Table of Contents

Grade 1 Summary

Think about the strategies that incorporated literacy standards were used in the grade 1 classroom.  Reflect on how speaking and listening are used to build academic language, how writing scaffolds are used to synthesize ideas and speaking about those ideas, and how and when experiments/investigations and reading were introduced.

Time to Reflect

Because drawing activates a different part of your brain, on a separate piece of paper draw a graphic that summarizes your understanding of how these components can be woven together to increase student understanding of the science content and to build students' literacy skills and knowledge. You can use key phrases to summarize your drawing.

Instructional sequences for student learning are based on an educator's decisions about the science content standards to be taught and the CA CCSS for ELA/Literacy to be incorporated into lessons to facilitate learning. Of course, the sequences are also based on the students' existing knowledge and skills, as well as their learning needs.

Review your initial reflection in the Introduction of this unit about the science lesson you like to teach. Think about the CA CCSS for ELA/Literacy that you would like to incorporate in your lesson. Use the blank lesson sequence template to plan the flow of the science content AND identify appropriate points for students to discuss, write, and read text to further their knowledge of the science content. Your lesson should include literacy strategies that support academic language learning, speaking and listening skills, writing and complex text reading approaches.

Note that it is not necessary to use all the standards all the time. As shown in the classroom videos, the focus is on the science content and the instructional strategies that the teacher chooses to deepen student understanding.

Continue to Unit 3 where you will have the opportunity to identify expected student responses and analyze student work to plan for instruction.