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L.1.6: Use words and phrases acquired through conversations, reading and
being read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., because).
Why do we
need maps?
Reading
Correlating Standards:
Common Core Standard RI.1.3: Describe the connection between
two individuals, events, ideas, or pieces of information in a text.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 1: Entering
!
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
After students reread the Anchor
Selection, have partners explain
map symbols to each other.
Based on extended oral
discourse with a partner, have
students construct a map of the
school. Have pairs relate the
maps to the Big Question.
See: R T213, 216217, T224c
See: RfR T212213, T216217,
T224!
Writing
Correlating Standards:
Common Core Standard 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.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.
Language
Correlating Standards:
Common Core Standard L.1.6: Use words and phrases acquired
through conversations, reading and being read to, and
responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., because).
WIDA Standard 2: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Language Arts.
Assessment
Correlating Standards:
! Common Core Standard RI.1.10: With prompting and support, read
informational texts appropriately complex for grade 1.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success in
the content area of Social Studies.
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 1: Entering
Model sharing an idea you
learned from the Anchor
Selection. From models, ask
students to draw an idea they
learned. With a partner, ask
students to discuss their
drawings in relation to the Big
Question. Call on pairs to
summarize their discussions.
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 1: Entering
Level 2: Emerging
!
Level 1: Entering
!
Level 1: Entering
Level 3: Developing
Level 2: Emerging
Level 4: Expanding
Level 5: Bridging
!
Level 3: Developing
Level 2: Emerging
Level 4: Expanding
!
Using
realia, have students review
what they have learned about the
Big Question and add to the
Concept Map; have students
connect personal experiences to the
Big Question. Use the WIDA CAN DO
Descriptors for assessing.
See: R T232c, T232d
See: RfR T225e
Level 5: Bridging
Using
realia, ask students to
!
compose a paragraph about the
Big Question to the Concept Map.
Use the WIDA CAN DO Descriptors
to assess.
See: R T232c, T232d
See: RfR T225e
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.
Reading
Correlating Standards:
Common Core Standard RL.1.2: Retell stories, including key
details, and demonstrate understanding of their central message
or lesson.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 1: Entering
!
!
Level 1: Entering
Level 2: Emerging
Level 4: Expanding
Level 5: Bridging
Level 3: Developing
Writing
Correlating Standards:
Common Core Standard 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.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.
Language
Correlating Standards:
Common Core Standard L.1.5a: With guidance and support from
adults, demonstrate understanding of word relationships and
nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing)
to gain a sense of the concepts the categories represent.
WIDA Standard 2: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Language Arts.
Assessment
Correlating Standards:
Common Core Standard RL.1.10: With prompting and support, read
prose and poetry of appropriate complexity for grade 1.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
!
!
Level 1: Entering
Level 3: Developing
Level 2: Emerging
Level 4: Expanding
Level 5: Bridging
See: R T259a
See: RfR T256e, T259e
See: R T259a
See: RfR T256e, T259e
See: R T259a
See: RfR T256e, T259e
Based
on simple segmented
!
instruction in small groups,
have students draw a school
map to support the Big
Question concept. Ask groups
to determine answers for the
Big Question by identifying
Anchor Selection and Alternate
Selection details.
Have
students construct two
!
sentences telling how maps
can help us, to reinforce the Big
Question. Ask students to draw
an illustration to support their
writing. Using realia, ask students
to find and clip a type of map from
a magazine. Have students share
and explain their clippings.
See: R T259a
See: RfR T256e, T259e
See: R T259a
See: RfR T256e, T259e
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 1: Entering
Level 2: Emerging
See: R T259b
See: RfR T257a
See: R T259b
See: RfR T257a
See: R T259b
See: RfR T257a
See: R T259b
See: RfR T257a
See: R T259b
See: RfR T257a
!
!
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 1: Entering
Level 2: Emerging
SL.1.4: Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly.
How can
maps help us?
!
!
Reading
Correlating Standards:
Common Core Standard RL.1.7: Use illustrations and details in a
story to describe its characters, setting, or events.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Activate prior knowledge by
asking about a problem students
have had; using realia, ask
students how they solved their
problem. Then introduce the Big
Question. Have students take turns
reading the Alternate Selection
with a partner. Have pairs relate
this weeks Big Question to
previous Big Questions.
See: R T268e
See: RfR LR2, LR3, LR9
See: R T268e
See: RfR LR2, LR3, LR9
See: R T268e
See: RfR LR2, LR3, LR9
See: R T268e
See: RfR LR2, LR3, LR9
See: R T268e
See: RfR LR2, LR3, LR9
!
!
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
See: R T268e
See: RfR LR9
See: R T268e
See: RfR LR9
See: R T268e
See: RfR LR9
See: R T268e
See: RfR LR9
See: R T268e
See: RfR LR9
Writing
Correlating Standards:
Common Core Standard W.1.3: 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.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.
Language
Correlating Standards:
Common Core Standard L.1.4a: 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.
a. Use sentence-level context as a clue to the meaning of a
word or phrase.
WIDA Standard 2: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Language Arts.
Assessment
Correlating Standards:
!
Level 4: Expanding
Level 5: Bridging
Level 1: Entering
Level 2: Emerging
Level 3: Developing
!
!
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 1: Entering
Level 2: Emerging
Display a problem-and-solution
chart. Review the Alternate
Selection, and model adding
information to the chart.
From models, have students
construct a problem-and-solution
chart to list ideas from the Leveled
Reader. Have students name how
the problems and solutions relate
to the Big Question.
Supported by illustrations in
small groups, have students
identify Alternate Selection
information to add to a
problem-and-solution chart.
Call on groups to discuss the
completed chart in light of the
Big Question.
See: R T268e
See: RfR LR2, LR9
See: R T268e
See: RfR LR2, LR9
See: R T268e
See: RfR LR2, LR9
See: R T268e
See: RfR LR2, LR9
See: R T268e
See: RfR LR2, LR9
!
!
Level 4: Expanding
Level 5: Bridging
Level 2: Emerging
Level 3: Developing
See: R T268e
See: RfR LR2, LR9
See: R T268e
See: RfR LR2, LR9
See: R T268e
See: RfR LR2, LR9
See: R T268e
See: RfR LR2, LR9
See: R T268e
See: RfR LR2, LR9
Level 1: Entering
!
Level 1: Entering
With a partner, have students
construct a map based on the
Leveled Reader; ask students to
add their maps to the Concept
Map to clarify the Big Question.
Use the WIDA CAN DO Descriptors
for assessing.
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
SL.1.2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
How can we
use different
kinds of maps?
!
!
Level 1: Entering
Introduce the Big Question,
and build background about
population with students.
Explain to students they will be
creating a map to show how
many people are in a particular
place such as school. With a
partner, have students follow
oral instructions to identify
kinds of maps to address the
Big Question.
Level 3: Developing
Level 4: Expanding
Level 2: Emerging
Introduce the Big Question.
Then build background with
students using one of the
Recommended Prior Activities.
Explain to students they will be
creating a map to show how
many people are in a particular
place such as school. With a
partner, have students follow
oral instructions to categorize
kinds of maps.
Correlating Standards:
Common Core Standard RI.1.5: 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.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.
!
!
Reading
Level 5: Bridging
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Writing
Correlating Standards:
Common Core Standard 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).
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Social Studies.
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
!
Level 1: Entering
Level 2: Emerging
Level 3: Developing
Level 4: Expanding
Extend students learning
about population through the
online census activities. Have
students explore State Facts
and choose an additional
activity to play. Using a
template with a partner, have
students connect this weeks
activities and resources to the
Big Question.
Level 5: Bridging
Allow time for students to
explore the online census
activities and extend their
knowledge about population
and maps. Based on extended
oral discourse with a partner,
have students summarize the
work of maps and mapmakers
to reinforce the Big Question.
Language
Correlating Standards:
Common Core Standard L.1.5c: With guidance and support from
adults, demonstrate understanding of word relationships and
nuances in word meanings.
c. Identify real-life connections between words and their
use (e.g., note places at home that are cozy).
WIDA Standard 2: English language learners communicate
information, ideas and concepts necessary for academic success
in the content area of Language Arts.
Level 2: Emerging
Level 3: Developing
Level 1: Entering
With a partner, have students
choose a Word Find from the
online census activities.
Support pairs as they locate
words. Pause to discuss real-life
connections to the words. Have
pairs identify how the words
relate to the Big Question.!
Level 4: Expanding
Ask students to select and play
a Word Find from the online
census activities. When they
have found all words, ask
students to use the words in
sentences to make real-life
connections to the words.
Using realia, have students
connect personal experiences
to the Big Question.
Level 5: Bridging
Have partners play Word
Finds from the online census
activities. When they finish,
ask questions to help them
make real-life connections to
the words. Using realia, ask
pairs to construct a fact book
about maps to support the
Big Question.!
Assessment
Correlating Standards:
! Common Core Standard RI.1.10: With prompting and support, read
informational texts appropriately complex for grade 1.
WIDA Standard 5: English language learners communicate
information, ideas and concepts necessary for academic success in
the content area of Social Studies.
Level 1: Entering
With a partner, guide students
to read an appropriate Leveled
Reader; ask pairs to draw a
response and write two
sentences to respond to the Big
Question. Use the WIDA CAN
DO Descriptors to assess.
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 2: Emerging
With a partner, have students
read an appropriate Leveled
Reader; ask pairs to produce a
short paragraph response for
the Big Question. Use the WIDA
CAN DO Descriptors to assess.
Reading Foundations
L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Level 1:
Entering
Level 2:
Emerging
Level 4:
Expanding
Level 5:
Bridging
Suffixes
Blend Sounds
Prepositions
See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3
D
! isplay words with suffixes -ful, -less.
Ask students to practice underlining the
suffixes. Review the words meanings.
Have students practice writing these words.
See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3
Level 3:
Developing
Adverbs
See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3
See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3
See: R T212
See: RfR T209c, T223a, T223h
CC STANDARDS: RF.1.2, RF.1.3
!preposition poster.