Social Responsibility &

Change
Aliza Robinson
CILR 610
Content Standards List
Week 1

● H3.1.1- Describe the neighborhood around their school.

Week 2

● H3.1.2- Compare and/or contrast their daily lives with those of their parents or
guardians.
● H3.1.2a- Discuss the daily routines and occupations of parents or guardians.

Week 3

● H3.1.3- Identify and describe occupations in the community that help people
 CCSS
Reading Literature
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.
RL.1.7- Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.10- With prompting and support, read prose and poetry of appropriate complexity for grade1.
Reading Informational Text
RI.1.1- Ask and answer questions about key details in a text.
RI.1.2- Identify the main topic and retell key details in a text.
RI.1.4- Ask and answer questions to help determine or clarify the meaning of words and phrases of a text.
RI.1.6- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.10- With prompting and support, read informational texts appropriately complex for grade 1.
Reading Foundational Skills
RF.1.1- Demonstrate understanding of the organization and basic features of print.
RF.1.3- Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4- Read with sufficient accuracy and fluency to support comprehension.
 CCSS cont.
Writing
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.1.7-Participate in shared research and writing projects
W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question.
Speaking and Listening
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.
SL.1.4- Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6-Produce complete sentences when appropriate to task and situation.
 Multimedia Text Sets
Week 1
● BrainPopJr- Reading Maps
https://jr.brainpop.com/socialstudies/geography/readingmap
s/
● BrainPopJr- Rural, Suburban, Urban
https://jr.brainpop.com/socialstudies/geography/readingmap
s/
● Me On the Map- Joan Sweeney
● Neighborhoods & Communities- Catherine Tamblyn
● Welcome to My Neighborhood!- Quiara Hudes
● Taking a Walk / Caminando- Rebecca Emberley
Week 2 & 3
● My Mom is a Firefighter- Lois Grambling
● Jobs- Susan Canizares
● The Jobs We Do- Anna Bardaus
● Clothesline Clues to Jobs People Do- Kathryn Heling
● A Day with Firefighters- Jan Kottke
● A Day with Police Officers- Jan Kottke
● A Day with Paramedics- Jan Kottke
● My Dad’s a Hero- Jewel Armstrong
● BrainPopJr- Community Helpers
https://jr.brainpop.com/socialstudies/communities/communityhel
pers/
● Google Trek
https://drive.google.com/a/nv.ccsd.net/open?id=1DM5z6UFjSg
GKAdu7WUFHvnnB5Kw&usp=sharing
Week 1 NEPF-1.1, 1.3, 1.4, 2.4, 3.1, 3.3, 3.4, 4.3, 5.3
H3.1.1 Day 1
Neighborhood Introduction
1.TW introduce the topic of
our neighborhood by
showing pictures of places in
I Do the neighborhood.
2.TW introduce the Spin on
KWL poster.
1.TW write example “What I
think I know” on a sticky note
and post it.
2.TW ask student volunteers
We for examples.
Do
1.SW each write at least one
“what I think I know” on a
sticky note and put on the
You board.
Do 2.Students will watch
BrainPopJr Rural, Suburban,
Urban video on iPads.
Day 2
GoogelTrek Introduction
1.TW review the discussion
about our neighborhood.
2.TW present the Google
Trek and explain how to
navigate it.
1.SW get an iPad with a
partner and TW walk class
through the neighborhood
using Google Trek.
2.WGW practice filling out
one Topic/Subtopic.
1.SW work with a partner to
tour the neighborhood using
Google Trek on iPads and
complete their
Topic/Subtopic page using
the various points on the
trek.
Day 3
GoogleTrek Exploration
1.TW review the Google Trek
through our neighborhood,
and how it works.
2. TW introduce the
“neighborhood map” page,
and model how to fill in the
information while asking
questions.
1.WGW practice filling out one
section of the map using the
trek.
2. SW practice asking a
question about the trek with a
partner.
1.SW work independently to fill
out the neighborhood map
and posting questions on their
map with sticky notes.
2.SW participate in a Timed
Pair Share to share their
questions.
Day 4
Me on the Map
1.Review the information from
the Spin on KWL chart, ask
for volunteers to add or
move information.
2.TW model how to do
Sketch in Chunks for the
book Me on the Map.
1.WGW discuss the “What
you think you know” section
and move any sticky notes if
necessary. Volunteers may
add information if needed.
1.TW read Me on the Map
while students complete
Sketch in Chunks
independently.
2.SW share their sketches in
their groups through Team
Interview.
Day 5
Neighborhoods &
Communities Main Idea
1.TW review the Spin on KWL
and answer any wonderings.
2.TW introduce Shrink a Text
and model using the text
from yesterday’s lesson.
2.TW introduce
Neighborhoods and
Communities.
1.TW read Neighborhoods
and Communities while
students listen for an
understanding of the main
idea.
2.WGW discuss the main
idea, SW share a sentence
about the main idea with a
partner.
1.SW work independently to
write a sentence for Shrink a
Text and include an
illustration.
Week 2 NEPF-1.1, 1.3, 1.4, 2.4, 3.1, 3.3, 3.4, 4.3, 5.3
H3.1.2 Day 1
Parent Life Introduction
1.TW discuss jobs and the life
of adults with students.
2.TW introduce the interview
I Do sheets and discuss the life of
parents with students.
3.TW read My Mom is
Firefighter.
4.TW introduce Prezi and
how to use it.
1.SW locate their parent’s job
on the interview sheet. SW
share a sentence with a
We Do partner explaining what their
parent does.
1.SW work independently to
write their parent’s job title
and a sentence/illustration
explaining what they do.
You Do 2.SW work independently to
add information to their
Parent Prezi. (Teacher is
walking around to assist)
Day 2
Parents at Home
1.TW discuss parents at
home and what they do.
2.TW review the interview
sheets and discuss the life of
parents with students.
3.TW review Prezi and how
to use it.
1.SW locate what their
parents do on the interview
sheet. SW share a sentence
with a partner explaining
what their parent does at
home on a daily basis.
1.SW work independently to
write the title and a sentence
explaining what their parent
does at home.
2.SW work independently to
add information to their
Parent Prezi. (Teacher is
walking around to assist)
Day 3
Parents and Fun
1.TW discuss what parents
do for fun with class.
2.TW review the interview
sheets and discuss what
parents do for fun with
students.
3.TW review Prezi and how
we’re going to use it today.
1.SW locate what their
parents do for fun on the
interview sheet. SW share a
sentence with a partner
explaining what their parent
does for fun.
1.SW work independently to
write the title and sentences
explaining what their parent
does for fun.
2.SW work independently to
add information to their
Parent Prezi. (Teacher is
walking around to assist)
Day 4 Day 5
Parents and Us
1.TW discuss how parents
help their children.
2.WGW have volunteers
share how their parents help
them and providing details.
3.TW review Prezi and how
we’re going to use it today.
1.SW work on finishing their
Prezis independently.
2.TW model how to present
1.SW choose three ways their
the information using an
parent helps them. SW share
example Prezi.
their three ideas with a
3. SW practice presenting
partner using the RallyRobin
their Prezi with a partner.
routine.
4.SW present their Prezi to
the class (small groups if
tight on time).
1.SW work independently to
write the title and sentences
explaining how their parent
helps them.
2.SW work independently to
add information to their
Parent Prezi. (Teacher is
walking around to assist)
Week 3 NEPF-1.1, 1.3, 1.4, 2.4, 3.1, 3.3, 3.4, 4.3, 5.3
H3.1.3 Day 1
Community Helpers
Introduction
1.TW introduce community
helpers through the
BrainPopJr video- Community
I Do Helpers, WGW discuss
community helpers we know.
2.TW model using Talk Like
an Expert by using the
vocabulary from A Day with
Firefighters.
1.WGW practice using Talk
Like an Expert by using the
vocabulary from A Day with
We Do Firefighters.
1.SW receive an assigned
book on a specific community
helper and read with a
partner for an understanding.
You 2.Partners will share
Do important information with the
class using Talk Like an
Expert.
Day 2
Community Helper Details
1.TW review community
helpers with students.
2.TW model Boxes and
Bullets using A Day with
Firefighters and handout.
1.WGW practice using Boxes
and Bullets, students will
use information from their
own texts to give a heading
and one detail.
1.SW work independently to
complete their Boxes and
Bullets using their own texts.
2.SW share one piece of
information about their
community helper with their
table using Timed
RoundRobin.
Day 3
Community Helper Facts
1.TW review community
helpers with students.
2.TW model Gather Up
Facts using A Day with
Firefighters and handout.
1.WGW practice using Gather
Up Facts, students will use
information from their own
texts to give fact examples
on their own community
helper.
1.SW work independently to
complete Gather Up Facts
using their own texts about
their community helper..
2.SW share one cool fact
about their community
helper with their table using
RoundRobin.
Day 4 Day 5
Community Helper Posters
1.TW introduce the posters
(blank) that are to be used to
present the cummunity
helpers.
2.TW share expectations for
poster and share an
example.
3. TW model Reread and 1.TW review expectations for
Sketch with More Detail. the poster with students.
2.SW work independently to
finish their posters from
yesterday.
3.TW model using
1.WGW read A Day with
Act-it-to-Storytell-it with the
Firefighters and students will
example poster.
give the teacher suggestions
for the example poster.
4. SW practice their
presentations with a partner.
5.SW present their posters
using the
Act-it-to-Storytell-it.
1.SW work independently on
their poster, adding a title,
information, facts, and an
illustration.
2.SW read their texts one
more time to Reread and
Sketch with More Detail.
Content Strategies
All of these strategies were taken from The Reading Strategies Book by Jennifer Serravallo.
Spin on KWL
Before reading, talk or write about what you know for sure, what you think you know, and what you wonder. The, read getting
ready to learn new information. I used this to introduce the topic of our neighborhood, because I want to see what
misconceptions my students have about this topic.
Topic/Subtopic
First, find the topic-what the whole section or chapter is mostly about. Next, find a subtopic or a smaller part of the topic.
Finally, list the details that you learned that connect to the topic and subtopic. I used this strategy to aid in the concept of
main idea and supporting details. I want my students to be able to find the important details within a text when reading.
Ask Questions
Wonder and question as you read, and work to actively answer your questions. Collect all the questions and answers as you
go. Based on all of the questions and answers, think “What does it seem like the text is mostly about?” I always tell my
students that good readers ask questions when reading, this strategy simply gives them more time to practice this skill.
Sketch in Chunks
Stop after every paragraph or short section. Think, “What am I picturing?” Draw a quick sketch. At the end of the article, look
back over your sketches. I chose this activity because first graders love telling you every detail when retelling a story or text.
This strategy will hopefully help them to quickly find important information only and use it in their sketches.
Shrink a Text
Read a chunk of text with your partner. Decide together what the main idea of the text is-try to shrink everything you just read
into one sentence. This one was chosen much like Sketch in Chunks. I am hoping this strategy will help my students find
important information to utilize.
Content Strategies Cont.
Talk Like an Expert
Talk like a scientist or expert when you’re reading nonfiction. Look carefully at the picture to remember what the author is
teaching. Think about the words you’d use to read the page. Use those words when you’re reading to yourself or with a
partner. I am hoping this strategy will help my students pay attention to important vocabulary within the text. Near the end of
the school year we will focus on this skill, so this will hopefully give them some practice.
Boxes & Bullets
Draw a box and several bullets beneath it on a sticky note or in a notebook. As you read, think about the information you just
read. Ask yourself, “does this sentence say what this part is mostly about (box), or is this a detail (bullet)? Write or mentally
place the information you read on the graphic organizer as you learn it. Boxes & Bullets will help my students analyze the
information they read and utilize only the key pieces of information.
Gather Up Facts
After reading a part of a book, it’s important to go back to recall what you read. Gather up facts by listing them. You can start
with, “In this page, I learned that…” This is more of a fun activity where my students will be able to pull interesting facts they
found, that aren’t guided by me. I am interested in seeing what my students find.
Reread and Sketch with More Detail
Read the text. Sketch a picture based on the information you remember. Go back and reread the text. Try to add more detail
to your picture based on the detail you read in the text. Repeat until you think you have all the important information
represented in your drawing. My first graders love to read, but they don’t always catch all of the information. This strategy will
help them take a second look at the text and any information they may have missed the first time around.
Act-it-to-Storytell-it
Pause on a page. Use your face, body, and voice to bring the book to life. Add words to explain what you’re doing. Even
though this strategy was originally invented for acting out stories while reading, I thought it would be a cool idea to utilize for
their community helper presentations.