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Unit # Length of Unit Title of Unit Unit Summary
1 6 weeks Alphabet Books and
Children Who Read Them
By conducting shared research, students learn that investigating is foundational to learning. By using books that require conversation, such as
The Graphic Alphabet, students understand that ideas are processed through inquiry, thought, and conversation. After the students perform shared research based on a class question, they write a class ABC book about their topic. During this writing, they review the formation of a sentence with proper punctuation. Students respond to a question
(prompt) to write what they know about healthy habits (e.g., exercise, healthy eating), focusing on their topic and supporting it with facts. Finally, they apply their knowledge of questioning to poetry and perform the poetry as a choral reading.
Standards:
 I.1.1.1- Locate the library media center and identify library media center personnel
 I.1.1.2- Recognize how a library is organized and arranged to locate materials: In major sections (e.g., easy, fiction, nonfiction, reference) and alphabetically by using the first letter of author’s last name
 I.1.1.3- Demonstrates knowledge of policies and procedures (e.g., check-out/in policy)
 I.1.1.4- Recognize and use parts of a book to locate information (title page, table of contents, dedication page)
 I.1.1.5- Locate the author’s and illustrator’s names on the title page and/or front cover
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2 6 weeks The Amazing Animal
World
Building on the informative/explanatory writing in the first unit, students focus on constructing stronger informative/explanatory writing pieces.
Then, students revise their work with an adult. They also learn about the creative process through studying the artwork of Henry Matisse, and create a piece of art to go with their informative writing. The class explores

informative/explanatory writing by explaining the technique used to create their own artistic works. As they read fictional texts, they continue to retell a story using details and focusing on a central message.
Standards:
 I.1.1.7- Identify an information need and access materials by asking questions to gain information
 I.1.1.9- Recognize information in a variety of formats: Print (primary atlases, primary encyclopedias, and picture dictionaries), non-print (maps, globes, videos), and electronic resources (databases, available electronic search tools)
 I.1.1.10- Recognize sources of information outside the school library media center (e.g., people, public libraries)
 I.2.1.2- Differentiate between fiction and nonfiction
 A.4.1.1- Use information from a variety of resources to accomplish a specific purpose
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3 6 weeks Life Lessons Building on the retelling of stories with details, students delve deeper by focusing on the categorizing of story details into the following groupings: characters, key events, and settings. Students read and listen to fables with morals. They also learn about rules for life in a book of manners. Reading the life story of George Washington Carver, students learn about a man who had to overcome obstacles in life to make important contributions to science and agriculture. Students also learn about Thomas Edison’s work with electricity and the rules for its safe use. Students write narratives focused on life lessons and create informative/explanatory posters about electricity. Finally, students focus on descriptive words while studying the artwork of Georgia O’Keeffe.
Standards:
 I.1.1.6- Recognize characteristics of types of books (e.g., stories, plays, predictable books)
 I.2.1.2- Differentiate between fiction and nonfiction *
 A.6.1.2- Respond to information from various media (e.g., print, non-print)
 C.7.1.5- Discuss story elements (e.g., character, setting, plot, problem/solution)
 C.7.1.6- Discuss author’s purpose

 C.8.1.7- Compare and contrast print and non-print media of a selected work
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4 6 weeks Winds of Change Building on the simple characteristics of fable characters, students describe the characters’ feelings. Focusing on verbs, students act out the various ways Dorothy in The Wonderful Wizard of Oz could “walk” on the yellow brick road. They read an article on wind power to look at how wind can provide energy efficiently. They view the nonfiction in this unit through the lens of cause and effect. Finally, students look at writing as a moldable, changing piece of work that can improve with revision.
Standards:
 A.4.1.2- Evaluate the completed task, revising as needed
 A.4.1.3- Name source(s) of information
 A.5.1.1- Work with others to gather and share resources, information, and ideas
 A.5.1.2- Collaborate responsibly to solve problems
 C.7.1.2- Read from or listen to a variety of informational texts (e.g., functional/practical print, learning charts, periodicals, nonfiction books)
 C.9.1.1-Use self-assessment tools (e.g., smiley faces, thumbs up/down, checklist)
 C.9.1.2- Identify strengths and weaknesses in the learning process and set goals for improvement
 C.9.1.3- Reflect on how ideas have changed with more information and/or feedback
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5 6 weeks American Contributions Building on the work with fiction and informational texts in previous units, students meet important Americans in informational books and then hear fictional stories about the same people. Focusing on reading independently and fluently, students read nonfiction to learn about the contributions made by important Americans. By placing events of a similar time period on a timeline, students are able to visualize the connections among events and people. Students write and revise an opinion piece. The unit also focuses on vocabulary in context as students learn to read and reread for meaning.
Standards:
 A.3.1.2- Respect and follow copyright laws (e.g., intellectual property rights)
 A.6.1.4- Discuss individual responsibility in the sharing of information (e.g., online safety)
 C.8.1.4- Discuss works by the same author/illustrator
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6 6 weeks Around the World with a
Glass Slipper
In the previous unit, students were introduced to writing opinion pieces in the context of studying American contributions. In this unit, students look beyond America, but continue to focus on opinion writing. Students choose a favorite version of a fairy tale, such as Cinderella, and write about their choices, supporting their opinions with reasons. They continue to focus on similarities and differences in fiction and nonfiction texts. As the unit closes, the students examine artistic masks from various countries and cultures and use descriptive words to describe the masks.
Standards:
 I.1.1.8- Recognize the purpose of an online public access catalog (OPAC) to locate materials, with guidance
 C.7.1.4- Apply reading strategies to comprehend information (e.g., predicting, retelling, drawing conclusions, cause and effect, sequencing, main idea)
 A.3.1.1- Use graphic organizers to record and synthesize information, with guidance

 C.8.1.1- Read from or listen to a variety of texts to make connections (e.g., text-to-self, text-to-text, and text-to-world)
 C.8.1.2- Read from or listen to texts to learn about other cultures
 C.8.1.6- Understand that literary works meet certain criteria for award winners (e.g., Arkansas Diamond, Caldecott)
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On-going standards:
 I.2.1.1- Determine which media are appropriate to task and reading level, with guidance
 A.6.1.1- Listen for a purpose and respond in a variety of ways
 A.6.1.3- Express information in a variety of formats
 C.7.1.1- Read from or listen to a variety of texts (e.g., poetry, plays, predictable books)
 C.7.1.3- Read for pleasure
 C.8.1.3-Participate in book discussions (e.g., book talks, book clubs, or book studies)
 C.8.1.5- Respond to literature in a variety of ways
(e.g., role playing, illustrate)