2019 Cedar Grove School District Cedar Grove, NJ Revisions Approved by the Cedar Grove Board of Education October 2019 Superintendent of Schools Mr. Michael J. Fetherman Board of Education Mrs. Christine Dye, President Mr. David Schoner, Vice-President Mrs. Nicole DiChiara Mrs. Michele Mega Mr. Leonard Splendoria Grade 1 Language Arts Literacy
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2019
Cedar Grove School District
Cedar Grove, NJ
Revisions Approved by the Cedar Grove Board of Education October 2019
Superintendent of Schools Mr. Michael J. Fetherman
Board of Education
Mrs. Christine Dye, President
Mr. David Schoner, Vice-President
Mrs. Nicole DiChiara
Mrs. Michele Mega Mr. Leonard Splendoria
Grade 1
Language Arts Literacy
Grade 1
Statement of Purpose
Within the scope of the primary literacy curriculum, the first grade program focuses upon providing students with a firm foundation of skills for developing literacy and to capture language experiences all children need in order to grow intellectually, socially, and emotionally. The first grade English Language Arts program, which is aligned to the New Jersey Student Learning Standards, provides students with skills that enable them to read, write, communicate, listen, and think critically in order to empower them to become independent, life-long learners. Students will have the opportunity to read a variety of increasingly complex narrative and informational texts for purpose, understanding and meaning. Likewise, as skills are mastered, strategies are taught to develop comprehension of written text across all genres. Students also apply their developing writing skills by producing personal narratives, informational pieces, and opinion pieces.
This curriculum was written in alignment with the
NEW JERSEY STUDENT LEARNING STANDARDS for English Language Arts
and the
NEW JERSEY STUDENT LEARNING STANDARDS for 21st Century Life and Careers
All the New Jersey Student Learning Standards can be viewed at https://www.nj.gov/education/cccs/
Grade 1 – Pacing Guide
Unit 1: 9 Weeks
Unit 2: 8 Weeks
Unit 3: 8 Weeks
Unit 4 6 Weeks
Unit 5 6 Weeks
Grade 1 Language Arts Literacy
Unit 1 9 Weeks
In Unit 1, first grade students are introduced to literature. Through this, developing readers will learn to use text features and key details to identify and describe the plot, the main characters, and the settings found within a variety of fictional texts. ln addition, first grade learners will develop key reading comprehension skills, such as identifying a main topic, retelling key details, and answering content-based questions using both fiction and nonfiction texts. Moreover, first grade emphasizes phonics and phonemic awareness. Within Unit 1, students will learn to distinguish between long and short vowel sounds, to decode basic CVC, CVCC and VC words, and to segment and identify the phonemes in single-syllable words. Unit 1 also introduces students to the conventions of writing. While producing personal narratives, developing writers will use illustrations, modeled writing, and graphic organizers to begin the writing process. Furthermore, first grade students will further develop speaking and listening skills by engaging in collaborative conversations with their peers and teachers about first grade topics and texts.
21st Century Skills
X Creativity & Innovation X Communication X Critical Thinking and Problem Solving __ Collaboration
Career Ready Practices
o CRP2. Apply appropriate academic and technical skills. o CRP4. Communicate clearly and effectively and with reason. o CRP6. Demonstrate creativity and innovation o CRP7. Employ valid and reliable research strategies. o CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. o CRP11. Use technology to enhance productivity.
Unit 1 Learning Targets
Students will be able… ● to recognize and read high-frequency words. ● to decode, blend, and segment basic CVC, CVCC, and VC words. ● to retell a story using key details, characters, and settings to support fiction. ● to begin to identify topic, main idea, and details to support non-fiction. ● to revisit the text to respond to reading (orally and in writing). ● to tell about the people in the story, where the story takes place, and describe the most important things
that happened in the story. ● to identify the parts of a sentence including capital letters and punctuations at the end of a sentence. ● to write a narrative that recounts two or more appropriately sequenced events.
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major event(s) in a story, using key details.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RF.1.1 Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
RF.1.2 Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-
syllable words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. b. Decode regularly spelled one-syllable words. d. Distinguish long and short vowels when reading regularly spelled one-syllable words.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Print all upper- and lowercase letters. e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;
Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people. b. Use end punctuation for sentences. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
New Jersey Student Leaning Standards for Social Studies
6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
New Jersey Student Leaning Standards for Science
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
New Jersey Student Leaning Standards for Technology
8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
8.1.2.A.2 Create a document using a word processing application
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.
8.1.2.E. 1 Use digital tools and online resources to explore a problem or issue.
Unit 1 Essential Questions Unit 1 Enduring Understandings
● How do I choose a book? ● What skills and strategies can I use to become a
more effective reader? ● How do I decode a word?
● Readers use routines to stay focused on their reading.
● Writers use a process to compose texts. ● Readers build their stamina.
Accommodations and Modifications for the Following Students:
Special Education Students https://docs.google.com/document/d/1xgcmJZiX1yyZPUYae_IuAwcdWuQM_Pz4JK2vO0d27BQ/edit?usp=sharing Gifted and Talented Students https://docs.google.com/document/d/1rKgSC8LGRdmJXG9MAeBMXqKZISgruuqj7zbXeJXUJOQ/edit?usp=sharing ESL-ELL Students https://docs.google.com/document/d/1HDnAEyeCoZt3MHoHPpDVjfIIeUjeptsb4JITe8egvhA/edit?usp=sharing At-Risk Students https://docs.google.com/document/d/1YdPAzxs2Bkz1xkT3YQ1CRsr5ANEM_jwQWPIPx61lLBI/edit?usp=sharing Students with 504 Plans https://docs.google.com/document/d/1aW8cuacIzNTlK2RRsvA47KYnwn5iaZmAzB6djTIs-IM/edit?usp=sharing Additional Reading/Writing Differentiation and Accommodations Strategies:
Strategy and flexible groups based on formative assessment or student choice
Guided reading groups
One: One conferring with teacher
Student selected goals for reading
Level of independence
Consult mentor texts to support reading strategies
Assessment - Evidence of Learning
Formative Assessment
Words Their Way, Pearson Learning Group Emergent –Early Letter Names Within Word Patterns
Developmental Reading Assessment (DRA) (*conducted two to three times a school year)
Guided Reading and Small Group Instruction - to scaffold reading strategies
Teacher’s Running Anecdotal/Observational Records (*varies throughout the school year)
Student oral responses/discussions in partner or small group work (guided reading or strategy groups)
Student Reading Journals/Notebooks
Narrative Writing: Sequencing, Temporal Words, Complete Sentences, Capitalization, Punctuation, Details
Informational Text: Identifying Factual Information, Main Idea – Penguins, Scholastic Magazine articles
Phonics: Sounds/Phenomes, Word Usage-Continual
Pre-Unit Assessment:
Narrative Reading/Writing – Introduction to Grade 1– Rubric Suggested Texts: A Wiggly, Jiggly, Joggly Tooth, Come to My House
Technology-Based Formative Assessments
Moby Max, http://www.mobymax.com - Benchmark Narrative Text Structures, Sequencing
Lexia, http://www.lexia.com - Benchmark Skills: Nonfiction Comprehension, Fluency, Vocabulary
Raz-Kids, http://www,raz-kids.com - Benchmark Skills: Reading Comprehension – Leveled Readings
Readworks.org, http://www.readworks.org Skills: Informational – Main Idea
Alternative Formative Assessments
Student/Group Conferencing: Informational and Narrative Writing Skills, Fluency
Graphic Organizers/Maps/Webs
Oral Question and Answer
Entrance/Exit Cards
Word Sort
Summative Assessment
End of Unit 1 Benchmark Assessment: Narrative Comprehension Summative Post-Assessment:
Narrative Reading/Writing: Sequence, Details, Complete Sentences – Rubric Suggested Texts: There Was An Old Lady Who Swallowed A Fly, Scholastic Magazine articles
Informational Reading/Writing: Main Idea, Details, Recognizing Facts, Complete Sentences – Rubric Suggested Texts: How to Babysit a Grandma, How to Catch the Tooth Fairy
Instructional Materials and Resources
● Classroom library that reflect the levels of the readers in your room ● Good Habits, Great Readers, Pearson Learning Group ● Words Their Way, Pearson Learning Group ● Write Habits, Pearson Learning Group ● Scholastic Magazine, Scholastic Inc. ● The Daily Five, Stenhouse Publishers ● The CAFE Book, Stenhouse Publishers ● Developmental Reading Assessment, Celebration Press/Pearson Learning Group ● YouTube Education, https://www.youtube.com/t/education ● Brainpop Jr., https://jr.brainpop.com/
Integration of Technology
● Chromebooks/Computers ● SMART Board ● Google Classroom/Docs/Forms
Grade 1 Language Arts Literacy
Unit 2 8 Weeks Throughout Unit 2, first graders will continue to improve upon their comprehension skills by reading and retelling stories in a logical order using key details found within a text. By applying a variety of decoding skills, developing readers will learn to identify and read unknown words. Likewise, first grade students will learn to recognize and read high-frequency words alone and in context. After reading a variety of fiction and nonfiction texts, students will be able to compare and contrast characters and their experiences while also using textual features and factual evidence to describe major details and retell them. Writing in this unit will be personal narratives recounting two or more details and sequence using temporal words. During group discussions all students will participate in appropriate grade-level conversations following agreed upon rules for listening and group discussion.
21st Century Skills
X Creativity & Innovation X Communication Critical Thinking and Problem Solving X Collaboration
Career Ready Practices
o CRP4. Communicate clearly and effectively and with reason. o CRP6. Demonstrate creativity and innovation. o CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. o CRP11. Use technology to enhance productivity
Unit 2 Learning Targets
Students will be able… ● to decode, blend and segment words with final –e, and digraphs. ● to compare and contrast characters’ adventures and experiences in stories. ● to retell stories including key details learned from text in a logical order. ● to engage in collaborative conversations about grade one topics and texts following agreed upon rules for
listening and group discussions and asking questions for clarification. ● to write a narrative in which students recount two or more appropriately sequenced events using temporal
words and sense of closure. ● to use text features (e.g., charts, diagrams, time lines, maps) and key details in a story to describe major
events.
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
RL.1.10 With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RF.1.1 Demonstrate mastery of the organization and basic features of print including those listed under Kindergarten foundation skills.
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending
punctuation).
RF.1.2 Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs (two letters
that represent one sound).
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize dates and names of people. b. Use end punctuation for sentences. d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to text, including using frequently occurring conjunctions to single simple relationships (e.g., because).
New Jersey Student Leaning Standards for Social Studies
6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.
6.1.4.B.8 Compare ways people choose to use and distribute natural resources.
New Jersey Student Leaning Standards for Science
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring to survive.
New Jersey Student Leaning Standards for Technology
8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
8.1.2.A.2 Create a document using a word processing application
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.
8.1.2.E. 1 Use digital tools and online resources to explore a problem or issue.
Unit 2 Essential Questions Unit 2 Enduring Understandings
● Why do we use various nonfiction text features? ● How can writers improve their writing? ● How does nonfiction help you grow as a reader?
● Readers use strategies before, during and after reading. ● Writers use knowledge of conventions and punctuation
when composing text ● Written communication and proper grammar
mechanics promote fluency of communication.
Accommodations and Modifications for the Following Students
Special Education Students https://docs.google.com/document/d/1xgcmJZiX1yyZPUYae_IuAwcdWuQM_Pz4JK2vO0d27BQ/edit?usp=sharing Gifted and Talented Students https://docs.google.com/document/d/1rKgSC8LGRdmJXG9MAeBMXqKZISgruuqj7zbXeJXUJOQ/edit?usp=sharing ESL-ELL Students https://docs.google.com/document/d/1HDnAEyeCoZt3MHoHPpDVjfIIeUjeptsb4JITe8egvhA/edit?usp=sharing At-Risk Students https://docs.google.com/document/d/1YdPAzxs2Bkz1xkT3YQ1CRsr5ANEM_jwQWPIPx61lLBI/edit?usp=sharing Students with 504 Plans https://docs.google.com/document/d/1aW8cuacIzNTlK2RRsvA47KYnwn5iaZmAzB6djTIs-IM/edit?usp=sharing Additional Reading/Writing Differentiation and Accommodations Strategies:
Strategy and flexible groups based on formative assessment or student choice
Guided reading groups
One: One conferring with teacher
Student selected goals for reading
Level of independence
Consult mentor texts to support reading strategies
Assessment - Evidence of Learning
Formative Assessment
Words Their Way, Pearson Learning Group
Emergent –Early Letter Names
Within Word Patterns
Developmental Reading Assessment (DRA) (*conducted two to three times a school year)
Guided Reading and Small Group Instruction - to scaffold reading strategies
Teacher’s Running Anecdotal/Observational Records (*varies throughout the school year)
Student oral responses/discussions in partner or small group work (guided reading or strategy groups)
Student Reading Journals/Notebooks
Narrative Reading/ Writing: Story Elements, Retelling, Compare/Contrast, Characters Details
Opinion Reading/Writing Text: Text Features, Facts/Opinions, Main Ideas
Sentence Construction: Writing complete Sentences – Capitalization, Punctuation
Phonics: Sounds/Phenomes, Word Usage-Continual
Pre-Unit Assessment:
Narrative Reading/Writing – Story Elements, Details, Compare/Contrast, Retelling– Rubric Suggested Texts: The Tree Little Pigs, Pitty Pitty Pat, Snacks
Opinion Reading/Writing: Main Idea/Topic, Reason, Details Suggested Texts: Something New, Shoes, Growing
Technology-Based Formative Assessments
Moby Max, http://www.mobymax.com
Informational Text Structures, Main Idea, Facts/Opinions
Lexia, http://www.lexia.com
Skills: Nonfiction Comprehension, Text Features, Vocabulary
Raz-Kids, http://www,raz-kids.com
Skills: Reading Narrative Comprehension – Leveled Readings
Readworks.org, http://www.readworks.org Skills: Informational/Narrative – Context Vocabulary, Details
Alternative Formative Assessments
Student/Group Conferencing: Informational and Narrative Writing Skills, Fluency
Graphic Organizers/Maps/Webs
Oral Question and Answer
Entrance/Exit Cards
Word Sort
Summative Assessment
End of Unit 2 Benchmark Assessment: Narrative Comprehension Summative Post-Assessment:
Narrative Reading/Writing: Retelling, Comparing/Contrast, Complete Sentences – Rubric Suggested Texts: What Can Fly, The Tree Stump
Informational Reading/Writing: Using Text Features, Main Idea, Opinion/Support, Complete Sentences – Rubric Suggested Texts: Two Boys, Eat Your Vegetables, Shadows, Red or Blue?
Instructional Materials and Resources
● Classroom library that reflect the levels of the readers in your room ● Good Habits, Great Readers, Pearson Learning Group ● Words Their Way, Pearson Learning Group ● Write Habits, Pearson Learning Group ● Scholastic Magazine, Scholastic Inc. ● The Daily Five, Stenhouse Publishers ● The CAFE Book, Stenhouse Publishers ● Developmental Reading Assessment, Celebration Press/Pearson Learning Group ● YouTube Education, https://www.youtube.com/t/education ● Brainpop Jr., https://jr.brainpop.com/
Integration of Technology
● Chromebooks/Computers ● SMART Board ● Google Classroom/Docs/Forms
● Chromebooks/Computers ● SMART Board ● Google Classroom/Docs/Forms
Grade 1 Language Arts Literacy
Unit 3 8 Weeks During Unit 3, first grade students continue reading a wide range of complex narrative and informational texts. To build upon prior reading comprehension strategies, Unit 3 stresses the ability for first grade students to explain the major differences between books that tell stories and books that give information. Young readers will also continue to explore and utilize various text features and details to obtain information. These elements are then used to identify the key points an author makes within an informational text. Additionally, first grade students continue to apply grade-level phonics and word analysis to decode words and build their vocabulary. First grade writers will also continue to explore the writing process by brainstorming their ideas and organizing their thoughts by using a variety of graphic organizers.
21st Century Skills
X Creativity & Innovation Communication X Critical Thinking and Problem Solving X Collaboration
Career Ready Practices
o CRP2. Apply appropriate academic and technical skills. o CRP4. Communicate clearly and effectively and with reason. o CRP6. Demonstrate creativity and innovation. o CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. o CRP11. Use technology to enhance productivity.
Unit 3 Learning Targets
Students will be able… ● to identify and read grade level high frequency words. ● to show recognition of two-syllable words by dividing words into syllables. ● to use varied punctuation marks appropriately when writing sentences, (periods, question mark, exclamation
mark, and commas in dates or series of single words). ● to describe the connection between two individuals, events, ideas, or pieces of information in a text. ● to identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked,
looking). ● to explain major differences between books that tell stories and books that give information, drawing on a
wide reading of a range of text types. ● to write an informational/explanatory text naming the topic, including facts and concluding sentences.
New Jersey Student Leaning Standards for ELA
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
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RI.1.8 Identify the reasons an author gives to support points in a text and explain the application of this information with prompting as needed.
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.10 With prompting and support, read informational texts at grade level text complexity or above.
RF.1.2 Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that
every syllable must have a vowel sound to determine the number of syllables in a printed word. a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-
syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs (two letters that
represent one sound). b. Decode regularly spelled one-syllable words. c. Know final –e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables using
knowledge that every syllable must have a vowel sound.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SL.1.6 Produce complete sentences when appropriate to task and situation.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series.
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks,
looked, looking).
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and one by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
New Jersey Student Leaning Standards for Social Studies
6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship.
New Jersey Student Leaning Standards for Science
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring to survive.
New Jersey Student Leaning Standards for Technology
8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
8.1.2.A.2 Create a document using a word processing application
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.
8.1.2.E. 1 Use digital tools and online resources to explore a problem or issue.
Unit 3 Essential Questions Unit 3 Enduring Understandings
● How does a good writer develop their ideas? ● Why is it important to identify fiction vs.
nonfiction? ● How do readers talk about their thinking with
others?
● Readers understand the structure and features of nonfiction text.
● Our lives are worth writing about and sharing with others.
● Writers use a process to compose a selection.
Accommodations and Modifications for the Following Students:
Special Education Students https://docs.google.com/document/d/1xgcmJZiX1yyZPUYae_IuAwcdWuQM_Pz4JK2vO0d27BQ/edit?usp=sharing Gifted and Talented Students https://docs.google.com/document/d/1rKgSC8LGRdmJXG9MAeBMXqKZISgruuqj7zbXeJXUJOQ/edit?usp=sharing ESL-ELL Students https://docs.google.com/document/d/1HDnAEyeCoZt3MHoHPpDVjfIIeUjeptsb4JITe8egvhA/edit?usp=sharing At-Risk Students https://docs.google.com/document/d/1YdPAzxs2Bkz1xkT3YQ1CRsr5ANEM_jwQWPIPx61lLBI/edit?usp=sharing Students with 504 Plans https://docs.google.com/document/d/1aW8cuacIzNTlK2RRsvA47KYnwn5iaZmAzB6djTIs-IM/edit?usp=sharing Additional Reading/Writing Differentiation and Accommodations Strategies:
Strategy and flexible groups based on formative assessment or student choice
Guided reading groups
One: One conferring with teacher
Student selected goals for reading
Level of independence
Consult mentor texts to support reading strategies
Assessment - Evidence of Learning
Formative Assessment
Words Their Way, Pearson Learning Group Emergent –Early Letter Names Within Word Patterns
Developmental Reading Assessment (DRA) (*conducted two to three times a school year)
Guided Reading and Small Group Instruction - to scaffold reading strategies
Teacher’s Running Anecdotal/Observational Records (*varies throughout the school year)
Student oral responses/discussions in partner or small group work (guided reading or strategy groups)
Student Reading Journals/Notebooks
Narrative Writing-Personal Narratives -Story Elements, Supporting Details, Fluency
Informational Text: Text Features, Inferences, Details, Main Idea
Sentence Construction: Writing complete Sentences – Capitalization, Punctuation, Subject/Verbs, Fragments, Run-Ons
Phonics: Sounds/Phenomes, Word Usage-Continual
Pre-Unit Assessment:
Informational Reading/Writing –Nonfiction Text Features, Context Clues, Inferences, Supporting Evidence– Rubric Suggested Texts: The Way Things Were, Which Weighs More?, Life Cycles
Technology-Based Formative Assessments
Moby Max, http://www.mobymax.com Informational Text Structures, Main Idea, Vocabulary, Comprehension
Lexia, http://www.lexia.com Skills: Nonfiction Comprehension, Text Features, Vocabulary, Sentences
Raz-Kids, http://www,raz-kids.com Skills: Reading Narrative Comprehension – Leveled Readings
Readworks.org, http://www.readworks.org Skills: Informational/Narrative – Structure, Context Vocabulary, Details
Alternative Formative Assessments
Student/Group Conferencing: Informational and Narrative Writing Skills, Fluency
Graphic Organizers/Maps/Webs
Oral Question and Answer
Entrance/Exit Cards Word Sort
Summative Assessment
End of Unit 3 Benchmark Assessment: Informational Text Comprehension Summative Post-Assessment:
Narrative Writing-Personal Narratives: Structure, Development, Details, Support, Description, Punctuation, Development of Ideas - Rubric
Informational Reading/Writing: Using Text Features, Main Idea, Opinion/Support, Complete Sentences – Rubric Suggested Texts: Young Rosa Parks, Two
Instructional Materials and Resources
● Classroom library that reflect the levels of the readers in your room ● Good Habits, Great Readers, Pearson Learning Group ● Words Their Way, Pearson Learning Group ● Write Habits, Pearson Learning Group ● Scholastic Magazine, Scholastic Inc. ● The Daily Five, Stenhouse Publishers ● The CAFE Book, Stenhouse Publishers ● Developmental Reading Assessment, Celebration Press/Pearson Learning Group ● YouTube Education, https://www.youtube.com/t/education
● Brainpop Jr., https://jr.brainpop.com/
Integration of Technology
● Chromebooks/Computers ● SMART Board ● Google Classroom/Docs/Forms
Grade 1 Language Arts Literacy
Unit 4 6 Weeks Throughout Unit 4, first grade students continue to build their high-frequency word reading vocabulary and use irregular words both in and out of context. Likewise, developing readers continue to build, blend, and segment words with final -e. While reading informational texts and literature, first graders focus on identifying the topic, the main idea, and details that support the ideas presented by the author. The students will also continue to compare and contrast characters’ experiences in different stories and identify who is telling the story at different points in the text. In addition, with instructional guidance, first graders use personal experiences or information gathered from provided sources to answer questions and engage in conversations. Young writers apply the writing process to create an opinion piece that states an opinion, provides a reason that supports that opinion, and ends with a closing statement.
21st Century Skills
X Creativity & Innovation X Communication X Critical Thinking and Problem Solving X Collaboration
Career Ready Practices
o CRP4. Communicate clearly and effectively and with reason. o CRP6. Demonstrate creativity and innovation. o CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. o CRP10. Plan education and career paths aligned to personal goals. o CRP11. Use technology to enhance productivity.
Unit 4 Learning Targets
Students will be able… ● to recognize and read high-frequency words/ irregular words in and out of context. ● to decode, blend, and segment words with final –e, words with common vowel teams and common digraphs. ● to use personal experiences or information gathered from provided sources (e.g., books, computers) to
answer questions. ● to write an opinion piece in which the topic or book they are writing about is introduced and which includes a
statement of their opinion, a reason for their opinion, and closing. statement. ● to use phonemic awareness and spelling conventions to write untaught words, words with common spelling
patterns, and frequently occurring words. ● to identify who is telling the story at different points in a text. ● to compare and contrast characters’ adventures and experiences in stories. ● to use commas where needed in sentences that contain a series of single words or dates.
New Jersey Student Leaning Standards for ELA
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
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.
RL.1.10 With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words 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).
RI.1.10 With prompting and support, read informational texts at grade level text complexity or above.
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. (two letters that
represent one sound). b. Decode regularly spelled one-syllable words. c. Know final –e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables
using knowledge that every syllable must have a vowel sound.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.1.6 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We
hop). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;
Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. j. Produce and expand complete simple and compound declarative, interrogative, imperative,
and exclamatory sentences in response to prompts.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
b. Use end punctuation for sentences. d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
b. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word.
L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word
relationships and nuances in word meanings. d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance,
stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, an responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
New Jersey Student Leaning Standards for Social Studies
6.1.4. D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the
American identity.
New Jersey Student Leaning Standards for Science
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted
New Jersey Student Leaning Standards for Technology
8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
8.1.2.A.2 Create a document using a word processing application
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games,
museums).
8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.
8.1.2.E. 1 Use digital tools and online resources to explore a problem or issue.
Unit 4 Essential Questions Unit 4 Enduring Understandings
● How can I share what I know or what I learned through writing?
● What skills and strategies can I use to become a more effective reader?
● How can I share my opinion and convey my feelings in a concise way?
● Writers can use stories they know to help them write their own.
● Readers understand types of nonfiction texts. ● Readers use strategies before, during and after
reading.
Assessment - Evidence of Learning
Formative Assessment
Words Their Way, Pearson Learning Group Emergent –Early Letter Names Within Word Patterns
Developmental Reading Assessment (DRA) (*conducted two to three times a school year)
Guided Reading and Small Group Instruction - to scaffold reading strategies
Teacher’s Running Anecdotal/Observational Records (*varies throughout the school year)
Student oral responses/discussions in partner or small group work (guided reading or strategy groups)
Student Reading Journals/Notebooks
Narrative Writing- -Story Elements, Small Moments, Specific Details, Problem/Solution, Description-Texts: Clean Your Room, Harvey Moon,
Opinion Writing/Nonfiction Texts: Leads, Details, Support, Paragraph Construction
Fiction/Nonfiction Texts-Compare Contrast –Texts-A Dog is a Mammal, Eva the Beekeeper, Road Builders
Sentence Construction: Writing complete Sentences – Capitalization, Punctuation, Fragments, Run-Ons, Development
Phonics: Sounds/Phenomes, Word Usage-Continual
Pre-Unit Assessment:
Fiction/Nonfiction Reading/Writing – Fact/Fiction Problem/Solution Context Clues, Inferences, Text Evidence– Rubric Suggested Texts: Stellaluna, Bats, Eagar Vegetables
Technology-Based Formative Assessments
Moby Max, http://www.mobymax.com
Fiction/Nonfiction Text, Structure, Inferences, Context Vocabulary Comprehension
Lexia, http://www.lexia.com Skills: Narrative Comprehension, Compare/Contrast, Vocabulary, Sentences
Raz-Kids, http://www,raz-kids.com Skills: Reading Narrative Comprehension – Leveled Readings
Readworks.org, http://www.readworks.org Skills: Informational/Narrative – Structure, Context Vocabulary, Details, Sentence Construction
Alternative Formative Assessments
Student/Group Conferencing: Informational and Narrative Writing Skills, Fluency
Graphic Organizers/Maps/Webs
Oral Question and Answer
Entrance/Exit Cards
Word Sort
Summative Assessment
End of Unit 4 Benchmark Assessment: Non-fiction Opinion Text Comprehension Summative Post-Assessment:
Narrative Reading/Writing: Structure and Development, Problem/Solution Context Clues, Inferences, Text Evidence – Rubric Suggested Texts: Hey, Little Ant, Don’t Let a Pigeon Drive a Bus
Opinion Writing: Details, Support, Development, Sentence /Paragraph Construction-Rubric
Suggested Texts: My Favorite World, Look Closer, Life Cycles,
Instructional Materials and Resources
● Classroom library that reflect the levels of the readers in your room ● Good Habits, Great Readers, Pearson Learning Group ● Words Their Way, Pearson Learning Group ● Write Habits, Pearson Learning Group ● Scholastic Magazine, Scholastic Inc. ● The Daily Five, Stenhouse Publishers ● The CAFE Book, Stenhouse Publishers ● Developmental Reading Assessment, Celebration Press/Pearson Learning Group ● YouTube Education, https://www.youtube.com/t/education ● Brainpop Jr., https://jr.brainpop.com/
Integration of Technology
● Chromebooks/Computers ● SMART Board ● Google Classroom/Docs/Forms
Grade 1 Language Arts Literacy
Unit 5 6 Weeks Within this final unit, first grade students apply their prior phonics knowledge to decode, blend, and segment words with final -e, common vowel teams, digraphs, blends, and inflectional endings. Young readers develop summarization and retelling skills by identifying the central message or lesson within a variety of increasingly complex narrative and informational texts. First graders will also be able to revisit the text to respond orally and in writing. During Unit 5, developing first grade writers craft a personal narrative, informational piece, and an opinion piece through the application of the writing process as well as a variety of organizational skills. Additionally, first grade students will utilize a variety of digital tools to produce and publish their writing.
21st Century Skills
X Creativity & Innovation Communication X Critical Thinking and Problem Solving X Collaboration
Career Ready Practices
o CRP2. Apply appropriate academic and technical skills o CRP4. Communicate clearly and effectively and with reason. o CRP6. Demonstrate creativity and innovation. o CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems
and persevere in solving them o CRP11. Use technology to enhance productivity.
Unit 5 Learning Targets
Students will be able to… ● to recognize and read high-frequency words/ irregular words in and out of context ● to retell key details identifying the central message or lesson in literature texts and the main topic in
informational ● to read and write different styles of poetry using different poetic elements ● to revisit the text to respond to reading (orally and in writing) ● to write an informational, personal narrative, and opinion piece ● to use pronouns, frequently occurring conjunctions, demonstratives, and appropriate prepositions to form
and complete sentences when speaking and writing ● to use a variety of digital tools to produce and publish writing, including in collaboration with peers ● to orally segment, identify phonemes in a single-syllable word, and pronounce (e.g., meet: /m/-/ee/-/t/)
New Jersey Student Learning Standards for ELA
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
RL. 1.4 Identify words or phrases in stories or poems that suggest feelings or appeal to the senses.
RL. 1.6 Identify who is telling the story at various points in a text.
RL. 1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL. 1.9 Compare and contrast the adventures and experiences of characters in stories.
RL.1.10 With prompting and support, read and comprehend stories and poetry at grade level text complexity or above.
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5 Know and use various text features (e.g., headings, tables of contents, 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).
RI.1.10 With prompting and support, read informational texts at grade level text complexity or above.
RF.1.2 Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by using knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-
syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs (two letters
that represent one sound). b. Decode regularly spelled one-syllable words. c. Know final –e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of
syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables
using knowledge that every syllable must have a vowel sound.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed.
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6 Produce complete sentences when appropriate to task and situation.
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything).
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward).
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
c. Use commas in dates and to separate single words in a series.
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes and inflection (e.g., -ed, -s, - ing, re-, un-, pre-, -ful, -less) as
a clue to the meaning of a word.
New Jersey Student Learning Standards for Social Studies
6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics and physical environment to understand the concept of regionalism.
6.1.4. D.13 Describe how culture is expressed through and influenced by the behavior of people.
New Jersey Student Learning Standards for Science
1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted
1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring to survive.
New Jersey Student Learning Standards for Technology
8.1.2.A.1 Identify the basic features of a digital device and explain its purpose.
8.1.2.A.2 Create a document using a word processing application
8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments (i.e. games, museums).
8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources.
8.1.2.E. 1 Use digital tools and online resources to explore a problem or issue.
Unit 5 Essential Questions Unit 5 Enduring Understandings
● How does word choice affect the meaning of a text?
● How do writers organize their thoughts and ideas to engage readers?
● How do people read poetry?
● Readers identify the features of poetry ● Writers can use stories they know to help them write
their own. ● Effective readers use context clues to determine the
meaning of unknown words.
Accommodations and Modifications for the Following Students:
Special Education Students https://docs.google.com/document/d/1xgcmJZiX1yyZPUYae_IuAwcdWuQM_Pz4JK2vO0d27BQ/edit?usp=sharing Gifted and Talented Students https://docs.google.com/document/d/1rKgSC8LGRdmJXG9MAeBMXqKZISgruuqj7zbXeJXUJOQ/edit?usp=sharing ESL-ELL Students https://docs.google.com/document/d/1HDnAEyeCoZt3MHoHPpDVjfIIeUjeptsb4JITe8egvhA/edit?usp=sharing At-Risk Students https://docs.google.com/document/d/1YdPAzxs2Bkz1xkT3YQ1CRsr5ANEM_jwQWPIPx61lLBI/edit?usp=sharing Students with 504 Plans https://docs.google.com/document/d/1aW8cuacIzNTlK2RRsvA47KYnwn5iaZmAzB6djTIs-IM/edit?usp=sharing Additional Reading/Writing Differentiation and Accommodations Strategies:
Strategy and flexible groups based on formative assessment or student choice
Guided reading groups
One: One conferring with teacher
Student selected goals for reading
Level of independence
Consult mentor texts to support reading strategies
Assessment - Evidence of Learning
Formative Assessment
Words Their Way, Pearson Learning Group Emergent –Early Letter Names Within Word Patterns
Developmental Reading Assessment (DRA) (*conducted two to three times a school year)
Guided Reading and Small Group Instruction - to scaffold reading strategies
Teacher’s Running Anecdotal/Observational Records (*varies throughout the school year)
Student oral responses/discussions in partner or small group work (guided reading or strategy groups)
Student Reading Journals/Notebooks
Narrative Writing- Full Review of Skills
Information Nonfiction Texts: Text Evidence, Conclusions, Paragraph Construction
Poetry-Reading/Writing: Elements of Poetry-Rhyme, Rhythm, Language-Text: Down By the Swamp, Scholastic Magazine, Teacher Selected Poems
Sentence Construction: Writing complete Sentences – Subjects/Verbs, Description, Construction and Development
Phonics: Sounds/Phenomes, Word Usage-Continual
Pre-Unit Assessment:
Narrative Reading/Writing – Structure and Development , Point of View, Description, Using Text Evidence– Rubric Suggested Texts: The Ugliest Dog in the World, What Animals Say,
Technology-Based Formative Assessments
Moby Max, http://www.mobymax.com - End of the Year Review Narrative Text Structures, Sequencing
Lexia, http://www.lexia.com - End of the Year Review Skills: Nonfiction Comprehension, Fluency, Vocabulary
Raz-Kids, http://www,raz-kids.com - End of the Year Review Skills: Reading Comprehension – Leveled Readings
Readworks.org, http://www.readworks.org - End of the Year Review Skills: Informational – Main Idea
Alternative Formative Assessments
Student/Group Conferencing: Informational and Narrative Writing Skills, Fluency
Graphic Organizers/Maps/Webs
Oral Question and Answer
Entrance/Exit Cards
Word Sort
Summative Assessment
End of Unit 5 Benchmark Assessment: Fiction/Non-fiction Text-Paired Text- Comprehension Summative Post-Assessment:
Narrative Reading/Writing: Structure and Development, Context Vocabulary, Characters Text, Point of View, Evidence, Response Writing– Rubric Suggested Texts: Barry and Benny, Jenny’s Yellow Ribbon, Nana Upstairs, Nana Downstairs, Kermy and
Pepper
Information Text Reading/Writing: Structure, Text Features, Topic/Main Idea, Text Evidence, Response Writing-Rubric Suggested Texts: A Healthful Meal, A Very big Animal, Five Senses, Fins, Wings, and Legs
Instructional Materials and Resources
● Classroom library that reflect the levels of the readers in your room ● Good Habits, Great Readers, Pearson Learning Group
● Words Their Way, Pearson Learning Group ● Write Habits, Pearson Learning Group ● Scholastic Magazine, Scholastic Inc. ● The Daily Five, Stenhouse Publishers ● The CAFE Book, Stenhouse Publishers ● Developmental Reading Assessment, Celebration Press/Pearson Learning Group ● YouTube Education, https://www.youtube.com/t/education ● Brainpop Jr., https://jr.brainpop.com/
Integration of Technology
● Chromebooks/Computers ● SMART Board ● Google Classroom/Docs/Forms
Appendix – Resources – Good Habits, Great Readers – Leveled Texts
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
A Dog Named Honey
Support retelling information in a logical order or sequence
8 E Nonfiction, Biography
-ill -ip
Understand Sequence of Events (non-fiction)
A Healthful Meal
Support retelling information in a logical order or sequence
10 F Nonfiction, Informational
br fr
Understand Nonfiction Text Structures
A Hiccup Cake Model and teach the elements of a good retelling and how to identify important details to include in a retelling
12 G Fiction, Realistic
long a, a_e
Understand Plot
A Scientist of Old
Teach student how to read information presented graphically
16 I Nonfiction, Biography
au aw
Use Nonfiction Features
A Tall, Tall Giant
Support and reinforce student's response to books during read-aloud, and shared and guided experiences
8 E Fiction, Fantasy Fiction, Suspense
short e Visualize
A Trip to the Beach
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
6 D Nonfiction, Narrative
-ad -at
Determine Main Idea and Details
A Very Big Animal
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
8 E Nonfiction, Informational
-ig -it
Determine Main Idea and Details
A Wiggly, Jiggly, Joggly Tooth
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
6 E Fiction, Humor Initial j Initial k
Understand Plot
ABC - All About Cars
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
12 G Nonfiction, Informational
long a, a_e
Use Nonfiction Features
All About Me Model and teach how to make text-to-self connections
16 I Nonfiction, Procedural
au aw /o/a
Make Connections
Anansi's Narrow Waist
Support creating a story from the illustrations
16 I Fiction, Folk Tale
Comparatives/Superlatives
Understand Genre
Ancient Mysteries
Model and teach how to create and use story maps to aid retelling
16 I Nonfiction, Narrative Nonfiction, Informational
Multisyllabic Words
Determine Problem and Solution (non-fiction)
Ancient Times Teach student how to use and construct graphic organizers to
14 H Nonfiction, Narrative
-ed and -ing
Ask and Answer Questions
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
keep track of key ideas and facts
Animal, Vegetable, or Mineral?
Model and teach how to make text-to-self connections
10 F Nonfiction, Informational
br gr
Draw Conclusions
Are You the New Principal?
Model and support how to take words apart (onset and rime) to problem-solve unknown words
8 E Fiction, Realistic
-un -us
Ask and Answer Questions
Barry and Bennie
Support and reinforce student's response to books during read-aloud, and shared and guided experiences
14 H Fiction, Fantasy
Variant Vowels oo (food, hood)
Analyze Character, Setting, or Theme
Basketball Science
Teach student how to read information presented graphically
16 L Nonfiction, Informational
or, ur Use Nonfiction Features
Beatrix Potter Teach student how to read information presented graphically
16 I Nonfiction, Biography
Multisyllabic Words
Understand Genre
Big Pig, Little Pig
Support rereading familiar texts to build accuracy and fluency
6 E Fiction, Rhyme Initial b Initial l
Understand Roles of Author and Illustrator
Big and Little Support and reinforce student's response to books during read-aloud, and shared and guided experiences
6 D Fiction, Fantasy
-at -ap
Recognize Author's Craft
Butterflies of the Sea
Model and teach student how to activate relevant background knowledge before reading an informational text
16 I Nonfiction, Informational
or ar
Use Nonfiction Features
Clouds Teach student how to read information presented graphically
16 I Nonfiction, Informational
ar or
Categorize and Classify
David's Cold Model and teach how to make text-to-self connections
12 G Nonfiction, Narrative
long u, u_e, ew, ue
Determine Cause and Effect (non-fiction)
Dear Mabel Support creating a story from the illustrations
14 H Fiction, Rhyme Fiction, Realistic
're 's
Analyze Character, Setting, or Theme
Desert Dance Support creating a story from the illustrations
12 G Fiction, Traditional Song Fiction, Fantasy
ng Analyze Character, Setting, or Theme
Dig In Support retelling information in a logical order or sequence
12 G Nonfiction, Procedural
nd st
Understand Nonfiction Text
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Structures
Dogs and Puppies
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
12 G Nonfiction, Narrative
Compound Words
Use Nonfiction Features
Down by the Swamp
Model and support using beginning letter(s)/sound(s), sentence and/or story structure, as well as meaning (illustrations and background knowledge) to problem-solve unknown words
10 F Fiction, Rhyme sp sw
Analyze Character, Setting, or Theme
Engelbert the Hero
Demonstrate how to support and give reason(s) for one's opinion
14 H Fiction, Rhyme Fiction, Fantasy
long a, ai, ay
Determine Problem and Solution (fiction only)
Engelbert's Exercises
Model and teach how to make text-to-self connections
8 E Fiction, Fantasy
short e Recognize Author's Purpose
Fireflies Teach student how to read information presented graphically
14 H Nonfiction, Informational
long i, i_e, ie, igh, y
Use Nonfiction Features
Five Senses Teach student how to use and construct graphic organizers to keep track of key ideas and facts
10 F Nonfiction, Informational
short i Make Predictions
Freddy the Frog
Support creating a story from the illustrations
10 F Fiction, Rhyme short e Determine Cause and Effect (fiction only)
Games Around the World
Model and teach student how to activate relevant background knowledge before reading an informational text
10 F Nonfiction, Informational
pl sl
Determine Main Idea and Details
Get Stronger! Model and teach how to create and use story maps to aid retelling
6 D Nonfiction, Informational
-og -op
Use Graphic Organizers
Get the Message
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
10 F Nonfiction, Procedural
pl cl
Use Nonfiction Features
Giraffe Grows Up
Support retelling a story in sequence
6 D Nonfiction, Informational
-og Initial n
Understand Nonfiction Text Structures
Good Soil Teach student how to use and construct graphic organizers to keep track of key ideas and facts
12 G Nonfiction, Informational
long o, o_e, oa, ow, oe
Use Nonfiction Features
Growing in My Garden
Model and teach how to make text-to-self connections
12 G Nonfiction, Informational
-ed and -ing
Use Nonfiction Features
Guide to Teach student how to use and 10 F Nonfiction, -s Compare and
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Growing construct graphic organizers to keep track of key ideas and facts
Reference -s -es -es
Contrast
Hands and Feet, Fingers and Toes
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
10 F Nonfiction, Informational
short u Use Graphic Organizers
Hats Model and support how to take words apart (onset and rime) to problem-solve unknown words
6 D Fiction, Humor Initial p Initial qu Initial r
Understand Description
Hop, Skip, Count!
Teach student how to read information presented graphically
16 I Nonfiction, Mathematics
ou ow
Use Nonfiction Features
How to Make Peanut Butter
Support and reinforce student's response to books during read-aloud, and shared and guided experiences
8 E Nonfiction, Procedural
short u Understand Genre
I'm Isabel Monk
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
14 H Nonfiction, Biography
'm n't 'm
Recognize Author's Purpose
I Can Do It, I Really Can
Model and support how to take words apart (onset and rime) to problem-solve unknown words
10 F Fiction, Realistic
short e Analyze Character, Setting, or Theme
I Can Use the Computer
Model and teach how to make text-to-self connections
6 D Fiction, Realistic
-ad -an
Make Connections
I Like Sign Language
Model and teach how to make text-to-self connections
8 E Nonfiction, Informational Nonfiction, Narrative
short o Use Photographs
It's Taco Time Support retelling a story in sequence
8 E Fiction, Realistic
ch sh
Understand Steps in a Process
Jenny's Yellow Ribbon
Support retelling a story in sequence
16 I Fiction, Rhyme ou ow
Understand Sequence of Events (fiction only)
Keeping Fit Model and support using beginning letter(s)/sound(s), sentence and/or story structure, as well as meaning (illustrations and background knowledge) to problem-solve unknown words
6 E Fiction, Rhyme Initial r Initial m
Compare and Contrast
King of the Mountain
Demonstrate how to support and give reason(s) for one's opinion
16 I Fiction, Fantasy
ou ow
Make Inferences
Lend a Hand Demonstrate how to support and give reason(s) for one's opinion
6 D Nonfiction, Persuasive
short a Recognize Author's
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Purpose
Let's Make Music
Support retelling a story in sequence
14 H Nonfiction, Procedural
long e, ea, ee, y
Understand Nonfiction Text Structures
Lift the Sky Up Support creating a story from the illustrations
14 H Fiction, Legend -ed and -ing
Understand Genre
Living In the Ocean
Teach student how to read information presented graphically
14 H Nonfiction, Narrative
's n't
Use Nonfiction Features
Look Up Model and teach how to make text-to-self connections
6 E Nonfiction, Informational
Initial l Initial g
Activate and Use Prior Knowledge
Look-Alikes Support and reinforce student's response to books during read-aloud, and shared and guided experiences
14 H Fiction, Humor short oo, u
Recognize Author's Craft
Magnets Model and teach the elements of a good retelling and how to identify important details to include in a retelling
12 G Nonfiction, Informational
long a, a_e
Determine Main Idea and Details
Make a House Support retelling information in a logical order or sequence
6 D Nonfiction, Procedural
Initial y Initial z
Understand Nonfiction Text Structures
Matsumura's Ice Sculpture
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
16 I Nonfiction, Narrative
Multisyllabic Words
Use Graphic Organizers
Measure It Teach student how to use and construct graphic organizers to keep track of key ideas and facts
14 H Nonfiction, Informational
long a, ai, ay
Determine Main Idea and Details
Meet Tom Paxton
Model and support going back to the text for specific information
16 I Nonfiction, Interview
Multisyllabic Words
Ask and Answer Questions
Mr. Sun and Mr. Sea
Model and teach how to make text-to-text connections
16 I Fiction, Fable, Fairy Tale, Myth, Tall Tale Fiction, Legend
Comparatives/Superlatives
Make Connections
Mrs. Sato's Hens
Support creating a story from the illustrations
6 E Fiction, Realistic
Initial f Initial h
Make Predictions
My Dad is a Chef
Support retelling information in a logical order or sequence
14 H Nonfiction, Informational
short oo, u
Understand Nonfiction Text Structures
My Favorite School Helper
Model and teach how to make text-to-self connections
8 E Nonfiction, Narrative
short o Ask and Answer Questions
My Gymnastics Class
Model and teach how to monitor visual information, self correcting when a word doesn't look right
6 D Nonfiction, Narrative
-ob -ot
Use Photographs
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
My Mom is a TV News Anchor
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
14 H Nonfiction, Narrative
long e, ea, ee, y
Use Nonfiction Features
My Pet Zoo Support creating a story from the illustrations
10 F Fiction, Fantasy
short o Determine Problem and Solution (fiction only)
My Special Wish
Support creating a story from the illustrations
14 H Fiction, Realistic
Variant Vowels oo (food, hood)
Understand Roles of Author and Illustrator
Noggin & Bobbin By The Sea
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
16 I Fiction, Fantasy
ar er
Analyze Character, Setting, or Theme
Oh, No! Create structures and routines to support buddy reading
12 G Fiction, Realistic
long i, i_e, ie, igh, y
Determine Problem and Solution (fiction only)
On Top of Spaghetti
Model and support how to take words apart (onset and rime) to problem-solve unknown words
12 G Fiction, Traditional Song Fiction, Fantasy
Compound Words
Recognize Author's Purpose
Patchwork Patterns
Model and teach how to make text-to-self connections
10 G Nonfiction, Informational
short a Visualize
Peanut Butter Support retelling a story in sequence
8 E Fiction, Traditional Song
short a Understand Sequence of Events (fiction only)
Peekaboo School is Cool
Support creating a story from the illustrations
16 I Fiction, Fantasy Fiction, Humor
Multisyllabic Words
Understand Roles of Author and Illustrator
Planes, Trains, and More
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
6 D Nonfiction, Informational
short a Categorize and Classify
Polka Dots Model and support how to take words apart (onset and rime) to problem-solve unknown words
10 F Nonfiction, Informational
short o Understand Nonfiction Text Structures
Rock Collectors Model and teach the elements of a good retelling and how to identify important details to include in a retelling
12 G Nonfiction, Narrative Nonfiction, Informational
nt nd
Determine Main Idea and Details
Samuel's Sprout
Support and reinforce student's response to books during read-
10 F Fiction, Fantasy
gr pr
Understand Genre
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
aloud, and shared and guided experiences
Schools of Fish Model and teach student how to activate relevant background knowledge before reading an informational text
16 I Nonfiction, Informational
Multisyllabic Words
Use Nonfiction Features
Seeds and Plants
Support retelling information in a logical order or sequence
12 G Nonfiction, Narrative
long o, o_e, oa, ow, oe
Understand Nonfiction Text Structures
Shapes, Shapes All Over the Place
Model and teach how to make text-to-self connections
8 E Nonfiction, Mathematics
short i Make Connections
Sharing Danny's Dad
Model and teach how to make text-to-self connections
12 G Fiction, Realistic
ng nt
Analyze Character, Setting, or Theme
Smiling Stan, the Pedicab Man
Model and support how to take words apart (onset and rime) to problem-solve unknown words
8 E Fiction, Realistic
th wh
Analyze Character, Setting, or Theme
Some Things Push and Some Things Pull
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
6 D Nonfiction, Informational
Initial t Initial p
Use Nonfiction Features
Splash! Model and support confirming and discounting word choice using meaning, language, and visual information
8 E Fiction, Realistic
short a Understand Plot
Start the Music!
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
8 E Nonfiction, Informational
short i Compare and Contrast
Sunny Days Provide materials and time for repeated reading to increase reading rate
6 E Nonfiction, Informational
Initial m Initial s
Distinguish Fiction from Nonfiction
Surprise! Model and teach the elements of a good retelling and how to identify important details to include in a retelling
16 I Fiction, Realistic
er ur
Understand Plot
The Ant's Journey
Support creating a story from the illustrations
12 G Fiction, Fantasy
nd nt
Understand Roles of Author and Illustrator
The Banana Monster
Model and support how to take words apart (onset and rime) to problem-solve unknown words
10 F Fiction, Fantasy Fiction, Humor
sl bl
Recognize Author's Purpose
The Big Crocodile
Support creating a story from the illustrations
12 G Fiction, Traditional
long i, i_e, ie,
Distinguish Fiction from
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Song Fiction, Fantasy
igh, y Nonfiction
The Changing Chameleon
Model and support using beginning letter(s)/sound(s), sentence and/or story structure, as well as meaning (illustrations and background knowledge) to problem-solve unknown words
12 G Fiction, Realistic
bl fl
Make Inferences
The Crow and the Pitcher
Model and teach how to create and use story maps to aid retelling
16 I Fiction, Fable, Fairy Tale, Myth, Tall Tale
er ir
Determine Problem and Solution (fiction only)
The Eye Doctor Model and teach student how to activate relevant background knowledge before reading an informational text
6 D Nonfiction, Informational
Initial c Initial d
Make Inferences
The Fox and the Goat
Demonstrate how to support and give reason(s) for one's opinion
16 I Fiction, Fable, Fairy Tale, Myth, Tall Tale
Comparatives/Superlatives
Analyze Character, Setting, or Theme
The Gingerbread Man
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
16 I Fiction, Traditional Tale
oi oy
Understand Plot
The Home Run Model and teach the elements of a good retelling and how to identify important details to include in a retelling
10 F Fiction, Realistic
fr tr
Understand Plot
The Letter Support retelling a story in sequence
10 F Nonfiction, Informational
Possessives
Ask and Answer Questions
The Little Red Hen
Encourage students to use characters' names when retelling a story
14 H Fiction, Traditional Tale
long a, ai, ay
Analyze Character, Setting, or Theme
The Longest Noodle in the World
Model and teach how to create and use story maps to aid retelling
6 D Fiction, Humor Initial n Initial w
Determine Problem and Solution (fiction only)
The Magic Pear Tree
Demonstrate how to support and give reason(s) for one's opinion
16 I Fiction, Fable, Fairy Tale, Myth, Tall Tale
ar ir
Make Judgments
The Market Model and support how to take words apart (onset and rime) to problem-solve unknown words
6 D Fiction, Realistic
short o Analyze Character, Setting, or Theme
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
The Moon Teach student how to read information presented graphically
14 H Nonfiction, Informational
long i, i_e, ie, igh, y
Use Nonfiction Features
The Old Oak Tree
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
10 F Fiction, Rhyme cr dr
Retell
The Other Side of the World
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
14 H Fiction, Fantasy
's 'll
Understand Plot
The Planets in Our Solar System
Support and reinforce student's response to books during read-aloud, and shared and guided experiences
14 H Nonfiction, Informational
long a, i, and o: a_e, i_e, o_e
Use Nonfiction Features
The Race Support creating a story from the illustrations
8 E Fiction, Fantasy
-ill -ip
Distinguish Between Reality and Fantasy
The Reading Lesson
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
6 D Fiction, Realistic
Initial w Initial x
Retell
The Three Little Pigs
Support creating a story from the illustrations
14 H Fiction, Traditional Tale
long o, o_e, oa, ow, oe
Understand Sequence of Events (fiction only)
The Two Ogres Support creating a story from the illustrations
10 F Fiction, Fantasy
short a Analyze Character, Setting, or Theme
This is the Way We Make Our Cookies
Support rereading familiar texts to build accuracy and fluency
10 F Nonfiction, Informational
short i Use Photographs
Timothy Turtle Model and teach the elements of a good retelling and how to identify important details to include in a retelling
12 G Fiction, Fantasy
long i, i_e, ie, igh, y
Retell
Trouble Model and teach how to create and use story maps to aid retelling
8 E Fiction, Humor -et -ed
Determine Cause and Effect (fiction only)
We Can Share It
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
14 H Fiction, Fantasy
'll 'm 'm
Retell
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Welcome to the Island
Support and reinforce student's response to books during read-aloud, and shared and guided experiences
12 G Nonfiction, Informational
Compound Words
Use Nonfiction Features
What Do You Do?
Create structures and routines to support buddy reading
12 G Fiction, Rhyme br cr
Recognize Author's Purpose
What Does Light Do?
Model and teach how to make text-to-self connections
10 F Nonfiction, Informational
short u Make Connections
What Is It? Support retelling information in a logical order or sequence
8 E Nonfiction, Procedural
-ug -ut
Understand Nonfiction Text Structures
What Makes This Sound?
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
8 E Nonfiction, Informational
th wh
Use Nonfiction Features
What Should We Wear?
Support retelling information in a logical order or sequence
8 E Nonfiction, Procedural
-et -ell
Draw Conclusions
What Time Is It?
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
8 E Nonfiction, Narrative
short u Make Inferences
What is Rain? Teach student how to read information presented graphically
12 G Nonfiction, Informational
Compound Words
Ask and Answer Questions
What is Wind? Teach student how to read information presented graphically
14 H Nonfiction, Informational
long o, o_e, oa, ow, oe
Use Nonfiction Features
What's the Address?
Model and teach how to make text-to-self connections
10 F Nonfiction, Informational
st sc
Monitor Comprehension
When Grandma Visits Me
Support creating a story from the illustrations
6 D Fiction, Fantasy
Initial w Initial v
Analyze Character, Setting, or Theme
Where Are My Glasses?
Model and support using key language/vocabulary from the text in a retelling
8 E Fiction, Realistic
-en -ed
Retell
Where Does Breakfast Come From?
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
8 E Nonfiction, Informational
-en -ell
Activate and Use Prior Knowledge
Who Laid These Eggs?
Model and support previewing a book before reading, during read-aloud and shared reading experiences
8 E Nonfiction, Informational
ch sh
Make Predictions
Wind and Rain Model and support how to take words apart (onset and rime) to problem-solve unknown words
6 D Nonfiction, Informational
-ap -an
Determine Cause and Effect (non-
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
fiction)
Yesterday and Today: Going to School
Model and teach how to make text-to-self connections
12 G Fiction, Realistic
-ed and -ing
Compare and Contrast
Yesterday and Today: Having Fun
Teach how to use word chunks and analogies to problem-solve unknown words
14 H Nonfiction, Narrative
long o, o_e, oa, ow, oe
Understand Nonfiction Text Structures
Zithers Teach student how to use and construct graphic organizers to keep track of key ideas and facts
12 G Nonfiction, Procedural
nd ng
Use Graphic Organizers
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
A Raindrop Support and reinforce student's response to books, stories, and pictures
1 B Fiction, Humor /f/f Use Illustrations (fiction only)
A Tasty Bug Concept of the terms letter and/or sound
4 D Nonfiction, Procedural
short u Understand Nonfiction Text Structures
All About Me! Concept of the terms letter and/or sound
4 C Nonfiction, Informational
short e Categorize and Classify
At the Museum Model and support previewing a book before reading, during read-aloud and shared reading experiences
2 B Fiction, Realistic
/w/w Make Predictions
At the Zoo Support and reinforce student's response to books, stories, and pictures
2 B Fiction, Fantasy /z/z Distinguish Between Reality and Fantasy
Baseball Concept of the terms letter and/or sound
1 A Nonfiction, Informational
/t/t Make Inferences
Big Rocks, Small Rocks
Model and support previewing a book before reading, during read-aloud and shared reading experiences
4 C Nonfiction, Informational
short i Use Nonfiction Features
Bird Nests Support and reinforce student's response to books, stories, and pictures
2 A Nonfiction, Informational
/n/n Compare and Contrast
Catching Model and teach how to make text-to-self connections
2 B Fiction, Realistic
-an Make Connections
Check It Out! Support and reinforce student's response to books, stories, and pictures
3 D Nonfiction, Narrative
/k/ck Make Inferences
Circles Model and support previewing a 3 C Fiction, Humor /n/n Make
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
book before reading, during read-aloud and shared reading experiences
Predictions
Come to My House
Model and support using key language/vocabulary from the text in a retelling
4 C Fiction, Humor short i Understand Plot
Dig Down Model and support previewing a book before reading, during read-aloud and shared reading experiences
2 B Fiction, Fantasy /d/d Make Predictions
Encyclopedia of Places
Support and reinforce student's response to books, stories, and pictures
4 C Nonfiction, Reference
short u Categorize and Classify
Farm Day Support and reinforce student's response to books, stories, and pictures
4 D Fiction, Realistic
short a Analyze Character, Setting, or Theme
First and Last Model and support previewing a book before reading, during read-aloud and shared reading experiences
2 B Fiction, Fantasy /k/ck Make Predictions
Frogs Support and reinforce student's response to books, stories, and pictures
4 C Fiction, Humor short o Analyze Character, Setting, or Theme
Funny Faces! Model and support previewing a book before reading, during read-aloud and shared reading experiences
2 B Nonfiction, Informational
-at Compare and Contrast
Furry Model and teach the elements of a good retelling and how to identify important details to include in a retelling
2 B Nonfiction, Informational
/f/f Retell
Go Sea It! Support and reinforce student's response to books, stories, and pictures
1 A Nonfiction, Informational
/j/j Categorize and Classify
Going Up? Model and support previewing a book before reading, during read-aloud and shared reading experiences
2 B Fiction, Fiction /g/g Make Predictions
Green and Blue, Yellow, Too!
Support and reinforce student's response to books, stories, and pictures
2 B Nonfiction, Nonfiction
/y/y Ask and Answer Questions
Growing Model and teach how to make text-to-self connections
2 B Nonfiction, Informational
/h/h Make Connections
Hands, Hands, Hands
Concept of the terms letter and/or sound
2 B Nonfiction, Informational
/w/w Determine Main Idea and
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Details
Homes Around the World
Support and reinforce student's response to books, stories, and pictures
3 C Nonfiction, Informational
short a Use Nonfiction Features
How to Make a Hen House
Model and support previewing a book before reading, during read-aloud and shared reading experiences
2 B Nonfiction, Informational
-en Distinguish Fiction from Nonfiction
In My Desert Model and support previewing a book before reading, during read-aloud and shared reading experiences
4 C Fiction, Realistic
short o Determine Main Idea and Details
Jackets Concept of the terms letter and/or sound
4 C Fiction, Realistic
short e Determine Problem and Solution (fiction only)
Jungle Spots Support and reinforce student's response to books, stories, and pictures
2 B Fiction, Fiction /j/j Activate and Use Prior Knowledge
Keys Support and reinforce student's response to books, stories, and pictures
2 B Nonfiction, Informational
/k/k Use Nonfiction Features
Let's Move! Support and reinforce student's response to books, stories, and pictures
2 B Nonfiction, Informational
/d/d Make Connections
Liftoff! Support and reinforce student's response to books, stories, and pictures
4 D Nonfiction, Informational
short a Make Inferences
Little House Support and reinforce student's response to books, stories, and pictures
1 A Fiction, Fantasy /g/g Use Illustrations (fiction only)
Look Closer Support and reinforce student's response to books, stories, and pictures
1 A Nonfiction, Informational
/l/l Use Nonfiction Features
Machines Concept of the terms letter and/or sound
3 B Nonfiction, Informational
-op Distinguish Fiction from Nonfiction
Make a Pinata Concept of the terms letter and/or sound
3 C Nonfiction, Procedural
-it Understand Nonfiction Text Structures
Max's Box Model and support previewing a book before reading, during read-aloud and shared reading experiences
2 B Fiction, Fiction /ks/x Use Title and Book Cover to Predict
Milk Model and support using key language/vocabulary from the text in a retelling
1 A Fiction, Humor /d/d Understand Plot
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
My Best Friend Support and reinforce student's response to books, stories, and pictures
3 C Fiction, Humor -un Compare and Contrast
My Friends Concept of the terms letter and/or sound
4 D Fiction, Realistic
short a Understand Genre
My Glasses Directionality 1 C Fiction, Realistic
/b/b Determine Main Idea and Details
My Nest Support and reinforce student's response to books, stories, and pictures
3 C Nonfiction, Informational
-in Visualize
My Room Concept of the terms letter and/or sound
1 A Fiction, Realistic
/m/m Understand Roles of Author and Illustrator
New Sneakers Support and reinforce student's response to books, stories, and pictures
1 B Nonfiction, Procedural
/k/c Understand Nonfiction Text Structures
Off to Grandma's House
Model and support using key language/vocabulary from the text in a retelling
4 C Fiction, Realistic
short i Understand Plot
On the Road Concept of the terms letter and/or sound
2 B Fiction, Humor /s/s Determine Main Idea and Details
Panda Babies Model and teach the elements of a good retelling and how to identify important details to include in a retelling
3 C Nonfiction, Informational
short a Retell
Pitty Pitty Pat Support retelling a story in sequence
4 C Fiction, Suspense
short e Understand Plot
Recess Model and teach how to make text-to-self connections
1 B Fiction, Realistic
Initial j Make Connections
Red or Blue? Concept of the terms letter and/or sound
1 A Fiction, Fantasy /r/r Distinguish Between Reality and Fantasy
Rita Rolls Support and reinforce student's response to books, stories, and pictures
3 C Fiction, Realistic
-an Analyze Character, Setting, or Theme
Roll, Wheels, Roll!
Model and support previewing a book before reading, during read-aloud and shared reading experiences
4 D Nonfiction, Informational
short a Determine Main Idea and Details
Run, Run, Run Support and reinforce student's response to books, stories, and pictures
2 B Fiction, Realistic
/r/r Determine Cause and Effect (fiction only)
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Sea Riddles Model and support previewing a book before reading, during read-aloud and shared reading experiences
3 C Nonfiction, Informational
short a Make Predictions
Shoes Support and reinforce student's response to books, stories, and pictures
1 A Fiction, Realistic
/n/n Compare and Contrast
Signs Support and reinforce student's response to books, stories, and pictures
3 C Nonfiction, Informational
Initial z Use Nonfiction Features
Small and Large
Model and support previewing a book before reading, during read-aloud and shared reading experiences
4 C Nonfiction, Informational
short o Use Nonfiction Features
Snacks Model and teach the elements of a good retelling and how to identify important details to include in a retelling
2 B Fiction, Humor /s/s Retell
Snow Cover Support and reinforce student's response to books, stories, and pictures
3 C Fiction, Realistic
short i Analyze Character, Setting, or Theme
Something New
Support and reinforce student's response to books, stories, and pictures
4 D Fiction, Fantasy short u Analyze Character, Setting, or Theme
Stop! Support and reinforce student's response to books, stories, and pictures
1 A Fiction, Fantasy /p/p Determine Cause and Effect (fiction only)
Tee-Ball Support and reinforce student's response to books, stories, and pictures
3 C Fiction, Realistic
-et Analyze Character, Setting, or Theme
The Bath Model and support previewing a book before reading, during read-aloud and shared reading experiences
1 A Nonfiction, Nonfiction
/b/b Use Title and Book Cover to Predict
The Beach Support and reinforce student's response to books, stories, and pictures
1 A Nonfiction, Informational
/f/f Activate and Use Prior Knowledge
The Drum Book Support and reinforce student's response to books, stories, and pictures
3 C Nonfiction, Informational
/m/m Compare and Contrast
The Log Hotel Support and reinforce student's response to books, stories, and pictures
1 A Fiction, Fantasy /h/h Use Illustrations (fiction only)
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
The Teeter-Totter
Model and support previewing a book before reading, during read-aloud and shared reading experiences
3 C Fiction, Fantasy -ot Make Predictions
The Tree Stump
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
2 B Fiction, Humor /p/p Retell
The Way Things Were
Support and reinforce student's response to books, stories, and pictures
4 C Nonfiction, Informational
short i Compare and Contrast
This Desert Concept of the terms letter and/or sound
2 B Nonfiction, Informational
/d/d Make Inferences
Tick Tock World Clocks
Model and support previewing a book before reading, during read-aloud and shared reading experiences
4 C Nonfiction, Informational
short i Determine Main Idea and Details
Two Support and reinforce student's response to books, stories, and pictures
1 A Nonfiction, Informational
/l/l Use Nonfiction Features
Two Boys Demonstrate how to support and give reason(s) for one's opinion
1 A Nonfiction, Nonfiction
/s/s Express Opinions
Two Turtles Concept of the terms letter and/or sound
1 A Fiction, Fantasy /t/t Distinguish Between Reality and Fantasy
What Animals Say
Support and reinforce student's response to books, stories, and pictures
4 C Fiction, Fantasy short e Activate and Use Prior Knowledge
What Can Fly? Concept of the terms letter and/or sound
3 C Fiction, Realistic
short a Determine Main Idea and Details
What Can You Make?
Model and teach how to make text-to-self connections
2 B Nonfiction, Nonfiction
/t/t Make Connections
What Makes It Go?
Concept of the terms letter and/or sound
3 C Nonfiction, Informational
short a Understand Nonfiction Text Structures
What's Cooking?
Concept of the terms letter and/or sound
2 B Nonfiction, Procedural
/v/v Understand Nonfiction Text Structures
Where Is My Pencil?
Support and reinforce student's response to books, stories, and pictures
3 C Fiction, Humor -it Analyze Character, Setting, or Theme
Where the Black Bug Sat
Support and reinforce student's response to books, stories, and pictures
3 C Fiction, Fantasy -un -ug
Understand Genre
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Where's Little Mole?
Support retelling a story in sequence
3 C Fiction, Humor /d/d Understand Plot
Which Weighs More?
Support and reinforce student's response to books, stories, and pictures
4 C Nonfiction, Informational
short o Compare and Contrast
Who Reads? Support and reinforce student's response to books, stories, and pictures
1 A Fiction, Realistic
/r/r Compare and Contrast
Whose Tracks? Support and reinforce student's response to books, stories, and pictures
2 B Nonfiction, Informational
Initial kw Initial kqu
Activate and Use Prior Knowledge
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
A Helping Hand Teach student how to use and construct graphic organizers to keep track of key ideas and facts
28 M Nonfiction, Informational
kn wr
Understand Nonfiction Text Structures
A Sticky Business
Model and teach how to create and use story maps to aid retelling
18 K Fiction, Humor short o Determine Problem and Solution (fiction only)
Annie's Secret Diary
Teach student how to make predictions based on title and book cover, as well as opening paragraphs of texts read aloud
28 M Fiction, Realistic
au aw
Make Predictions
Arctic Foxes and Red Foxes
Introduce student to reading materials from a variety of genres and purposes
28 M Nonfiction, Informational
shr thr squ
Distinguish Fiction from Nonfiction
Ashley's World Record
Teach student how to use and construct graphic organizers to keep track of story information
24 L Fiction, Realistic
's 've n't 'll 're
Determine Problem and Solution (fiction only)
At the Top of the World
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
24 L Nonfiction, Informational
-ed and -ing
Understand Nonfiction Text Structures
Baboons Provide opportunities for student to support inferences with information or examples from the text
28 M Nonfiction, Informational
air ear are
Make Inferences
Baby-sitting Model and teach how to create and use story maps to aid retelling
18 K Fiction, Fantasy
short a Use Graphic Organizers
Balloons Teach student how to use and construct graphic organizers to keep track of key ideas and facts
24 L Nonfiction, Informational
long u, u_e, ew, ue
Draw Conclusions
Big, Bigger, Model and teach how to read for 28 M Nonfiction, Hard Recognize
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Biggest different purposes Informational and soft c Hard and soft g
Author's Craft
Billy, the Boy Who Had to Wear Glasses
Support retelling a story in sequence
20 L Fiction, Fantasy
long i, i_e, ie, igh, y
Understand Sequence of Events (fiction only)
Book of Space: Questions and Answers
Provide opportunities for student to answer and construct literal questions
28 M Nonfiction, Reference
Prefixes Ask and Answer Questions
Catch the Cookie
Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud
18 J Fiction, Drama short a Analyze Character, Setting, or Theme
Catching the Wind
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
20 K Nonfiction, Informational
-es -s -s -es
Compare and Contrast
Changing Shores
Model and teach how to use table of contents, headings, glossary, etc.
24 L Nonfiction, Informational
long o, o_e, oa, ow, oe
Use Nonfiction Features
Cinderella Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud
18 K Fiction, Traditional Tale
short u Analyze Character, Setting, or Theme
Clever Bird Help student identify important information and/or message in a story
20 K Fiction, Traditional Tale
long a, a_e
Recognize Author's Purpose
Coral Teach student how to use and construct graphic organizers to keep track of key ideas and facts
18 K Nonfiction, Informational
short e Use Graphic Organizers
Could We Live on the Moon?
Model and support how to distinguish between more important and less important ideas, details, and facts
28 M Nonfiction, Informational
scr spr str
Determine Main Idea and Details
Crossing the Atlantic
Demonstrate and teach student how to support opinion with details from the text
20 K Nonfiction, Narrative
long a, ai, ay
Make Judgments
Deserts Help student identify important information and/or key vocabulary in a variety of texts
28 M Nonfiction, Informational
Schwa Analyze Character, Setting, or Theme
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
Designs Teach student how to use and construct graphic organizers to keep track of key ideas and facts
18 J Nonfiction, Informational
short o Compare and Contrast
Elephants Model and support how to distinguish between more important and less important ideas, details, and facts
18 K Nonfiction, Informational
short e Summarize
Exploring Caves
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
24 L Nonfiction, Informational
or, ur Compare and Contrast
Fergus and Bridey
Teach student how to make predictions based on title and book cover, as well as opening paragraphs of texts read aloud
20 K Fiction, Adventure
long i, i_e, ie, igh, y
Make Predictions
Fins, Wings, and Legs
Model and teach how to use table of contents, headings, glossary, etc.
18 J Nonfiction, Informational
short u Use Nonfiction Features
Forests Model and teach how to use table of contents, headings, glossary, etc.
18 K Nonfiction, Informational
short i Use Nonfiction Features
Get Ready for Robots
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
28 M Nonfiction, Informational
Multisyllabic Words
Understand Nonfiction Text Structures
Goldsworthy and Mort Blast Off
Introduce student to reading materials from a variety of genres and purposes
24 L Fiction, Fantasy
-ed and -ing
Understand Genre
Good Morning, Grandma!
Model and teach how to support inferences with information or examples from the text
18 L Nonfiction, Informational
short i Make Inferences
Grandfather Horned Toad
Model and support using background information to make meaningful predictions
20 K Fiction, Traditional Tale
long o, o_e, oa, ow, oe
Make Connections
Happy Birthday, Mrs. Boedecker
Teach student how to describe characters using information from fiction text features
24 L Fiction, Realistic
Variant Vowels oo (food, hood)
Understand Roles of Author and Illustrator
Hello Peter -- Bonjour, Remy
Teach student how to use and construct graphic organizers to keep track of story information
24 L Fiction, Fantasy
er ir ur
Compare and Contrast
Help! I'm Stuck!
Have student practice appropriate expression with familiar texts
18 J Fiction, Fantasy
short i Understand Roles of Author and Illustrator
Hippo From Another Planet
Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as
28 M Fiction, Fantasy
Multisyllabic Words
Analyze Character, Setting, or Theme
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
well as opening paragraphs and illustrations of texts read aloud
How to Draw a Mouse
Model and discuss strategies good readers use
28 M Nonfiction, Procedural
Schwa Use Nonfiction Features
Kermy and Pepper
Teach student how to use and construct graphic organizers to keep track of story information
18 J Fiction, Realistic
short u Determine Cause and Effect (fiction only)
King of the Knock-Knock Jokes
Model and teach how to support inferences with information or examples from the text
20 L Fiction, Humor long o, o_e, oa, ow, oe
Make Inferences
Kyle's First Kwanza
Model and support how to distinguish between more important and less important ideas, details, and facts
24 L Fiction, Realistic
's 've n't 'll 're
Determine Main Idea and Details
Let's Play Soccer
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
24 L Nonfiction, Informational
long e, ea, ee, y
Understand Nonfiction Text Structures
Let's Play: Games Around the World
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
24 L Nonfiction, Informational
long e, ea, ee, y
Use Graphic Organizers
Living Your Dream
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
24 L Nonfiction, Informational
long u, u_e, ew, ue
Understand Nonfiction Text Structures
Lunka's Trumpet
Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud
20 L Fiction, Humor r blends Analyze Character, Setting, or Theme
Made's Birthday
Teach student how to identify story elements
24 L Fiction, Realistic
ar Analyze Character, Setting, or Theme
Malawi: Keeper of the Trees
Teach student how to use and construct graphic organizers to keep track of story information
20 K Fiction, Fable, Fairy Tale, Myth, Tall Tale
long a, ai, ay
Determine Cause and Effect (fiction only)
Margarito's Carvings
Provide opportunities for student to answer and construct literal questions
24 L Nonfiction, Informational
long e, ea, ee, y
Ask and Answer Questions
Meet Erdene Help student identify important information and/or key vocabulary in a variety of texts
28 M Nonfiction, Biography
are air ear
Analyze Character, Setting, or Theme
Monsters of Teach student how to use and 18 K Nonfiction, short o Understand
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
the Deep construct graphic organizers to keep track of key ideas and facts
Informational Nonfiction Text Structures
Mr. and Mrs. Murphy and Bernard
Model and teach how to create and use story maps to aid retelling
20 K Fiction, Fantasy
s blends Understand Plot
Native American Traditions
Provide opportunities for student to answer and construct literal questions
28 M Nonfiction, Informational
Multisyllabic Words
Ask and Answer Questions
Oscar's Day Model and discuss strategies good readers use
18 J Nonfiction, Narrative
short e Make Connections
Pack a Picnic! Teach student how to use and construct graphic organizers to keep track of key ideas and facts
28 M Nonfiction, Informational
ou ow oi oy
Categorize and Classify
Paloma's Party Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud
24 L Fiction, Realistic
long o, o_e, oa, ow, oe
Analyze Character, Setting, or Theme
Pandas Teach student how to use headings to organize a summary of an informational/nonfiction text
18 K Nonfiction, Informational
short i Retell
Polar Regions Teach student how to use and construct graphic organizers to keep track of key ideas and facts
28 M Nonfiction, Informational
Hard and soft c Hard and soft g
Understand Nonfiction Text Structures
Postcards From New York City
Model and support how to distinguish between more important and less important ideas, details, and facts
20 M Nonfiction, Narrative
s blends Determine Main Idea and Details
Present and Past
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
28 M Nonfiction, Informational
Hard and soft c Hard and soft g
Understand Nonfiction Text Structures
Puppets Teach student how to use and construct graphic organizers to keep track of key ideas and facts
18 J Nonfiction, Procedural
short o Understand Nonfiction Text Structures
Puppy Power Demonstrate and teach student how to support opinion with details from the text
18 M Nonfiction, Narrative
short e Make Judgments
Put on a Play 1, 2, 3
Teach student how to use and construct graphic organizers to
24 L Nonfiction, Procedural
er ur
Understand Nonfiction Text
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
keep track of key ideas and facts ir Structures
Rooroo, the Rooster
Support retelling a story in sequence
18 K Fiction, Fantasy
short i Understand Sequence of Events (fiction only)
Scuba Divers & Their Underwater Friends
Demonstrate and teach student how to support opinion with details from the text
28 M Nonfiction, Informational
air ear are
Draw Conclusions
Seals & Sea Lions
Model and discuss strategies good readers use
18 K Nonfiction, Informational
short u Monitor Comprehension
Sharks Model and discuss strategies good readers use
28 M Nonfiction, Informational
Suffixes Monitor Comprehension
Shooting Star Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud
20 L Fiction, Science Fiction
ch sh th
Analyze Character, Setting, or Theme
Si Won's Victory
Teach student how to use and construct graphic organizers to keep track of story information
28 M Fiction, Realistic
kn wr
Compare and Contrast
Soccer Sue Teach student how to use and construct graphic organizers to keep track of story information
20 K Fiction, Realistic
long u, u_e, ew, ue
Determine Problem and Solution (fiction only)
Space Slug Model and teach student how to think about Why? questions while and after reading a text
20 L Fiction, Science Fiction
bl fl cl sl pl gl
Draw Conclusions
Strawberry Pop and Soda Crackers
Model and support using background information to make meaningful predictions
20 K Nonfiction, Narrative
long u, u_e, ew, ue
Activate and Use Prior Knowledge
The Adventures of Granny Gatman
Model and discuss strategies good readers use
28 M Fiction, Humor thr shr squ
Visualize
The Ant and the Grasshopper
Model and teach the elements of a good retelling and how to identify important details to include in a retelling
24 L Fiction, Fable, Fairy Tale, Myth, Tall Tale
or, ur Retell
The Big Sheep Mix-Up
Model and teach how to support inferences with information or examples from the text
24 L Fiction, Fantasy
ar Make Inferences
The Big Snow Model and discuss strategies good 20 K Fiction, -s Monitor
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
readers use Realistic -s -es -es
Comprehension
The Biggest Bear in the Woods
Model and support how to write a summary in one's own words
20 K Fiction, Realistic
ch sh th wh
Summarize
The Cat Doctor Model and support using background information to make meaningful predictions
24 L Nonfiction, Informational
-ed and -ing
Make Predictions
The Cookie Quest
Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud
28 M Fiction, Realistic
au aw
Analyze Character, Setting, or Theme
The Dog Who Wanted to Be a Tiger!
Model and support how to distinguish between more important and less important ideas, details, and facts
28 M Fiction, Fantasy
scr spr str
Summarize
The First Fire Introduce student to reading materials from a variety of genres and purposes
20 K Fiction, Traditional Tale
long i, i_e, ie, igh, y
Understand Genre
The Friendship Garden
Help student identify important information and/or message in a story
20 K Fiction, Realistic
r blends Analyze Character, Setting, or Theme
The Great Skate Race
Provide opportunities to identify and discuss a significant message or event in a story
24 L Fiction, Fantasy
-ed and -ing
Understand Plot
The Hat Maker Teach student how to use and construct graphic organizers to keep track of key ideas and facts
18 K Nonfiction, Procedural
short a Understand Nonfiction Text Structures
The Lost and Found Game
Provide opportunities to identify and discuss a significant message or event in a story
28 M Fiction, Realistic
Prefixes Understand Plot
The Maple Thanksgiving
Model and support using background information to make meaningful predictions
24 L Fiction, Realistic
-ed and -ing
Make Connections
The Moon Provide opportunities for student to answer and construct literal questions
20 J Nonfiction, Informational
long i, i_e, ie, igh, y
Ask and Answer Questions
The Musicians of Bremen
Teach student how to make predictions based on title and book cover, as well as opening paragraphs of texts read aloud
18 K Fiction, Traditional Tale
short o Make Predictions
The Pet Show Teach student how to use and 20 K Fiction, s blends Categorize and
Lesson Plan DRA Focus DRA Level
GR Level
Genre Phonics Skill
Reading Skill
construct graphic organizers to keep track of story information
Realistic Classify
Three Billy Goats Gruff
Model and teach student how to think about Why? questions while and after reading a text
18 K Fiction, Traditional Tale
short a Ask and Answer Questions
Through the Garden Door
Teach student how to describe characters using information from fiction text features
28 M Fiction, Fantasy
Suffixes Use Fiction Features
Time to Celebrate!
Model and support how to read and interpret charts, graphs, maps, tables, etc.
20 K Nonfiction, Informational
long a, a_e
Use Nonfiction Features
Very Unusual Pets
Teach student how to use and construct graphic organizers to keep track of key ideas and facts
24 L Nonfiction, Informational
long u, u_e, ew, ue
Categorize and Classify
We Need Insects!
Help student identify important information and/or key vocabulary in a variety of texts
24 L Nonfiction, Persuasive
Variant Vowels oo (food, hood)
Recognize Author's Purpose
Which Way to Mars?
Provide opportunities for student to discuss what he or she knows about the characters and setting based on title and book cover, as well as opening paragraphs and illustrations of texts read aloud
20 K Fiction, Science Fiction
ch sh th wh
Analyze Character, Setting, or Theme
World Atlas Model and support how to read and interpret charts, graphs, maps, tables, etc.
24 L Nonfiction, Reference
er ir ur
Use Nonfiction Features
Wrong Way Reggie
Model and teach how to read for different purposes
18 J Fiction, Fantasy
short u Recognize Author's Craft
Your Teeth Model and support how to distinguish between more important and less important ideas, details, and facts
18 K Nonfiction, Informational
short e Determine Main Idea and Details
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