Quarter 2 Unit 1: Ask and Answer Questions about Texts and Narrative Writing

(20 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Literature 
Key Ideas and Details
RL.1.1    Ask and answer questions about key details in a text.

 

Craft and Structure
RL.1.5    Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

 

Reading Standards for Informational Text 
Key Ideas and Details
RI.1.1    Ask and answer questions about key details in a text.

 

Craft and Structure
RI.1.4    Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

 

Reading Standards: Foundational Skills
Phonological Awareness
RF.1.2    Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a.    Distinguish long from short vowel sounds in spoken single-syllable words.

 

Phonics and Word Recognition
RF.1.3    Know and apply grade-level phonics and word analysis skills in decoding words.
a.    Know the spelling–sound correspondences for common consonant digraphs.

 

Fluency

RF.1.4    Read with sufficient accuracy and fluency to support comprehension. 
c.    Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

Writing Standards 
Text Types and Purposes
W.1.3    Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

 

Production and Distribution of Writing
W.1.5    With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

 

Speaking and Listening Standards
Comprehension and Collaboration
SL.1.1    Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
b.    Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

 

Language Standards 
Conventions of Standard English
L.1.1    Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
c.    Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

 

L.1.2    Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
c.    Use commas in dates and to separate single words in a series.
Vocabulary Acquisition and Use

 

L.1.4    Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a.    Use sentence-level context as a clue to the meaning of a word or phrase.
Standards that support the unit of study focus standards:  

 

Reading Standards for Informational Text 
Craft and Structure
RI.1.6    Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

 

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 1.

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 1.

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Concepts and Skills

Concepts to be learned and skills to be used

When reading

• ASK and ANSWER questions about key details in literature and informational text.

• EXPLAIN major differences between text types.

• ASK and ANSWER questions to expand vocabulary.

When applying reading foundational skills

• DEMONSTRATE understanding of spoken words, syllables and sounds

• • DISTINGUISH from long and short vowel sounds in spoken single syllable words

• KNOW the spelling-sound correspondences for common consonant digraphs

• USE context to confirm or self-correct words

When writing

• WRITE narrative texts

• • RECOUNT two or more sequenced events

  • PROVIDE details regarding what happened

  • USE temporal words to signal event order

  • PROVIDE some sense of closure.

• DEMONSTRATE understanding of the writing process (with guidance and support from adults)

• • FOCUS on a topic

  • RESPOND to suggestions from peers

  • ADD details to strengthen writing

When speaking and listening

• PARTICIPATE in collaborative conversations with diverse partners

• • BUILD on others talk in conversation

  • RESPOND to the questions and comments of others

When using language

• USE singular and plural nouns with matching verbs

• USE commas in dates and to separate words in a series

• USE sentence level context to discover meaning of word

 

Essential Questions

• What happened at the beginning, middle, and end of the story? How does this help you understand what you have read?

• Is this a book that tells a story or gives information? How do you know?

• How do you identify the key ideas, events, and setting in a piece of text? Why is this important?

• What is the most important idea or part of this text?

• What can you do when you do not understand a word that you read?

• What can you do when you get to an unknown word?

• How do you write a story that a friend can understand?

• What details are the most important to include in your writing?