Elementary Language Arts

1st Grade

Unit 1 Module B: Connecting to Our World

Early September - Early October: 1st Trimester

Module Overview

Supplementary Resources for Support

Use the drop down menu to view the new resources have been curated to support ReadyGEN reading and writing and the foundational skills block

eBackpacks Unit 1 - digital books, articles, etc. for student reading to encourage a love of reading and build background knowledge around unit topics and themes
PBA Student Writing Samples for Unit 1B - Samples & reflective questions to use with students to support their PBA writing and scoring support for teacher use
Fundations Videos - Exemplar videos in the Edthena Video Bank to watch Fundations lessons
Fundations Learning Activities Overview & Video Examples - An at-a-glance support for the Learning Activities used in Fundations

Enduring Understandings

Readers understand that informational texts have features that help them determine main topics.

Writers understand that informational texts can have a variety of features.

Learners understand that living things have certain behaviors that shape them and allow them to survive

Essential Questions: "Knows"

How do features in an informational text help readers understand the main topic?

How does the organizational structure of a text help writers explain information?

Module Goals: "Dos"

Readers will use features of informational texts to better comprehend what they read.

Writers will write questions and answers about animals.

Learners will identify behaviors and relationships that help animals survive.

Evidence of Learning: PBA

Explanatory Task: Write Answers to Questions

Children will use facts from Time to Sleep and What Do You Do With a Tail Like This? to write questions and answers about animals.

Standards Addressed

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Standard 1: Oral Expression & Listening

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

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)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (CCSS: SL.1.5)

Standard 2: Reading for All Purposes

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcomes:

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

Supporting Evidence Outcomes:

Ask and answer questions about key details in a text. (CCSS: RI.1.1) *
Describe the connection between two individuals, events, ideas, or pieces of information in a text. (CCSS:RI.1.3)*
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (CCSS: RI.1.4)
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) *
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (CCSS RI.1.6)
Use the illustrations and details in a text to describe its key ideas. (CCSS: RI.1.7)
Identify basic similarities in and differences between two texts on the same topic (for example: in illustrations, descriptions, or procedures). (CCSS: RI.1.9)*

Foundational Skills:

Recognize the distinguishing features of a sentence (for example: first word, capitalization, ending punctuation). (CCSS: RF.1.1a)*
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (CCSS: RF.1.2c)
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). (CCSS: RF.1.2d) *
Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). (CCSS: RF.1.3a) *
Identify real-life connections between words and their use (for example: note places at home that are cozy). (CCSS: L.1.5c)

Standard 3: Writing & Composition

Evidence outcomes in bold are those that are expected to be mastered in trimester 1

Prioritized Evidence Outcome:

Write informative/explanatory texts by naming a topic, providing related details, and giving the audience a sense of closure. (CCSS:W.1.2)

Supporting Evidence Outcomes:

Name a topic. (CCSS: W.1.2)
Supply some facts about the topic. (CCSS: W.1.2)
Provide some sense of closure. (CCSS: W.1.2)

Grammar & Conventions:

Print all upper- and lowercase letters. (CCSS:L.1.1a)
Use common, proper, and possessive nouns. (CCSS:L.1.1b)
Use singular and plural nouns with matching verbs in basic sentences (for example: He hops; We hop). (CCSS:L.1.1c)
Use frequently occurring adjectives. (CCSS:L.1.1f)
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. (CCSS:L.1.2e)

Standard 4: Research Inquiry & Design

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

Assessments

Assessments listed below reflect a balanced approach, providing teachers and students with information relative to mastery of module and unit goals in reading and writing.