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WATER SAFETY is for YOU!First Grade Curriculum

Recipient of

NATIONAL WATER SAFETY

CONGRESS AWARD

Weston Letterdrowned in 1998 at the age of three and a half. Water Watchers was founded in his memory. This curriculum is dedicated to honor his life.

Copyright © 2016 Water Watchers, Drowning Prevention Coalition of Arizona. All Rights Reserved.

“Sometimes the losses of childhood can be recovered only

in the flight of the dragonfly.”

– Robert Benson in “Children of the Dragonfly”

THE WATER SAFETY is for YOU! curriculum was written by:(in alphabetical order)

Kathy Cota Kyrene del Cielo

Druann Letter Kyrene del Cielo

Natalie Richardson Kyrene del Cielo

Lori Schmidt Drowning Prevention Coalition of Arizona

“Places We Find Water” Illustrations by:Rick Forgus Atomic Comics

for Water Watchers, Drowning Prevention Coalition of Arizona

Chasing DragonfliesDragonflies are found around water. They are insects that have inhabited the earth for more than 300 million years. The Native Americans believe in the dragonfly spirit of Zuni legends who helps children restore a way of life that has been taken away from them. If you pay close attention, you may notice a special spirit flying around you. It is the dragonfly.


Dear Teachers,

We know you’re busy. We know your lesson plans are already loaded with information, and the last thing you need is to add more to your agenda. As a group founded by an educator, we understand the demands upon you.

But we also understand that you may me be the single person most likely and able to teach children the life-saving concepts they need to know. When Weston Letter drowned in his family’s pool at the age of three and a half in 1998, we also came to know the terrible price that a family pays when a drowning occurs. Water Watchers was founded to honor Weston and educate others so drownings could be prevented.

The curriculum that is attached is a “win-win” plan for us and you…”WATER SAFETY is for YOU!” will allow you to teach important concepts such as comprehension, punctuation, cause and effect, and many more. These are goals that are built into both our curriculum and your lesson plans, allowing you to fit the lessons in without sacrificing your existing priorities. At the same time, the curriculum teaches the critical water safety concepts that can make the difference between life and death.

How serious is drowning in Arizona? Deadly serious. Arizona has one of the highest drowning rates in our nation. Why do we want to teach children? Because:

1 Almost without exception, every adult can recite what to do when his or her clothing is on fire. (Stop, drop, and roll.) We can do this because this important lesson was taught to us when we were children, in school. If we want tomorrow’s parents to understand the lessons to be learned from today’s drownings, we must start in the schools, today.

2 In many cases, your students will supervise younger siblings, many of whom fall into the “high risk” category, age 0-4. By teaching these children the importance of water safety, we can potentially save lives.

3 Children will discuss at home the lessons they have learned at school. The homework portion of this curriculum will ensure parents are aware of water safe practices. By promoting active discussion about water safety in school, we can stimulate parents to be more mindful of dangers in their own homes.

We hope that you find this curriculum to be a helpful part of your lesson plans. If you have questions about this curriculum, contact Druann Letter at Kyrene del Cielo Elementary School, 480-541-2400.


WATER SAFETY is for YOU!Teacher tips

TEACHER COPY

This curriculum is a one-of-a-kind, exciting program, revised to align to Common Core Standards. We want to make sure you have all the knowledge, tips, and ideas you need to make it a success. This simple sheet will help you implement the curriculum in an effective, efficient manner.

To make your efforts a success:

• Review all the activities in advance to ensure that you have the supplies and information you need to put the curriculum in place.

• Emphasize that this program is designed to safely empower children. We want them to know that they can take steps to make their homes and families water safe. Children who participate in this program will come to understand six basic concepts:

ADULT SUPERVISION 1

Children should never have access to any form of water without an adult who has eye-to-eye contact with them. Beginning swimmers of all ages should be supervised by an adult who is close enough to touch.

BARRIERS2Barriers should restrict children’s access to all forms of water. Children need to know how important barriers are, and their role in making sure that barriers are in place.

SWIMMING LESSONS3 Children and adults should learn how to swim. Life vests can be

worn in the pool.

EMERGENCY PREPAREDNESS4

Children need to know what to do in the event of a water-related emergency. The most important concept to teach is that a child should never jump into the water to save another person. We teach children to yell for help, throw something to the person in the pool to help them float (such as a life ring), and call 9-1-1.

RIVER AND LAKE SAFETY5

Children need to know that being on a boat means wearing a life vest consistently, no matter how well they swim.

SAFE POOLS6Children need to know that safe pools have locked fences, with toys outside of the pool area (so children are not enticed into the pool area), and furniture inside of the pool area (so children cannot use it to climb a fence.)

• Finally, make sure you discuss the program with parents, pass along the materials to them, send home assigned and supplemental homework, and give them our information if they have questions about this program or water safety.


WATER SAFETY is for YOU!Curriculum Outline

The following information describes an exciting curriculum program offered by Water Watchers Drowning Prevention Coalition of Arizona. The curriculum was written by a team of educators, public safety, and medical experts to teach children critical water safety concepts within the context of existing educational priorities aligned with Arizona’s College and Career Ready Standards.

The program is written to cover a total of seven days of lessons. We recommend the curriculum as part of a three-step learning plan:

• Introduce water safety concepts in the classroom.• Supplement classroom learning with homework assignments.• Strengthen the lessons back in the familiar classroom setting.

While the program is written to cover seven days of lessons, the lessons can be introduced in many fashions: teachers might want to cover the information once a week for six weeks or all in one week. Any possible combination is possible, as long as the children receive the information in the order presented.

Supplemental homework activities (attached):

1. Noun Review2. Proper Nouns3. Comprehension4. ABC order

TEACHER COPY


INTRODUCTORY LETTER:

(FOR PARENTS)Send home prior to teaching unit

(Print two-sided for English and Spanish)


PARENT COPY

Dear Parents,

In the coming weeks, your children will be participating in a learning program brought to you by Water Watchers Drowning Prevention Coalition of Arizona. We are working in conjunction with local schools to present the program.

Arizona has one of the highest drowning rates in our nation, with an average of 20 children drowning every year in Maricopa County alone. Parents can take steps to protect their children. You will be receiving important drowning prevention information throughout the program.

Educating children about safety issues is also important. That’s why, through the generosity of our sponsors, we are bringing you a curriculum program that will help your schools teach the children water safety.

The curriculum program, ”WATER SAFETY is for YOU!”, is a comprehensive water safety unit which integrates Arizona State Educational Standards into each lesson. While your child is learning water safety concepts, they will also be learning vital reading, language, and math skills. This program also includes homework assignments, in addition to the classroom discussions and activities. The homework assignments will require your assistance and participation. Together, we can learn valuable information and possibly save a life!

I hope that this fun and educational program reinforces the water safety objectives your child is learning. Please feel free to contact me if you have any questions about the program or about water safety in your home. Thank you for your help with making the program a success, and I wish you a safe and happy summer.

Water Watchers, Drowning Prevention Coalition of Arizona


Estimados Padres,

Durante las próximas semanas, sus niños estarán participando en un programa de aprendizaje traído a ustedes por Water Watchers Drowning Prevention Coalition de Arizona. Estamos trabajando en conjunto con las escuelas locales para presentar el programa.

Arizona tiene una de las más altas frecuencias de ahogamiento en el agua por todo nuestro país, con un promedio de 20 niños que se ahogan en el agua cada año, y eso es solamente en el Condado Maricopa. Los padres pueden tomar medidas para proteger a sus niños. Usted recibirá información importante sobre la prevención del ahogamiento a través del programa.

También es importante educar a nuestros niños sobre asuntos de seguridad. Es por eso que, por medio de la generosidad de nuestros patrocinadores, le traemos un programa de estudios que ayudará a sus escuelas a enseñar a los niños sobre la seguridad en el agua.

El programa de estudios, “La seguridad en el agua es para TÍ” (WATER SAFETY is for YOU!), es un conjunto completo sobre la seguridad en el agua que integra las normas educacionales del estado de Arizona en cada una de las lecciones. Mientras su niño esté aprendiendo sobre los conceptos de la seguridad en el agua, a la vez estará aprendiendo habilidades vitales de lectura, lenguaje, y matemáticas. Este programa también incluye tareas, además de las pláticas en el salón de clases y actividades. Las tareas van a requerir su asistencia y participación. Juntos podemos aprender información valiosa y posiblemente ¡salvar una vida!

Por favor no dude en comunicarse conmigo si tiene cualquier pregunta sobre el programa, o sobre la seguridad de agua en su casa. Gracias por su ayuda en hacer de este programa un éxito, y les deseo un verano seguro y feliz.

Water Watchers, Drowning Prevention Coalition of Arizona

COPIA PARA LOS PADRES


TEACHER COPY

DAY ONE - INTRODUCTIONWhat is water safety?

Materials F Chart paper or white/chalk board with 3 columns for K-W-L chart F “Places We Find Water” posters (4 total: swimming pool, bathroom, lake, canal) F Post-it notes (or similar-sized sheets of paper) F The ABC’s of Water Safety Sheets (attached) F The Facts about Drowning Sheet for parents (send home)

Objectives• Students will be introduced to the concept of water safety. • Students will recall information from personal experiences or gather information from

provided sources to answer a question. • Students will consider what they know about the topic, want to know, and will chart their

learning progress.

Procedure1 Place the 4 body of water pictures (backyard swimming pool, bathroom, lake and canal)

around the classroom. Allow students time to do a gallery walk around the room. A gallery walk is a discussion technique that allows students to be actively engaged as they walk throughout the classroom. They work together in partners or small groups to share ideas and respond to meaningful questions, images, problem-solving situations or texts.

Students will use Post-its or small slips of paper to write words or phrases describing each of the “Places We Find Water” posters. Instruct the student to look at each picture and think about things they notice. Have students write thoughts, ideas or questions on Post-its after looking at each poster. Students need to write their name on the Post-it and place it on the poster by the picture(s) that match their words. Give students approximately 3-5 minutes at each picture.

Depending on your class, you may have students visit all 4 “Places We Find Water” posters in one setting, divide the class into 4 groups and each group will visit one picture and conclude with a whole group sharing, have all students visit each picture but not in one setting, etc.

Continue to next page


Procedure (continued)

2 Collect the 4 “Places We Find Water” pictures and transfer the information from the Post-its to the K (What I Know) and W (What I Want to Find Out) portions of the K-W-L chart. The ideas/thoughts written on Post-its go in the K column and questions are written in the W column (see #3 below). Be sure to emphasize what part of the picture the child looked at when they formulated their thought/question.

3 Introduce the topic of Water Safety to the students by using a K-W-L chart:

•Using the chalkboard or a piece of chart paper, make the following chart:

K W L

•Begin by asking the students what they already KNOW about Water Safety and record their responses in the K (for KNOW) column. Using pictures around the room to help generate and recall what they already know about Water Safety. The Facts about Drowning Sheet can be used at this time for teacher reference. This sheet explains the concept of drowning and near-drowning at an age-appropriate level. This sheet will be sent home for parents.

•Next ask the students what they WANT to know about Water Safety and record their responses in the W (for WANT) column. This is a great opportunity for the teacher to introduce the ABC’s of Water Safety sheets. This portion is divided into three main areas: A=adult (supervision), B=barriers (fence, lock, etc.), and C=classes (swimming lessons).

•The final column is for what the students LEARNED (L for LEARNED). This will be completed after the book Stewie the Duck Learns to Swim has been read and the unit has been completed (Day 7). Be sure to save this chart, once completed, as it will be used again.

Arizona’s College and Career Ready Standards:

1.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

1.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

*See Appendix for 1st grade – Reading Standards for Literature bookmark


Name: __________________________________________________________

ABC’S OF WATER SAFETY!Think about all the times you are around water.Did you take a bath? Did you play near the water fountain at the mall? Did you go swimming? Did someone in your house mop the floor?Those are all times you and adults need to think safe and practice the ABC’s of Water Safety.

Can you help Little Bear find Big Bear and stay safe around water? Draw a line.


AaAa

An adult must always watch children around water.

Trace and write the letters Aa. �A� is for Adult. The adult is the Big Daddy Bear. Color the hearts to showhow much Big Daddy Bear loves Little Boy Bear.

An adult must always watch children around water.

Trace and write the letters Aa. “A” is for adult. The adult is the Big Daddy Bear. Color the hearts to show how much Big Daddy Bear loves Little Boy Bear.

Name: __________________________________________________________

An adult must always watch children around water.Trace and write the letters Aa. “A” is for adult. The adult is the Big Daddy Bear. Color the hearts to show how much Big Daddy Bear loves Little Boy Bear.


Barriers must be placed between children and the water.

Trace and write the letters Bb. �B� is for barriers. A pool fence and a door lock are examples of barriers. Playtic-tac-toe with a friend. One player uses B, the other uses b.

Barriers must be placed between children and the water.

Trace and write the letters Bb. “B” is for barriers. A pool fence and a door lock are examples of barriers. Play tic-tac-toe with a friend. One player uses B, the other uses b.

Name: __________________________________________________________

Barriers must be placed between children and the water.Trace and write the letters Bb. “B” is for barriers. A pool fence and a door lock are examples of barriers. Play tic-tac-toe with a friend. One player uses B, the other uses b.


Adults and children need classes like First Aid and swimming lessons.

Trace and write the letters Cc. �C� is for classes. Big Daddy Bear should take CPR classes and Little GirlBear should take swim lessons when Big Daddy Bear says she is ready.

Adults and children need classes like First Aid and swimming lessons.

Trace and write the letters Cc. “C” is for classes. Big Dady Bear should take CPR classes and Little Girl Bear should take swim lessons when Big Daddy Bear says she is ready.

Name: __________________________________________________________

Adults and children need classes like First Aid and swimming lessons.Trace and write the letters Cc. “C” is for classes. Big Daddy Bear should take CPR classes and Little Girl Bear should take swim lessons when Big Daddy Bear says she is ready.


FACTS ABOUTDROWNING:

(FOR PARENTS)Send home after teaching Day One

(Print two-sided for English and Spanish)


PARENT COPY

A drowning is when a person’s head goes under water and he or she can’t breathe. We can’t breathe under water, like fish can.

Many children drown in Arizona every year. Drowning can happen very quickly. Being under water for more than just five minutes can cause a child to be badly hurt or even die.

Drownings usually happen to small children, under 5 years old, but can also happen to anyone, even adults. Drownings happen all year and anywhere you find water, like in bathtubs, buckets, pools, canals, lakes, fish tanks, and even a dog’s water dish! Children can drown in just one inch of water. That’s pretty scary, but every drowning can be stopped if kids and adults think smart around water.

Why do most drownings happen?• A person goes under the water and an adult is not there to help them.• There is nothing to keep a child away from the water, like a pool fence, or the gate may be

broken or left open.• Some people don’t know what to do when an emergency happens.• A person may not know how to swim.

When do most drownings happen?• Most drownings happen in swimming pools in the summer.• Most drownings happen on the weekends when kids are home from school and parents

are home from work.• Many happen in the late afternoon when mom/dad is cooking or kids are playing outside.• Most drownings happen when kids were supposed to be doing something else like taking

a nap or watching TV.

THE FACTS ABOUT DROWNINGWhat does “drowning” mean?


COPIA PARA LOS PADRES

Un ahogamiento es cuando la cabeza de una persona está debajo del agua y él o ella no puede respirar. Nosotros no podemos respirar debajo del agua tal como lo pueden hacer los peces.

Muchos niños se ahogan en Arizona todos los años. En el año 2002, 20 niños se ahogaron en el área de Phoenix. Eso es casi la cantidad de niños que hay en un salón de clases. Los ahogamientos pueden suceder rápidamente. El estar debajo del agua por más de cinco minutos puede hacer que un niño quede muy lesionado o hasta muera.

Los ahogamientos por lo general le suceden a los niños pequeños, menores de 5 años de edad, pero también le puede suceder a cualquiera, aún a los adultos. ¡Los ahogamientos suceden todo el año y donde sea que usted encuentre agua, tal como en las tinas, baldes, piscinas, canales, lagos, estanques para peces, y aún también en los platos del agua para el perro! Los niños pueden ahogarse en tan sólo una pulgada de agua. Eso asusta bastante, pero cada uno de los ahogamientos puede ser prevenido si los niños y adultos piensan de una manera inteligente alrededor del agua.

¿Por qué suceden la mayoría de los ahogamientos?• Una persona se va debajo del agua y un adulto no está ahí para ayudarle.• No hay nada para mantener al niño alejado del agua, tal como una cerca para la piscina, o

la puerta tal vez está rota o quedó abierta.• Algunas personas no saben qué hacer cuando sucede una emergencia.• Podría se que una persona no sepa nadar.

¿Cuándo es que suceden la mayoría de los ahogamientos?• La mayoría de los ahogamientos suceden en las piscinas en el verano.• La mayoría de los ahogamientos suceden durante el fin de semana cuando los niños

se encuentran en casa porque no tienen que ir a la escuela y los padres están en casa porque no tienen que ir a trabajar.

• Muchos de ellos suceden por la tarde cuando mamá o papá están cocinando o los niños están jugando afuera.

• La mayoría de los ahogamientos suceden cuando los niños se suponen que deben estar haciendo otra cosa como estar durmiendo una siesta o viendo la televisión.

LOS HECHOS SOBRE EL AHOGARSE¿Qué quiere decir “ahogarse”?


ABC’S OF WATER SAFETY:

(FOR STUDENTS)Send home after teaching Day One


ABC’s of WATER SAFETY!

STUDENT COPY

The most important things you do to stop a drowning is think safe around water and practice the ABC’s of Water Safety. Think about all the times you are around water. When were you around water today? When you took a bath? When you played near the water fountain at the mall? When you went swimming at your grandma’s house? Those are all times you and the adults around you need to be aware of the danger of drowning.

What does it mean to be aware? Being aware means knowing what’s happening around you and taking action to be safe. Like when you are on a busy street corner, you know that there are cars all around you and you look both ways before you cross the street. Being aware of water means doing the same thing. You know that water can be dangerous and you take action to be safe. How can you take action to be safe around water? Do the ABC’s of Water Safety. It’s really pretty simple. Just follow these rules:

A is for ADULT!

An adult must always be with you around water. The adult must watch you with their eyes and not be doing anything else! They shouldn’t be reading, talking on the phone, or doing chores like yard work or washing the car.

B is for BARRIER!

A barrier is something that keeps you away from danger. A few examples of barriers around water are a locked fence around a pool or a closed lid on a toilet or a closed door leading to the bathroom. A pool fence with a broken gate is not a barrier because you can get to the danger. An open bathroom door is not a barrier because a small child could get into the full bathtub.

C is for COAST GUARD

APPROVED LIFE VESTS and

CLASSES!

Anyone who does not know how to swim must wear a Coast Guard approved life vest. Floaties are toys and do not count as a life vest. You need to take swimming lessons so you can learn how to swim! Older kids and adults should take CPR classes so they know what to do in case of an emergency.

It is important to be a good example for water safety. If you learn to be aware around water and practice the ABC’s of Water Safety, so will the rest of your family. You can help prevent a drowning by thinking safe around water – have an ADULT watch you, have a BARRIER around water, wear a COAST GUARD APPROVED LIFE VEST and take CLASSES.

TEACHER COPY


Materials F Stewie the Duck Learns to Swim, by Kim and Stew Leonard with Dr. Lawrence E.

Shapiro F Stewie the Duck song (download the free app on iTunes, Android/Google Play and

Kindle HD) F Response to Text questions

Objectives• Students will read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

• Students will integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Procedure1 Pre-Reading Activity:

Introduce the book Stewie the Duck Learns to Swim, by asking the students to look at the pictures in the story and predict: •Who is in the story (characters)•Where the story takes place (setting)•What might happen in the story (main idea)

2 Whole Group Read Aloud: Read the story to class, discussing as you read. Use the attached Response to Text

questions to deepen understanding.

3 Sing or play the song on the app and encourage the students to sing along.

DAY TWOStewie the Duck Learns to Swim


1.RL1.1 Ask and answer questions about key details in a text.

1.RL1.6 Identify who is telling the story at various points in a text (Note: If using certain Response to Text questions).

1.RL1.7 Use illustrations and details in a story to describe its characters, settings, or events.



RESPONSE TO TEXT Open-ended Questions for Oral Discussion

Stages of Understanding: IN-Initial; INT-Interpretive; REF-Reflective; CRT-Critical

What is the main sequence of actions in the story?

IN

What is the problem in the story? What caused the

problem? Is there more than one problem?

IN

From what point of view is the story told?

(Who is telling the story?) INT

Who are the major characters in the story? Who are the minor

characters in the story? IN

Describe the way that one of the character talks, acts,

and moves? INT

Have you ever met people like the character in the story?

REF

How do the personalities of the characters affect the plot?

INT

Can you think of a time when you acted like one of the charac-

ters in the story? REF

How do the characters change in the story? Why?

INT

Do you think the characters dealt well or poorly with the

problems in the story? How would you have dealt

with them? REF

Did any of the characters behave unexpectedly?

What was unexpected, and why didn’t you expect it?

INT

Describe the setting using adjectives.

IN




Have you ever been in a place like the one describe in the

story? INT

How is the setting important to the plot?

INT

How does the author establish the setting? (How do you know

about the setting?) CRT

Can you imagine this plot in a different setting?

CRT

What is the author’s message? CRT

How do you feel about the author’s message? How does it

relate to your own beliefs? REF

Have you read other books/stories with the same message?

CRT

Where do you think the author got the idea for the story from?

REF

What part of the story do you like best and why?

REF

How did you feel at the end of the story?

REF

What part of the story did you like best? Why?

REF

What was the climax of the story? How could you tell

that something was about the happen? What happened

afterwards? INT




Does the story jump about in time? Did it flash forward

or back? INT

What would you change in the story?

REF

How would you have responded if you had been the main

character in the story? REF

How would you have of responded if you had been the

main character in the story? REF

Was there anything in the story that you wondered about?

What was it? REF

Have you read other stories like this one?

REF

Did the illustrations reveal anything about the characters

or the setting that was not written in words?

CRT

Do you think that the illustrator did a good job depicting the characters? Why or why not?

CRT

Were there any descriptions, words, or phrases that you

like in the story? Why did they appeal to you?

CRT

Does the author use words that help you see what he is writing?

What are some examples of this?

CRT

How did the author begin the story? Did it make you want to

read more? CRT

Are there any characters that could be removed without

affecting the story? If so, who are they?

CRT




Are there any characters that are depicted as “good” or

“bad”? How does the author or illustrator get this idea across to

the reader? CRT

Are there any examples of personification in the story?

What are they? CRT

Could this story really of happened? Why or why not?

REF

Which character in the story is most unforgettable to you?

Why do you like this character? REF

Is there any character in the story that you would describe as brave/smart/ foolish etc. What did the character say or do to

make you feel that way? INT

What emotions did you see as you read the story?

How did the author reveal these emotions to you?

CRT

If you could add another character to the story, who

would you add? Would the addition of this character affect the plot?

REF

What will you remember most from this story? Why will you

remember it? REF

What meaning or message does this story have for you?

REF

TEACHER COPY


Materials F Chart paper F Teacher copy of Stewie the Duck Learns to Swim F Copies of Retelling Rope F Story Retelling writing paper


inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Using a retelling rope, students will retell the story Stewie the Duck Learns to Swim, and identify the characters, setting, and plot.

• Students will analyze how and why individuals, events and ideas develop and interact over the course of a text.

• Students will demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Procedure1 Whole Group Activity:

Use chart paper or the chalkboard to create the following chart. When students first begin the skill of retell, you may want to model using the sentence starters included in the chart below.

Character The main characters are…

Setting The setting is…

Beginning First, …

Middle Then, …

End Last, …

Ask students to retell the story, Stewie the Duck Learns to Swim. As they discuss the story, identify the characters, setting, problem and solution, and complete the chart above.

Continue to next page

DAY THREERetell


Procedure (continued)

2 Whole Group or Small Group/Center Activity:• Introduce students to the retelling rope and refer back to the chart

completed above. Explain that a retelling rope is an interactive tool that helps students organize their thinking to recall and retell the important parts of a story.

•Explain how each picture on the retelling rope represents a part to the story (characters, setting, beginning, middle, and end).

•Model how to use the retelling rope by holding the rope and touching the pictures that symbolize each part of the story. Read the chart as you model each part.

•Allow students time to color the retelling rope. (1st circle = green, 2nd circle = yellow and 3rd circle = red)

•Glue retelling rope to a larger piece of yellow/brown construction paper.

•Have students fringe the end to make it look like a rope.•Have students use their retelling rope with a partner or small group

to practice retelling the story, Stewie the Duck Learns to Swim.

3 Writing Activity:Transfer verbal retell onto Story Retelling sheet. This may be done another day.•Use the information shared from the retell rope and the chart to

write 1 sentence for each part of the retell. Again, use the sentence starters from the chart if needed.



1.RL1.2 Retell stories, including key details, and demonstrating understanding of their central message or lesson.

1.RL1.3 Describe characters, settings, and major events in a story, using key details.

1.RL1.7 Use illustrations and details in a story to describe its characters, settings, or events.

1.L1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.




Retelling Rope

Retelling Rope

Retelling Rope

Retelling Rope


STORY RETELLING FOR Stewie the Duck Learns to Swim


Story Retelling for Stewie the Duck Learns to Swim

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TEACHER COPY




1.RI1.2 Identify the main topic, and retell key details in a text.

1.RI1.10 With prompting and support, read informational texts appropriately complex for grade 1.a. Activate prior knowledge related to the information and events in texts.b. Confirm predictions about what will happen next in text.


Materials F Informational paragraph: A is for Adult F Highlighters F Chart Paper



• Students will determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

• Students will read and comprehend complex literary and informational texts independently and proficiently.

Procedure1 Informational reading - Whole Group or Small Group Activity:

Read and discuss the paragraph titled A is for Adult (next page). After discussing the importance of adult supervision, students will work in partners or small groups to reread and highlight key details to demonstrate their understanding of the central message about adult supervision around water. This activity can also be completed whole group; depending on classroom dynamics.

2 Whole Group or Small Group Activity: On chart paper the class will create a circle

map about adult supervision.

DAY FOURResearch – Informational Text


INFORMATIONAL PARAGRAPH

A is for ADULT!

An adult is a person that is fully grown. An adult can also be called a grown-up. An adult should always be with you when you are around all kinds of water like pools, bathtubs, lakes and canals.

Adults need to watch you with “eye-to-eye” contact. “Eye-to-eye” means the grown-up always has their eyes on you. They can see you at all times. Adults who watch kids around water are

called Water Watchers. The job of an adult Water Watcher is to watch you so they should not talk on the phone or read a book.

The only thing the Water Watcher should do is watch YOU!

If you do not have an adult watching you then DO NOT go

around water!

TEACHER COPY




1.RI1.2 Identify the main topic, and retell key details in a text.

1.RI1.10 With prompting and support, read informational texts appropriately complex for grade 1.a. Activate prior knowledge related to the information and events in texts.b. Confirm predictions about what will happen next in text.


Materials F Informational paragraph: B is for Barriers (Day 5) F Informational paragraph: C is for Classes (Day 6) F Highlighters F Chart Paper



• Students will determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

• Students will read and comprehend complex literary and informational texts independently and proficiently.

Procedure1 Informational reading - Whole Group or Small Group Activity:

Use procedures from Day 4 to create a circle map for the informational paragraphs titled B is for Barriers and C is for Classes. Again, this can be done whole group or in partners; depending on classroom dynamics. The information on the circle maps will be used as a resource to create an informational paragraph on one of the ABC’s of Water Safety in Day 7.

2 Whole Group or Small Group Activity: On chart paper the class will create a circle map about barriers and classes.

DAY FIVE & SIXResearch – Informational Text Continued

Barriers Classes



B is for BARRIERS!

A barrier is something that keeps people away from danger. Water is fun but can be dangerous if we do not follow safety rules. A child can drown in just two inches of water. This line is 2 inches tall.

Things like buckets, toilets, bathtubs and swimming pools that hold water need barriers to keep kids safe. A swimming pool should have a fence around it. There should be a closed gate with a lock that works too. Be sure the gate is always closed and there are no holes under the fence.

Be sure the bathtub is empty after you take a bath. The lid on the toilet should be closed too. Buckets that are filled with water need to be dumped out and turned over.



C is for COAST GUARD APPROVED LIFE VESTS

and CLASSES!

Taking classes teaches us how to do something. School classes teach us how to read and write. Some kids take classes to learn how to dance or play a sport. Everyone should take classes to learn how to swim. Not knowing how to swim can be dangerous for kids and adults.

Coast Guard Approved life vests also help you stay on top of the water. They can be used in any kind of water like a swimming pool or a lake. Wearing a life vest can help save lives.

People can take classes that teach them how to help others in an emergency. CPR can help save someone who is drowning. CPR helps the heart beat.

TEACHER COPY



1.W1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

1.L1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.


Materials F K-W-L Chart from Day 1 F Circle maps from Days 4, 5 & 6 F I’m an Expert Paper

Objectives• Students will write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection, organization, and analysis of content.

• Students will demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Procedure1 Whole Group Activity:

•Review charts and circle maps from previous lessons as a class.•Students will pick 1 idea (adult supervision, barriers, or classes) to be “an expert” in.

2 Individual Writing Activity: Students will use information from 1 of the

class circle maps and write an informational paragraph titled “I’m an Expert”. The paragraph will include a topic, 4 facts about the chosen topic with the last portion including a sense of closure. Students will illustrate their paragraph.

3 Completion of L (for LEARNED) column on K-W-L chart (from Day 1):•Students will use information learned in

the unit to share information learned about Water Safety.

DAY SEVENStewie the Duck Learns to Swim

Name: __________________________________________________________


I am an Expert

I am going to tell you about

First,


Last,

Then,

Next,


SUPPLEMENTAL HOMEWORK ACTIVITIES:

(FOR STUDENTS)

1. Noun Review2. Proper Nouns3. Comprehension4. ABC order

Name: __________________________________________________________


NOUN REVIEWA noun is:

1. Stewie went swimming with Blake.

2. A grown-up must watch kids in the pool.

3. Madison covered her chest with a life vest.

4. Stewie and his dad drove to the YMCA to learn to swim.

5. The lifeguard dove into the water.

6. Madison ran towards the pool.

7. Blake closed the gate on the pool fence.

Directions: Read the sentences below from Stewie the Duck Learns to Swim.Circle the nouns in each sentence.

Name: __________________________________________________________


PROPER NOUNSA proper noun stands for the name of a specific person, place, or thing. Proper nouns have a capital letter at the beginning.Read each word below. Circle if it is a regular noun or a proper noun. Write each proper noun with correct capitalization.

1 stewie COMMON NOUN PROPER NOUN

2 pool COMMON NOUN PROPER NOUN

3 grown-up COMMON NOUN PROPER NOUN

4 madison COMMON NOUN PROPER NOUN

5 arizona COMMON NOUN PROPER NOUN

Name: __________________________________________________________


STEWIE THE DUCK LEARNS TO SWIM:Comprehension Questions.Answer each question using complete sentences. Remember to use correct capitalization, punctuation and spacing.

1 What did Stewie the duck want to do more than anything in the world?

2 What did Blake tell Stewie he needed to know before he could go swimming?

3 What is the first rule Stewie needed to learn?


4 What is the third and most important rule Stewie needed to learn?

5 What did Stewie do when he saw baby Madison running towards the pool?

6 What did Stewie’s Dad give him when he learned the water safety rules?


Name: __________________________________________________________

ABC ORDERPut the words below in ABC order.Circle the first letter of each word. Say your ABC’s and write numbers next to each word to put them in order. Write the words on the lines. Say your ABC’s again to check your work!

jump swim grown-up vest watch pool important

1

2

3

4

7

6

5

Tulare County Office of Education (TCOE) | http://commoncore.tcoe.org/home/licensing | 5th edition 7/2016 Copyright © 2016 Water Watchers, Drowning Prevention Coalition of Arizona. All Rights Reserved.

REFERENCESwww.commoncore.tcoe.org

Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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

Essential Skills and Concepts: F Ask questions about a text F Answer questions about a text F Give details F Read for details

Question Stems and Prompts: 3 Who was the story about? 3 What was the story about? 3 What happened in the story? 3 What happened at the beginning, middle, and end

of the story? 3 Ask your partner to share a detail from the text. 3 Turn to your partner and ask a question about this

book.

Academic Vocabulary Spanish Cognates• details detalles• questions preguntas• ask• answer• text texto• information información• answer

Anchor Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Essential Skills and Concepts: F Understand key details F Understand sequential order F Identify and verbalize key details and main events

within the story F Retell the story in sequential order F Identify and verbalize the problem or conflict in the

story F Identify and verbalize how the problem or conflict

was resolved within the story

Question Stems and Prompts: 3 Retell what happened in the story. 3 What is this story mainly about? 3 What is the central message in this story? 3 What problems did the characters have? 3 How did the characters solve their problem? 3 What lessons were learned in the story?

Academic Vocabulary Spanish Cognates• retell• details detalles• main event• story• problem problema• resolution/ending resolución• lesson or moral• sequence secuencia• (Beginning, middle, end)• solve

1st Grade – Reading Standards for Literature 1st Grade – Reading Standards for Literature



Anchor Standard Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.1.3 Describe characters, settings, and major events in a story, using key details.

Essential Skills and Concepts: F Understand character F Identify characters within the story F Identify main character of the story F Identify the minor character of the story F Identify and verbalize major story events, citing key

details F Identify key events and details of story in

sequential order (problem-resolution) F Understand the lesson or moral of a story

Question Stems and Prompts: 3 Who are the characters in the story? 3 Describe the characters in the story? 3 Who is the main character in the story? Describe

him/her. 3 Describe the setting of the story. 3 What is the problem or plot in the story? 3 How do the characters in the story solve their

problem? 3 What happens at the beginning, middle, and end of

the story? 3 Use details from the text to describe what

happened.

Academic Vocabulary Spanish Cognates• describe• characters• setting• plot• events eventos• sequence secuencia• problem problema• resolution resolución• lesson or moral lección o moraleja

Anchor Standard Assess how point of view or purpose shapes the content and style of a text.

RL.1.6 Identify who is telling the story at various points in a text.

Essential Skills and Concepts: F Understand the role of a narrator F Understand character F Understand concept of dialogue (talking between

characters) F Understand quotation marks F Identify narrator F Identify character’s voice F Identify dialogue in text F Identify speaker

Question Stems and Prompts: 3 Who is telling the story? 3 What does the narrator of a story do? 3 What does an author do? 3 Who is talking? How do we know? 3 How many characters are in the story? 3 What are the names of the characters? 3 What are the characters in the story saying? 3 Who is the story about?

Academic Vocabulary Spanish Cognates• narrator/narrate narrador/a• character• dialogue diálogo• author autor• author’s voice voz del autor• quotations cotizaciones

1st Grade – Reading Standards for Literature



Anchor Standard Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events.

Essential Skills and Concepts: F Understand that illustration is a picture or a

drawing F Understand that details are specific pieces of

information that add meaning to a story F Understand character F Understand and identify major story events F Understand and identify story setting F Understand that illustrations add details to story F Understanding that illustrations are used to show

the setting of story F Identify the sequence of the main events of a story

using details in illustration

Question Stems and Prompts: 3 What is an illustration? 3 Where can we look to find details about the story

characters (ex. How they look, where they live)? 3 How do illustrations help us understand the events

in the story? 3 Describe details from illustrations. 3 Where does the story take place (setting)? How do

we know?

Academic Vocabulary Spanish Cognates• characters personajes• settings• events• story• illustrations ilustraciones• describe describir• details detalles

Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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

Essential Skills and Concepts: F Understand how to ask a question about text F Understand how to answer questions about text F Respond in clear, focused sentences F Answer who, what, where, when, and how

questions F Identify main events, and key details within a text

Question Stems and Prompts: 3 What is this story about? 3 How do we know_____? 3 What is the most important idea or part of this

text? 3 What can we learn from this book? 3 What details help us know how _____ does _____? 3 Where can we find _____? 3 What details were important? 3 What events happened first, second, third? 3 Can you identify the main event? 3 How do you know this is the main event? 3 Turn to your partner and ask a question about the

text.

Academic Vocabulary Spanish Cognates• question• answer• identify identificar• ask• detail detalles• text texto• events• learn

1st Grade – Reading Standards for Literature 1st Grade – Reading Standards for Informational Text



Anchor Standard Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RI.1.2 Identify the main topic, and retell key details in a text.

Essential Skills and Concepts: F Identify topics within text F Identify main ideas, key details in text F Understand how to retell text, recounting key

details

Question Stems and Prompts: 3 Tell me what we can learn about from this text? 3 What is this book mostly about? How do you know? 3 What are the important details about _____in the

text? 3 Can you retell the information you learned to a

friend? 3 What were the important details that your partner

needs to know?

Academic Vocabulary Spanish Cognates• identify identificar• main topic• retell• key details• important importante• text texto• details detalles

Anchor Standard Read and comprehend complex literary and informational texts independently and proficiently.

RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

a. Activate prior knowledge related to the information and events in texts. CA

b. Confirm predictions about what will happen next in text. CA

Essential Skills and Concepts: F Work in groups F Read with a purpose F Understand what is read individually F Understand what is read by others F Contribute to the group (help understand what is

being read)

Question Stems and Prompts: 3 Talk to your partner about______________. 3 Help your partner. . . . . 3 Everyone needs to take a turn talking about what is

happening on the page in the book. 3 What does your partner think? 3 What did you already know about this topic? 3 Can you predict what the author may talk about

next?

Academic Vocabulary Spanish Cognates• partner• purpose• individual individuo• contribute contribuír

1st Grade – Reading Standards for Informational Text



Anchor Standard Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

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.

Essential Skills and Concepts: F Ability to write complete sentences F Ability to retell orally a familiar event or experience

noting details F Ability to identify facts within a text F Ability to select a topic of interest to write about F Ability to tell what they are writing about F Ability to organize their ideas so they can be

written logically

Question Stems and Prompts: 3 Chose a topic to write about. 3 Decide what information you will write about. 3 How will you organize your ideas? 3 What is your topic sentence? 3 What details do you have to support your topic? 3 Where will you get your information? 3 How will you end your writing?

Academic Vocabulary Spanish Cognates• information información• facts• explanation explicación• write• details detalles

Anchor Standard Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Essential Skills and Concepts: F Generate a topic to write about F Know how to take ideas from a graphic organizer or

chart to write about F Organize the writing so that it moves logically F Write sentences with details F Know that to strengthen your writing, you can add

sizes, colors, and other adjectives F When reading with an adult, be able to recognize

unrelated ideas F Work with peers

Question Stems and Prompts: 3 What is your topic? 3 What details will you add to support the topic? 3 What happened first? Second? Last? 3 Can you tell a friend what you will be writing in the

correct sequence? 3 How will you revise your writing to make it

stronger? 3 What details are the most important to include in

your writing? 3 Swap papers with a partner, focus on editing and

revising each other’s papers.

Academic Vocabulary Spanish Cognates• focus• details detalles• revise revisar• edit• improve• sequence secuencia

1st Grade – Writing Standards



Anchor Standard Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Essential Skills and Concepts: F Retell / recall key details F Describe personal experiences F Locate information within text F Know that information can come from different

sources, (e.g., books, digital, print)

Question Stems and Prompts: 3 Can you tell me what happened? 3 Can you give me information using who, what,

when, why, and where? 3 What sources did you use to find information? 3 Can you recall the main event idea? 3 Can you retell the main event idea? 3 Describe why this event or person is important? 3 How will you rewrite this information in your own

words?

Academic Vocabulary Spanish Cognates• collect• gather• select• recall• information información• retell• describe describir• sources• encyclopedia enciclopedia• non-fiction• expository• magazine• article artículo

Anchor Standard Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.b. Use end punctuation for sentences.c. Use commas in dates and to separate single words

in a series.d. Use conventional spelling for words with common

spelling patterns and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Essential Skills and Concepts: F Identify period, question mark, and exclamation

mark F Know when to use a period, question mark, and

exclamation mark F Know that the first word in a sentences, proper

names, days of the week and months are capitalized

F Know that a comma separates the date from the year F Understand letter patterns and their sounds

Question Stems and Prompts: 3 Can you write a sentence using a period? A

question mark? An exclamation mark? 3 Write today’s date correctly. 3 Did you remember to capitalize and punctuate your

sentence? 3 Go through and check your work for spelling. Can

you sound out words that are difficult and correct them?

Academic Vocabulary Spanish Cognates• sentence• period• question mark• exclamation mark• date• correctly correctamente• capitalize• punctuate puntuar

1st Grade – Writing Standards 1st Grade – Language Standards

“Sometimes the losses ofchildhood can be recovered only

in the flight of the dragonfly.”

– Robert Benson in “Children of the Dragonfly”

WATER SAFETY is for YOU!

Drowning Prevention Coalition of Arizona 428 E. Thunderbird Rd., #606

Phoenix, AZ • 85022

www.preventdrownings.org facebook.com/preventdrownings.org

For media or general information, contact Lori Schmidt | 480-312-1817 | [email protected]

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