First Grade ELA Second Nine Weeks Updated Summer /6 Final

Transcription

1 First Grade ELA Second Nine Weeks Nonfiction Reading and Writing Unit Overview Reading Learners will recognize and analyze the structure of non fiction texts to help them better understand the text. Writing Learners will write expository and procedural texts. Topics Genres Nonfiction and Fiction, Nonfiction text features, Main Idea, Retelling How to and Letter Writings, Writing Process, Writing Conventions, Handwriting Concept Strategy Generalizations/Enduring Understandings Guiding/ Essential Questions Students will understand that... there is a plan of action when learning a strategy. learning strategies will help you towards achieving a goal. using strategies is an ongoing practice. strategies are tools for students to use. How do the different features in a nonfiction text help us comprehend the text? What is the purpose of reading a nonfiction text? How do readers monitor, re read to self correct, adjust rate/fluency and question? How do students make connections text to self, text to text? How do students generate expository writing topics? What is the difference between a personal narrative and an expository writing? How do writers organize their writing? How do writers use word wall/high frequency knowledge words in writing? How do readers apply capitalization and punctuation to writing? First Grade ELA Second Nine Weeks Updated Summer /6

2 Learning Targets Applies phonetic letter sound relationships to decode written language long a (a e), long e (e), long i (i e), long o (o e), long u (u e) consonant blends r blends, l blends, s blends, and final blends consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, dge, and ph use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream) Reads aloud grade level text with fluency making progress towards reading 60 wpm on a level I. The student reads with limited accuracy, expression, appropriate phrasing and punctuation Understands and uses new vocabulary when reading and writing Identify words that name actions (verbs) and words that name persons, places or things (nouns) Determine the meaning of compound words using knowledge of the meaning of their individual component words Identify and sort words into conceptual categories (e.g. opposites, living things) Alphabetize a series of words to the first or second letter and use a dictionary Expresses ideas and feelings about real or imagined people, events, and ideas choose an idea or topic independently include details and descriptions write independently for an extended period of time Writes in different forms for different purposes write brief expository and procedural compositions about topics of interest to the student Write short letters that put ideas in a logical sequence and include appropriate conventions (date, salutation, closing) Uses the elements of the writing process to compose text revise drafts by adding or deleting a word, phrase, or sentence edit drafts for grammar, punctuation, and spelling using a teacher developed rubric publish and share writing with others First Grade ELA Second Nine Weeks Updated Summer /6

3 Applies various comprehension strategies to comprehend grade level text Making connections to self, texts, and the world discuss textual evidence Nonfiction Restate the main idea heard or read Identify important details in text heard or read Retell the order of events referring to texts/illustrations Use text features to locate specific information in text. Applies capitalization and punctuation Capitalizing proper nouns First letters in sentences Pronoun I Mostly lowercase letters in sentences Use punctuation marks in appropriate places at the end of declarative, exclamatory, and interrogative sentences Moves from temporary spelling to conventional spelling of frequently used words in context of writing Introduce 3 5 high frequency words from the First Grade Fountas and Pinnell 100 High Frequency Word List Students will accurately spell one syllable words with consonant blends Students will accurately spell CVCe words Use resources to find correct spellings Click here for HPISD Literacy Document Forms upper and lower case letters with appropriate size and spacing appropriate letter size spacing between words and sentences left to right direction adheres to a baseline First Grade ELA Second Nine Weeks Updated Summer /6

4 Understands and uses the conventions of academic language when speaking and writing Identify words that name action (verbs) Adjectives Time order transition words Listening and Speaking No new listening and speaking learning targets introduced this nine weeks. Formative Assessments (FOR learning) Summative Assessments (OF learning) observations/anecdotal notes from conferences, informal running records, reader responses Click here for specific FPA Assessments Click here for HPISD Elementary ELA assessments Teacher Discretion observations/anecdotal notes from conferences, journal writing, story writing samples published nonfiction work First Grade ELA Second Nine Weeks Updated Summer /6

5 TEKS Introduced this Nine Weeks Reading/Comprehension Skills Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self directed, critical readers. Click here for 1st Grade ELA TEKS Matrix (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: (A) decode words in context and in isolation by applying common letter sound correspondences, including: (iii) consonant blends (e.g., bl, st); (B) combine sounds from letters and common spelling patterns (e.g., consonant blends, long and short vowel patterns) to create recognizable words; (C) use common syllabication patterns to decode words, including: (iv) vowel consonant silent e words (VCe) (e.g., kite, hide); (F) use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream); (6) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (A) identify words that name actions (verbs) and words that name persons, places, or things (nouns); (B) determine the meaning of compound words using knowledge of the meaning of their individual component words (e.g., lunchtime); (C) determine what words mean from how they are used in a sentence, either heard or read; (D) identify and sort words into conceptual categories (e.g., opposites, living things) ; and (E) alphabetize a series of words to the first or second letter and use a dictionary to find words (19) Writing/Expository and Procedural Texts. Students write expository and procedural or work related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) write brief compositions about topics of interest to the student; (B) write short letters that put ideas in a chronological or logical sequence and use appropriate conventions (e.g., date, salutation, closing); and (C) write brief comments on literary or informational texts. (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A)understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (iii) adjectives (e.g., descriptive: green, tall); (vii) time order transition words; (22) Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: (B)use letter sound patterns to spell: (ii) consonant vowel consonant silent e (CVCe) words (e.g., hope ); and (iii) one syllable words with consonant blends (e.g., drop ); First Grade ELA Second Nine Weeks Updated Summer /6

6 (14) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about the expository text and provide evidence from text to support their understanding. Students are expected to: (A) restate the main idea, heard or read; (B) identify important facts or details in text, heard or read; (C) retell the order of events in a text by referring to the words and/or illustrations; and (D) use text features (e.g., title, table of contents, illustrations) to locate specific information in text. Listening and Speaking No new Listening and Speaking TEKS introduced this nine weeks. Resources The Continuum of Literacy Learning: A Guide to Teaching Lucy Calkins: Units of Study in Reading Lucy Calkins: Units of Study in Writing Abydos Resources Words Their Way Journeys First Grade ELA Second Nine Weeks Updated Summer /6