Grade 1 Reading Unit 1 Scaffolding Suggested Artifacts WIDA English Language Proficiency Standards Level 1:

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1 RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events. 1.3 Readers ask and answer questions about characters. We stop and ask: Who is in the story? Who is it mostly about? Portfolio Alternative Assessment for Level 1 and 2 ELLs 1.5 Readers learn about characters by noticing when a character has a strong feeling and thinking: Why does he/she feel like that? 1.6 Readers learn about a character by looking closely at the pictures and the words. Grade 1 Reading Unit 1 Point out characters in a Complete character Identify and name familiar text graphic organizer using everyday objects After listening to pictures showing described orally with fictional texts, draw a feelings and/or details visual support picture of the character. from the story Name characters or Model and role play different types of feelings books or short stories. Using pictures of feelings, tell/show how a character feels in different points of a story After reading fictional text, identify characters and the setting Model a character graphic organizer that includes what students learned about the character Draw/write about how a character feels Categorize pictures from a familiar text into three categories: characters, settings and events Complete character graphic organizer using words (given a word bank) Categorize pictures from a familiar text into three categories: characters, settings and events, then label the pictures given a word bank Levels 1 & 2 Completed checklist and anecdotal notes Identify features of Describe characters or books or short stories Describe features of illustrations or 1 st Grade PAAL August 2014 page 1

2 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. 1.3 Writers get ideas by thinking about a special person and writing about something they have done with that person. 1.5 Writers organize their thinking by using a storyboard to sketch the beginning, middle and end of their single event. Writers should label their sketch with words or phrases. 1.7 Writers go back to their story and add to the words and pictures. Here s how: Writers use describing words, adjectives, to add detail to ensure that they have written a 7-Up sentence. Teacher should create an adjective anchor chart with students. Portfolio Alternative Assessment for Level 1 and 2 ELLs Grade 1 Writing Unit 1 Brainstorm, with A completed picture on Trace or copy words students, a list of people a topic that they about self who are special to them. describe orally Match pictures to Model how to draw Using a completed sentences read aloud. write (dictate) about an model, complete a main event with a special idea/details and/or a person from their list sequence graphic With students, sequence pictures depicting first, next, and last events Brainstorm with students a list of people who are special to them. Use a storyboard to draw and write simple sentences about a special event with a person Teacher models correct capitalization, punctuation while writing sentences about a special event organizer Sequence pictures from a familiar text A completed storyboard (first, next, last) with at least three sequenced sentences Complete a partially filled in graphic organizer and label the pictures Tell personal information about family using visual support (such as names of family members from photograph or drawings) Make lists for varying purposes related to self Order pictures of related sentences read aloud using ordinal numeral (such as first, second, last) Produce pictures and words to depict sequence in stories Tell information or experiences about your family (such as heritage or language) 1 st Grade PAAL August 2014 page 2

3 RI.1.1Ask and answer questions about key details in a text. RI.1.2 Identify the main topics and retell key details of a text. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words in a text. RI.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. Portfolio Alternative Assessment for Level 1 and 2 ELLs 2.1 Readers distinguish between fiction and nonfiction texts by closely examining examples of each during a read aloud. 2.6 Nonfiction readers get ready to read their books by previewing the table of contents, the headings Readers make sure they understand what the author is saying by retelling what they have read in their own words Nonfiction readers think about how the information they have read fits together by collecting facts and responding to the question: What is this section all about? 2.17 Nonfiction readers prove their thinking by stating key ideas from the text that support the main topic Grade 1 Reading Unit 2 After doing a book Sorted pictures of Identify and name walk discuss if a text is fiction and nonfiction everyday objects fiction or nonfiction text described orally with Point to basic text features After reading a familiar text, select a picture that is associated with the main idea After doing a book walk tell if a text is fiction or nonfiction Point to basic text features each time a text is read Sort fiction and nonfiction books After reading, one section from a nonfiction book, students draw and write (or dictate) a detail related to the main idea. Completed main idea/detail graphic organizer with pictures, using a partially completed model Main idea/detail graphic organizer using pictures and words Using a model of text features, match the name with a picture of the feature Levels 1 & 2 Completed checklist and anecdotal notes visual support Identify features of Use words or phrases related to weather or environment from pictures/ (such as temperatures, seasons, or precipitation) Describe features of illustrations or 1 st Grade PAAL August 2014 page 3

4 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.1.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 2.2 Writers get ideas by asking themselves, what do I know about specific people in our community? and then listing their ideas. 2.3 Writers narrow their ideas by choosing one community helper and writing down everything they know about that person Writers add details to their writing drawing illustrations. They add speech or thought bubbles to add details to their pictures. Portfolio Alternative Assessment for Level 1 and 2 ELLs Grade 1 Writing Unit 2 Create an ongoing list Identify features of of community helpers and where they work as books are read to students Choose one worker and list information about that worker in a graphic organizer Draw a picture of a community worker from a familiar text and write (dictate) to tell about the worker Read a variety of texts about a worker Students label information about a community worker using a sentence frame and a word bank Using a familiar text, draw and write a 4- square graphic organizer about a worker. Cut and glued pictures of community helpers and where they work Complete a graphic organizer drawing and labeling (dictating) workers in the community Match pictures of community helpers and where they work, then label the pictures using a model Complete sentence frames about a familiar community worker using a word bank Complete a graphic organizer showing information from a familiar text Make lists for varying purposes related to self Describe features of illustrations or Note scientific change by identifying the stages of processes or cycles (such as from seeds to plants or form caterpillars to butterflies) through drawings, words, or phrases 1 st Grade PAAL August 2014 page 4

5 RL1.3 Describe characters, settings, and major events in a story using key details. RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.7 Use details in a story to describe its characters, settings, or events. RL.1.9 Compare and contrast the adventures and experiences of characters in stories. a. With prompting and support, students will make cultural connections to text and self. 3.1 Fairy Tales have special characteristics. Over the course of a couple of days, read several Fairy Tales and discuss with students different genre specific characteristics, such as: begins with Once upon a time and ends with happily ever after, magical elements, characters are good or evil, and talking animals. 3.5 Readers describe the main characters and setting using key details from a Fairy Tale. 3.6 Readers use the illustrations to help them describe the characters, setting or events. Here s how: Readers use the illustrations to help get a clear picture in their mind so they can add details to their description. 3.7 Readers compare and contrast the adventures of different characters. Here s how: Ask how are the characters adventures similar? How are they different? Grade 1 Reading Unit 3 Read aloud a variety of Completed pictures Name characters or fairy tales and different sequencing the versions of the same fairy beginning, middle, and tale Sort three pictures into beginning, middle, end Draw characters and setting from a familiar text Complete a picture walk sharing information from the illustrations Sort pictures of events from a story labelling then with ordinal numerals (first, second, etc) Read aloud different versions of the same fairy tale, model (think aloud) completing a graphic organizer showing what is the same and different in the two versions Retell a story by drawing and writing (dictate) the beginning, middle, and end end of the story Using a model, a completed graphic organizer categorizing characters and setting Completed pictures sequencing and labeling using ordinal numbers or beginning, middle, and end Sorted pictures comparing two versions of the same story Levels 1 & 2 Completed checklist and anecdotal notes books or short stories. Draw pictures in sequential order in response to stories read orally Describe characters or books or short stories Order pictures of related sentences read aloud using ordinal numerals (such as first, second, last) Produce pictures and words to depict sequence in stories 1 st Grade PAAL August 2014 page 5

6 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. W.1.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.1.5 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. 3.3 Writers get ideas for book reviews by asking themselves, what fairy tales did I really like and why? and then listing the titles 3.5 Writers select a fairy tales they have strong feelings about (either +/-). Writers use a graphic organizer to organize their thoughts incorporating the must haves from the book review anchor chart. 3.6 Writers organize their book review, by taking the information from the graphic organizer and putting it into a paragraph. Grade 1 Writing Unit 3 Illustration of a favorite fairy tale with a completed sentence starter; My favorite fairy tale is. A completed book review graphic organizer with a sentence expressing their opinion and matching picture Create lists of fairy tales read to the class Model ways to express likes/dislikes about a book using sentence starters (i.e., I like the pictures because ) Read aloud different versions of the same fairy tale Draw and write (dictate) what students like or don t like about a fairy tale Model ways to express likes/dislikes about a book using sentences starters (i.e., My favorite part is ) Complete a 4-square graphic organizer and draw/write 4 things they like/dislike about a book. Illustration of a favorite fairy tale, completing a sentence starter; My favorite fairy tale is because. A completed graphic organizer that expresses their opinion of a book with pictures and sentences Completed cloze book review with word/picture bank Level 1 Trace, copy, or produce words about self Name characters or books or short stories Make lists for varying purposes related to self Describe characters or books or short stories 1 st Grade PAAL August 2014 page 6

7 RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 Use the details in a text to describe its key ideas. RI.1.8 Identify the reasons an author gives to support points in a text. RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g.; in illustrations, descriptions or procedures). 4.1 Readers examine nonfiction texts by looking closely at the text features to locate key facts or information 4.6 Readers gain a better understanding of a text by identifying the key idea and paraphrasing it (putting it in their own words) Readers compare the information in two texts by thinking about how the information is the same and how it is different. Grade 1 Reading Unit 4 Read aloud a variety of Identify and name nonfiction text about everyday objects animals, discussing the text described orally with features Create a class chart with of text features and a label identifying them Choose pictures to show the main idea/details of a section or page of the text, model labelling the pictures Model using a graphic organizer to compare and contrast pictures of two animals Model how to determine the meaning of unknown words based on the context clues around the word, illustrations, and a glossary Model a picture talk stating the information determined from an illustration Model using a graphic organizer to compare and contrast information about two animals based on the information read Match pictures with words read aloud Completed graphic organizer to show the main idea/details, using a model Completed graphic organizer with pictures comparing information about animals Draw/write the meaning of unknown word in context using illustrations from the text or the glossary Circle a sentences that show the main idea of a section or page Completed graphic organizer with pictures/sentences comparing information Levels 1 & 2 Completed checklist and anecdotal notes visual support Match pictures to sentences read aloud Identify features of Describe features of illustrations or Note scientific change by identifying the stages of processes or cycles (such as from seeds to plants or from caterpillars to butterflies) through drawings, words, or phrases. 1 st Grade PAAL August 2014 page 7

8 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.1.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.1.5 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. 4.1 Writers get ideas for all about books by asking themselves, what animals do I know all about? and then listing the animals. 4.5 Writers organize their thoughts into different kinds of pages. One page writers develop is a Diagram (with labels) /Illustration page. Writers put a heading at the top of the page to let readers know what the page is mostly about. 4.6 Writers organize their thoughts into different kinds of pages. One page writers develop uses headings to organize their information. (This is a page of information/facts the writer can teach the reader about their topic) 4.7 Writers illustrate their pages by drawing a picture that matches their words on that page. Grade 1 Writing Unit 4 Create a class list of animals we know then add pictures Read a number of nonfiction texts about animals, choose one animal to model how to complete a main idea/detail graphic organizer Share diagrams from different texts, model creating a diagram Choose one animal, complete a class KWL chart about that animal Complete a 4-square graphic organizer in which students write information about an animal Model how to make a diagram and a table of content Completed illustration with a label (dictated) of an animal and where they live Using a completed diagram as a model, students use a word/picture bank to create a diagram Using a class book as a model, a completed All About book including a diagram with labels that provide information Completed illustration and writing about an animal including details using sentence starters and/or a word bank Completed diagram using a word/picture bank Completed All About book that includes a cover, a diagram to show information about the animal Level 1 Trace, copy, or produce words (about self) Identify features of Make lists for varying purposes (related to self) Describe features of illustrations or 1 st Grade PAAL August 2014 page 8

9 RL.1.1 Ask and answer questions about key details in a text. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.6: Identify who is telling the story at various points in a text. RL.1.9 Compare and contrast the adventures and experiences of characters in stories a. with prompting and support, students will make cultural connections to text and self. 5.1 Readers learn more about characters by identifying or inferring their character s traits. Here s how: Readers identify how the character feels and then determines what that means about a character. 5.9 Readers determine what the character learned by identifying the character s problem and how the character solved his/her problem Readers think about the characters while they read story. They think about how they are alike and how they are different. Readers compare and contrast characters. Here s how: Readers identify the similarities between characters Readers identify the differences between characters Grade 1 Reading Unit 5 Name, label, and role play feelings Create class chart of feeling and character traits Model completing graphic organizer using pictures to describe the character s traits and/or comparing and contrast two characters Find the picture/text that shows the character s problem and solution Name, label, role play, and create a class chart about feelings and character traits Model using a graphic organizers to state a character s problem and his/her solution to that problem Match feeling picture with the feeling word read aloud Using a familiar text illustrate and write (dictate) about a character From a selection of pictures, choose the pictures that show a character s problem and solution Complete a graphic organizer showing similar and differences between characters Using a familiar text, illustrate and write sentences to describe the character, his or her problem, and solution Levels 1 & 2 Completed checklist and anecdotal notes Level 1 Identify and name everyday objects described orally with visual support Identify features of Tell the uses of everyday objects depicted visually Describe features of 1 st Grade PAAL August 2014 page 9

10 W.1.3 Write narratives in which they recount two or more appropriate sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 5.5 Writers focus on a single event in their stories by making a movie in their mind of one time something happened and only writing about that one time (Tine Acts/Small Moments). The story will include what they did and where they were. 5.6 Writers organizer their thinking by using a storyboard to sketch the beginning, middle, and end of story and then sharing it with a partner. 5.8 Writers stretch their stories and add more details by telling more about how they felt Writers reread all of their story and their revisions and they publish it. Grade 1 Writing Unit 5 Level 1 Create shared experiences in class and model making a storyboard of events Draw pictures of the beginning, middle, and end of the story and write (dictate) sentences to match. Create a shared experience in class and model making a storyboard Reread the class story and model going back to add more details about events and/or how they felt Reread class story and model making final revisions Illustrate and write (dictate) about an event in their life A completed storyboard illustrating three events (first, next, last) Illustrate and write (dictate) about an event in their life including details Complete a graphic organizer to share the beginning, middle, and end of a narrative story A completed storyboard with labels or descriptions of events Level 1 Name characters or books or short stories. Draw pictures in sequential order (to respond to stories read orally) Describe characters or books or short stories Order pictures of related sentences read aloud using ordinal numerals (such as first, second, last) Produce pictures and words to depict sequence in stories 1 st Grade PAAL August 2014 page 10

11 Student Proficiency Level:. : School: 1 st Grade ESL Checklist Teaching Points Unit Checklist (Evidence of understanding) Student can... identify characters in a story tell how characters feel in different parts of a story Anecdotal Notes: Example: 10/12/14 - Student was able to identify the main character with ease, but is unable at this time to describe him/her. (see attached artifact: character graphic organizer) describe a character Unit Unit Unit Unit identify a fiction and nonfiction text locate basic text features such as table of contents, illustrations, and headings draw and tell a detail from a familiar text identify the setting in a Fairy Tale sort/draw the beginning, middle, and end of the story state or draw a text-to-self connection compare/contrast student with a character identify the key idea of a section select the correct meaning of unknown words compare/contrast information from two texts (i.e. two animals) describe a character using adjectives identify the character s problem and solution compare/contrast two characters 1 st Grade PAAL August 2014 page 11