Quarter 3 Unit 2: Identify Central Message and Opinion Writing

(20 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Literature
Key Ideas and Details
RL.1.2     Retell stories, including key details, and demonstrate understanding of their central message or lesson.

 

Craft and Structure
RL.1.6    Identify who is telling the story at various points in a text.

 

Reading Standards for Informational Text
Key Ideas and Details
RI.1.2    Identify the main topic and retell key details of a text.

 

Reading Standards: Foundational Skills
Phonics and Word Recognition
RF.1.3    Know and apply grade-level phonics and word analysis skills in decoding words.
e.    Decode two-syllable words following basic patterns by breaking the words into syllables.
g.    Recognize and read grade-appropriate irregularly spelled words.

 

Writing Standards
Text Types and Purposes
W.1.1     Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

 

Speaking and Listening Standards
Comprehension and Collaboration
SL.1.3    Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Language Standards
Vocabulary Acquisition and Use
L 1.5     With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
 d.    Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

 

L.1.6    Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

 

Standards that support the unit of study focus standards
Reading Standards: Foundational Skills
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.1.3    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.

 

Language Standards
Vocabulary Acquisition and Use
L.1.5    With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
c.    Identify real-life connections between words and their use (e.g., note places at home that are cozy).

 

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

• RETELL key details in stories

• DEMONSTRATE understanding of the central message or lesson

• IDENTIFY who is telling the story

When reading informational text

• RETELL key details of a text.

• IDENTIFY the main topic.

When applying Reading Foundational Skills:

• DECODE two-syllable words following basic patterns

• • BREAK words into syllables

• RECOGNIZE and READ irregularly spelled words

When writing

• WRITE opinion pieces

• • INTRODUCE a topic

  • STATE an opinion

  • SUPPLY reason for the opinion

  • PROVIDE some sense of closure

When speaking and listening

• ASK and ANWER questions about what a speaker says

• • GATHER additional information

  • CLARIFY misunderstandings

When using language

With guidance and support from adults:

• DEMONSTRATE understanding of word relationships and nuances in word meanings.

• • DISTINGUISH shades of meaning

  • DEFINE, CHOOSE, OR ACT OUT verbs differing in manner and adjectives differing in intensity

• USE words and phrases acquired through conversations, reading and being read to and responding to text.

• • USE frequently occurring conjunctions

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Essential Questions

• What does a good writer do to express an opinion?

• What are some important details from the beginning, middle, and end of the story? How do these details help you understand the message or lesson of the story?

• What is the “big idea” that the author is trying to teach you?  What evidence from the text makes you think that?  

• Who is telling the story? How do you know?

• When listening to a speaker, can you ask or answer questions in order to gather additional information or clarify something you did not understand?  Why do good listeners ask questions about what a speaker is saying?