Quarter 4 Unit 2: Synthesizing Information and Research Writing

(20 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Informational Text 
Integration of Knowledge and Ideas
RI.1.8    Identify the reasons an author gives to support points in a text.

 

RI.1.9    Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

 

Reading Standards: Foundational Skills
Fluency
RF.1.4    Read with sufficient accuracy and fluency to support comprehension.
b.    Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

 

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.

 

Production and Distribution of Writing
W.1.6    With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

 

Research to Build and Present Knowledge
W.1.7    Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

 

Speaking and Listening Standards
Presentation and Knowledge of Ideas
SL.1.4    Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Language Standards 
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.
b.    Use frequently occurring affixes as a clue to the meaning of a word.

 

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.

 

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.

 

Concepts and Skills

Concepts to be learned and skills to be used

When reading

• IDENTIFY reasons an author gives to support points in text.

• IDENTIFY similarities and differences between two texts on same topic

When applying foundational skills

• Read with accuracy and fluency

• • Read with accuracy, appropriate rate, and expression

When writing

• WRITE informative/explanatory text

• • NAME a topic

  • SUPPLY some facts

  • PROVIDE some sense of closure

• USE digital tools to PRODUCE and PUBLISH writing (with guidance and support)

• • COLLABORATE with peers

• PARTICIPATE in shared research and writing

When speaking and listening

• DESCRIBE people, places, things, and events

• • USE details

  • EXPRESS ideas and feelings

When using language

• DETERMINE or CLARIFY meaning of unknown and multiple meaning words and phrases.

• USE frequently occurring affixes

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Essential Questions

• Why is it important for authors to provide evidence to support their points?

• How can reading and comparing informational texts help me better understand the topic?

• What are some different ways to research a topic? How can you demonstrate what you have learned about your research on the topic?

• How does a prefix or suffix change the meaning of a word?