Professional Documents
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1st Grade ELA Unit R During this unit, students will review standards taught at the end of
their Kindergarten year. This unit was developed as an introductory unit to begin the new
1st Grade year and will help students refresh their prior knowledge of English/Language
Arts.
Self-Check
See A1
Name of standards: Georgia 1st Grade English Language Arts Common Core Standards
(ELLACCGPS)
See A2
Lokey-Vega (2014)
c. Ask questions to clear up any confusion about the topics and texts under discussion.
ELACC1SL2: Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
ELACC1SL3: Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
These learners are beginning 1st Graders in a small, rural South Georgia community.
See B1
See D5
Prerequisite
Skills
See A4 & D6
Lokey-Vega (2014)
Introductory
Communication
Plans
Students are expected to participate in weekly discussion forums with peers and post a
weekly blog reflection. Each student and/or learning coach will speak on the phone or
webcam with the teacher at least once per week to check on individual progress towards
learning goals. All student language should be appropriate for a learning context. Students
are expected to follow the communication rules outlined in the syllabus and taught at the
beginning of the school year.
Universal Design
Principles
Considered
See B4
Number of
Modules or
Weeks
This will be a six-week online unit. Each Monday students will be given access to a new
module and all module assignments will be due on the following Monday morning.
See A3
Lokey-Vega (2014)
Student will recognize and sound consonants m, I and z (3.75/5 points for mastery)
Student will recognize and sound short vowel a (3.75/5 points for mastery)
Student will recognize characters of a story (3.75/5 points for mastery)
Student will learn to ask questions to find answers from a story
Self-Check
See A1 & A2
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story Sam.
Module
Assessment(s)
1. ELLACCGPS aligned placement test (taken once at beginning of the year as a baseline
test)
2. Weekly assessment over Sam and skills associated with story graded automatically.
(answer key)
3. Discussion forum response: What is around us at home? (rubric)
See A2 A3 C1 C2 &
C5
Description of
Learning
Activities
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
See A3 C1 C3 & C5
Lokey-Vega (2014)
Digital Learning
Objects
Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.
Plans for
Differentiation
An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.
See B1 B4 & B6
Lokey-Vega (2014)
Student will recognize and sound consonants c, p and n (3.75/5 points for mastery)
Student will recognize and sound high frequency words: like, one, the, we (3.75/5 points
for mastery)
Student will recognize the setting of a story (3.75/5 points for mastery)
Student will learn to predict outcomes from a story
Self-Check
See A1 & A2
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story Snap!.
Module
Assessment(s)
1. Weekly assessment over Snap! and skills associated with story graded automatically.
(answer key)
2. Discussion forum response: Who is in our family? (rubric)
See A2 A3 C1 C2 &
C5
Description of
Learning
Activities
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
See A3 C1 C3 & C5
Lokey-Vega (2014)
Digital Learning
Objects
Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.
Plans for
Differentiation
An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.
See B1 B4 & B6
Lokey-Vega (2014)
Student will recognize and sound short vowel i (3.75/5 points for mastery)
Student will recognize and sound high frequency words: do, look, was, yellow, you (3.75/5
points for mastery)
Student will recognize the plot of a story (3.75/5 points for mastery)
Student will learn to predict outcomes from a story
Self-Check
See A1 & A2
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story Tip and Tam!.
Module
Assessment(s)
1. Weekly assessment over Tip and Tam and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What is outside your door? (rubric)
See A2 A3 C1 C2 &
C5
Description of
Learning
Activities
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
See A3 C1 C3 & C5
Lokey-Vega (2014)
Digital Learning
Objects
Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.
Plans for
Differentiation
An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.
See B1 B4 & B6
Lokey-Vega (2014)
10
Student will recognize and sound short vowel o (1.5/2 points for mastery)
Student will recognize and sound consonants d, l and h (2.25/3 points for mastery)
Student will recognize and sound high frequency words: are, have, that, they, two (3.75/5
points for mastery)
Student will recognize the difference of realism and fantasy in a story (3.75/5 points for
mastery)
Self-Check
See A1 & A2
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story The Big Top.
Module
Assessment(s)
1. Weekly assessment over The Big Top and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What can we do with our neighborhood friends? (rubric)
See A2 A3 C1 C2 &
C5
Description of
Learning
Activities
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
See A3 C1 C3 & C5
Lokey-Vega (2014)
11
Digital Learning
Objects
Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.
Plans for
Differentiation
An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.
See B1 B4 & B6
Lokey-Vega (2014)
12
Student will recognize and sound short vowel e (3/4 points for mastery)
Student will recognize and sound consonants r, w, k, and j (.75/1 points for mastery)
Student will recognize and sound high frequency words: he, is, three, to, with (3.75/5
points for mastery)
Student will recognize the plot in a story (3.75/5 points for mastery)
Self-Check
See A1 & A2
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story School Day.
Module
Assessment(s)
1. Weekly assessment over School Day and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What is around a school?(rubric)
See A2 A3 C1 C2 &
C5
Description of
Learning
Activities
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
See A3 C1 C3 & C5
Lokey-Vega (2014)
13
Digital Learning
Objects
Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.
Plans for
Differentiation
An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.
See B1 B4 & B6
Lokey-Vega (2014)
14
Student will recognize and sound short vowel u (3/4 points for mastery)
Student will recognize and sound consonants v, y, q, and z (.75/1 points for mastery)
Student will recognize and sound high frequency words: for, go, here, me, where (3.75/5
points for mastery)
Student will recognize the difference of realism and fantasy in a story (3.75/5 points for
mastery)
Self-Check
See A1 & A2
All objectives will be measured by successful completion of the Weekly Test aligned with
the ELLACCGPS from the story Farmers Market.
Module
Assessment(s)
1. Weekly assessment over Farmers Market and skills associated with story graded
automatically. (answer key)
2. Discussion forum response: What can we see around our neighborhood? (rubric)
See A2 A3 C1 C2 &
C5
Description of
Learning
Activities
See A2 A3 B3 B4 &
B10
Formative
Evaluation &
Feedback
See A3 C1 C3 & C5
Lokey-Vega (2014)
15
Digital Learning
Objects
Student will use teacher created class wiki to access their Blog Folder as well as Class
Discussions. (Link will be emailed to students within first week of class.)
Student will use their personal login information to access resources from Pearson.
Student can also use their personal login information to access teacher provided resources
on StudyIsland.
Plans for
Differentiation
An outline of notes for the module will be provided to students learning coach according to
IEP suggestions.
Additional teacher phone calls will be used to offer additional assistance and ongoing
support to learners.
Students will be carefully placed into collaborative groups that build on individual strengths
and facilitate growth among weaknesses.
See B1 B4 & B6
Lokey-Vega (2014)
16