September
Genre: Fiction/Realistic Fiction / Monitoring for Meaning / Introducing Writer’s Workshop
October
Genre: Fiction/Realistic Fiction / Monitoring for Meaning / Personal Narrative
November
Genre: Fiction/Realistic Fiction / Monitoring for Meaning / Personal Narrative /Narrative
December
Genre: Folk Tales/Fairy Tales / Schema / Personal Narrative/Traditions
January
Genre: Folk Tales/Fairy Tales / Schema and Retelling/Summarizing / Teacher Choice (possibly Folk Tales/Fairy Tales)
February
Genre: Fiction / Retelling/Summarizing / Teacher Choice
March
Genre: Non-Fiction / Determining Importance/Asking Questions / Informative/Explanatory
April
Genre: Non-fiction / Determining Importance/Asking Questions / Informative/Explanatory
May
Genre: Fiction/Non-fiction / Making Inferences / Opinion Piece
June
Genre: Poetry / Sensory and Emotional Images / End of Year Narrative
First Grade Yearly Plan
*Note: While these are comprehension strategies, a primary focus in first grade continues to be decoding and fluency strategies
*Poetry will be sprinkled throughout the year
SEPTEMBER-NOVEMBER
Monitoring For Meaning:
- Readers monitor their comprehension during reading—they know when the text they are reading or listening to makes sense, when it does not, and what does not make sense
- Readers are aware of the processes they use to make meaning clear. They check and evaluate if a sentence sounds right and makes sense
- Readers are learning to consider the meanings in text with adult support
RF1: Demonstrate understanding of the organization and basic features of print
a: sentence
b: sound/symbol correspondence for diagraphs
RF2: Phonlogical Awareness
RF3: Oral decoding
RF4: Read with sufficient accuracy and fluency to support comprehension
- read with purpose and understanding
- read grade-level text orally with accuracy and appropriate rate and expression
- use content to correct word recognition and understanding
Introduction of Writer’s Workshop/(Personal) Narrative
- Writers monitor during their composition process to ensure that their text makes sense for their audience at the word, sentence and text level
- Writers read their work aloud to find and hear their voice
- Writers share their work so others can help monitor clarity and impact of their work
- Writers pay attention to style and purpose
- Writers pause to consider the impact of their work, reflect, know when revision is needed or complete, or when to abandon a piece
W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing
W3: Write narratives in which they recount one appropriately sequenced event.
- include details regarding what happened
- use temporal words to signal event order
- provide some sense of closure
DECEMBER-FEBRUARY
Schema
RIT3: Describe the connection between two individuals, events, ideas or pieces of information in a text.
RL6: Identify who is telling the story at various points in the text
RIT6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text
RL9: Compare and Contrast the adventures and experiences of characters in stories
RIT9: Identify basic similarities and differences between two texts on the same topic (illustrations, descriptions, or procedures)
MA8a: Identify characteristics commonly used by fairly/folktales
Summarizing
- Readers monitor the overall meaning, important concepts, and themes in text as they read and are aware of ways text elements fit together.
- They use their knowledge of these elements to make decision about the overall meaning of the passage.
SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
RL2: Retell stories, including key details and demonstrate understanding of their central message or lesson
RIT1: Ask and answer questions about key details in text
RIT2: Identify the main topic and retell key details of a text
(Personal) Narrative
- Writers monitor during their composition process to ensure that their text makes sense for their audience at the word, sentence and text level
- Writers read their work aloud to find and hear their voice
- Writers share their work so others can help monitor clarity and impact of their work
- Writers pay attention to style and purpose
- Writers pause to consider the impact of their work, reflect, know when revision is needed or complete, or when to abandon a piece
W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing
W3: Write narratives in which they recount one appropriately sequenced event.
- nclude details regarding what happened
- use temporal words to signal event order
- provide some sense of closure
MARCH-APRIL
Determining Importance
- Readers identify key ideas and themes as they read. Readers distinguish important from unimportant information in relation to key ideas or themes in text
- They can distinguish important information at the word, sentence, and text level
RI5: Know and use various text features (i.e. headings, tables of contents, glossaries, icons to locate key facts or information in a text)
RIT7: Use the illustrations and details in a text to describe its key features
RIT/RL1: Ask and answer questions about key details in a text
RL2: Retell stories, including details, and demonstrate understanding of their central message or lesson
RI2: Identify the main topic and retell key details of a text
Asking Questions
- Readers spontaneously generate questions before, during and after reading
- Readers ask questions for different purposes including clarification of meaning, making predictions, content, or format, and to locate a specific answer in a text or consider rhetorical questions inspired by thte text.
- Readers use questions to focus their attention on important components of the text
RL/RIT1: Ask and answer questions about key details in a text
RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text
RIT8: Identify the reasons the author gives to support points in a text
SL1c: Ask questions to clear up any confusion about topics and texts under discussion
SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media
SL3: Ask and answer questions about what an author says in order to gather additional information or clarify something that is not understood
Informative/Expository Writing
W2: Write informative/explanatory text in which they name a topic, supply some facts about the topic and provide some sense of closure
W5: with guidance and support from adults, focus on the topic, respond to questions and suggestions from peers, and add details to strengthen writing
W7: Participate in shared research and writing
W8: With guidance and support from adults, recall information from experiences and gather information from provided sources to answer a question
MAY
Making Inferences
- Readers use their schema and textual information to draw conclusions and form unique interpretations from text
- Readers make predictions about text, confirm their predictions and test their developing meaning as they read on
- Readers know when and how to use text in combination with their own background knowledge to seek answers to questions.
- Readers create interpretations to enrich and deepen their experience in a text
RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text
RL2: Retell stories, including key details and demonstrate understanding of their central message or lesson
Opinion
W1: Share opinions in discussion and in written format in which they introduce or name the book they are reading, state an opinion, supply a reason for the opinion
JUNE
Sensory Images:
- Readers create sensory images during and after reading.
- Readers use images to draw conclusions and to create unique interpretations of the text
- Readers use their images to clarify and enhance comprehension
RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
RL7: Use illustrations and details in a story to describe its characters, setting or events
Poetry
MA3a. Write poems with rhyme and repetition