1 Grade: Common Core/Library Media Alignment

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Oct 21, 2013 (3 years and 5 months ago)

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1
st

Grade
: Common Core/Library Media Alignment

Unit #

Length of Unit

Title of Unit

Unit Summary

1

6 weeks

Alphabet Books and
Children Who Read Them

By conducting shared research, students learn that investigating is
foundational to learning. By using books that require conversation, such as
The Graphic Alphabet
, students understand that ideas are processed
through inquiry, thought, and conversation. A
fter the students perform
shared research based on a class question, they write a class ABC book
about their topic. During this writing, they review the formation of a
sentence with proper punctuation. Students respond to a question
(prompt) to write what
they know about healthy habits (e.g., exercise,
healthy eating), focusing on their topic and supporting it with facts. Finally,
they apply their knowledge of questioning to poetry and perform the
poetry as a choral reading.

Standards:



I.1.1.1
-

Locate the
library media center and identify library media center personnel



I.1.1.2
-

Recognize how a library is organized and arranged to locate materials: In major sections (e.g., easy, fiction,
nonfiction, reference) and alphabetically by using the first letter of
author’s last name



I.1.1.3
-

Demonstrates knowledge of policies and procedures (e.g., check
-
out/in policy)



I.1.1.4
-

Recognize and use parts of a book to locate information (title page, table of contents, dedication page)



I.1.1.5
-

Locate the author’s and ill
ustrator’s names on the title page and/or front cover


Materials/Books:

What Happened to Marion’s Book?, Shelf Elf, A My Name is Alice, House for Hermit Crab by Carle, I. Q. Goes to the Library by
Fraser, Chester Goes to the Library, Chester Goes to Schoo
l, Wild About Books by Sierra
, L is for Library

Appropriate Diamond Nominated Book if available

Discovery Education videos
-
Animal Alphabet

Lessons/Activities:

Orientation Lesson
-
Caring For Your Library Books
-
Smartboard Lesson

ABC order
-
Library Arrangement

Parts of a Book/
Author

Illlustrator





2

6 weeks

The Amazing Animal
World

Building on the informative/explanatory writing in the first unit, students
focus on constructing stronger informative/explanatory writing pieces.
Then, students revise their
work with an adult. They also learn about the
creative process through studying the artwork of Henry Matisse, and create
a piece of art to go with their informative writing. The class explores
informative/explanatory writing by explaining the technique use
d to create
their own artistic works. As they read fictional texts, they continue to retell a
story using details and focusing on a central message.

Standards:



I.1.1.7
-

Identify an information need and access materials by asking questions to gain
information



I.1.1.9
-

Recognize information in a variety of formats: Print (primary atlases, primary encyclopedias, and picture
dictionaries), non
-
print (maps, globes, videos), and electronic resources (databases, available electronic search tools)



I.1.1.10
-

Recognize sources of information outside the school library media center (e.g., people, public libraries)



I.2.1.2
-

Differentiate between fiction and nonfiction



A.4.1.1
-

Use information from a variety of resources to accomplish a specific purpose


Materi
als/Books:

Animal fiction and nonfiction books to compare

(ex. The Kissing Hand by Audrey Penn
-
Raccoons by Patricia Whitehouse)

Appropriate Diamond Nominated Book if available

Dictionaries, Encyclopedias, Internet

Animal Alphabet
-
Discovery Education Video

Lessons/Activities:

Fiction/Nonfiction Lesson
-
Fiction/Nonfiction Smartboard Lesson

Locating Information

Dictionary, Encyclopedia, Internet

Compare and Contrast lesson
-
World Book Kids encyclopedia lesson comparing two animals

Animal Lesson Utilizing Vari
ety of Formats
-
Read print nonfiction book, find internet source, and locate a local photo or video for
text to self connection,








3

6 weeks

Life Lessons

Building on the retelling of stories with details, students delve deeper by
focusing on the
categorizing of story details into the following groupings:
characters, key events, and settings. Students read and listen to fables with
morals. They also learn about rules for life in a book of manners. Reading
the life story of George Washington Carver,

students learn about a man
who had to overcome obstacles in life to make important contributions to
science and agriculture. Students also learn about Thomas Edison’s work
with electricity and the rules for its safe use. Students write narratives
focused
on life lessons and create informative/explanatory posters about
electricity. Finally, students focus on descriptive words while studying the
artwork of Georgia O’Keeffe.

Standards:



I.1.1.6
-

Recognize characteristics of types of books (e.g., stories,
plays, predictable books)



I.2.1.2
-

Differentiate between fiction and nonfiction *



A.6.1.2
-

Respond to information from various media (e.g., print, non
-
print)



C.7.1.5
-

Discuss story elements (e.g., character, setting, plot, problem/solution)



C.7.1.6
-

Discus
s author’s purpose



C.8.1.7
-

Compare and contrast print and non
-
print media of a selected work


Materials/Books:

Appropriate Diamond Nominated Book if available

Fables
-
Tops and Bottoms by Janet Stevens,
Six Crows by Leo Lionni
, Andy and the Lion by Daugher
ty, The Lion and the Mouse
by Gail Herman

Boy Who Cried Wolf video and book

Lessons/Activities:

Story Elements
-
Plot, Character, Setting

Genres

Author’s Purpose
-
PIE
(
-
Persuade, Inform, or Entertain)

Compare and contrast print and non
-
print of a selected
work(ex. Boy Who Cried Wolf)






4

6 weeks

Winds of Change

Building on the simple characteristics of fable characters, students describe
the characters’ feelings. Focusing on verbs, students act out the various
ways Dorothy in
The Wonderful Wizard of Oz
could “walk” on the yellow
brick road. They read an article on wind power to look at how wind can
provide energy efficiently. They view the nonfiction in this unit through the
lens of cause and effect. Finally, students look at w
riting as a moldable,
changing piece of work that can improve with revision.

Standards:



A.4.1.2
-

Evaluate the completed task, revising as needed



A.4.1.3
-

Name source(s) of information



A.5.1.1
-

Work with others to gather and share resources, information, a
nd ideas



A.5.1.2
-

Collaborate responsibly to solve problems



C.7.1.2
-

Read from or listen to a variety of informational texts (e.g., functional/practical print, learning charts, periodicals,
nonfiction books)



C.9.1.1
-
Use self
-
assessment tools (e.g., smiley
faces, thumbs up/down, checklist)



C.9.1.2
-

Identify strengths and weaknesses in the learning process and set goals for improvement



C.9.1.3
-

Reflect on how ideas have changed with more information and/or feedback


Materials/Books:

The Wind Blew by Pat
Hutchins, Twister by Darleen Beard

Appropriate Diamond Nominated Book if available

Twister by Darlene Bailey Beard

Discovery Education Video
-
Hands On Weather



Lessons/Activities:

Sequence Lesson

Cause and Effect

Twister
lesson
-

Read informational text,
make twister in a jar,

create semantic web using descriptive words for tornadoes/wind,







5

6 weeks

American Contributions

Building on the work with fiction and informational texts in previous units,
students meet important Americans in informational
books and then hear
fictional stories about the same people. Focusing on reading
independently and fluently, students read nonfiction to learn about the
contributions made by important Americans. By placing events of a similar
time period on a timeline, st
udents are able to visualize the connections
among events and people. Students write and revise an opinion piece. The
unit also focuses on vocabulary in context as students learn to read and
reread for meaning.

Standards:



A.3.1.2
-

Respect and follow
copyright laws (e.g., intellectual property rights)



A.6.1.4
-

Discuss individual responsibility in the sharing of information (e.g., online safety)



C.8.1.4
-

Discuss works by the same author/illustrator


Materials/Books:

Mr. Lincoln’s Whiskers, Biographies
on Presidents or Famous Americans

Appropriate Diamond Nominated Book if available

Net Smartz
-
Video

Welcome to the Web
-
website

George Washington

A Picture Book of George Washington

Animated Hero Classics
-
George Washington,Abraham Lincoln,etc.
-
Discovery Educ
ation video


Lessons/Activities:

Internet safety Lesson
-

Genre
-
Biography

Create a Timeline/Sequence life of an important Ameri
c
an

Context/Vocabulary lesson to reinforce unit vocabulary focus







6

6 weeks

Around the World with a
Glass Slipper

In the
previous unit, students were introduced to writing opinion pieces in
the context of studying American contributions. In this unit, students look
beyond America, but continue to focus on opinion writing. Students choose
a favorite version of a fairy tale, s
uch as Cinderella, and write about their
choices, supporting their opinions with reasons. They continue to focus on
similarities and differences in fiction and nonfiction texts. As the unit closes,
the students examine artistic masks from various countries

and cultures and
use descriptive words to describe the masks.

Standards:



I.1.1.8
-

Recognize the purpose of an online public access catalog (OPAC) to locate materials, with guidance



C.7.1.4
-

Apply reading strategies to comprehend information (e.g.,
predicting, retelling, drawing conclusions, cause and
effect, sequencing, main idea)



A.3.1.1
-

Use graphic organizers to record and synthesize information, with guidance



C.8.1.1
-

Read from or listen to a variety of texts to make connections (e.g., text
-
to
-
s
elf, text
-
to
-
text, and text
-
to
-
world)



C.8.1.2
-

Read from or listen to texts to learn about other cultures



C.8.1.6
-

Understand that literary works meet certain criteria for award winners (e.g., Arkansas Diamond, Caldecott)


Materials/Books:

Fairy Tales
-
Lit
tle Red Riding Hood, Three Little Pigs, etc.

Tales from Other Countries
-
Lon Po Po, Alaska’s Three Little Pigs

Fractured Fairy Tales

Appropriate Diamond Nominated Book if available

James Marshall’s /Cinderella video
-
Discovery Education video

Lessons/Activities:

Compare and Contrast

Reading Strategies
-
Predicting, Retelling, etc.

Beginning Middle End

On
-
going standards:



I.2.1
.1
-

Determine which media are appropriate to
task and reading level, with guidance



A.6.1.1
-

Listen for a pu
rpose and respond in a variety
of ways



A.6.1.3
-

Express information in a variety of formats



C.7.1.1
-

Read from or listen to a variety of texts (e.g.,
poetry, plays, predictable books)



C.7.1.3
-

Read for pleasure



C.8.1.3
-
Participate in book discussions (e.g.
, book
talks, book clubs, or book studies)



C.8.1.5
-

Respond to literature in a variety of ways
(e.g., role playing, illustrate)