GGN1: Task 4: Mapping the Curriculum WGU Curriculum Map Template

WGU Curriculum Map Template

General Information
Subject Area Reading Language Arts Grade or Level 1st Grade
Length of the
Course
Stakeholders 1st grade teacher team, administration, paraprofessionals (i.e., traditional, Traditional
semester, trimester,
quarter)

General Unit Information

Unit 1 Unit 2 Unit 3 Unit 4
Unit Name A World of Books Creature Features Powerful Forces Cinderella Stories

Pacing 8 weeks 8 weeks 2 days 8 weeks 8 weeks

(Number of days/weeks/month/etc.)
Standards Reading Literature: Reading Literature: Reading Literature: Reading Literature:
(State/national/district/etc.) RL.1.1 Ask and Answer questions RL.1.2 Retell stories, including key RL.1.4 Identify words and phrases in RL.1.6 Identify who is telling the story at
about key details in a text. details, and demonstrate stories or poems that suggest feelings or various points in a text
RL.1.2 Retell stories including key understanding of their central appeal to the senses. RL.1.7 Use illustrations and details in a
details and demonstrate message or lesson. RL.1.5 Explain major differences story to describe its characters, settings, or
understanding of their central Reading Informational Text: between books that tell stories and events.
message or lesson. RI.1.2 Identify the main topic and books that give information, drawing on RL.1.9 Compare and contrast the
RL.1.3 Describe characters, settings, retell key details of the text a wide reading of a range of text types. adventures and experiences of characters
and major events in a story, using RI.1.3 Describe the connection Reading Informational Text: in stories.
key details. between two individuals, events, RI.1.4 Ask and answer questions to help Writing:
Reading Informational Text: ideas, or pieces of information in a determine or clarify the meaning of W.1.1 Write opinion pieces in which they

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GGN1: Task 4: Mapping the Curriculum WGU Curriculum Map Template

RI.1.1 Ask and Answer questions text. words and phrases in a text. introduce the topic or name the book they
about key details in a text. RI.1.5 Know and use various text RI.1.6 Distinguish between information are writing about, state an opinion, supply
RI.1.7 Use the illustrations and features (e.g., headings, tables of provided by pictures or other a reason for the opinion, and provide some
details in a text to describe its key contents, glossaries, electronic illustrations and information provided sense of closure.
ideas. menus, icons) to locate key facts or by the words in a text. W.1.8 With guidance and support from
Writing: information in a text. RI.1.9 Identify basic similarities in and adults, recall information from experiences
W.1.3 Write narratives in which RI.1.8 Identify reasons the author differences between two texts on the or gather information provided sources to
they recount two or more gives to support points in a text. same topic. answer a question.
appropriately sequenced events, Writing: Writing: Speaking and Listening:
include some details regarding W.1.2 Write informative/explanatory W.1.3 Write narratives in which they SL.1.2 Ask and Answer questions about key
what happened, use temporal text in which they name a topic, recount two or more appropriately details in a text read aloud or information
words to signal event order, and supply some facts about the topic, sequenced events include some details presented orally or through other media.
provide some sense of closure. and provide some sense of closure. regarding what happened, use temporal SL.1.4 Describe people, places, things, and
W.1.5 With guidance and support W.1.6 With guidance and support words to signal event order, and provide events with relevant details, expressing
from adults, focus on a topic, from adults, use a variety of digital some sense of closure. ideas, and feelings clearly.
respond to questions and tools to produce and publish writing, Speaking and Listening: Language:
suggestions from peers, and add including in collaboration with peers. SL.1.1.c Ask questions to clear up any L.1.1.a Print all upper-and lowercase
details to strengthen writing as W.1.7 Participate in shared research confusion about the topics and texts letters.
needed. and writing projects (e.g., explore a under discussion. L.1.1.d Use personal, possessive, and
Speaking and Listening: number of “how-to” books on a given SL.1.3 Ask and answer questions about indefinite pronouns (e.g., I, me, my; they,
SL.1.1.a Follow agreed-upon rules topic and use them to write a what a speaker says in order to gather them, their, anyone, everything).
for discussions (e.g., listening to sequence of instructions.) additional information or clarify L.1.1.g Use frequently occurring
others with care, speaking one at a W.1.8 With guidance and support something that is not understood. conjunctions ( e.g., and, but, or, so,
time about the topics and texts from adults, recall information from Language: because)
under discussion). experiences or gather information L.1.1.c Use singular and plural nouns L.1.1.j Produce and expand complete
SL.1.1.b Build on others’ talk in from provided sources to answer a with matching verbs in basic sentences. simple and compound declarative,
conversations by responding to the question. L.1.1.e Use verbs to convey a sense of interrogative, imperative, and exclamatory
comments of others through Speaking and Listening: past, present, and future. sentences In response to prompts.
multiple exchanges. SL.1.5 Add drawings or other visual L.1.1.f Use frequently occurring L.1.2.a Capitalize dates and names of
Language: displays to descriptions when adjectives. people.
L.1.1.b Use common, proper, and appropriate to clarify ideas, thoughts, L.1.4.b Use frequently occurring affixes L.1.2.c Use commas in dates and to
possessive nouns and feelings. as a clue to the meaning of a word. separate single words in a series.
L.1.1.f Use frequently occurring SL.1.6 Produce complete sentences L.1.4.c Identify frequently occurring root L.1.2.d Use conventional spelling for words

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GGN1: Task 4: Mapping the Curriculum WGU Curriculum Map Template

adjectives. when appropriate to task and words and their inflectional forms. with common spelling patterns and for
L.1.1.j Produce and expand situation. L.1.5.c Identify real-life connections frequently occurring irregular words.
complete simple and compound Language: between words and their use. L.1.4.a Use sentence-level context as a clue
declarative, interrogative, L.1.1.h Use determiners (e.g., articles, L.1.5.d Distinguish shades of meaning to the meaning of a word or phrase.
imperative, and exclamatory demonstratives) among verbs differing in manner and L.1.5.a Sort words into categories (e.g.,
sentences in response to prompts. L.1.1.i Use frequently occurring adjectives differing in intensity by colors, clothing) to gain a sense of the
L.1.2.b Use end punctuation for prepositions (e.g., during, beyond, defining or choosing them or by acting concepts of the categories represent.
sentences. toward) out the meanings.
Reading Literature: L.1.1.j Produce and expand complete
RL.1.10 With prompting and simple and compound declarative,
support, read prose and poetry of interrogative, imperative, and
appropriate complexity for Grade exclamatory sentences in response to
1. prompts.
RI.1.10 With prompting and L.1.2.b Use end punctuation for
support, read informational texts sentences.
with appropriate complexity for L.1.2.e Spell untaught words
Grade 1. phonetically, drawing on phonemic
L.1.6 Use words and phrases awareness and spelling conventions.
acquired through conversations, L.1.4.a Use sentence-level context as
reading and being read to, and a clue to the meaning of a word or
responding to texts, including using phrase.
frequently occurring conjunctions L.1.5.b Define words by category and
to signal simple relationships. by one or more key attributes (e.g., a
duck is a bird that swims; a tiger is a
large cat with stripes).
L.1.5.d Distinguish shades of meaning
among verbs differing in manner
(e.g., look, peek, glance, store, glare,
scowl) and adjectives differing in
intensity (e.g., large, gigantic) by
defining or choosing them or by
acting out the meanings.

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 GGN1: Task 4: Mapping the Curriculum WGU Curriculum Map Template

Knowledge and Skills Alignment

Prior Grade or Level Knowledge RL.K.1 With prompting and RL.K.2 With prompting and support, RI.K.2 With prompting and support, RL.K.4 Ask and Answer questions about
support, ask and answer questions retell familiar stories, including key identify the main topic and retell key unknown words in a text.
and Skills about key details in a text. details. details of a text. RL.K.5 Recognize common types of texts
RL.K.6 with prompting and support, RL.K.3 With prompting and support, RI.K.3 With prompting and support, (e.g., storybooks, poems).
name the author and illustrator of a identify characters, settings, and describe the connection between two RL.K.7 With prompting and support,
story and define the role of each in major events in a story. individuals, events, ideas, or pieces of describe the relationship between
telling the story. RL.K.9 With prompting and support, information in a text. illustrations and the story in which they
RI.K.1 with prompting and support, compare and contrast the adventures RI.K.6 Name the author and illustrator of appear (e.g., what moment in a story an
ask and answer questions about and experiences of characters in a text and define the role of each in illustration depicts).
key details in a text. familiar stories. presenting the ideas or information in a RI.K.7 With prompting and support,
RI.K.4 with prompting and support, W.K.3 Use a combination of drawing, text. describe the relationship between
ask and answer questions about dictating, and writing to narrate a W.K.2 Use a combination of drawing, illustrations and the text in which they
unknown words in a text. single event or several loosely linked dictating, and writing to compose appear (e.g., what person, place, thing, or
RI.K.5 Identify the front cover, back events, tell about the events in order informative/explanatory texts in which idea in the text an illustration depicts).
cover, and title page of a book. in which they occurred, and provide a they name what they are writing about RI.K.8 With prompting and support, identify
W.K.2 use a combination of reaction to what happened. and supply some information about the the reasons an author gives to support
drawing, dictating, and writing to W.K.6 With guidance and support topic. points in a text.
compose informative/explanatory from adults, explore a variety of W.K.7 Participate in shared research and RI.K.9 With prompting and support, identify
texts in which they name what they digital tools to produce and publish writing projects (e.g., explore a number basic similarities in and differences
are writing about and supply some writing, including in collaboration of books by a favorite author and between two texts on the same topic. (e.g.,
information about the topic. W.K.8 with peers. express opinions about them.) in illustrations, descriptions, or
With guidance and support from W.K.8 With guidance and support W.K.8 With guidance and support from procedures).
adults, recall information from from adults, recall information from adults, recall information from W.K.1 Use a combination of drawing,
experiences or gather information experiences or gather information experiences or gather information from dictating, and writing compose opinion
from provided sources to answer a from provided sources to answer a provided sources to answer a question. pieces in which they tell a reader the topic
question. question. L.K.1.b Use frequently occurring nouns or the name of the book they are writing
L.K.1.d understand and use L.K.1.a Print many upper- and and verbs. about and state an opinion or preference
question words (interrogatives) lowercase letters. L.K.1.c Form regular plural nouns orally about the topic or book.
(e.g., who, what, where, when, L.K.1.e Use the most frequently by adding /s/ or /es/ (e.g., dog, dogs; W.K.5 With guidance and support from
why, how) occurring prepositions (e.g., to, from, wish wishes) adults, respond to questions and
L.K.2.c write a letter or letters for in, out, on, off, for, of, by, with). L.K.2.a Capitalize the first word in a suggestions from peers and add details to

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GGN1: Task 4: Mapping the Curriculum WGU Curriculum Map Template

most consonant and short-vowel L.K.1.f Produce and expand complete sentence and the pronoun I strengthen writing as needed.
sounds (phonemes) sentences in shared language SL.K.3 Ask and answer questions in W.K.8 With guidance and support from
L.K.2.d Spell simple words activities. order to seek help, get information, or adults, recall information from experiences
phonetically, drawing on L.K.2.c Write a letter or letters for clarify something that is not understood. or gather information from provided
knowledge of sound-letter most consonant and short-vowel SL.K.5 Add drawings or other visual sources to answer a question.
relationships. sounds (phonemes). displays to descriptions as desired to L.K.1.f Produce and expand complete
SL.K.1 Participate in collaborative L.K.2.d Spell simple words provide additional detail. sentences in shared language activities.
conversations with diverse partners phonetically, drawing on knowledge L.K.2.a Capitalize the first word in a
about kindergarten topics and texts of sound-letter relationships sentence and the pronoun I.
with peers and adults in small and L.K.5.a Sort common objects into L.K.2.b Recognize and name end
larger groups. categories (e.g., shapes, foods) to punctuation.
gain a sense of the concepts the L.K.4.a Identify new meanings for familiar
categories represent. words and apply them accurately (e.g.,
L.K.5.c Identify real-life connections knowing duck is a bird and learning the
between words and their use (e.g., verb to duck).
note places at school that are L.K.4.b Use the most frequently occurring
colorful) inflections and affixes (e.g., -ed, -s, re-, un-,
SL.K.6 Speak audibly and express pre-, -ful, -less) as a clue to the meaning of
thoughts, feelings, and ideas clearly. an unknown word.
L.K.5.b Demonstrate understanding of
frequently occurring verbs and adjectives
by relating them to their opposites
(antonyms).
L.K.5.d Distinguish shades of meaning
among verbs describing the same general
action (e.g., walk, march, strut, prance) by
acting out the meanings.
SL.K.2 Confirm understanding of a text read
aloud or information presented orally or
through other media by asking and
answering questions about key details and
requesting clarification if something is not
understood.

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SL.K.4 Describe familiar people, places,

things, and events, and with prompting and
support, provide additional detail.
Current Grade or Level RL.1.1 Ask and answer questions RL.1.2 Retell stories, including key RL.1.4 Identify words and phrases in RL.1.6 Identify who is telling the story at
about key details in a text. details, and demonstrate stories or poems that suggest feelings or various points in a text.
Knowledge and Skills RL.1.2 Retell stories, including key understanding of their central appeal to the senses. RL.1.7 Use illustrations and details in a
details, and demonstrate message or lesson. RL.1.5 Explain major differences story to describe its characters, setting, or
understanding of their central RI.1.2 Identify the main topic and between books that tell stories and events.
message or lesson. retell key details of the text. books that give information, drawing on RL.1.9 Compare and contrast the
RL.1.3 Describe characters, settings, RI.1.3 Describe the connection a wide reading of a range of text types. adventures and experiences of characters
and major events in a story, using between two individuals, events, RI.1.4 Ask and answer questions to help in stories.
key details. ideas, or pieces of information in a determine or clarify the meaning of W.1.1 Write opinion pieces In which they
RI.1.1 Ask and answer questions text. words and phrases in a text. introduce the topic or name the book they
about key details in a text. RI.1.5 Know and use various text RI.1.6 Distinguish between information are writing about, state an opinion, supply
RI.1.7 Use the illustrations and features (e.g., headings, tables of provided by pictures or other a reason for the opinion, and provide some
details in a text to describe its key contents, glossaries, electronic illustrations and information provided sense of closure.
ideas. menus, icons) to locate key facts or by the words in a text. W.1.8 With guidance and support from
W.1.3 Write narratives in which information in a text. RI.1.9 Identify basic similarities in and adults, recall information from experiences
they recount two or more RI.1.8 Identify reasons the author differences between two texts on the or gather information from provided
appropriately sequenced events, gives to support points in a text. same topic. sources to answer a question.
include some details regarding W.1.2 Write informative/explanatory W.1.3 Write narratives in which they SL.1.2 Ask and answer questions about key
what happened, use temporal text in which they name a topic, recount two or more appropriately details in a text read aloud or information
words to signal event order, and supply some facts about the topic, sequenced events, include some details presented orally or through other media.
provide some sense of closure. and provide some sense of closure. regarding what happened, use temporal SL.1.4 Describe people, places, things, and
W.1.5 With guidance and support W.1.6 With guidance and support words to signal event order, and provide events with relevant details, expressing
from adults, focus on a topic, from adults, use a variety of digital some sense of closure. ideas and feelings clearly.
respond to questions and tools to produce and publish writing, SL.1.1.c Ask questions to clear up any L.1.1.a Print all upper-and lowercase
suggestions from peers, and add including in collaboration with peers. confusion about the topics and texts letters.
details to strengthen writing as W.1.7 Participate in shared research under discussion. L.1.1.d Use personal, possessive, and
needed. and writing projects (e.g., explore a SL.1.3 Ask and answer questions about indefinite pronouns (e.g., I, me, my; they,
SL.1.1.a Follow agreed-upon rules number of “how-to” books on a given what a speaker says in order to gather them, their, anyone, everything)
for discussions (e.g., listening to topic and use them to write a additional information or clarify L.1.1.g Use frequently occurring

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GGN1: Task 4: Mapping the Curriculum WGU Curriculum Map Template

others with care, speaking one at a sequence of instructions). something that is not understood. conjunctions (e.g., and, but, or, so,
time about the topics and texts W.1.8 With guidance and support L.1.1.c Use singular and plural nouns because).
under discussion). from adults, recall information from with matching verbs in basic sentences. L.1.1.j Produce and expand complete
SL.1.1.b Build on others’ talk in experiences or gather information L.1.1.e Use verbs to convey a sense of simple and compound declarative,
conversations by responding to the from provided sources to answer a past, present, and future. interrogative, imperative, and exclamatory
comments of others through question. L.1.1.f Use frequently occurring sentences in response to prompts.
multiple exchanges. SL.1.5 Add drawings or other visual adjectives. L.1.2.a Capitalize dates and names of
L.1.1.b Use common, proper, and displays to descriptions when L.1.4.b Use frequently occurring affixes people.
possessive nouns. appropriate to clarify ideas, thoughts, as a clue to the meaning of a word. L.1.2.c Use commas in dates and to
L.1.1.f Use frequently occurring and feelings. L.1.4.c Identify frequently occurring root separate single words in a series.
adjectives. SL.1.6 Produce complete sentences words and their inflectional forms. L.1.2.d Use conventional spelling for words
L.1.1.j Produce and expand when appropriate to task and L.1.5.c Identify real-life connections with common spelling patterns and for
complete simple and compound situation. between words and their use. frequently occurring irregular words.
declarative, interrogative, L.1.1.h Use determiners (e.g., articles, L.1.5.d Distinguish shades of meaning L.1.4.a Use sentence-level context as a clue
imperative, and exclamatory demonstratives). among verbs differing in manner and to the meaning of a word or phrase.
sentences in response to prompts. L.1.1.i Use frequently occurring adjectives differing in intensity by L.1.5.a Sort words into categories (e.g.,
L.1.2.b Use end punctuation for prepositions (e.g., during, beyond, defining or choosing them or by acting Colors, clothing) to gain a sense of the
sentences. toward) out the meanings. concepts the categories represent.
L.1.1.j Produce and expand complete
simple and compound declarative,
interrogative, imperative, and
exclamatory sentences in response to
prompts.
L.1.2.b Use end punctuations.
L.1.2.e Spell untaught words
phonetically, drawing on phonemic
awareness and spelling conventions.
L.1.4.a Use sentence-level context as
a clue to the meaning of a word or
phrase.
L.1.5.b Define words by category and
by one or more key attributes (e.g., a
duck is a bird that swims; a tiger is a

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large cat with stripes).

L.1.5.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.
Next Grade or Level Knowledge RL.2.1 Ask and Answer such RL.2.2 Recount stories, including RL.2.4 Describe how words and phrases RL.2.7 Use information gained from the
questions as who, what, where, fables and folktales from diverse (e.g., regular beats, alliteration, rhymes, illustrations and words in a print or digital
and Skills when, why, and how to cultures, and determine their central repeated lines) supply rhythm and text to demonstrate understanding of its
demonstrate understanding of key message, lesson, or moral. meaning in a story, poem, or song. characters, setting, or plot.
details in a text. RL.2.3 Describe how characters in a RL.2.6 Acknowledge differences in the RI.2.3 Describe the connection between a
RL.2.2 Recount stories, including story respond to major events and points of view of characters, including series of historical events, scientific ideas or
fables and folktales from diverse challenges. by speaking in a different voice for each concepts, or steps in a technical procedure.
cultures, and determine their RL.2.9 Compare and contrast two or character when reading dialogue aloud. RI.2.5 Know and use various text features
central message, lesson, or moral. more versions of the same story (e.g., RL.2.7 Explain how specific images (e.g., captions, bold print, subheadings,
RL.2.5 Describe the overall Cinderella stories) by different contribute to and clarify a text. glossaries, indexes, electronic menus,
structure of a story, including authors or from different cultures. RL.2.9 Compare and contrast the most icons) to locate key facts or information in a
describing how the beginning RI.2.4 Determine the meaning of important points presented by two texts text efficiently.
introduces the story, and the words and phrases in a text relevant on the same topic. RI.2.6 Identify the main purpose of a text,
ending concludes the action. to a grade 2 topic or subject area. W.2.3 Write narratives in which they including what the author wants to answer,
RI.2.1 Ask and answer such W.2.2 Write informative/explanatory recount a well-elaborated event or short explain, or describe.
questions as who, what, where, texts in which they introduce a topic, sequence of events, include details to RI.2.8 Describe how reasons support
when, why, and how to use facts and definitions to develop describe actions, thoughts, and feelings, specific points the author makes in a text.
demonstrate understanding of key points, and provide a concluding use temporal words to signal event W.2.1 Write opinion pieces In which they
details in a text. statement or section. order, and provide a sense of closure. introduce the topic or book they are writing
RI.2.2 Identify the main topic of W.2.5 With guidance and support W.2.8 Recall information from about, state an opinion, supply reasons
multi-paragraph text as well as the from adults and peers, focus on a experiences or gather information from that support the opinion, use linking words
focus of specific paragraphs within topic and strengthen writing as provided sources to answer a question. (e.g., because, and, also) to connect
the text. needed by revising and editing. SL.2.1.c Ask for clarification and further opinion and reasons, and provide a
W.2.2 Write W.2.6 With guidance and support explanation as needed about the topics concluding statement or section.

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GGN1: Task 4: Mapping the Curriculum WGU Curriculum Map Template

informative/explanatory texts in from adults, use a variety of digital and texts under discussion. W.2.7 Participate in shared research and
which they introduce a topic, use tools to produce and publish writing, SL.2.3 Ask and answer questions about writing projects (e.g., read a number of
facts and definitions to develop including in collaboration with peers. what a speaker says in order to clarify books on a single topic to produce a report;
points, and provide a concluding W.2.8 Recall information from comprehension, gather additional record science observations).
statement or section. experiences or gather information information, or deepen understanding W.2.8 Recall information from experiences
W.2.5 With guidance and support from provided sources to answer a of a topic or issue. or gather information from provided
from adults and peers, focus on a question. L.2.1.e Use adjectives and adverbs and sources to answer a question.
topic and strengthen writing as SL.2.5 Create audio recordings of choose between them depending on SL.2.2 Recount or describe key ideas or
needed by revising and editing. stories or poems; add drawings or what is to be modified. details from a text read aloud or
W.2.8 Recall information from other visual displays to stories or L.2.1.f Produce, expand, and rearrange information presented orally or through
experiences or gather information recounts of experiences when complete simple and compound other media.
from provided sources to answer a appropriate to clarify ideas, thoughts, sentences. SL.2.4 Tell a story or recount an experience
question. and feelings. L.2.4.d Use knowledge of the meaning of with appropriate facts and relevant,
SL.2.1 Participate in collaborative SL.2.6 Produce complete sentences individual words to predict the meaning descriptive details, speaking audibly in
conversations with diverse partners when appropriate to task and of compound words. coherent sentences.
about Grade 2 topics and texts with situation in order to provide L.2.5.b Distinguish shades of meaning L.2.1.c Use reflexive pronouns.
peers and adults in small and larger requested detail or clarification. among closely related verbs and closely L.2.2.b Use commas in greetings and
groups. L.2.1.a Use collective nouns (e.g., related adjectives. closings of letters.
SL.2.1.a Follow agreed-upon rules group) L.2.2.c Use an apostrophe to form
for discussions (e.g., gaining the L.2.1.b Form and use frequently contractions and frequently occurring
floor in respectful ways, listening to occurring irregular plural nouns (e.g., possessives.
others with care, speaking one at a feet, children, teeth, mice, fish). L.2.2.d Generalize learned spelling patterns
time about the topics and texts L.2.2.a Capitalize holidays, product when writing words.
under discussion.) names, and geographic names. L.2.2.e Consult reference materials,
SL.2.1b Build on others’ talk in L.2.4.a Use sentence-level context as including beginning dictionaries, as needed
conversations by linking their a clue to the meaning of a word or to check and correct spellings.
comments to the remarks of phrase. L.2.3.a Compare formal and informal uses
others. L.2.4.b Determine the meaning of the of English.
L.2.1.e Use adjectives and adverbs new word formed when a known L.2.4.e Use glossaries and beginning
and choose between them prefix is added to a known word (e.g., dictionaries, both print and digital, to
depending on what it is to be happy/unhappy, tell/retell). determine or clarify the meaning of words
modified. L.2.4.c Use a known root word as a and phrases.
L.2.1.f Produce, expand, and clue to the meaning of an unknown L.2.5.a Identify real-life connections

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rearrange complete simple and word with the same root (e.g., between words and their use.
compound sentences. addition, additional)

Relevance
Social and Emotional Well-Being,
Health and Wellness,
Life and Career Skills,
Character Development,
Community Engagement, and
Cultural Competence

Essential Questions and Vocabulary

Essential Questions How do books change lives around What can we discover about animals’ How do people respond to the powerful Why do people around the world admire
the world? (the question for the unique features? (the question for all force of the wind? (the question for all Cinderella? (the question for all of module
whole module 1) of module 2) of module 3) 4)

Essential Vocabulary Character, Portrait, Setting, Fable, Features, Move, Steadily, Force, Powerful, Soar, Paralyzed, Admire, Versions, Scoured, Mocked,
Landscape, Problem, Resolution, Collage, Color Wheel, Feelings, Unlatched Shiver, Wrenched, Embraced, Scolded, Forgiving, Honest,
Reveal, Imagination, Migrant, Complementary Colors, Abstract Art, Brave, Scorched, Harnessed, Produce, Gasped, Invisible, Spare, Matted, Creature,
Encourage, Revise, Value, Still Life, Observed, Curious, Shyest, Mammal, Scanned, Rumbled, Magic, Science Fiesta, Honored, Stunning, Deserve,
Village, Burro, Market, Collect, Texture, Unsuspecting, Protect, Avoid Grumbled, Exclaimed, Gathered, Swaying,
Inspire, Remote, Mobile, Caption,
Quotation, Poke, Spell, Scholar,
Arduous, Chicken Scratch, Signs,
Duck, Central Message

Activities or Strategies
Activities or Strategies Speaking and Listening- SL.1.1.a & Speaking and Listening- SL.1.5, Speaking and Listening- SL.1.1.c, SL.1.3, Speaking and Listening- SL.1.2, SL.1.4,
SL.1.1.b, RL.1.2, RL.1.3 SL.1.6, RL.1.2, RI.1.3, RI.1.2 RL.1.5, RI.1.4, RL.1.10, L.1.6 RL.1.10, RI.1.10, RL.1.6, RL.1.7, RL.1.9

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Collaboration- SL.1.1.b Collaboration- RI.1.8, W.1.7 Collaboration- L.1.6, SL.1.1.c, SL.1.3, Collaboration- L.1.6, SL.1.2, SL.1.4, RL.1.6,
Think-Pair-Share- SL.1.1.b Think-Pair-Share- W.1.7, RI.1.3, L.1.5.d, RI.1.4, RL.1.7, RL.1.9,
Mix and Mingle- SL.1.1.b RL.1.2 Think-Pair-Share- L.1.6, SL.1.1.c, SL.1.3, Think-Pair-Share- L.1.6, SL.1.2, SL.1.4,
Socratic Seminars- SL.1.1.a & Mix and Mingle- RL.1.2, RI.1.3, RI.1.2, RI.1.4, RL.1.5 RL.1.6, RL.1.7, RL.1.9,
SL.1.1.b RI.1.8 Mix and Mingle- RL.1.5, RI.1.4, SL.1.3 Mix and Mingle- L.1.6, SL.1.2, SL.1.4,
Fluency Homework- RI.1.10 & Socratic Seminars- RL.1.2, RI.1.3, Socratic Seminars- SL.1.1.c, SL.1.3, RL.1.6, RL.1.7, RL.1.9,
RL.1.10 RI.1.2, RI.1.8, SL.1.5, SL.1.6 RL.1.5m RI.1.4, RI.1.9 Socratic Seminars- L.1.6, SL.1.2, SL.1.4,
Writing- W.1.3,W.1.5, L.1.1.j, Fluency Homework- RL.1.10, RI.1.10 Fluency Homework- RL.1.10, RI.1.10 RL.1.6, RL.1.7, RL.1.9,
L.1.1.b, L.1.1.f, L.1.2.b, RL.1.3, Writing- L.1.1.h, L.1.1.i, L.1.1.j, Readers’ Theater- L.1.5.d Fluency Homework- RL.1.10, RI.1.10
RL.1.2 L.1.2.b, L.1.2.e, L.1.4.a, Writing- W.1.3, L.1.1.c, L.1.1.e, L.1.1.f, Writing- W.1.1, W.1.8, L.1.1.a, L.1.1.d,
Readers Theater- L.1.5.b, L.1.5.d L.1.4.b, L.1.4.c, L.1.5.c, RL.1.5, RI.1.9, L.1.1.g, L.1.1.j, L.1.2.a, L.1.2.c, L.1.2.d,
L.1.4.a, L.1.5.a
Differentiated Activities or Wit & Wisdom curriculum provides Wit & Wisdom curriculum provides Wit & Wisdom curriculum provides the Wit & Wisdom curriculum provides the
the students with meaningful the students with meaningful students with meaningful instruction students with meaningful instruction that
Strategies for Enrichment instruction that can be at a higher- instruction that can be at a higher- that can be at a higher-level. This can be can be at a higher-level. This can be for the
level. This can be for the students level. This can be for the students for the students that might need it and students that might need it and can be art,
that might need it and can be art, that might need it and can be art, can be art, drama, or game strategies. drama, or game strategies.
drama, or game strategies. drama, or game strategies. In module 3 students are hearing and In module 4 there are many lessons that
Module 1 is named “A World of After each set of lessons there is a reading the story mentioned in the have a craft question. These questions are
Books.” This module includes Focusing Question Task that students lesson multiple times. They are part of the “Writing to Learn and Learning
Knowledge-building lessons that will complete as a form of rereading the story so that they can to Write.”
use carefully selected books and art assessment to see how they deepen their comprehension on what is When looking at the first set of lessons
that are meant to inspire students understood the story. This task taking place which will help them which are Lessons 1-7 centering around the
to enjoy reading and writing. A normally consists of retelling the answer the focusing question at the end focusing question being “Why do people
book that named “Museum ABC” is story using the setting, characters, of the lesson set. With each lesson admire Perrault’s Cinderella?”
used very often throughout this problem, and resolution. After each students are given a new content The craft questions and standard to go with
whole module. This is a book that of the section that is to be written, framing question that is meant to draw them are as follows:
has a variety of different paintings there is a box at the bottom where their attention to another small portion Lesson 2: Why is using conjunctions
on each page, that correspond with the students can draw a picture that of the book that they will be answering important? The students will be identifying
the letter on the page. For goes along with what they wrote on a question about. frequently occurring conjunctions in
example, “J is for Jewelry” and the the lines above it. This allows the In Module 3 Lessons 1-7, the students compound sentences – Standard L.1.1.g
paintings on that page are of students to practice their writing are focusing the text “Feel the Wind.” Lesson 3: How does using conjunctions in a

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jewelry. Students will learn the while also being creative in the For lessons one and two the students sentence work? The students will be
different types of paintings which drawing of the pictures. After this are given the content framing question choosing the correct conjunction to place in
are portrait, landscape, and still task is completed, the students will of “What do I notice and wonder about a compound sentence. Standard L.1.1.g
life. There are four different times typically share what they wrote with ‘Feel the Wind’?” to which the first day Lesson 4 (1): Why is considering evidence
throughout the module, one of their table group before they turn they will look at the covers of the book to form an opinion important? Students
them being Lesson 22, where the them in to me. Once they are with and the pages to write things that they will sort evidence to formulate an opinion
students will use their knowledge me, we participate what we call a notice and wonder about. On the about Cinderella’s stepsisters. Standard
of the term “portrait” to draw a “writing conference,” this is where I second day they will listen and following W.1.1
picture of the main character/topic will call the students up to the kidney along as the book is being read to them. Lesson 4 (2): How do I use a conjunction in
of the book that we most recently table to discuss the way that they Once the reading is over students will a sentence? Students will choose the
complete. In lesson 22 the students wrote their sentences. I look for complete a task where they will use one correct conjunction to place in a compound
were asked to draw a portrait of proper use of capitalization and of the Wonder Wheel words to ask a sentence. Standard L.1.1.g
Cal, which is the main character in punctuation to see if they can write a question pertaining to something that Lesson 5: How does considering evidence
“That Book Woman.” This allows complete sentence. This is integrated they heard. For lessons three and four to form an opinion work? Students will
them to be creative while they are skill instruction because the students they are given the content framing practice considering evidence to form an
thinking back on what they have are independently practicing their question of “What is happening in Feel opinion about the Fairy Godmother in the
learned, and it is also going to act skills after they participate in the the Wind?” the students will collaborate story Cinderella. Standard W.1.1
as their cover page for their end of whole group discussion of the to talk more about the main topic and Lesson 6 (1): Why is the structure of an
module task. After they draw their retelling and then they are receiving key details that took place in the story opinion paragraph important? With
picture they are able to use feedback from the teacher. In while also filling out the story map support students will identify the
adjectives to describe how Cal feels Module 2 Lesson 8, the first Focusing which has the characters, settings, components of an opinion paragraph about
in the portrait. This is covering Question Task will take place problem, change, and resolution. For the stepsisters in the story Cinderella.
standard L.1.1.f and W.1.3. covering standards RL.1.2, W.1.2, lesson five the students have the Standard W.1.1
W.1.8, L.1.1.j, and L.1.2.b. question of “What does a deeper Lesson 6 (2): Why are compound sentences
exploration of words and illustrations with commas important? Students will be
reveal in Feel the Wind?” For lesson six identifying conjunctions used to make
they are given the question “What is the three simple sentences into a compound
essential meaning of Feel the Wind?” sentence and identify the commas used to
Lastly, for lesson seven they are given separate the items. Standards L.1.1.j and
the question of “How does Feel the L.1.2.c
Wind build my knowledge?” The Lesson 7 (1): How does the structure of an
students will read the story at least 4 opinion paragraph work? Students will
times during those 7 days of lessons. By sequence the components of an opinion

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the end of the module they would have paragraph about a scene in Cenderillion.
worked with standards RL.1.5, L.1.5.d, Standard W.1.1
RI.1.1, L.1.5.c, RI.1.2, W.1.7, W.1.8, Lesson 7 (2): How do compound sentences
RI.1.9, L.1.1.c, RI.1.6, and W.1.2. with commas work? Students will use
conjunctions to combine three simple
sentences into a compound sentence and
use commas to separate items in a list.
Standards L.1.1j and L.1.2.c

Differentiated Activities or The Wit & Wisdom curriculum has The Wit & Wisdom curriculum has The Wit & Wisdom curriculum has the The Wit & Wisdom curriculum has the
the opportunity for intervention to the opportunity for intervention to opportunity for intervention to be opportunity for intervention to be
Strategies for Intervention be implemented throughout the be implemented throughout the implemented throughout the lessons. implemented throughout the lessons. The
lessons. The intervention is done in lessons. The intervention is done in a The intervention is done in a few intervention is done in a few different
a few different ways. few different ways. different ways. ways.
In every module the students will In the modules there is Questioning In module 3 there are several different In module 4 the technique that is used is
have “Fluency Passages” that are that is done in every lesson. This is instances where students will the fluency passages. At the beginning of
supposed to be considered where the teacher will ask important collaborate with their peers but there the module starting in Lesson 2 the
homework, students will take them questions that allow the students to are also times where they will students are given “Fluency Homework
home to read with their guardians. think about, write about, and then participate in independent work. The Handout 2A.” This is an excerpt that has
These are used to help them build discuss. This is drawing their students have a focusing question task been taken from the story “Cinderella” by
fluency along with understanding attention to the certain part about at the end of the set of lessons. In Marcia Brown. It is given to students to
grade-level text. For targeted the text that the question is module 3 the first set is for Lessons 1-7 take home to practice with a family
intervention they can be used for pertaining to. In lesson 4, students which is asking the question “How is member. There are 2 different options that
students who are not reading at are asked different questions to help wind a powerful force?” The students can be given to the students depending on
grade-level yet. For example: In them determine the lesson of “The will use the evidence organizer to show what that students’ needs are. Option 1 is a
Module 1 Lessons 17-22 are about Ants and the Grasshopper.” They are what has been learned for similarities passage that is geared more towards
the book titled “That Book asked what might support the lesson and differences, write an informative striving readers whereas option 2 is for
Woman” students are sent home “Be Nice,” what are some key details paragraph to answer the research students who are reading above grade
with a fluency passage that is an that might support the lesson “Plan question of “What does the wind do level. This is allowing that all students will
excerpt from the book. This goes ahead and work hard,” and what during a hurricane?”, and circle the have their needs met and the ones that

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with standard RL.1.10 and RI.1.10 details in the fable support the lesson nouns and underline the verbs, change may not be at the same level as the rest
idea of “Even if you are slow, if you the singular nouns to plural nouns and will still have appropriate material to
keep going you can win the race.” change the verbs to match. This is practice with at home.
This is allowing students to use the independent work that the students will
details that they read and heard in do which is going to cover the standards
the text to prove why they think the of W.1.2, W.1.7, W.1.8, RI.1.9, and
lesson should be the one that they L.1.1.c.
chose. It is covering the standard of For the collaborative work in this
RL.1.2 which is where students will module, one example can be the second
need to be able to identify key details Socratic Seminar. This takes place in
from the text to determine the Lesson 29, the question for this seminar
lesson. will be “Is science or magic more
important to William?” Students will be
reminded that they are able to use the
sentence stems provided to help them
form questions to carry on the
conversation amongst their peers. After
that, the students will echo read the
Socratic Seminar opening question with
me to start it. During this the students
will be participating in a collaborative
conversation involving multiple peer-to-
peer exchanges. This is covering the
standards of SL.1.1.c and SL.1.3.

Resources and Technology

Resources Wit & Wisdom provides the Wit & Wisdom provides the following Wit & Wisdom provides the following Wit & Wisdom provides the following
following materials/resources for materials/resources for the materials/resources for the curriculum, materials/resources for the curriculum, and
the curriculum, and they are curriculum, and they are available for and they are available for every module: they are available for every module:
available for every module: every module: Teacher Editions Teacher Editions
Teacher Editions Teacher Editions Student Editions Student Editions
Student Editions Student Editions Core Texts Core Texts

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Core Texts Core Texts Family Tip Sheets Family Tip Sheets
Family Tip Sheets Family Tip Sheets Geodes Geodes
Geodes Geodes Implementation Guide Implementation Guide
Implementation Guide Implementation Guide Module 0 Module 0
Module 0 Module 0 Multilingual Learner Resource Module Multilingual Learner Resource Module Map
Multilingual Learner Resource Multilingual Learner Resource Map
Module Map Module Map
Technology Integration Wit & Wisdom uses a few different Wit & Wisdom uses a few different Wit & Wisdom uses a few different ways Wit & Wisdom uses a few different ways to
ways to integrate technology into ways to integrate technology into the to integrate technology into the integrate technology into the curriculum
the curriculum and those are: curriculum and those are: curriculum and those are: and those are:
Video Lessons Video Lessons Video Lessons Video Lessons
Vocabulary Videos Vocabulary Videos Vocabulary Videos Vocabulary Videos
Multilingual Learner Supports Multilingual Learner Supports Multilingual Learner Supports Multilingual Learner Supports
Projected Lessons Projected Lessons Projected Lessons Projected Lessons
Digital Student Edition Digital Student Edition Digital Student Edition Digital Student Edition
Digital Assessment Tool Digital Assessment Tool Digital Assessment Tool Digital Assessment Tool

Assessments
Assessments Focusing Question Task: Focusing Question Task: Focusing Question Task: Focusing Question Tasks:
1. Write and draw to retell the 1. Write an informative paragraph 1. How is the wind a powerful force? 1. Why do people admire Perrault’s
story of Tomas and the Library stating the lesson of Seven Blind Part 1- Use your evidence organizer to Cinderella? What do you most admire
Lady, including character, setting, Mice. Be sure to include all of the show what you have learned about the about Cinderella? First, read the evidence
and problem/resolution. following in your response: a topic similarities and differences between two on the Cinderella Traits Chart. Next, choose
2. Write and draw to retell the statement that names the texts and sources by: drawing a line matching a trait you most admire about Cinderella.
story Waiting for the Biblioburro, states the lesson, two or more information from the two sources that is Then, write an opinion paragraph
including character, setting, and examples from the text that support the same and underlining information explaining what you most admire about
problem/resolution. Use complete the lesson, a conclusion, complete that is different. Part 2- Write an Cinderella. Support your opinion using
sentences and end punctuation. sentences that begin with a capital informative paragraph to answer the evidence from the following text:
3. Describe how people get books letter and end with a punctuation research question, “What does the wind Cinderella, Marcia Brown. Be sure to
in your section of My Librarian is a mark. do during a hurricane?” Be sure to include all of the following in your
Camel by answering the question 2. Write an informative paragraph to include all of the following in your response: all parts of an opinion paragraph.
“Using evidence form the answer the Focusing Question: How response: All the parts of a Topic 2. Why do people admire Rough-Face Girl

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photographs, how do people in this did Jane Goodall make discoveries Sandwich informative paragraph, and Ella? What do you most admire about
country get books?” Be sure to: about animals? Be sure to include all research from two or more sources, Ella? First, read the evidence on the Ella
include details from the the following in your response: A verbs that match their subjects, a Traits Chart. Next, choose a trait you most
photographs, write complete topic statement that talks about detailed illustration. Part 3- In your admire about Ella. Then, write an opinion
sentences, capitalize proper nouns, Jane’s discoveries, Focusing Question Task paragraph, circle paragraph telling what you most admire
and use end punctuation. Two or more details that support all the nouns and underline the verbs. about Ella. Support your response using
4. Write and draw to retell the how she made the discoveries, A Change the singular nouns to plural evidence from the following text: Bigfoot
story That Book Woman. Be sure to conclusion, Complete sentences that nouns and change the verbs to match. Cinderrrrrella, Tony Johnston; illustrations,
include characters, setting, begin with a capital letter and end 2. What are feelings? Write a story James Warhola. Be sure to include all of the
problem/resolution, complete with a punctuation mark. about the sequenced pictures in “Lost following in your response: all parts of an
sentences, end punctuation, a 3. Write an informative paragraph to and Found” from the text Feelings on opinion paragraph and a conjunction such
drawing of Cal and one adjective to answer the Focusing Question: How page 24. Be sure to include all of the as and, but, or, so, or because.
describe him. do sea horses use their unique following in your response: A Story Map 3. Why do people admire Adelita and Pear
5. Write and draw to retell the features? Be sure to include all of the to plan your story and words that Blossom? What do you admire most about
story Green Eggs and Ham, following in your response: A topic describe how the character feels when Adelita or Pear Blossom? First, select which
including characters, setting, and statement that names a feature of a the problem happens and at the end of character to write about after reading the
problem/resolution. Also apply the seahorse, two or more details that the story when the problem is resolved. evidence on the Adelita and Pear Blossom
following skills in context: use time explain how that feature is used, a When you are finished, use the narrative Traits Charts. Next, choose a trait you most
order words, use complete conclusion, complete sentences that writing checklist to review and revise admire about Adelita or Pear Blossom.
sentences, capitalize letters at the begin with a capital letter and end your writing. Then, write an opinion paragraph telling
beginning of a sentence and proper with a punctuation mark, 3. How do characters respond to the what you most admire about Adelita or
nouns, use end punctuation, and determiners (identify determiners in powerful force of the wind? Write an Pear Blossom. Support your opinion using
use an adjective to describe a noun. your paragraph and circle them,) original narrative about the character evidence from one of the following texts:
New Read Assessment: your best spelling, an illustration of Owl from Owl at Home, “The Guest.” Adelita by Tomie dePaola, The Korean
1. Text: Waiting for the Biblioburro, the sea horse’s feature. Part 1- Imagine that Owl has a new Cinderella by Shirley Climo and illustrations
Monica Brown. Write and draw to 4. Write an informative paragraph problem with the wind. Write a story done by Ruth Heller. Be sure to include all
formulate a question. After the explaining how two animals from the describing how Owl responds. Select of the following in your response: All parts
Read Aloud, write and draw to text What Do you Do with a Tail Like one of the problems listed below for of an opinion paragraph and a personal
answer the question. This? Use the same feature your story: the wind is too hot, the wind pronoun such as I, me, or my.
2. Text: My Librarian is a Camel, differently. Be sure to include all of is blowing rain in the house, the wind is New-Read Assessments:
Margriet Ruurs. Visually explore the following in your response: A blowing Owl’s papers all over the house. 1. Text: Adelita, Tomie De Paola.
photographs and illustrations to topic statement, that names a unique Be sure to use all of the following in In this New-Read Assessment, the teacher
write and draw to formulate a feature from the text What Do you your story: A Story Map to plan your reads aloud the literary text Adelita as

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question. Do with a Tail like This, Two or more story, Words that describe how Owl students follow along. This New-Read
3. Text: Green Eggs and Ham, Dr. details about how animals use that feels and what he does in response to Assessment has three parts. Part 1 assesses
Seuss. Write and draw to fill in a feature differently, a conclusion, the wind, Words to show the order of students on whether they can identify
story map after a Read Aloud with complete sentences that begin with a events, and present-tense verbs. When which character is telling the story. Part 2
support from Story Stones. capital letter and end with a you are finished use the Narrative assesses how well students can write
Socratic Seminars: punctuation mark, your best spelling, Writing Checklist to review and revise compound declarative, interrogative,
1. Respond to what others say in a a detailed illustration of the animals your writing. Part 2- In your Focusing imperative, and exclamatory sentences,
Socratic Seminar on the Focusing in the paragraphs, type one sentence Question Task story, change the first and Part 3 asks students to use commas to
Question: How does the packhorse from the paragraph to add to the time-order word to one that shows that separate words in a series.
librarian change life for Cal? class book. something is happening in the future, 2. Text: “900 Cinderellas,” Marcia Amidon
2. Respond to what others say in a 5. Write an informative paragraph such as tomorrow or the next day. Then Lusted and Judith C. Greenfield, Cinderella,
Socratic Seminar on the Focusing stating the point the author of Never underline the verbs and change them Marcia Brown. In this New-Read
Question: How can books change Smile at a Monkey makes in the text. from present tense to future tense. Assessment, the teacher reads aloud an
my life? Include at least two reasons 4. How does Irene respond to the excerpt from the informational text “900
3. Respond to what others say in a supporting the point. Illustrate your powerful force of the wind? Part 1- Plan Cinderellas.” This New-Read Assessment
Socratic Seminar on the Essential example. Be sure to include all of the a scene to act out the moment on page has several parts. In Part 1, students use
Question: How do books change following in your response: A topic 6 when “the wind drove Irene along so proper capitalization and commas usage as
lives around the world? statement stating the point the rudely…” or page 10 when “the ill- they write the date. In Part 2, they use
End of Module Task: author makes, two or more reasons tempered wind ripped the box open…” possessive and indefinite pronouns
Write and illustrate a narrative that support the author’s point, a Write sentences that describe what correctly in a sentence. In Part 3, students
about a character whose life has conclusion that explains why the Irene saw, felt, and heard and how she use sentence-level context to determine
changed because of books. Be sure authors point is important, complete felt in terms of her emotions using the meaning of a word. Part 4 asks students
to include: characters, setting from sentences that begin with a capital evidence from the text. Be sure to use to sort words from the story into categories
My Librarian is a Camel, A problem letter and end with a punctuation all of the following in your sentences: and in Part 5 they compare and contrast
(the character doesn’t have mark, a preposition in at least one Sensory and feelings words, including the adventures and experiences of two
books!), the resolution to the sentence, and circle it, your best adjectives, to describe what the wind Cinderella characters using a Venn diagram.
problem (using the method for spelling, an illustration that includes was like and how Irene felt, and Past- Socratic Seminar:
getting books from that country!) an animal. tense verbs. Part 2- Act out your scene 1. Evaluate the various characters in
Make sure each page includes: New Read Assessments: in groups of three. Before reading your Cinderella stories to answer the following
Complete sentences that begin 1. Text: Whales. description of the scene as a narrator, question: “What do you admire about the
with a capital letter and end with a In this New-Read Assessment, the tell your group what is happening at that characters in the Cinderella stories?”
punctuation mark, capitals at the teacher reads the informational point in the story to set up the scene. 2. Analyze module Cinderella stories to
beginning of proper nouns, and text, Whales, aloud. Students Read your complete sentences while answer the question: “Why are there so

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illustrations to match the words on individually identify and use select one group member acts as Irene and the many different versions of Cinderella
each page. informational text features, identify other group member acts as the wind. stories?”
the main topic and provide key Then switch roles. End of Module Task:
details, and distinguish the meaning 5. How does William use the powerful 1. Which of the Cinderella characters do
of three verbs, ordering them from force of the wind? Part 1- plan a scene you most admire? First, review the
softest to loudest. to act out the moment on pages 21-22 evidence on the Trait Charts for each
2. Text: Stone Fish when William’s windmill starts to work. Cinderella character. Next, choose the
In this New-Read Assessment, Write sentences that describe what Cinderella you most admire. Then, write an
students are individually assessed on William saw, felt, and heard and how he opinion paragraph telling which Cinderella
whether they can identify the felt in terms of his emotions using you most admire. Support your opinion
reasons an author gives to support evidence from the text. Be sure to use using evidence from the module text that
her points in a text, and categorize all of the following in your sentences: features your Cinderella character. Be sure
words using a concept map. Sensory and feeling words, including to include all of the following in your
Socratic Seminar: adjectives, to describe what the wind response: all parts of an opinion paragraph,
1. Respond to what others say in a was like and how William felt. Part 2- all the style and conventions writing skills
Socratic Seminar on the following Act out your scene in groups of three. that help you express your ideas, including;
questions: What lessons did you Before reading your description of the capitalizing characters’ names, printing
learn from these fables? And What scene as the narrator, tell your group lower-and uppercase letters correctly, and
do the lessons of fables teach you what is happening at that point in the spelling words on the Word Wall correctly.
about your own life? story to set up the scene. Read your
2. Respond to what others say in a complete sentences while one group
Socratic seminar on the Focusing member acts as William and the other
Question: In what different ways group member acts as the windmill then
does the text Sea Horse teach switch roles.
readers about the sea horse’s unique New Read Assessments:
features? 1. Text: “Wind at Work.” Amy Tao.
3. Respond to what others say in a In this New-Read Assessment, the
Socratic Seminar on the Essential teacher reads aloud the informational
Question: What have we discovered text “Wind at Work” as students follow
about animals’ unique features? along. This New-Read Assessment has
End of Module Task: three parts. Part 1 assesses whether
Use evidence gathered during shared students can answer a question to
class research to write an informative determine the meaning of an unknown

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paragraph about an animal’s unique word in the text. Part 2 assesses how
features. Be sure to include all of the well students can distinguish between
following in your response: A topic information provided in the words and
sentence that names the animal and information provided by the illustrations
its unique features, two or more in a text, and Part 3 asks students to
details of how the animal uses the identify real-life connections between
features, a conclusion, complete words and their use.
sentences that begin with a capital 2. Text: Owl at Home, “owl and the
letter and end with a punctuation Moon,” Arnold Lobel, and “What Makes
mark, your best spelling, an the Wind?” Amy Tao.
illustration of the animal and its In this New-Read Assessment, the
features on the front of the card. Use teacher reads aloud an excerpt from the
your best handwriting, as you will literary text “Owl and the Moon” and
read and share your story and the informational text “What Makes the
illustration with your classmate and Wind?” This New-Read Assessment has
teacher. several parts. In Part 1, students identify
a sensory and feelings word in four
sentences from the text. In Part 2, they
demonstrate their knowledge of root
words by circling the root word in two
words from the text. Part 3 assesses
their knowledge of the affix re-. Part 4
asks students to distinguish the meaning
of two adjectives. Part 5 requires that
students use both texts to determine
which tells a story and which gives
information.
Socratic Seminar:
1. Ask for more information from a
speaker in a Socratic Seminar to answer
the question: “Is science or magic more
important to William?”
2. Ask for more information from a

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 GGN1: Task 4: Mapping the Curriculum WGU Curriculum Map Template

speaker in a Socratic Seminar to answer

the Essential Question: “How do people
respond to the powerful force of the
wind?”
End of Module Task:
Essential Question- How do people
respond to the powerful force of the
wind? Prompt: create a story about how
a character responds to the powerful
force of the wind on a windy day. Be
sure to include the following in your
response: A Story Map to plan your
story, Sensory and feelings words
including adjectives that describe what
the wind was like and how the character
felt at the beginning and the end of the
story, and words that show order of
events. When you are finished use the
Narrative Writing Checklist to review
and revise your writing.
APA Sources
Wit & Wisdom online teacher manual. Greatminds. (n.d.). https://digital.greatminds.org/insync/teacher
Wit & Wisdom® - Elementary and Middle School Ela Curriculum. Great Minds®: Math, English, and Science Curriculum Developers. (n.d.). https://greatminds.org/english/witwisdom

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