English Unit 1

1st Grade Unit 1: Conversations and Questions
Content Focus: Citizenship

Time Frame: 5 Weeks (Aug/Sept)
Unit Components marked with a are required components to be taught in every classroom
Overview of Unit

ELA Focus: Reading Strategies, Literal Comprehension, Speaking and Listening

Content Focus (Social Studies): Government, Rules & Consequences

In this first unit for first grade, students will learn how to participate in conversations through discussions about school and class rules. Students
will also explore different types of text, as well as the roles of authors and illustrators. Students will learn to use the comprehension strategy of
asking and answering in this unit. As students are reading any text, they will ask questions about key details to increase their comprehension.

As students review procedures for handling and reading books, they will have opportunities to read several texts. Students will learn the
procedures for choosing good fit books (for more explanation, see The Daily 5 by Gail Boushey and Joan Moser on pages 29-33).

The writing process will be introduced, and students will begin writing in complete sentences with proper handwriting. In this unit, students will
focus on the writing trait of Ideas, which will include prewriting strategies for an informational text.

Through several collaborative conversations, students will discuss rules and the reasons for rules. This discussion will lead into students
recognition of the importance of our government, and how our school society mirrors our society as a whole. As students discuss the importance of
rules in the classroom, they will work together to create a social contract. Once students have identified the qualities of good citizens and why rules
are important to our community, they will create an informational text about a classroom rule.


Essential Questions & Enduring Understandings

The purpose of essential questions is to guide students and help them see the big idea of each unit. They can be used at the beginning of a unit to activate prior knowledge
through discussions or journaling, as well as throughout the unit to extend conversation. An essential question is one that lies at the heart of a subject or a curriculum (as
opposed to being wither trivial or leading), and promotes inquiry. Essential questions do not yield a single straightforward answer but produce different plausible response,
about which thoughtful and knowledgeable people may disagree.
Essential questions for both English/Language Arts and the content areas (as appropriate) have been provided.

Essential Questions
What do good readers do?

How can asking questions help me understand what I read?
How do people best cooperate?
Enduring understandings are the specific inferences that have lasting value beyond the classroom. They answer the question, What do we want students to understand and be
able to use several years from now, after they have forgotten the details? Because understandings are generally abstract in nature and often not obvious, they need to be
discovered through sustained inquiry. The student must come to understand or be helped to grasp the idea, as a result of work. If teachers treat an understanding like a fact, the
student is unlikely to get it.
Enduring understandings for both English/Language Arts and the content areas (as appropriate) have been provided.

Enduring Understandings
Effective readers use pre-reading strategies such as previewing, using prior knowledge, predicting, and
establishing a purpose for reading.
Effective readers ask and answer questions to help them better understand the text.

Citizens have rights and responsibilities as members of different groups.
People can better cooperate when they respect authority and follow rules and laws.
The role of government is to represent the citizens and provide services and protection.


ELA Standards (PASS)
Learning Goals:
ELA
The standards listed below are introduced and emphasized in this unit. Once a standard is introduced, it should be applied and reviewed for the remainder of the year.
Shaded standards are the POWER STANDARDS for this unit. These standards will likely be on the grade card and have a scale attached to them. These standards will likely be
assessed in this unit and throughout the year.
OL.1.1 Listening The student will listen for information and for pleasure.
1. Listen attentively and ask questions for clarification and understanding.
OL.2.1 Speaking The student will express ideas and opinions in a group or individual situations.
1. Stay on topic when speaking.
OL.2.5
5. Relate an important life event or personal experience in a simple sequence.
OL.3.1 Group Interaction The student will use effective communication strategies in pair and small group context.
1. Show respect and consideration for others in verbal and physical communications.
OL.3.2
2. Make contributions in group discussions.
RL.1.1 Print Awareness The student will develop and demonstrate knowledge of print awareness.
1. Read from left to right, top to bottom.
RL.1.2
2. Track print as text is being read.
RL.1.3
3. Recognize the difference among letters, words, and sentences.
Comprehension/Critical
Literacy The student will interact with the words and concepts in a text to construct an appropriate meaning.
RL.6.1
1. Literal Understanding
b, c
b. Use pre-reading strategies such as previewing, using prior knowledge, predicting, and establishing a purpose for reading.
c. Respond to questions designed to aid general comprehension.
RL.7.1 Literature The student will read to construct meaning and respond to a wide variety of literary forms.
1. Literary Genres The student will demonstrate knowledge of and appreciation of the various forms (genres) of literature.
a
a. Discriminate between fiction and nonfiction

2.
L
iterary Elements The student will demonstrate knowledge of literary elements and techniques and how they affect the development of a
RL.7.2
literary work.
a
a. Describe the roles of authors and illustrators in telling a story or presenting information.
Writing
Process The student will use the writing process to write coherently.
W.1.1
1. Participate in prewriting activities such as brainstorming, discussion, webbing, illustrating or story starters.
Grammar/Usage and Mechanics The student will demonstrate appropriate practices in writing by applying Standard English conventions to

W.3.4 the revising and editing stages of writing.
4. Sentence Structure The student will demonstrate appropriate sentence structure in writing a complete sentence (simple subject and simple

predicate).
W.3.7
7. Handwriting Students are expected to demonstrate appropriate handwriting in the writing process.
a,b
a. Print legibly and space letters, words, and sentences appropriately.
b. Print using left to right progression moving from the top to the bottom of the page.

ELA Standards (CCSS)
Learning Goals:
ELA

The standards listed below are introduced and emphasized in this unit. Once a standard is introduced, it should be applied and reviewed for the
remainder of the year. Shaded standards are the POWER STANDARDS for this unit. These standards will likely be on the grade card and have a
scale attached to them. These standards will likely be assessed in this unit and throughout the year.
RL.1.1
Ask and answer questions about key details in a text.
RI.1.1
RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a
range of text types.
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.
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources
to answer a question.
SL.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.
Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.3 Ask and answer questions about what a speaker says in order to gain additional information or clarify something that is
not understood.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a
a. Print all upper- and lowercase letters with correct line placement
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Use end punctuation for sentences.
RF.1.1 Demonstrate understanding of the organization and basic features of print.
a
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Learnias;dlkf:

4

Content Standards
Learning Goals:
Social Studies

While the lessons and activities in this unit can be used to address the following content standard(s), there may need to be additional instruction
in the content area to fully teach some or all of the standard(s) in order for students to gain mastery. The intent is to show how the content can
be taught while addressing ELA instruction.

Citizenship Literacy: The student will analyze his/her role as a citizen in a community.
CL.1
Identify the main purpose of government, its rules and laws including the concept of consequences for ones actions
when a law or rule is violated.
CL.2
Participate in patriotic traditions including the recitation of The Pledge of Allegiance, the singing of My Country Tis of
Thee, and demonstration of appropriate flag etiquette and proper behavior during the playing of the national anthem.


Scales

Unit One - Respond to questions designed to aid general comprehension

PASS: RL.6.1c - Respond to questions designed to aid general comprehension.
CCSS: RL.1.1, RI.1.1 - Ask and answer questions about key details in a text.
4.0
3.0

In addition to score 3.0 performance, in-depth inferences and applications that go beyond instruction to the standard.

The student will:
Independently identify the sentence(s) in the text where the answer to a question is found.

No major errors or omissions regarding the score 4.0 content.
In addition to score 2.0 performance, the student will:
Ask questions about key details in a narrative or informative text where the answer is directly stated
o Students should generate who, what, when, where questions about the text both verbally and in writing.
o Students should answer several who, what, when, where questions about the text both verbally and in writing.
2.0
The student recognizes and describes specific terminology such as:

o ask, answer, informational, key details, narrative, question, text,

The student will:
Answer teacher generated questions about a text.
1.0
The student requires assistance to answer general questions.


Academic Vocabulary

Ask and answer
Required Academic Key detail

Vocabulary for ELA
Narrative (fiction) text and informational (non-fiction) text

Academic vocabulary words listed will likely be encountered in the unit. Choose to focus on those words that you think will most benefit your
students as they work through this unit.
ELA Vocabulary
Content Vocabulary
Question
Where
Citizen
Traits
Ideas
Discussions
Community
Actions
Brainstorm
Listening
Society
Honesty
Pre-write
Conversation
Rules
Helpful
Book
Collaborate
Responsibility
Fair
Story
Cause
Government
Self control
Who
Effect
Rights
Perseverance
Academic Vocabulary
What
Graphic organizer
Cooperation
Voracious
When

Conflict
Consequence
Leader
Reward
Contract
Discipline
Respect

Qualities
Character
Relationship


Reading Strategy
Purpose:
Thinking aloud about their questions is vital if children are to become aware of the questions they naturally ask as they listen to or read
text. If children are asked simple, literal questions that are easily answered later on in the text, those are what the children mimic. If
children are asked probing, challenging questions that go to the heart of the matter, the children follow suit.
(Mosaic of Thought by Ellin Keene, p. 121-122)

Questions spark further research and inquiry. Instead of demanding answers all the time, we need to teach kids to ask thoughtful and
insightful questions. If we hope to develop critical thinkers, we must teach our kids to think about and question what they listen to, read,
and view. Asking questions enriches the learning experience and leads to deeper understanding. Questioning is the strategy that propels
learners on.
(The Primary Comprehension Toolkit, Book 3: Ask Questions by Stephanie Harvey & Anne Goudvis, p. 1)

Suggested Lessons and Resources:

These resources can be found in every building
Rigby Comprehension Organizers

Ask Questions Organizer, p. 23
Ask About Meaning Organizer, p. 24
Reading
Strategy:
Ask Questions
Rigby Comprehension Bridge 2

The Primary ComprehensionToolkit, grades K-2 by Stephanie Harvey & Anne Goudvis
Book 3, Ask Questions (Lessons 8-11)
https://www.teachervision.com/reading/resource/48646.html
These resources may not be in every building
CAF Strategy: Ask Questions Throughout the Reading Process (The CAF Book, p. 160)
Mosaic of Thought: The Power of Comprehension Strategy Instruction, 2nd ed. by Ellin Keene
Chapter 5: The Art of Discovery: Questioning pp. 102-137
Comprehension Connections by Tanny McGregor
Chapter 5, Questioning: Fuel for Thought pp. 61-74
Possible Thinking Stems:

I wonder
What if
Why
I dont understand
It confused me
How could

Writing Tasks and Assessments

By the end of the unit, students will have completed the following writing task:

Text type: Informational Text

Focus trait: Ideas
Writing Task(s)
Prompt: Using a graphic organizer for ideas, brainstorm 3-5 rules you follow. Then choose 1 rule to write a
complete sentence. Why is this rule important? Include an illustration to add detail to what is written.
For example: Listening to your teacher is important because it helps you learn.

General expectations: By the end of this unit, the proficient student should be able to correctly write a simple
sentence with beginning capitalization and ending punctuation. Students that are struggling may need
assistance, such as a sentence frame. Some students may be able to go beyond this expectation, and should be
encouraged to do so according to their abilities.

Observe interactions and conversations between students (CCSS: SL.1.1) (PASS: OL.3.1, OL.3.2)
Use Conversation Checklist at the end of this unit to help gather data
Ask students to identify a book as fiction (telling a story) or giving information (non-fiction) (CCSS: RL.1.5)
Observe handwriting on work completed, including the writing task, for correct formation and line placement
(CCSS: L.1.1a) (PASS: W.3.7a, b)
Observe student while reading to check for correct tracking of print (PASS: RL.1.1, RL.1.2)
Ongoing Assessment
Opportunities

End of Unit
Assessment

Standards assessed: PASS: RL.6.1c (CCSS RL.1.1, RI.1.1) and PASS RL.7.2.a (see attachment at end of unit)

Students will listen to a short passage read aloud and answer 5 multiple choice questions. Students will also
identify the author and illustrator of 3 different texts.

Accessible Resources
Accessible Texts

*These texts are available at every building. It is NOT the expectation that every
text listed be used.

Rigby Resources:
Theme 1: Good Students
The Bear Who Wouldnt Share (shared reading)
We Can Get Along (modeled reading)
Theme 13: Rights and Responsibilities
Mighty Jackie: The Strike-Out Queen (modeled reading)
A Play for All (shared reading)
Theme 14: Good Citizens
Citizens to Look Up To (shared reading)
Make New Friends (shared reading)

Pearson Social Studies Resources:
Chapter 1: My School, My Community
Lesson 1: I Am a Good Citizen
Lesson 2: Rights and Responsibilities
Lesson 3: I Follow Rules
Lesson 4: My Leaders
Lesson 5: My Government

The Trait Crate, Grade 1:
Ideas Lessons, Poster (song), and trade book

10

Accessible Texts

*These texts are available at every building. It is NOT the

expectation that every text listed be used.
Accessible Resources

Digital Resources:
Safari Montage:
American Citizenship (20 minutes)
Exploring Communities Rules and Laws (6 minutes)
Beas Own Good: Following Rules (16 minutes)
Unity in Community The Ant Show (15 minutes)
Arthur: The Law of the Jungle Gym (14 minutes)
How to Behave in the Library (11 minutes)
Look Mom! I Have Good Manners (30 minutes)
Unique Monique (28 minutes)

www.handwritingpratice.net (handwriting practice)

11

Other Possible Resources
Narrative
Officer Buckle and Gloria by Peggy Rathmann
Wimberly Worried by Kevin Henkes
Lillys Purple Plastic Purse by Kevin Henkes
The Awful Aardvarks Go To Schools by Reeve Lindbergh & Tracey Campbell Pearson
My Mouth is a Volcano! by Julia Cook
Dont Need Friends by Carolyn Crimi
No Rules for Rex! by Daisy Alberto
How Full Is Your Bucket? for Kids by Tom Rath
Franklin Goes to School by Paulette Bourgeois
First Day Jitters by Julie Danneberg
Heartprints by P.K. Hallinan
The Kissing Hand by Audrey Penn

Informative/Explanatory
We Live Here Too!: Kids Talk About Good Citizenship by Nancy Loewen
I Am a Good Citizen by Mary Ann Hoffman
Rules and Laws by Ann-Marie Kishel
Citizenship series by Cassie Mayer
Following Rules; Being Responsible; Being Honest; Being Fair; Being Helpful; Being a Good Citizen; Being a Leader; Making
Friends

*These texts may be helpful to have,

but may not be in each building.
Other Possible Texts

12

Lesson Progression
Lesson Progression &

Learning Targets
Note: Lessons may take one session or multiple sessions, depending upon the needs of the class, scheduling, and the amount of content covered in the lesson. Suggested time
frames are just suggestions. The teacher needs to make the final decision as to how much time needs to be spent on a particular learning target based on the strengths and
needs of the class.
While writing with the class, model correct handwriting. Students should be provided with opportunities for brief (5-10 minutes)
opportunities to practice handwriting skills throughout the first weeks of school. While handwriting pages (such as those found at
www.handwritingpractice.net) might be helpful for more difficult letters, having students practice with work being completed in
class (such as the Ask Questions Organizer in the next lesson) will save time and help students see that we use good handwriting
at all times (not just for handwriting practice). Some students may require more individualized instruction and isolated practice
than others.

Suggested Time Frame: Modeling throughout lessons and brief regular practice during the first few weeks of school.
Learning Targets: I can write legibly. (PASS: W.3.7) (CCSS: L.1.1a)
Establish the classroom procedures listening and participating in a discussion (whole group, small group, partners, etc.). In language
the students can understand, create a few (no more than 5) norms, or expectations, that will be followed during discussions. Post
these norms where all students can see them. Have students practice what they look like through role play. The Conversation
Checklist (at the end of this unit) can be used to monitor progress on this standard.

Read aloud first day books (e.g., How Full is Your Bucket, Franklin Goes to School, First Day Jitters, Wimberly Worried, Heartprints,
The Kissing Hand) to establish that school is a safe place and form a sense of community. Guide students to notice how characters
worked through problems, followed (or didnt follow) rules and what the consequences were, etc.
As students talk about the books, they should use the procedures for participating in a discussion.

While reading, model proper tracking for students (left to right, top to bottom).

At this point, introduce students to the following academic vocabulary: text, fiction, non-fiction. Throughout the unit, students
should be identifying whether a book is fiction or non-fiction.

Suggested Time Frame: 2-3 days

Learning Target: Learning Target: I can participate in a class discussion. (PASS: OL.3.1, OL.3.2) (CCSS: SL.1.1)
13

Teach students the reading strategy of asking questions. Resources for teaching this reading strategy can be found on page 8 of
this unit. During this lesson, students will learn the importance of the strategy and how it can help them to become better readers.
They will then apply the strategy throughout the remaining lessons.

Learning Target: I can ask and answer questions about a text. (PASS: RL.6.1c) (CCSS: RL.1.1, RI.1.1)
Learning Targets: I can use strategies to help me read.
Use Chapter 1 Lesson 1 from the Pearson Social Studies book (p.14-16; 22-23) about conflict and cooperation. Students will learn
about being a good citizen in their community. Discuss how this translates into the classroom.

Review the asking questions strategies for reading. Be sure to include the following academic vocabulary in instruction: ask,
answer, question. Model the strategy while reading The Bear Who Wouldnt Share or other trade book. Use the Rigby
Comprehension Organizer Ask Questions Organizer (p.23; also attached at the end of the unit) to model how students would fill
out a graphic organizer. Provide additional opportunities for students to use this organizer for other texts read throughout this
unit.

Read The Bear Who Wouldnt Share or other trade book to guide student discussion about character traits and classroom rules.
Students should generate who, what, when, and where questions about the text. Begin working towards a social contract by asking
students the following questions:
How do you want to be treated by me (the teacher)?
How do you want to be treated by others?
How do you think I as the teacher want to be treated by you?
How do we treat each other when there is a conflict?
As a classroom, brainstorm ideas to create a poster in which they identify the rules they would establish if they were a teacher.
Every student should use a complete sentence to verbally express his/her idea. For example, students could draw a picture of a
rule they think is important, and explain it in a complete sentence. Use this to create a classroom set of rules and expectations
(social contract).
Learning Target: I can ask and answer questions about a text. (PASS: RL.6.1c) (CCSS: RL.1.1, RI.1.1)
14

Teach and discuss the rules of good fit books. The Daily 5 (p. 29-33) and The CAF Book (p. 97-99) can provide more direction on
possible lessons for this activity, but procedures should fit the needs of the specific classroom. Provide students an opportunity to
find books they think are a good fit and check in with the teacher. Utilize current data as well as data form the end of the previous
year to help guide students as they make their choices.

Suggested Time Frame: 1-2 days, ongoing practice as needed
Learning Target: I can choose and read books that are a good fit for me. (PASS: RL.5.1) (CCSS: RL.1.10, RI.1.10)
As a class, go over established rules. Lead this discussion into the qualities of a good citizen (follows the rules). Chapter 1 Lesson 2-3
from Pearson Social Studies (p.18-21) will lead students to develop common language around this concept.

Introduce the academic vocabulary word informational by showing previously read examples of informational and narrative texts.
Compare and contrast the similarities and differences using an anchor chart. Continue to identify whether a book is informational
or narrative throughout the unit.

Read aloud from big book Citizens to Look Up To (Rigby Theme 14) to discuss the qualities of good citizens. Create a class chart of
those qualities and the actions that go with them (e.g. honest people tell the truth). Have students continue to practice asking and
answering questions to understand what they read. NOTE: Questions should not be just between teacher and students. This is when
students need to practice working with and talking to partners and small groups of peers.

Learning Target: I can compare and contrast narrative and informational texts. (PASS: RL.7.1a) (CCSS: RL.1.5)
Learning Target: I can ask and answer questions about characters in a text. (PASS: RL.6.1c) (CCSS: RL.1.1, RI.1.1)

15

Have a class discussion about the purpose of our rules (e.g., keep us safe, help us work, protect property).
Ask some of the following guiding questions:
Do grown ups have to follow rules?
Who creates those rules?
What happens when we break our rules at school?

Pearson Social Studies Chapter 1, Lessons 4-5 (p.28-37) will guide students to answering these questions.

Students will role play what might happen if they break the rules at school.

Introduce or review the classroom and school discipline plan, pointing out the cause/effect relationship to their choices. Revisit the
social contract and discuss how this document helps us follow rules.

Learning Target: I can participate in a class discussion. (PASS: OL.3.1, OL.3.2) (CCSS: SL.1.1)
Learning Target: I can ask and answer questions to help me understand what was discussed. (PASS: OL.1.1) (CCSS: SL.1.3)

Discuss the role of the author and illustrator in creating a book. Have students identify the author and illustrator on various books
read so far. This should be a review from Kindergarten.

Suggested Time Frame: 1 day
Learning Target: I can describe the roles of author and illustrators (PASS: RL.7.2a) (CCSS: RL.K.6, RI.K.6)

16

Introduce the writing trait of Ideas. Use the Ideas poster and song from your Writing Trait Crate. The lessons in the Trait Crate can
be used at this time.

Through a shared writing activity, brainstorm ideas related to texts previously read. For example, brainstorm consequences for Lilly
in Lillys Purple Plastic Purse. Teacher should model using the Prewriting Web graphic organizer. After completing the graphic
organizer, have students dictate sentences that could be written based on their ideas. Model writing the sentences correctly,
having students come up to help as appropriate.

Learning Target: I can use my ideas and text to answer a question. (PASS: W.1.1) (CCSS: W.1.8)

Complete writing task on page 9:
Students will use a graphic organizer (see attached) for ideas to brainstorm 3-5 rules they follow. Then choose 1 rule to write a
complete sentence that answers the question Why is this rule important? Include an illustration to add detail to what is written.
This first text is a baseline writing sample. Encourage students to remember and apply what they have learned in Kindergarten.

Learning Target: I can write a complete sentence correctly. (PASS: W.3.4) (CCSS: W.1.2)

Complete the End of Unit assessment during the last week of the unit.
Suggested Time Frame: 1 day
17

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1st Grade Unit 1: Conversations and Questions

Content Focus: Citizenship

1st Grade Unit 1: Conversations and Questions

What do good readers do?

1st Grade Unit 1: Conversations and Questions

1st Grade Unit 1: Conversations and Questions

1st Grade Unit 1: Conversations and Questions

1st Grade Unit 1: Conversations and Questions

Unit One - Respond to questions designed to aid general comprehension

The student recognizes and describes specific terminology such as:

The student requires assistance to answer general questions.

1st Grade Unit 1: Conversations and Questions

Required Academic Key detail

Narrative (fiction) text and informational (non-fiction) text

1st Grade Unit 1: Conversations and Questions

Suggested Lessons and Resources:

Rigby Comprehension Organizers

Rigby Comprehension Bridge 2

Possible Thinking Stems:

1st Grade Unit 1: Conversations and Questions

Text type: Informational Text

Focus trait: Ideas

1st Grade Unit 1: Conversations and Questions

1st Grade Unit 1: Conversations and Questions

*These texts are available at every building. It is NOT the

1st Grade Unit 1: Conversations and Questions

*These texts may be helpful to have,

Other Possible Texts

1st Grade Unit 1: Conversations and Questions

Lesson Progression &

Suggested Time Frame: 2-3 days

1st Grade Unit 1: Conversations and Questions

1st Grade Unit 1: Conversations and Questions

1st Grade Unit 1: Conversations and Questions

1st Grade Unit 1: Conversations and Questions

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