Final Project First Grade ELA Curriculum And Instruction

Final Project First Grade ELA EDU-381 Curriculum and Instructional Design

Final Project First Grade ELA EDU-381 Curriculum and Instructional Design First Grade ELA 2 First Grade ELA Lesson 1 Grade Level Grade 1 Instructional Model I would use the Integrative model to framework my lesson plan. According to Appendix D: Instructional Models - Teaching Content and Thinking Skills of the Albemarle County Public Schools, "In the Integrative Model, students develop a deep understanding of organized bodies of knowledge while developing critical thinking skills. The model is designed to teach combinations of concepts, generalizations, principles, rules, facts and the relationships between them, typically through the use of matrices which may be either teacher or student-generated, depending on student readiness (e.g. a chart comparing characters in a literary work in terms of personal attributes, conflict, and symbolism). Students are expected to do the following: describe, compare, and search for patterns; explain similarities and differences; hypothesize outcomes for different conditions; and generalize to form broad relationships"(Albemarle County Public Schools, Appendix D). Standards CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Objectives Students will read, listen, and watch different versions of The Three Little Pigs (in whole group class setting) and compare/contrast their characteristics. Students will understand • There are similarities and differences in fiction literature. They will also know that there are different versions of very similar stories with characters and plots in common. Students will know • They will know that there are different versions of very similar stories with characters and plots in common. • They will know the vocabulary related to comparing and contrasting. For example same, alike, similar, in common, different, contrast, not the same. Students will be able to • Use a graphic organizer to illustrate comparing and contrast • Verbally retell key details and events of a story Assessment Plan First Grade ELA 3 Formative: The formative assessment will be conducted by observing students' participation during group reading and using a bubble graph to check for progress and understanding. The teacher will call on students and ask questions to gauge engagement. This assessment is observational. Summative: The summative assessment involves students completing an independent bubble graph about two other works of fiction. Procedure 1. Review previously learned material: No previous material needed. 2. State objectives of the lesson: Explain to students that they will read stories and identify similarities and differences. 3. Present new material: Show copies of The Three Little Pigs, ask students what the book is, then compare with other versions, asking about similarities and differences. Engage students in recalling what they know about the story. 4. Guided practice: Read the first book aloud, asking questions during the reading for comprehension (“What do you think is going to happen next?”). After reading, have volunteers retell the story. Repeat with the second version, then create a group bubble map on the whiteboard to compare stories. Include a bathroom/brain break before reading additional books. Facilitate student discussions with reading buddies. 5. Independent practice: Hand out bubble maps for students to complete solo, still monitoring understanding. Use this time for small group or one-on-one support as needed. Students will demonstrate understanding by completing the graphic organizer and participating in discussions.

Paper For Above instruction

The instructional design for first-grade English Language Arts (ELA) encourages an engaging and comprehensive approach to developing young learners' literacy skills through varied pedagogical models. The integration of the Integrative Model primarily aims to deepen students’ understanding of literary concepts, enhance critical thinking skills, and facilitate meaningful comparisons of story elements across different versions of familiar tales, exemplified by "The Three Little Pigs." This model aligns well with the Common Core State Standards (CCSS) for grade 1, including standards such as CCSS.ELA-LITERACY.RL.1.1, CCSS.ELA-LITERACY.RL.1.2, and CCSS.ELA-LITERACY.RL.1.3, focusing on asking questions about key details, retelling stories, and describing characters, settings, and major events.

To effectively implement this model, the lesson begins with an introduction to different adaptations of "The Three Little Pigs," encouraging student predictions and recall about the story’s core elements. This initial step promotes active engagement and leverages students' prior knowledge. Guided reading sessions follow, where the teacher reads aloud each version, prompting comprehension questions like “What is going to happen next?” and “How are these stories similar or different?” This interactive reading fosters an environment of shared understanding and allows students to articulate their observations, thereby developing their analytical and verbal skills.

A prominent feature of the lesson is the use of graphic organizers—specifically bubble maps—that visually compare and contrast story elements such as characters, settings, and plot points. These organizers serve as scaffolded tools that help cement students' understanding and support visual learning preferences. The collaborative creation of the bubble map on the whiteboard during group work emphasizes cooperative learning, strengthening communication skills while providing a scaffold for individual and student-led reflection.

Independent practice extends the lesson by requiring students to complete their own bubble maps, thus demonstrating their grasp of the story’s elements and their ability to synthesize information independently. This step also offers teachers insight into individual comprehension and mastery. Furthermore, pairing activities such as reading buddy discussions help reinforce understanding through peer interaction.

The instructional approach incorporates several pedagogical models, including student-centered learning—where students actively interpret and discuss content, and cooperative learning, which fosters teamwork and social skills. These methods support diverse learners and prepare students to verbalize, visualize, and enact story elements, thereby promoting multiple modalities of learning.

Assessment is integral to this instructional design, combining formative and summative evaluations. Formative assessment occurs through observation of participation and questioning during reading and discussion, providing ongoing feedback. The summative assessment involves students independently completing graphic organizers, which allows teachers to evaluate comprehension and analytical skills comprehensively. These assessments inform future instructional adjustments and ensure alignment with learning objectives.

In implementing this lesson, teachers must be adaptable, recognizing that the effectiveness of instructional models varies with student needs. Strategies such as providing bilingual story versions, alternative graphic organizers, or differentiated grouping are essential for accommodating diverse linguistic and developmental levels. Reflection on assessment data facilitates targeted reteaching or enrichment, ensuring that all learners achieve the intended outcomes.

Overall, the integration of diverse instructional models—direct instruction, visual aids, cooperative learning, and student-centered activities—creates an inclusive and dynamic learning environment. It encourages young learners to understand story structures deeply, compare literary variations critically, and articulate their thoughts confidently, laying a strong foundation for continued literacy development.

References

• Albemarle County Public Schools. (n.d.). Appendix D: Instructional Models - Teaching Content and Thinking Skills.
• Common Core State Standards Initiative. (2010). CCSS.ELA-LITERACY.RL.1.1-3. Retrieved from http://www.corestandards.org
• Tompkins, G. E. (2013). Literacy for the 21st century: A balanced approach. Pearson.
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