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How does counting help us in our everyday lives?

Common Core Standards 2017-2018 Common Assessments Print Unit 1
Primary - Math - Grade 1 - Unit 1
Numbers to 50
Students explore numbers to 50.
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In this unit, students will explore numbers 1 through 50.  This knowledge of number patterns will help build a foundation for base ten and place value.  We will explore counting (rote and objects), reading, and writing numbers to 50.

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1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.




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Priority Statements:

1.NBT.1  I can write the number for a given number of objects to 50.

1.NBT.1  I can count to 50. 

1.NBT.1  I can count to 50 starting at any number less than 50. 

1.NBT.1  I can read numbers to 50.

1.NBT.1  I can write numbers to 50.

Supporting Statements:

1.OA.6  I can fluently add by memory. (within 10)  (Facts +0 and +1 to 10 for fluency included in this unit) 


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Thinking Strategies for Readers
Researchers who have studied the thinking processes of proficient readers conclude that if teachers taught the following strategies instead of much of the traditional skills-based reading curriculum, students who use the strategies would be better equipped to deal with a variety of texts independently (Keene and Zimmerman, 1997). These strategies are use­ful for composing meaning at both a text and word level.
Monitoring for Meaning
at a text level, readers . . .
pause to reflect on their growing understandings
recognize when they understand the text, and when they don’t
identify when and why the meaning of the text is unclear
identify the ways in which a text becomes gradually more understandable by reading past an unclear portion and by rereading text
decide if clarifying a particular confusion is critical to overall understanding
explore a variety of means to remedy confusion
consider, and sometimes adjust, their purpose for reading
check, evaluate and make revisions to their evolving interpretation(s) of text
at a word level, readers . . .
identify confusing words
employ a range of options for reestablishing meaningful reading (e.g., rereading, reading on, using words around the unknown word, using letters and sounds, using a meaningful substitution)
Activating, Utilizing and Building Background Knowledge (Schema)
at a text level, readers . . .
activate relevant, prior knowledge before, during and after reading
build knowledge by deliberately assimilating new learning with their related prior knowledge
clarify new learning by deleting inaccurate schema
relate texts to their world knowledge, to other texts and to their personal experiences
activate their knowledge of authors, genre, and text structure to enhance understanding
recognize when prior knowledge is inadequate and take steps to build knowledge necessary to understand
at a word level, readers . . .
apply what they know about sounds-letter relationships and word parts to make sense of unknown words
Asking Questions
at a text-level, readers . . .
generate questions before, during and after reading about the text’s content, structure and language
ask questions for different purposes, including clarifying their own developing understandings, making predictions, and wondering about the choices the author made when composing
realize that one question may lead to others
pursue answers to questions
consider rhetorical questions inspired by the text
distinguish between questions that lead to essential/deeper understandings and “just curious” types of questions
allow self-generated questions to propel them through text
contemplate questions posed by others as inspiration for new questions
at a word level, readers . . .
pose self-monitoring questions to help them understand unknown/unfamiliar words (e.g., “What would make good sense?”, “What would sound like language?”, “What would sound right and match the letters?”, “Is this a word I want to use as a writer? If so, how am I going to remember it?”)
Drawing Inferences
at a text level, readers . . .
draw conclusions about their reading by connecting the text with their schema
make, confirm, and/or revise reasonable predictions
know when and how to infer answers to unanswered questions
form unique interpretations to deepen and personalize reading experiences
extend their comprehension beyond literal understandings of the printed page
make judgments and create generalizations about what they read
create a sense of expectation as they read
at the word level, readers . . .
use context clues and their knowledge of language to predict the pronunciation and meaning of unknown/unfamiliar words
Determining Importance
at a text level, readers . . .
identify key ideas, themes and elements as they read
distinguish between important and unimportant information using their own purpose(s), as well as the text structures and word cues the author provides
use text structures and text features to help decide what is essential and what is extraneous
use their knowledge of important and relevant parts of text to prioritize what they commit to long-term memory and what they retell and/or summarize for others
consider the author’s bias/point of view
use the filter of essential/other to clarify usefulness when applying other cognitive strategies to their reading
at a word level, readers . . .
determine which words are essential to the meaning of the text
know when choosing to skip words/phrases of text will or will not impact their overall un­derstanding
make decisions about when unknown/unclear words need clarification immediately and accurately, and when substitutions can be used to maintain meaning and fluency
Creating Sensory Images
at a text level, readers . . .
immerse themselves in rich detail as they read
create images connected to the senses of sight, hearing, taste, touch and smell to enhance and personalize understandings
attend to “heart” images – feelings evoked while reading
revise their images to incorporate new information and new ideas revealed in the text
adapt their images in response to the images shared by other readers
at a word level, readers . . .
use visual, auditory and kinesthetic modes when learning how words work
use what they know about a word’s appearance (e.g., length, spacing above and below the line) to understand unknown words
ask themselves “Does that look right?” and “Does that sound right?” whencross-checking unknown words
Synthesizing Information
at a text level, readers . . .
continually monitor overall meaning, important concepts and themes while reading
recognize ways in which text elements fit together to create larger meaning
create new and personal meaning
develop holistic and/or thematic statements which encapsulate the overall meaning of the text
capitalize on opportunities to share, recommend and criticize books
attend to the evolution of their thoughts across time while reading a text, and while reading many texts
at a word level, readers . . .
select specific vocabulary from the text(s) to include in their synthesis because they know that specific language is highly meaning-laden
know when certain vocabulary is critical to the text’s overall meaning, and therefore, must be understood if comprehension is to be achieved
Problem Solving
at a text level, readers . . .
know that once meaning has broken down, that any of the other cognitive behaviors can be employed to repair understanding
use information from the three deep surface structure systems to repair text meaning
at a word level, readers . . .
use information from the three surface structure systems to solve word issues
select from a wide range of word strategies (e.g., skip and read on, reread, use context clues, use the letters and sounds, speak to a peer reader) to help make sense of unknown words
develop reading fluency
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Thoughtful Strategies by Learning Style




Self – Expressive

Utility (Can be used in multiple styles)

Fact or Fiction  

Spider/Fist List   

Word Association  

Word Wall  

Reading for Meaning

Interactive Lecture

Group & Labeling


Memory Box

Write to Learn

Building Writing

Reciprocal Learning


Give one, Get one

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