I. Unit Themes



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Project GLAD, WI

Organisms (1st Grade)

IDEA PAGES

I. Unit Themes


  • Organisms are living things that have needs, grow, reproduce, and die.

  • Plants and animals are organisms whose characteristics and life cycles have differences and similarities.

  • Organisms inhabit different kinds of environments and have adaptations that help them survive in their habitats.

  • Human beings are organisms that interact with their environments.

II. Focus /Motivation

  • Literacy Awards

  • Observation Charts

  • Inquiry chart

  • Picture File Cards

  • Realia

  • Observation walks and field trips

  • Important Big Book

  • Videos, movies, & filmstrips

III. Closure

  • Conference portfolios

  • Art

  • Living Wall (student generated)

  • Important Big Book (student generated)

  • Reading Important Big Books

  • Sharing Individual Poetry

  • Songs (student generated)

  • Portfolio/Learning Log

IV. Common Core Standards Addressed:

Reading Standards for Literature – 1st grade

Key Ideas and Details

1. Ask and answer questions about key details in a text

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

3. Describe characters, settings, and major events in a story, using key details

Craft and Structure

4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

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.

6. Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

7. Use illustrations and details in a story to describe its characters, setting, or events

8. (Not applicable to literature)

9. Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity

10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Reading for Information Text

Key Ideas and Details

1. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

2. Identify the main topic and retell key details of a text.

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text

Craft and Structure

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

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.

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

Integration of Knowledge and Ideas

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

8. Identify the reasons an author gives to support points in a text.

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

Range of Reading and Level of Text Complexity

10. With prompting and support, read informational texts appropriately complex for grade 1.

Reading Standards – Foundational Skills –1st grade

Print Concepts

1. Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Fluency


4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards – 1st grade

Text Types and Purposes

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

2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure

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

4. (Begins in grade 3)

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.

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

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.

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

9. (Begins in grade 4)

Range of Writing

10. (Begins in grade 3)

Speaking and Listening Standards

Comprehension and Collaboration

1. 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Presentation and Knowledge of Ideas

4. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood clearly.

5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

Science

Scientific Processes and Thinking Skills

• Explore, identify, describe and compare properties of objects or characteristics of organisms • Use observations/data to describe and compare objects or organisms over time • Make and record scientific observations • Detect patterns in systems

• Investigate questions about objects or organisms using prior knowledge • Demonstrate, illustrate and communicate understandings using data

Curriculum and Assessment:

FOSS New Plants



Content Knowledge

Communicate that new plants grow from seeds, leaves, stem cuttings, roots and bulbs, and as plants grow, they develop structures that serve their basic life cycle needs.

Students will know that: WMAS connection

• plants can grow from seeds, leaves, stem cuttings, bulbs and roots. F.4.1, F.4.2, F.4.3

• plants have basic needs and life cycles. F.4.1, F.4.2, F.4.3, F.4.4

• plants have structures that function in growth and survival. F.4.1, F.4.2, F.4.3



Conducting Investigations

Engage in scientific inquiry – describe and compare properties or characteristics; make and record observations; investigate questions; detects patterns.

Students will know how to: WMAS connection

• record observations of plant growth in a sequence called a life cycle. C.4.6, C.4.7, F.4.3

• investigate questions about plant structures. C.4.1, C.4.2, F.4.1, F.4.2, F.4.3

Applications and Explanations

Demonstrate, illustrate, and communicate understandings using data.

Students will be able to: WMAS connection

• use specific examples to demonstrate an understanding that plants have structures that help them meet their basic needs. A.4.2, C.4.6, C.4.7, F.4.1, F.4.2

• use data to compare structural similarities among plant types. C.4.6, C.4.7, F.4.1, F.4.2, F.4.3

• illustrate with several examples that new plants can be started in different ways. C.4.5, F.4.3



Social Studies

Geography

Key Concepts:

␣Map Construction ␣Globe



Performance Standards

1. Use map vocabulary such as model, symbol, map, key, N, W, S, E.

2. Construct a simple map (house/room, backyard).

3. Identify a globe as a model of the earth and recognize land masses and bodies of water.

4.Use maps and globes as sources of information such as larger, smaller, near, or far.

What can you expect from different levels of language learners?

WIDA Can Do Descriptors for first and second grade

http://www.wida.us/standards/CAN_DOs/Booklet1-2.pdf

(WIDA was directly involved in the development of the NM ELD Standards)





New Mexico English Language Development Standards



ELD Standard 2: The Language of Language Arts, Formative Framework




Topic/ Strategy

Level 1

Entering


Level 2

Emerging


Level 3

Developing



Level 4

Expanding



Level 5

Bridging


Level 6 Reaching

Listening

Sequence of story

(e.g., narrative input chart)



Match pictures to sentence read aloud

Order pictures of related sentences read aloud that use sequential language (e.g., first, second, last; first, then next)

Sequence pictures of stories read aloud by beginning, middle and end

Match story sequence read aloud to a series of pictures

Select logical outcomes or endings to stories read aloud

Speaking

Story elements

(e.g., narrative input chart)



Name persons (characters) or settings for story from pictures and background

Describe characters or settings of story from picture and background

State main ideas or theme of story, including character or setting, from pictures

Narrate main events of plot sequence using pictures

Re/tell story using story elements from pictures

Reading

Sequence of story

(e.g., narrative input chart)



Sequence a series of pictures to tell a story

Match a series of pictures that tell a story with sequence words (e.g., “first”, “then”, “last”)

Sequence a series of words or phrases to related pictures

Sequence a series of sentences to related pictures

Sequence short paragraphs to tell stories

Writing

Fiction

(e.g., narrative input chart)



Copy words related to settings or character from review word cards or dialogue bubbles

Describe setting or characters in story from illustrations and word cards or dialogue bubbles (oral scaffold - do ELL retell first)

Identify beginning, middle and end using graphic organizer with a partner (e.g., story map)

Relate sequence of events to characters and settings in story using graphic organizer with a partner

Connect events, characters or morals in story to self

Reading

Phonics

(ex., chants)



Demonstrate awareness of unique sounds by pointing or through gestures

Match voice to print by pointing to icons, letters or illustrated words

Cross-check pictures with phonics clues

Use phonic clues to sound out illustrated words in context

Predict words or phrases based on context clues in grade-level text



ELD Standard 4: The Language of Science, Summative Framework




Topic/ Strategy

Level 1

Entering


Level 2

Emerging


Level 3

Developing



Level 4

Expanding



Level 5

Bridging


Level 6 Reaching

Speaking

Animals and Habitats

Name animals and habitats from observation, photographs or models using a sentence stem

(e.g.,This is a ____.)



Describe animals and habitats from pictorial input charts, photographs or books using sentence stems.

(e.g., The (animal/habitat) is ____ and ______.



State relationships between animals and habitats using the process grid, pictorial input charts, photographs or books. using sentence stems.

(e.g., The (animal/ plant) can live in the (habitat) because ________.)



Discuss why different animals live in certain habitats using photographs, the process grid or the world map using sentence stems

(e.g., The (animal/ plant) can live in the (habitat) because (multiple reasons).)



Report, with details, on topics about different animals and habitats using the process grid, photographs or information from books

Reading

Living organisms

Identify living organisms from labeled diagrams, pictures in graphs or charts

Sort living organisms according to descriptions of their attributes using pictures and phrases with graphic organizers (e.g., T charts)

Transfer information on living organisms and their attributes using pictures and sentences to complete graphs or charts

Compare living organisms according to their attributes using illustrated graphs or charts and text

Interpret graphs or charts related to living organisms and their attributes using explicit grade-level text



ELD Standard 5: The Language of Social Studies, Summative Framework




Topic/ Strategy

Level 1

Entering


Level 2

Emerging


Level 3

Developing



Level 4

Expanding



Level 5

Bridging


Level 6 Reaching

Writing

Homes & habitats

Draw and label pictures of different types of homes or habitats from models (e.g., on bulletin boards)

Identify different types of homes or habitats from pictures or models using general vocabulary (e.g., “Birds here.”)

Describe different types of homes or habitats from pictures using some specific vocabulary (e.g., “Birds live in nests.”)

Compare different types of homes or habitats from illustrated scenes using specific vocabulary (e.g., hives v. caves)

Produce stories about different types of homes or habitats using grade-level vocabulary

V. Vocabulary

General: organism, life cycle, habitat, living, description, location, biologist, zoologist, mammalogist

Plants: water, food, air, roots, stem, branches, leaves, green, fruit, seeds, seed pod, sunlight, absorb, soil, grass, tree, vine, prickly, juicy, pollinate, fertilize, ripe, seedling

Animals: eat, teeth, drink, water, breathe, arms, legs, wings, fur, scales, flippers, paws, shell, tail, feathers,

five senses: see, eyes, hear, ears, smell, nose, taste, tongue, touch, skin, fly, swim, crawl, swing, prehensile, predator,



Life cycle: cycle, grow, reproduce, die, adult, baby, young, old, mature

Habitats: desert, rainforest, polar, savannah, grassland, woodland, woods, river

Human: resource, human, natural, environment, change, building, park, playground
Vocabulario

General: el organismo, el ciclo de vida, el hábitat, los seres vivos, la descripción, la ubicación, el biólogo, el zoólogo, el mastozoólogo
Las plantas: el agua, la comida, el aire, las raíces, los tallos, las ramas, verde, la fruta, las semillas, las vainas, la luz del sol, absorber, la tierra, la viña, espinoso/a, jugoso/a, polinizar, fertilizar, maduro/a, la plántula
Los animales: comer, los dientes, tomar, el agua, respirar, los brazos, las piernas, las alas, el pelaje, las aletas, las patas, la concha, la cola, las plumas, los cinco sentidos: ver, los ojos, escuchar, los oídos, oler, la nariz, saborear/sentir, tocar, la piel, volar, nadar, trepar, columpiar, prensil
El ciclo de vida: el ciclo, crecer, reproducirse, morirse, adulto, bebé/cría, joven, viejo/a, maduro/a
Los hábitats: el desierto, la selva tropical, la zona polar, la sabana, la pradera, el bosque, el río
Los seres humanos: recursos, humano, natural, el medio ambiente, cambiar, construir/ el edificio, el parque, el parque de recreo
VI. RESOURCES AND MATERIALS

Non-Fiction

  • Zoo books: Baby Animals, Birds of Prey, Reptiles, Let’s Look at an Egg

  • Millions of Years of Eggs, S. May

  • The Icky Bug Alphabet Book, J. Pallota

  • The Reason for a Flower Ruth Heller

  • Cactus Hotel


Fiction

  • Are You My Mother?

  • If I Ran the Zoo, Seuss

  • Baby Rattlesnake, Te Ata

  • Literacy 2000, Andrea Butler

  • Chickens aren’t the Only Ones, Ruth Heller



Web Sites

  • http://www.enchantedlearning.com

  • http://www.about.com

  • http://www.americanhistory.si.edu

  • http://www.googlemaps.com

  • www.brainpop.com


Field Trips

  • Botanical Gardens

  • Zoo

  • Nature Center - Bosque

  • Walk in the desert (e.g. volcanoes)

  • Schoolyard and neighborhood

Project GLAD, New Mexico

Organisms (1st Grade)

PLANNING PAGES

I. Focus /Motivation

  • Literacy awards

  • Signal Words

  • Cognitive Content Dictionary (CCD)

  • Big Book (teacher generated)

  • Observation Charts

  • Exploration report

  • Inquiry chart: What we know about organisms. & What we want to learn about organisms.

  • Picture File Cards

  • Realia

  • Nature walks (field trips): observe, sketch, & label plants and animals in schoolyard.

  • Guest speaker(s)

  • Videos, movies, & filmstrips

II. Input

  • World Map – seven continents, five oceans, U.S.A., New Mexico, city, habitats around the world: desert, forest, grassland, polar

  • Pictorial – life cycle of a plant

  • Pictorial of Chihuahuan High Desert habitat: prickly pear cactus (plant) and Western box turtle (animal). Focus on adaptations to environment

  • Narrative Input – Year of the Toad

  • Narrative Input – Dear Joseph, Dear Marissa

  • Expert Groups – Habitats: polar, Amazon Rain Forest, Saharan Hot Desert, African Savanna

  • Research from books and internet

  • Chants
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