1 Grade ELA Curriculum Unit Map Weeks 13 - 18 Lesson Seeds

Transcription

1st Grade ELA Curriculum Unit Map
Weeks 13 - 18 Lesson Seeds
Table of Contents
Seed
Page
1
Unit Overview
3
#1 RL.1.5
Identify different genres of books.
4
#2 RL.1.5 and RI.1.5
Identify informational text and identify features of informational texts.
6
#3 RL.1.5
Identify poetry and characteristics of poetry.
8
10
#4 RL.1.5 and RL.1.6
Identify text characteristics for genre and identify the person who is telling the story at
different points in the text.
#5 RL.1.6 and RF.1.4b
Read with expression using different voices for the characters as students identify who is
telling the story at different points in the text.
11
#6 RL.1.5
Identify different genres of books.
12
#7 RI.1.9
Identify how two texts on the same topic are similar and different by comparing and
contrasting their illustrations and descriptions.
15
#8 RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
16
#9 RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
18
#10 RI.1.7
Explain how illustrations in text support the key details.
20
Resources
Also utilize the Suggested Standards Map for English/Language Arts located in the Literacy Closet &/or Gheens Website.
Kentucky Core Academic Standards Curriculum Unit
Jefferson County Public Schools English Language Arts
Grade: 1
Weeks: 13-18
Unit Title: Thinking, Talking, Reading and Writing to determine the characteristics and features of
different types of genre.
Overview: During this unit, readers think, talk and write about characteristics and features of different
genres. While we want to instill a desire to read for pleasure, we want students to be able to distinguish
between different genres and recognize features and characteristics of those genres. Noticing the
characteristics and previewing the texts they are about to read help students better understand the
genres they read. Remember to utilize all opportunities to share a wide range of reading texts types
and their characteristics (i.e., literature, informational, fantasy, folktales, myths, magazines, digital, etc.).
Readers identify who is telling the story at various points in a book. Reading these stories with
expression and pretending to be the characters will scaffold their comprehension. Students compare
and contrast the adventures and experiences of characters in stories. Additionally, students explain
major differences between books that tell stories and books that give information. Various text
features will be explored in informational books. Students use text features to locate and learn
information about the world around them. Students learn illustrations in text support the key details
and they learn to use illustrations to help them better understand what they are reading.
Focus Standards:
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.5: Explain major differences between books that tell stories and books that give information,
drawing on a wide reading of a range of text types.
RL.1.6: Identify who is telling the story at various points in a text.
RL.1.9: Compare and contrast the adventures and experiences of characters in stories.
RI.1.5: Know and use various text features (e.g., headings, tables of contexts, glossaries, electronic
menus, icons) to locate key facts or information in a text.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
RF.1.4: Read with sufficient accuracy and fluency to support comprehension.
1.4.b. Read on level text orally with accuracy, appropriate rate, and expression on successive
readings.
Supporting Standards: (SL.1.1, 1.3, 1.4, 1.6; RF.1.3, 1.4; RL.1.2, 1.4, 1.10; 1.2, 1.3; RI.1.4, 1.10; W.1.2,
1.7, 1.8; L.1.1, 1.2, 1.4, 1.5,1.6)
This unit has been planned with the understanding that some standards have been introduced in the
classroom through previous units and/or previous lessons. Although this unit focuses on specific standards,
balanced literacy must be ensured so that students progress in all aspects of literacy. Writing should
occur both during the Reading Workshop and the Writing Workshop. During the Reading Workshop, writing
will focus on writing about reading. During Writing Workshop, writing will focus on the writing process.
Reading Workshop is the recommended framework for standards-based reading instruction. The
workshop framework is a cycle of differentiated support beginning with whole group instruction,
narrowing to small group and individual instruction based on student need, and concludes with whole
group sharing. Assessment and intervention are embedded within the workshop framework.
Classrooms that do not use a workshop framework are expected to implement research-based reading
instruction daily. Research-based reading instruction provides daily opportunities for students to
experience: interactive read alouds, shared reading, whole group mini-lesson, small group instruction,
conferring with a teacher, independent reading practice, thinking, talking and writing in response to
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Grade: 1
Weeks: 13-18
reading, and closure/reflection. Teachers meet with small groups of students on a rotating basis and
meet with the lowest achieving students daily. Targeted interventions are provided for students who
need more support. Whole group, small group, and individual instruction should be standards-based.
This unit includes multiple lesson seeds. Lesson seeds include objectives, learning targets, sample
activities, anchor charts, thinking stems, and formative assessment suggestions. Lesson seeds should
be used to build or grow a learning experience, and are for the whole group mini-lesson. A learning
experience includes standards, learning targets, materials, formative assessment opportunities, minilessons (e.g., teach/model/demonstrate, guided practice), daily work time (e.g., guided reading, focus
groups, and/or book clubs) and daily group sharing (reflection and evaluation of the learning). Some
lesson seeds are designed to take multiple days. For example, the mini-lesson might take one or two
days, the guided practice would become the mini-lesson for the following day, and possibly extend to
the next day. In addition, based on formative assessment, if the majority of students did not
understand the mini-lesson concept, seeds may be repeated with different texts or excerpts. If some
of the students did not understand the mini-lesson concepts, small group instruction and teacher-led
conferences are utilized to re-teach, reinforce, and support students who need additional help.
Interactive read alouds, as well as on-level shared reading experiences allowing students to see and
hear fluent reading of the text, should be included daily in addition to the reading during the minilessons. Lesson seeds often revisit texts that have previously been read in prior experiences of shared
reading and/or read alouds.
Although it may take more than one day to complete one seed, always remind readers of the focused
learning target at the end of the daily mini-lesson. Then, send readers off to read on their own with a
directive relating to the mini-lesson for their independent reading and writing. After work time,
readers are gathered again to share and reflect on the strategies and thinking they used independently
while reading and how they might have grown as readers.
These curriculum units should not replace the work teachers need to do to support students in their
development of phonemic awareness, phonics, word recognition, and spelling skills. Reading
Foundational Standards will be addressed daily during Word Study, which may occur before the
reading workshop. Students will have opportunities to apply and reinforce the use of word recognition
skills and strategies during Reading Workshop and Writing Workshop. For example, when a teacher
models letter-sound correspondence during a Word Study lesson, the teacher will want to draw
attention to using that skill during the workshop mini-lesson, and provide opportunities for students to
apply their use of the skill during authentic reading and writing.
Writing Standards 1-6 and most Language Standards will be taught during Writing Workshop, which is
separate from Reading Workshop. However, these standards will be reinforced and will support the
learning of other standards throughout these units.
Handwriting Instruction – During this six-week unit, students in first grade should receive Manuscript
and/or Modern Manuscript writing instruction on a daily basis as part of their Word Study and Writing
Workshop. Appropriate letter and word formations are expected and reinforced as students engage in
authentic writing tasks. The JCPS Handwriting Map, which includes a link to resources to support
instruction in letter formation, can be found on the JCPS Gheens website.
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Grade: 1
Weeks: 13-18
Objective: Students will identify different genres of books.
Lesson Seed #1
Learning Targets:
I can identify story structure.
I can identify informational structure.
I can distinguish between story and informational text structure.
Mini-Lesson: (RL.1.5; RF.1.3, 1.4; W.1.8; SL.1.1, 1.3, 1.4, 1.6; L.1.1, 1.2, 1.4, 1.5, 1.6) (suggested
language is in italics) To prepare for this lesson, gather literature books and informational books on the
same topic, poetry books, magazines, books from previous lesson seeds, etc. You will be making two
anchor charts: a Text Types Anchor Chart and a Literature Books/Informational Books t-chart.
I am so excited about today’s lesson. We are going to talk about the different kinds of books we have
read and enjoyed. Turn and talk about the books you have been reading with your partner. Books are
written by authors for different purposes. Some books we read for fun. We enjoy them because they
tell us a story. Other books share information about our world or teach us something we want to learn.
Different kinds of books and text types are called genres. We are going to learn how to identify the text
types we read by their characteristics. Good readers use characteristics and features to identify text
types. Let me show you two different text types I just read, a literature book, The Doorbell Rang and an
informational book, Better Homes and Gardens New Cookbook. (This lesson seed will suggest making
cookies. If you do not want to make cookies, you may want to choose a different informational text).
Create an anchor chart titled, Text Types Anchor Chart. (This
Text Types Anchor Chart
anchor chart will be used throughout the literacy unit.) Record
Literature Books
Literature Books and Informational Books on the Text Types
Informational Books
Anchor Chart.
Show the cover and read the title, The Doorbell Rang. The author of this literature book has written a
story about cookies fresh out of the oven. I love to read books which tell a story. Read The Doorbell
Rang. Here is the informational book I used. Show the cover and read the title, Better Homes and
Gardens New Cookbook. This book is an informational book because it shows the reader how to
prepare foods to eat. This recipe lists the directions to make chocolate chip cookies. Isn’t that great!
And just like the lady in the literature book, I have made you some chocolate chip cookies! YUM!
To compare and contrast the two text types, create a t-chart titled, Literature Books and Informational
Books. Have students turn and talk to identify elements specific to each genre. List the characteristics
on the Literature Books and Informational Books t-chart. Elements for literature books might be:
story, characters, setting, and events that are
Literature Books
Informational Books
not real, etc. Characteristics for real or true
story
directions
information books might be: directions, how to characters
how to make things
make things, real pictures, and learning real
cartoon pictures
real pictures
information about our world, etc. You may
setting
real information about
want to draw little pictures to support limited
our world
language users.
events that are not real
Guided Practice: Continue the mini-lesson, comparing and contrasting the two text types using several
books from previous lesson seeds. Direct students to turn and talk. Decide if the books tell a story or
give information. Listen to students’ conversations. Guide their thinking and understanding as they
discuss the two text types. Have several students share their partner’s favorite text types.
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Grade: 1
Weeks: 13-18
Work time: It is important to remind students of the learning target. Send partners off with a
directive for work time. Give each partner group a basket with different literature books and
informational books on the same topics, i.e., Goldilocks and the Three Bears (CL) and Bears (CL). You
are such good readers and thinkers and you have read many literature and informational books. As
you read, identify the characteristics and decide if the text type is literature or informational. Make a tchart in your Reader’s Notebook. Record the title of the books underneath Literature Books or
Informational Books. Be ready to share the characteristics which helped you decide. Confer with
students as they identify the genres and read their books. Remind them to refer to the t-chart for help.
Share Time: Bring students back as a group to share the text types they identified in the baskets.
Have several students share a characteristic of the text types. Record any additional characteristics on
the t-chart.
Sample Thinking Stems/Anchor Charts:
• Text Types Anchor Chart
• Literature Books/Informational Books t-chart
• Is this a book that tells a story or gives information? How do you know?
• Explain if it is literature/story or informational.
• What is this book about?
• What information can we gather from this book?
• What can we learn from reading this book?
• Who are the characters?
• Where does the story take place?
• What happens in the story?
Formative Assessment Opportunities:
• Listen to students during turn and talk to determine which students need additional support.
• t-chart in Reader’s Notebook
• Conferring with students during IDR
Objective: Students will identify informational text and identify features of informational texts.
Lesson Seed #2
Learning Targets:
I can identify informational text type.
I can identify headings and their purposes.
I can identify and use the table of contents to locate facts.
I can identify and use the glossary to locate facts.
Mini-Lesson: (RL.1.5 and RI.1.5; W.1.8; RF.1.3, 1.4; SL.1.1, 1.3, 1.4, 1.6; L.1.1, 1.2, 1.4, 1.5, 1.6)
(suggested language is in italics) We are going to learn more about informational texts. I love
informational texts because they let me learn all about the world. Informational texts will help us learn
about real people, animals, how to do things, places to go and all kinds of other things. Have students
refer to the Literature Books/Informational Books t–chart and read the characteristics recorded during
previous lesson seed. Share different informational texts (i.e., books, magazines, procedural texts,
weekly readers, biographies with both visual and text features). Authors use different features to help
us understand what we are reading. Share some of the features (Visual Features: photographs,
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Grade: 1
Weeks: 13-18
illustrations, drawings, charts, graphs and Text Features: words and letters, tables of contents, bold
print, captions, titles, headings, glossary, index). Add additional features to the Literature
Books/Informational Books t-chart and discuss their purpose (e.g., glossary and table of contents are
used to locate facts).
Show the students several informational books you have already read to them and say, You already
know about informational books [i.e., Amazing Animals (R), How to Grow a Sunflower, How to Grow a
Hyacinth (R)]. Remember informational
Literature Books
Informational Books
texts help us understand our world. Turn
story
directions
characters
how to make things
and talk with a partner about some of the
cartoon
pictures
real pictures
things you learned. Now watch me and
setting
real information about our world
listen. Let’s identify some of the visual
table of contents
features in these informational books.
photographs
Discuss the visual features. Tell students
bold print
these features remind us we are reading
picture labels
glossary
informational genre. We will share some of
index
the functions of these features in a later
illustrations
lesson seed. Add the features to the
drawings
Literature Books/Informational Books tcharts
chart. Remember to keep using the specific
captions
language as you teach features of
headings
informational text.
Guided Practice: Now create excitement by showing visual and text features of new informational
books they will be reading, i.e., We Help Out At School (CL), Reptile Rap (CL), or Animals Move Like This
(CL). Quickly turn the pages in several different books. Name some of the features, model looking at
some of the visual features and reading some of the text features to locate facts and information.
Look how exciting these photographs and illustrations are we can see real pictures. Notice the table of
contents, labels, and glossary. Add these characteristics to the t-chart and discuss their purpose. Now
it’s your turn, with a partner look at these informational books. Give partner groups informational
books and texts to investigate. Have several partners talk about what they discovered.
Work Time: Remind students of the learning target. This independent practice from the mini-lesson
should last no more than 15 or 20 minutes. Then, students transition into other work time activities.
For students who may need support, pair them with a partner. As you are reading your informational
books, locate visual and text features. These features help you identify informational texts and
understand what you are learning. In your Reader’s Notebook write the title of an informational book.
List some of the visual and text features you found in your book. Be ready to share with a partner or
the whole group. Remind students to refer to the t-chart for help. Students also read text that is at
their independent reading level. While students are working, circulate the room, listening in to their
reading or pull small groups of students to provide focus group instruction for students who need
additional support. This is also the time you would pull guided reading groups. Be ready to share with
a partner or the whole group. Visit students and listen to them read. Ask them to identify the text
type they are reading, name some of the visual and text features and their purposes.
Share Time: Bring students back to the carpet to show the visual and text features they found in their
book. Turn and talk, using your book, show and name some of the visual and text features in your book.
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Grade: 1
Weeks: 13-18
Sample Thinking Stems/Anchor Chart:
• Literature Books/Informational Books t-chart
• Is this a book that gives information? How do you know?
• Can you identify the different parts of this book?
• Can you explain how the different parts are used?
• If you wanted to find the meaning of a word in this book, where would you look?
• Look in the table of contents and find the page number for
.
• Listen to students during turn and talk to determine which student need additional support.
• Reader’s Notebook
• Observations and conferring during IDR time
• Sharing during end of lesson
Objective: Students will identify poetry and characteristics of poetry.
Lesson Seed #3
Learning Targets:
I can identify poetry.
I can identify characteristics of poetry.
Notes: Throughout the school year teachers should read a poem each day to students.
Mini-Lesson: (RL.1.5; RF.1.3, 1.4; W.1.8; SL.1.1, 1.3, 1.4, 1.6; L.1.1, 1.2, 1.4, 1.5, 1.6) (suggested
language is in italics) I am so excited today we are going to read poetry. Poetry is one of my most
favorite genres to read. Poems create pictures in my mind and appeal to my senses. They make me
laugh, feel happy or sad. I enjoy the rhythm and the rhyme in some poems. Sometimes the text is fun
to look at in poetry because the words are out of place. You will be able to
Poetry Characteristics
listen for the rhyming words, help me clap the rhythm, and explain how a
have strong words
poem looks different than other text. Create a Poetry Characteristics
create pictures in my mind
Anchor Chart. Record strong words, create pictures in my mind, and
create feelings
create feelings on the chart.
Add Poetry to the Text Types Anchor Chart.
Literature Books
Informational Books
Poetry
Explain to students that one characteristic of poems is that they do not
look like other stories or books. In books, you read sentences, one line
after another. Poems have different forms than books. They look
different than books. Show students two different poems. Share “Washing Machine” and “The
Mosquito’s Song” from the book, Dirty Laundry Pile (E). Look at the words of the poems. With the
students, describe the form or shape of the poems. Yes, the words look like they are in a washing
machine and look how the word ‘puncture’ is written one letter at a time going down the page like a
mosquito’s stinger. Yes the lines are very short with only one or two words. Add “words can look
different” to the Poems Anchor Chart (see below).
Another characteristic of poems is that they often have words that rhyme. Add this characteristic to
the Poetry Anchor chart. Two words rhyme when they sound the same at the end of the word, but are
different at the beginning, like “wiggling and “giggling.”
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Grade: 1
Weeks: 13-18
Guided Practice: Listen carefully to this poem for words that sound the same, especially the words at
the end of a line. Show me ‘thumbs up’ if you hear rhyming words. Read “Children, Children
Everywhere” from the book, The Random House Book of Poetry for Children (E). Read the poem again
and circle the rhyming words. Tell students the words just have to sound the same not look the same.
Model reading the words aloud to make sure they sound the same. Turn and Talk with your partner
how did I find the rhyming words? Practice some rhyming words together (i.e. cat, hat, mat or look,
book, cook).
Explain to the students that another characteristic of poems is that they have rhythm. Add this
characteristic to the Poetry Anchor Chart. Rhythm is the beat of a song or poem. Sing a familiar song
from class and clap with the beat, (i.e., ‘When I am walking in a line, my
Poetry Characteristics
hands are down by my side, my eyes are straight in front of me, my lips are have strong words
quiet as can be.’). Just like songs, poems have a rhythm. Read aloud
create pictures in my mind
create feelings
“Yellow Butter” from the book, All About the World Poems and Rhymes
words can look different
(R). Clap with the beat of the poem while you read. Read again and have
rhyme
students clap along to the beat. Ask students to share a poem they know
rhythm
which has rhythm.
should last no more than 15 minutes. Then, students transition into other work time activities.
Students also read text that is at their independent reading level. This is also the time you would pull
guided reading groups. Send students off with poetry books to enjoy. Identify some of the
characteristics of the poetry and write some of the characteristics on a post-it note. Remember,
thinking about what type of genre you are reading helps you to better understand the text. Refer to
the Poetry Characteristics Anchor Chart to help you identify the characteristics. Practice reading with
rhythm. Have fun! While students are working, circulate the room, listening to their reading. Have
them identify some of characteristics of poems. Help students read with rhythm. Pull small groups of
students to provide focus group instruction for students who need additional support.
Share Time: Bring students back to the carpet. Turn and talk, share some of the characteristics you
noticed in your poems. Did you find rhyming words or read using rhythm? Were some poems funny or
did some make you happy or feel sad? Were you able to create pictures in your mind? Were your
poems real or make believe?
• Poetry Characteristics Anchor Chart
• What are some characteristics of poems?
• How did the poem make you feel?
• Did the poem have rhythm or rhyme?
• Listen to students during turn and talk to see which students need additional support.
• Observations and conferring during IDR time.
• Response to questions.
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Grade: 1
Weeks: 13-18
Objectives: Students will identify text characteristics for genres. Students will identify the person
who is telling the story at different points in the text.
Lesson Seed #4
Learning Targets:
I can distinguish between story and informational text structure.
I can identify who is telling the story at different points in the text, the characters or the narrator.
I can identify what the characters are saying.
I can name the characters in the story.
I can share who the story is about.
Mini-Lesson: (RL.1.5 and RL.1.6; W.1.8; RF.1.3, 1.4; SL.1.1, 1.3, 1.4, 1.6; L.1.1, 1.2, 1.4, 1.5, 1.6)
(suggested language is in italics) To prepare for this lesson seed you will need the Literature Reading
and Informational Reading t-chart from Lesson Seed One and a book which uses illustrations and
dialogue to show who is telling the story, i.e., The Bear Who Wouldn’t Share (CL), My Lucky Day (CL),
The True Story of the Little Pigs (CL), or Goldilocks and the Three Bears (CL). Being able to understand
who is telling the story supports comprehension. Additionally, being able to recognize when the
person telling the story changes (from character to character or from character to author supports
comprehension of events and points of view). This lesson seed should last two days.
Students, today we are going to read a story.
What does the word story mean? Turn and
talk. We have been studying text types. What
text type is a story? Yes, Literature Books tell a
story. A story tells about someone or something.
Some stories are believable because they share
real things that could happen. We call them
realistic stories. Other stories could never
happen in real life. These kinds of stories are
called fantasy. They could never happen in real
life. But all stories have characters and events.
We have to really think about characters and
events to understand the story. Add to the
Literature Books/Informational Books t-chart,
underneath the heading, Literature Books (i.e.,
realistic, make believe).
Literature Books
story
characters
cartoon pictures
setting
realistic
make believe
Informational Books
directions
how to make things
real pictures
real information about our world
table of contents
photographs
bold print
picture labels
glossary
index
illustrations
drawings
charts
captions
headings
Add Fantasy Books to the Text Types Anchor Chart.
Literature Books
Informational Books
Poetry
Fantasy Books
Today we are going to think about who is telling the story. Reread The
Bear Who Wouldn’t Share or another story which uses dialogue,
quotation marks and illustrations to show who is telling the story. Watch me and listen as I read the
story as though I am the Bear, Granny, Moose, Hippo, etc. Read the first few pages of the story as
though you are the characters. Discuss the meaning of dialogue and the use of quotation marks.
Guided Practice: Make your voice sound like the characters. Turn and talk with your partner about how I
read this story. Yes, as I read I changed my voice, used intonation making my voice go up and down, I
tried to read as though I was the character, and the events were happening to me! I used the illustrations
and the words to help me understand who is telling the story. I put myself in the character’s shoes. Using
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Grade: 1
Weeks: 13-18
this strategy really helps me to understand the story and know who is telling the story. Make sure
students can see the text and read the story with you. Read a line or two of the story, have student
practice in partners sounding like the characters. Let them practice reading with intonation and
identify who is telling the story.
On day two of the mini-lesson, show the text to students where the narrator is telling the story.
Explain to the students the narrator is not a character in the story. Point out to the students the
author uses a speech bubble to show when the characters are telling the story. There is not a speech
bubble when the narrator tells the story. Identify where the characters are telling the story and when
the narrator is telling the story on several pages in the book.
Work Time: It is important to remind students of the learning target. This independent practice from the
mini-lesson should last no more than 15 minutes. Then, students transition into other work time activities.
Students also read text that is at their independent reading level. This is also the time you would pull
guided reading groups. Are the books you are reading believable, could they happen or are they makebelieve? How do you know? In your Reader’s Notebook record the title of your book. Discuss the structure
of your book. Identify if the book is a story/literature of informational text. Use the anchor chart for help.
On day two of the mini-lesson, as you are reading think about who is telling the story. Is it the characters
or the narrator? Put yourself in their shoes. What do they do and what do they say? As you are reading,
try to sound like the characters in your story. Use the illustrations and the words to help you understand
who is telling the story. Have students tell what the word “story” means and who is telling the story.
Model using intonation for students experiencing difficulty. While students are working, circulate the
room, listening to their reading. Pull small groups of students to provide focus group instruction for
students who need additional support.
Share Time: Bring the students back to whole group. Have several students share the text type they
were reading and why their book is a story. Revisit the Literature/Informational t-chart and read the
elements of stories. Let one or two students read part of their story with intonation. Remember to
choose good models for reading. Ask students who is telling the story.
• Literature Reading and Informational Reading t-chart
• Text Type Anchor Chart
• Explain if it is literature/story or informational.
• Who are the characters? What are their names?
• What are the characters saying?
• Who is talking? How do we know?
• What does the narrator do?
• Listen to students during turn and talk about stories to determine which students need additional
support.
• Listen to students during reading with intonation to see which students need additional support.
• Observations and conferring during IDR time.
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Grade: 1
Weeks: 13-18
Objective: Students will read with expression using different voices for the characters as students identify
who is telling the story at different points in text.
Lesson Seed #5
Learning Targets:
I can use different voices to show different characters in a story.
I can identify who is telling the story at different points in the text.
I can identify what the characters are saying.
I can name the characters in the story.
I can read with expression.
Note: To build fluency, students should practice on familiar text. Also, reread familiar texts which
have rhythm and rhyme. If needed, there is an oral reading fluency checklist in the Appendix of the
Rigby Literacy Teacher’s Guide.
Mini-Lesson: (RL.1.6; RF.1.4; W.1.8; RF.1.3; SL.1.1, 1.3, 1.4, 1.6; L.1.1, 1.2, 1.4, 1.5, 1.6) If you haven’t
previously created an anchor chart describing the use of expression in oral reading, create one with
the students. Explain to students that when you read as a character in a story or play, your voice
needs to match the character. We do this because it helps us to understand the characters in the story
better. Model for students by reading aloud a text and changing your voice to match the voice of the
different characters in the story. Make sure students can see the text using a visualizer.
Guided Practice: Have students work in small groups to perform a selected story, with prominent
characters from familiar texts (e.g., The Little Red Hen (CL), Curly Locks and the Three Bears, A Play
(R), and The Three Little Pigs), a reader’s theater selection or alternative Text: The Three Little Pigs
(pbskids.org). Students will practice reading with expression. Make sure they each have a copy of the
text. If you need help, refer to the anchor chart of what reading with expression sounds like. Make
your voice sound like the characters. Read with expression. Use the illustrations and the words to help
you understand who is telling the story.
Work Time: It is important to remind students of the learning target. This independent practice from
the mini-lesson should last no more than 20 minutes. Then, students transition into other work time
activities. Students also read text that is at their independent reading level. This is also the time you
would pull guided reading groups. Divide students into groups based on the number of characters in
the selected story or passage. While students are working, circulate the room, listening to their
reading. Pull small groups of students to provide focus group instruction for students who need
additional support. Model using intonation for students experiencing difficulty. Allow students time
to practice their parts. (This may happen over several days.) When you feel students are prepared,
have them perform for another group, the class, or another class.
Share Time: Bring students back to whole group. Let one or two students read part of their story
with intonation. Remember to choose good models for reading. Ask students who is telling the story.
10
Grade: 1
Weeks: 13-18
• T-chart – what reading with expression sounds like
• Does my reading sound smooth?
• Am I reading at the right speed?
• Did I know all of the words?
• What are the characters saying?
• Who is talking? How do we know?
• Listen to students’ expression and watch their faces as they perform to see if it is appropriate
for the character and context.
• Small groups or partners perform their story or passage selection for the class.
• Videotape the students’ performance to allow them to see their performance and compare it
to the anchor chart.
Objective: Students will identify different genres of books.
Lesson Seed #6
Learning Targets:
I can identify characteristics of different genres of books.
I can identify characteristics of literature genre.
I can identify characteristics of informational text types.
I can identify characteristics of poems.
Notes: Project the books on the visualizer so all students have access to the text. Some academic
vocabulary: fable, narrative, fairytale, poem/rhyme, literature/informational.
Mini-Lesson: (RL.1.5; W.1.8; RF.1.3, 1.4; SL.1.1, 1.3, 1.4, 1.6; L.1.1, 1.2, 1.4, 1.5, 1.6) (suggested
language is in italics) Share several different types of texts and genres on the same topic which
students can explore and think about. For example, choose a literature book, Wake Me in Spring (CL),
an informational book, Bears (CL), and a poem, “Grandpa Bear’s Lullaby.” You have been learning
how to identify characteristics and features of different genres and text types. This lesson allows
students the opportunity to apply learning from previous lesson seeds.
Guided Practice: Listen as I read some pages from this book, Wake Me in Spring. While I read, use the
illustrations and the text to help you identify the text type. Read several pages from the book. Ask
students to turn and talk about the characteristics and features of the book and identify the text type.
Yes, you are right, this is make-believe! The pictures look like cartoons, animals do not talk in real life,
and they do not wear clothes. This is a literature book about bears.
Listen as I read some pages from this book, Bears. While I read, use the characteristics and features to
help you identify the text type. Read several pages from the book. Ask students to turn and talk about
the characteristics and features of the book to identify the text type. Yes – you are right this book is
giving us information. We can learn information about bears by looking at the pictures and reading
the print. We can see the table of contents, photographs, bold print, labels, picture glossary, and index.
Listen as I read this poem about bears. I love the rhythm and rhyme of poems. Read the poem,
“Grandpa Bear’s Lullaby,” from the book, Dirty Laundry Pile (E). Briefly, discuss some of the
characteristics of poetry (i.e., rhyme, rhythm, and repetition).
11
Grade: 1
Weeks: 13-18
activities. Students also read text that is at their independent reading level. This is also the time you
would pull guided reading groups. Make sure students have different text types to read and identify
(i.e., literature, informational, and poetry, etc.). Good readers notice characteristics and features of
the text to identify the text type they are reading. Think about what text type you are reading. In
your Reader’s Notebook record these headings: Literature Book, Informational Book, and Poetry.
Locate and record underneath each
Literature Book
Information Book
Poetry
heading a title for each text type and
Wake
Me
in
Spring
Bears
“Grandpa
Bear’s Lullaby”
a characteristic or feature of the text
make believe
index
rhyme
type. Refer to the Literature
Books/Informational Books t-chart and Characteristics of Poetry for help. Some students may need to
work with a partner for support. While students are working, circulate the room, listening to their
reading. Pull small groups of students to provide focus group instruction for students who need
additional support. Remind students to be ready to share with a partner or whole group.
Share Time: Bring students back to the carpet to share the genres they identified. Have several
students share a characteristic or feature which helped them to identify the text type they read. Turn
and talk with a partner, share the genre you read and a feature or characteristic. Remember when we
are reading we notice characteristics and features of the text to help us identify the genre we are reading.
• Reading Literature/Informational Reading t-chart
• Explain if it is literature, informational or poetry?
• Where does the story take place?
• What happens in the story?
• What do you know about poetry?
• Listen to students during turn and talk. Are they using some of the language for identifying text types?
• Observe or confer with students during independent reading.
Objectives: Students will identify how two texts on the same topic are similar and different by
comparing and contrasting their illustrations and descriptions.
Lesson Seed #7
Learning Targets:
I can compare two texts on the same topic by telling how they are similar.
I can contrast two texts on the same topic by telling how they are different.
12
Grade: 1
Weeks: 13-18
Mini-Lesson: (RI.1.9, RI.1.3, 1.4, 1.5, 1.7, 1.10; W.1.8; SL.1.3, 1.4, 1.6; RF.1.3, 1.4; L.1.1, 1.2, 1.4) This seed
may take more than one mini-lesson. You should repeat this seed with different texts on the same
topic. As we continue to learn important information and interesting facts about our world, let’s learn
how to look more closely at the illustrations in our informational books. Decide if the author does a good
job explaining through illustrations and words what he or she wants us to learn. We examine two books
on the same topic and critically decide what information the books provide that is the same and different.
Different authors have different points and ideas to share. Good readers know to take a close look at
the illustrations. There are many things to notice in an illustration. Illustrations portray information
and provide us with topics to discuss. Sometimes the illustrations give us more information than the
author’s words. Sometimes when we read the text, we realize we didn’t notice the information in the
illustration. As we look closely at the illustrations, let’s also notice if the author's ideas are clear. Both
the illustrations and the descriptions should support the information the author wants us to know.
Tell students they will be learning how to compare and contrast the illustrations in two books on the
same topic. You will look closely at the illustrations. You will decide if the visual information in the
illustrations supports the author’s descriptions (what he/she want us to learn). Create excitement
sharing several sets of books on the same topic, i.e., I Want to be a Firefighter (CL) and Fire! Fire! (CL),
or Amazing Whales (E) and Whales and Dolphins (CL). Share the covers and titles of both books.
Invite students to share what information they would expect to see in the illustrations. Choose one of
the books to read first. As you read, model looking closely and thinking critically about the
illustrations and discussing what you notice. Good readers look closely at the illustrations; then, they
read the words. The words often describe the illustration and the illustration supports the words.
Watch as I look at the illustrations and then read the words in I Want to be a Firefighter. Project the
book on the visualizer so all students have access to the text.
Model looking closely and thinking critically about the illustrations and discussing what you notice.
Quickly jot on post-it notes what you are noticing and place on a t-chart (see below) underneath the
heading, I Want to be a Firefighter. Wow! This illustration looks like it is happening right now! Look, the
fire truck is moving fast. I see several firefighters inside the truck. I bet they are on their way to a fire.
Write on a post-it note, “Illustration shows firefighters in action!” Let’s read what the author wants us to
know. Look closely at this illustration. What important information can we learn? Yes, the firefighters
are wearing special clothing. Yes, I like their fire hats too! Yes, that is a huge ladder! Write on post-it
note, “Illustrations show firefighter on a huge ladder.” Let’s read what the author wants us to know. Hmm.
The author didn’t write anything about the firefighters’ clothing or fire hats. We had to learn that
information from the illustration! The author did discuss the ladder and the fire hose. We didn’t notice the
fire hose. Maybe the author should have chosen an illustration showing the firefighters holding a fire
hose. Write on a post-it note, “Illustration didn’t clearly match the author’s words.” We can learn
different information from the illustrations and the author’s words. Think aloud as you continue reading
and jotting on post-it notes your observations of the illustrations and the descriptions of the illustrations.
Have students turn and talk with a partner about what you are doing and what they are noticing.
Guided practice: (this may occur during the next mini-lesson) Read the second book, Fire! Fire! Have
students capture on post-it notes what they notice about the illustrations and the descriptions of the
illustrations. Students place the post-it notes on the anchor t-chart underneath the heading, Fire!
Fire! Stop periodically throughout the text for students to capture what they are noticing. Remind
them to think critically about the illustrations and descriptions. The illustrations support the author’s
descriptions. The author is sharing information through a narrative. This critical analysis will
13
Grade: 1
Weeks: 13-18
probably be new for your students. Support and guide them in their efforts. After reading the text,
discuss with the students the post-it notes on both charts. Have students turn and talk with a partner
about how the two books’ illustrations and descriptions are the same and how they are different.
Model writing sentences to compare and contrast the similarities and differences on an anchor chart
(see below). Have students help to generate sentences. Now, let’s decide which book gives us more
descriptions and information about firefighters.
should last no more than ten minutes. Then, students transition into other work time activities.
While reading two informational books on the same topic, write down in your Reader’s Notebook how
the illustrations and descriptions of the illustrations are alike and different. Remind students to refer
to the anchor t-chart and anchor chart for help. Students also read text that is at their independent
reading level. While students are working, circulate the room listening to their reading or pull small
groups of students to provide focus group instruction for students who need additional support. This
is also the time you would pull guided readings.
Share Time: Turn and talk with your partner. Using your Reader’s Notebook, discuss how the
illustrations and descriptions of the illustrations are alike and different in your two books. Support
them in their efforts. Think about how you helped yourself become a better reader today.
I Want to be a Firefighter
Illustrations
show
firefighters in
action!
Illustration
shows a
firefighter on a
huge ladder.
Get more
information
from the
illustrations.
Simple
sentences and
less description
Illustrations are
real pictures.
Fire Fire!
Illustration
shows
helicopter
carrying water
to a fire.
The author is
sharing
information
through a
narrative.
Illustrations and
author’s
descriptions/tex
t match!
Illustration
shows a
firefighter on a
huge ladder.
The author’s
words didn’t
clearly match
the illustrations.
Illustrations
show
firefighters in
action.
The author
informs us how
fires are put out
in the city,
country, forest
& waterfront.
Author informs
what to do if
there is a fire.
Illustration shows
helicopter
carrying water
to a fire.
Illustrations are
drawings.
Author shares
ways to prevent
a fire.
How the illustrations and the descriptions are alike (compare) How the illustrations and the descriptions are different (contrast)
Both books show firefighters putting out fires.
I Want to be a Firefighter: The author’s words didn’t clearly match
the illustrations.
Both books show firefighters in action.
Fire! Fire!: The author gives us more information about firefighters
in his descriptions.
Both books have illustrations about firefighters and equipment. I Want to be a Firefighter: Looking closely at the illustrations gives
you more information than the author’s words/descriptions.
Both books give information about firefighters.
Fire! Fire!: The reader learns how fires are put out in the city,
country, and in the forest.
Both books show illustrations of huge ladders.
I Want to be a Firefighter: Simple sentences with less information.
Both books show helicopters carrying water to a fire.
Fire! Fire!: Illustrations are not real life. They are drawings.
Neither book gives very much information about the
I Want to be a Firefighter: The illustrations portray real life
equipment on the fire engines.
firefighters.
Fire! Fire!: Some of the illustrations are labeled.
Fire! Fire!: The author shares ways to prevent a fire.
Fire! Fire!: The author shares what to do if there is a fire.
14
Grade: 1
•
•
•
•
Weeks: 13-18
What can we learn from this text?
When we read two books, what is different about them? What is the same?
Do both books have illustrations? How were they used in both books?
What did the illustrations is the books tell you?
• As students turn and talk, listen to their conversation and provide support and guidance when needed.
• When students are working with their partner, monitor students and provide guidance and
support when needed.
• Note if students are able to record information about the illustrations and descriptions about the
illustrations on post-it notes to place on the anchor t-chart.
• Reader’s Notebook – write how the illustrations and descriptions of the illustrations are similar
and different.
Objective: Students will compare and contrast the adventures and experiences of characters in stories.
Lesson Seed #8
Learning Targets:
I can identify the characters in a story.
I can understand what an experience is.
I can understand what an adventure is.
I can compare the adventures and experiences of characters by telling how they are similar.
I can contrast the adventures and experiences of character by telling how they are different.
Interactive Read Aloud: (must occur prior to the mini-lesson) Read Chapter One, ‘The Best Trick,’
from Amanda Pig and Her Big Brother Oliver (CL). Some vocabulary to use: compare (similarities),
contrast (differences), adventures, experiences, and characters.
Mini-Lesson: (RL.1.9, RL.1.4; 1.10; SL.1.3, 1.4, 1.6; RF.1.3, 1.4; W.1.8; L.1.1, 1.2, 1.4, 1.5) Ask students
what they think of when they hear the word “character.” Create a list. A character is a person, an
animal or object that an author uses in telling a story. Characters can be real or make believe.
Characters have adventures and experiences just like us. Remind students they know how to compare
and contrast characters in books by thinking about what is similar and what is different. Today we
will continue to think deeply about characters by comparing and contrasting their adventures and
experiences. It is important to know why characters do things.
Revisit the first few pages from Chapter One, ‘The Best Trick,’ from Amanda Pig and Her Big Brother
Oliver (CL), Frog and Toad Together (E), or another chapter book read previously. Project the book with the
visualizer so all students have access to the text. Think aloud as you compare and contrast the adventures
and experiences of Amanda and Oliver. Use an anchor chart to list the adventures and experiences.
Guided Practice: (this may occur during the next mini-lesson) Continue reading other chapters from
the book. Have students compare and contrast the adventures and experiences. Turn and talk with
your partner about Oliver’s and Amanda’s experiences. Record their thoughts on the anchor chart.
Oliver’s adventures and experiences
Oliver is outside running fast and having fun!
Oliver can jump very far.
Father tells Oliver that was a high throw.
Oliver knows all kinds of tricks!
Amanda’s adventures and experiences
Amanda trips when she runs and hurts her ear.
Amanda jumped far but fell on her bottom!
The ball fell on Amanda’s head and she fell on her nose.
Amanda cries when she falls.
Father says Amanda is best at falling.
Amanda is proud and falls again and again.
15
Grade: 1
Weeks: 13-18
Work Time: Remind students of the learning targets. This independent practice from the mini-lesson
should last no more than ten minutes. Then, students transition into other work time activities. To
learn more about the characters in stories, good readers pay close attention to what characters say
and do. In your Reader’s Notebook, use a table to compare and contrast the adventures and
experiences of the characters in your book. Refer to the anchor chart for help. Students will also read
text that is at their independent reading level. While students are working, circulate the room,
listening to their reading or pull small groups of students to provide focus group instruction for
students who need additional support. This is also the time you would pull guided reading groups.
Share Time: Turn and talk with a partner about the adventures and experiences of the characters in
your book. Share your table in your reader’s notebook.
• Compare and Contrast Anchor Chart
• How is _____ similar to _____ in the story?
• How are _______ and ________ different?
• What adventures did ______ have in the story?
• What experiences did ______ and _______ have in the story?
• How are their adventures similar? How are they different:
• How are their experiences similar (compare)?
• How are their experiences different (contrast)?
• As students turn and talk, listen in to their conversation and provide support and guidance when needed.
• Reader’s Notebook – table comparing and contrasting adventures and experiences of characters
Objective: Students will identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
Lesson Seed #9
Learning Targets:
I can identify words and phrases that indicate use of the 5 senses…see, hear, smell, touch, taste.
I can understand that words are clues to what characters are thinking.
I can identify words that communicate feelings…happy, sad, angry, worry, and fear.
I can understand the differences between words, phrases, and sentences.
Note: Tanny McGregor shares, “Sometimes when you read, the writing helps you focus on something.
Your brain can see it clearly, as if you were right there. Not only can you see with your mind, but
sometimes you can smell, taste, hear, and feel as well.” On an anchor chart write some of the text from
the story you will be using (see below). Choose a text which captures feelings and help students meet
the standard. This seed may be repeated with different texts to support students in meeting this
standard. Use vocabulary words: story, poems, word, identify, senses, feelings, poetry, phrase, sentence.
Interactive Read Aloud: (must occur prior to the mini-lesson) Read The Little Duck.
Mini-Lesson: (RL.1.4, RL.1.10, W.1.8; SL.1.3, 1.4, 1.6; RF.1.3, 1.4; L.1.1, 1.2, 1.4, 1.5) This seed may take
more than one mini-lesson. Revisit the book, The Little Duck (CL) [alternate texts: How Are You Peeling?
16
Grade: 1
Weeks: 13-18
Foods with Moods (CL), A Birthday Basket for Tia (CL), Cork & Fuzz (CL), Lost (CL)]. Today we are going
to read a book called, The Little Duck. Project the book with the visualizer so all students have access
to the text. Show them a few pages of the book and ask students to predict what they think the book
will be about. We will learn to identify the words and phrases the author uses to tell how something
looks, sounds, tastes, feels or smells to suggest feelings. Explain to the students that we get lost in the
stories we read because the authors’ words and phrases appeal to our senses and create interest. We
become excited and want to read more. Feelings rise up in us as we read how a character might feel.
Now let’s focus on identifying words and phrases which tell how something looks, sounds, tastes,
feels, or smells. Read the first several pages of The Little Duck. Let’s look at some words and phrases
we just read in the story. Refer to the anchor chart. Reread the words and phrases already recorded
on the anchor chart. Have students identify the word or phrase which suggest one of the senses.
Have students decide where to place the word on the senses chart (see below).
Read a few more pages of the story, think aloud as you capture the experiences and feelings of the
little duck. Remind students feelings rise up in us as we read. The little duck is so sweet and precious.
Tell students these words are not written in the book; however, the experience of reading the story
suggests these feelings to the reader. Record “sweet” and “precious” on the anchor chart
underneath the “feelings” heading.
Words and Phrases from Story
He places the egg in an incubator so it would keep warm.
The boy heard something peeping and pecking inside the egg. The shell cracked….
His feathers were wet.
The little duck stood up on his big orange feet.
He began to get dry and fluffy.
He was tired.
Henry was shivering.
But now strange noises came out when he opened his beak: Peep quack quack quack.
Then Henry was happy.
But still Henry seemed lonely.
He was a handsome grown-up duck now with a beautiful curled feather at the tip of his tail.
Henry had found his special friend at last.
Feelings
Sounds
sweet
precious
happy
lonely
safe
unhappy
wonderful
peeping
pecking
cracked
peep
quack
Smells
Feels
warm
wet
tired
dry
fluffy
cold
too small
Taste
Looks
big
orange
handsome
grownup
beautiful
curled
Guided Practice: (this may occur during the next mini-lesson) As you continue reading the story,
pause and allow time for students to capture on post-it notes some words and phrases the author
uses to tell how something looks, sounds, tastes, feels or smells. Turn and talk with your partner
about the words and phrases you identified. Have students share their partner’s words and phrases.
Prompt and guide students in their responses and record appropriate words and phrases on the
senses chart. Remind students some feelings are suggested because the author’s words move us in
some way. They just rise up in us.
17
Grade: 1
Weeks: 13-18
should last no more than ten minutes. Then, students transition into other work time activities.
Choose a literature book to read with a partner or work independently. In your Reader’s Notebook,
write the title of the literature book you are reading. Identify words and phrases in the story that tell
how something looks, sounds, tastes, feels, or smells. Refer to the anchor chart if you need help.
Students also read text that is at their independent reading level. While students are working,
circulate the room, listening to their reading or pull small groups of students to provide focus group
instruction for students who need additional support. This is also the time you would pull guided
reading groups.
Share Time: Have students share words and phrases from their stories that tell how something looks,
sounds, tastes, feels, or smells and post on the senses anchor chart.
Sample Thinking Stems/Anchor Chart
• How does this story or poem make you feel when you read it?
• Does the character use his or her five senses in the story?
• How do we know the character feels happy, angry or sad?
• Identify what the character hears, sees……….
• Is this story a poem? How do you know?
• Words and phrases from story chart
• Senses anchor chart that tells how something looks, sounds, tastes, feels, or smells
• As students turn and talk, listen to their conversation and provide support and guidance when needed.
• Post-it notes with words and phrases during guided practice
• Reader’s Notebook: words and phrases identified to place on the senses chart
Objective: Students will explain how illustrations in text support the key details.
Lesson Seed #10
Learning Targets:
I can explain how illustrations in text support the key details.
I can use illustrations to help me understand what I am reading.
Note: Suggested words to introduce if you have begun using the word splash lesson seed: pine cone,
teaspoon, birdseed, tie, roll. These are words used in the book, “How to Make a Bird Feeder.” You
should repeat this lesson seed with different texts.
Mini-Lesson: (RI.1.7: RI.1.1, 1.2, 1.4, 1.10; SL.1.6; L.1.6; W.1.2, 1.7, 1.8; RF.1.3, 1.4) This seed is
intended to span more than one mini-lesson. Preview the book, “How to Make a Bird Feeder” [i.e.,
Peanuts (R), Amazing Animals (R)]. Ask students what they think the book is about. As we read
informational text, the author will provide us with illustrations in the text that will help us, as readers,
to add meaning and understanding to the words in the text. Look at the illustrations in the book. The
illustrations show the steps in building a bird feeder and help us understand how to put a bird feeder
together and what the final product should look like.
18
Grade: 1
Weeks: 13-18
Guided Practice: Remind students as we read today we will use illustrations in the text to help us add
meaning to the words. Allow the students to preview the book, “How to Make a Bird Feeder,” that
includes illustrations, on their own. Have students take two minutes to “Look to Notice” the illustrations in
the book. Have students share what they notice with a partner. Have students look back at the book.
Ask students to turn and talk about how the illustrations will help them read the book. Be sure to point
out how the illustrations help organize the information and make it easier for the reader to visualize
information. Then, read the text aloud, stopping after each section to discuss students’ thinking. What
did you learn on this page? How are the illustrations important on each page of the book? After
reading, have students turn and talk to a partner about what they learned about making bird feeders.
activities. Students also read text that is at their independent reading level. Remind students that
good readers use illustrations to help understanding and make meaning of the text. Using the
sentence starter, “Why do you think the author used illustrations at each step in the process of
making a bird feeder?” Have students record in their Reader’s Notebook answers to a series of
questions where they have to locate information using the illustrations from the text to guide them.
Where would you find information about what materials you need to make a bird feeder?
Where would you find information about how to tie the string to the bird feeder?
Where would you find information about putting the pine cone in the birdseed?
While students are working, you will want to circulate the room, listening to their reading and pull
small groups of students to provide focus group instruction for students who need additional support.
Share Time: Bring students back together to share their ideas about how they were able to use
illustrations to locate key details and information in a text.
• How did the author connect the key details through the illustrations used in the text?
• Why do you think the author chose to use the illustrations to organize his ideas?
• Listen to students while they are reading independently and make note of the following: Can they
identify various illustrations? Can they explain the purpose of an illustration in a text? Can they
use the illustration to explain the key details?
• Reader’s Notebooks
• Performance Task: Provide students with an informational text. Have them identify an illustration
from a text and describe in writing the information that the illustration gives.
19
Grade: 1
Weeks: 13-18
Suggested Instructional Texts:
Rigby®, Classroom Library (CL), Text Exemplar (E), Science (S), Social Studies (SS), Toolkit Texts (TT)
Literary
Informational
Goldilocks and the Three Bears (CL)
Bears in the Forest (CL)
My Lucky Day (CL)
Better Homes and Gardens New Cookbook
The Little Red Hen (CL)
Amazing Animals (R)
The Hungry Giant
How to Grow a Sunflower, How to Grow a
Hyacinth (R)
The Little Duck (CL)
Bears (CL)
Wake Me in Spring (CL)
Amazing Whales (E)
The Doorbell Rang (CL)
Animals Move Like This (CL)
The Random House Book of Poetry for Children (E) Reptile Rap (CL)
The True Story of the Three Little Pigs (CL)
We Help Out At School (CL)
All About the World Poems and Rhymes (R)
I Want to be a Firefighter (CL)
Dirty Laundry Pile Poems in Different Voices(E) Fire, Fire! (CL)
The Bear Who Wouldn’t Share (CL)
Whales and Dolphins (CL)
Lost (CL)
How to Make a Bird Feeder®
A Birthday Basket for Tia (CL)
Peanuts®
How Are You Peeling? Foods with Moods (CL) Amazing Animals®
Frog and Toad Together (E)
Amanda Pig and Her Big Brother Oliver (CL)
Curly Locks and the Three Bears®
Additional Professional Resources:
• Calkins, Lucy and Tolan, K. (2010). Building a Reading Life.
• Calkins, Lucy. (2011). A Curriculum Plan for the Reading Workshop.
• Clay, Marie. (2005). Literacy Lessons Designed for Individuals.
• Dorn, Linda and Soffos, C. (2005). Teaching for Deep Comprehension – An Approach for Reading
Workshop.
• Goudvis, Anne and Harvey, Stephanie. (2008). The Primary Comprehensions Toolkit.
• Goudvis, Anne and Harvey, Stephanie. (2011). Toolkit Texts.
• Harvey, Stephanie and Goudvis, Anne and Wallis, Judy. (2010). Comprehension Intervention –
Small Group Lessons for The Primary Comprehension Toolkit Grades K-2.
• McGregor, Tanny. (2007). Comprehension Connections: Bridges to Strategic Reading.
Resources for Tier II & Tier III Interventions
• JCPS Response to Interventions website:
http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html
• Interventioncentral.org: http://www.interventioncentral.org/
• Readworks.org (K-6 reading lessons and passages): http://www.readworks.org/
• Literacyleader.com (lessons and resources): http://www.literacyleader.com/
Websites:
• http://www.jefferson.kyschools.us/Departments/Gheens/LiteracyCloset/elementary
• pbskids.org
20

1 Grade ELA Curriculum Unit Map Weeks 13 - 18 Lesson Seeds

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