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1 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective use a variety of strategies to make sense of key ideas and details presented in the text. Essential Questions: What do good do? Do I understand the text? Can I ask and answer questions about the text? ESL Support: Story Map Role play Word Wall Partner Work Graphic Organizers Pictures/Photographs Choice Questions Standards CCSS RL.1.1, RI.1.1. CCSS RI.2.1 Ask and answer questions about key details in a text. Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1-SLO 1, 2 Grade 2 SLO 5 CO Answer questions such as who, what where, when, and how about key details in a text. LO Answer informational and clarifying questions about key details in a text using Instructional Scaffold Skills ELP 1 Answer yes/no or either/or questions about the text with single words or phrases. ELP 2 Answer WH- questions about the text using simple phrases and simple sentences with general language related to topic or content areas. Assessments Formative Observations Questioning Discussions Summative State assessments District benchmark interim assessments Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 1

2 WIDA ELDS: 1-5 Speaking Reading Writing Listening a story map. ELP 3 Answer questions in simple sentences with general and some key content based vocabulary. ELP 4 Answer questions in complete sentences using specific and some content based vocabulary. Use a variety of sentence lengths. End-of-unit Chapter tests ELP 5 Answer questions using complex sentences with specific and content based vocabulary. Use a variety of sentence lengths with embedded clauses. Stage 2 - Assessment Evidence Performance Tasks: I can identify key details in a text I can ask answer who, what, when, where, why, how questions I can ask and answer questions before, during and after reading a text. Other Evidence: Teacher observations Self assessment Comprehension questions worksheet TBOE Approved 8/26/2013 Page 2

3 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective use a variety of strategies to make sense of key ideas and details presented in text. Essential Questions: What do good do? Do I understand the story enough to retell it? What is the main idea? ESL Support: Story Map Role play Charts Word Wall Sentence frames Transition words Time line Visuals Standards CCSS RL.1.2, RI.1.2 CCSS RI.2.2, RI. 2.6 Retell stories, including key details, and Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1- SLO 3, 4 Grade 2 SLO 6 CO Retell stories, including key details learned from text into logical order. LO Retell stories, identify main idea, including key details learned from text in order using pictures, graphic organizer Instructional Scaffold Skills ELP 1 Retell stories by answering choice questions using single words. ELP 2 Retell stories using phrases and illustrations. ELP 3 Retell stories using simple sentences and some content-based Assessments Formative Observations Think pair share Exit slips Summative End of chapter tests Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 3

4 demonstrate understanding of their central message or lesson in literature and informational texts. WIDA ELDS: 1-5 Speaking Reading Writing Listening and Timeline. vocabulary. ELP 4 Retell expanded sentences that represent organized ideas with a variety of grammatical structures and content-based vocabulary. ELP 5 Retell stories using complete sentences with grade-levelappropriate grammatical structures and content-based vocabulary. Unit Tests Stage 2 - Assessment Evidence Performance Tasks: I can retell the story using key details. I can define the central message of the story. Other Evidence: Practice Presentations Teacher Observations Self Assessments TBOE Approved 8/26/2013 Page 4

5 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective use a variety of strategies to make sense of key ideas and details presented in text. Essential Questions: What do good do? Am I clear about what I just read? How do I know? ESL Support: Story Map Role play Songs Charts Word Wall Partner Work Pictures/Photographs Choice Questions Realia Games Sentence frames Cloze activities Transition words Time line Standards CCSS RL.1.3, RI. 1.3 CCSS RI 2.3 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 5, 6 Grade 2- SLO 7 Instructional Scaffold Skills ELP1 describe events in a story with single words in appropriately leveled or adapted text. Assessments Formative Questioning Resources Rigby leveled TBOE Approved 8/26/2013 Page 5

6 Describe characters, individuals, settings, and major events in a story or informational text, using key details. CO Describe how characters or individuals in a story respond to major events and challenges. LO Describe actions of characters using a story map, timeline and/or a character web. ELP2 describe events in a story with phrases in appropriately leveled or adapted text. ELP3 describe events in a story using simple sentences in appropriately leveled or adapted text. Graphic organizers Summative Unit Test Chapter test Scholastic leveled WIDA ELDS: 1-5 Speaking Reading Writing Listening ELP4 describe events with clear details using complete sentences in appropriately leveled text. ELP5 describe events with clear details using complex sentences in appropriately leveled text. Stage 2 - Assessment Evidence Performance Tasks: I can define characters in a story I can define settings and major events in a story. I can use key details to describe characters, settings and key details. Other Evidence: Individual whiteboards Quizzes Exit slips TBOE Approved 8/26/2013 Page 6

7 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding. Essential Questions: What is the difference between a story and an informational text? ESL Support: Graphic organizers Timeline Visuals Venn diagrams Cloze activities Sentence frames Standards CCSS RL 1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. WIDA ELDS: 1-5 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1- SLO 2 CO Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. LO Orally compare and contrast fiction and informational texts using a Graphic Organizers Instructional Scaffold Skills ELP 1 compare and contrast fiction and informational texts in a variety of leveled text. ELP 2 compare and contrast fiction and informational texts in a variety of leveled text. ELP 3 compare and contrast fiction and informational texts in a variety of leveled texts using simple sentences and key, content-based vocabulary. Assessments Formative Graphic organizers Response logs Summative Unit test Chapter test Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 7

8 Speaking Reading Writing Listening ELP 4 compare and contrast fiction and informational texts in a variety of leveled texts using expanded and some complex sentences. ELP 5compare and contrast fiction and informational texts in a variety of grade level texts using complex sentences. Stage 2 - Assessment Evidence Performance Tasks: I can read or listen to books that tell stories and give information. I can tell the difference between the genres. Other Evidence: Concept Map Verbal and Visual Word Association TBOE Approved 8/26/2013 Page 8

9 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding. Essential Questions: What is the difference between a story and an informational text? What is the beginning, middle and end of a story? ESL Support: Graphic organizers Timeline Visuals Venn diagrams Cloze activities Sentence frames Standards CCSS RI. 1.5 CCSS RI. 2.5, RI.2.4 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 11 Grade 2 SLO 2, 8 CO Identify and use various text features (e.g., captions), to locate key facts or information and to determine the meaning of words and phrases (RI) Describe how the beginning of a story introduces the story and the ending concludes the action.(rl) Instructional Scaffold Skills ELP 1 Use single words to identify text features found in an appropriately leveled text. ELP 2 Use key vocabulary in phrases and short sentences to identify text features found in a leveled text. ELP 3 Use key vocabulary in multiple, simple sentences to identify and explain the purpose of Assessments Formative T- chart Posters Summative Quizzes Tests Projects Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 9

10 electronic menus, icons) to locate key facts or information in a text efficiently. RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. WIDA ELDS: 1-5 Speaking Reading Writing Listening LO Answer comprehension questions by applying information gained from text features and the text using pictures and graphs.(ri) Describe the beginning and ending of a story using a timeline.(rl) text features found in a leveled text. ELP 4 Use key vocabulary in expanded and some complex sentences to identify and explain the purpose of text features found in a leveled text. ELP 5 Use precise vocabulary in multiple, complex sentences to identify and explain the purpose of text features. Stage 2 - Assessment Evidence Performance Tasks: I can identify and give examples of text features. I can explain how they help locate key facts and information. I can locate key facts and information by using text features. Other Evidence: Student made posters Four corners TBOE Approved 8/26/2013 Page 10

11 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding. Essential Questions: What makes a story a great story? ESL Support: Word wall of rhyming words Feeling words Emotions vocabulary Role play Dramatizations Model Poem Word Families Standards CCSS RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2- SLO 1 CO Identify examples of rhymes and describe how they supply rhythm and meaning in a story, poem, or song. LO Identify poetic features (stanzas, lines, verses and rhymes) using a model poem. Instructional Scaffold Skills ELP 1 Use single words to identify feelings or senses in an appropriately leveled poem or story ELP 2 Use phrases to identify feelings or senses in an appropriately leveled poem or story ELP 3 Use simple sentences to identify feelings or senses in an appropriately leveled poem or story Assessments Formative Sense-o-gram (Graphic Organizer) Word Detective Summative Unit test Chapter test Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 11

12 song. WIDA ELDS: 1-5 Speaking Reading Writing Listening ELP 4 Use expanded sentences to identify feelings or senses in an appropriately leveled poem or story ELP 5Use complete sentences to identify feelings or senses in a grade level poem or story. Stage 2 - Assessment Evidence Performance Tasks: I can identify the five senses. I can identify sensory words and phrases. I can identify alliterations and rhymes in a story or a poem. Other Evidence: Visual representation Discussion TBOE Approved 8/26/2013 Page 12

13 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding. Essential Questions: What makes a story interesting? ESL Support: Dramatization Role play Highlighted text Visuals Standards CCSS RL 1.6 Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding WIDA ELDS: 1-5 Speaking Reading Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1- SLO 8 CO Identify who is telling the story at different points in a text. LO Identify who is telling the story at different points in a text by marking the text. Instructional Scaffold Skills ELP 1 Use pictures and highfrequency, key single words to identify who is telling the story in a leveled text. ELP 2 Use key vocabulary in phrases and short sentences to identify who is telling the story in a leveled text. ELP 3 Use key vocabulary in a series of simple, related sentences to identify who is telling the story in a leveled text Assessments Formative Inside outside circle Individual whiteboards Summative Chapter test Unit test Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 13

14 Writing Listening ELP 4 Use key vocabulary in expanded sentences with emerging complexity to identify who is telling the story in a leveled text. ELP 5 Use precise vocabulary in multiple, complex sentences to identify who is telling the story at different points in a grade-level text. Stage 2 - Assessment Evidence Performance Tasks: I can define the characters in a story. I can define point of view of the character. I can show different points of view of a character when I read a story. Other Evidence: Learning/Response logs Discussion TBOE Approved 8/26/2013 Page 14

15 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Analyzing text for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding. Essential Questions: What information do I get from pictures and words in an informational text? ESL Support: Visuals Pictures Photographs Word bank Realia Standards CCSS RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. WIDA ELDS: 1-5 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1-SLO 12 CO Distinguish the difference between information acquired through Illustrations/diagrams/drawings and information acquired from words in informational texts. LO Orally explain the difference between visual and written information acquired in informational texts, by using a Venn Diagram. Instructional Scaffold Skills ELP 1 Explain the differences between visual and written information in informational texts using visuals and key, highfrequency vocabulary ELP 2 Explain the differences between visual and written information in informational texts using visuals and key vocabulary in phrases and short sentences. ELP 3 Explain the differences between visual and written Assessments Formative Verbal and visual Word association Constructive Quizzes Summative Chapter end test Unit End test Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 15

16 Speaking Reading Writing Listening information in informational texts using key vocabulary in multiple, simple sentences ELP 4 Orally explain the differences between visual and written information in informational texts using key vocabulary in expanded and some complex sentences. ELP 5 Orally explain the differences between visual and written information in informational texts using precise vocabulary in multiple, complex sentences. Stage 2 - Assessment Evidence Performance Tasks: I can locate pictures and illustrations in a text. I can identify a purpose for reading. I can identify an author s main purpose for writing it. Other Evidence: Learning/Response logs Discussion TBOE Approved 8/26/2013 Page 16

17 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results To gain keener insight into the integration of knowledge and ideas, effective analyze and evaluate content, reasoning and claims in diverse formats. Essential Questions: How do diagrams, illustrations and images help me understand the details in a text? ESL Support: Picture dictionaries Diagrams Illustrations Photos Standards CCSS RI. 2.7, RL.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2-SLO 3, 9 CO Explain how a specific image (e.g., graphic, diagram) adds to text comprehension and clarifies information. LO Describe and explain how an image contributes to the understanding of Instructional Scaffold Skills ELP 1Use single words that match a description of the image using general, content-related vocabulary. ELP 2 Describe and explain how the images contribute to the text short sentences in formulaic sentence patterns and general, content-based vocabulary. Assessments Formative Graphic Organizers Concept Map Summative Chapter end test Unit end test Resources Rigby leveled Scholastic leveled WIDA ELDS: 1-5 Speaking Reading ELP 3 Describe and explain how an image contributes to the text producing simple sentences using TBOE Approved 8/26/2013 Page 17

18 Writing Listening repetitive structures and key, content-based vocabulary. ELP 4 Describe and explain how an image contributes to the text producing expanded and some complex sentences with an emerging complexity of grammatical structures and content-based vocabulary. ELP 5 Describe and explain how an image contributes to the text in clear and coherent, complex sentences with a variety of grammatical structures and precise, content-based vocabulary. Stage 2 - Assessment Evidence Performance Tasks: I can describe an illustration and identify details in a text. I can explain how pictures add meaning to the text. I can use the images to help me understand what I am reading. Other Evidence: KWL Chart KWLS Chart T chart TBOE Approved 8/26/2013 Page 18

19 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results To gain keener insight into the integration of knowledge and ideas, effective analyze and evaluate content, reasoning and claims in diverse formats Essential Questions: Why does an author provide supporting details in an informational text? How does it help me understand the text? ESL Support: Picture dictionaries Visuals Photos Diagrams, Graphic organizer Standards CCSS RI 2.8 Describe how reasons support specific points the author makes in a text. WIDA ELDS: 1-5 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2-SLO 10 CO Describe how reasons support specific points the author makes in a text. LO Describe the reasons the author gives to support his point of view using a graphic organizer. Instructional Scaffold Skills ELP 1 Identify using single words specific examples of the main idea and details from a leveled informational text. ELP 2 Identify using phrases specific examples of the main idea and details from a leveled informational text. Assessments Formative Presentations Individual whiteboards Summative Chapter test Unit test Resources Rigby leveled Scholastic leveled Speaking Reading ELP 3 Identify specific examples of the main idea and details from a TBOE Approved 8/26/2013 Page 19

20 Writing Listening leveled informational text using simple sentences. ELP 4 Identify specific examples of the main idea and details from a leveled informational text using expanded and some complex sentences. ELP 5 Identify specific examples of the main idea and details from a grade level informational text using complex sentences. Stage 2 - Assessment Evidence Performance Tasks: I can identify an author s purpose of writing a text. I can identify specific points made in a text. I can describe reasons the author uses to support each point. Other Evidence: Four corners Thumbs up side down Fist to five check TBOE Approved 8/26/2013 Page 20

21 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results To gain keener insight into the integration of knowledge and ideas, effective analyze and evaluate content, reasoning and claims in diverse formats Essential Questions: How can I match similarities and identify differences between two texts on the same topic? ESL Support: Picture dictionaries Venn diagrams Images Visuals Photos Graphic organizers Illustrations Standards CCSS RI.1.9, RL 1.9 CCSS RI.2.9, RL 2.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1-SLO 9,10 Grade 2 SLO 4, 11 CO Compare and contrast two texts on the same topic. LO Compare and contrast illustrations and photos in a text using foldables, Venn diagrams, Graphic Organizers, Word Wall and pictures. Instructional Scaffold Skills ELP 1Use illustrations and single words to match two versions of the same story. ELP 2Use illustrations and sentence frames to match two versions of the same story. ELP 3 Compare and contrast two versions of the same story using key, content-based vocabulary Assessments Formative Venn Diagram T chart Summative Chapter test Unit test Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 21

22 illustrations, characters, descriptions, or procedures). WIDA ELDS: 1-5 Speaking Reading Writing Listening in simple, related sentences with repetitive, grammatical structures. ELP 4 Compare and contrast two versions of the same story using key, content-based vocabulary in expanding and some complex sentences with varying grammatical structures. ELP 5 Compare and contrast two versions of the same story using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures. Stage 2 - Assessment Evidence Performance Tasks: I can identify characters. I can see how characters are the same and different in two or more versions of the story. I can compare two texts to see how they are alike. I can compare two texts to see how they are different. I can identify most important points in two texts on the same topics. Other Evidence: Observations Questioning Inside Outside circle Individual white boards Response journals TBOE Approved 8/26/2013 Page 22

23 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective use a variety of strategies to make sense of the ideas and details presented in the text. Essential Questions: What strategies do good use? ESL Support: Picture dictionaries Visuals Images Sentence frames Word banks Graphic organizers Standards CCSS RL 1.10, RI With prompting and support, read prose and poetry of appropriate complexity for grade 1. WIDA ELDS: 1-5 Speaking Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1- SLO 13 CO With prompting and support, read prose, poetry and informational text of appropriate grade-level complexity. LO Read prose, poetry and informational text of appropriate grade-level complexity, using Teacher Support. Instructional Scaffold Skills ELP 1 Read and comprehend a variety of literature using leveled texts and recognize sight words. ELP 2 Read leveled prose, poetry and informational text using phrases and short sentences from leveled text. ELP 3 Read leveled prose, poetry and informational text in simple sentences. Assessments Formative Graphic Organizers Visual representations Response Logs Summative Chapter test Unit test Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 23

24 Reading Writing Listening ELP 4 Read leveled and some grade-level prose, poetry and informational text. ELP 5 Read grade level prose, poetry and informational text. Stage 2 - Assessment Evidence Performance Tasks: I can read sight words. I can read short books and poems. I can use some reading strategies. I know when a book is too easy or hard for me. Other Evidence: Observations Questioning Concept maps TBOE Approved 8/26/2013 Page 24

25 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Word analysis and decoding skills are foundational for success as a reader. Essential Questions: How do sounds and letters create words? What can I do if a word doesn t make sense? What do good do? What do good writers do? ESL Support: Vocabulary games Manipulatives Word family charts Magnetic letters White boards Word Wall Standards CCSS RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF.1.3a Know the spellingsound Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1-SLO 14, 15, 16, 17, 18, 19 CO Decode words with common consonant digraphs (e.g., fish, lunch) LO Decode words with consonant digraphs (e.g., fish, lunch) by using manipulatives. CO Count the syllables in printed multisyllabic words. Instructional Scaffold Skills ELP 1Identify basic letter sounds, some sight words and vowel sounds. ELP 2 Identify sight words, basic letter and vowel sounds and consonant diagraphs. ELP 3Decode one syllable words and identify sight Assessments Formative Spelling tests Individual whiteboards Summative DRA Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 25

26 correspondences for common consonant digraphs. RF.1.3b Decode regularly spelled one-syllable words. RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.3f Read words with inflectional endings. RF.1.3 g Recognize and read gradeappropriate irregularly spelled LO Count syllables in printed multisyllabic words by clapping, snapping. CO Identify and read grade-level high-frequency /irregular words in and out of context. LO Identify and read high-frequency/irregular words in and out of context by identifying and reading them in and out of context using a word wall. words, high frequency words. ELP 4 Identify long vowels from the final e and vowel teams. ELP 5 Identify two syllable patterns and inflectional endings. IRLA TBOE Approved 8/26/2013 Page 26

27 words. WIDA ELDS: 1-5 Reading Writing Listening Stage 2 - Assessment Evidence Performance Tasks: I know letter sounds and common diagraphs. I can decode one syllable words. I know long and short vowels. I can identify and decode two syllable words. I know some inflectional endings. Other Evidence: Spelling bee Guided reading Individual reading Spelling tests TBOE Approved 8/26/2013 Page 27

28 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Word analysis and decoding skills are foundational for success as a reader. Essential Questions: How do sounds and letters create words? When a word doesn t make sense what can I do? ESL Support: Word games Phonics books Manipulatives Magnetic letters Phonics workbooks Standards CCSS RF 2.3 Know and apply grade-level phonics and word analysis skills in decoding words. RF 2.3b Know spelling-sound correspondences for additional common vowel teams. Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2-SLO 12, 13, 14, 15 CO Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols, for vowel diphthongs (e.g. au, ou/ow, oi/oy). Associate symbols (graphemes) with sounds (phonemes), and sounds with symbols, for (e.g. ar, er, ir, or, ur) Apply vowel pattern pronunciation generalizations to read words with these vowel diphthongs and r-controlled vowels. Instructional Scaffold Skills ELP 1 Identify letters, vowels, some sight words. ELP 2Identify words with two syllables and long vowels. ELP 3Identify words with two syllables, long vowels and prefixes. ELP 4Identify words with long vowels, two syllables, prefixes and suffixes. Assessments Formative Spelling tests Individual whiteboards Magnetic letters Summative DRA IRLA Word Analysis Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 28

29 RF 2.3d Decode words with common prefixes and suffixes. RF 2.3e Identify words with inconsistent but common spellingsound correspondences. RF 2.3f Recognize and read gradeappropriate irregularly spelled words. WIDA ELDS: 1-5 Reading Writing Listening LO Apply vowel pattern rules, when reading, using pictures and vowel chart. CO Decode regularly spelled two-syllable words with long vowels. LO Decode two syllable words with long vowel sounds using a vowel chart, pictures and other manipulatives. CO Decode words with common prefixes (e.g., un-, dis-, re-, pre-, mis) and common suffixes (e.g., -ful, -less, er) LO Decode words with prefixes and suffixes using Word Walls and charts. CO Identify common irregularly spelled words (e.g., bread, love, would, could, their, there, none, both). LO Identify irregularly spelled words using pictures, Word Walls and Vocabulary Flash Cards. ELP 5Identify long vowels, two syllable words, prefixes, suffixes and irregularly spelled words. Stage 2 - Assessment Evidence Performance Tasks: I can identify letters and sounds. I know long and short vowel patterns. I know vowel teams. I can identify two syllable words, and prefixes and suffixes. Other Evidence: Spelling bee Partner work Hand signals TBOE Approved 8/26/2013 Page 29

30 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Fluent accurately process text with expression at an appropriate rate. Essential Questions: What do good do? Why does fluency matter? ESL Support: Leveled reading books Picture support Sight word vocabulary Standards CCSS RF 1.4 CCSS RF 2.4 Read with sufficient accuracy and fluency to support comprehension. a. Read gradelevel text with purpose and understanding. b. Read gradelevel text orally Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1-SLO 20, 21 Grade 2 SLO 16, 17, 18 CO Use reading strategies to establish a purpose for reading and to answer comprehension questions about the grade-level text while adjusting reading rate to support accuracy, appropriate rate, and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection). LO Make predictions using illustrations, headings and prior knowledge. Instructional Scaffold Skills ELP 1 Read single words with accuracy, fluency and comprehension. ELP 2 Read phrases and short sentences with accuracy, fluency and comprehension. ELP 3 Read appropriately leveled texts with accuracy, fluency and comprehension. ELP 4 Read near grade level texts with accuracy, fluency and comprehension. Assessments Formative Leveled reading DRA Summative Unit tests Guided reading level Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 30

31 with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. CO Monitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension. LO Read with accuracy, fluency and comprehension by using pictures and word patterns. ELP 5 Read grade level texts with accuracy, fluency and comprehension. WIDA ELDS: 1-5 Reading Writing Stage 2 - Assessment Evidence Performance Tasks: I know that reading fluently means that reading is smooth, easy and automatic. I know when a word does not make sense. I can re read with corrections. Other Evidence: Guided reading Individual reading Shared reading TBOE Approved 8/26/2013 Page 31

32 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the. Essential Questions: What do good writers do? What s my purpose and how do I develop it? ESL Support: Word/Picture Wall Teacher Support Graphic Organizers Shared Writing Gesture Sentence Frame Standards CCSS W.1.1 L.1.2 d,e Writing 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, Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 22 CO Apply the writing process to write an opinion piece in which the topic or book they are writing about is introduced and which includes a statement of their opinion, a reason for their opinion, and closing statement. LO Express an opinion in writing using a Graphic Organizers. Instructional Scaffold Skills ELP 1 Express an opinion with supporting reasons either by drawing a picture about a topic and write one-word labels that express opinion. ELP 2 Express an opinion with supporting reasons either by using key vocabulary in phrases and short sentences. Assessments Formative Conferencing Check for Understanding Graphic Organizer/ Template Response Journals Summative State Assessments Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 32

33 and provide some sense of closure. WIDA ELDS: 1-5 Reading Writing ELP 3 Express an opinion with supporting reasons using key vocabulary in multiple, simple sentences. ELP 4 Express an opinion with supporting reasons using key vocabulary in expanded and some complex sentences. ELP 5 Express an opinion with supporting reasons using precise vocabulary in multiple, complex sentences. Benchmarks End-of- the Unit tests. ACCESS Test Performance Tasks: Stage 2 - Assessment Evidence Other Evidence: I can identify my opinion on a topic or book. I can support my opinion with reasons. I can link my opinions and reasons with connecting words. I can write an opinion piece with an introduction, supporting reasons, and a conclusion. Teacher observation Self-assessment /peer assessment Rubrics Classwork TBOE Approved 8/26/2013 Page 33

34 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader. Essential Questions: What do good writers do? What s my purpose and how do I develop it? ESL Support: Teacher Support Visuals Graphic organizer Word/picture wall Template Pictures and Photographs Standards CCSS W.2.2 Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2-SLO 19 CO Apply the writing process to develop an informative/explanatory composition that introduces the topic, provides researched facts and definitions to develop specific points, and includes a closing sentence. LO Write an informative/explanatory composition applying the steps of the writing process using a graphic organizer Instructional Scaffold Skills ELP 1 Write an informative or explanatory text using single, illustrated words in phrase patterns and that represents key ideas. ELP 2 Write an Informative or explanatory text using selected vocabulary in key phrases and short sentences. ELP 3 Write an Informative or explanatory text using key Assessments Formative Conferencing Check for Understanding Graphic Organizer Response Journals Summative State Assessments Benchmarks Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 34

35 section. WIDA ELDS: 1-5 Reading Writing or template. vocabulary in a series of simple, related sentences. ELP 4 Write an informative or explanatory text using key vocabulary in expanded sentences with emerging complexity. End-of- the Unit tests. ACCESS ELP 5 Write an Informative or explanatory text producing clear and coherent writing using precise vocabulary in multiple, complex sentences. Stage 2 - Assessment Evidence Performance Tasks: I can select a topic and identify information to share. I can use facts and definitions to share points and ideas about my topic. I can present my information by writing an informative paper with a topic, facts, and ending sentence. Other Evidence: Group Work Partner Work TBOE Approved 8/26/2013 Page 35

36 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and technology. Essential Questions: Writing clearly: What makes a difference? Final product: What does it take? ESL Support: Teacher support Visuals Graphic organizer Peer support Word wall Partner Work Illustrations/Diagrams Drawings Pictures/Photographs Digital Tools Standards CCSS W.1.5, W.1.6, L.1.2.b CCSS W.2.5, W.2.6, L.2.1.f, L.2.2.e Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 23, 24 Grade 2 SLO 20, 21 CO With guidance, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing. Instructional Scaffold Skills ELP 1 Exchange ideas about a topic by responding to wh questions in and add one-word or picture details to writing. ELP 2 Exchange ideas about a topic by responding in short Assessments Formative Conferencing Check for Understanding Graphic Organizer Response Journals Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 36

37 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. WIDA ELDS: 1-5 Reading Writing LO Exchange ideas about a topic adding details by using digital tools, visuals, graphic organizers and suggestions from peers. phrases to add one or two word details to writing incorporating general vocabulary. ELP 3 Exchange ideas by speaking in simple sentences in order to add simple sentence length details about a topic incorporating general and content-based vocabulary. ELP 4 Exchange ideas by speaking in complete sentences in order to add sentence length and details about a topic incorporating content based vocabulary. Summative State Assessments Benchmarks End-of- the Unit tests. Portfolio ELP 5 Exchange ideas by speaking in complex sentences in order to add complex sentence length details about a topic incorporating content- based vocabulary. Stage 2 - Assessment Evidence Performance Tasks: I can write about a topic. I can answer question about my writing I can add details that will help the reader understand my topic. I can recognize that a good piece requires more than one draft. I can revise my writing by listening to ideas from my teachers and peers. I can edit my writing by checking for errors in capitalization, punctuation, and spelling. I can prepare a new draft with changes that strengthens my writing. Other Evidence: Rubric Teacher Observation Classwork TBOE Approved 8/26/2013 Page 37

38 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective research presents an answer to a question, demonstrates understanding of the inquiry, and properly cites information from multiple sources. Essential Questions: What do good researchers do? Cut and Paste: What s the problem? ESL Support: Graphic organizer Adapted Text Pictures/Photographs Partner work Sentence Frames Choice questions Template Shared Writing Word/Picture Wall Illustrations/diagrams/drawings Digital tools Standards CCSS W.1.8 CCSS W.2.8 With guidance and support from adults, recall Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 25 Grade 2 SLO 22 CO Compose a response to a question based on recalled experiences or information gathered from provided Instructional Scaffold Skills ELP 1 Draw pictures or write using single words. ELP 2 Draw pictures and write using phrases or sentence frames. Assessments Formative Conferencing Check for Understanding Graphic Organizer Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 38

39 information from experiences or gather information from provided sources to answer a question. WIDA ELDS: 1-5 Reading Writing sources. LO Compose a response based on recalled information from experiences or gathered information using Shared Writing and notes. ELP 3 Produce a writing sample using sentence frames and repetitive sentences. ELP 4 Produce a writing sample with sentences of varying length. ELP 5 Write using complex sentences and grade level vocabulary. Response Journals Summative State Assessments Benchmarks End-of- the Unit tests. Stage 2 - Assessment Evidence Performance Tasks: I can answer questions using information gathered or recalled. I can write about a personal experience. I can research to find out answers to questions. Other Evidence: Teacher observations Self-assessment Peer assessment TBOE Approved 8/26/2013 Page 39

40 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language. Essential Questions: What makes up a good presentation of ideas? Does it really matter how I say something? ESL Support: Story Map Word and picture wall Small group Sentence Frames Gestures Illustrations Story Element Worksheet Standards CCSS SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 26 CO Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. LO Orally describe people, places, things, and events with details, using a Story Elements Worksheet. Instructional Scaffold Skills ELP 1 Orally describe story elements using a leveled text, use pictures, gestures and selected vocabulary in key phrases. ELP 2 Orally describe story elements using a leveled text, use pictures and selected vocabulary in key phrases and short sentences. Assessments Formative Conferencing Check for Understanding Graphic Organizer Response Journals Summative Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 40

41 WIDA ELDS: 1-5 Speaking Listening Performance Tasks: ELP3 Orally describe story elements in a leveled text using key vocabulary in a series of simple sentences. ELP 4 Orally describe story elements in a leveled text using key vocabulary in expanded and some complex sentences. ELP 5 Orally describe story elements in a grade-level text using precise vocabulary in multiple, complex sentences. Stage 2 - Assessment Evidence Other Evidence: State Assessments Benchmarks End-of- the Unit tests. I can use details to describe people, places, things, and events. I can express ideas and feelings clearly. Class Participation Flash Cards Teacher Observation Partner Work TBOE Approved 8/26/2013 Page 41

42 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language. Essential Questions: What makes up a good presentation of ideas? Does it really matter how I say something? ESL Support: Word/Picture Wall Drawings Visuals Model Partner Illustrations Standards CCSS SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 27 CO Add drawings, models, or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. LO Orally describe ideas and feelings using drawings and visuals. Instructional Scaffold Skills ELP 1Orally describe ideas and feelings and using drawings, pictures, gestures and selected single words. ELP 2 Orally describe ideas and feelings and use drawings, pictures and selected vocabulary in key phrases and short sentences. Assessments Formative Conferencing Check for Understanding Word Web Summative State Assessments Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 42

43 WIDA ELDS: 1-5 Speaking Listening Performance Tasks: ELP 3 Orally describe ideas and feelings using key vocabulary in a series of simple, related sentences. ELP 4 Orally describe ideas and feelings using key vocabulary in expanded and some complex sentences. ELP 5 Orally describe ideas and feelings using precise vocabulary in multiple, complex sentences. Stage 2 - Assessment Evidence Other Evidence: Benchmarks End-of- the Unit tests. Response Journals ACCESS I can identify places in my work where ideas, thoughts, or feelings are not clear. I can add drawings or visual displays to clarify my ideas, thoughts, or feelings. Group Participation Classwork Homework TBOE Approved 8/26/2013 Page 43

44 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Comprehension is enhanced through a collaborative process of sharing and evaluating ideas. Essential Questions: What makes collaboration meaningful? Making meaning from a variety of sources: What will help? ESL Support: Graphic organizer Cue Cards Manipulatives Word Wall Pictures/Photographs Choice questions Partner work Sentence Frame Templates Visuals Standards CCSS SL.2.1, SL.2.3, SL.2.6 Participate in collaborative conversations with diverse partners about Grade 2 Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 2 SLO 23, 24, 25 CO Respond, one at a time, to topics of discussion regarding a read text, build on input provided by peers, and ask for additional information from peers as needed. Instructional Scaffold Skills ELP1 Ask and answer questions with single words and memorized routines, using specific, culturally appropriate verbal and nonverbal cues. ELP 2 Ask and answer questions and use selected vocabulary in Assessments Formative Conferencing Check for Understanding Response Journals Summative Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 44

45 topics and texts with peers and adults in small or large groups. a. Follow agreed upon rules discussions (ex. listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. LO Ask and answer questions in small and large group discussions using Word Wall. short phrases, using specific, culturally appropriate verbal and nonverbal cues. ELP 3 Ask and answer questions using key vocabulary in simple, related sentences, using culturally appropriate verbal and nonverbal cues. ELP 4 Ask and answer questions using key vocabulary in expanded and some complex sentences, using culturally appropriate verbal and nonverbal cues. ELP 5 Ask and answer questions using precise vocabulary in multiple, complex sentences, using culturally appropriate verbal and nonverbal cues. State Assessments Benchmarks End-of- the Unit tests. WIDA ELDS: 1-5 Speaking Listening Stage 2 - Assessment Evidence Performance Tasks: I can identify and follow the agreed upon rules for discussion. Other Evidence: Small group discussion TBOE Approved 8/26/2013 Page 45

46 I can listen to the comments of others and share my own ideas. I can ask questions when I do not understand. Think Pair Share TBOE Approved 8/26/2013 Page 46

47 UNIT: 4 Grade Level Cluster : 1-2 District-Approved Text: Rigby, On Our Way To English Enduring Understandings: Stage 1- Desired Results Effective communication of ideas when speaking or writing relies on the appropriate use of the conventions of language. Essential Questions: Why do rules of language matter? Communicating clearly: What does it take? ESL Support: Graphic organizer Pictures/Photographs Small Groups Sample sentences Model Word and picture wall Sentence frames Cartoons Feelings Chart Alphabet Chart Standards CCSS L.1.1b, c, e, f, j Demonstrate command of the conventions of standard English grammar and usage when Student Learning Objectives (SLO) Content objective (CO) Language objective (LO) Grade 1 SLO 28, 29, 30, 31, 32 CO b, c Use common, proper, and possessive nouns, also use singular and plural nouns with matching verbs in basic sentences appropriately when writing or speaking. Instructional Scaffold Skills ELP 1 Use the correct noun and verb when writing or speaking and supply a high-frequency noun to match the verb in basic phrases. ELP 2 Use the correct noun, verb and adjective when writing or Assessments Formative Conferencing Check for Understanding Vocabulary Knowledge Scale Vocabulary Resources Rigby leveled Scholastic leveled TBOE Approved 8/26/2013 Page 47

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