Quarter 1 Unit 2: Informational Text Structure and Informative/Explanatory Writing

(20 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Informational Text 
Craft and Structure
RI.1.5    Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

 

RI. 1.6        Distinguish between information provided by pictures or other illustrations and    information provided by the words in a text.

 

RI.1.7    Use the illustrations and details in a text to describe its key ideas.

 

Reading Standards: Foundational Skills
Phonological Awareness
RF.1.2    Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
c.    Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d.    Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

 

Phonics and Word Recognition
RF.1.3    Know and apply grade-level phonics and word analysis skills in decoding words.
b.     Deode regularly spelled one-syllable words.

 

Fluency
RF 1.4    Read with sufficient accuracy and fluency to support comprehension.
a.    Read on-level text with purpose and understanding.

 

Writing Standards 
Text Types and Purposes
W.1.2    Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Research to Build and Present Knowledge
W.1.8     With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

 

Speaking and Listening Standards
Presentation of Knowledge and Ideas
SL 1.6     Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

 

Language Standards 
Conventions of Standard English
L1.1     Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
f.     Use frequently occurring adjectives.

 

L.1.2    Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
a.    Capitalize dates and names of people.
e.    Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

 

Vocabulary Acquisition and Use
L.1.5    With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
a.     Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b.     Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Standards that recur through many/all of the units of study:

 

Reading Standards for Literature 
Range of Reading and Level of Text Complexity
RL.1.10       With prompting and support, read prose and poetry of appropriate complexity for grade one.

 

Reading Standards for Informational Text 
Range of Reading and Level of Text Complexity
RI.1.10        With prompting and support, read informational texts appropriately complex for grade one.

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Concepts and Skills

Concepts to be learned and skills to be used

When reading

• KNOW and USE text features to LOCATE key facts or information

• • IDENTIFY headings

  • IDENTIFY and USE table of contents

  • IDENTIFY and USE glossary

• USE computer icons and menus

• DISTINGUISH between information provided by pictures/illustrations and information from words

• USE illustrations and details to DESCRIBE key ideas

When applying reading foundational skills

• DEMONSTRATE understanding of spoken words, syllables, and sounds

• • ISOLATE and PRONOUNCE initial, medial and final sounds in spoken single syllable words.

  • SEGMENT spoken single-syllable words into complete sequence of individual sounds

• KNOW and APPLY grade-level phonics and word analysis skills

• • DECODE regularly spelled one-syllable words

• READ with accuracy and fluency to support comprehension

• • READ on-level text with purpose and understanding

When writing

• WRITE informative/explanatory texts

• • NAME a topic

  • SUPPLY some facts

  • PROVIDE some sense of closure

• RECALL information from experiences (with guidance and support)

• GATHER information from provided sources to answer a question (with guidance and support)

When speaking and listening

• PRODUCE complete sentences when appropriate to task and situation  

When using language

• USE adjectives

• CAPITALIZE dates and names of people

• SPELL words phonetically

• DEMONSTRATE understanding of word relationships and nuances in word meanings

• • SORT words into categories

  • DEFINE words by category and by key attributes

 

Essential Questions

• How do illustrations and text features help you to recall information and understand the text?

• How do the words and the pictures help you understand what the author has written?

• What is your main topic and what are your supporting facts on that topic? How does knowing this help you understand the book?

• How does correct use of grammar and punctuation help a reader understand your writing?

• Can you group these words (cow, horse, duck, chicken, and goat)? Can you tell me why you grouped these words this way?