Unit 5

Adventures All Around


Grade 1



Unit Length and Description:


5 Weeks


This unit is about adventures.Writing modes include personal narrative, explanatory/informative and opinion.The writing forms that are practiced are: invitations, how-to, poems, and writing sentences. Grammar skills in this unit are: adjectives, number words, synonyms, antonyms, and adjectives that compare. Comprehension strategies are visualization and generating questions. Practiced phonics skills include long /o/, long /i/, r-controlled ar, or, ur,(er, ir, ur).




Common Core Learning Standards:


Ask and answer questions about key details in a text.


Retell stories, including key details, and demonstrate understanding of their central message or lesson.


Describe characters, settings, and major events in a story, using key details.


Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.


Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.


Identify who is telling the story at various points in a text.


Use illustrations and details in a story to describe its characters, setting, or events.


Compare and contrast the adventures and experiences of characters in stories.


With prompting and support, read prose and poetry of appropriate complexity for grade 1.


Ask and answer questions about key details in a text.


Identify the main topic and retell key details of a text.


Describe the connection between two individuals, events, ideas, or pieces of information in a text.


Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


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.


Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


Use the illustrations and details in a text to describe its key ideas.


Identify the reasons an author gives to support points in a text.


Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


With prompting and support, read informational texts with appropriate complexity for grade 1.


Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).


Know and apply grade-level phonics and word analysis skills in decoding words.

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

e. Decode two-syllable words following basic patterns by breaking the

words into syllables.

f. Read words with inflectional endings.


Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate, and

expression on successive readings.

c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.


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.


2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.


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.


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.


With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.


Participate in shared research and writing projects


With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large 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 othersí talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.


Ask and answer questions about key details in a text read aloud or

information presented orally or through other media.


Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.


Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.


Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.


Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)


Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking/

a. Print all upper- and lowercase letters.

b. Use common, proper, and possessive nouns.

c. Use singular and plural nouns with matching verbs in basic sentences. (e.g., He hops; We hop).

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h. Use determiners (e.g., articles, demonstratives).

j. Produce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentences in response toprompts.


Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.

b. Use end punctuation for sentences.

c. Use commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns

and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


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.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their

inflectional forms (e.g., looks, looked, looking).


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.

b. Define words by category and by one or more key attributes (e

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


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., I named my hamster Nibblet because she nibbles too much because she likes that).

Enduring Understandings:


         Each of us has different interests and abilities.

         Finding out information can be an adventure.

         Answering the questions who, what, when, where, why, and how help me understand what Iím reading.

         Listening to others helps me understand my own thinking.

Essential Questions:


         How can we share our interests and abilities with others?

         How does answering questions about who, what, when, where, why, and how help me understand text?

         How can I figure out the meaning of unknown words?

         How can I be a better listener?