Elementary Language Arts

1st Grade

Unit 2 Module A: Becoming a Classroom Citizen

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 2 - 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 2A - 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 key details help them determine the central message in a text.

Writers understand that opinions are supported by reasons.

Learners understand that citizenship begins with becoming a contributing member of the classroom community.

Essential Questions: "Knows"

How do readers retell text to demonstrate understanding of the central message?

How do writers support an opinion?

Module Goals: "Dos"

Readers will retell stories and demonstrate understanding of the central message.

Writers will write an opinion and supply reasons for it.

Learners will identify ways in which children contribute to a classroom community.

Evidence of Learning: PBA

Opinion Task: Write About Classroom Citizens

Children will think about The Recess Queen and A FIne, Fine School and how characters act as good classroom citizens. Children will write their opinion about how good classroom citizens act and supply a reason for the opinion.

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:

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

Supporting Evidence Outcomes:

Ask and answer questions about key details in a text. (CCSS: RL.1.1) *
Describe characters, settings, and major events in a story, using key details. (CCSS: RL.1.3) *
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (CCSS: RL.1.4)
Explain major differences between books that tell stories and books that give information. (adapted from CCSS: RL.1.5) *
Use illustrations and details in a story to describe its characters, setting, or events. (CCSS: RL.1.7)
Compare and contrast the adventures and experiences of characters in stories. (CCSS: RL.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 an opinion supported by reasons (CCSS:W.1.1)

Supporting Evidence Outcomes:

Introduce the topic or name the book they are writing about. (adapted from CCSS:W.1.1)
State an opinion. (adapted from CCSS:W.1.1)
Supply a reason for the opinion. (adapted from CCSS:W.1.1)
Provide some sense of closure. (adapted from CCSS:W.1.1)

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

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.

Performance-Based Assessment

Student Prompt:

Think about how the characters in A Fine, Fine School and The Recess Queen act as good classroom citizens. Write your opinion about how good classroom citizens act. Write a reason for your opinion. Remember to: