Grade 1 Language Arts/Writing, Unit 11 of 12 Opinion: Brochure Overview Overall days: 15 (1 day = 40 minutes) The number of days is a guide for pacing to ensure that all the curriculum units for the year are implemented. Correlates with Reading Unit 5.1, 5.2, & 5.3 Foundational Skills Handwriting Conventions Students will apply their understanding of correct letter and number formation by observing the teacher modeling and by practicing this skill. Students will demonstrate their knowledge of writing from left to right by practicing this procedure when writing. Through oral whole-group practice and in writing, students will recognize and generate complete sentences, imperative sentences, and sentences with pronouns. Through oral whole-group practice and in writing, students will recognize and provide imperative sentences and pronouns. Through oral whole-group practice and in writing, students will recognize and generate imperative sentences and pronouns. Higher Order Concepts, Skill, & Strategies Writing Students will demonstrate their ability to write an opinion text by producing and sharing a brochure that shows a clever solution to a classroom generated obstacle or problem. Reading Selections The following reading selections will support student understanding of the text type they are studying: Sing with Me Big Books: A Clever Way Out, Caught a Fish, and Every Little Riddle Student Anthology: Tippy Toe Chick, Go! and Mole and the Baby Bird Big Book: Digby Takes Charge Student Edition: Pancake Party Essential questions students should be able to answer by the end of the unit Unit Question: What difference can a great idea make? Weekly Questions: When does a problem need a clever solution? How can we look at things in a different way? How do we solve mysteries? University of Connecticut s Center for Behavioral Education and Research E-i
Written Curriculum COMMON CORE STATE STANDARDS Text Types and Purposes WRITING W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Production and Distribution of Writing W.1.5. 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. Research to Build and Present Knowledge W.1.7. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SPEAKING AND LISTENING Comprehension and Collaboration SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6. Produce complete sentences when appropriate to task and situation. LANGUAGE Conventions of Standard English 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. c. Use singular and plural nouns with matching verbs in basic sentences (e.g. He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use end punctuation for sentences. University of Connecticut s Center for Behavioral Education and Research E-ii
Notes, Clarifications, and Prerequisites W1.1 Opinion In previous grades students have learned how to tell a reader about a topic/name of book and state their opinion about a topic/book. This year students will build on this knowledge as well as learn how to introduce their topic, state their opinion as well as supply reasons for their opinion, and provide a sense of closure. At this point, these new ideas will need direct, explicit instruction with a focus at the introductory level. Some of these ideas may be difficult for first graders, so provide appropriate time and supports. W1.5 Process In previous grades students responded to questions and suggestions from peers and added details to strengthen writing as needed with the support of adults. In this grade, students will build on these process skills and learn how to focus on a topic while planning. W1.7 Research In kindergarten, students were introduced to shared research and writing projects. In first grade, these skills continue to be developed. W1.8 Information In kindergarten, students were supported by teachers in recalling information from experiences and gathering information from provided sources to answer questions. In first grade, these skills continue to be developed. Grade 1 Unit 11 Text Type Elements OPINION WRITING FRAME Text type: Opinion (W.1) Specific type of writing: Brochure Topic: Students will propose a clever solution to a classroom generated common problem Purpose: To inform and persuade Audience: Classmates Writing will support: Conveying students thoughts on how to solve a common problem while providing opportunities to use new vocabulary. Support students understanding of essential questions of unit. Writing should include: Essential elements in students opinion writing (see below). The brochure should include a solution to the class problem and reasons for that solution. Research and Note taking: Teacher and students will brainstorm a common problem (cafeteria behavior, playground issues, classroom management, etc) for all students to attempt to solve. Process Strategies: Publication: Students will publish their brochures on large tri-fold paper. Assessment: See ancillary Writing materials for text-type specific rubric. Relevant Reading Street Resources: To support students concept development of great ideas, problems, and solutions, teachers should relate the read aloud and discussions in weeks 1-3 to what they are writing. Teachers should refer to the Sing with Me Big Books: A Clever Way Out, Caught a Fish, and Every Little Riddle, from University of Connecticut s Center for Behavioral Education and Research E-iii
the Student Anthology: Tippy Toe Chick, Go! and Mole and the Baby Bird, Big Book: Digby Takes Charge, and Student Edition: Pancake Party. Teachers should also refer to ELL Posters # 25-26. Throughout the 3 week unit call attention to the concept questions relating to great ideas. ESSENTIAL ELEMENTS IN STUDENTS OPINION WRITING Introduce the topic State an opinion Supply a reason for the opinion Provide some sense of closure BROCHURE Definition: A booklet or pamphlet designed to show services; sell an idea; or advertise a product, attraction, idea or event. What does it look like? A large tri-fold including pictures, eye-catching colors, and a catchy phrase to draw readers in. Key structures, features, and elements Format: booklet or pamphlet with varied layouts Form: single sheet folded in varying forms ALIGNING CCSS AND BROCHURE OPINION WRITING Common Core State Expectations (W1.1) Brochure Introduce topic 1-2 sentences stating the class generated problem State an opinion 1-2 sentences proposing a solution(s) to the problem Supply a reason for opinion 3-5 sentences providing reasons on how this will help the problem get solved. Provide some sense of closure 1 sentence that restates or summarizes the main point Other not specified in CCSS: Clear, organized and neat paper setup Illustrations to support writing Assessed Curriculum Summative/Unit Assessment Conventions skills will be assessed in the context of the Reading Unit Summative Assessment. See Reading Unit 5 Summative/Unit Assessment for details about this assessment. Score each student s writing product using the W1.1 rubric found in the Providence Writing Resource Guide. University of Connecticut s Center for Behavioral Education and Research E-iv
Taught Curriculum Writing Unit 11.1 (Unit 11, Week 1) Handwriting Conventions Writing Learning Objectives Students will produce numbers 11-15 by correctly forming these numbers and progressing from left to right on the page. Students will apply their understanding of word spacing by using the appropriate spaces when writing. Through oral practice in whole group, students will understand and answer questions about imperative sentences. Students will apply their understanding of imperative sentences to generate individual sentences both orally and in writing. Given a short composition with errors, students will rewrite the composition editing for imperative sentences. Students will acquire an understanding of what opinion text looks like by exposure to opinion texts, posters, brochures, and advertisements. Through engaging in class discussion, students will understand the key features of opinion writing. Students will use key vocabulary (topic, opinion, reasons, closure) related to opinion writing in order to discuss the elements of a brochure product. Students will identify and chart the key elements of a brochure through whole class analysis of opinion texts. During and after reading opinion texts, teacher and students will identify the requirements for their brochure. Students will understand their audience by charting the purpose and audience of a brochure. Students will understand the specific writing strategies needed to write a brochure by observing the teacher creating a draft from a SUTW planning template and using yellow stars to note key ideas. Teachers will guide students in brainstorming in order to develop a list of problems and obstacles, for which they can develop clever solutions. During class discussion on features of informational writing, student and teachers will collaboratively chart the differences using a Venn diagram or T-chart highlighting the similarities and differences of informational writing, opinion, and narrative pieces. Resources Street, Unit 5, Vol. 1: Daily Handwriting pp. 39f Street, Unit 5, Vol. 1 Conventions Lessons pp. 17c, 39b, 42a-43a, 49c, 51g Providence Writing Resource Guide: Conventions routine B days 1-5 Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 1 Sopris West Step Up to Writing (Primary) Level: Teacher s Guide: - 4-7 Planning with an Informal Outline (p.154) - 9-1 Persuasive Writing (p.364) - 9-2 Supporting an opinion with Facts (p.368) Tools: 4-5c, 9-1c, 9-2a Handy Pages: What Kind of Sentence Can You Write? (p.8) Explanations and Examples (the Es) (p. 16) Poster: A Paragraph Primary Poster #5 Street, Unit 5, Vol. 1: Sing With Me Big Book: A Clever Way Out Big Book: Digby Takes Charge TE pp. 20-39 Tippy Toe Chick Go ELL Poster # 25 University of Connecticut s Center for Behavioral Education and Research E-1
Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary problem, wonder, clever, change, figure out, solve Genre/Text Type Specific Vocabulary topic, opinion, facts, reasons, problem, solution Planning and Instructional Delivery Considerations Handwriting: Begin each unit with a review of basic neat paper rules (SUTW 10-1, p.414). Conventions: Note that students will be working whole-group, small group and one on one with teacher. Writing: Please note that the following words (figure out, problem, solve) noted in the Key Vocabulary Section are not called out in Reading Street but are essential vocabulary related to the writing unit. When referencing section 4-7 in the Teacher s Edition, item # 1 in the section titled During Class is most appropriate for Grade 1. When referencing section 9-1 in the Teacher s Edition, items # 1 and #7 are most appropriate for Grade 1 students; item # 7 may be done whole class or in small groups. When using tool 9-1c, teacher should read the tool aloud to the whole class while demonstrating a think aloud/read aloud strategy. Reference tool 9-2a for a good example of an opinion piece. In order to build capacity for these writing strategies, sections 4-7 and 9-1, as well as tools 4-5c and 9-1 c, should be continually visited for the entire 3 week teaching frame. Revision Checklists are now focusing on (1) Staying on topic, (2) staying organized, (3) strong topic sentence and (4) good endings Begin each unit with a review of basic neat paper rules. Teachers should utilize personal brochures to help create a visual model of how it is organized. Assessed Curriculum 11.1 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame B: (Grade K-1) Day 1: Teacher checks to see if students can orally use the conventions concept. Day 2: Teacher checks to see if students can orally use the convention concept and can answer questions about the convention concept. Day 3: Teacher reviews students sentences, evaluating for presence and quality of convention concept only. Day 4: Teacher reviews rewriting, checking for editing of the conventions concepts. Day 5: Teacher evaluates whether the student has correctly edited for the conventions concept. University of Connecticut s Center for Behavioral Education and Research E-2
.2 Taught Curriculum Writing Unit 11.2 (Unit 11, Week 2) Handwriting Conventions Writing Learning Objectives Students will produce number 16-20 by correctly forming these numbers and progressing from left to right on the page. Students will apply their understanding of word spacing by using the appropriate spaces when writing. Through oral practice in whole group, students will understand and answer questions about sentences with pronouns. Students will apply their understanding of sentences with pronouns to generate individual sentences both orally and in writing. Students will identify additional example sentences with pronouns within the week s readings. Given a prompt related to the week s reading, students will create a short response using sentences with pronouns. Students will be familiar with the writing process by hearing the teacher use the terms while modeling movement through the stages whole group (Prewrite, Plan, Draft, Revise, Edit, Write the Final Copy and Share). During and after reading opinion texts teacher and students will identify the requirements for their opinion brochure. Students will apply their understanding of the planning stage of writing by using a provided template. Students will apply their knowledge of the drafting stage of writing by transferring their notes from the planning template to actual writing in their opinion brochure. Students will apply their ability to use feedback by sharing their brochure drafts with their peers. Students will understand that part of the revision process is ensuring that they stayed on topic by checking that their star ideas are connected to the topic and that their brochures are organized. Students will use the Capitalization and Punctuation portions of CUPS to help identify areas of improvement; just focusing on period, question mark, and exclamation point. Working in pairs or whole group, students will use class created rubrics to develop goals for revision. Resources Street, Unit 5, Vol. 1: Daily Handwriting pp. 77f Street, Unit 5, Vol. 1: Conventions Lessons pp. 57c, 77c, 80a-81a, 87c, 89g Providence Writing Resource Guide: Conventions routine A days 1-5 Providence Writing Resource Guide: Three Week Teaching Writing Routine- Week 2 Sopris West Step Up to Writing (Primary) Level: Teacher s Guide: Teacher s Guide: - 4-7 Planning with an Informal Outline (p.154) - 9-1 Persuasive Writing (p.364) Tools: 4-5c, 9-1c, Handy Pages: What Kind of Sentence Can You Write? (p.8) Explanations and Examples (the Es) (p. 16) Poster: A Paragraph Primary Poster #5 Street, Unit 5, Vol. 1: Sing With Me Big Book Caught a Fish Big Book: Digby Takes Charge TE pp. 60-77 Mole and the Baby Bird ELL Poster # 26 University of Connecticut s Center for Behavioral Education and Research E-3
.2 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary problem, wonder, clever, change, figure out, solve Genre/Text Type Specific Vocabulary topic, opinion, facts, reasons, problem, solution Planning and Instructional Delivery Considerations Handwriting: Begin each unit with a review of basic neat paper rules (SUTW 10-1, p.414). Conventions: Note that students will be working whole-group, small group, and one on one with teacher. Writing: Please note that the following words (figure out, problem, solve) noted in the Key Vocabulary Section are not called out in Reading Street but are essential vocabulary related to the writing unit. When referencing section 4-7 in the Teacher s Edition, item # 1 in the section titled During Class is most appropriate for Grade 1. When referencing section 9-1 in the Teacher s Edition, items # 1 and #7 are most appropriate for Grade 1 students; item # 7 may be done whole class or in small groups. When using tool 9-1c, teacher should read the tool aloud to the whole class while demonstrating a think aloud/read aloud strategy. In order to build capacity for these writing strategies, sections 4-7 and 9-1, as well as tools 4-5c and 9-1 c, should be continually visited for the entire 3 week teaching frame. Revision Checklists are now focusing on (1) Staying on topic, (2) staying organized, (3) strong topic sentence and (4) good endings Begin each unit with a review of basic neat paper rules. Teachers should utilize personal brochures to help create a visual model of how it is organized Assessed Curriculum 11.2 Formative/Embedded Assessments Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame A: (Grade K-1) Day 1: Teacher checks to see if students can orally use the conventions concept. Day 2: Teacher checks to see if students can orally use the convention concept and can answer questions about the convention concept. Day 3: Teacher reviews students sentences, evaluating for presence and quality of convention concept only. Day 4: Teacher reviews students response, evaluating for presence and quality of convention concept only. Day 5: Teacher reviews students writing, evaluating for presence and quality of convention concept primarily, but also for previously taught conventions. University of Connecticut s Center for Behavioral Education and Research E-4
Version 1 Grade 1 Language Arts/Writing Unit 11.3 Taught Curriculum Writing Unit 11.3 (Unit 11, Week 3) Handwriting Conventions Writing Learning Objectives Students will produce letters and numbers by correctly forming these letters and numbers and progressing from left to right on the page. Any specific numbers and letters, or in general? Students will apply their understanding of letter size and spacing by using the appropriate size and word spacing when writing. Through oral practice in whole group, students will understand and answer questions about pronouns (I, me). Students will apply their understanding of pronouns (I, me) to generate individual sentences both orally and in writing. Students will identify additional examples of pronouns (I, me) within the week s readings. Given a prompt related to the week s reading, students will create a short response using pronouns (I. me) If following the convention routine for B days the last objective should be: Given a short composition with errors, students will rewrite the composition editing for pronouns (I, me) Students will apply revising strategies to the culminating writing activity by continually monitoring if they have stayed on topic and remained organized. Students will apply editing strategies to their culminating writing activity by using Capitalization and Punctuation portions of CUPS and ensuring high frequency words are spelled correctly, capitals and punctuation are appropriately placed, and there are finger spaces between words. Students will apply their ability to use feedback by continuing to share their brochure drafts with their peers. Students will demonstrate their ability to write an opinion text by producing and sharing a brochure describing an obstacle or problem encountered in classroom/school and a clever solution to that problem. The objectives for Week 3 align with the Three Week Teaching Routine. Resources Street, Unit 5, Vol. 1: Daily Handwriting pp. 119f Street, Unit 5, Vol. 1: Conventions Lessons pp. 95c, 119c, 122a-123a, 127b, 129g Providence Writing Resource Guide: Conventions routine B days 1-5 Sopris West Step Up to Writing (Primary) Level: Teacher s Guide: - 4-7 Planning with an Informal Outline (p.154) - 9-1 Persuasive Writing (p.364) - 9-2 Supporting an Opinion with Facts (p.368) Tools: 4-5c, 9-1c, 9-2a Handy Pages: What Kind of Sentence Can You Write? (p.8) Explanations and Examples (the Es) (p. 16) Poster: A Paragraph Primary Poster #5 Street, Unit 5, Vol. 1: Sing With Me Big Book: Every Little Riddle Big Book: Digby Takes Charge TE pp. 98-119 Dot and Jabber University of Connecticut s Center for Behavioral Education and Research E-5
Version 1 Grade 1 Language Arts/Writing Unit 11.3 Instructional Considerations Key Vocabulary Content/Concept Specific Vocabulary problem, wonder, clever, change, figure out, solve Genre/Text Type Specific Vocabulary topic, opinion, facts, reasons, problem, solution Planning and Instructional Delivery Considerations Handwriting: Begin each unit with a review of basic neat paper rules (SUTW 10-1, p.414). Conventions: Note that students will be working whole-group, small group, and one on one with teacher. Writing: Please note that the following words (figure out, problem, solve) noted in the Key Vocabulary Section are not called out in Reading Street but are essential vocabulary related to the writing unit. When referencing section 4-7 in the Teacher s Edition, item # 1 in the section titled During Class is most appropriate for Grade 1. When referencing section 9-1 in the Teacher s Edition, items # 1 and #7 are most appropriate for Grade 1 students; item # 7 may be done whole class or in small groups. When using tool 9-1c, teacher should read the tool aloud to the whole class while demonstrating a think aloud/read aloud strategy. In order to build capacity for these writing strategies, sections 4-7 and 9-1, as well as tools 4-5c and 9-1 c, should be continually visited for the entire 3 week teaching frame. Revision Checklists are now focusing on (1) Staying on topic, (2) staying organized (3) strong topic sentence and (4) good endings. Begin each unit with a review of basic neat paper rules. Begin each unit with a review of basic neat paper rules. Teachers should utilize personal brochures to help create a visual model of how it is organized. Suggested publishing celebration is to present their brochures with solutions to classmates and building administrator. Invite teachers, coaches and/or parents to come view the brochures while students are available to present their brochures to the visitors. Formative/Embedded Assessments Assessed Curriculum 11.3 Conventions: Daily Embedded Assessment The daily progress monitoring assessments for writing conventions will give you information on progress toward the targeted convention skill. Convention Frame B: (Grade K-1) Day 1: Teacher checks to see if students can orally use the conventions concept. Day 2: Teacher checks to see if students can orally use the convention concept and can answer questions about the convention concept. Day 3: Teacher reviews students sentences, evaluating for presence and quality of convention concept only. Day 4: Teacher reviews rewriting, checking for editing of the conventions concepts. Day 5: Teacher evaluates whether the student has correctly edited for the conventions concept. Summative/Unit Assessment Score each student s writing product using the W1.1 rubric found in the Providence Writing Resource Guide. University of Connecticut s Center for Behavioral Education and Research E-6
Notes Providence Public Schools, in collaboration with E-7 University of Connecticut s Center for Behavioral Education and Research