Unit 1 1st Grade: August/September 1st Grade: August/September
RL 4.2Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings.
RL 4.3 Use context to confirm or self correct word recognition to understand rereading as necessary
RL 5.2 Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.
RL 6.1 Describe the relationship between the illustrations and the characters, setting or events.
RL 7.1 Retell text, including beginning, middle, and end. Use key details to determine the theme in a text heard or read.
RL 13 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
W 3 Writer narratives to develop real or imagined experiences or events using effective techniques, well chosen details, and well structured event sequences.
W 5 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
W 6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time.
C 1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.
/ Building Good Reading Habits
(Heinemann Published Units of Study 1)
Bend I: Habits for Reading Long and Strong
- Importance of previewing
- Rereading
- Reading lots
- Phrasing
- Fluency
Bend II: Habits for Tackling Even the Hardest Words
- Previewing to anticipate
- Using effective/multiple strategies
- Moving beyond looking at first letter
- Integration of MSV
- Vowels have two sounds
Bend III: Partners Have Good Habits, Too!
- Partner book introductions
- Partners coach for strategies
- Partners set new goals
(Heinemann Published Units of Study 1)
Bend I: Writing Small Moment Stories with Independence
- Planning: think, touch, tell, sketch, write
- Hearing and recording all sounds in words
- Small moments
- Making characters think and feel
- Bringing stories to life
- Using analogies (ex: If I know look, then I can write cook)
- Learning from mentor texts
- Writing with exact actions
- Writing with pop-out words
- Revising
- Editing with a checklist
The focus during your shared reading sessions will be modeling and practicing effective reading processes and strategies, as well as word study skills.
At this point in the year, the focus includes the following wordy study skills that are addressed at Levels 6-8 (D/E):
Phonological and Phonemic Awareness:
- Rhyming (can rhymes with fan)
- Blending letters and parts of words (e.g., b-a-t to get bat or f-an to get fan)
- Segmenting letters and part of words (e.g., break bat into b-a-t or fan into f-an)
In spelling, your writers will practice…
- Short vowel, same vowel spelling patterns (e.g., -at as in mat and cat, -ot as in hot and pot)
- Digraphs (e.g., sh, th, ch, wh)
- Blends (e.g., sl, sm, st, cr, cl)
- Inflectional endings (-ing, -ed, -s, -es)
- Ollie the Stomperby Olivier Dunrea
- “Make New Friends”
- Gossie and Gertieby Olivier Dunrea
- Kazam’s Birds by Amy Erhlich
- Ishby Peter H. Reynolds
- Night of the Veggie Monster by George McClements
- Running Records
- High Frequency Word Assessment
- Spelling Inventory
Shared Reading Sessions (pgs. 102-113) in Building Good Reading Habits unit by Lucy Calkins and Elizabeth Dunford Franco
Strategies and Skills Charts (pgs. 273-282) in The Next Step in Guided Reading by Jan Richardson
Appendix C (pg. 288) in The Next Step in Guided Reading by Jan Richardson
High Frequency Word Charts for Levels C-F (pgs. 112-113) in The Next Step in Guided Reading by Jan Richardson
Explanations of Procedures for Picture Sorts, Making Words, and Sound Boxes (pgs. 92-93)
Sound Box Template (pg. 83)
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud / Resources
Unit 2 1st Grade: October 1st Grade: October
RL 2Demonstrate understanding of spoken words, syllables, and sounds.
RL 3 Know and apply grade-level phonics and word analysis skills when decoding words.
RL 4 Read with sufficient accuracy and fluency to support comprehension.
RL 13 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
W 2 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 6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
C 1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; Build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.
/ Word Detectives Use All They Know to Solve Words
(IF…THEN… book p.69-90 and District Curricular Calendar)
Bend 1: Detective Work Hard to Solve Tricky Words
- Integration of MSV
- Reading words part by part
- Self-monitoring
Bend II: Detectives Have Many Different WaysWays to Solve Words: Using Knowledge About Letters, Sounds, Patterns, and Snap Words to Read
- Automaticity with snap words
- Using spelling/phonics to solve unfamiliar words
- Using more than one strategy for tackling hard words
Bend III: Rereading to Make Reading Sound Like Talking
- Rereading for comprehension and fluency
- Strategies for reading fluently
(IF…THEN…book pgs. 30-40)
Bend I: Getting Started: Thinking of Topics, Rehearsing, and Writing Tons of Books
- Choosing topics
- Naming and writing exact steps
- Using mentor texts
- Making sure every step is there
- Thinking about your audience
- Using a partner to act out steps
- Revising
- Revising to make steps clearer
- Complex punctuation
The focus during your shared reading sessions will be modeling and practicing effective reading processes and strategies, as well as word study skills.
At this point in the year, the focus includes the following skills that are addressed at Levels 8-12 (E/F/G):
Phonological and Phonemic Awareness:
- Rhyming (can rhymes with fan)
- Blending letters and parts of words (e.g., b-a-t to get bat or f-an to get fan)
- Segmenting letters and part of words (e.g., break bat into b-a-t or fan into f-an)
- Manipulating (e.g., If I know can, I can spell man)
In spelling, your writers will continue to practice…
- Short vowel, same vowel spelling patterns (e.g., -at as in mat and cat, -ot as in hot and pot)
- Digraphs (e.g., sh, th, ch, wh)
- Blends (e.g., sl, sm, st, cr, cl)
- Inflectional endings (-ing, -ed, -s, -es)
- Long vs. short vowels (begin with hearing the difference between short and long sounds)
- Long vowels: CVCe (e.g., make, time, tube, home)
- Phonograms with double vowels (jeep, soon)
- Contractions (don’t, can’t)
- Walking in the Spring by Beverly Randall
- The Pumpkin Book by Gail Gibbons
- My First Soccer Game by Alyssa Satin Capucilli
- How to Be a Baby by Sally Lloyd-Jones
- How to Teach a Slug to Read by Susan Pearson
- How to Babysit a Grandpa by Jean Reagan
- How to Be a Ballerina by Harriet Castor
- How to Make Bubbles, How to Make Slime by Lori Shores (and other books in the Science Experiment Series published by Pebbles Plus)
- Change it! Solids, Liquids, Gases, and You by Adrienne Mason
- How a House is Built by Gail Gibbons
- How to Lose All Your Friends by Nancy Carlson
- Let’s Cook! (Backpack Books)
- My First Ballet Class by Alyssa Satin Capucilli
- Spelling Charts and Tools
- Alphabet/ Blends chart
- Word Wall
- Word Family lists
- Word rings
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud / Resources
Unit 3 1st Grade: November/December 1st Grade: November/December
Reading
Literary Text (RL)
RI 1 Demonstrate understanding of the organization and basic features of print.
RI 3 Know and apply grade level phonics and word analysis skills when decoding words.
RI 4 Read with sufficient accuracy and fluency to support comprehension.
RI 5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.
RI 6 Summarize key details and ideas to support analysis of central ideas.
RI 8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.
RI 9 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general and academic and domain-specific vocabulary.
RI 12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
W 2 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 5Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
W 6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
C 1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one's own views while respecting diverse perspectives.
/ Learning About the World: Reading Nonfiction
(Heinemann Published Units of Study 2)
Bend I: Getting Smart on Nonfiction Topics
- Using pictures to inform
- Inferential thinking
- Reread to put parts together
- Expressive reading, fluency, pace, intonation
Bend II: Tackling Super Hard Words in Order to Keep Learning
- Blending parts to whole
- “Checking” words
- Key words
- Sounding right
Bend III: Reading Aloud Like Experts
- Planning and presenting a great read aloud
- Fluency
- Studying craft moves
(Heinemann Published Units of Study 2)
Bend I: Writing Teaching Books with Independence
- Planning: think, touch, tell, sketch write
- Answering readers questions when writing
- Spelling fancy words
- Setting goals
- Table of contents
- Writing chapters
- Adding details
- Different kinds of writing in teaching books
- Introductions and conclusions
- Research
- Editing
- Using craft moves
The focus during your shared reading sessions will be modeling and practicing effective reading processes and strategies, as well as word study skills.
At this point in the year, the focus includes the following skills that are addressed at Levels 10-12 (F/G):
Phonics:
In spelling, your writers will continue to practice…
- Mixed short vowel spelling patterns (e.g., mat, pot, bet, run, pin, fan)
- Blends and digraphs with mixed short vowel spelling patterns (e.g., shop, chip, slip, clap)
- Inflectional endings (-ing, -ed, -s, -es)
- Long vowels: CVCe (e.g., make, time, tube, home)
- Phonograms with double vowels (jeep, soon)
- Words with double consonant letters (running, ladder)
- R-controlled vowels (chart, dirt, turn)
- Hang on, Monkey! By Susan B. Neuman
- I Want to Be a Doctor by Dan Liebman
- Owls by Mary R. Dunn
- “Eagle Flight” & “Migration” by Georgia Heard
- Super Storms by Seymour Simon
- Sharks! By Anne Schreiber
- Trucks (National Geographic)
- Trains (National Geographic)
- Goldfish, Mice, or Cats (Rigby PM Pet Series)
- Night of the Veggie Monster by George McClements
- Bugs, Bugs, Bugs by Jennifer Dussling
- My Football Book by Gail Gibbons
- Star Wars: R2-D2 and Friends by Simon Beecroft
- The Story of Chocolate by Caryn Jenner
- Invaders from Outer Space by Phillip Brooks
- Animal Families by DK Publishing
- Star Wars: Spaceships by Scholastic
- Pumpkins by Gail Gibbons
- Apples by Gail Gibbons
- Dogs by Gail Gibbons
- Time for Kids: Ants! By TIME for Kids
- Insects by Robin Bernard
- Slinky, Scaly, Snakes by Jennifer Dussling
- A Butterfly is Born (National Geographic Young Explorer)
Shared Reading Sessions (pgs. 123-134) in Learning About the World: Reading Nonfiction unit by Lucy Calkins and Amanda Hartman
Video Clips from
Wild Kratts from PBS or Unleashed, a Discovery Channel Show, narrated by Jeff Corwin to show informational texts in other forms.
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud / Resources
Unit 4 1st Grade: January 1st Grade: January
RL 4 Read with sufficient accuracy and fluency to support comprehension.
RL 7 Analyze the relationship among ideas, themes, or topics in multiple media and formats, and in visual, auditory, and kinesthetic modalities.
RL 8 Analyze characters, settings, events, and ideas as they develop and interact within a particular context.
RL 13 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.
W 1 Write arguments to support claims with clear reasons and relevant evidence.
W 4 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.
W 5 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
W 6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.
C 1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.
C 4 Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.
C 5 Incorporate craft techniques to engage and impact audience and convey messages.
/ Readers Get to Know Characters by Performing Their Books
(IF…THEN…book pgs. 47-68 or District Curricular Calendar)
Bend I: Readers Have Ways to Get to Know a Character
- Previewing
- Retelling
- Character traits and feelings
- Story elements
Bend II: Readers – Partners Pretend They Are Characters and Perform Books in Clubs to Become Character Experts
- Role-playing to support comprehension
- Rereading
- Fluency
Bend III: Giving the Gift of Reading
- Self-monitoring and fix-up strategies
- Setting reading and performance goals
(Heinemann Published Units of Study 3)
Bend I:Best in Show: Judging Our Collections
- Writing opinions about collections
- Convincing readers
- Bolstering arguments
- Editing
- Talking to readers
- Making comparisons
- Introductions and conclusions
- Writing summaries
- Conjunctions
- Editing
- Book review presentations
The focus during your shared reading sessions will be modeling and practicing effective reading processes and strategies, as well as word study skills.
At this point in the year, the focus includes the following skills that are addressed at Levels 12-14 (G/H):
Phonics:
In spelling, your writers will continue to practice…
- Blends and digraphs with mixed short vowel spelling patterns (e.g., shop, chip, slip, clap)
- Final blends and digraphs (ie. –st, -sh) (e.g., wish, fast, path)
- Preconsonantal nasals (e.g., jump, bent)
- Long vs. short vowels (e.g., sat, rake, pot, home)
- Inflectional endings (-ing, -ed, -s, -es)
- Long vowels: CVCe (e.g., make, time, tube, home)
- Vowel teams CVVC (e.g., rain, heat, fruit)
- Phonograms with double vowels (jeep, soon)
- Words with double consonant letters (running, ladder)
- R-controlled vowels (chart, dirt, turn)
- Possessives (bird’s nest)
- Compound words (blueberry, backpack)
- Are You Ready to Play Outside? by Mo Willems
- Lilly’s Purple Plastic Purse by Kevin Henkes
- The Recess Queen by Alexis O’Neill
- Mr. Tiger Goes Wild by Peter Brown
- When Sophie Gets Angry by Molly Bang
- Series books like:Elephant and Piggie, Henry and Mudge, Biscuit, Mr. Putter and Tabby, Mrs. Wishy-Washy, Iris and Walter, Fly Guy, George and Martha, Houndsley and Catina, Brand New Readers, PM Reading by Rigby
- Earrings by Judith Viorst
- Pigeon series by Mo Willems
- A Pet for Petunia by Paul Schmid
- I Wanna Iguana by Karen Kaufmann Orloff
- Hey, Little Ant by Phillip Hoose
- The Perfect Pet by Margie Palatini
- Dear Mrs. Larue by Mark Teague
- Click, Clack, Moo: Cows That Type by Doreen Cronin
Character-Specific Book Clubs:
- Puppy Mudge series by Cynthia Rylant
- Maisy books by Lucy Cousins
- Mrs. Wishy-Washy series by Jow Cowley
- Brand New Readers Series published by Candlewick Press
- Piggie and Elephant series by Mo Willems
- Animal Characters
- Friends
- Families
- Characters Who Travel
- Pets
- Farm Characters
- Characters at School
- Characters Play Together
Menus from local restaurants
Board game (rules, game pieces)
Mentor reviews of game, movie, or restaurant
Reading Rainbow book review video clips (at end of show)
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