Grade 1: Listening & Learning Domain 2 Anthology "The Human Body" | EngageNY

Grade 1: Listening & Learning Domain 2 Anthology "The Human Body"

This Tell It Again! Read-Aloud Anthology for The Human Body contains background information and resources that the teacher will need to implement Domain 2, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 10 lessons including objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources. By the end of this domain, students will be able to:

1. Explain that the human body is a network of systems;
2. Identify the skeletal, muscular, digestive, circulatory, and nervous systems;
3. Recall basic facts about the skeletal, muscular, digestive, circulatory, and nervous systems;
4. Define the heart as a muscle that never stops working;
5. Explain the importance of exercise and a balanced diet for bodily health;
6. Identify the brain as the body’s control center;
7. Explain that germs can cause disease in the body;
8. Explain the importance of vaccination in preventing disease;
9. Identify Edward Jenner as the man who developed the first vaccine;
10. Identify Louis Pasteur as the man who discovered pasteurization;
11. Explain the importance of exercise, cleanliness, a balanced diet, and rest for bodily health;
12. Explain the importance of regular checkups;
13. Explain the importance of vaccination in preventing disease;
14. Explain that the food pyramid is one way to depict a balanced diet;
15. Identify the component food groups in a balanced diet;
16. Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud;
17. Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationship;
18. Describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud;
19. Ask and answer questions about unknown words and phrases in nonfiction/informational read-alouds and discussions;
20. Use illustrations and details in a nonfiction/informational read-aloud to describe its key ideas;
21. Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
22. Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 1–3;
23. With assistance, categorize and organize facts and information within a given domain to answer questions;
24. Generate questions and gather information from multiple sources to answer questions;
25. Use agreed-upon rules for group discussion (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.);
26. Carry on and participate in a conversation over at least six turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age;
27. Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
28. Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details and/or facts of a fiction or nonfiction/informational read-aloud;
29. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly;
30. Add drawings or other visual displays to oral or written descriptions when appropriate to clarify ideas, thoughts, and feelings;
31. Produce complete sentences when appropriate to task and situation;
32. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent;
33. Identify real-life connections between words and their use (e.g., note places at home that are cozy);
34. Learn the meaning of common sayings and phrases;
35. Identify multiple meanings of words and use them in appropriate contexts;
36. Share writing with others;
37. Prior to listening to listening to a read-aloud, orally identify what they know and have learned that may be related to the specific story or topic to be read aloud; 
38. Make predictions prior to and during a read-aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions;
39. Evaluate and select read-alouds, books, or poems on the basis of personal choice for rereading; and
40. Rehearse and perform poems, stories, and plays for an audience using eye contact, appropriate volume, and clear enunciation.

Downloadable Resources

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Common Core Learning Standards

CCLS State Standard
RI.1.1 Ask and answer questions about key details in a text.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Curriculum Map