Essential Questions Vocabulary Content & Skills Assessments Readers: How do readers use illustrations and details in informational texts? RI.1.

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1 Essential Questions Vocabulary Content & Skills Assessments Readers: How do readers use illustrations and details in informational texts? RI.1.7 Writers: How do writers use what they read to share information about a topic? W.1.5 Big Idea Experiences Citizenship Enduring Understandings Readers understand that illustrations and details in the text help identify main RI.1.7 Writers understand that facts help explain a topic. W.1.2 Learners will explore content to understand that as global citizens, we are connected to people beyond our own communities and we have a shared responsibility to protect and respect our world. Benchmark Vocabulary world classroom chores sports applauded languages parka shared uniform excited primary enjoy attend hut arrived candles assembly allow elders alarm countries weather city ballet By the Way Words These are addressed during Close Reading and can be defined as words that don t require lengthy Lesson 1 Read Trade Book entire book our own communities and we have a shared responsibility to protect and respect our world. WRITING FOCUS Writers draw a picture and write or dictate a fact about their picture. Lesson 2 pp. 3 5 Going to School, pp. 8 9 the main topic. Lesson 3 Read Trade Book pp READING FOCUS Writers understand that facts help explain a topic. key details. Formative Writing Activities Lesson 4 Have children return to either It s Back to School We Go! or Going to School and choose a photograph to describe. Have children flag the photo they want to write about. write a sentence that tells a fact about the photo. work with a partner to orally state an opinion about the photo. Remind children that opinions often start with the words I think or I believe. Lesson 8 Tell children to take out their concept webs from Lesson 7. They will use their webs to write a sentence about one of the children. Have children work with a partner. Each partner will write a complete sentence about one child using a detail from the web. use the sentences you modeled to help them write a complete sentence about one of the children. Lesson 10 Guide children to use their concept webs to draft sentences. Have children write an introductory sentence about each of the children. work together with a partner to write statements of comparison and contrast about the children. Remind children to use words such as like or both in their comparison sentence and words such as but in their contrast sentence. Page 1

2 Goals Readers will identify a main topic and retell key details using the text and illustrations. RI.1.2 Writers will create an explanatory text including facts about a topic and some closure. W.1.2 Learners will explore content to understand that as global citizens, we are connected to people beyond our own communities and we have a shared responsibility to protect and respect our world. discussion within a particular text. words supported by the text for meaning. words that are more concrete Lesson 4 pp Going to School, pp our own communities and we have a shared responsibility to protect and respect our world. facts. Lesson 5 pp Going to School, pp. 8 9 READING FOCUS Writers understand that facts help explain a topic facts in photos and captions. Lesson 6 pp Going to School, pp WRITING FOCUS Writers write an Questions: (Accountable Independent Reading) Literary KEY IDEAS AND DETAILS Who are the characters? What happens first, next, and last? What is the central message or lesson of the story? CRAFT AND STRUCTURE How do the words in the story help you understand the characters feelings? How do the descriptive words in the text help you picture the setting and actions? INTEGRATION OF IDEAS How do the illustrations help you understand what happens? How are the characters in this text like characters in another text you have read? How are they different? Informational KEY IDEAS AND DETAILS What is the main topic of the text? How do key details support the topic? How are two people or ideas in the text connected to each other? CRAFT AND STRUCTURE What words were important to understanding this text? What text features are used in the text? How do they help you find information? INTEGRATION OF IDEAS How do the illustrations help you understand the text? How is this text the same as or different from other texts you ve read on the same topic? Performance Task Using what they have learned and read about children from Page 2

3 opinion. Lesson 7 Read Trade Book pp our own communities and we have a shared responsibility to protect and respect our world. WRITING FOCUS Writers plan an informative/explanatory writing piece. Lesson 8 READ Trade Book pp WRITING FOCUS Writers plan an informative/explanatory writing piece. Lesson 9 Read Trade Book pp our own communities and we have a shared responsibility to protect and respect our world. WRITING FOCUS Writers compare around the world, children will choose one student from It s Back to School We Go! or Going to School. Children will compare and contrast their own school experiences with this student s school experiences. Their report will explain how children all around the world are connected to one another through their school experiences. Children will choose a student to write about from the Module B texts. write a comparison statement that tells one fact about the chosen student and themselves. write a contrast statement that contrasts one fact about the student to themselves. write a concluding statement. draw illustrations that show a contrast between the student they chose and themselves. Writing Wrap Ups End of Unit (Module B) N/A Homework Assignments Page 3

4 and contrast facts. Lesson 10 Read Trade Book pp WRITING FOCUS Writers write an informative/explanatory piece of writing. Lesson 11 READ Trade Books pp Going to School, pp our own communities and we have a shared responsibility to protect and respect our world. WRITING FOCUS Writers revise an informative/explanatory piece of writing. Lesson 12 COMPARE Going to School Reading Focus Readers Page 4

5 Writing Focus Writers edit and publish an informative/explanatory piece of writing. Interdisciplinary Options Resources Anchor Text (Trade Book): Informational Text (First Day Stories from Around the World) by Ellen Jackson 760L Supporting Text (Trade Book): Informational Text Going to School by Margaret Clyne, Rachel Griffiths, and Cynthia Benjamin 590L Poetry Crayons by Jane Yolen Numbers by Elizabeth Madox Roberts Sleuth Reader s Writer s Journal Scaffolded Strategies Handbook Additional Texts School in Many Cultures by Heather Adamson Informational Text Lexile 220L Being a Good Citizen by Adrian Vigliano Informational Text Lexile 320L Common Core Learning Standards Reading: Literature RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.5, RL.1.7, RL.1.9, RL.1.10 Reading: Foundational Skills RF.1.1.a, RF.1.4, RF.1.4.b Writing W.1.1, W.1.2, W.1.5, W.1.6, W.1.7 Speaking and Listening SL.1.1, SL.1.1.a, SL.1.1.c, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6 Language L.1.1, L.1.1.b, L.1.1.c, L.1.1.d, L.1.1.e, L.1.1.f, L.1.1.g., L.1.2, L.1.2.a, L.1.2.b, L.1.2.c, L.1.4., L.1.4.a, L.1.4.c, L.1.5, L.1.5.d, L.1.6 This Is the Way We Go to School by Edith Baer Page 5

6 Informational Text Lexile 360L We Live Here Too! Kids Talk About Good Citizenship by Nancy Loewen Informational Text Lexile 340L This School Year Will Be the Best by Kay Winters and Renee Andriani Literary Text Lexile 440L If Everybody Did by Jo Ann Stover Informational Text Lexile 120L Page 6