Evidence Outcomes:

a. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (CCSS: SL.1.1)

i. Follow agreed-upon rules for discussions (for example: listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.1.1a)

ii. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (CCSS: SL.1.1b)

iii. Ask questions to clear up any confusion about the topics and texts under discussion. (CCSS: SL.1.1c)

b. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (CCSS: SL.1.2)

c. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. (CCSS: SL.1.3)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of communicating and the concept of culture: realize there are multiple ways of viewing the world by actively listening while engaging in effective discourse and collaborative conversations.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will understand that there are expected and unexpected behaviors/language in conversation

• Students will understand the significance and timing of asking questions and responding on topic

• Students will understand how to communicate effectively based on purpose, task, and audience

• Students will understand how to collaborate with others using speaking and listening skills

In order to meet these essential understandings, students must know...

• How to follow the agreed-upon rules for discussion

  • Listening

  • Speaking one at a time

• Expected social cues

  • Expected body language

  • How to regulate emotions to respond appropriately

• Question formulation

  • Question words

  • Sentence structure

• Others thoughts and opinions can differ from your own

• The importance of active listening and how to be an active listener

• The importance of respectfully and clearly expressing personal ideas

• An understanding of how to evaluate and react to social cues

In order to meet these essential understandings, students must be able to...

• Apply rules of discussion

  • Listen while others are speaking

  • Speak one at a time

  • Make eye contact

• Determine important ideas to contribute ideas on a topic

• Relate to a topic

• Ask questions to gain information

• Articulate personal or academic thinking

• Evaluate and react to verbal and non-verbal cues from peers

Evidence Outcomes:

a. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (CCSS: SL.1.4)

b. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.1.)

c. Produce complete sentences when appropriate to task and situation. (CCSS: SL.1.6) *

d. Give and follow simple two-step directions.

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Communicate and present effectively based on purpose, task, and audience using appropriate language and planning.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

Students will understand that effective communicators express ideas and feelings clearly

In order to meet these essential understandings, students must know...

• About effective descriptions

  • Adjectives for people, places, things, and events

• The components of a complete sentences

• Accompanying visuals and the roles they play

• Continue to learn and understand parts of speech (introduced in K.1.2)

In order to meet these essential understandings, students must be able to...

• Describe people, places, things, and events with relevant details

• Express ideas and feelings clearly with words and/or visuals

• Produce complete sentences

• Prioritizing procedural steps, to give clear (two-step) directions

• Apply an understanding of synonyms and antonyms

Evidence Outcomes:

a. Use Key Ideas and Details to:

i. Ask and answer questions about key details in a text. (CCSS: RL.1.1) *

ii. Retell stories, including key details, and demonstrate understanding of their central message or lesson. (CCSS: RL.1.2)

iii. Describe characters, settings, and major events in a story, using key details. (CCSS: RL.1.3) *

iv. Make predictions about what will happen in the text and explain whether they were confirmed or not and why, providing evidence from the text. *

b. Use Craft and Structure to:

i. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (CCSS: RL.1.4)

ii. Explain major differences between books that tell stories and books that give information. (adapted from CCSS: RL.1.5) *

iii. Identify who is telling the story at various points in a text. (CCSS: RL.1.6) *

iv. Follow and replicate patterns in predictable poems.

c. Use Integration of Knowledge and Ideas to:

i. Use illustrations and details in a story to describe its characters, setting, or events. (CCSS: RL.1.7)

ii. Compare and contrast the adventures and experiences of characters in stories. (CCSS: RL.1.9) *

d. Use Range of Reading and Level of Text Complexity to:

i. With prompting and support, read prose and poetry of appropriate complexity for grade 1. (CCSS: RL.1.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of literary texts to build knowledge, interpret, comprehend, and analyze literature to better understand the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Students will understand that they have a variety of tools to ‘tackle’, comprehend, and analyze a text in different ways

• Students will understand that texts serve a purpose; we can learn from them, connect to them, emote from them

• Students will develop a ‘love of learning' through reading; curiosity, imagination, eagerness, and perseverance

In order to meet these essential understandings, students must know...

• Use Key Ideas and Details

  • Literary Elements:

    • Setting (when and where a story takes place)

    • Character (who or what the story is about)

    • Yearning (what the main character wants)

    • Conflict (what stops the main character from getting yearning)

    • Rising Action (events that drive the story toward resolution)

    • Climactic Event (point of no return, where the character demonstrates the lesson, growth, or change)

    • Falling Action (where the story is resolved)

    • Lesson, Growth, or Change (how the character develops through the story based on the events)

  • Details

    • Some details are more important than others

    • Details allow you to engage with a text through different lenses/capacities

    • Prediction

• Use Craft and Structure

  • Senses and emotions

  • Point of view

  • Nonfiction vs. Fiction: structure and purpose

  • Patterns in poetry and texts

  • Texts serve different purposes

  • How structure correlates with the purpose and meaning

• Use Integration of Knowledge and Ideas

  • Definitions of compare and contrast

  • Understand similarities and differences

  • Understand the concept of an experience (physical vs. emotional/adventures)

  • Story elements can have similarities and differences

• Use Range of Reading and Text Complexity

  • Students will understand they must challenge themselves with grade 1 complex texts

In order to meet these essential understandings, students must be able to...

• Use skills and metacognitive awareness to comprehend texts

• Use skills and metacognitive awareness to analyze and respond to texts

• Make and name connections surrounding a story

• Use Key Ideas and Details

  • Determine importance between key details and details

  • Formulate questions about story details

  • Formulate questions to drive the purpose of reading (prediction-style questions)

  • Predict story outcomes providing evidence from a text and explaining whether confirmed or not

• Use Craft and Structure

  • Identify words and phrases that suggest feeling or appeal to senses

  • Recognize the differences in the structure of nonfiction and fiction texts

  • Evaluate the purpose of the text

  • Identify point(s) of view in a story

  • Predict and replicate patterns in texts

• Use Integration of Knowledge and Ideas

  • Describe story elements using illustrations and details in the text

  • Compare and contrast character experiences

• Use Range of Reading and Text Complexity

  • Read on-level poetry and texts

  • Read 53 words per minute by spring

Evidence Outcomes:

a. a. Use Key Ideas and Details to:

i. Ask and answer questions about key details in a text. (CCSS: RI.1.1) *

ii. Identify the main topic and retell key details of a text. (CCSS: RI.1.2)

iii. Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS: RI.1.3) *

iv. Activate schema and background knowledge to construct meaning

b. Use Craft and Structure to:

i. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4)

ii. Know and use various text features (for example: headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (CCSS: RI.1.5) *

iii. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS: RI.1.6)

c. Use Integration of Knowledge and Ideas to:

i. Use the illustrations and details in a text to describe its key ideas. (CCSS: RI.1.7)

ii. Identify the reasons an author gives to support points in a text. (CCSS: RI.1.8) *

iii. Identify basic similarities in and differences between two texts on the same topic (for example: in illustrations, descriptions, or procedures). (CCSS: RI.1.9) *

d. Use Range of Reading and Level of Text Complexity to:

i. With prompting and support, read informational texts appropriately complex for grade 1. (CCSS: RI.1.10)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Read a variety of literary texts to build knowledge, interpret, comprehend, and analyze literature to better understand the human experience.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• The understanding that information can come from a variety of media

• Students will understand that they have a variety of tools to tackle, comprehend, and analyze a text in different ways

• Students will understand that texts serve a purpose; we can learn from them, connect to them, emote from them

In order to meet these essential understandings, students must know...

• Use Key Ideas and Details

  • Question words and question formulation

  • Main idea/topic

  • Details

    • some details are more important than others

    • text features (heading, caption, photos) reflect key ideas and details and can engage the reader

  • Informational retell

  • Schema/background knowledge (what it means to make a connection)

    • Make relevant connections and activating their schema to make meaning

• Use Craft and Structure

  • Variety of ways to determine or clarify the meaning of unknown words and phrases in an informational text

  • How to monitor for meaning

  • Informational text features and how to use them

    • Headings, table of contents, glossary, menu, icons, words in bold/underlined/italics, captions

  • Difference between text information and picture information

  • Structure correlates with the purpose and meaning

• Use Integration of Knowledge and Ideas

  • Two texts on the same topic can have similarities and differences

    • How to compare and contrast

    • Understand similarities and differences

  • Key details support the main idea

  • Text details support the main idea

  • Constructed Responses (RACE model- Restate, Answer, Cite and Explain)

  • How to restate a question

• Use Range of Reading and Text Complexity

  • Fluency and comprehension tools in order to read grade 1 texts

In order to meet these essential understandings, students must be able to...

• Use skills and metacognitive awareness to comprehend texts

• Use skills and metacognitive awareness to analyze and respond to texts

• A ‘love to learn’ through reading; curiosity, imagination, eagerness, and perseverance

• Use Key Ideas and Details

  • Formulate questions about key details

  • Formulate questions to drive purpose of reading (prediction-style questions)

  • Finding and answering posed questions relevant to the text (or topic)

  • Identify Main topic and supporting details

  • Describe connections between two individuals, events, ideas, or pieces of information

  • Develop relevant connections using background knowledge to construct deeper meaning

• Use Craft and Structure

  • Identify unknown words (Monitor for Meaning)

  • Use a strategy to determine meaning of unknown words or phrases

  • Use text features to locate information, clarify meaning, identify facts, make predictions, etc.

  • Distinguish and understand the difference between information provided by pictures/illustrations and information provided by words

• Use Integration of Knowledge and Ideas

  • Use illustrations and details to describe and/or predict key ideas

  • Identify the author’s purpose

  • Name details supporting main idea

  • Identify basic similarities in and differences between two texts on the same topic (access schema)

  • Create a constructed response by restating the question, answering the question (1st grade RAce)

• Use Range of Reading and Text Complexity

  • Read on-level texts

Evidence Outcomes:

a. Demonstrate understanding of the organization and basic features of print. (CCSS: RF.1.1)

i. Recognize the distinguishing features of a sentence (for example: first word, capitalization, ending punctuation). (CCSS: RF.1.1a) *

b. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS: RF.1.2)

I. Distinguish long from short vowel sounds in spoken single-syllable words. (CCSS: RF.1.2a) *

ii. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (adapted from CCSS: RF.1.2b) *

iii. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CCSS: RF.1.2c)

iv. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CCSS: RF.1.2d) *

c. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.1.3)

i. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CCSS: RF.1.3a) *

ii. Decode regularly spelled one-syllable words. (CCSS: RF.1.3b)

iii. Know final -e and common vowel team conventions for representing long vowel sounds. (CCSS: RF.1.3c) *

iv. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (CCSS: RF.1.3d) *

v. Decode two-syllable words following basic patterns by breaking the words into syllables. (CCSS: RF.1.3e) *

vi. Read words with inflectional endings. (CCSS: RF.1.3f) *

vii. Read grade-appropriate irregularly spelled words. (adapted from CCSS: RF.1.3g) *

viii. Use onsets and rimes to create new words (for example: ip to make dip, lip, slip, ship) *

ix. Accurately decode unknown words that follow a predictable letter/sound relationship *

d. Read with sufficient accuracy and fluency to support comprehension: (CCSS: RF.1.4)

i. Read grade-level text with purpose and understanding. (CCSS: RF.1.4a)

ii. Read grade-level text orally with accuracy, appropriate rate, and expression. (CCSS: RF.1.4b)

iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.1.4c)

e. 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. (CCSS: L.1.4)

i. Use sentence-level context as a clue to the meaning of a word or phrase. (CCSS: L.1.4a) *

ii. Use frequently occurring affixes as a clue to the meaning of a word. (CCSS: L.1.4b)

iii. Identify frequently occurring root words (for example: look) and their inflectional forms (for example: looks, looked, looking).* (CCSS: L.1.4c)

iv. Identify and understand compound words. *

f. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.1.5)

i. Sort words into categories (for example: colors, clothing) to gain a sense of the concepts the categories represent. (CCSS: L.1.5a)

ii. Define words by category and by one or more key attributes (for example: a duck is a bird that swims; a tiger is a large cat with stripes). (CCSS: L.1.5b)

iii. Identify real-life connections between words and their use (for example: note places at home that are cozy). (CCSS: L.1.5c)

iv. Distinguish shades of meaning among verbs differing in manner (for example: look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (for example: large, gigantic) by defining or choosing them or by acting out the meanings. (CCSS: L.1.5d)

g. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (for example: because). (CCSS: L.1.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Develop insight into the nature of language by understanding language functions in different contexts, by commanding a variety of word-learning strategies to aid comprehension, and by making effective choices for meaning and style.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Applying schema to known and unknown words in order to fluently read to comprehend

• Appropriate strategies to decode and understand the meaning of words

• How to continue the task at hand despite frustration and challenges

• How to command a variety of word-learning strategies to assist in comprehension and choose an effective strategy in order to make meaning

In order to meet these essential understandings, students must know...

• Features of a word or sentence have meaning

• There is a connection between sound and symbol

• There are specific tools and rules to decode words

  • Digraphs

  • Regularly spelled one-syllable words

  • Long vowel sounds: Final -e and Vowel teams

  • Every syllable must have a vowel sound

  • Basic patterns for syllabication

  • Inflectional endings (-ed, -s, -ing)

  • Predictable letter/sound relationships (include onset and rime)

• That accuracy and fluency in reading support comprehension

  • Define accuracy, rate, expression

  • Monitor for meaning (self-correcting, when to reread)

• That words have multiple meanings and the specific strategies to derive meaning

  • What is sentence-level context

  • Affix

  • Root word

  • Compound word

  • Inflected ending

• With support, understand figurative language

  • Categorizing

  • Discussion associations between life and vocabulary

  • Understand verbs and adjectives

  • conjunctions

In order to meet these essential understandings, students must be able to...

• Recognizing basic features of print (within sentences)

• Demonstrate understanding of spoken words, syllables, sounds

• Apply grade-level phonics and word analysis in decoding words

• Read with accuracy and fluency to support comprehension

• Clarify the meaning of unknown and multiple-meaning words and phrases with an array of strategies

• With guidance, demonstrate understanding of figurative language, word relationships, and nuances in word meanings

• Use conjunctions to signal simple relationships

Evidence Outcomes:

a. Introduce the topic or name the book they are writing about. (adapted from CCSS: W.1.1)

b. State an opinion. (adapted from CCSS: W.1.1)

c. Supply a reason for the opinion. (adapted from CCSS: W.1.1)

d. Provide some sense of closure. (adapted from CCSS: W.1.1)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to justify their opinions to others, supporting a point of view with reasons dependent on audience and purpose

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• How to express opinions in writing and when to use opinion or persuasive style writing

• Topics have multiple perspectives

• How to recognize one’s own emotions, thoughts, and values to create an opinion and understand how opinions influence behavior

• How to craft an effective writing sample that conveys a clear opinion

• How to decide which writing structure and style best matches their purpose as an author for any given situation

In order to meet these essential understandings, students must know...

• Identify the purpose of opinion writing (PIE-persuade, inform, entertain)

• What is an opinion is

  • An opinion is a view, judgment, feeling, or belief about something

  • An opinion is a position that can be supported with reasons

• We can value different opinions (multiple perspectives)

• Paragraph format

• Topic sentence

• Strategies to create opinion statement (“I believe, in my opinion, I think”)

• Conclusion

• Strategies to create a concluding statement (“Now you know, that is why, as you can see, in conclusion, to summarize”)

• Reasons

In order to meet these essential understandings, students must be able to...

• Write a topic sentence

• State an opinion

• Provide reasoning

• Provide closure

Evidence Outcomes:

a. Name a topic. (CCSS: W.1.2)

b. Supply some facts about the topic. (CCSS: W.1.2)

c. Provide some sense of closure. (CCSS: W.1.2)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to effectively share information, research, and new learning with a clear focus.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• How to organize thoughts and ideas in an explanatory writing sample

• How to explain or inform, using facts and reasons, through writing.

• The ability to decide which writing structure and style best matches their purpose as an author for any given situation

• The difference between the purpose and format of informational (explanatory), opinion pieces, and narrative style writing.

In order to meet these essential understandings, students must know...

• Identify the purpose of opinion writing (PIE-persuade, inform, entertain)

• The structure of an informational piece of writing (as opposed to narrative structure)

• Strategies to create a topic sentence

• Understand the difference between facts and supporting details

  • Fact (something that is known or proven to be true)

• What a closing or a closing sentence is, and why we use it

  • Strategies to create a concluding statement (“Now you know, that is why, as you can see, in conclusion, to summarize”)

In order to meet these essential understandings, students must be able to...

• Write ideas within the structure of explanatory style

• Write a relevant topic sentence

• State facts about the topic

• Provide closure

• Follow the writing process

• Address a prompt

Evidence Outcomes:

a. Recount two or more appropriately sequenced events. (CCSS: W.1.3)

b. Include some details regarding what happened. (CCSS: W.1.3)

c. Provide some sense of closure. (CCSS: W.1.3)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers use appropriate writing techniques to engage readers in real or imagined narratives with sequenced events, and the appropriate level of detail.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• The difference between the purpose and format of informational (explanatory), opinion pieces, and narrative style writing.

• That stories follow a timeline

• The predictable components of a story; that stories have story elements

• Understand the connection between literary elements from reading units and writing units

In order to meet these essential understandings, students must know...

• Identify the purpose of opinion writing (PIE-persuade, inform, entertain)

• What narrative is

  • A narrative is a sequenced account of real/imagined connected events

• The structure of a narrative piece of writing (as opposed to informational/opinion structure)

  • Beginning, middle, and end

  • Timeline

• Exposure to Story Structure (Beginning, Middle and End)/ literary elements:

  • Beginning

    • Setting (when and where a story takes place)

    • Character (who or what the story is about)

  • Middle

    • Clear and organized sequence of events (conceptually leading to “Rising Action”)

  • End

    • Closure- how the story ends (what does the character do to solve/ after the problem is solved)

• What details are, how or where to include details

• What sequencing means, and how to sequence events

In order to meet these essential understandings, students must be able to...

• Bridge connections between literary elements in reading and writing

• Write ideas following the structure of narrative style

• Write about two or more appropriately sequenced events

• Share details about the story

• Provide closure

• Address a prompt

• Create a narrative that follows a clear structure of beginning, middle and end:

  • Beginning

    • Setting (when and where a story takes place)

    • Character (who or what the story is about)

  • Middle

    • Clear and organized sequence of events (“leading to Rising Action”)

  • End

    • Closure- how the story ends (what does the character do to solve/ after the problem is solved)

Evidence Outcomes:

a. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.1.1)

i. Print all upper- and lowercase letters. (CCSS: L.1.1a)

ii. Use common, proper, and possessive nouns. (CCSS: L.1.1b)

iii. Use singular and plural nouns with matching verbs in basic sentences (for example: He hops; We hop). (CCSS: L.1.1c)

iv. Use personal, possessive, and indefinite pronouns (for example: I, me, my; they, them, their, anyone, everything). (CCSS: L.1.1d)

v. Use verbs to convey a sense of past, present, and future (for example: Yesterday I walked home; Today I walk home; Tomorrow I will walk home). (CCSS: L.1.1e)

vi. Use frequently occurring adjectives. (CCSS: L.1.1f)

vii. Use frequently occurring conjunctions (for example: and, but, or, so, because). (CCSS: L.1.1g)

viii. Use determiners (for example: articles, demonstratives). (CCSS: L.1.1h)

ix. Use frequently occurring prepositions (for example: during, beyond,* toward*). (CCSS: L.1.1i)

x. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. (CCSS: L.1.1j)

b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.1.2)

i. Write complete simple sentences.

ii. Capitalize dates and names of people. (CCSS: L.1.2a)

iii. Use end punctuation for sentences. (CCSS: L.1.2b)

iv. Use commas in dates and to separate single words in a series. (CCSS: L.1.2c)

v. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (CCSS: L.1.2d)

vi. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS: L.1.2e)

c. 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. (CCSS: W.1.5)

d. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (CCSS: W.1.6)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Critical writers utilize the conventions of Standard English to convey their message through the recursive process of planning, drafting, revising, and editing.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

Conventions are necessary to convey a clear and accurate message for the reader.

In order to meet these essential understandings, students must know...

• Parts of Speech

  • Common nouns (person, place, thing)

  • Proper noun (name used for noun)

  • possessive nouns (‘s)

  • Personal pronouns (relating to person, gender, number, case)

  • Possessive pronouns (indicating ownership)

  • indefinite pronouns (pronouns not referring to particular, ie: anything)

  • Verbs to convey a sense of past, present, and future

  • Adjectives (describing word- color, texture, size, etc.)

  • Conjunctions (connect two clauses)

  • Determiners (modifying word in reference to noun)

  • Prepositions (relation words)

• Types of sentences:

  • Simple and compound sentences

  • Declarative

  • Interrogative

  • Imperative

  • Exclamatory

• The conventions of sentences

  • Complete sentences

  • Capitalize dates and names of people (proper nouns)

  • End punctuation

  • Use commas in dates and to separate words in a sentence

  • Conventional spelling patterns

  • Phonetic spelling schema

In order to meet these essential understandings, students must be able to...

• Demonstrate command of the conventions of grammar and capitalization, punctuation

• Gradel level handwriting expectations

  • Print all uppercase and lowercase letters correctly

• Apply parts of speech in verbal and written work

• Determine singular and plural nouns

• Match verbs to singular and plural nouns (he hops, we hop)

• Spelling when writing to meet the grade level expectation.

Evidence Outcomes:

a. Participate in shared research and writing projects. For example: explore a number of “how-to” books on a given topic and use them to write a sequence of instructions. (CCSS: W.1.7)

b. Write or dictate questions for inquiry that arise during instruction.

c. With peers, use a variety of resources (for example: direct observation, trade books, texts read aloud or viewed) to answer questions of interest through guided inquiry.

d. Use text features (for example: titles, illustrations, headings, bold type) to locate, interpret, and use information.

e. Identify a clear and significant purpose for research. (for example: Is my purpose for researching frogs clear and is it important to understanding more about mammals?)

f. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (CCSS: W.1.8)

Transfer Goals: Based on the Evidence Outcomes, what will students transfer to new contexts/situations?

Demonstrate professionalism through functioning like a researcher, crafting and continuing to refine a driving question, seeking out appropriate sources, adhering to digital citizenship, collaborating with others, and growing from feedback.

Essential Understandings: In order to meet these transfer goals, the essential ideas and core processes students must understand are...

• Researchers generate questions, and seek to develop answer based on evidence

• Researchers determine whether a source has useful and credible information

• Researchers find a variety of a sources on a topic

• Researchers share and explain their findings to others

In order to meet these essential understandings, students must know...

• What research is (synthesizing information from others)

• Peer collaboration (what is expected and unexpected, helpful, unhelpful…)

• How to ask questions that will deepen understanding about a topic

• How to identify research that is relevant to the question

• How to navigate research platforms to gain relevant information

• That different types of resources can provide information (online, books, magazines…)

• The role of text features and how to use them

• About the research process

In order to meet these essential understandings, students must be able to...

• Demonstrate an understanding of the purpose in researching a topic

• Participate in shared research and writing projects

• Write and dictate questions for inquiry

• Use a variety of resources to answer questions of interest

• Use text features to help locate, interpret, and use information

• Identify a clear and significant purpose

• Recall information from life experiences

• Gather information in order to answer questions by completing inquiry projects, writing, or recalling