Grade: First
Unit: Alphabet Books and Children Who Read Them
Pacing: First Six Weeks
Subject(s): ELA
Objective(s): Students will be able, on
Vocabulary:
their own to:
Standard(s): Note: this unit does not
author
 Ask and answer questions about
address the first grade target skills of
illustrator
key information in non fiction
phonics, sight word recognition, or
capitalization
texts
decoding. Those are on going throughout
periods
the year and should be included in all units
 Recognize what a question is
stories
of work. Reading/Phonics skills are a
 Distinguish how a question is
key details
progression within the essential
different from a telling question
standards.
 Explain how to answer a question questions
topic
using text as support
Common Core Standards:
RL 1.1, SL 1.2 Ask and answer questions about key details and
fiction
 Produce and expand complete
events in a text.
non-fiction
and compound declarative,
RL 1.5 Explain major differences between books that tell stories
and books that give information, drawing on a wide reading of a
sort
interrogative, imperative and
range of text types.
poems
exclamatory sentences
RL 1.10 With prompting and support read and prose poetry of
appropriate complexity for grade 1.
RI 1.1 Ask and answer questions about key details in a text.
RF 1.1 Demonstrate understanding of the organization and basic
features of print.
RF1.1a Recognize the distinguishing features of a sentence (first
word, capitalization, ending punctuation)
RF 1.4 Read with sufficient accuracy and fluency to support
comprehension.
W 1.2 Write informative/explanatory texts in which they name a
topic, supply some facts about the topic, and provide some sense
of closure.
W 1.5 With guidance and support from adults, focus on a topic,
respond to questions and suggestions from peers, and add details
to strengthen writing as needed.
W 1.7 Participate in shared research and writing projects(explore a
number of how-to books on a given topic and use them to
Standards (Cont.)
Write a sequence of instructions.
W 1.8 With guidance and support from adults, recall information
from experiences or gather information from provided sources to
answer a question.
SL 1.6 Produce complete sentences when appropriate to task and
situation.
L 1.1 Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L 1.1a Print all upper and lowercase letters.
L 1.1b Use common, proper and possessive nouns.
L 1.1j Produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory sentences
In response to prompts.
L 1.2 Demonstrate command of the conventions of standard
English capitalization, punctuation and spelling when writing.
L 1.2a Capitalize dates and names of people.
L 1.2b Use end punctuation for sentences.
L 1.4a Use sentence-level context as a clue to the meaning of a
word or phrase.
Understanding: Students will
understand that: There is a difference
between texts that give information and
texts that tell a story.
Essential Questions:
Why is it important to ask questions while you are reading?
What makes up a complete sentence?
What types of sentences are there?
How do we determine what is fact or opinion (fiction/non-fiction)
How do we research more about a topic?
Literary Texts: (Resources)
Houghton Mifflin Text: Mac the Cat,
Counting on in the Words, Cats, My Cat,
Cat and Dog, Supper for Cal, A Day at
School, At School, Nat, Nan, and Pat,
Fun, Fun, Fun, Meet the Feet, Pigs in a
Rig, Sit, Pig, Pat and Pig, Gram’s Hat, Kit
Finds a Mitt,
National Geographic Series: Units 3, 4,7
Journeys:
Chicka Chicka Boom Boom by: Bill Martin
Dr. Suess’s ABC An Amazing Alphabet
Book by: Dr. Suess
Eating the Alphabet: Fruits and
Vegetables from A to Z by: Lois Ehlert
How to Eat a Poem by: Eve Merriam
Online Story Books:
http://magickeys.com/books
Evidence: (Evaluation and Assessments)
Science/Social Studies Tie:
Class ABC Book
Suggestions:
Create a “How To” Book
Health and Fitness (our bodies)
Informative writing about exercising
How we fit into a group
Observable Student Behaviors: Small Group Research Work- Students will research an Animals/Life Cycles
author and discuss findings.
Living and Non Living
Acquisition: Students will know that:
Fiction stories are for entertaining and non-fiction stories are for information. It is a
good practice to ask questions while you are reading for better comprehension.
(understanding)
Common Core bridging Standards from previous
grades:
RL 1.1 with prompting and support, ask and
answer questions about key details in a text.
RI 1.4 with prompting and support, identify basic
similarities in and differences between two texts
on the same topic.
Pre-Assessment:
Students will choose a book based on interest
and identify placed information about author and
illustrator.
Learning Targets: (Tasks)
Introduce the writing of declarative and
interrogative sentences by focusing on an
informational ABC book.
Chart answers to the question, “what is your
favorite fruit?”
Sort letters based on if they are small, tall, or if
they fall.
Have students sort sentences by type:
declarative (telling), interrogative (asking),
imperative (bossy/command), and exclamatory
(excited).
Create a Venn diagram comparing fiction and
non-fiction books.
Write about hand washing from using a story
web.
Claim #1 Depth of Knowledge 1 2 3 4
Claim #2 Depth of Knowledge 1 2 3 4
Claim #3 Depth of Knowledge 1 2 3 4
Claim #4 Depth of Knowledge 1
2 3 4
Progress Monitoring:
Meaning: How does this relate to me?
Students will write/match upper and lower case
letters.
Students will identify missing letters in a
sequence.
Students will count words in a sentence.
Students will identify sentence structure.
(Capital, punctuation)
I know what kinds of books I like to read.
I know what topics interest me.
I can tell about the difference between fact and
opinion and reality and fantasy.
I can write in a complete sentence.
I know what an author and an illustrator do.
Teacher Notes: