MADISON PUBLIC SCHOOL DISTRICT
First Grade Literacy Curriculum
Authored by:
Victoria Koehler
Karen Natunen
Stephanie Dimakos
Adapted from TCRWP Curriculum Calendars and
Writing Units of Study, Calkins, 2013
Reviewed by:
Janine Loconsolo,
Supervisor of Elementary Education
Last Updated: Summer 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
1
I. PURPOSE AND OVERVIEW
The Madison School District elementary literacy program provides a balanced instructional approach which includes
study of authentic and rich children’s literature, work in leveled texts for guided reading, introduction to patterns and
sounds through phonics and spelling instruction, and experience and practice in effective writing traits within a
workshop approach. We recognize that children enter literacy stages at different developmental points in time and, so,
our curriculum is designed to be responsive to these developmental stages. Our differentiated workshop approach
allows students to be engaged with reading and writing experiences appropriate to their point in development, and our
teachers assess students at regular intervals to inform their instructional decisions.
II. COMPONENTS OF BALANCED LITERACY
The components of a successful balanced literacy program include the following:
• Reading Workshop
• Writing Workshop
• Shared Reading
• Read Aloud
• Word Study
Reading Workshop:
The reading workshop is comprised of four parts; the mini-lesson, independent reading time with conferring, a
mid-workshop teaching point, and finally a teaching share, partnership*, or book club* discussions.
Mini-Lesson- The mini lesson takes place at the beginning of the reading workshop and should last about 10
minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the minilesson. During this time, the teacher clearly states the teaching point for that day. The teacher then models
the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy
while still gathered together.
Independent Reading Time/Conferring- At this time, students are reading independently in their reading spots
throughout the classroom and practicing strategies they have learned in mini-lessons. During the independent
portion of the workshop, teachers are conferencing with students one on one, in partnerships, or conducting
small group strategy lessons. This is also the time to conduct guided reading lessons if necessary.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is
either a common difficulty students are having, or that most students seem to grasp the concept and are
ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to
expand upon a strategy to push students to go further in their reading. The mid-workshop teaching point is
most often decided during the workshop and comes as a result of teacher observation. This should take no
more than 5 minutes.
Share/Partnerships/Book Clubs- At the end of a workshop, the teacher takes a couple minutes to wrap up the
days work with a teaching share. Many times the point a teacher makes in the share comes from specific
student work from that days’ workshop. The share should last no more than 5 minutes. This is also the time
where students can meet in their partnerships or book clubs to discuss their work.
Writing Workshop:
Like reading workshop, the writing workshop is comprised of 4 parts; mini-lesson, independent
writing/conferencing time, mid-workshop teaching point, and a teaching share.
2
Mini-Lesson- The mini lesson takes place at the beginning of the writing workshop and should last about 10
minutes (no longer than 15). Students should be gathered at a central location (like a carpet) for the minilesson. During this time, the teachers clearly states the teaching point for that day. The teacher then models
the skill or strategy they are teaching. Finally, the students are given a chance to practice the skill or strategy
while still gathered together.
Independent Writing Time/Conferring- At this time, students are working independently, most often practicing
the skill or strategy that has been taught in that days’ mini-lesson. During this time, the teacher is
conferencing with students about the work they are doing as writers. This is also time for small group strategy
lessons.
Mid-Workshop Teaching Point- Many times as teachers are conferring with students, they notice that there is
either a common difficulty students are having, or that most students seem to grasp the concept and are
ready to move on. Thus, the mid-workshop teaching point can be used either to clarify confusion, or to
expand upon a strategy to push students to go further in their writing. The mid-workshop teaching point is
most often decided during the workshop and comes as a result of teacher observation. This should take no
more than 5 minutes.
Share/Partnerships - At the end of a workshop, the teacher takes a couple minutes to wrap up the days work
with a teaching share. Many times the point a teacher makes in the share comes from specific student work
from that days’ workshop. The share should last no more than 5 minutes. This is also the time where students
can meet in their partnerships to discuss the work they are doing as writers.
Shared Reading:
Shared reading refers to the reading of a text that all students can see (like a morning meeting board), or that
all students have a copy of. Shared reading is beneficial to increase word recognition skills, fluency and
concepts of print. It gives students the opportunity to see a teacher working through text. It is also useful to
provide extra support on difficult skills and strategies. Shared reading sessions only need to last about ten
minutes.
Read Aloud:
The read aloud portion of a balanced literacy program should take about twenty minutes on a daily basis. It is
important to note that this 20 minutes occurs outside of the 60 minute block allotted for reading workshop.
Students need to be engaged in and accountable for a read aloud. Therefore, students should participate in
both partnership and whole group discussions during read aloud. This time is an opportunity for teachers to
model behaviors of good readers. These behaviors include modeling good fluency, characteristics of engaged
readers, and good discussion skills. Read alouds throughout the year should cover a wide range of levels,
genres, lengths and themes. When possible, the read aloud should align with the reading workshop unit of
study, as it is useful to touch upon read alouds in the mini-lesson portion of reading workshop.
Word Study:
The word study component of balanced literacy is the time where phonics, spelling and vocabulary are
focused on and are specifically taught. The Month By Month Phonics program provides the word study
portion of the first grade literacy program. Fundations is used for phonics instruction in small groups as
needed.
III. GOALS (Common Core State Standards)
Common Core English Language Arts Standards are outlined in each unit.
3
IV. ASSESSMENT
Student learning will be assessed through:
•
•
•
•
•
•
•
Fountas and Pinnell Teachers College Reading Assessments
Reading response journals
Informal Running records
Writing samples and student writing portfolios
Student reading logs
Student/ teacher conferences
Student presentations
V. Scope and Sequence
READING WORKSHOP
September
October/November
November
Launching – Building Good Reading Habits
Launching Small Moments
In this unit, students are taught the workshop routines,
procedures, and expectations.
In this unit, students are taught the workshop routines,
procedures, and expectations.
Print Strategies
Small moments
In this unit, students are taught different strategies to
decode words.
In this unit, students write true stories from small moments in
their lives, called personal narratives.
Print Strategies/ Readers Grow Ideas
(Fiction and Non-fiction)
Writing for Readers
In this unit, students will continue to learn print strategies
and beginning comprehension skills.
December/ January
January/ February
March
Craft of Revision
In this unit, students will continue to learn comprehension
strategies and begin to work in partnerships.
In this unit, students are taught various revision strategies to use
when revise small moment stories.
Non-fiction
“How To” Writing
In this unit, students are taught strategies to navigate and
understand informational texts.
In this unit students write instructions explaining how to do
something that know a lot about.
Non-fiction: Animals
All About Books- Expert Topic
All About Books- Animals
Deepening Comprehension through Partner
Talk
In this unit, students are taught higher-level comprehension
strategies and ways to enhance discussion in partnerships.
May/ June
Deepening Comprehension through Partner
Talk
In this unit, students are taught higher-level comprehension
strategies and ways to enhance discussion in partnerships.
June
Readers Care About Characters (Optional)
In this unit, students are taught to closely analyze a character
by reading within a series.
4
In this unit, students are taught different writing conventions and
how to apply them to their small moment stories.
Readers Grow Ideas (Fiction and Non-fiction)
In this unit, students are taught strategies to navigate and
understand informational texts within a specific topic.
April
WRITING WORKSHOP
This unit is designed to closely align to the corresponding reading
unit. In this unit, students first create all-about books on a topic
they know well, like soccer or taking care of a pet. Next, students
research an animal in reading workshop and create an all-about
book on that animal.
Persuasive Letters
In this unit, students are taught how to share their opinions and
persuade others through letter writing.
Realistic Fiction
In this unit, students learn how to write realistic fiction stories
with a character, setting, problem and solution.
Content Area:
Reading
READING WORKSHOP
Unit:
Unit 1: Readers Build Good Habits
Grade Level:
1
Common Core State Standards:
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small or larger groups
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
SL1.6 Produce complete sentences when appropriate to task and situation
RL1.7 Use illustrations and details in a story to describe its characters, settings or events
RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text
RI1.7 Use illustrations and details in a text to describe its key ideas
Enduring Understandings
•
•
Essential Questions
Thinking while we read helps us follow the action of a story and better understand a
text.
Reading can be supported by workshop procedures and routines in our classroom.
•
•
•
What does a good independent reader look like?
How do good readers show respect for the learning environment?
How can we ensure our workshop runs smoothly?
Teaching Points/ Knowledge
(Students will know . . .)
Developing a Reading Identity
Good readers have favorite reading memories .
Good readers understand that we read for different reasons and that there are
different reading genres.
Good readers handle books carefully and use the classroom library properly.
Good readers understand organization of classroom library.
Learning the Structure of Reading Workshop
Good readers sit properly on the rug for read alouds and mini-lessons.
Good readers transition quickly from the rug to reading spots.
Good readers understand the difference between independent reading and reading
with a partner (private time vs. partner time).
Good readers recognize and practice what it looks like and sounds like during
independent reading (noise level/on-task behavior).
Good readers identify ways to handle distractions while reading.
Good readers observe and practice the proper way to have a reading conference.
Good readers identify other ways to seek help during conferences .
Good readers identify title and author of books while reading.
Good readers take picture walks and make predictions before reading.
Skills (Students will be able to …)
Students will be able to:
•
Learn how to take care of books
•
Learn strategies for working with and talking to a reading partner
•
Think and talk about books with others
•
Learn strategies to help them stay focused during reading
Staying Focused on Reading
Good readers read the pictures.
Good readers read the story.
Good readers act out the story.
Good readers notice details or new things when they reread their books.
Good readers are reminded of things when they read (connections-linking fingers
together).
Readers Think and Talk About Books with Others
Good reading partners sit side by side and read with a book in the middle (partner
time-EEKK).
Good reading partners plan ways to read together.
Good reading partners take turns making decisions.
Good reading partners talk about their books.
Good reading partners share information using post-its.
Assessment
•
•
•
•
Teachers College Reading Assessments
Observation of student’s participation during book talks and mini-lessons
Observation of a child’s attitude towards reading
Conferring Notes
Resources
Mentor Texts/Read Alouds:
I Was Walking Down the Road (F&P:H, 130L)
Knuffle Bunny NA
Chicka Chicka Boom Boom (530L)
Books about making friends and going to school
Browsing baskets (poems, songs, nursery rhymes, ABC books, counting books, picture
books, and nonfiction books)
Big Books
Guided reading books
Independent leveled books
5
Professional Resources:
•
Pacing Calendar
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 1 Unit 1: Readers Build Good Habits
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the needs
of their students.
Week 1
Good readers understand
that we read for different
reasons and that there
are different reading
genres.
Day 1
Good readers understand
that we read for different
reasons and that there are
different reading genres.
Day 2
Good readers handle books
carefully and learn to take
care of their books.
Good readers understand
that during reading
workshop there is private
time and partner time for
reading.
Create chart-What does
reading workshop look like,
sound like etc.
Good readers read a book
with a partner.
Sitting eye to eye knee to
knee; EEKK
Week 2
Good readers understand
ways to handle
distractions while reading.
Good readers observe and
practice the proper way to
have a reading conference
and identify other ways to
seek help.
Good readers understand
what readers do before
reading. (option: class ABC
book Can us On Market
Street))
Pre-Reading Strategies
•
Title
•
Author
•
Illustrator
•
Genre
•
Picture Walk
•
Predictions
Good readers understand
what readers do before
reading. (Option: individual
ABC book)
Pre-Reading Strategies
•
Title
•
Author
•
Illustrator
•
Genre
•
Picture Walk
•
Predictions
Day 1
Good readers understand
what readers do before
reading. (Option: individual
ABC book)
Pre-Reading Strategies
•
Title
•
Author
•
Illustrator
•
Genre
•
Picture Walk
•
Predictions
Day 2
Good readers learn to
make connections while
listening and reading
stories.
Good readers notice
similarities and differences
among books they read.
Go back and reread if
confused
Choosing a smart spot
Week 3
6
Good readers learn that
there are different ways
to read. Reading pictures,
words and acting out.
(Option: Use books within
a common subject like
apples)
Create chart
Good readers notice details
and new things when they
reread their books. (Option:
Use books within a common
subject like apples)
Put post-it on page and
share
Connections
Model connecting fingers
to show thinking
Content Area:
READING WORKSHOP
Unit:
Unit 2: Print Strategies
Grade Level:
1
Common Core State Standards:
RF1.1 Demonstrate understanding of the organization and basic features of print
RF1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes)
RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words
RF1.4 Read with sufficient accuracy and fluency to support comprehension
RL1.10 With prompting and support read prose and poetry of appropriate complexity for grade 1
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small or larger groups
L.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 as a clue to the meaning of a word
c.
Identify frequently occurring words (e.g. look) and their inflectional forms (e.g. looks, looked, looking)
Enduring Understandings
•
•
•
Essential Questions
•
Good readers learn a variety of print strategies
Good readers learn to monitor for meaning while reading text
Good readers learn to read with fluency and phrasing
Good readers increase reading stamina
•
•
•
What does a flexible reader look like?
What does a good reader do to decode words?
How does a good reader sound?
Teaching Points/ Knowledge
(Students will know . . .)
Readers Get Their Minds Ready to Read
Good readers activate prior knowledge to get their minds ready.
Good readers use the cover of the book to get their minds ready.
Good readers take a book walk to help them get their minds ready.
Good readers try to get a sense of a story during a book walk.
Good readers remind themselves what the book is about as they read.
Good readers pay attention to chapter titles and the cover blurb and sample a page or two
Choosing Just Right Books
Readers learn to choose books carefully.
Readers learn strategies to tell if a book is “just right”.
Readers learn how to go book shopping and manage book boxes.
Reading with Fluency
Good readers read like they are talking.
Good readers think about the meaning of the sentence or story.
Good readers chunk text to make it sound smooth.
Good readers use punctuation as a clue to how text sounds.
Good readers reread tricky parts to make them sounds smooth.
Acquisition of Print Strategies
Good readers use their fingers and eyes to track print.
Good readers figure out words by saying sound of beginning letter.
Good readers figure out words by noticing the ends of words.
Good readers use pictures to figure out words.
Good readers figure out words by identifying chunks and word families.
Good readers figure out words using patterns and rhyming words.
Good readers notice sight words.
Good readers figure out words by trying different vowel sounds.
Good readers always think about what makes sense.
Good readers use a variety of print strategies when words do not make sense.
Good readers reread during self-corrections so that the text sounds smooth.
Skills (Students will be able to …)
Assessment
Students will be able to:
•
Activate schema and expectations
•
Acquire print strategies
•
Become flexible with print strategies
•
Read with fluency
•
Choose “just right” books
•
Monitor for meaning
•
Think and talk about books and strategies with others
•
•
•
•
•
Teachers College Reading Assessments
Observation of student’s participation during book talks and min-lessons
Observation of a child’s attitude towards reading
Conferring Notes
Reader’s Response
Grammar Mechanics:
•
Using Context Clues to infer the meaning of unfamiliar words
•
Use affixes
•
Identify root words and their inflectional forms
Resources
Mentor Texts/Read Alouds:
Knuffle Bunny (NA)
Click Clack Moo (F &P:K, 150L)
Koala Lou (F &P:K, 550L)
Dogzilla (F &P:L, 720L)
Skippyjonjones (NA)
Pumpkins and Apples (F &P:I,550L)
The Biggest Pumpkin (F &P:M 570L)
Noisy Nora(F &P:I 320L)
I Was Walking Down the Road (or any pattern book) (F&P:H L:130)
Bear Snores On (F &P:H 280L)
The Cheese (490L)
Any big book
Guided reading books
Independent leveled books
7
Professional Resources:
•
Pacing Calendar
•
Guided Reading by Fountas and Pinnell
•
Daily Five by Gail Boushey and Joan Moser
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 1 Unit 2: Print Strategies
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1
Good readers find a just
right book from the
class library.
Good readers learn to
choose books carefully
Model five finger test
Good readers learn how
to go book shopping
and manage book boxes
Good readers get their
minds ready to read
Activate prior knowledge
and use the cover and title
to get their minds read
Good readers get their
minds ready and get a
sense of the story
Picture walk and
predictions
Good readers learn
different reading
strategies to decode
unknown words
Good readers use their
finger and eyes to track
print
Good readers figure out
words by saying sounds of
beginning letters
Good readers figure out
words by noticing the
ends of words
Chart of different reading
strategies (option; animal
symbols and give out
bookmarks chart; Eagle
Eye, Tryin Lion etc.)
Good readers figure out
words by identifying
chunks and word families
Good readers figure out
words using patterns
and rhyming words
Good readers notice sight
words
Good readers figure out
words by trying different
vowel sounds
Good readers skip words,
think about what makes
sense and go back and
reread
Good readers use a
variety of print
strategies when words
do not make sense
Good readers read like
they’re talking
Good readers chunk text
to make it sound smooth
Option: Goldilocks Chart
Week 2
Good readers remind
themselves what the
book is about as they
read
Option: Expose students
to chapter title and
cover blurb to small
groups, if applicable
Week 3
Good readers use
pictures to figure out
words
Week 4
Good readers always
think about what makes
sense
Model misreading
words to monitor
understanding
Week 5
8
Good readers use
punctuation as a clue to
how text sounds
Good readers reread
during self-corrections
and tricky parts so that the
text sounds smooth
Robot Chart
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 3: Readers Think and Talk About Books to Grow Ideas
1
Common Core State Standards:
RL1.2 Retell stories, including key details, an demonstrate understanding of their central message or lesson
RL1.3 Describe characters, settings and major events in a story, using key details
RL1.6 Identify who is telling the story in various points of a text
RL1.7 Use illustrations and details in a story to describe its characters, settings or events
RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words
RF1.4 Read with sufficient accuracy and fluency to support comprehension
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small or larger groups
SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media
SL1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood
SL1.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings
c. Identify real-life connections between words and their use (e.g. Note places at home that are cozy)
Enduring Understandings
•
•
•
Essential Questions
Readers engage in conversations about books they read
Readers stop and think as they ready
Readers monitor themselves for comprehension
•
•
•
What does a good reading conversation look like?
What does good retelling sound like?
How does a reader monitor comprehension?
Teaching Points/ Knowledge
(Students will know . . .)
Characteristics of a Good Conversation
Good readers know how have a book conversation (taking turns, eye contact etc.).
Good readers know how to be a good listener.
Good readers learn how to stay on topic.
Characteristics of a Good Retell
Good readers retell stories to themselves once they have finished reading.
Good readers retell the books using characters’ names and details.
Good readers retell using the setting.
Good readers retell the problem and solution.
Good readers retell the story events in order (beginning, middle, end).
Good readers know retell the important parts of the story without using too many details.
Good readers retell using time and transition words.
Good readers retell with expression.
Good readers use text evidence to clarify, confirm and revise their retelling.
Readers Have Thoughts as They Read
Good readers make prediction as they read.
•
Readers stay involved in the story by predicting
•
Readers use the title, cover, pictures to make a prediction
•
Readers use prior knowledge to make a prediction
•
Readers understand that not all predictions are correct or helpful
•
Readers use what they know about the text, author and genre to make a
prediction
•
Good readers think about and react to the text.
Good readers make connections while reading.
•
Readers notice when books remind them of something.
•
Readers explain their connections.
•
Readers make connections to understand characters and stories better.
•
Readers stay focused on the story and not the connection.
•
Readers used post-its to show evidence of connection.
Good readers notice when they get a feeling as they read.
Strategies for Checking and Monitoring Comprehension
Good readers read with fluency
Good readers make a movie in their minds
Good readers can retell stories accurately
Good readers catch themselves when daydreaming
Good readers stop and think after reading chunks of text
Strategies to Clear Up Confusion
Good readers go back and reread to understand
Good readers reread to understand the tricky parts
Good readers read the tricky parts aloud
Good readers talk to a partner about tricky parts
Good readers use clues from the book to understand
Skills (Students will be able to …)
Assessment
Students will be able to:
•
Retell books using characters, setting, plot and proper sequence
•
Make predictions before reading
•
Make connections while reading
•
Have feelings and thoughts while reading
•
Use post-it notes to show evidence of thoughts, feelings, predictions and
connections
•
Use strategies to check comprehension and clear up confusion
•
Discuss strategies and thinking with a partner
Grammar Mechanics
•
Identify real life connections between words and their use
•
•
•
•
•
•
•
Teachers College Reading Assessments
Observation of student’s participation during book talks and mini-lessons
Observation of a child’s attitude towards reading
Conferring Notes
Reader’s Response
Guided Reading
Post-its
Resources
Mentor Texts/Read Alouds:
Big Books to model strategies
The Snowy Day (F &P:H, 320L)
Peter’s Chair (F &P:J 390L)
Ira Sleeps Over (F &P:L 310L)
The Little Red Hen (F &P:I 470L)
The Little Scarecrow Boy (F &P:L 760L)
Noisy Nora (F &P:I 320L)
Bigmamas (F &P:K 550L)
9
Short Cut (F &P:J 260L)
Box of Treats (Kevin Henkes)
Fireflies (F &P:K 630L)
Duck on a Bike (F &P:H 240L)
The Gingerbread Man (F &P:I 360L)
The Mitten (NA)
Guided reading books
Independent Leveled Books
Professional Resources:
•
Pacing Calendar
•
Guided Reading by Fountas and Pinnell
•
Daily Five by Gail Boushey and Joan Moser
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 1 Unit 3: Readers Think and Talk About Books to Grow Ideas
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1
Good readers know how
have a book conversation
(taking turns, eye contact
etc.)
Good readers know how to be
a good listener
Good readers learn how to
stay on topic
Good readers retell stories to
themselves once they have
finished reading
Good readers retell the
books using characters’
names and details
Week 2
Good readers retell using
the setting
Good readers retell the
problem and solution
Good readers retell the
story events in order
(beginning, middle, end)
Good readers know how to retell
the important parts of the story
without using too many details
Day 1
Good readers know retell
the important parts of the
story without using too
many details
Day 2
Retelling bracelet
Week 3
Good readers retell using
time and transition words
Good readers retell with
expression
Good readers use text
evidence to clarify, confirm
and revise their retelling
Day 1
Good readers use text evidence
to clarify, confirm and revise
their retelling
Day 2
Good readers make
prediction as they read:
Readers stay involved in the
story by predicting
Week 4
Good readers make
prediction as they read:
Readers use the title,
cover, pictures to make a
prediction
Good readers make prediction
as they read:
Readers use prior knowledge
to make a prediction
Readers understand that not
all predictions are correct or
helpful
Good readers make
prediction as they read:
Readers use what they
know about the text,
author and genre to make a
prediction
Readers understand that
not all predictions are
correct or helpful
Good readers think about and
react to the text
Good readers make
connections while reading:
Readers notice when books
remind them of something
Readers explain their
connections
Week 5
Good readers make
connections while reading:
Readers make connections
to understand characters
and stories better
Good readers make
connections while reading:
Readers stay focused on the
story and not the connection
Good readers make
connections while reading:
Readers used post-its to
show evidence of
connection
Good readers notice when they
get a feeling as they read
Good readers read with
fluency
Post-its
Post-its
Week 6
Good readers make a
movie in their minds
Good readers catch
themselves when
daydreaming
Good readers stop and
think after reading chunks
of text
Good readers stop and think
after reading chunks of text
Good readers go back and
reread to understand
Week 7
Good readers go back and
reread to understand
Good readers reread to
understand the tricky parts
Good readers read the
tricky parts aloud
Good readers talk to a partner
about tricky parts
Good readers use clues from
the book to understand
10
Content Area:
Reading
READING WORKSHOP
Unit:
Unit 4: Nonfiction Reading
Grade Level:
1
Common Core State Standards:
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small or larger groups
SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media
SL1.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
RI1.1 Ask and answer questions about key details in a text
RI1.2 Identify the main topic and retell key details of a text
RI1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text
RI1.4 Ask and answer questions to help determine or clarify the meaning of words or phrases in a text
RI1.5 Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menu, icons) to locate key facts or information in a text
RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text
RI1.7 Use the illustrations and details in a text to describe its key ideas
RI1.8 Identify the reasons an author gives to support points in a text
RI1.9 Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures)
L1.5 With guidance and support from adults, demonstrate understanding of word relationships and word nuances and meanings
a. Sort words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent
Enduring Understandings
•
•
Essential Questions
informational text is designed to inform the reader on a topic
Readers use nonfiction texts to help learn more about a topic
•
•
•
What is the purpose of informational text?
How is nonfiction text structured?
What does a reader do with learned nonfiction information?
Teaching Points/ Knowledge
(Students will know . . .)
Nonfiction Reading
Good readers recognize the differences between fiction and nonfiction texts
by noticing features.
Good readers explore and categorize different types of nonfiction and their
purposes.
Good readers get ready to read nonfiction by activating prior knowledge
about a topic, by asking questions based on the title and picture walks.
Good readers understand what makes a nonfiction book “just right” and how
to choose appropriate texts and topics.
Good readers notice and use nonfiction text features to gain information
(noticing features and building a chart).
Good readers use specific text features to search for and learn information about a topic (several days,
several topics):
•
Title: Helps reader activate prior knowledge and predict
•
Photographs: Helps reader visualize information and gives additional information
•
Table of Contents: Helps reader search for and locate information
•
Index: Helps reader find information by giving page numbers
•
Captions: Helps reader understand what the photograph is teaching
•
Diagram/Map: Helps readers understand the different parts of something
•
Labels: Helps reader identify parts of a diagram
•
Headings: Helps reader get their mind ready for information that follows
•
Different Kinds of Print: Helps reader identify important information and content specific
vocabulary--- readers use context clues to infer meaning of unknown words
•
Glossary: Helps reader define content specific vocabulary
Good readers are able to articulate the main idea of a text or sections of text and provide key details
about the main idea
Skills (Students will be able to …)
Assessment
Students will be able to:
•
Navigate nonfiction texts
•
Use nonfiction texts to gather information on a topic
•
Use nonfiction features
•
Organize information into subtopics
•
Ask and answer questions about texts
•
Work with a partner to share information and deepen understanding of
nonfiction texts through reading, conversation, and writing
•
Present information to peers
Grammar Mechanics
•
Use singular and plural nouns with matching verbs
•
•
•
•
•
•
Teachers College Reading Assessments
Observation of student’s participation during book talks and mini-lessons
Observation of a child’s attitude towards reading
Small group instruction
Guided reading
Student jots/notes, KWL charts, T-Charts, Graphic Organizers, Presentation
Resources
Mentor Texts/Read Alouds:
Gail Gibbons, Jim Aronsky, Real World Texts, Nationalgeographickids.org,
Discoverykids.org, Nasakids.gov,Enchantedlearning.com
Independent Leveled Books
Guided reading books
11
Professional Resources:
•
Pacing Calendar
•
Comprehension Toolkit
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 1-- Unit 4: Nonfiction Reading
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1
Part I
General
Nonfiction
Reading
Good readers recognize the
differences between fiction
and nonfiction texts by
noticing features.
Good readers explore and
categorize different types of
nonfiction and their purposes.
Week 2
Good readers use specific text
features to search for and
learn information about a
topic.
Good readers use specific text
features to search for and
learn information about a
topic.
Title: Helps reader activate
prior knowledge and predict
Photographs: Helps reader
visualize information and gives
additional information
Sort different types of
nonfiction (recipe,
instruction manual, books,
etc…)
Children browse books and
use post-its to identify
features
Captions: Helps reader
understand what the
photograph is teaching
Good readers get ready to read
nonfiction by activating prior
knowledge about a topic by
asking questions based on the
title and picture walks.
Good readers understand what
makes a nonfiction book “just
right” and how to choose
appropriate texts and topics.
Good readers use specific text
features to search for and learn
information about a topic.
Good readers use specific text
features to search for and learn
information about a topic.
Table of Contents: Helps reader
search for and locate
information on a specific
category
Index: Helps reader find
information and domain specific
vocabulary by giving page
numbers
Children browse books and
use post-its to identify
features
Children browse books and
use post-its to identify
features
Labels: Helps reader identify
parts of a diagram
Good readers use specific text
features to search for and learn
information about a topic.
Good readers are able to
articulate the main idea of a text
or sections of text and provide
key details about the main idea.
Good readers are able to
articulate the main idea of a
text or sections of text and
provide key details about the
main idea.
Noticing features and
building a chart
Children browse books and
use post-its to identify
features
Week 3
Good readers use specific text
features to search for and
learn information about a
topic.
Good readers use specific text
features to search for and
learn information about a
topic.
Headings: Helps reader get
their mind ready for
information that follows
Different Kinds of Print: Helps
reader identify important
information and content
specific vocabulary--- readers
use context clues to infer
meaning of unknown words
Model a section of text
without a heading and
brainstorm ideas for a heading
Children browse books and
use post-its to identify
features
12
Children browse books and
use post-its to identify
features
Glossary: Helps reader define
content specific vocabulary
Children browse books and
use post-its to identify
features
Good readers notice and use
nonfiction text features to
gain information.
T-Chart
*Teacher provides main idea (ie.
Animals babies, what animals
eat, etc…) and students provide
details
Good readers use specific
text features to search for
and learn information about
a topic.
Diagram/Map: Helps
readers understand the
different parts of something
Children browse books
and use post-its to
identify features
T-Chart
*Teacher provides main idea
(ie. Animals babies, what
animals eat, etc…) and
students provide details
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 5: Nonfiction Animal Research Unit
1
Common Core State Standards:
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small or larger groups
SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media
SL1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood
SL1.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
SL1.6 Produce complete sentences when appropriate to task and situation
RI1.1 Ask and answer questions about key details in a text
RI1.2 Identify the main topic and retell key details of a text
RI1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text
RI1.5 Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menu, icons) to locate key facts or information in a text
RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text
RI1.7 Use the illustrations and details in a text to describe its key ideas
RI1.9 Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures)
RI1.10 With prompting and support, read informational text appropriately complex for Grade 1
L1.5 With guidance and support from adults, demonstrate understanding of word relationships and word nuances and meanings
a. Sort words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent
Enduring Understandings
•
•
•
Essential Questions
Readers use nonfiction reading strategies to research and accumulate
information related to a topic
Readers use nonfiction text features to help them read and learn about a
topic
Readers synthesize information gathered from various nonfiction texts to
participate in collaborative conversations about a topic
•
•
•
How does a reader use nonfiction features to locate and learn new information about a
specific topic?
What does a reader do with learned nonfiction information?
How does a reader present learned information to teach others?
Teaching Points/ Knowledge
(Students will know . . .)
Good readers focus on topics when reading nonfiction- animals.
Good readers decide on their topic and list three reasons why they chose
that animal.
Good readers use multiple sources to learn about their topic (books,
technology, articles).
Good readers work with a partner to create a KWL chart about their topic.
Good readers use strategies learned and apply them to their nonfiction topic.
Good readers prepare to discuss their topics with their partner by using postits to jot- thoughts, questions, wow facts.
Good readers learn how to have conversations around nonfiction texts with
their partners.
Good readers collaborate with a partner to make meaning from their
nonfiction text.
Good readers determine importance while reading about their topic and sort
their information into sections such as--- habitat- where they live,
characteristics- what they look like, behaviors- what they do, diet- what they
eat, different types, life cycle, etc…
Good readers collaborate to ask questions before, during, and after reading.
Good readers collaborate to discuss the answers and what sources they use to find them (text, other
sources/technology, inferring).
Good readers use multiple texts to learn about a topic, verify information, and follow a line of
thinking.
Good readers notice information that appears in multiple texts and recognize it as important to the
topic.
Good readers notice how different authors present information about the same topic in different ways
(narrative, expository, purpose, etc…).
Good readers use the facts from the text and push their thinking about a topic (T-chart, graphic
organizer- I Learned/It Makes Me Think).
Good readers collaborate to teach other important information about their topic (burning question,
poster presentations, etc…)
Skills (Students will be able to …)
Assessment
Students will be able to:
•
Navigate nonfiction texts
•
Use nonfiction texts to gather information on a topic
•
Use nonfiction features
•
Organize information into subtopics
•
Ask and answer questions about texts
•
Work with a partner to share information and deepen understanding of
nonfiction texts through reading, conversation, and writing
•
Present information to peers
•
•
•
•
•
•
Teachers College Reading Assessments
Observation of student’s participation during book talks and mini-lessons
Observation of a child’s attitude towards reading
Small group instruction
Guided reading
Student jots/notes, KWL charts, T-Charts, Graphic Organizers, Presentation
Grammar Mechanics
•
Use singular and plural nouns with matching verbs
Resources
Mentor Texts/Read Alouds:
Gail Gibbons, Jim Aronsky, Real World Texts, Nationalgeographickids.org,
Discoverykids.org, Nasakids.gov,Enchantedlearning.com
Independent Leveled Books
Guided reading books
Variety of nonfiction animal books sorted by topic
13
Professional Resources:
•
Pacing Calendar
•
Comprehension Toolkit
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 1-- Unit 5: Nonfiction Animal Research Unit
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1
Part II
Nonfiction
Animal
Research
Good readers focus on topics
when reading nonfictionanimals.
Week 2
Good readers use strategies
learned and apply them to
their nonfiction topic.
Good readers use strategies
learned and apply them to
their nonfiction topic.
Review and practice using
nonfiction features
Good readers learn how to
have conversations around
nonfiction texts with their
partners.
Review and practice using
nonfiction features
Good readers collaborate with
a partner to make meaning
from their nonfiction text.
Week 3
Good readers decide on their
topic and list three reasons
why they chose that animal.
T-Chart- Both partners’ post-it
Facts/ It Makes Me Think
Conversation Skills- Eye
contact, turn taking, sharing
facts/wonderings
Good readers use multiple
sources to learn about their
topic (books, technology,
articles).
Good readers work with a
partner to create a KWL chart
about their topic.
Good readers work with a
partner to create a KWL
chart about their topic.
Use different post-it color for
each source and write page
number at bottom of each postit
Good readers use strategies
learned and apply them to their
nonfiction topic.
Good readers use strategies
learned and apply them to their
nonfiction topic.
Content Specific VocabularyExpert/ Everyday Words T-Chart
Good readers determine
importance while reading about
their topic and sort their
information into sections such
as--- habitat- where they live,
characteristics- what they look
like, behaviors- what they do,
diet- what they eat, different
types, life cycle, etc…
Content Specific VocabularyExpert/ Everyday Words T-Chart
Good readers determine
importance while reading about
their topic and sort their
information into sections such
as--- habitat- where they live,
characteristics- what they look
like, behaviors- what they do,
diet- what they eat, different
types, life cycle, etc…
Good readers prepare to
discuss their topics with
their partner by using postits to jot- thoughts,
questions, wow facts.
Chart- What _(animal)_ eat,
Where_(animal)_ live, What
_(animal)_ do, What _(animal)_
looks like
(This chart could be added on to
as the unit progresses)
Good readers use multiple texts
to learn about a topic, verify
information, and follow a line
of thinking.
Chart- What _(animal)_ eat,
Where_(animal)_ live, What
_(animal)_ do, What _(animal)_
looks like
(This chart could be added on to
as the unit progresses)
Good readers use multiple texts
to learn about a topic, verify
information, and follow a line of
thinking.
Good readers use facts to create
an informational presentational
piece (poster, book, etc…)
Good readers use facts to
create an informational
presentational piece (poster,
book, etc…)
Good readers collaborate to
teach other important
information about their topic
(burning question, poster
presentations, etc…)
Good readers collaborate to
teach other important
information about their
topic (burning question,
poster presentations, etc…)
Week 4
Good readers collaborate to
discuss the answers and what
sources they use to find them
(text, other
sources/technology, inferring).
Good readers collaborate to
discuss the answers and what
sources they use to find them
(text, other
sources/technology, inferring).
Week 5
Good readers notice how
different authors present
information about the same
topic in different ways
(narrative, expository,
purpose, etc…)
Good readers use the facts
from the text and push their
thinking about a topic.
Good readers use the facts from
the text and push their thinking
about a topic.
T-chart, graphic organizer- I
Learned/It Makes Me Think
T-chart, graphic organizer- I
Learned/It Makes Me Think
Good readers use facts to
create an informational
presentational piece (poster,
book, etc…)
Good readers use facts to
create an informational
presentational piece (poster,
book, etc…)
Good readers collaborate to
teach other important
information about their topic
(burning question, poster
presentations, etc…)
Week 6
14
Good readers collaborate to
ask questions before, during,
and after reading.
Students can ask questions
for another student’s topic
Good readers notice
information that appears in
multiple texts and recognize
it as important to the topic.
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 6: Deepening Comprehension Through Partner Talk
1
Common Core State Standards:
RF1.4 Read with sufficient accuracy and fluency to support comprehension
RL1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
RL1.3 Describe characters, settings, and major events in a story, using details
RL1.4 Identify words and phrases in stories and poems that suggest feeling or appeal to the senses
RL1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types
RL1.7 Use illustrations and details in a story to describe its characters, settings, or events
RI1.1 Ask and answer questions about details in a text
RI1.3 Describe the connection between two individuals, events, ideas, or pieces of information
RI1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text
RI1.8 Identify the reasons an author gives to support points in a text
RI1.10 With prompting and support, read informational texts appropriately complex for grade 1
SL1 .1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small or larger groups
SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media
SL1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood
SL1.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
SL1.6 Produce complete sentences when appropriate to task and situation
L1.4 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 as a clue to the meaning of a word
c.
Identify frequently occurring words (e.g. look) and their inflectional forms (e.g. looks, looked, looking)
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)
Enduring Understandings
•
•
•
Essential Questions
Readers monitor comprehension as they read
Readers use more complex and inferential strategies as they read
Readers collaborate with a peer to deepen comprehension
•
•
How can a reader use different comprehension strategies to monitor what they read?
What do collaborative peer conversations look like?
Teaching Points/ Knowledge
(Students will know . . .)
Conversation Skills for a Group
Good readers develop conversation skills to enhance book talks (maintain eye contact, actively listen, etc.)
Good readers identify story elements when talking to a partner.
Good readers retell important events in a story to their partner.
•
Include story elements in retell
•
Retell to a partner
•
Retelling rope/yellow brick road
Good readers monitor their comprehension while reading.
•
Stopping at certain points to think and retell after reading chunks of texts
•
Recognizing when they are confused and re-read
Good readers stop and think while they are reading.
•
Activating prior knowledge/schema and making predictions
•
Questioning/wondering
•
Making connections
•
Visualizing
•
Determining importance
•
Inferring
•
Evaluating
•
Synthesizing (optional)
Good readers recognize their favorite parts and code it with a smiley face post-it.
Good readers activate prior knowledge to make predictions about reading.
Good readers ask questions.
Good readers make connections while they read (two connecting circles posted).
Good reads make pictures in their minds to remember the important parts.
Good readers come to their partner ready to talk about important events/turning points in the text.
Good readers make inferences from pictures and the text.
Good readers recommend or don’t recommend books.
Good readers work together to follow lines of thinking (coded post-its).
Good readers find evidence to prove/support their thinking (post-it “E”).
Good readers agree or disagree respectfully using text evidence.
Good readers read smoothly and with expression.
Skills
Assessment
Students will be able to:
•
Use post-its to track thinking and spark conversation
•
Actively listen to peer conversations about a text
•
Practice partner talk strategies that extend conversations
•
Agree/disagree
•
Have conversations to change perspective
Grammar Mechanics
•
Context Clues
•
Use affixes
•
Identify root words and their inflectional forms
•
Respond to texts using frequently occurring conjunctions
•
•
•
•
•
Teachers College Reading Assessments
Observation of student’s participation during book talks and mini-lessons
Observation of discussions
Reading response journal
Small group instruction, Guided reading, Student post-its, Graphic Organizers
Resources
Mentor Texts/Read Alouds:
Character Books
Ramona the Pest (F &P0, 850L)
Flat Stanley (F &P:M, 640L)
Mercy Watson (F &P:K, 390L)
Dear Bear (F &P:L 240L)
Independent Leveled Books
Guided reading books
15
Professional Resources:
•
Pacing Calendar
•
Comprehension Toolkit
•
Reading With Meaning by Debby Miller
Helpful Websites:
•
Teachers College Reading and Writing Project
READING WORKSHOP PACING CALENDAR
Grade 1 Unit 6: Deeping Comprehension Through Partner Talk
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1
Week 2
Conversation Skills for a
Group
Good readers will deepen
conversation skills (maintain
eye contact, actively listen,
etc.)
Good readers identify story
elements when talking to a
partner
Day 1
Good readers identify story
elements when talking to a
partner
Day 2
Options:
Class Story Map- Flat Stanley
Options:
Class Story Map- Flat Stanley
Option: Review conversation
poster
Story Map Posters with partner
Story Map Posters with partner
Story map flip Books
Story map flip Books
Good readers monitor their
comprehension while reading
Stopping at certain points to think
and retell after reading chunks of
texts (use post-its)
Recognizing when they are
confused and re-read
Week 5
Week 6
Week 7
16
Include story elements in retell
Options:
Class Story Map- Flat Stanley
Retell to a partner
Story Map Posters with partner
Retelling rope/yellow brick road
Story map flip Books
Optional: Retelling Bookmarks
Don’t Let the Pigeon Drive the Bus
(focus on plot) Plot story map
Don’t Let the Pigeon Drive the Bus
(focus on plot) Plot story map
Good readers stop and think
while they are reading
Good readers activate prior
knowledge to make predictions
before reading
Day 1
Good readers activate prior
knowledge to make predictions
before reading
Day 2
Good readers activate prior
knowledge to make predictions
before reading
Day 3
Options:
Prediction flipbook-My
prediction/What really happened?
Options:
Prediction flipbook-My
prediction/What really happened?
Options:
Prediction flipbook-My
prediction/What really happened?
Thinking behind my prediction
sheet
Thinking behind my prediction sheet
Thinking behind my prediction sheet
Make prediction for chapter using
chapter title in whole class shared
book (Ramona)
Make prediction for chapter using
chapter title in whole class shared
book (Ramona)
Use coded post-it
(thinking bubble)
Good Readers Make Connections
Day 2
Options: Color coded post-its
with symbols for
strategies/thinking (i.e.
favorite part; happy face)s
Make prediction for chapter using
chapter title in whole class shared
book (Ramona)
Week 4
Good readers retell important
events in a story to their partner
Don’t Let the Pigeon Drive the Bus
(focus on plot) Plot story map
Conversation Chart
Week 3
Good readers identify story
elements when talking to a partner
Day 3
Good readers ask questions
Day 1
Good readers ask questions
Day 2
Good readers ask questions
Day 3
Good Readers Make Connections
Day 1
Options:
Predicting and wondering
bookmark (2 days first day with
whole class book, second day in
“just right” book)
Options:
Predicting and wondering
bookmark (2 days first day with
whole class book, second day in
“just right” book)
Options:
I wonder sheet
Make connections in “just right”
books and use color coded post-it
Option:
Do Thinking About Connections
Sheet. When I heard the part
about…. It reminded me of…
Good Readers Make
Connections
Day 3
Good Readers Visualize
Day 1
Good Readers Visualize
Day 2
Good Readers Visualize
Day 3
Good Readers Visualize
Day 4
Option:
Read poems and students
draw mental image. Can use
Fireflies.
Option:
Read Night in County, Cactus
Hotel etc. Students can draw
and write about mental
images
Option:
Students will create mental fluid images
and adapt them to incorporate new
information as they read. Read Cactus
Hotel without showing pictures (Do on the
rug with clipboards) Stop 3-4 times while
reading and allow children to draw a
picture of their mental images as they
change throughout the story.
Options:
Hug-O-War Activity
What a Wonderful World Song
I’m picturing sheet
Good Reader Determine
Importance
Day 2
Good Readers Infer while Reading
Day 1
Good Readers Infer while Reading
Day 2
Good Readers Infer while Reading
Day 3
Option:
Do Chart “What in Mrs. ___’s
Bag”.
Option:
Use No David picture chart to infer
from pictures
Option:
Read excerpt from Ramona or other
read aloud and complete This is
what the text says…/This is what it
makes me think… activity sheet.
Good Readers Recommend or
Don’t Recommend Books
Day 3
Good Readers Synthesize by
building and changing their thinking
as They Read
Day 1
Good Readers Synthesize by
building and changing their thinking
as They Read
Day 2
Option: Use Stand Tall Molly Lou
Melon
I think…
Now I’m thinking…
Option:
Can use stacking dolls to
demonstrate concept
Do synthesizing worksheet
Good Readers Agree or
Disagree respectfully using
Text Evidence
Good Readers Use Smoothly
and with Expression
Options:
Discuss different kinds of
connections. Text-to-Self, Text-toText, Text-to-World. Model using
Ramona or other read aloud. Do
Connection Maker or Connection
Flip Book using “just right” book.
Good Reader Determine
Importance
Day 1
Use coded post-it
(question mark)
Option:
Do Important Chart. If I am going
to the gym what do I have in my
bag that is important, somewhat
important, not important at all.
Good Readers Recommend or
Don’t Recommend Books
Day 1
Option:
Main Idea/details of a chapter
using read aloud
Do main idea/detail graphic
organizers using “just right” books
Good Readers Recommend or
Don’t Recommend Books
Day 2
Option: Recommendation/Star
Chart
Option:
Recommendation chart using “just
right” book
Option: Create recommendation
poster
Good Readers work together
to Follow a Line of Thinking
Day 1
Good Readers work together
to Follow a Line of Thinking
Day 2
Good Readers Find Evidence
to Prove and Support Their
Thinking
Day 1
Option: Review color coded
post-it chart and model
different lines of thinking
during read aloud
Option: Practice different
lines of thinking using color
coded post-its in “just right”
books. Share thinking with
partner.
Coded Post-its
Robot Chart
Content Area:
READING WORKSHOP
Grade Level:
Unit:
Unit 7: Readers Care About Characters
1
Common Core State Standards:
RL1.9 Compare and contrast the adventures and experiences of characters in stories
RL1.10 With prompting and support, read prose and poetry texts appropriately complex for Grade 1
SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small or larger groups
SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media
SL1.6 Produce complete sentences when appropriate to task and situation
Enduring Understandings
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Essential Questions
Readers develop theories about characters
Readers use text evidence to support their ideas
Readers will make connections between books
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How can readers describe characters?
How can readers use evidence to support their ideas about characters?
How can readers’ ideas about characters grow across books or over time?
Teaching Points/ Knowledge
(Students will know . . .)
Readers Get to Know the Characters in Their Books
Good readers define characters.
Good readers identify the physical characteristics of a chosen class character
from a common story.
Good readers look for internal characteristics of a character.
Good readers identify the internal characteristics of a chosen class character
from a common story.
Good readers use post-its and mark places that show the internal or external
characteristics.
Readers Watch Their Characters Closely
Good readers notice if the character changes throughout the book.
Good readers notice the relationships a character has with other characters
in a book.
Skills
Good readers con focus on one relationship their character has in a book and think about what it tells
them about the character.
Good readers compare and contract a character with themselves.
Good readers wonder about whether or not they would be friends with a character.
Readers Can Build Theories About Characters
Good readers can look for patterns in what their character says and does.
Good readers can look for patterns in the way their character acts with other characters.
Good readers can put all their thinking together about a character and think about what they have
learned.
Good readers celebrate their characters.
Assessment
Students will be able to:
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Infer
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Connect across books
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Connect across characters
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Connect to self
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Compare and contrast
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Engage in conversations about character
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Teachers College Reading Assessments
Observation of student’s participation during book talks and mini-lessons
Observation of a child’s attitude towards reading
Conferring Notes
Reader’s Response
Guided Reading
Post-its
Resources
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Poppleton (F &P:J, 370L)
Frog & Toad (F &P:K 320L)
Ramona (F &P:O, 850L)
Junie B. Jones (F &P:M, 400L)
Biscuit (F &P:F, 190L)
Little Critter
Henry & Mudge
Little Bear
Froggy
Amelia Bedelia
Cam Jansen
Magic Tree House- Jack & Annie
Peter- Ezra Jack Keats
Any Kevin Henkes Characters
Mrs. Wishy-Washy
Franklin
Arthur the Monkey
Mr. Putter & Tabby
Professional Resources:
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Pacing Calendar
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Guided Reading by Fountas and Pinnell
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Daily Five by Gail Boushey and Joan Moser
Helpful Websites:
Teachers College Reading and Writing Project
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READING WORKSHOP PACING CALENDAR
Grade 1 Unit 7: Readers Care About Characters
Please note: This is one pacing option for the unit. It is meant to serve as a starting point for teachers to use when planning the unit around the
needs of their students.
Week 1
Good readers define
characters
Good readers identify the
physical characteristics of
a chosen class character
from a common story.
Good readers look for
internal characteristics of a
character.
Various Graphic
Organizers
Good readers identify the
internal characteristics of
a chosen class character
from a common story.
Good readers use post-its and
mark places that show the
internal or external
characteristics.
Good readers notice if the
character changes
throughout the book.
Various Graphic
Organizers
Various Graphic
Organizers
Week 2
Week 3
18
Good readers notice the
relationships a character
has with other characters
in a book.
Good readers can look for
patterns in the way their
character acts with other
characters.
Good readers can focus on
one relationship their
character has in a book and
think about what it tells
them about the character.
Good readers can put all their
thinking together about a
character and think about
what they have learned.
Good readers compare
and contract a character
with themselves.
Venn Diagram
Good readers celebrate
their characters.
Good readers wonder about
whether or not they would be
friends with a character.
Good readers can look for
patterns in what their
character says and does.
Create a play date with a
character
Various Graphic
Organizers
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 1: Launching the Writing Workshop
1
Common Core State Standards:
W1.3 Write narratives in which they recount two or more appropriately sequenced events including some details regarding what happened, use temporal words to
signal event order and provide some sense of closure
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
SL1.1 Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in small and larger groups
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
L1.1 Demonstrate command of the conventions of standard English grammar and usage in writing or speaking
a. Print many upper and lowercase letters
Enduring Understandings
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Essential Questions
Writers understand how storytelling is related to written stories.
Writers practice how to choose topics, plan for writing, and draft
ideas.
Writers put in place structures and routines to support their work.
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Where do writers get their ideas?
How do writers turn their experiences into writing?
What are some structures and routines that can support our writing?
Teaching Points/ Knowledge
(Students will know . . .)
Developing Storytelling
Writers practice telling stories from their own lives.
Writers practice telling stories to help formulate ideas for writing.
Learning the Structure of Writing Workshop
Writers identify and observe different kinds/types of writing in the real world.
Writers understand how to move around the classroom during workshop time.
Writers decorate writing folders using pictures and words to spark topic ideas.
Writers understand how to organize a writing folder (sun/moon or
open/closed eye).
Writers identify ways to keep writing during writing time by learning how to
come up with new topics on their own.
Writers view the different paper choices and understand the different purposes
for the different types.
Writers understand how to choose paper.
Writers understand how to use writing tools in the writing center.
Writers sit properly on the rug for mini-lessons.
Writers transition quickly from the rug to writing spots.
Writers recognize and practice what it looks like and sounds like during
independent writing time (noisy level and on-task behavior).
Writers identify ways to handle distractions while writing.
Writers can observe and practice the proper way to have a writing conference.
Writers identify other ways to seek help while the teacher is busy with a
conference.
Staying Focused on Small Moment Writing
Writers map out different writing ideas to keep in or on their folder
Writers tell stories that focus on a small moment
Writers create a sketch to come up with ideas
Writers practice envisioning a story mentally before writing it on paper
Writers review the idea of a whole watermelon topic versus a seed idea story
Writers emphasize good writing habits such as rereading and monitoring for sense
Skills (Students will be able to …)
Assessment
Grammar/Mechanics/Punctuation/Usage
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Print upper and lowercase letters
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On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
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Shortcut by Donald Crews
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Box of Treats by Kevin Henkes
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Chair for My Mother by Vera Williams
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Owl Moon by Jane Yolen
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Fireflies by Julie Brinkloe
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Come on Rain by Karen Hesse
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The Snowy Day by Ezra Jack Keats
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The Paperboy by Dave Pilky
19
Professional Resources:
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Writing Rubric
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Teacher’s College Units of Study Toolkit
Helpful Links:
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Teachers College Reading and Writing Project
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TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Unit:
Unit 2: Small Moments
Grade Level:
1
Common Core State Standards:
W1.3 Write narratives in which they recount two or more appropriately sequenced events including some details regarding what happened, use temporal words to
signal event order and provide some sense of closure
W1.5 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
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
SL1.1 Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in small and larger groups
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
L1.1 Demonstrate command of the conventions of standard English grammar and usage in writing or speaking
b. Use common, proper, and possessive nouns
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)
L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
b. Use end punctuation for sentences
Enduring Understandings
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Essential Questions
Writers view themselves as authors
Writers reflect on small moments in their lives and try them out as
stories.
Writers work in partnerships to improve their writing.
Writers work to improve their writing over time.
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How do writers use their personal experiences to create small moment
stories?
What are some ways working in partnerships can enhance writing?
How can we ensure our writing improves over time?
Teaching Points/ Knowledge
(Students will know . . .)
Writers review how to move around the classroom during workshop time.
Writers review how to organize a writing folder (ongoing pieces on one side and
finished pieces on the other).
Writers review ways to keep writing during writing time by learning how to add
on to an existing piece or start a new piece.
Writers come up with strategies to think of topics for writing.
Writers are introduced to rules and routines of partnerships.
Writers view different paper choices and understand purposes for different
types of paper.
Writers develop a sense of story .
Writers practice envisioning a story mentally before writing in on paper.
Writers begin working in three to four page booklets with paper that matches
each students level as a writer.
Writers practice telling shared experiences across fingers and booklets (three
and five fingers).
Writers compare small moment stories to bed to bed stories (seed vs.
watermelon).
Writers practice making a watermelon stories into a seed story (can be small
group if needed).
Writers compare watermelon stories to seed stories.
Writers practice telling stories to a partner focusing on sequence.
Writers sketch stories over several pages in a prepared booklet.
Writer create small moments together during interactive or shared writing.
Writers practice elaborating on stories by adding details that support a particular
spot in the story (turning one page into three pages).
Writers demonstrate how to write endings to a story.
Writers are introduced to show not tell strategies.
Writers are introduced to dialogue (speech bubbles).
Writers are introduced to using small actions and thoughts to enhance stories.
Writers use strategies for picking a piece to revise.
Writers reread writing to revise.
Writers reread writing to see that it makes sense.
Writers generate a simple list of rules for editing.
Skills (Students will be able to …)
Assessment
Grammar/Mechanics/Punctuation/Usage
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Use common, proper and possessive nouns
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Use verbs tenses
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Use end punctuation when writing
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On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
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Shortcut by Donald Crews
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Box of Treats by Kevin Henkes
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Chair for My Mother by Vera Williams
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Owl Moon by Jane Yolen
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Fireflies by Julie Brinkloe
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Come on Rain by Karen Hesse
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The Snowy Day by Ezra Jack Keats
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The Paperboy by Dave Pilky
20
Professional Resources:
•
Writing Rubric
•
Teacher’s College Units of Study Toolkit
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 3: Writing for Readers
1
Common Core State Standards:
W1.3 Write narratives in which they recount two or more appropriately sequenced events including some details regarding what happened, use temporal words to
signal event order and provide some sense of closure
W1.5 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
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
SL1.1 Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in small and larger groups
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
L1.1 Demonstrate command of the conventions of standard English grammar and usage in writing or speaking
c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop)
h. Use determiners (e.g., articles, demonstratives)
L1.2 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
c. Use commas and dates and to separate single words in a series
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
Enduring Understandings
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Essential Questions
Writers improve their writing so that others can read it.
Writers continue to explore ways that partnerships can help with
our writing.
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In what ways can conventions make writing easier to read and understand?
How can writing partners help strengthen writing?
Teaching Points/ Knowledge
(Students will know . . .)
Writers sort through writing folder to create two piles—one of readable and
one of unreadable writing.
Writers look through writing (focus on handwriting, spaces, punctuation and
spelling).
Writers identify different strategies to help with spelling (stretching out words,
using word families, word wall, putting words into chunks).
Writers identify core spelling words to be accountable for in daily writing.
Writers use the word wall to write familiar words.
Writers listen closely to words to notice when there are no more sounds.
Writers put finger spaces between words.
Writers reread writing periodically to check for correct punctuation usage
(students do not need to wait until editing).
Writers learn how to talk with a partner to provide support and guidance.
Writers understand that writing partners help read pieces to check for spelling,
punctuation, spacing and sentence structure.
Writers listen carefully to or read a partner’s work to make sure writing makes
sense.
Writers revise, edit, and publish writing.
Skills (Students will be able to …)
Assessment
Grammar/Mechanics/Punctuation/Usage
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Use singular and plural nouns with matching verbs
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Use determiners
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Capitalize dates and names
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Use end punctuation
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Use commas appropriately
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Apply spelling patterns
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Use spelling strategies to write conventionally
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Spell untaught words phonetically
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On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
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Teacher Writing
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Students Writing
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Shared Writing
Professional Resources:
•
Writing Rubric
•
Teacher’s College Units of Study Toolkit
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
21
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 4: The Craft of Revision
1
Common Core State Standards:
W1.3 Write narratives in which they recount two or more appropriately sequenced events including some details regarding what happened, use temporal words to
signal event order and provide some sense of closure
SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
L1.1 Demonstrate command of the conventions of standard English grammar and usage in writing or speaking
f. Use frequently occurring adjectives
j. Produce and expand complete simple and compound declarative and derogative, imperative and exclamatory sentences in response to prompts
L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
b. Use end punctuation for sentences
Enduring Understandings
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Essential Questions
Writers learn how to revisit to their writing to make it stronger.
Revision is a compliment to good work.
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Why is revision a necessary part of the writing process?
What revision strategies can writers use to strengthen their writing?
Teaching Points/ Knowledge
(Students will know . . .)
Writers will learn to come back to their writing to make it stronger.
Writers will learn that revision is a compliment to good work.
Writers use new materials and tools as they revise (revision folders,
color pens or pencils).
Writers use strips of paper to add sentences and sections into writing.
Writers use flaps of paper to tape over neglected parts of the paper.
Writers use single sheets of paper to staple onto the end or middle
parts of the story
Writers use post-its, tape, staplers, and scissors during Writing Workshop.
Writers select the best piece of writing from the fall and put it in their revision
folder.
Writers learn revision strategies (cutting, stapling, adding into the middle of the
page, re-sequencing) :
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Add detail
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Find the important part of the story and stretch it out
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Add dialogue and small actions
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Add show not tell
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Add sound words
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Add new beginning or ending
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Write different versions of any part of the story
Skills (Students will be able to …)
Assessment
Grammar/Mechanics/Punctuation/Usage
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Use adjectives
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Produce and expand sentences
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Use end punctuation
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On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Teacher Writing
•
Students Writing
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Shared Writing
Professional Resources:
•
Writing Rubric
•
Teacher’s College Units of Study Toolkit
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
22
Content Area:
WRITING WORKSHOP
Unit:
Unit 5: How-To Writing
Grade Level:
1
Common Core State Standards:
W1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
W1.5 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
W1.7 Participate in shared research and writing projects
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
SL1.1 Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in small and larger groups
SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media
SL1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is note understood
SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feeling clearly
L1.1 Demonstrate command of the conventions of standard English grammar and usage in writing or speaking
i. Use frequently occurring prepositions (e.g., during, beyond, toward)
L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peak, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large,
gigantic) by defining or choosing them or by acting out the meanings
Enduring Understandings
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Essential Questions
Writing can be used to teach others how to do something/follow
directions that we know a lot about.
Writing familiar information in an organized way can help enhance
readers understanding.
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How can writing be used to teach others about something we know a lot
about?
What are some ways to organize familiar information so that readers can
easily understand it?
Teaching Points/ Knowledge
(Students will know . . .)
Writers will brainstorm things they know how to do and think through steps (3
column chart-things I know how to make, things I know how to do at home,
games I know how to play).
Writers learn the components of a How To book by looking at a teacher sample.
Writers make a list of material needed to complete their instruction.
Writers sketch illustrations that support their steps.
Writers write and number the steps to their directions.
Writer use sequential words when writing How to Books.
Writers use clear and concise language when writing directions.
Writers use detailed illustrations to support their directions.
Writers meet with a partner to act out their instructions and check for
clarity/missing steps.
Writers add specific time/number intervals to certain steps.
Writes will add tips/cautionary notes about certain steps in their instructions
(OPTIONAL).
Writers add speech bubbles to their illustrations to support their instruction
(OPTIONAL).
Writers will use their How-To Helpers Checklist to revise their piece.
Writers will use an editing checklist to improve conventions and mechanics.
Writers will re-write their How To Book on publishing paper and share (author’s
celebrations etc.)
Skills (Students will be able to …)
Assessment
Grammar/Mechanics/Punctuation/Usage
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Use prepositions
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Distinguish shades of meaning among verbs and adjectives
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On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
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The Pumpkin Book by Gail Gibbons
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Apples by Gail Gibbons
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How to Build a Snowman
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How to Make a Bird Feeder by Liyala Tuckfield
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How to Make Salsa (photocopy)
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Teacher How-To Book
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Student samples
23
Professional Resources:
•
Writing Rubric
•
Teacher’s College Units of Study Toolkit
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 6 : Nonfiction Writing: All-About Books (Expert Topic and Research-Based)
1
Common Core State Standards:
W1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
W1.5 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
W1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers
W1.7 Participate in shared research and writing projects
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
SL1.1 Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in small and larger groups
SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media
SL1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is note understood
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
RI1.5 Know and use various text features to locate key facts or information in a text
L1.1 Demonstrate command of the conventions of standard English grammar and usage in writing or speaking
b. Use common, proper and possessive nouns
L1.5 With guidance and support from adults, demonstrate understanding of 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).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peak, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out
the meanings
Enduring Understandings
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•
Essential Questions
Collaborative research can enhance understanding and help writers grow
ideas around a topic
Writers consider how including nonfiction text features and content specific
vocabulary helps to enhance their writing
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How will writers gather information from different resources?
How can including text features enhance nonfiction writing?
How can using content-specific vocabulary enhance our writing?
Teaching Points/ Knowledge
(Students will know . . .)
All About Book: Expert Topic
Writers brainstorm topics they know all about (Tiny Topics Notebooks).
Writers brainstorm everything they know about a chosen topic and decide if they know
enough about it to teach others.
Writers choose specific paper based on what information they want to teach
(model how to use each type of page using teacher book/shared writing topic).
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Heading
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Diagram (Different Parts)
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Different Kinds
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Close-up
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Fun Facts
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How To
Writers organize their pieces with a table of contents.
Writers revise their pieces by highlighting or adding content specific vocabulary.
Writers re-read and clarify confusing parts independently and with partners.
Writers use an editing checklist to improve conventions and mechanics.
Writers teacher others about their topics by sharing their writing and responding to
questions.
All About Book: Animals (pair with Animal Research unit in reading)
Writers organize their information by creating a table of contents (Optional: can have
everyone use same table of contents using animal from reading).
Writers start their book by defining and describing their topic (What is a ___?)
Writers include content specific vocabulary when teaching about their topic (use t-chart
expert vs. ordinary words; make words bold in writing-Model using vocabulary from reading
lesson in own all about book. Use chart created during reading workshop and show how to
include content specific vocabulary on certain pages. This vocabulary can be added where
appropriate on several pages especially diagrams.
Writers re-read their jots/notes and expand on them in their own words (Optional: use four
column chart from reading - what they eat (diet), where the live (habitat), what they do
(behavior) and what they look like (appearance).
Writers re-read their jots/notes and decide which paper will best help them organize their
writing-(Optional: different kinds page and different parts page)
Writers will teach information using at least two heading papers (Optional: do close-up page
or burning question sheet from reading).
Writers supply key facts such as: habitat, diet, life cycle, behavior, body parts, types, etc.
(Optional: Write different kinds of, diagram or fun facts pages about habitat, diet, lifecycle,
behavior, body parts etc.)
Writers re-read and clarify confusing parts independently and with partners
Writers use an editing checklist to improve conventions and mechanics
Writers teach other about their topics by sharing their writing and responding to questions
Writers reflect by offering an opinion about the information they collected (orally, written,
presented) (OPTIONAL (About the Author page))
Celebrate using technology (PowerPoint, creating digital covers, audio or video recording)
Skills (Students will be able to …)
Assessment
Grammar/Mechanics/Punctuation/Usage
•
Use different types of nouns
•
Define words by category and key attributes
•
Distinguish shades of meaning among verbs and adjectives
•
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
•
•
•
•
•
•
•
24
All About Sharks by Jim Aronsky
All About Frogs by Jim Aronsky
Gail Gibbons Books (Cats, Dogs, Bears etc.)
Various basket of nonfiction books to be sorted
Fly Guy and the Shark by Ted Arnold
Nonfiction animal ibooks on ipad
Teacher All About Book
Students samples
Professional Resources:
•
Writing Rubric
•
Teacher’s College Units of Study Toolkit
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Grade Level:
Unit:
Unit 7: Persuasive Letters
1
Common Core State Standards:
W1.1 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
W1.5 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
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
SL1.1 Participate in collaborative conversations with diverse partners about grade one topics and texts with peers and adults in small and larger groups
L1.1 Demonstrate command of the conventions of standard English grammar and usage in writing or speaking
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because)
L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peak, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large,
gigantic) by defining or choosing them or by acting out the meanings
Enduring Understandings
•
•
Essential Questions
Writers write letters to affect change
Writers use persuasive language to convince others to act
•
•
How can letter-writing affect change?
How can persuasive language be used to enhance letters?
Teaching Points/ Knowledge
(Students will know . . .)
Writers organize letters using opening/closing/etc.
Writers write letters for a variety of reasons; one is to persuade.
Writers brainstorm topics that they feel strongly about.
Writers “try out” writing a letter to persuade.
Writers consider audience when writing to persuade.
Writers open their letter with a lead that grabs the reader’s interest.
Writers persuade by providing solutions to problems.
Writers use “give and take” and “If, then” statements to convince readers.
Writers consider reasonable requests when writing to persuade.
Writers use persuasive language when trying to convince a reader.
Writers include a closing that instructs/asks the reader to do something.
Writers revise/edit their letters so they are easy for the reader to understand.
Writers celebrate using all strategies to write a letter to a classmate
recommending or not recommending their book club book.
Skills (Students will be able to …)
Assessment
Grammar/Mechanics/Punctuation/Usage
•
Use conjunctions
•
Distinguish shades of meaning among verbs and adjectives
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Pigeon Books by Mo Willems
•
I Wanna Iguana by Karen Kaufman Orloff
•
Click Clack Moo by Doreen Cronin
•
Duck for President by Doreen Cronin
•
Can I Keep Him? By Steven Kellogg
•
Can I Have a Stegosaurus, Mom? By Lois G. Grambling
•
The True Story of the Three Little Pics by Jon Scieszka
25
Professional Resources:
•
Writing Rubric
•
Teacher’s College Units of Study Toolkit
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Content Area:
WRITING WORKSHOP
Unit:
Unit 8: Realistic Fiction
Grade Level:
1
Common Core State Standards:
W1.3 Write narratives in which they recount two or more appropriately sequenced events including some details regarding what happened, use temporal words to
signal event order and provide some sense of closure
W1.5 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
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings
L1.1 Demonstrate command of the conventions of standard English grammar and usage in writing or speaking
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything)
j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts
L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
b. Use end punctuation for sentences
Enduring Understandings
•
•
•
Essential Questions
Writers understand the difference between fiction and realistic
fiction writing
Writers stretch out stories across pages
Writers apply their knowledge of story elements to the genre of
realistic fiction
• What is the difference between realistic fiction and fiction?
• How can story elements help structure realistic fiction stories?
Teaching Points/ Knowledge
(Students will know . . .)
Writers read a variety of realistic fiction stories and chart out the story
Elements.
Writers develop a class character during storytelling time or shared
writing time to serve as a model.
Writers develop their own characters for their story.
Writers plan and draft new stories using sketches across pages.
Writers return to story booklets (three to five pages, based on the individual).
Writers work on developing trouble and adding tension to stories (show examples
from touchstone text).
Writers show internal thoughts and feelings of characters.
Writers create actions to slow down the moment.
Writers develop strong endings in which characters solve their problems.
Writers confer with a writing partner to make sure story sounds realistic.
Skills (Students will be able to …)
Assessment
Grammar/Mechanics/Punctuation/Usage
•
Use different types of pronouns
•
Produce and expand sentences
•
Use end punctuations
•
•
•
•
•
On-Demand Writing Assessment
TCRWP Writing Learning Progressions
TCRWP grade-specific rubrics and editing checklists
Conferring Notes
Student writing
Teacher Observation
Resources
Mentor Texts/Read Alouds:
•
Shortcut by Donald Crews
•
Box of Treats by Kevin Henkes
•
Chair for My Mother by Vera Williams
•
Owl Moon by Jane Yolen
•
Fireflies by Julie Brinkloe
•
Come on Rain by Karen Hesse
•
The Snowy Day by Ezra Jack Keats
•
The Paperboy by Dave Pilky
•
William’s Doll by Charlotte Zolotow
•
Ira Sleeps Over by Bernard Weber
•
A Chair for My Mother by Vera Williams
26
Professional Resources:
•
Writing Rubric
•
Teacher’s College Units of Study Toolkit
Helpful Links:
•
Teachers College Reading and Writing Project
•
TCRWP Rubrics, Editing Checklists, and Learning Progressions
Mini-Lesson Plan*
*Duplicate as needed and attach after unit plans
Unit:
Teaching Point:
Materials:
Connection:
Teaching:
Active Engagement:
Link:
Share:
27
Grade:
Appendix A: K-5 Common Core Grammar Scope and Sequence
Common Core Language Standards 1 and 2: Conventions of Standard English
Grammar
Concept
Nouns
KDG
Grade 1
Grade 2
Grade 3
Grade 4
L.2.1a – Use collective
L.3.1a – Explain the function
nouns (e.g., group)
of [nouns] in general and
L.2.1b – Form/use
their function in particular
frequently occurring
sentences
irregular plural nouns
L.3.1b – Form/use regular
(e.g., feet, children, teeth, and irregular plural nouns
mice, fish).
L.3.1c – Use abstract nouns
(e.g., childhood)
L.3.2d – Form and use
possessives.
Pronouns
L.K.1d - Understand and L.1.1d – Use personal, L.2.1c – Use reflexive
L.3.1a – Explain the function L.4.1a – Use relative
use question words
possessive, and
pronouns (myself,
of [pronouns] in general
pronouns (e.g., who,
(interrogatives) – e.g., indefinite pronouns
ourselves)
and their function in
whose, whom, which,
who, …
(e.g., I, me, my; they,
particular sentences
that)
them, their, anyone,
L.3.2d – Form and use
everything)
possessives.
Verbs
L.K.1b – Use frequently L.1.5d – Distinguish
L.2.1d – Form/use past L.3.1a – Explain the function L.4.1b – Form and use
Verb Tense occurring …verbs
shades of meaning
tense of frequently
of [verbs] in general and
progressive verb tenses
L.K.5b – Demonstrate among verbs differing in occurring irregular verbs their function in particular (e.g., I was walking; I am
understanding of
manner.
(e.g., sat, hid, told)
sentences
walking; I will be
frequently occurring
L.1.1e – Use verbs to
L.2.5b – Distinguish
L.3.1d – Form/use regular walking)
verbs….by relating them convey a sense of past, shades of meaning
and irregular verbs (e.g., I L.4.1c - Use modal
to their opposites
present, and future.
among closely related
walked; I walk; I will walk) auxiliaries to convey
L.K.5d – Distinguish
(e.g., Yesterday I walked verbs…
L.3.1e – Form/use simple various conditions (e.g.,
shades of meaning
home; Today I walk
verb tenses
can, may, must)
among similar verbs by home; Tomorrow I will
acting out the meanings walk home).
Adjectives
L.1.1f – Use frequently L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1d – Order adjectives
- including
occurring adjectives.
and adverbs and choose of [adjectives] in general
within sentences
articles/
L.1.5d – Distinguish
between them depending and their function in
according to
determiners
shades of meaning
on what is to be
particular sentences
conventional patterns
among adjectives
modified.
L.3.1g – Form/use
(e.g., a small red bag,
differing in intensity
L.2.5b – Distinguish
comparative and
rather than a red small
L.1.1h – Use
shades of meaning
superlative adjectives and bag)
determiners (articles, among closely related … adverbs, and choose
demonstratives)
adjectives
between them depending
L.2.6 – Use words and
on what is to be modified.
phrases acquired through
conversations, etc….,
including using adjectives
and adverbs to describe
Adverbs
L.K.1d - Understand and
L.2.1e – Use adjectives L.3.1a – Explain the function L.4.1a – Use relative
use question words
and adverbs and choose of [adverbs] in general and adverbs (e.g., where,
(interrogatives) – e.g., …
between them depending their function in particular when, why)
where, when, why, how
on what is to be
sentences
modified.
L.3.1g – Form/use
L.2.6 – Use words and
comparative and
phrases acquired through superlative adjectives and
conversations, etc….,
adverbs, and choose
including using adjectives between them depending
and adverbs to describe on what is to be modified.
Conjunctions
L.1.1g – Use frequently
L.3.1h – Use coordinating
occurring conjunctions
and subordinating
(e.g., and, but, or, so,
conjunctions
because).
L.K.1b – use frequently L.1.1b – Use common,
occurring nouns
proper and possessive
L.K.1c – form regular
nouns
plural nouns orally by
adding /s/, or /es/ (dog
,dogs; wish, wishes)
Prepositions L.K.1e – Use frequently L.1.1i – Use frequently
occurring prepositions occurring prepositions
(eg., to, from, in, out, (e.g., during, beyond,
on, off, for, of, by, with) toward)
28
Grade 5
L.4.1e – Form and use
prepositional phrases
L.5.1b – Form and use the
perfect verb tenses
L.5.1c – Use verb tense to
convey various times,
sequences, states, and
conditions
L.5.1d – Recognize and
correct inappropriate shifts
in verb tense
L.5.1a – Explain the
function of [conjunctions…]
in general and their
function in particular
sentences
L.5.1e – Use correlative
conjunctions (e.g.,
either/or, neither/nor)
L.5.1a – Explain the
function of [prepositions…]
in general and their
function in particular
sentences
Interjections
L.5.1a – Explain the
function of [interjections…]
in general and their
function in particular
sentences
Agreement
L.1.1c – Use
singular/plural nouns
with matching verbs (He
hops. We hop.)
Sentence
L.K.1f – Produce and
L.1.1j – Produce/expand L.2.1f – Produce, expand,
Structure
expand complete
complete simple and
and rearrange complete
sentences in shared
compound declarative, simple and compound
language activities
interrogative,
sentences. (e.g., The boy
imperative, and
watched the movie; The
exclamatory sentences little boy watched the
in response to prompts. movie; The action movie
was watched by the little
boy).
Capitalization L.K.2a – Capitalize first L.1.2a – Capitalize dates L.2.2a – Capitalize
word in sentence and and names of people. holidays, product names,
pronoun ‘I’
and geographic names.
Punctuation L.K.2b – Recognize and L.1.2.b – Use end
L.2.2b – Use commas in
name end punctuation punctuation for
greetings and closings of
sentences
letters.
L.1.2c – Use commas in L.2.2c – Use an
dates and to separate apostrophe to form
single words in series contractions and
frequently occurring
possessives.
Spelling
29
L.K.1a L.K.2d – Spell simple
words phonetically
L.3.1f – Ensure subject-verb
and pronoun-antecedent
agreement
L.3.1i – Produce simple,
compound, and complex
sentences
L.4.1f – Produce
complete sentences,
recognizing and
correcting inappropriate
fragments and run-ons
L.3.2a – Capitalize
L.4.2a – Use correct
appropriate words in titles. capitalization
L.3.2b – Use commas in
L.4.2b – Use commas
addresses.
and quotation marks to
L.3.2c – Use commas and mark direct speech and
quotation marks in dialogue quotations from a text.
L.4.2c – Use a comma
before a coordinating
conjunction in a
compound sentence.
L.1.2d – Use
L.2.2d – Generalize
L.3.2e – Use conventional
conventional spelling for learned spelling patterns spelling for high-frequency
words with common
when writing words (e.g., and other studied words
spelling patterns and for cage
badge boy
and for adding suffixes to
frequently occurring
boil)
base words (e.g. sitting,
irregular words.
L.2.2e – Consult reference smiled, cries, happiness)
L.1.2.e – Spell untaught materials, including
L.3.2f – Use spelling
words phonetically
beginning dictionaries, as patterns and
needed to check and
generalizations in writing
correct spelling
words
L.3.2g – Consult reference
materials, including
beginning dictionaries, as
needed to check and
correct spellings
L.4.1g – Correctly use
frequently confused
words (to, too, two;
there, their)
L.4.2d – Spell gradeappropriate words
correctly, consulting
references as needed.
L.5.2a – Use punctuation to
separate items in a series.
L.5.2b – Use a comma to
separate an introductory
element from the rest of
the sentence.
L.5.2c – Use a comma to
set off the words yes and
no (e.g., Yes, thank you.),
to set off a tag question
from the rest of the
sentence (e.g., It’s true,
isn’t it?), and to indicate
direct address (e.g., Is that
you, Steve?).
L.5.2d – Use underlining,
quotation marks, or italics
to indicate titles of works
L.5.2e – Spell gradeappropriate words
correctly, consulting
references as needed.
Appendix B: Strategies for Struggling Learners
Strategies to Help K-2 Struggling Readers
Reader has difficulty working with their reading partner.
Reader has difficultly discussing what they have read.
Reader has difficulty staying focused during reading workshop.
Reader has difficulty acquiring print strategies.
Reader has difficulty reading with fluency.
Reader has difficulty choosing a just right book.
Reader has difficulty re-telling story in sequence.
Reader has difficulty using post-its.
Reader has difficulty using non-fiction text features.
Reader has difficulty organizing non-fiction sub-topics.
•
Model appropriate behavior for reading workshop.
•
Keep group near teacher for easy redirection.
•
Give picture cues to keep reader on task.
Example: Give student a picture of a person to remember to discuss
the character.
•
Chunk time and give prompts to keep student on task.
•
Work with student in a small setting using highlighters, tape, etc.
to help reader notice area of difficulty.
•
Chunk or scoop sentences into short phrases.
•
Have student physically chunk or scoop sentences for fluency on
the smartboard or worksheets.
•
Have student use a fun pointer to scoop in a book. (i.e. witch
finger)
•
Review how to choose a book carefully.
•
Limit book choice for student.
•
Use different color post-its to identify beginning, middle, and end
of story.
•
Use picture cues to remember setting and characters.
•
Put post-its at pre-determined spots within in a book so student
can record thoughts or feelings.
•
Mark specific text features with post-its to make sure student
notices.
•
List one subtopic on individual sheet of paper and have student
read each fact and post-it on correct sub-topic.
Strategies to Help K-2 Struggling Writers
30
Writer has difficulty following the routines of writing workshop.
•
Writer has difficulty writing upper and lower case letters.
•
•
Create a menu with picture cues for student to keep in their
folder.
Sit student near teacher for redirection.
Practice skill in a variety of media including chalk, colored pencils,
crayons, crayons on sand paper etc.
Read both “watermelon” and “seed” stories to student and have
student identify each.
Writer has difficulty distinguishing between “seed” and
“watermelon” stories.
•
Writer has difficulty adding detail in their story.
Writer has difficulty using revision strategies.
•
•
•
•
Put post-its in story to show where student can add more detail.
Confer with student on where detail can be added.
Give picture cues on what type of detail could be added.
Confer with teacher and/or partner to practice specific skills.
Writer has difficulty choosing a topic for their “How To” writing
•
Writer has difficulty sequencing their “How To” writing
•
Brainstorm a list topic and choose topic they know the most
about.
Have student use post-its to sequence events.
Writer has difficulty incorporating content specific vocabulary
into their writing.
•
Give student a list of vocabulary that should be used in their
writing based on the topic.
Writer has difficulty following the routines of writing workshop.
•
Writer has difficulty writing upper and lower case letters.
•
•
Create a menu with picture cues for student to keep in their
folder.
Sit student near teacher for redirection.
Practice skill in a variety of media including chalk, colored pencils,
crayons, crayons on sand paper etc.
Read both “watermelon” and “seed” stories to student and have
student identify each.
Writer has difficulty distinguishing between “seed” and
“watermelon” stories.
•
Writer has difficulty following letter format.
•
Give student a fill-in-blank-template to follow.
Writer has difficulty using powerful persuasive language.
•
Give student a list of persuasive word to use.