Grade 1

Unit 2: Tackling TroubleTABLE OF CONTENTS

Unit 2 Table of Contents

Tackling Trouble

Section / Page #
  • Unit Goals and Standards
/ 3
  • Unit at a Glance
/ 4
  • Monthly Planner
/ 5-6
  • Assessment Checklist
/ 7
Lesson / Lesson Title / Page #
Lesson 1 / Readers Think about the Story and How the Words Will Go Before We Read the Words / 8-9
Lesson 2 / Readers get ready to read the words by using what they already know from the title, and the pictures. / 10-11
Lesson 3 / Readers can retell a story by using their fingers and words such as first, then, next, after that, finally. / 12-13
Lesson 4 / Readers Use All We Know about Letters, Sounds, Patterns, and snap words to Help Us read / 14-15
Lesson 5 / Readers Use All We Know about Letters, Sounds, Patterns, and Snap Words to Help us Read / 16-17
Lesson 6 / Readers Use All We know about Letters, Sounds, Patterns, and Snap words to Help Us Read / 18-19
Lesson 7 / Readers Use All We know about Letters, Sounds, Patterns, and Snap words to Help Us Read / 20
Lesson 8 / Readers always check on their own reading to know if its right by asking themselves questions / 21-22
Lesson 9 / Readers Make Sure They Check and Fix Their Words When They Notice Something Is Not Right / 23-24
Lesson 10 / Readers understand their books by having partners help them retell the story / 25
Lesson 11 / Readers can use the pictures to help them figure out tricky words. When we need help, we might look at the picture and ask ourselves, "What do I see in the picture? What could that word be?" / 26-27
Lesson 12 / To help figure out tricky words, readers remind themselves to:
Check the picture!Check the word! / 28-29
Lesson 13 / When I get stuck I think, “Get a running start.” / 30
Lesson 13 Spanish / Cuando me atoro pienso, -a la marcha / 31-32
Lesson 14 / Readers pay attention as they read. If something feels wrong, they ask: Does that make sense? Does that sound right?Then, they fix it up! / 33-34
Lesson 14 Spanish / Los buenos lectores ponen atención al leer. Si algo se siente mal, Se preguntan: ¿Tiene sentido? ¿Suena bien? ¡Después, lo arreglan! / 35-36
Lesson 15 / Readers pay attention as they read. If something feels wrong, they ask : Does that make sense? Does that sound right? Does that look right? Then, they fix it up! / 37-38
Lesson 15.5 / Readers look for parts of words that they know and check to see if it matches what they are saying when they find a tricky word (point to 1 finger when saying first half of teaching point and another finger when saying second half of teaching point) / 39
Lesson 16 / Readers pay attention as they read. If something feels wrong, they ask :Does that make sense? Does that sound right? Does that look right? Then, they fix it up! / 40-41
Lesson 16 Spanish / Los buenos lectores vuelven a leer cuando arreglan una palabra. / 42-43
Lesson 17 / Coaches nicely help their partners find mistakes when they read. / 44-45
Lesson 18 / Coaches help their partners fix their own mistakes. / 46-47
Lesson 19 / Partners retell what they’ve read to make sure they both understand the story. / 48-49
Lesson 20 / None / 50-51
Lesson 21 / Readers, after we fix up the tricky spots, we reread to make sure our voice sounds right. If we are reading a story, it should sound like we are telling a story. If we are reading nonfiction, it should sound like we are on the Discovery Channel. / 52-53
Grade 1 Reading Unit 2
Unit of Study Planning Template
Unit: / Tackling Trouble
Goals: /
  • Readers think about the story and words before they read.
  • Readers use letters, sounds, snap words and patterns to help them read.
  • Readers use fix up strategies when they know something isn’t right.
  • Partners’ help each other read.

Essential Questions:
(These should be aligned with Goals.)
Standards:
Key Vocabulary:
Anchor Texts:
Other Resources: / Continuum of Literacy, Fountas and Pinnell
Assessment:
(Including CCSS performance task.) / FORMATIVE / SUMMATIVE
Unit of study assessment checklist, Running Records, anecdotal records / Continue with Running Records

1

Grade 1

Unit 2: Tackling TroubleTABLE OF CONTENTS

1

Grade 1

Unit 2: Tackling TroubleTABLE OF CONTENTS

Unit of Study at a Glance Planner

UNIT: Tackling Trouble: When Readers Come to Hard Words and Tricky Parts of Books, We Try Harder and Harder (Assessment-Based Small-Group Work)
GOAL:
Readers think about the story and how the words will go before we read the words / GOAL:
Readers use all we know about letters, sounds, patterns, and snap words to help us read / GOAL:
Readers make sure they check and fix their words when they notice something is not quite right / GOAL:
Partners help each other read
MINILESSONS: / MINILESSONS: / MINILESSONS: / MINILESSONS:
  • Readers “prepare” themselves to read by looking at the cover, back and title and thinking what the book is about before they look at the words in the book.1.RML.2-1
  • Readers get ready to read the words by using what they already know from the title, and the pictures. 1.RML.2-2
  • Readers can retell a story by using their fingers and words such as first, then, next, after that, finally 1.RML.2-3
  • Readers can figure out new words by using what they already know about other words.1.RML.2-4
  • Readers can figure out new words by looking closely at the letters and patterns in the words.1.RML.2-5
  • Readers can figure out new words by looking all the way across a word and by checking the picture.1.RML.2-6
/
  • Readers can figure out new words by using snap words to read the tricky parts.1.RML.2-7
  • Readers always check on their own reading to know if it’s right by asking themselves questions
1.RML.2-8
  • Readers make sure it sounds right by rereading1.RML.2-9
  • Readers understand their books by having partners help them retell the story 1.RML.2-10
  • Readers can use the pictures to help them figure out tricky words. When we need help, we might look at the picture and ask ourselves, "What do I see in the picture? What could that word be? 1.RML.2-11
  • To help figure out tricky words, readers remind themselves to check the picture, check the word. 1.RML.2-12
/
  • When I get stuck I think, “Get a running start.” 1.RML.2-13
  • Readers pay attention as they read. If something feels wrong, they ask, “Does that make sense?” “Does that sound right?” Then they fix it up. 1.RML.2-14
  • Readers pay attention as they read. If something feels wrong, they ask “Does that make sense?” “Does that sound right?” “Does that look right?”Then, they fix it up!1.RML.2-15
  • Readers pay attention as they read. If something feels wrong, they ask “Does that make sense?” “Does that sound right?” “Does that look right? Then, they fix it up! 1.RML.2-16
/
  • Coaches nicely help their partners find mistakes when they read. 1.RML.2-17
  • Coaches help their partners fix their own mistakes. 1.RML.2-18
  • Partners retell what they’ve read to make sure they both understand the story.
1.RML.2-19
  • Readers fix up the tricky spots by rereading to make sure their voice sounds right. 1.RML.2-20

WORKSHOP CALENDAR FOR: / 1st Grade Reading Unit 2 / Date: Oct. 8 – Nov. 13
Unit of Study: Unit 2 / Tackling Trouble Unit 2 / Charts: None
MONDAY / TUESDAY / WEDNESDAY / THURSDAY / FRIDAY
8
Readers “prepare” themselves to read by looking at the cover, back and title and thinking what the book is about before they look at the words in the book
1.RML.2-1 / 9
Readers get ready to read the words by using what they already know from the title, and the pictures.
1.RML.2-2 / 10
Conferences-no school / 11
Conferences-no school / 12
No school
15
Readers can retell a story by using their fingers and words such as first, then, next, after that, finally.
1.RML.2-3 / 15
Readers can figure out new words by using what they already know about other words.
1.RML.2-4 / 17
Readers can figure out new words by looking closely at the letters and patterns in the words.
1.RML.2-5 / 18
Readers can figure out new words by looking all the way across a word and by checking the picture.
1.RML.2-6 / 19
Mini-lesson choice day
22
Readers can figure out new words by using snap words to read the tricky parts.
1.RML.2-7 / 23
Readers always check on their own reading to know if it’s right by asking themselves questions
1.RML.2-8 / 24
Readers make sure it sounds right by rereading
1.RML.2-9 / 25
Readers understand their books by having partners help them retell the story
1.RML.2-10 / 26
Readers can use the pictures to help them figure out tricky words. When we need help, we might look at the picture and ask ourselves, "What do I see in the picture? What could that word be?"
1.RML.2-11
29
To help figure out tricky words, readers remind themselves to check the picture, check the word.
1.RML.2-12 / 30
Mini-lesson choice day / 31
When I get stuck I think, “Get a running start.”
1.RML.2-13 / 1
Readers pay attention as they read. If something feels wrong, they ask, “Does that make sense?” “Does that sound right?” Then they fix it up.
1.RML.2-14 / 2
Readers pay attention as they read. If something feels wrong, they ask “Does that make sense?” “Does that sound right?” “Does that look right?”
Then, they fix it up!
1.RML.2-15
5
Readers pay attention as they read. If something feels wrong, they ask “Does that make sense?” “Does that sound right?” “Does that look right?”
Then, they fix it up!
1.RML.2-16 / 6
Mini-lesson choice day / 7
Coaches nicely help their partners find mistakes when they read.
1.RML.2-17 / 8
Coaches help their partners fix their own mistakes.
1.RML.2-18 / 9
Partners retell what they’ve read to make sure they both understand the story.
1.RML.2-19
12
Readers fix up the tricky spots by rereading to make sure their voice sounds right.
1.RML.2-20 / 13
Culminating Activity

1

Grade 1

Unit 2: Tackling TroubleTABLE OF CONTENTS

Unit of Study Assessment Checklist
Unit 2 Tackling Problems

* Writing Samples: Day 1= choice writing sample. Last day = copy of published piece.

Name / Preview books / Make Predictions (whole story) / Retell (5 fingers) / Uses visual cues / Cross Checks / Reads high frequency words / Self -corrects / Re-reads / Coaches a partner / Notes
  • = Beginning√= DevelopingX= Secure

*We will use tools as a metaphor for fix-up (reading) strategies. Use whatever metaphor works for you. You might need to make sure you have previously made charts posted from unit 1.

Unit 2 Mini Lesson 1
Unit of Study: / Tackling Troubles
Goal: / Readers Think about the Story and How the Words Will Go Before We Read the Words
Teaching point: / Readers “prepare” themselves to read by looking at the cover, back and title and thinking what the book is about before they look at the words in the book
Catchy Phrase: / What will this book be about?
Text: / Crabby Cat at School and an unfamiliar text
Chart: / Show title, front and back covers and an image of someone thinking
Standard: / 1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
Mini Lesson: (7-10 minutes total)
Connection:
We have been reading lots of books! Soon we will be reading harder and more interesting books. To do this we need to continue using the strategies, or tools, that we have learned about. (Point to previously posted charts). We also need some new tools in our toolbox.
Today we are going to learn about one tool we can use to help us read harder books: Readers prepare themselves to read by looking at the front and back cover, the title, and thinking about what the book is about before they look at the words in the book.
Readers ask themselves, “What will this book be about?” (Gesture-hands upside and question face-see photo)
Teach: Demonstration
I am going to share my thinking to show you how I get myself ready to read a book. One of the first things I am going to do is read the title, then I will think about what it means. This book is called, Crabby Cat at School. So the title tells me the cat isn’t happy because crabby means not very happy. I ask myself “what is this book about?” I think in this story the cat is going to be grumpy.
Next, I am going to look at the cover illustrations front and back and ask myself “what is this book about?” Here is a picture of the cat and he doesn’t look happy, he looks mad. The other animals look happy to be at school. I think this book is going to be about a cat who doesn’t like school, but his friends do.
Boys and girls remember good readers ask themselves, “What will this book be about?” (Gesture-hands up and question face-see photo)
Active Involvement:
Now it is your turn to practice by looking at the front and back cover, the title, and thinking about what the book is about before you look at the words in the book. When you are done, ask yourself, “What will this book be about?”
Let’s start by reading the title together. (Teacher shows an unfamiliar text), Partner A turn to Partner B and ask them “What will this book be about?” (Gesture-hands up and question face-see photo)
Now, Partner B tells Partner A “This book will be about…”
(Teacher listens to responses)
Now, let’s look at the illustration on the front and back covers. (Teacher shows same text), Partner B turn to Partner A and ask them “What will this book be about?” (Gesture-hands up and question face-see photo)
Now, Partner A tells Partner B “This book will be about…”
(Teacher listens to responses)
WOW great work, I heard____ (share student responses)!
Remember, good readers ask themselves, “What will this book be about?”
Link:
Today and every day, after you select a book, make sure you prepare yourself to read by looking at the title and covers and asking “What will this book be about?”
You practiced with a partner, now you will get to practice by yourself. When you get a book look at the front and back covers and the title and ask yourself “What will this book be about?” (Gesture-hands up and question face-see photo)
Mid-Workshop Teaching Point:
Share:
Teacher selects a few students to model what they practiced
Unit 2 Mini Lesson 2
Unit of Study: / Tackling Trouble
Goal: / Readers Think about the Story and How the Words will go before we read the Words
Teaching point: / Readers get ready to read the words by using what they already know from the title, and the pictures.
Catchy Phrase: / The things I see help me read.
Chart: / Refer to chart from lesson 1
Question to add: What was I thinking this might say?
Does this help me figure out this word?
Standard: / 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.RF.3Know and apply grade-level phonics and word analysis skills in decoding words.
Text: / Crabby Cat at School by Joy Cowley
Mini-Lesson: (7-10 minutes total)
Connection:
Yesterday, we practiced how to prepare ourselves to read our books by looking at the front and back cover, reading the title and asking ourselves “What will this book be about?”.
Today, we are going to use all that information to help us read new and tricky words because, Tricky words are words that we have a hard time figuring out.
Readers get ready to read the words by using what they already know from the title, the cover and the pictures.
Teach:
Demonstration (5-6 minutes)
What I know so far about the story is the cat is going to school and doesn’t seem happy, but his classmates do. I’m going to read the story.
Crabby Cat went to ______(Teacher points to, but doesn’t read the word school) Oh, this is a tricky word, I’m going to think about what I learned and ask myself “Does that help me figure out this word?”
Oh, I remember on the cover there is a picture of the school. This word starts with the letter S. So, I think it is the word school. (Read sentence again with the word school at the end). Yeah that sounds good. “What I know is helping me read!”
Now I am going to read the next page, He was very crabby to the other ______. Oh, this is a tricky word, before when I thought about the story I said his classmates were happy, maybe that’s the word.
I know that classmates starts with a c sound I am going to look at the beginning sound of the word. I know this is the letter “a” so it can’t be classmates. I am going to go back to the picture and ask myself what in the picture starts with the letter “a”.
I see that all the classmates are animals like crabby cat so the word might be animals. I will check and see if that word makes sense by reading the whole sentence again. (Teacher reads whole sentence again with emphasis on animals).