Division of School Improvement - Model Curriculum Units

Students explore the concept of communities. Similarities and differences between types of communities are explored. Students focus on the use of decoding strategies, developing vocabulary through text, developing and completing a graphic organizer, using context clues, inferring, developing and utilizing comprehension strategies during reading, and identifying the intended messages conveyed through media.

§ What are the different types of communities and what are their characteristics?

§ How can I tell where information from the text belongs in a graphic organizer?

TARGETED LEARNING represents the specific Grade-Level Expectations (GLEs) that are taught and assessed in this unit. Student mastery of these skills is expected at this grade level. PREVIOUS LEARNING indicates student’s probable beginning skill level. FUTURE LEARNING provides the “next step” for instruction or student application of communication arts skills and concepts. Bolded terms are glossary items.

PREVIOUS LEARNING	TARGETED LEARNING	FUTURE LEARNING
Students must be able to develop and apply decoding strategies to problem-solve regularly spelled one-or-two-syllable words when reading.	R1C Students must be able to develop and apply decoding strategies to problem-solve regularly spelled one-or two-syllable words when reading.	Students must be able to apply decoding strategies to problem-solve unknown words when reading.
Students must be able to develop vocabulary by listening to and discussing unknown words in stories. Develop vocabulary through text using base words and classroom resources	R1E Develop vocabulary through text, using base words, synonyms and antonyms, context clues, and a glossary and dictionary.	Students must be able to develop vocabulary through text using base words, synonyms and antonyms, context clues, glossary, dictionary, and thesaurus.
Students must be able, during reading, to develop and utilize strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, visual)	R1G Students must be able, during reading, to develop and utilize strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, visual).	Students must be able, during reading to develop and utilize strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, visual).
Students must be able to identify, with assistance, topics of messages and simple messages conveyed through oral and visual media	W3B Complete a graphic organizer to identify important information from text.	Students must be able to use a note-taking system to organize information from written text and oral presentations
Student must be able to identify, with assistance, topics of messages and simple messages conveyed through oral and visual media	IL2 Identify intended messages conveyed through oral and visual.	Students must be able to identify and explain intended messages conveyed through oral and visual media

Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather, analyze and apply information and ideas.

1.4 use technological tools and other resources to locate, select, and organize information

1.6 discover and evaluate patterns and relationships in information, ideas, and structures

1.8 organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis and presentation

Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively

2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences

Goal 3: Students in Missouri public schools will acquire the knowledge and skills to recognize and solve problems

3.5 reason inductively from a set of specific facts and deductively from general premises

Lesson One	Students work on a KWL chart and develop vocabulary using a guess strategy. § Literature: None § Supplies: Dictionary or glossary, communities definitions page, classroom social studies text, overhead § Handouts: KWL Chart, RIVET and RIVET answer key § Formative Assessment: provided
Lesson Two	Students use decoding strategies and develop vocabulary using context clues. § Literature: None § Supplies: Sticky notes, overhead projector, markers § Handouts: Community Ripple graphic organizer, Guess the Covered Word § Formative Assessment: provided
Lesson Three	Students use inferring strategies. § Literature: None § Supplies: Chart paper, overhead projector and transparency § Handouts: Inference/Prediction § Formative Assessment: provided
Lesson Four	Students develop vocabulary and complete a graphic organizer. § Literature: “Strega Nona” by Tomie de Paola § Supplies: None § Handouts: Anticipation Guide § Formative Assessment: provided
Lesson Five	Students develop visualizing strategies and identify intended messages. § Literature: “Strega Nona” by Tomie de Paola § Supplies: Paper for radio announcement § Handouts: Visualizing context § Formative Assessment: provided
Lesson Six	Students use context clues and identification of base words, synonyms and antonyms to identify meanings of words during reading. § Literature: “Cloudy with a Chance of Meatballs,” by J. Barrett § Supplies: Paper for illustration, chart paper or transparency for overhead; blue, pink, yellow sticky notes, illustrations of weather scenes § Handouts: Fact Sheet § Formative Assessment: provided
Lesson Seven	Students decode independently during reading and complete a graphic organizer § Literature: “Cloudy with a Chance of Meatballs,” by J. Barrett § Supplies: 3x3 sticky notes in blue, pink, yellow § Handouts: Fact Sheet § Formative Assessment: provided
Lesson Eight	Students create a weather announcement. § Literature: “Cloudy with a Chance of Meatballs,” by J. Barrett § Supplies: Radio recording or TV video of weather forecast § Handouts: None § Formative Assessment: provided
Summative Assessment