate and apply prior knowledge (e.g. graphic organizers, KWL charts, anticipation guides, etc.) 4. During the closing of the lesson, several students will share their work. Fellow students will offer feedback in the form of a comment or a question about the work. The teacher will model how to appropriately give and respond to the feedback. 5. The teacher will guide students through exploration of non-fiction. Noticings will be charted and posted for reference throughout the unit. Sample chart: What We Notice about Non-Fiction Texts True Have lots of facts about a topic Usually has photographs Is written by someone who knows a lot about the topic Can have different colored text. Usually has a table of contents, glossary, and index. August 2007 Page 13 of 29

14 6. Students will be given an orientation to the non-fiction section of the media center. Students may check out some non-fiction books. Note: In the media centers, the non-fiction books are usually above a first grade independent reading level. The books the students check out may be above or below their reading level. Students can still gain meaning through pictures with captions, graphs, maps, etc. This is a good time for you to use cross grade level tutors. 7. The teacher will provide parents with a newsletter informing them of the unit of study. See sample parent letter attached. 8. Students write daily. August 2007 Page 14 of 29

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16 Week 3 One Stop Shop For Educators 1. Teacher models for students how to generate a list of topics on which they are experts. The teacher may list topics like being a teacher, having a pet, caring for a plant, visiting a special place, etc. This is another place to address science or social studies standards. 2. Students will generate lists of topics with which they are experts. (e.g. new baby in the family, owning a pet, moving to a new town, etc.) They will record this list in their writer s notebook. 3. The teacher will model how to take a topic and write an informational text quick write. During the quick writes the teacher will explicitly model appropriate spacing between words and sentences and spelling, capitalization, and punctuation rules. For example: Caring For a Plant (S1L1) Identify the basic needs of a plant. Light, air, water, and nutrients) I have a plant at home. It is a peace lily. I have to give it water once a week. If I forget, my plant lets me know by dropping its leaves. Then I get some water, and in a few hours my plant perks back up. 4. Over the course of the week, students will choose several topics from their list to complete "informal" informational quick writes. 5. The teacher will conduct conferences on these quick writes to help students determine which ones to extend over several days. During the closing of the lessons, several students will share their stories and receive feedback from classmates. 6. Students will choose a topic to extend over several days. 7. The teacher will read one of her favorite nonfiction books aloud. Then she will ask, "How do you think the author became an expert on the topic?" Chart the students responses. How authors become experts on a topic Read a lot about the topic Interview someone Make observations Watch videos Go on field trips Check the internet Do research 8. The teacher may want to research how some famous nonfiction writers become experts on their topics. Many authors' web pages talk about how they gather their information. (There are some web sites listed in the technology section of this unit.) August 2007 Page 16 of 29

17 9. Students will make a jot list of how to help them become more of an expert on their chosen topic. 10. Using a big book, the teacher will begin to explicitly teach strategies used in reading nonfiction. Some of the strategies modeled may be: scanning, rereading, using prior knowledge, looking at charts and graphs, reading headings, slowing down on the tough parts, etc. If possible, choose a big book around the topic that the teacher has chosen to extend over several days. In this case, I use a big book about plants. 11. Begin to create the informational rubric with students. Add the element of topic to the rubric. As a class, define what approaching the standard, meeting the standard, and exceeding the standard looks like in a first grade piece referring to topic. Provide examples of work that are meeting standard for students to reference. Post chart throughout the unit. (See rubric attached to week 9). Again, it would be helpful for the teacher to be familiar with the Third Grade Writing Assessment Rubric. This rubric could possibly be used by the teacher to construct an appropriate rubric for his/her students in Grades 1 and 2. Week 4 and 5 1. Conduct mid-unit reading assessments to determine appropriate levels and grouping. 2. Now that students have chosen their topics and gathered resources, they will create individual word walls including the specialized vocabulary for their topic. The teacher will model using her topic. Plants stem leaf water light root nutrients August 2007 Page 17 of 29

18 3. Teachers will remind students of strategies and resources for spelling unfamiliar words: Stretching out words Word wall Anchor charts Alphabet chart Other books Use common spelling rules Circle the word and continue writing 4. Through the use of a nonfiction big book, the teacher will explicitly teach how to record new learning on sticky notes. As the teacher reads the nonfiction book, she will model her thinking. For example: Suppose the teacher is reading a big book about plants. As she is reading she comes across a fact that is new to her. She stops and thinks out loud!, Hmm I didn t realize some plants need sunlight and some need shade! She writes the fact on a sticky note in her own words and labels it with an L to signify new learning. She should continue this through a few pages. Create a chart with the facts and post for future use. The teacher may need to create more sticky notes. For example: L - Some plants need sunlight and some plants need shade. 5. In pairs, students will read a common text. They will record their learning using sticky notes. During the closing of the lesson, students will share some of the facts they identified. 6. Students will begin to read their resources for the informational report and record new learning on sticky notes as modeled. These sticky notes will be used later in the unit. 7. The teacher may want to work on this skill during guided reading to ensure all students have this concept. 8. Continue creating the informational rubric with students. Add the element of information to the rubric. As a class, define what approaching the standard, meeting the standard, and exceeding the standard looks like in a first grade piece referring to information. Provide examples of work that are meeting standard for students to reference. Return the chart to the wall. August 2007 Page 18 of 29

19 Week 6 Sample Informational Text/Report Rubric *Created by the students throughout the unit Skill /Element Does not meet standard Meets standard Exceeds standard Week 3 Topic The reader begins the piece unsure of the topic Or The piece begins with one topic but the topic is unclear later in the piece Stays on topic Announces the topic to the reader in the first sentence or title The author announces the topic in an interesting way and may contain a concluding statement that wraps up the piece Week 4 Information Too few facts to inform the reader Or Some of facts are extraneous Facts are specific to the topic Facts are specific to the topic And sufficiently supported with details 1. Students will explore how authors organize their texts. The teacher will provide students with a variety of books with different organizing structures, such as question and answer, topic and subtopic, categories, or time sequence. The teacher will create a chart and post. 2. Students will then try out several different kinds of text structures to determine which one best fits their topic. During the closing of the lesson several students will share their writing and receive feedback from their peers. 3. The teacher will conference with students on the text structure that works best for their informational piece. 4. The teacher will explicitly teach how to determine main idea and supporting details in nonfiction texts. See learning task for further directions. 5. During guided reading and independent reading, students will identify main idea and supporting details. 6. Continue creating the informational rubric with students. Add the element of organizing structure to the rubric. As a class, define what approaching the standard, meeting the standard, and exceeding the standard looks like in a first grade piece referring to organizing structure. Provide examples of meeting the standard for students to reference. Return the chart to the wall. August 2007 Page 19 of 29

20 Sample Informational Text/Report Rubric Week 7 Skill /Element Does not meet standard Meets standard Exceeds standard Week 3 Topic The reader begins the piece unsure of the topic Or The piece begins with one topic but the topic is unclear later in the piece Stays on topic Announces the topic to the reader in the first sentence or title The author announces the topic in an interesting way and may contain a concluding statement that wraps up the piece Week 4 Information Too few facts to inform the reader Or Some of facts are extraneous Facts are specific to the topic Facts are specific to the topic And sufficiently supported with details Week 6 Organization A simple list of facts Facts are in an organized structure Such as question answer, topic and subtopic, headings, time sequence or headings. Facts are in an organized structure Such as question answer, topic and subtopic, headings, time sequence or headings. 1. The teacher will explicitly instruct students on the features of nonfiction. Students will keep a notebook to record the features. Refer back to the chart made on week #1. Begin teaching about the table of contents. 2. Discuss the table of contents in the big book you have been using throughout this unit. Talk about the structure of the table of contents and how readers use the table of contents to locate specific information and gain meaning from the text. 3. In pairs, students will explore the table of contents in a variety of texts. They will discuss the structure of each table of contents. 4. In their notebook students will title a page "table of contents." They will define the table of contents and provide an example of one. For example: Table of Contents The table of contents is located before the content pages, and it informs the reader of the sections within the text. August 2007 Page 20 of 29

21 Example: Plants Parts of the Plant P. 2-3 Caring for Plants P. 4-5 Types of Plants P. 6-7 Glossary P. 8 Index P The teacher will model creating a table of contents for her topic and then sorting the facts (the sticky notes labeled L) to the sections listed on the table of contents. She will label sheets of paper with the names of each of her sections. She will then sort the facts into the different headings. 6. Students will then apply their knowledge of table of contents and write a possible table of contents for their informational piece. Confer with the teacher and then begin to sort their facts. This process will take several days and will require lots of monitoring. Some students may need to work closely with the teacher. Week 8 1. The teacher will model drafting the report. Using the facts that she has sorted, she will begin to construct the draft. During the modeling she will instruct how to read the facts and write them using her own words (simple paraphrasing), Example: sticky note: L Some plants need sunlight and some plants need shade. Then the teacher will show another way to write it: Not all plants need sunlight. Some like shade. Note: This is an introductory skill, and many first grades will NOT perform this skill the first time. 2. Students will begin drafting their informational text. 3. The teacher will continue to explicitly instruct students on the features of nonfiction. 4. Introduce the concept of glossary. Refer to the glossary in the big book you have been using. Discuss how readers use the glossary to determine meaning of specialized vocabulary. 5. In pairs, students will explore glossaries in their independent readers. They will discuss the structure of each glossary. 6. In their notebook the students will title a page glossary. They will define glossary and provide an example of one. August 2007 Page 21 of 29

22 For example: Glossary A glossary is located after the content pages. It is organized in alphabetical order and gives a definition of the term related to the topic. It may contain a picture to help define it further. Example: root - Roots take food and water from the soil, store energy, and provide support for the plant. Most roots grow underground. 7. The teacher will model reading her draft and determining which words should be placed in the glossary. She will then define each word. Once the glossary has been completed, the teacher will go through her writing and trace over the words with a colored pencil or marker to create bold print. The students complete this task for their informational text. 8. The teacher will then go through the same process with the index. They will explore indexes in other texts and add the page in their notebook. For example: Index An index is located after the content pages. It is organized in alphabetical order and gives the page or pages where the word is located. They will then watch the teacher model creating the index and apply their learning to their own piece of writing. Note: In most cases, the words in the glossary will be the same as the words in the index. 9. Continue creating the informational rubric with students. Add the element of strategies of nonfiction texts to the rubric. As a class, define what approaching the standard, meeting the standard, and exceeding the standard looks like in a first grade piece referring to strategies of non-fiction texts. Provide examples of meeting the standard for students to reference. Return the chart to the wall. August 2007 Page 22 of 29

23 Sample Informational Text/Report Rubric Week Skill /Element Does not meet standard Meets standard Exceeds standard Week 3 Topic The reader begins the piece unsure of the topic Or The piece begins with one topic but the topic is unclear later in the piece Stays on topic Announces the topic to the reader in the first sentence or title The author announces the topic in an interesting way and may contain a concluding statement that wraps up the piece Week 4 Information Too few facts to inform the reader Or Some of facts are extraneous Facts are specific to the topic Facts are specific to the topic And sufficiently supported with details Week 5 Organization A simple list of facts Facts are in an organized structure Such as question answer, topic and subtopic, headings, time sequence or headings. Facts are in an organized structure Such as question answer, topic and subtopic, headings, time sequence or headings. Week 7 & 8 Strategies appropriate for informational texts Elements are not in place Or The elements do not help the reader gain meaning from the piece Includes elements such as a table of contents, glossary, index, graphics and captions which assist the reader in gaining meaning from the piece. Includes elements such as a table of contents, glossary, index, graphics and captions which assist the reader in gaining meaning from the piece Week 9 1. Conduct end of unit reading assessments to determine appropriate levels and grouping. 2. Students will use the student created rubric to evaluate their original piece of writing. 3. The teacher will provide guidance and materials for publishing the original pieces of work. Students will include: *Cover with the title, author, illustrator and date of completion. *Table of contents, glossary, index *Graphic, captions *About the author (optional) August 2007 Page 23 of 29

24 4. Teacher will explicitly teach how to read in front of a group of people. Create a chart. Such tips might include: Read in a clear and strong voice. Read at an appropriate speed that the reader can understand each word as well as keep the reader interested. Pause after reading the title. Look at the audience after the reading is complete. Smile! Sit up straight and keep body still. 5. Students will prepare for author celebration by reading their pieces to a small group of peers. Peers will provide feedback in the way of praise or constructive criticism. 6. Author celebration. Sample Informational Text/Report Rubric See Week 7 and 8 Web Resources (optional) Throughout the informational unit, students may want to learn more about some published authors. Many authors have their own web sites. Most web sites include a biography of the author, a list of books the author has written, and some have the author reading his or her texts. Here are just a few of the sites. Seymour Simon Gail Gibbons David Adler Kathryn Lasky Additional Elements Sample List of Appropriate Resources (optional) Materials 1. Chart paper 2. Chart markers 3. Chart stand 4. Many great children's books 5. Writing paper (Have a variety available. See notes and reflections.) 6. Computers with programs that allow students to publish their work August 2007 Page 24 of 29

25 Non-Fiction Series DK EyeWitness DK EyeWonder Scholastic Question and Answer Rookie Read About Science I Wonder Why Welcome Books: How Things are Made First Discoveries 1&storeId=10001&catalogId=10004 Magazines and Websites Zoobooks Scholastic News Grade 1 Time for Kids Sports Illustrated for Kids Non-Fiction Books Sorted by organizational type *** These books are only a sample of different organizational styles in non-fiction. August 2007 Page 25 of 29

26 Time 1. A Whale the Life of the Humpback Whale by Darlene R. Stille 2. Tomatoes to Ketchup by Inez Snyder 3. Milk to Ice Cream by Inez Snyder 4. Butterfly Life Cycle by Jeff Bauer 5. Ladybug Life Cycle by Justin McCory 6. Frog Life Cycle by Justin McCory 7. Bat Loves the Night by Nicola Davies 8. Penguin Chick by Betty Tatham 9. The Story of the Statue of Liberty by Betsy and Guilio Maestro Topic and Subtopic 1. Really Big Cats by Allan Fowler 2. Busy, Buzzy Bees by Allan Fowler 3. The Biggest Animal Ever by Allan Fowler 4. The Life and Times of the Peanut by Charles Micucci 5. Chamelons are Cool Martin Jenkins Categories 1. The Yucky Reptiles Alphabet Book by Jerry Pallotta 2. Hottest Coldest Highest Deepest by Steve Jenkins Question and Answer 1. How Do Flies Walk Upside Down by Melvin and Gilda Berger 2. Why do Dogs Bark by Joan Holub 3. If You Lived at the Time of the American Revolution by Kay Moore ( There is a whole series of If You) What 21st Century Technology was used in this Unit Development Template? Desktop Publishing Software Image File(s) Web Site(s) Notes and Reflections There are specific suggestions for scaffolding and accommodating at-risk students, students with exceptional needs, and students who speak other native languages under each of the instructional tasks as well as learning profiles and other resources. Be sure to check out the Differentiated Instruction for help in addressing the needs of individual students. There is always more than one way to meet a need. The techniques and strategies provided are just a sampling. Here are a few things to consider when setting up and organizing the learning environment. 1. Picture Dictionaries: From the most simple to the elaborate, picture dictionaries support a wide range of students from language impoverished homes, to students with exceptional needs, to students learning to speak English. August 2007 Page 26 of 29

27 2. Highlighting and color-coding are two strategies to use when trying to focus on one aspect of an element or standard and are especially helpful for visual learners, students with attending difficulties, and students struggling with specific skills. 3. Limit the scope of expectations for each piece of writing as dictated by the student's disability or areas of weakness. For example, during character development under the writing standard, focus on the student's ability to understand and provide consist samples of character development and perhaps dialogue. However, the student may have difficulty with the punctuation of dialogue and complex sentences. It is often hard for the teacher to focus on just one or two skills at a time with an individual student, but in the long run, the student reaches proficiency, builds confidence, and is better able to add new skills. Focusing on several skills at the same time will overwhelm some students, and they tend to either act out or shut down. Either way, we are at risk of losing them. 4. Expect mastery from all students and work toward that end, acknowledging that not all students are at the same level or progress at the same rates. Also, use the language of the standards as students are going to learn whatever vocabulary used to express the concepts to be learned. By teaching the language of the standards from the beginning, students will progress through the years with consistent terminology and understandings.' 5. Plan for what is acceptable to do when a student is finished with his/her work. There will always be students who work fast for whatever reason and need to have productive tasks to do when their work is complete. 6. Allow for choices to be made by students, especially students who are dealing with emotional or behavioral issues. Many times, giving an overwhelmed or emotionally charged student a choice about which task to tackle next, gives him/her power over his/her circumstances. Many students feel powerless about events or situations that are going on in their lives, so by giving them a choice between two tasks allows them to maintain a semblance of control and will often times help them move into a productive role rather than a negative role. 7. Safe Zone: Every class of students is a complex myriad of personalities, issues, strengths and weaknesses. Any student can have an off day, and many students have hair triggers and may have difficulty with self-control. By providing a safe zone within the classroom, you can support students in learning self-recognition of impending negative feelings/behavior and in learning to help themselves by moving to a safe zone to cool off, to have quiet, and/or to be able to focus on a task. A safe zone is just a designated place in the room (i.e. study carrel, beanbag, carper square, empty desk, or rocking chair) where a student can move to when he/she recognize that he/she is becoming overwhelmed, angry, frustrated, or unable to focus. Keep the spot away from as many distracters as possible such as pencil sharpeners, doors, windows, heavy traffic areas, toy center, etc. It would be great (if possible) to have softer light and something of comfort (stuffed bear or a small fluffy pillow) for the student to clutch. Most students who have been patiently taught how to use the safe zone will return to the class or group activity within a short time. Again, they are able to exercise some control over their lives. Note: In a kindergarten setting, a support person can also act as a safe zone if appropriate. A student may be August 2007 Page 27 of 29

28 allowed to move next to the paraprofessionals, adult volunteer, or other adult. At 3rd grade, you may be able to work out a silent signal between you and a student so he/she can quietly go to the drinking fountain or other such designated place for a brief break. Room Arrangement: Room Arrangement: The teacher will need to make decisions on how to arrange his/her room before he/she begins this class. The following are only suggestions: 1. Build a community. The teacher may want to create a community area where the students come to sit in the floor in front of the teacher. The teacher can have a special chair in which both the teacher and the author (during author's chair) can sit. Along with the special chair, the teacher will need to have the means to create a chart with the students. This area could also be placed close to instructional charts that are placed on the wall so that the students and teacher can refer to past lessons or the standard during the teaching time. 2. Cooperative learning groups: The teacher may choose to create pods of students to work together during the writing time. If the students are placed in a strategic manner and the students are taught what to say to each other, this type of arrangement can be very beneficial for students. 3. Material Collection: The teacher will need to have an organized procedure for the paper and pencils as well as where he/she chooses to keep the writing folders. 4. Chart Collection: The teacher will need to decide where he/she will hang charts or collect charts for the students to refer to during writing time. The teacher may select a certain wall or corner of the room to hang the charts or he/she may want to collect the charts on hangers and have them hanging in a special place in the room. However the teacher chooses to do this, the students will need to be taught this procedure and the charts need to be placed where the students can access them. 5. Conference Area: The teacher will need to have a designated place to keep his/her conference materials. The teacher may also want to have a designated table or area that the students come to for the actual conference. The more organized this area is, the easier it will be for the teacher to conduct the conferences. If the teacher has to spend time cleaning off an area or looking for materials, then he/she will not have enough time to get an effective amount of conferences completed. The issue of paper: The type of writing paper that you give the students to write is an important decision. The students may need paper at the beginning of this unit that allows them to draw a picture before they write words. Drawing a picture of the story may assist the students with writing down the details of the story. As the students become more efficient with their writing, move on to paper that has thinner spaces between the lines. This will train the students to write smaller. (Students with exceptional needs will need to use paper that fits their needs!) August 2007 Page 28 of 29

29 Any Rubric attached to this unit is an example. The teacher will need to build rubrics to best match his/her instruction and the appropriate needs of the children. The rubric attached to this unit is an example that can be used as a tool for teachers to see how they can create rubrics around the standards and how to collect data based on the standards. (Please add, change, or delete parts of the rubrics to best meet your needs). As always, it is important for the teacher to keep the language of the Georgia Performance Standards for Grade 1 in mind as you create rubrics with and for your students. Lastly, be familiar with the Third Grade Writing Assessment Rubric. It is important for every primary teacher to be aware of what students will eventually be expected to do on this important writing assessment. Author's Chair: Allowing the students to share their writing with their peers each day is an important part of writing. During this designated time the students gain many benefits. The students may read parts of their story or the entire story. This often helps to improve the self esteem of young writers. With self esteem and confidence in mind, remember that a student should not share if they do not feel comfortable. Allow the students to volunteer. After a few times, the students will be begging to share! Another benefit is that the students gain more knowledge and understanding of the writing standard and the elements that are taught along with the standard. The teacher will need to talk to the students about appropriate responses and even create a chart for the students to refer to during share time. The students will need to give positive feedback to the student that is sharing during share time. Their feedback needs to be specific. The benefit of teaching the students how to give feedback is that this activity teaches the students to think and to give complete answers that not only refer to the author's writing but to the standard too. A benefit for the teacher is that often the questions or comments that are made about the student's writing may give the teacher helpful ideas for future writing lessons. Irene Fountas and Gay Pinnell define Guided Reading in their book Guiding Readers and Writers Grades 3-6. They state that guided reading is an instructional setting that enables the teacher to work with a small group of students to help them learn effective strategies for processing text with understanding. The purpose of guided reading is to meet the varying instructional needs of all the students in your class, enabling them to greatly expand their reading powers. Guided reading is a teaching approach that is designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency. Guided reading occurs in a small group setting because the small group allows for interactions among readers that benefit them all. The teacher selects and introduces texts to readers, sometimes supports them while reading the text, engages the readers in discussion, and performs a mini-lesson after the reading. Sometimes after reading a text, the teacher extends the meaning of the text through writing, text analysis, or another learning activity. The lesson may also include work with words based on the specific needs of the small group. August 2007 Page 29 of 29