Unit 7 – Frogs, Bugs & Butterflies
Common Core Standards – Priority Standards and Supporting Standards:
CC.1.1.K.D Phonics and Word Recognition: KNOW and APPLY grade-level phonics and word analysis skills in decoding words.
CC.1.1.K.D Phonics and Word Recognition: DEMONSTRATE basic knowledge of letter-sound correspondences.
CC.1.1.K.D Phonics and Word Recognition: ASSOCIATE the long and short sounds with the common spellings for the five major vowels.
CC.1.1.K.D Phonics and Word Recognition: READ grade-level high-frequency sight words with automaticity.
CC.1.1.K.D Phonics and Word Recognition: DISTINGUISH between similarly spelled words by IDENTIFYING the sounds of the letters that differ.
CC.1.1.K.E Fluency: READ emergent-reader texts with purpose and understanding.
CC.1.2.K.A Key Ideas and Details Text Analysis: With prompting and support, IDENTIFY the main idea and RETELL key details of a text
CC.1.2.K.F Craft and Structure Vocabulary: With prompting and support, ask and answer questions about unknown words in a text.
CC.1.2.K.I Integration of Knowledge and Ideas and Analysis Across Texts: With prompting and support, IDENTIFY basic similarities in and differences between two texts (read or read aloud) on the same topic.
CC.1.4.K.A Informative/Explanatory: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts.
CC.1.2.K.E Craft and Structure Text Structure: identify parts of a book (title, author) and parts of a text (begging, end, details).
CC.1.2.K.F Craft and Structure Vocabulary: With prompting and support, ask and answer questions about unknown words in a text.
CC.1.2.K.G Integration of Knowledge and Ideas Diverse Media: Answer questions to describe the relationship between illustrations and the text in which they appear.
CC.1.2.K.H Integration of Knowledge and Ideas Evaluating Arguments: With prompting and support, identify the reasons an author gives to support points in a text.
CC.1.2.K.J Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading, and being read to, and responding to texts.
CC.1.2.K.K Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown of multiple-meaning or words and phrases based upon grade-level reading and content.
CC.1.2.K.L Range of Reading: Actively engage in group reading activities with purpose and understanding.

Unit 7 – Frogs, Bugs & Butterflies
Essential Questions
1. What can I do to figure out words I don't know when I am reading?
2. What can I do to make sure I understand what I am reading?
3. How can I tell information through writing?
Big Ideas
I can use strategies to figure out words I don’t know what I am reading.
 I can use picture clues to figure out what the word may be.
 I break words up into parts that I know and then put them back together.
 I can look at the first letter in the word and get my mouth ready to say the word.
 I can stretch out each sound in a word and then blend them together.
 I can skip the word and then come back to it.
I can think about the other words in the sentence and ask what makes sense
I can use strategies to understand what I am reading.
(strategies change in each unit)
 I can figure out what is most important in what I am reading and add to the important information as the author gives it to me.
 I can ask questions before I read to get my brain ready to understand what I am reading. I can ask question while I am reading to make sure that I understand what
I am reading. I can ask questions after I read to make sure that I have understood what I have read.
* I can name a topic
* I can share a detail

Unit 7 – Frogs, Bugs & Butterflies
Phonemic Awareness
 Distinguish between short and long vowels sounds
Phonics/
Fundations – Unit 5
 Sentence structure and dictation
 Know and apply phonics and word analysis when


Word Study
High-frequency words
Word families
(see approved lists) decoding words
 Fluency and phrasing when reading
Reading and Writing Workshop
Reading Skills and Strategies Student Friendly – Reading Learning Targets
Decoding Strategies
 Concepts of Print
 Chunking
 Stretching Words
 Reread
 Get your mouth ready
 Picture Clues
 Skip the word and come back
 Flip the vowel sound
Skills
Comprehension Strategies
 Questioning
 Determine Importance
 Ask and answer questions about key details
Decoding


I can use strategies to figure out words I don’t know what I am reading.
I can use picture clues to figure out what the word may be.
 I break words up into parts that I know and then put them back together.
 I can look at the first letter in the word and get my mouth ready to say the word.
 I can stretch out each sound in a word and then blend them together.
 I can skip the word and then come back to it.
 I can think about the other words in the sentence and ask what makes sense
Comprehension
 I can use strategies to understand what I am
 I can figure out what is most important in what I am
 I can ask questions before I read to get my brain
 I can ask question while I am reading to make sure
 I can ask questions after I read to make sure that I
Skills
 I can ask and answer questions about key details in

 reading. (strategies change in each unit) reading and add to the important information as the author gives it to me. ready to understand what I am reading. that I understand what I am reading. have understood what I have read. a text.
I can listen for key details in a text
I can give details about key details in a text.

Unit 7 – Frogs, Bugs & Butterflies
 Identify the main topic
 Retell key details
 Read emergent-reader texts with purpose and understanding
 Identify similarities and differences between two texts on the same topic (Venn
Diagram)
Writing Skills and Strategies
Focus
 Write about information
Skills
 Name what they are writing about
 Supply information
 Name a topic
 Share a detail
 Use descriptive words
 I can support my answers with evidence from the


 text.
 I can tell the main topic of a text.
I can retell familiar stories with key details in correct order.
I can use predictable patterns to read text.
I can identify the similarities and differences between the two texts.
Writing Skills and Strategies
Focus
 I can name a topic
 I can share a detail
Skills
 I can name what I am writing about
 I can supply information
 I can name a topic
 I can share a detail
 I can use descriptive words
Possible Vocabualry
Anchor Text to Model Comprehension Strategies
Title
*Are You a Butterfly? By Judy Allen
*The Very Hungry Caterpillar by Eric Carle
Strategy Focus
Questioning
*From Tadpole to Frog by Shannon Zemlicka
*Red-Eyed Tree Frog by Joy Cowley
Determining Importance