Purpose: Earlier in the year, students learned nonfiction reading strategies. This writing unit will build on that knowledge and allow students to practice those strategies, this time as writers.
In this unit, students begin by reading a collection of texts across a single topic. Students will learn note taking strategies and learn to take notes as they read. Those notes will help students develop an All About book on their topic of choice.
Students will be able to...
· Write details that support the main idea of a page (structure)
· Make use of nonfiction features to teach information (structure)
· Elaborate using multiple strategies (i.e., giving more details by explaining where, when or how, or providing an example with a personal story; giving warnings, giving definitions of tricky vocabulary, or adding supplemental pages with papers of their choice.)
· Add a personal touch to books by starting some sections with a lead, such as a question to the reader, or by giving an example using a story from their own life. (Voice)
· Reread work to make sure it is readable – check for capitalization, end punctuation, word wall words, and spelling rules. (Mechanics)
**You can help your child at home by asking him/her to say what they learned about their topic.**
1. Vowel ___ e combination
- The "e" is silent
- The first vowel has a long sound (the first vowel says it's own name)
2. Long "u" can have two sounds, as mule and rule
3. The letter "s" might sound like "z" as in wise
4. The suffix "s" can be added to vowel blank e words
New mark up directions:
Mark "v-e" syllables: first underline or scoop the syllable. Then write the type beneath the syllable (v-e). Lastly, mark the vowel with a macron to show that it makes a long sound and slash out the "e" to show that it's silent. This order is important. Do not forget to underline your base words and circle the suffixes.
Trick words: friend, around, circle, does, nothing, write
Words of the day: wise, ape, joke
Module 4: Grade 1 Module 4: Place Value, Comparison, Addition and Subtraction to 40
In this unit, students learn to follow their main character’s journey across a book by following their character from place to place. This helps them keep track of the key events in the story. Students will learn in this unit that, when their character goes to a new place, something important is going to happen. Students will be using a timeline to keep track of scenes and the important events that happen there. Our ultimate goal is for students to internalize the reading strategies in this unit, so that they no longer need to write every part down.
∙ Students will be able to stop when their character goes to a new place (or same place but time has passed) and name the place.
∙ Students will be able to name the important thing that happens each place.
∙ Students will be able to represent their character’s journey on a timeline.
In the month of February, we will be working on making longer words by adding suffixes
(s, es) to the basewords. Students have to remember that by adding those suffixes, words become plural; meaning more than one.
There are two kinds of suffixes: vowel suffixes(they begin with a vowel like -es) and consonant suffixes (they begin with a consonant like -s). The suffix -es is used when the base word ends with a ch, sh, s, x or z. The suffix -s is used with all other base words.
Another way to think about this rule is to ask yourself:
When I say the plural form of the word out loud did I add a syllable? If so, then remember to use -es as your suffix.
For example, bench becomes benches, dress becomes dresses, etc.
The way we mark the suffix -es is the same way as we mark suffix -s. We underline the baseword and circle the suffix -es.
Remember - WE DO NOT TAP SUFFIXES!!! tap out your base word and then say your suffix at the end.
In the month of March, we will learn about how to add suffix -ed and suffix- ing to action words.
We add suffix -ed to show that something already happened. For example: kick - kicked. We circle the suffix -ed and underline the base word.
We add suffix -ing to the baseword when we want to show that something is happening . For example : kick- kicking. We circle the suffix -ing and underline the base word as well.
When we tap out our words to read or spell, we never tap out the suffix. Simply tap out the base word and then add the suffix as a whole.
Trick words: never, another, day, words, look, through
Words of the day: wishing, rented, blended, slashing
All About Books on Topics of
Purpose of this unit:
Students will write informational books to teach the reader about a topic they know and love. When you read a good nonfiction book, you can just hear how the author is so fascinated with the topic. They are so excited about it, it's almost contagious. This kind of excitement gets readers interested too! Our big goal in this unit is to write our informational books so well that our readers are as fascinated by our topic as we are.
Students will be able to:
• Generate appropriate ideas for an all-about book (the student knows enough about the topic and they can write about it in different ways)
• Write details that support the main idea of a page (structure).
• Make use of nonfiction features (structure).
• Elaborate using multiple strategies, such as: giving more details by explaining where, when, why, or how, or providing an example with a personal story; giving warnings, giving definitions of tricky vocabulary, or adding supplemental pages with papers of their choice (elaboration).
• Add a personal touch to books by starting some sections with a lead, such as a question to the reader, or by giving an example using a story from their own life (voice).
• Re-read work to make sure its readable- check for capitalization, end punctuation, word wall words, and spelling rules (mechanics).
The purpose of this writing unit is for students to think closely about their audience and how they can write directions in a clear way to teach the reader. This unit also provides an opportunity for students to build their vocabulary using specific action words. Finally, this is a unit where we can introduce the idea of an author's voice coming through to the reader by writing a LEAD and by including warnings.
• Students will create a procedural piece of writing.
• Students will transfer what they have learned in their Small Moment and Realistic Fiction units to their How-To writing-- spaces, trick words, end punctuation, and CAPS.
• Students will use a variety of strategies to elaborate in their writing, such as warnings, tips, and breaking down steps into tiny actions.
• Student's writing will become more readable through use of word wall words, word study concepts and sentence structure.