1st grade unit 5 2011 2012

Isaac School District No. 5
English Language Arts Curriculum Map: Grade 1

Unit 5: American Contributions - In this unit, students meet Americans who have contributed to our society in various ways and during
various times of history.

Overview: Building on the work with fiction and informational text in previous units, students meet famous Americans in informational
books and then hear fictional stories about the same people. Focusing on reading independently and fluently, students read nonfiction to
learn about the contributions made by interesting people in America. By placing events of a similar time period on a timeline, students are
able to visualize the connections among events and people. Students also write and revise an opinion piece. The unit also focuses on
vocabulary in context as students learn to read and reread for meaning.

Big Ideas: Essential Questions: Vocabulary:

Good readers use a variety of acquired skills What strategies do good readers use when biography conjunctions
to decode, recognize, and understand they encounter an unknown word? compare reread
words. contrast support
Why is it important to learn about the world expression timeline
Identifying similarities and differences around us? opinion words in context
between texts helps comprehension. fluency common nouns
How does providing reasons support your purpose proper nouns
They form opinions from what they read, opinion? adjectives possessive nouns
see, and/or hear. main idea

ELA Standards/ELP Standards: Sample Activities/Assessments:
Reading Foundations (RF)
1.RF.3 Know and apply grade-level phonics
and word analysis skills in decoding words.

II-R-2: The students will identify and
manipulate the sounds of the English
language and decode words, using
knowledge of phonics, syllabication, and
words parts.

BOLD: ELA Focus Standards Underlined Vocabulary = Tier 2 Words Adapted from Common Core Curriculum Maps, 2010.
Italics: ELP Standards *ELD Methodology 6-6-2011
(ELP Direct Alignment) -1-


1.RF.3c Know final–e and common Instructional Routine Template: Card 7 (1.RF.3c)
vowel team conventions for representing
long vowel sounds.
*Language Warm-Up (II-LS-2: HI-1)
II-LS-2: HI-1: Articulating the 44 phonemes
accurately.

1.RF.3e Decode two-syllable words Instructional Routine Template: Card 10 (1.RF.3e)
following basic patterns by breaking the
words into syllables. *Language Warm-Up (II-LS-2: HI-1)

II-R-2(D): HI-5: Reading multi-syllabic
words, using syllabication rules. (LI-5)

II-LS-2: HI-1: Articulating the 44 phonemes
accurately.

1.RF.3f Read words with inflectional Instructional Routine Template: Card 10 (1.RF.3f)
endings.
*Morph House (II-R-2(D): HI-6
II-R-2(D): HI-6: Identifying inflectional
endings (-s,-ed,-ing) and their functions
(tense, plurality, comparison and part of
speech).

1.RF.3g Recognize and read grade- Instructional Routine Template: Card 3 (1.RF.3g)
appropriate irregularly spelled words.

II-R-2(D): HI-7: Reading high frequency
words and irregular sight words fluently.



1.RF.4 Read with sufficient accuracy and
fluency to support comprehension.

II-R-3: The student will read with fluency
and accuracy.
1.RF.4a Read on-level text with purpose Have students choose one of the biographies they enjoyed reading. Have them practice
and understanding. reading the book until they can read it well (i.e., with phrasing and expression). As students
read their biographies independently, encourage them to look for opportunities to use
II-R-4: HI-9: Identifying the author’s context to confirm or self-correct word recognition and understanding, encouraging the
purpose for writing a book. (LI-9) children to reread as necessary. Take the books to a kindergarten class and have students
read the books aloud to students there. (1.RF.4a,b,c, 1.RI.4, 1.RI.10)
1.RF.4b Read on-level text orally with
accuracy, appropriate rate, and expression On encountering an unknown word, the reader a) looks carefully at the letter sequence, b)
on successive readings. sounds out the word, and c) checks the sense within the whole sentence or passage. If it
does not make sense, he or she rereads or asks for assistance. (1.RF.4c)
II-R-3: HI-2: Using punctuation, including
Display the lyrics to songs. After singing the songs together several times, allow the
commas, periods, question marks, and
students to select words that are challenging for them. Help students look for clues in the
exclamation marks to guide reading for
text to determine word meanings. Collect these and other words to add to the word bank
fluency.
from reading throughout the unit. (1.RF.4c)
1.RF.4c Use context to confirm or self-
correct word recognition and
understanding, rereading as necessary.

II-R-2(D): HI-9: Using knowledge of word
order (syntax) and context to confirm
decoding of text.

Reading Literature (RL)
1.RL.2 Retell stories, including key details, *Collaborative Story Re-tell
and demonstrate understanding of their
central message or lesson.


II-LS-1: HI-4: Summarizing the main idea
and key points/details of a presentation
using complete sentences. (B-4)

1.RL.5 Explain major differences between Create pairings of books that are literary and informational (e.g., “George Washington and
books that tell stories and books that give the General’s Dog” and the Rookie Biography of “George Washington”). Discuss how you
information, drawing on a wide reading of a read a story and a biography about the same character/historic person. Discuss as a class,
range of text types. how these two books connect to each other. How were the books the same? How were
they different? (Graphic Organizer, Sentence Stems) In this unit, there are numerous
II-R-4: HI- 1: Identifying the differences potential book pairings among the biographies, fictional stories, and even a fictional story
between fiction and nonfiction. written by the historical person himself “Benjamin Franklin.” This is an opportunity to show
the different characteristics of genre. It is also important within one book, to explain how
events in the life of a person connect to each other. (1.RL.5, 1.RL.7, 1.RI.3)
1.RL.7 Use illustrations and details in a story
to describe its characters, setting, or events.

II-R-4: HI-8: Extracting and interpreting
specific information from external text
features of text.

II-R-4: HI-11: Describing characters from a
literary selection.

II-R-4: HI-12: Describing the setting from a
literary selection.

II-R-4: HI-13: Summarizing the key events
from a literary selection.



1.RL.9 Compare and contrast the *This or That
adventures and experiences of
characters in stories.

No Alignment

Reading Informational Text (RI)
1.RI.3 Describe the connection between Create a simple timeline with historical events and figures as you read books together on
two individuals, events, ideas, or pieces Early America. This will help students make visual connections between events and people
of information in a text. during this part of history. Students may report back on what they have read
independently. Guide students in describing any connections between two individuals or
No Alignment events on the timeline. Students should understand that although the informational texts
are focused around different people or topics, it all happened at the same time in history.
(1.RI.3, 1.RI.10)

1.RI.4 Ask and answer questions to help
determine or clarify the meaning of words
and phrases in a text.

II-R-4: HI-4: Asking questions to clarify
text.

1.RI.8 Identify the reasons an author gives
to support points in a text.

II-R-4: HI-9: Identifying the author’s
purpose for writing a book.

1.RI.9 Identify basic similarities in and
differences between two texts on the
same topic (e.g., in illustrations,
descriptions, or procedures).


II-R-4: HI-1: Identifying the differences
between fiction and nonfiction.

1.RI.10 With prompting and support, read
informational texts appropriately
complex for grade 1.

No Alignment

Writing (W)
1.W.1 Write opinion pieces in which they Give students this prompt: “Choose one of the people from this unit that you think is the
introduce the topic or name the book most interesting. Write about the person. Be sure to name the person and to tell why you
they are writing about, state an opinion, think he or she is the most interesting. Also make sure you support your opinion with ideas
supply a reason for the opinion, and from the book(s) we read.” (1.W.1)
provide some sense of closure.

II-W-1: HI-8: Writing a short response to a
literary selection that connects text to self,
text to world, or text to other text.

ll-W-2: The student will identify and apply
conventions of standard English in his or her
communication.

Il-W-3: The students will use the steps of
the writing process as a writing piece moves
toward completion.

II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.


1.W.5 With guidance and support from Read and discuss “The Hatmaker’s Sign.” Talk about how it relates to revision. Instruct
adults, focus on a topic, respond to students to take a piece of their writing (such as the “most interesting” piece) and carefully
questions and suggestions from peers, and work on revising ideas. Students should edit their pieces and publish them. (1.W.5)
add details to strengthen writing as needed.

II-W-4: The students will integrate elements
of effective writing to develop engaging and
focused text.

Language (L)
1.L.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing and speaking.

II-L-1: The student will identify and apply
communications.

1.L.1b Use common, proper, and *Verb Tense Study (II-L-1(N): HI-2, HI-4, HI-5)
possessive nouns.

II-L-1(N): HI-2: Explaining differences
between common and proper nouns in
context (singular and plural).

II-L-1(N): HI-4: Using singular possessive
nouns.

II-L-1(N): HI-5: Using plural possessive
nouns.



1.L.1d Use personal, possessive, and *Concept Chart # (II-L-1(PRO): HI-1)
indefinite pronouns (e.g., I, me, my; they,
them, their, anyone, everything).

II-L-1(PRO): HI-1: Using personal singular
subjective pronouns (I, you, he, she, it) and
plural subjective pronouns (we, they) in oral
communication.

II-L-1(PRO): HI-2: Using singular and plural
personal objective pronouns (me, you, him,
her, it, us, them)in oral communication.

II-L-1(PRO): HI-3: Using singular and plural
personal possessive pronouns (mine, yours,
his, hers, its, ours, theirs) in oral
communication.

1.L.1f Use frequently occurring *Sentence Patterning Chart (II-L-1 (ADJ): HI-1)
adjectives.

II-L-1(ADJ): HI-1: Producing a series of
adjectives in the correct order.

II-L-1(ADJ): HI-2: Using nouns as
modifiers.

II-L-1(ADJ): HI-3: Using
sensory/personality adjectives.

II-L-1(ADJ): HI-4: Using singular and plural
possessive adjectives (my, your, his, her,
its, our, their).


1.L.1g Use frequently occurring
conjunctions (e.g., and, but, or, so,
because).

II-L-1(C): HI-1: Using coordinating
conjunctions.
1.L.1i Use frequently occurring prepositions *Prepositions for Location (II-L-1(PREP):HI-1)
(e.g., during, beyond, toward).

II-L-1(PREP): HI-1: Using prepositions of
location.

II-L-1(PREP): HI-2 Using prepositions of
direction.

time.

action and movement.

opposition.

II-L-1(PREP): HI-6: Differentiating among
prepositions of location, direction, and time.

II-LS-1: HI-6: Following multiple-step
directions, which include prepositions of
location (on, in, near, behind), direction (up,
down, over), time (on, at, in, by), and
“frequency” adverbs (always, never,
sometimes).


1.L.1j Produce and expand complete *Syntax Surgery (II-W-2: HI-12, HI-13, HI-14, HI-15)
simple and compound declarative,
interrogative, imperative, and *Verb Tense Study (II-W-2: HI-12, HI-13, HI-14, HI-15)
exclamatory sentences in response to
prompts. *Function Junction (II-W-2: HI-12, HI-13, HI-14, HI-15)

II-W-2: HI-12: Using declarative sentences
(S-V, S-V-C, S-V-O), positive (I am tall.) and
negative (I am not tall.) sentence
construction forms, in a variety of writing.

II-W-2: HI-13: Using interrogative
sentences in a variety of writing
applications.
II-W-2: HI-14: Using exclamatory
sentences in a variety of writing
applications.

II-W-2: HI-15: Using imperative sentences
in a variety of writing applications.

1.L.1k Write multiple sentences in an order
that supports a main idea or story.

1.L.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.

II-L-1: The student will identify and apply
communications.

(ELP Direct Alignment) - 10 -


II-W-2: The student will identify and apply
communications.

1.L.2a Capitalize dates and names of
people.

II-W-2: HI-6: Capitalizing the pronoun “I,”
the first word of a sentence, proper nouns
(names, days, months, and titles).

1.L.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 1 reading and
content, choosing flexibly from an array of
strategies.

II-L-2: The student will acquire English
language vocabulary and use it in relevant
contexts.

1.L.4a Use sentence-level context as a clue
to the meaning of a word or phrase.

II-L-2: HI-4: Using grade specific academic
vocabulary and symbols within context.

1.L.4c Identify frequently occurring root
words (e.g., look) and their inflectional forms
(e.g., looks, looked, looking).

No Alignment


1.L.5 With guidance and support from
adults, demonstrate understanding of word
relationships and nuances in word
meanings.

contexts.

1.L.5c Identify real-life connections between
words and their use (e.g., note places at
home that are cozy).

No Alignment

1.L.5d Distinguish shades of meaning To reinforce the idea of a wide range of alternatives for a word like “see,” write the words
among verbs differing in manner (e.g., “look,” “peek,” “glance,” “stare,” “glare,” and “scowl” onto cards. Have the students arrange
look, peek, glance, stare, glare, scowl) the cards in order from the most to least cautious. (e.g., peek→ glance→ look→ stare→
and adjectives differing in intensity (e.g., glare→ scowl). Use a thesaurus to add other synonyms of “to see” and add them into the
large, gigantic) by defining or choosing range of words. (L.1.5d)
them or by acting out the meanings.
Choose some verbs that are rather bland, such as “to walk.” Ask the children to recall the
II-L-2: HI-11: Clarifying word meaning by book, “The Wizard of Oz.” Have them imagine that they are walking on the yellow brick
applying knowledge of synonyms and road with Dorothy and that they are really happy. How would they walk? (Possible answers:
antonyms to enhance vocabulary. skip, run, dance.) Allow students to show how that kind of motion would look. Then, have
them imagine that they are feeling sad and discouraged. How would they walk? (Possible
answers: trudge, drag.) Make a list of all the words that could be used as a better choice
than “walk.” This lesson on verbs can be extended to cover roots and affixes –ed, -s, -ing.
(1.L.5d)

*Vertical Sentence (II-L-2: HI-11)



1.L.6 Use words and phrases acquired Give students these directions, “Write sentences about an American person we’ve read
through conversations, reading and being about recently, using at least three new words from our word bank in your work. Illustrate
read to, and responding to texts, including each sentence to demonstrate the meaning of each word.” (1.L.6, 1.L.1g, 1.L.5c)
using frequently occurring conjunctions to
signal simple relationships (e.g., because).

contexts.

Speaking and Listening (SL)
1.SL.3 Ask and answer questions about Invite a person from your community who has made a notable contribution to visit your
what a speaker says in order to gather classroom. After the speaker has shared his or her story, invite the students to ask
additional information or clarify questions to gather additional information or to clarify understanding, having prepared
something that is not understood. student questions prior to the speaker’s visit. After the speaker leaves, have the students
write a thank-you note telling one new thing they learned. (1.SL.3)
II-LS-2: HI-6: Asking and responding to
social and academic questions using
complete sentences. *The Big Cheese

1.SL.4 Describe people, places, things, and
events with relevant details, expressing
ideas and feelings clearly.

II-LS-2: The student will express orally his
or her own thinking and ideas.



Teacher’s Notes UNIT 5:



Suggested Works
(E) indicates a CCSS exemplar text; (EA) indicates a text from a writer with other works identified as exemplars.
Highlighted titles indicate works referenced in Unit 5.
Literary Texts Literary Texts Informational Texts
Stories (Read Aloud) (Continued) Informational Text

Little House in the Big Woods (Laura Ingalls Poetry (Read Aloud) The Man Who Walked Between the
Wilder and Garth Williams) (E) Towers (Mordicai Gerstein) (E)
The Hatmaker's Sign: A Story by Benjamin Washington” in The Random House Book of George Washington (Rookie Biographies)
Franklin (Candace Fleming and Robert Poetry for Children (Nancy Byrd Turner) (Wil Mara)
Parker) You’re a Grand Old Flag (George M. Cohan and Let’s Read About—George Washington
Willie Was Different: A Children’s Norman Rockwell) (Scholastic First Biographies) (Kimberley
Story (Norman Rockwell) Weinberger and Bob Doucet)
Rockwell: A Boy and His Dog (Loren Spiotta- Abraham Lincoln (Rookie Biographies) (Wil
DiMare and Cliff Miller) Mara)
A True Story About Jackie Robinson (Testing Let’s Read About—Abraham
the Ice)(Sharon Robinson and Kadir Nelson) Lincoln (Scholastic First Biographies) (Sonia
George Washington and the General’s Black and Carol Heyer)
Dog (Frank Murphy and Richard Walz) Laura Ingalls Wilder (Rookie Biographies)
Lincoln and Me (Louise Borden) (Wil Mara)
Mr. Lincoln’s Whiskers (Karen Winnick) Paul Revere (Rookie Biographies) (Wil
Mara)
Abe Lincoln Crosses a Creek: A Tall, Thin
Tale (Deborah Hopkinson and John Hendrix) Let’s Read About—Cesar Chavez (Jerry
Tello)
*The Wizard of Oz (Frank L. Baum) (E)
Benjamin Franklin (Rookie Biographies) (Wil
Unit 4
Mara)
Pocahontas (DK Readers) (Caryn Jenner)
Poetry (Read Aloud)
Jackie Robinson (Rookie Biographies) (Wil
Mara)
“Hope” in The Collected Poetry of Langston
Hughes (Langston Hughes) (EA)
Informational Text (Read Aloud)


Art, Music, and Media
Dave the Potter: Artist, Poet, Slave (Laban
Art Carrick Hill and Bryan Collier) (EA)
John Singleton Copley, Paul Revere (1768) John, Paul, George, and Ben (Lane Smith)
Gilbert Stuart, Dolley Madison (1804) A Picture Book of Paul Revere (David A.
Portrait of Harriet Tubman (artist and date Adler, John and Alexandra Wallner)
unknown) A Picture Book of Benjamin Franklin (David
Gilbert Stuart, George Washington (1796) A. Adler, John and Alexandra Wallner)
George P.A, Healey, Abraham Lincoln A Picture Book of George Washington
(1869) (David A. Adler, John and Alexandra
Dr. Martin Luther King Jr. at The Lincoln Wallner)
Memorial (1963) Betsy Ross: The Story of Our Flag (Easy
Ben Wittick, Geronimo (Goyathlay), a Reader Biographies)(Pamela Chanko)
Chiricahua Apache; full-length, kneeling with
rifle (1887)
Website References
Music
Songs
Instructional Routines:
Yankee Doodle Boy (George M. Cohan) http://csi.boisestate.edu/readingfirst/resources/coach
You’re a Grand Old Flag (George M. Cohan) es.shtml



*ELD Methodologies
The methodologies indicated below support the identified standards that are presented in Unit 5. Standards may lend themselves to additional methodologies.

*Language Warm-Up

*Morph House

*Collaborative Story Re-tell

*This or That

*Verb Tense Study

*Concept Chart

*Sentence Patterning Chart

*Prepositions for Location

*Syntax Surgery

*Function Junction

*Vertical Sentence

*The Big Cheese


1st grade unit 5 2011 2012

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