LOWER DAUPHIN SCHOOL DISTRICT Language Arts Curriculum Maps Grade 1

Transcription

1 Topic: Reading Informational Text Key Learning: Students read, understand and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. Unit Essential Questions: 1. How do I read, understand and respond to informational text? 2. How do I make connections among ideas and between texts? 3. How do I use textual evidence effectively? Preview, Predict and Set Purpose 1 Informational CC E, CC L What is an effective text picture walk in informational text? How can I use text features (title, table of contents, headings, graphs, charts, tables, glossary, illustrations, photographs) to help me gather key details? How does determining text structure help me gather key details? How do I use a picture walk to determine my purpose for reading? How do I monitor and modify my predictions as I read? Modify, preview, prior knowledge, title, caption, table of contents, chapter headings, glossary, bold-faced print, graphic organizers Key Ideas and Details 2 Informational CC A, CC B, CC C Main Idea How do I identify key details that support the main idea of the text? How do I identify the main idea? Text Analysis What questions are important to ask as I read this informational text? How do I answer questions to demonstrate understanding of key details? How do I make inferences from the text? How do I describe the connection between two individuals, events, ideas, or pieces of information in a text? Key details, main idea, support, inferences, events 10/22/2014 Page 1

2 Craft and Structure 3 Informational CC D, CC E, CC F Point of View: How do I determine the author s purpose and tell why I chose it? Text Structure: How do I use various text features and search tools (e.g., captions, bold print, glossaries, indexes, electronic menus, icons) to locate information in a text? How do readers identify and interpret statements of facts and opinions in informational texts? Integration of Knowledge and Ideas CC G, CC H, CC I 4 Informational Diverse Media How do I use illustrations and details in a text to describe key ideas? Evaluating Arguments How do I identify the reasons the author gives to support specific points in the text? Analysis Across Texts How do I determine basic similarities in and differences between two texts on the same topic? How do I use context as a clue to understand the meaning of a word or a phrase? How do I use text features to understand the meaning of a word or phrase? Author s purpose, text features, search tools, captions, bold print, glossaries, indexes, electronic menus, icons, context clues, fact, opinion reasons, similarities, differences Vocabulary Acquisition and Use CC J, CC K 5 Informational How do I use new vocabulary in daily conversation and writing? How do I build new vocabulary including content-specific words and phrases? What tools and strategies can I use to find the meaning of a word I do not know? Conversation, content-specific vocabulary, phrase, strategies 10/22/2014 Page 2

3 Topic: Reading Literature Key Learning: Students read and respond to works of literature with emphasis on comprehension, making connections among ideas and between texts, and textual evidence. Unit Essential Questions: 1. How do I read, understand and respond to literature? 2. How do I make connections among ideas and between texts? 3. How do I use textual evidence effectively? Preview, Predict and Set Purpose CC D, CC K What is an effective picture walk in literature? 1 Literature How can I use text features (title, author, illustrator, cover, illustrations/photographs, captions, table of contents, chapter titles) to make predictions about literary elements? How does identifying the genre of the story help me understand what I read? How do I use a picture walk to figure out my purpose for reading? How do I monitor and modify my predictions as I read? preview, title, cover, illustrations, caption, table of contents, picture walk/preview, prediction Key Ideas and Details 2 Literature CC A, CC B, CC C Theme How do I identify key details that support the central message? How do I retell stories including key details? How do I determine the author s central message or lesson in literature? Text Analysis Why is it important that I ask and answer questions as I read? How do I refer to the text when asking and answering questions about key details? Literary Elements How do I identify key details in the illustrations and in the words to describe the characters, settings and major events in literature? Key details, lesson, story elements, setting, plot, character, problem, solution, fiction, central message, beginning, middle, end, compare and contrast, central message, moral, lesson, events, illustrations 10/22/2014 Page 3

4 Craft and Structure 3 Literature CC D, CC E, CC F Point of View: How do I determine who is telling the story at various points in the text? Text Structure: How do I describe the differences between books that tell stories and books that give information? Integration of Knowledge and Ideas CC G, CC H 4 Literature Sources of Information How can I use illustrations to show that I understand the characters, setting or events? Text Analysis How do I compare and contrast the adventures and experiences of characters in stories? How does the author s word choice support the central message? How can I identify words that suggest feelings or appeal to the senses? Appeal to the senses Vocabulary Acquisition and Use CC I, CC J How can I build my vocabulary to include new words? Adventures, experiences 5 Literature How can I use new vocabulary in my daily conversations and in writing? What tools and strategies can I use to determine the meaning of a word I don t know? Tools, strategies, conversation, vocabulary 10/22/2014 Page 4

5 Topic: Foundational Skills Key Learning: Words have meaningful parts that follow specific sound combinations and spelling patterns. Application of these foundational skills will provide opportunities to gain the capacity to read and comprehend texts across a range of types. Unit Essential Question: How does a working knowledge of print, phonics and phonological awareness help me read on-level text with accuracy, an appropriate rate and expression? Print Concepts CC B How do I recognize the distinguishing features of a sentence? 1 Foundational Skills Phonological Awareness CC C 2 Foundational Skills How do I distinguish long from short vowel sounds in spoken single-syllable words? How do I count, pronounce, blend, and segment syllables in spoken and written words? How do I orally produce single-syllable words, including consonant blends and digraphs? How do I isolate and pronounce initial, medial, and final sounds (phonemes) in spoken single-syllable words? How do I add or substitute individual sounds (phonemes) in one-syllable words to make new words? Digraphs: Blends: ch- in chin and ouch bl- in blue and black sh- in ship and push cl- in clap and close th- in thing fl- in fly and flip th- in this gl- in glue and glove wh- in when pl- in play and please ng- in ring br- in brown and break nk- in rink cr- in cry and crust dr- in dry and drag Phonemes fr- in fry and freeze gr- in great and grand pr- in prize and prank tr- in tree and try sk- in skate and sky sl- in slip and slap sp- in spot and speed st- in street and stop sw- in sweet and sweater spr- in spray and spring str- in stripe and strap 10/22/2014 Page 5

6 Sentences - throughout Reading Street Websites: Short vowels - Throughout Reading Street Long vowels - Units 2-5 Segment words into sounds - Throughout Reading Street Orally produce single-syllable words - Throughout Reading Street Blends/Digraphs - From unit 1.4 and beyond Add/substitute phones - Unit 1 Weeks 1-6, Unit 2 Weeks 4-6 and beyond Websites: - provides sample lists for each blend/digraph Apps for Print Concepts: Apps for Phonological Awareness: 10/22/2014 Page 6

7 Phonics and Word Recognition 3 Foundational Skills CC D How do I identify common consonant digraphs, final e and common vowel teams? How do I decode one and two-syllable words with common patterns? How do I read grade-level words with inflectional endings? How do I read grade-appropriate irregularly spelled words? Common initial consonant digraphs: ch, sh, th, wh, ph Fluency CC E How do I read on-level text with purpose and understanding? 4 Foundational Skills How do I read on-level text orally with accuracy, appropriate rate, and expression on successive readings? How do I use context to confirm pronunciation and meaning, rereading as necessary? Accuracy, rate, expression Common final consonant digraphs: ch, ng, sh, th, gh(cough) Final e: ace; ece; ice; oce; uce (page 213, Word Journeys, Ganske) Common vowel teams: ai, ay, ei, ee, ea, ie, igh, y, oa, oe, oo, icc (mind), occ (cold), ow (know), ew (few), ue, ui (Appendix 1, Word Journey, pages ) Irregularly spelled words (from sight word list): been, they, some, have, said, live, come, people, etc. digraphs - Unit 1 Weeks 4-6 and beyond Final e - Unit 2.2, 2.3, 2.4, 2.5 Vowel patterns - throughout Reading Street Inflectional endings/base words - throughout Reading Street Websites Crickweb Literacy -Word Wheel 1 & 2; blending phonemes -CVC -Clusters Fun City Skills: spelling Websites - can be used to provide on-level texts, students can record their reading, and they can listen to fluent reading of stories. -phonics endings rhyming APPS for Phonics and Word Recognition Word Bingo Little Speller Magnetic ABC APPS for Fluency One Minute Reader Timed Reader 10/22/2014 Page 7