Good Reader strategies Metacognitive strategies Literature (fiction) Information (nonfiction)

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1 Course: Reading Year: Teacher: Grade 1 Unit 1: UNIT TITLE: Launching Readers Workshop Approximate Time Frame: 4 Weeks Students will read and listen to stories that review basic academic skills and behaviors that are expected in the beginning of first grade. The books topics focus on the typical concerns first graders have about school. Teachers will use the content of the books to promote a strong learning environment and teach good habits of learning. Early reading skills (concepts of print) and exposure to various genre will be included. RL.1.5 Craft and Structure Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. RL.1.5 RF1.1 RF1.2 W.1.8 SL.1.6 Why do people read? What do people read? That readers read for information and/or entertainment That readers can learn from the characters in books That there are many types of books (genre) and styles of writing. Good Reader strategies Metacognitive strategies Literature (fiction) Information (nonfiction) Chrysanthemum By Kevin Henkes Wemberly Worried By Kevin Henkes ABC books Teacher libraries Sentence Title Illustrator Illustration Author Character Setting Information Fiction Unit 2: UNIT TITLE : Born to Read Approximate Time Frame: 4 Weeks In this unit students will explore the alphabets and create a class ABC book. They will read and listens to stories that deal with the importance of reading and why readers read. RL.1.1 Key Ideas and How are ideas and opinions That evidence in the text supports ideas and opinions. Citing evidence Alphabetic sequence Graphic Alphabet By David Pelletier Question Answer Evidence

2 Ask and answer questions about key details in a text. RI.1.1 Key Ideas and Ask and answer questions about key details in a text. RF.1.1 RF.1.2 RF.1.3 W.1.8 L.1.1 L.1.2 communicated in books? Why do author s writes books? That authors include evidence to help the reader understand the story. That words represent speech That words are grouped together in sentences to convey meaning That authors select words purposefully to convey meaning or create a tone. That people read for many reasons. Rhyming words Identify and describe a character Compare and contrast A Story for Bear By Dennis Haseley Born to Read By Judy Sierra Library Lion (video) Support Character Alphabet Compare Contrast Alike Similar Differ Difference Different Rhyming rhyme Unit 3: UNIT TITLE : Friends and Family Approximate Time Frame: 4 Weeks Students will read 3 stories that explore the relationships between family members and friends. The stories are presented in an easy to follow format that will enable first graders to learn about story elements and identify the central message presented in each one. Key Ideas and : Retell stories, including key details and demonstrate understand of their central message or lesson. RF.1.3 How do friends and families impact our lives? That stories have a central message. That authors convey a message through the words and actions of characters. Identifying the central message/main idea Summary Citing evidence A Chair for My Mother By Vera Williams Jamaica Tag Along By Juantina Havill The Sandwich Swap By Queen Ra Central message Author Illustrator Illustration Summary Gist Example Lesson

3 RI. 1.7 W.1.1 W.1.8 SL.1.5 L.1.5 L.1.6 Authors make stories interesting through word choice. That the font (size, color and placement of words in text) adds to the tone of a text Illustration support text. Supporting ideas with examples from the text Unit 4: UNIT TITLE : Communities Approximate Time Frame: 4 Weeks Students will read stories about communities and how the members work together for the good of the group. Through these stories the students will learn the skills of identifying story elements and sequencing events to retell a story. Key Ideas and Retell stories, including key details, and demonstrate understating of their central message or lesson. RF 1.1 RL.1.1 RL. 1.3 RL.1.9 W.1.3 L.1.5 L.1.5C Why is community important? What can your community do for you? That stories have a beginning, middle and end. That stories have setting, characters, problems, events and solutions to a problem. That stories follow a logical sequence. That authors write for a reason (central message in the story) That readers understand the central message through the words and actions of the characters. Identify story elements Identify the central message of the story Sequence the events in the story Retell the story orally including mention of the central message Swimmy By Leo Lionni Rainbow Fish By Marcus Pfister Big Al By Andrew Clements Community Member Collaborate Retell Sequence Events Characters Setting Problem Solution Conclusion First Then Next After Before Finally At last

4 That communities are made up of members with differing needs.. That community supports its members Unit 5: UNIT TITLE : Believe In Yourself Approximate Time Frame: 4 Weeks Students will read stories about characters who are courageous and believe in themselves. They will identify the main characters and their specific traits that enable them to overcome obstacles and persevere. Key Ideas and Describe characters, setting, and major events in a story, using key details RF.1.4 RL.1.9 What is courage? How do heroes in stories demonstrate courage? Main characters are the heroes of stories. That readers understand characters by traits they possess. That character traits are revealed through the words and actions of the character. That courage and bravery are depicted in literature in many ways. Identify character traits Define a character using examples from the text Use context clues to determine the meaning of unfamiliar words Glean information from illustrations Compare and contrast characters in 2 texts The Little Engine That Could By Watty Piper Spaghetti in a Hot Dog bun By Maria Desmondy Stand Tall Molly Lou Mellon By Patty Lovell Courage Courageous Bravery Brave Trait Persevere Hero Action Unit 6: UNIT TITLE : Dr. Seuss Approximate Time Frame: 4Weeks Stduetns will be exposed to a collection of works by one author. They will become familiar with the writing craft and illustrations of Dr. Seuss. RL 1.10 Range of reading and level of text complexity. What do we learn by reading multiple texts by one author? Authors create bodies of work. Identify author and illustrator RF.12 Understand Figurative language The Boy on Fairfield St: How Ted Geisel Grew Up to be dr. Seuss The Lorax Describing Describe Creative Create Rhyming

5 RF.1.3 RF.1.4 RL.1.1 RF.1.4 RL.1.9 W.1.1 SL.1. SL1.2 SL1.4 SL1.5 L1.1 L1.2 What traits are used repeatedly by an author that makes them identifiable to a reader? Authors can be identified by the craft they use. Illustrations convey meaning as richly as text The author s opinion about a topic can be expressed in the test and illustrations. The pattern of a book (text structure) helps readers read and understand text. Identify rhyming patterns Identify antonyms/synonyms The Places You ll go The Sneetches If I Ran the zoo Yurtle the Turtle The Butter Battle The Cat in the Hat Daisy Head Maisy Fox in Sox Horray for Diffendorfer Day The Tooth Book There s a Wocket in My Pocket Green Eggs and Ham Pattern Antonym Opposite Synonym Similar Predict Unit 7: UNIT TITLE Traditional Literature: Fairy Tales Approximate Time Frame: 4 Weeks This unit is designed to expose students to traditional stories that will increase their ability to make universal associations. The study of this genre will include stories that have clear examples of the features (elements) of fairy tales. Students will recognize the elements of fairy tales by the unique langue they share (e.g. once upon a time, long, long ago, happily ever after, etc.) and the universal themes presents. Students will write their own fairy tale at the end of the unit. RL 1.5 Crate and Structure: Explain the major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RF.1.2 RF.1.3 How do fairy tales help us understand people and society? What connections can be made between fairy tales and other stories? Fairy tale belong to the genre of traditional literature The elements of fairy tales are identifiable Many fairy tales contain the magic of three Fairy tales share many common themes Identify story elements Retell a story orally Paraphrasing Identify elements of fairy tales Identify a characters point of view or perspective Cinderella By Barbara McClintock Goldilocks and the Three Bears By Jan Brett Goldilocks and Just the One Bear By Leigh Hodgkinson Fairy Fairy tale Hero Villain Element Feature Traditional literature Genre Point of view Perspective

6 RF.1.4 RL.1.1 RL.1.6 W.1.3 SL.1.5 SL.1.6 L.1.1 L.1.2 L.1.5 L.1.6 Fairy tales come from many cultures Fairy tale characters have a point of view/perspective. Compare/contrast 2 fairy tales Unit 8: UNIT TITLE : Animals Approximate Time Frame: 4 Weeks This unit is designed to introduce students to features of information text in order to distinguish between literature and information. Students will write a report about an animal with include specific features of informational text. RI.1.5 Craft and Structure Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts RF 1.1 RF 1.2 RF 1.3 RF 1.4 RL 1.5 RI 1.1 RI 1.3 RI 1.5 What can we learn about a topic by reading from various sources and genres? Informational text and literature are read from different reasons. Informational text focuses on a topic. Text features organize information to help the reading understand Illustrations, phots, maps, diagrams and charts contain information not included in the text. Identify informational text features Sub titles Captions Labels Diagrams Charts Maps Photos Table of contents Identify the topic, main idea and important details Apply knowledge of informational text Owl Babies By Martin Waddell What do you do with a tale like this? By Steve Jenkins Are You My Mother? By PD Eastman Sub title Heading Title Caption Label Diagram Chart Map Photo Photography Index Table of contents Information Fact Detail Topic

7 RI 1.6 RI 1.7 RI 1.9 W.1.2 W.1.7 SL.1.5 SL.1.6 L.1.1 L.1.2 features to an individual report about an animal.