15(A) Follow multi-step directions - Informational (Supporting)

Reading/Comprehension of Literacy Text/Procedural Text Students understand how to glean and use information in procedural texts and documents.  Students are expected to:
K	1	2	3	4	5
11(A) follow pictorial directions (e.g., recipes, sicence experiments)	15(A) follow written multi-step directions with picture cues to assist with understanding	15(A) follow written multi-step directions	15(A) follow and explain a set of written multi-step directions	13(A) determine the sequence of activities needed to carry out a procedure (e.g., following a recipe)	interpret details from procedural text to complete a task, solve a problem, or perform procedures
follow written multi-step directions with picture cues to assist with understanding

Activities:
Guided Reading Books
     English - DRA 7 - Make a Glider, A Puppet Play
                     DRA 12 - Parachutes, Making a toy house

     Spanish - DRA 8 - Mi taco
                    DRA 12 - Platanos fritos
                    DRA 14 - Mi primer papalote

7(B) Recurring Phrases Folk-and-Fairy Tales - Supporting

Reading/Comprehension of Literacy Text/Theme and Genre. Students analyze, make inferences and draw conclusions about the theme and genre in different cultural, historical, and contemporary contexts and provide evidence fromt he text to support their understanding
K	1	2	3	4	5
6(D) recognize recurring phrases and characters in traditional fairy tales, lullabies, and folk tales from various cultures.	7(B) explain the function of recurring phrases (eg. "Once upon a time" or "They lived happily ever after") in traditional folk-and-fairy tales.	6(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.	5(B) compare and contrast the settings in myths and traditional folktales	3(B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.	3(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures
explain the function of recurring phrases in traditional folk tales. explain the function of recurring phrases in traditional fairy tales.

Activities:

16(B) Techniques in Media (Supporting)

Reading/Media Literacy Students use comprehension skills to analyze how words , images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasing more complex texts.
K	1	2	3	4	5
12(B) identify techniques used in media (eg. Sound, movement) (with adult supervision)	16(B) identify techniques used in media (eg. Sound, movement)	16(B) describe techniques used to create media messages (eg. Sound, graphiscs)	16(B) explain how various design techniques used in media influence the message (eg. Shape, color, sound)	14(B) explain how various design techniques used in media influence the message (eg. Pacing, close-ups, sound effects)	14(B) consider the difference in techniques used in media (eg. Commercials, dcomentaries, news)
Identify techniques used in media (sound). Identify techniques used in media (movement).

Activities:

16(A) Purposes of Media (Supporting)

Reading/Media Literacy Students use comprehension skills to analyze how words , images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasing more complex texts.
K	1	2	3	4	5
112(A) identify differrent forms of media (eg. Advertisements, newspapers, radio programs)(with adult assistance)	16(A) recognize different purposes of media (eg. To inform, to entertain)(with adult assistance)	16(A) recognize different purposes of media (eg. Informational, entertainment)	16(A) understand how communication changes when moving from one genre of media to another.	14(A) explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior	14(A) explain how messages conveyed in various forms of media are presented differently (eg. Documentaries, online information, televised news)
Recognize different purposes of media (to inform). Recognize different purposes of media (to entertain).

Activities:

Cereal Box Investigation:


http://www.ltl.appstate.edu/436/student/medialit/s00/bond/medialitplan.html

10(A) True of Fantasy (Supporting)

Reading/Comprehension of Literary Text/Literary Nonfiction Students understand, make inferences and draw concluisons about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding.
K	1	2	3	4	5
	10 (A) determine whether a story is true or a fantasy and explain why	10 (A) distinguish between fiction and nonfiction	9(A) explain the difference in point of view between a biography and autobiography.	7(A) identify similarities and differences between the events and characters' experiences in fictional work and the actual events and experiences described in an author's biography or autobiography.	7(A) identify the literary language and devices used in biographies and autobiographies, including how authors present major events in a person's life.
Determine wheter a story is true and explain why. Determine wheter a story is fantasy and explain why.

Activities:

• Treasure/Tesoros  - ConnectED  Animated Comprehension Lesson "Fantasy & Reality"
• Tina's World - Real or Makebelieve?    http://www.earobics.com/gamegoo/gooey.html
• Use pictures and have students sort into Fantasy and Reality (True)
• Read a Sentence and decide which is Fantasy and which is Reality   http://alexandria-es10.lausd.k12.ca.us/Staff_Pages/Henry_Anker/Mr_Anker_Tests_New/Language/Language_Skills/Fantasy_Reality_Set_01.swf

Fairy Tales

Fairy tales are great for illustrating the difference between fantasy and reality.

Nothing is more fantasy-oriented than fairy tales. Traditional fairy tales are filled with magic and made-up creatures. Read a few fairy tales such as Cinderella or Rumpelstiltskin, discussing the elements of the story (beginning, middle, end, etc.) and what makes it a fairy tale (magic, mythical creatures, fictional places/kingdoms, etc.).  Next have the students write and illustrate a story about what they did the day before. When both stories are finished, discuss how the story elements all differ.

Television Kids

First graders love to watch different television shows and often believe that the characters are real and not actors. A unit on television will help the students understand that the characters are just people helping to tell a story. Have the students choose their favorite live-action television character and look that actor up on the Internet. Students should do a short report on the actor's name, birthday, and any other shows or movies the actor has appeared in. This is also a good way to introduce giving oral reports or doing written reports.

8(A) Poetry - (Supporting)

Reading/Comprehension of Literary Text/Poetry Students understand make inferences and draw conclusions about the structure and elements of poetry and provide evidence form the text to support their understanding.
K	1	2	3	4	5
7(A) respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds	8(A) respond to and use rhythm, rhyme, and alliteration in poetry	7(A) describe how thythm, and repetition interact to create images in poetry	6(A) describe the characteristics of various forms of poetry and how they create imagery (e.g. , narrative poetry, lyrical poetry, humorous poetry, free verse).	4(A) explain hoiw the structural elements of poetry (e.g. , rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).	4(A) Analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce menating in poems.
respond to rhyme in poetry respond to alliteration in poetry Use rhythm in poetry Use rhyme in poetry Use alliteration in poetry

Activites:

• Introduce Poetry Vocabulary:
• rhyme- a word that is identical to another in its terminal sound ``while'' is a rhyme for ``mile''
• alliteration - the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables
• rhythm- the arrangement of words into a more or less regular sequence of stressed and unstressed or long and short syllables
• Lucy Calkins:  Book #7 Poetry: Powerful Thoughts in Tiny Packages

Rhyme:

• Linda Hoyt - Interactive Read-Alouds:
• Vocabulary/Literary Language Rhyme pg. 169 - using Noisy Nora by: Rosemary Wells
• Vocabulary/Literacy Language Rhyme (Interpret) pg. 173 - using Brown Bear, Brown Bear, What Do You See? by Bill Martin

Alliteration

• Interactive Read-Alouds by Linda Hoyt: Vocabulary/Literary Language  Alliteration pg. 165
• Using Chicken Little by Steven Kellogg
• Poem pg. 167 - Pumpkin
• Readers Theather pg. 168 - "Bubbles"

Popular Tongue Twisters

Peter Piper picked a peck of pickled peppers.
Did Peter Piper pick a peck of pickled peppers?
If Peter Piper Picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
She sells seashells by the seashore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.
Red lorry, yellow lorry.
Which wristwatches are Swiss wristwatches?
How much wood would a woodchuck chuck
If a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
And chuck as much as a woodchuck would
If a woodchuck could chuck wood.

• lesson.htmlhttp://www.hannibal.k12.mo.us/Curriculum/CommunicationArts/FirstGrade/1ca2/2.9%20Tongue%20Twisters.htm

Anchor Chart for Alliteration

• Great books to read for Alliteration:

                                                                                       Shel Silverstein poems

• After reading If You Were Alliteration brainstorm a giant list of animals and then I have each student choose an animal to write about in an alliterative sentence.  The sentence could be silly or serious. 

• Make two word alliteration sentences using nouns & verbs.  This is a great way to assess  kids understanding of action words. When one kiddo can't figure out the perfect verb to go with his/her name, he/she gets to call on a friend for help.  This is such a FUN activity!!!!
• Then they get to follow up with a little writing activity.

•  Follow it up with something similar the next day.  Instead of alliterations using nouns & verbs, use nouns & adjectives!  This was A LOT harder!!!  It takes lots of little minds working together to come up with words to describe themselves…especially words that have to start with the same initial sound as their first names!!!

 

• Have students write an alliteration sentence about a friend!    They can say silly things about their buddies. Teacher choses partners so that the kids aren’t fighting over each other. 

Rhythm:

http://mrsfaasfirstgrade.blogspot.com/2011/04/rhythm-

6E: Alphabetize (Supporting)

Reading /Vocabulary Development
K	1	2	3	4	5
5(D) use a picture dictionary to find words	6(E) alphabetize a series of words to the first or second letter and use a dictionary to find words	5(D) alphabetize a series of words and use a dictionary or a glossary to find words	4(E) alphabetize a series of words to the third letter and use a dictionary or a glossary to determine the meaning, syllabication, and pronunciation of unknown words	2(E) use a dictionary or glossary to determine the meaning, syllabication, and pronunciation of unknown words	2(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meaning, syllabication, pronunciation, alternate word choices, and parts of speech of words
alphabetize a series of words to the first letter alphabetize a series of words to the first letter use a dictionary to find words

Activities:

•  Introduce the lesson by explainin to the students "why?" they need to know how to alpahbetize.  Talk about finding a phone number to order pizza in the phone book and show students what to do.
• One way to make this process less abstract is by using a clothes line with letters of the alphabit on clothes pins.  The pins are clipped in order from A to Z.  Then the student uses vocabulary words cards or index cards with vocabulary words for the week and clips the word in the correct letter.  When finished, the students have placed their words in alphabetical order.  Then the student writes his/her words on their "Centers Notebook"

Anchor Activities:

• Use Picture Dictionaries for students to find previously copied picture and word. Then students write the definition and the page number.

Possible Assessment Questions:

7(A) Connect Meaning to Personal Experiences (Supporting)

Reading/Comprehension of Literacy Text/Theme and Genre. Students analyze, make inferences and draw conclusions about the theme and genre in different cultural, historical, and contemporary contexts and provide evidence fromt he text to support their understanding
K	1	2	3	4	5
6(B) dicuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience	7(A) connect the meaning of a well-known story or fable to personal experiences	6(A) identify moral lessons as themes in well-known fables, legends, myths, or stories	5(A) paraphrase teh themes and supporting details of fables, legends, myths, or stories	3(A) summarize and explain the lesson or message of a work of fiction as its theme	3(A) compare and contrast the themes or moral lessons of several works of fiction from various cultures
connect the meaning of a well-known story to personal experiences connect the meaning of a well-known fable to personal experiences

Activities:

• Book Room - DRA 14 - The Boy And the Lion, The Wind and the Sun
• Read AESOP Fable and make connections using whole class poster or individual recording sheet.

Books from Runyan Library:
      AESOP's Fables Selected and Illustrated by Michael Hague
      The Best of AESOP's FABLES by Margaret Clark
      AESOP's FABLES by Heidi Holder
      AESOP's FABLES by Carol Watson

THEME Posters:

• Overcomming Challenges
• The Crow and The Jug
• Always be Kind to Others
• The And and the Dove
• The Fox and the Stork
• Believe in Yourself
• The Tortoise and the Hare
• Accepting Other's Differences
• Working Together
• Don't Be Afraid to Try New Things
• Be Happy With What You Have
• The Town Mouse and the Country Mouse
• The Dog and the Bone

Website with AESOP fables:
   http://www.first-school.ws/theme/fables.htm - this website has printable versions and art activities

  http://www.umass.edu/aesop/fables.php - this website has online versions and a modern version of the fable

Texas Treasures - Reading Genres A Study Guide pg 1-6

• The Ant and the Dove  - Moral: Be kind to others and they will be kind to you

Benchmark - Write on Skill Bags

• Level 6-12 (Fiction), Genre - Fable
• The Fox and the Crow
• The Crow and the Pitcher
• The Ant and the Dove
• The Ant and the Grasshopper

Anchor Activities:


Possible Assessment Questions: