Embedded Files
1st Grade has two, one hour ELA blocks of instruction. The first hour is a Skills Block which focuses on foundational reading skills aligned with the science of reading. The second hour focuses on using those skills to create authentic learning experiences. They have four overarching topics of study through the school year. The first module of study focuses on building literacy and citizenships skills through Tools and Work.
Unit 1: In this unit, students are introduced to different challenges and they have to decide which tool is best to solve their dilemma. In each challenge, students ask and answer questions and get experience using tools for themselves as well as learn about how specific tools are used around the world.
Unit 2: Students turn their focus to literary texts to learn about habits of character and how they make it easier to work and solve problems. During this unit they continue to be introduced to new dilemmas and different strategies and tools to help solve them.
Unit 3: Students learning is put into action as they use their habits of character and to plan and build their own "Magnificent Thing." This magnificent things will fulfill an authentic classroom need and students will discuss and reflect on their creations.
Guiding Questions:
How do we create a magnificent things?
Why do we need tools?
How do habits of character help us do work?
Module 2: Students are engaged in a study of the sun, moon, and stars to enhance both science and literacy skills.
Unit 1: Students will study the sun, moon and stars through narrative texts and identify reason why they inspire authors to write stories about them.
Unit 2: This unit focuses on science concepts and observable patterns found in the sun, moon, and stars. Students read the books, What Makes Day and Night, and Does the Sun Sleep? Noticing Sun Moon, and Star Patterns, as they track patterns through pictures and videos.
Unit 3: Students will read the book, What the Sun Sees, What the Moon Sees, to understand the different moon and sun positions at different times of day and night. They then study the descriptive language in the book to write their own poem about the sun, moon, and stars and learn to give kind and specific feedback to peers about their writing.
Guiding Questions:
Why do authors write about the sun, moon, and stars?
What patterns can we observe in the sky?
How do authors use their knowledge and observations to write a story?
Module 3: This module focuses on science standards of animals physical features and behaviors and how those help animals survive in their specific habitats.
Unit 1: The first unit uses the books, Just Ducks, and Birds, to help students understand the guiding question, what makes a bird, a bird?
Unit 2: Students participate in research to learn more about the form and function of different beak and feather types. Students then create scientific drawings and the use the books, Feathers: Not Just for Flying, and Beaks, to describe how birds use their body parts to survive.
Unit 3: In this unit students conduct more research using the text, Little Kids First Big Book of Birds, to learn even more about how specific birds parts help them survive in their habitat. Students create Expert Bird Riddle cards and Expert Scientific drawings cards for a riddle matching game putting their knowledge to the test.
Throughout this module students will have hands on learning experiences through observations and activities at our School Forest and other local areas as they learn about what it means to be an ornithologist.
Guiding Questions:
What makes a bird a bird?
How do birds use their body parts to survive?
How do specific birds use their body parts to survive?
How do we build our research skills and share our learning?
Module 4: Students will use the knowledge built in Module 3 to discuss the questions, Why should we care about birds? This will lead to the development of a meaningful way they can help birds and contribute a better world.
Unit 1: Students explore their guiding question by reading the texts, The Lion and the Bird, and Pierre the Penguin. They will participate in groups discussions and writing tasks where they compare and contrast character experiences.
Unit 2: Students investigate a specific bird and the nest it built in the heart of New York City. They will read about differing opinions and write their own opinion piece in response to the information gathered.
Unit 3: The text, A Place for Birds, is featured as students learn about some of the different problems birds face and what we can do to help them live and grow. Students will aslo learn about the many ways birds are helpful to plants, humans, and other animals, and create a scientific drawing that can be hung in a window to help prevent birds from flying into them.
Guiding Questions:
Why should we care about birds?
How do characters in stories help care for birds?
Why do people have different opinions about birds?
How can people care for birds so they can live and grow?
Mrs. Janelle Rucker
Mrs. Janelle Rucker
jrucker@spencer.k12.wi.us
Mrs. Brooke Klabon
Mrs. Brooke Klabon
bklabon@spencer.k12.wi.us
Mrs. Suzanne Boyd
Mrs. Suzanne Boyd
sboyd@spencer.k12.wi.us
School District of Spencer
School District of Spencer
Student First | Rocket Family
Mission
We nurture students to be resilient, collaborative problem-solvers who strive to be lifelong learners.
Vision
Graduate successful individuals who will positively contribute to society.
Values
Integrity | Accountability | Teamwork | Growth | Achievement
Motto
Inspire, Educate, and Celebrate
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