Instructional Tools:
Unit: Phonological Awareness, Phonics, and Word Recognition
-Megawords I
Focus Standards:
-Solving Language
Difficulties (teacher
resource)
CC.1.1.1.C- Demonstrate understanding of spoken words,
syllables, and sounds (phonemes)
CC.1.1.1.D- Know and apply grade-level phonics and word
analysis skills in decoding words
CC.1.1.2.D- Know and apply grade-level phonics and word
analysis skills in decoding words
CC.1.1.5.E – Read with accuracy and fluency to support
comprehension
CC.1.3.9-10-I – Determining meaning of vocabulary
-Victory Drill Book
(teacher resource)
-Initial and
Advanced Reading
Decks
-Latin and Greek
Word Roots, Book 1
Unit Essential Question:
How can knowledge of phonics help improve decoding and word recognition?
Concept:
CC.1.1.1.C-Phonemic
awareness
Lesson EQ:
Concept:
CC.1.1.1.D –Applying phonics
in decoding words
Lesson EQ:
Concept:
CC.1.1.2.D- Applying phonics
in decoding words
Lesson EQ:
What are the single consonant
and vowel sounds?
What are consonant and vowel
blends? What are consonant
and vowel digraphs?
How do the patterns of the six
syllable types help readers
decode unknown words?
Vocabulary:
Vocabulary:
Vocabulary:
Types of vowel sounds
digraph
trigraph
6 Syllable Types
Concept:
CC.1.1.5.E - Fluency
Lesson EQ:
How do the four goals of reading
fluency improve fluency?
Concept:
CC.1.3.9-10-I – Determining
meaning of vocabulary
Lesson EQ:
How can root words help
readers decode unknown words
and improve vocabulary?
Vocabulary:
Vocabulary:
Kinds of fluency
Root word
Affix
Frayer model
Unit: Before- During-After Reading Strategies
Focus Standard:
CC.1.3.9-10.K – Read and comprehend literary fiction
CC.1.2.9-10.L – Read and comprehend literary nonfiction and
informational text
CC.1.2.9-10.J- Demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to
comprehension or expression
Instructional Tools:
-Timely, high-interest,
nonfiction excerpts and
informational text from
print and/or Internet
sources
Unit Essential Question:
How do Before-During-After Reading Strategies improve reading comprehension?
Concept:
CC.1.3.9.10.K – Read and
comprehend literary fiction
Lesson EQ:
Concept:
CC.1.2.9.10.K – Read and
comprehend literary
nonfiction and informational
text
Lesson EQ:
Concept:
CC.1.2.9-10.J- Demonstrate
independence in gathering
vocabulary knowledge
Lesson EQ:
What strategies do good readers
use to help them understand
fiction?
What strategies do good readers
use to help them understand
nonfiction and informational
text?
What strategies do good readers
use to determine the meaning of
an unknown word in text?
Vocabulary:
Vocabulary:
Vocabulary:
Before-During-After reading
strategies
Annotating strategies
Kinds of vocabulary habits
Unit: Reading workshop
Focus Standard:
CC.1.3.9-10.K – Read and comprehend literary fiction, reading
independently
CC.1.2.9-10.L – Read and comprehend literary nonfiction and
informational text, reading independently
CC.1.4.9-10.S – Draw evidence from literary or informational texts
to support reflection
CC.1.4.9-10.T – Develop and strengthen writing as needed by
planning, revising, editing, or rewriting
Instructional Tools
-Self-selected
independent
reading (fiction or
non-fiction)
-Reflective journals
Unit Essential Question:
How can reading independently and reflective journal writing change reading habits?
Concept:
CC.1.3.9-10.K – Read literary
fiction independently
Lesson EQ:
Concept:
CC.1.2.9-10.L – Read literary
nonfiction and informational
text independently
Lesson EQ:
Concept:
CC.1.4.9-10.S – Draw
evidence to support reflection
Lesson EQ:
What strategies do good readers
use when choosing appropriate
books to read independently?
What strategies do good readers
use to read and reflect when
they read fiction or nonfiction?
How do writers find text that
supports their thinking?
Vocabulary:
Vocabulary:
Vocabulary:
CIP information
Internet resources
Active reading strategies
Textual evidence
Cite/citation
Concept:
CC.1.4.9-10.T – Develop and
strengthen writing
Lesson EQ:
What strategies do writers use
to improve their writing?
Vocabulary:
Editing symbols
Collins writing Types I and II
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Type I writing
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