Santa Ana Unified School District Common Core Unit-Language Arts

163 Pages·2014·13.92 MB·English

Table of Contents First Grade ELA/SS Neighborhoods at Work

Pages Lessons and Activities
1- 5 Unit Planner
6 Activity/Investigation
7 Wake Up City Overview: Lessons 1-5
8-10 Lesson 1: Wake Up City! Read Aloud
11-13 Small pictures of workers for picture sort: Pre-assessment
16-17 Lesson 2: Wake Up City! Finding and Understanding Details
18-30 Pictorial and Community Buildings
31-34 Lesson 3: Wake Up City! Text Dependent Questions
35 Circle Map of Workers from Wake Up City!
36-38 Lesson 4: Wake Up City! Text Dependent Questions
39-41 Lesson 5: Wake Up City! Close Read /Art Lesson
42-44 Detailed Close Read Art Lesson and Template
45 Social Studies Overview: Lessons 6-8
46-48 Lesson 6: Understanding the Use of Money
49-50 Lesson 7: “ The Important Book About Goods and Services”
51 Process Grid: Sample
52-53 Reader: “The Important Book About Goods and Services”
54-56 Lesson 8: Marketing and Transportation of Goods
57 “So you Want to be a Veterinarian” Overview: Lessons 9-12
58-60 Lesson 9: “So you Want to be a Veterinarian” Video/
61 Veterinarian picture
62-65 Lesson 10: “So you Want to be a Veterinarian” Text Dependent Questions Part 1
66 Video Note-Taking Guide: Segments 1-2
67-70 Lesson 11: “So you Want to be a Veterinarian” Text Dependent Questions Part 2
71 Video Note-Taking Guide: Segments 3-4
72-75 Lesson 12: “So you Want to be a Veterinarian” Text Dependent Questions Part 3
76 “Firefighters” Overview: Lessons 13-17
77-79 Lesson 13: “Firefighters” Big Book First Read
80 Firefighter picture
81-84 Lesson 14: “Firefighters” Text Dependent Questions Part 1
85 Firefighter Song
86-88 Lesson 15: “Firefighters” Text Dependent Questions Part 2
89-91 Lesson 16: “Firefighters” Text Dependent Questions Part 3
92-94 Lesson 17: “Firefighters” Close Read
95-96 Co-op Writing Directions
9 5 9976-99699 6 Lesson 18: Performance Task
100 Headings for collaborative sort: Goods & Services
101-110 Teacher Appendix: Extra Poetry & Chants
Santa Ana Unified School District Common Core Unit Planner-Literacy
Unit Title: Neighborhoods at Work
Grade First Grade Time Frame: Mid November – mid December (4 weeks)
Level/Course:
Big Idea Big Idea (Enduring Understandings): People in a community depend on each other for services and goods.
Essential Essential Questions:
Questions: 1. What does it mean to live in a community?
2. What is the difference between providing services and goods?
3. What services/goods are provided in a community?
Instructional Activities: Activities/Tasks
5 days 3 days 4 days 5 days 1 day
Shared Reading: Text 4: Firefighters - Performance
Expository Text, OCR U4 Task

General Text Dependent Close Reading of
Use art to Understanding Questioning Expository Features Picture
Unencumbered read Pictorial of a understand sort &
with book on doc. Neighborhood complex Writing: Description Add to writing
camera or ppt. & content language Unencumbered pictorial &
of a veterinarian with Writing:
vocabulary main idea and details readb wooitkh big process grid Dfireesmcraipnt iwonit ho f a
Extending Understanding with Writing: main idea and
Website: details
• Understand questions
http://www.ca-
• Describe a teacher
hss.com/sf/client/login/login.html
• Interview questions

• Interview a community worker
• Write about a community worker

21st Century Learning and Innovation:
Skills:
Critical Thinking & Problem Solving Communication & Collaboration Creativity & Innovation

Information, Media and Technology:

Information Literacy Media Literacy Information, Communications & Technology Literacy
1
Essential Tier II: Tier III:
Academic sort, group, categorize, police officer/station garbage collector/truck
Language: informational text, label, fire worker/station fisherman/dock
think, pair, share, community, services, goods baker/bakery farmers/farmer’s market
grocer/grocery store bus drivers/ station
veterinarian acupuncture surgery exotic
What pre-assessment will be given? How will pre-assessment guide instruction?
Open Sort with pictures of community helpers/workers to assess their Unit lessons will support or reinforce the difference between goods
existing concepts about community helpers. and services, emphasizing the Big Idea and answering the essential
questions.
Content Standards Assessment of Standards (formative and summative)
Content Standard(s):
Content Standards: History/SS: Students in grade one continue a more detailed treatment
of the broad concepts of rights and responsibilities in the contemporary world. The

classroom serves as a microcosm of society in which decisions are made with respect for
F: Collaborative conversations or informational writing about
individual responsibility, for other people, and for the rules by which we all must live: fair
community workers, describing their services, equipment and
play, good sportsmanship, and respect for the rights and opinions of others. Students
examine the geographic and economic aspects of life in their own neighborhoods and importance to the community.
compare them to those of people long ago.

1.2 Students compare and contrast the absolute and relative locations of places and
F: Create a community map through a pictorial and add to it as the
people and describe the physical and/or human characteristics of places.
unit continues, using their own ideas and drawing.
1. Locate on maps and globes of their local community.

1.6 Students understand basic economic concepts and the role of individual choice in a
free-market economy. S: Students will use information and resources from the unit to
1. Understand the concept of exchange and the use of money to purchase goods and services.
identify and describe a community worker that provides a good or
Identify the specialized work that people do to manufacture, transport, and market goods
service.
and services and the contributions of those who work in the home.

Common Core Learning Standards Taught and Assessed (include one or What assessment(s) will be utilized for this What does the
more standards for one or more of the areas below. Please write out the unit? (include the types of both formative assessments assessment tell
complete text for the standard(s) you include.) (F) that will be used throughout the unit to inform your us?
instruction and the summative assessments (S) that
will demonstrate student mastery of the standards.)
Bundled Reading Literature Standard(s): F: 1. Teacher observation and student Are students able to
1. With prompting and support, ask and answer questions about key details responses/ Tell partners sequence and
in a text. F : 2 . R etell Wake Up City. comprehend stories?
Do they need visual
2. Retell stories, including key details, and demonstrate understanding of F: 2. Sequencing steps
representations?
their central message or lesson. F: 3. Analyze the traits of a veterinarian and a
2
3. Describe characters, settings, and major events in a story, using key firefighter Did using art during
details. F: 4. After close reading, through student a close read
4. Identify words and phrases in stories or poem that suggest feelings or drawing in a process art activity, they are able to a d d r e s s their
appeal to the senses. determine the meaning of complex and rich
needs in
5. Explain major differences between books that tell stories and books that vocabulary in Wake Up City!
vocabulary?
give information, drawing on a wide reading of a range of text types.
7. Use illustrations and details in a story to describe its characters, setting, or F: 7. Through writing, describe the teacher,
events. veterinarian, and fireman.
Bundled Reading Informational Text Standard(s): F: 1. Teacher observation and student responses/ Did students’
1. RI: 1. Ask and answer questions about key details in a text. Tell partners information questions and
responses improve
2. Identify the main topic and retell key details of a text. F: 2 Determine the main idea of all 4 texts and as the unit continued
and close readings
retell details
3. Describe the connection between two individuals, events, ideas, or pieces
were used?
of information in a text.
F: 3 Compare and contrast community workers Were students able

who provide services and those that provide goods to create their own
4. With prompting and support, ask and answer questions about unknown
in a tree map sort. main idea and detail
words in a text.
maps on 2 separate

6. Distinguish between information provided by pictures or other F: 4 Teacher observation and student responses/ texts?

illustrations and information provided by the words in a text. Tell partners information Were students able
to sort workers
7. Use the illustrations and details in a text to describe its key ideas. F: 5/6/7 Teacher observation and questioning
correctly and give
reasons why?
10. With prompting and support, read informational texts appropriately F: 10 Fireman/Veterinarian video and text

Were students able
complex for grade 1.
S: 7 Writing about a worker who provides either to comprehend and
read the complex
a service or goods.
text on 2nd or 3rd
close reads?
Bundled Foundational Skill(s) Standard(s):
1. Demonstrate understanding of the organization and basic features of F: 1a In small groups, students will Are students able to
print. demonstrate their understanding of an use visual, syntax
a. Recognize the distinguishing features of a sentence (e.g., first word, emergent reader. and meaning to read
capitalization, ending punctuation). words?
3. Know and apply grade-level phonics and word analysis skills in
F: 2a-d Small group instruction and Will students groups
decoding words.
intervention groups. be flexible
b. Decode regularly spelled one-syllable words.
according to need?
d. Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word.
3
g. Recognize and read grade-appropriate irregularly spelled words.

4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Bundled Writing Standard(s): F: 1 Write a description of a community worker using Can the student write
evidence from an interview and informational text complete sentences
1.W.2 Informative/Explanatory: with subject/verb
agreement?
1. Write informative/explanatory texts in which they name a topic, supply some facts about S: 1 Writing an explanatory paragraph about a Can the student extend
the topic, and provide some sense of closure. worker who provides either a service or goods sentence and use
using main idea and detail. descriptive words?
Does the student
understand the
content?
Bundled Speaking and Listening Standard (s): F: 1a-c Teacher observations and student responses/ Were students able to:
1. Participate in collaborative conversations with diverse partners about grade 1 topics and completion of tasks with partners/or groups a. collaborate to
and texts with peers and adults in small and larger groups. information complete a task?
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one b. Listen and take
at a time about the topics and texts under discussion). F: 2 Teacher observations through group discussion turns speaking?
b. Build on others’ talk in conversations by responding to the comments of others through and in small group instruction about text c. Were students able
multiple exchanges. to build on each others
c. Ask questions to clear up any confusion about the topics and texts under discussion. F: 3 Teacher observations as students practice ideas to complete a
2. Ask and answer questions about key details in a text read aloud or information presented interviewing a community worker. task?
orally or through other media
3. Ask and answer questions about what a speaker says in order to gather additional F: 4 Students will use complete sentences prior to Did students improve
information or clarify something that is not understood. writing. in creating sentences
4. Describe people, places, things, and events with relevant details, expressing ideas and and questions orally?
feelings clearly. S: 5 Students will work in groups to create displays for Were students able to
5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, the neighborhood map. represent their spoken
thoughts, and feelings. words through
Thinking Maps and
drawings?
Bundled Language Standard(s): Can the student write
L1.1 Demonstrate command of the conventions of standard English grammar and usage when complete sentences
writing or speaking. with subject/verb
agreement?
4
a. Print all upper- and lowercase letters. Did students use
b. Use common, proper, and possessive nouns. F: 1.a.-c; g, 2.b-e Weekly informational writing in the appropriate
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We unit punctuation according
hop).
to this time of year?
e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;
F: 1.e/d/f. Teacher observation and student responses/ Can the student extend
Today I walk home; Tomorrow I will walk home).
sentence and use
f. Use frequently occurring adjectives.
Tell partners information descriptive words?
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
j. Produce and expand complete simple and compound declarative, interrogative, Were HFW spelled
imperative, and exclamatory sentences in response to prompts. correctly and other
words were easily
L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, decipherable?
and spelling when writing.
b. Use end punctuation for sentences.
d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
L1.4 Determine or clarify the meaning of unknown words and phrases based on grade 1 reading and
content.
L1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts that categories
represent.
L1.5d Distinguish shades or meaning among verbs differing in manner and adjectives differing in
intensity by defining or choosing them or by acting out the meanings.
L1.6 Use words and phrases acquired through conversations, reading and being read to, and
responding to text, including using frequently occurring conjunctions to signal simple relationships
(e.g., because).
Resources/ Complex Texts to be used:
Materials:
Complex Texts to be used: Informational Text(s) Titles: Firefighters by Jan Mader Big Book, OCR pg. 24-47; Powerpoint and

Video The Veterinarian: by CLAS - Power point and accompanying emergent reader, The Veterinarian emergent reader
Big Book: The Important Book of Goods and Services by Fran Kramer
Literature Titles: Wake Up, City! by Alvin Tresselt (OCR Read Aloud, available as OCR read aloud trade book)
Core: Wake Up, City! by Alvin Tresselt ; Firefighters by Jan Mader, OCR TE pgs. T110-T207

Text Merits: To guide development of close-reading and text-based questions, what is rich and significant about the text?
Please check all that apply.
X Content X Structure X Language/Vocabulary __Historical Significance X Cultural Significance
Media/Technology to be used to deepen learning: SS: http://www.scottforesman-historysocialscience-ca.com/index.html

Other Materials to be used in lesson/unit: OCR Green Section for foundational skills, matching cards of workers in the neighborhood.
Interdisciplinary History/Social Science – Goods and Services, Math (sorting attributes), Reading Literature, Poetry, and Informational Text,
Connections: Music – 4 Songs, Art – Working with media (chalk, pastels, crayons).
Differentiated Based on desired student outcomes, what instructional Based on desired student outcomes, what instructional
Instruction: variation will be used to address the needs of English variation will be used to address the needs of students with
Learners by language proficiency level? special needs, including gifted and talented?
Leveled Text: Small group instruction with easier text and
Special Needs- Picture and Illustration clues: Close Reading
5
photographs. Questioning with illustrations and photographs. Small group
instruction with foundational skill needs. Use of a pictorial
Use of linguistic patterns when speaking and asking questions
through-out the unit.

Use of photographs and pictures for retelling and
GATE- Higher Level Read aloud, Close Reading Questioning
comprehension.
with Language/Vocabulary. Small group instruction with
Use of a pictorial throughout the unit
complex text.

6
1st Grade Common Core Unit
Neighborhoods at Work
Wake Up City Overview: Lessons 1-5
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Pre-assessment/ 2nd Read Text Dependent Text Dependent Close Read
1st Read
Questions Questions
Pre-Assessment: • City pictorial • Add to pictorial • Text-dependent • Close read focusing
Language Arts • Free Write questions on imagery, complex
• Open Sort- • 2nd Read with a • Text-dependent language
Activities
collaborative purpose: to find all questions
&
workers in story • Color picture
Social Studies
First Read • Collaborative pictorial-
Connections • Collaborative add workers
pictorial-draw city
• Statements vs. • Statements about • Group statements • Pre-writing: • Circle map recalling
Questions teachers. • Turn statements into • Interview a worker what they learned
• Journal writing interview questions about the worker
about teachers • Journal: worker to • Write in Student
learn more about Journal about worker
Writing
• Pre-arrange an
interview with a
worker for the next
lesson
Reading: Reading: Reading: Reading: Reading:
• Student Journal • Chart Paper for • Pictorial • Wake Up City text or • Wake Up City text or
• Small pictures pictorial • Wake Up City text or ppt ppt.
• Circle Map-for • Wake Up City ppt. • Directions pp. 61-62
Materials
workers Text/PPT • Student Pictorials Writing: • Pictures of city on
to • Wake Up City • Worker circle map • Crayons • Sentence strips with gray construction
Prepare text or PPT • Construction or Writing: interview questions paper
or Writing: drawing paper • Sentence strip • Worker (pre- • Yellow chalk or
• Circle Map • Crayons statements arranged) crayons
Compile
• Chart Paper Writing: • Chart paper for Writing:
• Student Journal • Sentence strips sorting • Circle Map
for statements • Sentence Strips • Optional Tree Map
• Student Journal • Student Journal • Student Journal
1st Grade Common Core Unit
Neighborhoods at Work
Social Studies Overview: Lessons 6-8
Lesson 6 Lesson7 Lesson 8
Social Studies Unit 6 Lesson 1 Goods & Services Social Studies Unit 6 Lesson 2
Language Arts • Collaborative Circle Map of what we Extending understanding from Lesson 6: • Song
buy • Sort Workers (goods vs. services) • Read student text
Activities
• Song • Process Grid • Video
&
• Read student text • “Important Book of Goods and • Sequence Pictures
Social Studies
• Video Services”
Connections
• Tree Map of needs & wants • Draw/write two workers who provide • Collaborative Group
Writing • Write in Student Journal goods, and two who provide services • Sequence pictures
• Write sentences in Journal
• Student Learning Journal • Small pictures of workers • Social Studies DVD-Unit 6
Materials • Social Studies DVD-Unit 6 • Tree Map • Social Studies TE –Unit 6, pages
• Social Studies TE- Unit 6, pages • Process Grid 65T2-68T6.
to
62T12-64T6 • “Important Book” (big book or • Social studies student text-unit 6,
Prepare
• Social Studies student text-unit 6 PowerPoint) lesson 2.
or
lesson 1 • Student Learning Journal • Pictures for sort
Compile • Chart Paper for Tree Map • Pictures for Collaborative sort
• Student Learning Journal