Community Study

Grade(s): 1-3 Length of unit: 4 weeks Culminating Task: After reading about communities and going on a community walk, students will select and write about their favorite place in their community. Common Core Learning Standards: Grade 1:

RI.1.1: Ask and answer questions about key details in a text.

RI. 1.10: With prompting and support, read informational texts appropriately complex for grade 1. 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 Grade 2: RI.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Grade 3: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI. 3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

W.3.1Write opinion pieces on topics or texts, supporting a point of view with reasons. SL.3.1 Engage effectively in a range of collaborative discussions (1:1, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.

Week 1-2 (RI.1, RI.10)

Students will be introduced to the community topic. They will listen to non-fiction books about communities as well as learn vocabulary words associated with the topic. Students will answer comprehension questions about the books read. Books: o People in my community by, Kathy Straugler o My Neighborhood by, Veronica Angel o New York City: an urban community by, Elizabeth Gloor

*Education supports include: books being read aloud, comprehension questions being read aloud, questions being answered as the book is being read, matching pictures.

Week 3 (RI.1, RI.10, SL.1)

Students will continue to read about communities and community helpers. With the information they have gathered, students will make predictions about the places they will see when they go on a walk around their school community. *Educational supports include: using pictures instead of writing, choosing predictions from a page of options.

Week 4 (W.1)
Students will go on a walking trip around the community. They will take their predictions with them and circle the places they see. After the walk, each student will pick their favorite place in the community. *Education supports include: Choosing a favorite place from a page of options, choosing reasons for liking a place from three options.