Grade: 1 Unit: 4Week:1 Content: ELA Dates: 1/7-1/11/13

Theme Essential Question: How do you know what a character is feeling and when these feelings change?

Essential Questions:
What are the best words to use in my writing?
How do I determine cause and effect?
How can I make my writing better?

Standards: This list does not include ongoing standards. Please refer to the matrix. Also, these standards are meant to be taught over the course of unit one. You may pick which of these standards you address for each week, which are developmentally appropriate for your students.

RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
RI.1.8 Identify the reasons an author gives to support points in a text.
RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary
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.
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.
SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).
L.1.2c Use commas in dates and to separate single words in a series.
L.1.5: With guidance and support demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5d 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.

•Identify words and phrases in stories or poems that suggest feelings and appeal to the senses. RL.1.4
•Write a narrative text with a focus on feelings. W.1.3, L.1.1d
•Revise writing using temporal words, feeling words, and vivid verbs. W.1.5
•Distinguish between the root and affixes of verb conjugations, such as walk, walks, walked, walking. L.1.5(d)
•Use commas in a series and identify the conjunction (e.g., “I see monkeys, tigers, and elephants at the zoo”).
•Describe people, places, things, and events with releveant details, expressing ideas and feelings clearly. SL.1.4
•Read verbs with –ed and illustrate or explain the meaning of the past tense. Pronounce the three sounds of the –ed inflection: /d/, /t/, and /ed/ (spelled; missed; mended). (RF.1.3g)
•Extract a passage from a mid-first-grade reader; omit end punctuation and commas, and place on an overhead or chart. Read aloud, pausing where punctuation occurs. Ask students to supply what is missing. Or, mix up the punctuation and see how it changes meaning. (RF.1.1)

Cross Curricular Standards

  • Product: Create a Narrative with the focus on feelings (individual). W.1.3, L.1.1d
  • Key Questions (match Standard) How do you know what a character is feeling and when these feelings change?
  • Observable Student Behavior (Use TLI Writing Rubric for Observable Student Behaviors for the Narratives they create.)



Sample Literacy Block
*Many of the suggested activities listed below are going to fall into the read-aloud and writing categories. Other areas in the sample literacy block will need to be supplemented with resources at each individual school. Please share your ideas of big books used during shared reading or familiar reading texts on the forum so that these can be added into the plans for next year.* (Forum website:
  • Familiar Reading (20 min)
    • Refer to Apprenticeship in Literacy pgs. 31 - 32
    • Take a running record on 1-2 Children
  • Shared Reading (20 min)
    • Refer to Apprenticeship in Literacy pgs. 32-40
  • Phonemic Awareness/Phonics/Spelling (30 min)
  • Literacy Corner Assignments (5 min)
    • Refer to Apprenticeship in Literacy pgs. 110 - 121
  • Small Group Reading Instruction (90 min)
    • Refer to Apprenticeship is Literacy pgs. 41-55
  • Read Aloud (15 min)
  • Writing (60 min)
    • Assisted Writing
      • Refer to Apprenticeship in Literacy pgs. 56-72
    • Interactive Writing
    • Writing Aloud
    • Revising and Editing
    • Independent Writing – Journal Writing

Suggested Activities [see Legend to highlight MCO and HYS]

  • Reading Literature, Reading Comprehension
Begin to read The Wonderful Wizard of Oz aloud to the class, (another option would be to show a video of The Wizard of Oz). As students meet each character in the text, guide them to think about the character’s feelings and how the author shows us how the character feels. Discuss how the author helps us use our senses to see, smell, feel, hear, and even taste while we are reading a book. As you read aloud, model the way you are drawn to use your senses. For example, in the second paragraph of Chapter One, the author describes Kansas so that you can “see” the countryside clearly. Then he goes on to describe Aunt Em, Uncle Henry, Toto, and Dorothy, with a focus on their feelings. The class will begin a T-Chart to compare characters feelings at the beginning and the end of the story. (RL.1.3, RL.1.4)
  • Narrative Writing, Language Usage
Give students this prompt: “Write a story about a time you felt happy. Be sure to include at least two sequenced events, use time cue words, provide some details, and include a sense of closure.” Combining the focuses of this unit (revision, appealing to the senses with details, and using well-chosen verbs), zero in on details and synonyms while the students revise their stories. Help the students to watch for the proper use of personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) as they are editing. (W.1.3, W.1.5, L.1.1d)
  • Language Usage
To teach the use of a comma in a series, list the five senses on the whiteboard. Give students a “setting” card (e.g., zoo, farm, or beach) and have them dictate a sentence using one of the senses, naming three things they sense in that setting. Explain that when we use the word and we are using a conjunction. For example, “At the zoo, I smell popcorn, elephants, and cotton candy.” Write the dictated sentence and then challenge them to write their own sentences using and in the sentences. (L.1.2c, L.1.1g)
  • Practice retelling using story elements from the following blog idea and create an anchor chart. (RL.1.3)
  • Language Usage
Choose some verbs that are rather bland, such as “to walk.” Ask the students to imagine that they are in the book (The Wonderful Wizard of Oz) with Dorothy and that they are walking on the yellow brick road. Have them imagine that they are really happy (e.g., when they see the Emerald City). How would they walk? (Possible answers: skip, run, dance.) Allow students to show us how that kind of motion would look. Then, have them imagine that they are feeling scared (e.g., when walking through the forest). How would they walk? (Possible answers: tiptoe, creep.) Make a list of all the words that could be used as a better choice than “walk.” This lesson on verbs can be extended to cover tenses, roots, and affixes -ed, -s, -ing. To make the extending lessons more fun, create a word cloud (using a free online program like Wordle) for each verb tense (i.e., present tense verbs for “walk,” past tense verbs for “walk,” . . . ) (SL.1.4, L1.1e, L.1.5d, L.1.4b, L.1.4c)
  • Use paint chip cards with progressively-darker shades of a color to use with words for different shades of meaning. (L.1.5d)
  • See Jordan School district website for more resources for this unit.


Parents can read a story with their children and discuss the feelings of the characters in the story.

Terminology for Teachers:
nuances in word meaning - a very slight difference in meaning, feeling, tone, or color
Multicultural ConceptsEthnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/DiscriminationHigh Yield StrategiesSimilarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |Generating-Testing Hypothesis | Cues, Questions, Organizers

Professional Texts
Early Literacy Learning In Arkansas (ELLA)
Professional Texts – 2011 – 2012

Apprenticeship in Literacy by Dorn et al (9781571100887)
Bringing Words to Life by Beck et al (9781572307537)
Guided Reading: Good First Teaching for All Children by Fountas and Pinnell (9780435088637)
I’ve DIBEL’d, Now What? Designing Interventions with DIBELS Data by Hall (9781593184971)
Leveled Books K-8, Matching Texts to Readers for Effective Teaching by Fountas and Pinnell (9780325008189)
Nonfiction Reading Power:Teaching Students How to Think While They Read All Kinds of Information by Gear (9781551382296)
Phonemic Awareness in Young Children by Adams et al (9781557663214)
Put Reading First
Read it Again! by Parkes (9781571103048)
Reading Power: Teaching Students to Think While They Read by Gear (9781551382036)
Reading Writing Connections in the K-2 Classroom Find the Clarity Then Blur the Lines by Mermelstein (9780205412778)
Shaping Literate Minds by Dorn and Soffos (9781571103383)
The Fluent Reader by Rasinski (9780439332088)
Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4/E by Bear and Templeton (9780132239684)

Literary Texts:
•The Wonderful Wizard of Oz (L. Frank Baum) (E) (Read Aloud)
•When Sophie Gets Angry—Really, Really Angry… (Molly Bang) (EA)
•Alexander and the Horrible, No Good, Very Bad Day (Judith Viorst and Ray Cruz) (Read Aloud)
•If You Give a Mouse a Cookie (Laura Joffe Numeroff and Felicia Bond) (Read Aloud)
•Goin’ Someplace Special (Patricia C. McKissack and Jerry Pinkney) (Read Aloud)
•My Name is Yoon (Helen Recorvits and Gabi Swiatkowska)

Informational Texts
•Feelings (Aliki) (EA) (Read Aloud)

Art, Music, and Media




Sight Words
The expectation for first grade is for students to learn the first 200 words by the end of the year.

Smartboard Lessons

AEGOM Lesson EG4-019
Imagery Students will create imagery in poetry by using strong langurage that appeals to the five senses.

AEGOM Lesson EK2-011
Pronouns Students will identify pronouns and use them in context.

AEGOM Lesson EG3-011
Using I and Me Students will be able to correctly identify and use the pronouns I and me and understand their use in either the subject or predicate part of a sentence

Other Activities, etc.

For Word document, click here
ELA Matrix

ELA Resources

Week 1 ELA

Week 2 ELA

Week 3 ELA

Week 4 ELA

Week 5 ELA

Week 6 ELA

Math Matrix

Math Resources

Week 1 Math

Week 2 Math

Week 3 Math

Week 4 Math

Week 5 Math

Week 6 Math

Home K-2

Home 3-5

Home 6-8

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6