First Grade ELA Curriculum
Unit 3
Table of Contents
Purpose of the Unit
Essential Questions
Sample Literacy Block Schedule
Unit 1 Common Core Standards
Assessments
Lucy Calkins Units of Study Unit 3 Opinion Writing
Overview of Lessons
Recommended Supplemental Texts
Supplemental Resources
Literacy Center Examples
Message Time Plus Example
Helpful Anchor Charts
Professional Development Resources
Appendix A: Opinion Writing Samples, and Student
Writing Checklist
Appendix B: Lesson Plan Examples
Page 3
Page 4
Page 5
Page 6 – 8
Page 9
Page 10
Page 11
Page 12-18
Page 19
Page 20
Page 21
Page 22-23
Page 24-27
Page 28
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Purpose of This Unit:
The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the
CCSS Content Standards. The standards establish guidelines for English language arts (ELA) as well as for literacy in
social studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a
variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness
in multiple disciplines. The skills and knowledge captured in the ELA/literacy standards are designed to prepare
students for life outside the classroom. They include critical-thinking skills and the ability to closely and
attentively read texts in a way that will help them understand and enjoy complex works of literature. Students will
learn to use cogent reasoning and evidence collection skills that are essential for success in college, career, and
life.
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Essential Questions
Enduring Understanding
1. How does a writer's preference impact writing? How
1. A writer must clearly express a preference and
does a writer communicate a preference?
communicate it in writing.
2. Why are details important in my response? How can I
2. Details help writers make their ideas clear for the
use the questions and suggestions from others to
reader. A writer must determine how to revise their
strengthen my writing?
paper based on peer and teacher suggestions to
3. What are some different ways to research a topic? How
strengthen their final product.
can you express your research on a given topic?
3. Research is one of the processes we can use to expand
4. What resources can help you find an answer to a
our knowledge. Knowledge can be shared in a variety of
question? How can resources lead you to an answer?
ways.
5. What are key details? How do readers use them to
4. Source is the location of information. Writers use and
support their understanding of informational text?
cite multiple sources to write convincingly.
6. What can a reader do to understand unknown words in
5. Proficient readers use key details as clues to help them
a text?
ask questions and locate answers within an
7. Why is it important to know the main topic of an
informational text.
informational text? How do key details contribute to a
6. Asking and answering questions and using context clues
readers' understanding?
can help a student clarify the meaning of words and
8. Why do readers look for connections within a text?
phrases in a text in order to gain vocabulary and a
deeper understanding of the informational text.
7. It is important for readers to know the main topic of an
informational text so they understand the author's
message. Key details support the main topic and help us
to gain a better understanding of the text.
8. Readers look for connections within a text to better
understand the text and the author's message.
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K-2 Literacy Block
Sample Schedule
Independent Reading/Partner Rdg
(arrival & unpacking time)
Message Time Plus
Modeled Writing/Shared Reading
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
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
Notes for Sample Schedule
After unpacking, children read from Book Bins (unleveled) or
from Book Bags (leveled for independent. reading.)
20 min
One option for MTP is to teach a writing behavior or
strategy that can lead into the writing workshop.
Concepts about print
Phonics
Vocabulary
High frequency words
Fluency
Comprehension
Writer’s Workshop
Mini-lesson
All Journey’s pacing for phonics, phonemic awareness,
vocabulary, sight words, and concepts about print can be
taught through MTP.
30 min
5 min
Independent writing consists of guided writing groups
and/or one-to-one conferences.
Independent Writing
20 min
Share (2 students share)
5 min
Intentional Read Aloud
10 min
Tell children what you are going to demonstrate and why this
will help them as readers. Ask students to watch and listen to
how you think (or problem solve) as a reader.
Guided Reading/ Literacy Centers
30 min
Literacy
Centers
1st rotation
(15 min)
2nd rotation
(15 min)
Group A
Group B
Group C
Guided
Reading
Literacy
Center
iRead
Literacy
Center
iRead
Guided
Reading
The Literacy Center component is not limited to the
above format. Teachers may have more than 3 groups.
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Unit 3:
Topic:
Common Core State Standards
W.1.1
Opinion
Writing
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.
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.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
W.1.7
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and
use them to 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.
L.1.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
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.
d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h. Use determiners (e.g., articles, demonstratives).
i. Use frequently occurring prepositions (e.g., during, beyond, toward).
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RF.1.2.
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable
words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final –e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a
printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
L.1.4.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading
andcontent, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
RI.1.1
Ask and answer questions about key details in a text.
RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.2
Identify the main topic and retell key details of a text.
RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key
facts or information in a text.
RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in
a text.
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RI.1.7
Use the illustrations and details in a text to describe its key ideas.
RI.1.8
Identify the reasons an author gives to support points in a text.
RI.1.9
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions,
or procedures).
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
RL.1.5
Explain major differences between books that tell stories and books that give information, drawing on a wide reading
of a range of text types.
RF.1.4.
Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and expression.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other
media.
L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word
meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
b. Define words by category and one by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a
large
cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
SL.1.3
Ask and answer questions about what a speaker says in order to gather additional information or clarify something
that is not understood.
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Assessments:
Formative:
 Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/MTP, guided
reading, in progress writing samples, turn/ talk, and talk moves
Summative:
 Model Curriculum Unit 3 Assessment, assessment on silent “e” ending words and vowel team words such as “ai,” “ee,” and “ay”
words, running records to see reading progress/ comprehension skills, writing prompt samples
Authentic:
 Published writing piece for informational/explanatory, how to writing, poetry writing, oral presentations and book reviews)
 www.Storybird.com
 Comprehension Story Board
Technology Integration:
iRead (Mandatory)
www.spellingcity.com, for continuous word work practice
www.starfall.comfor reading practice
www.timesforkids.com
www.discoverykids.com resource for students to find informational text to compare and contrast
http://www.ipl.org/ a search engine that is safe for kids, used by librarians
http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELA
Speaking and Listening Vocabulary: opinion, writer, key details, information, topic, resources, text, communicate, answer, readers, ideas,
sources, clarify, understand, author’s message
Useful Sites:
iRead (Mandatory)
www.cliontheweb.org This site is a free resource for all teachers. It has classroom tested instructional literacy practices, tools to improve ELA
best practices and personalized action plans.
www.achievethecore.org This website is full of free content designed to help educators understand and implement the Common Core State
Standards. It includes practical tools designed to help students and teachers see their hard work deliver results. achievethecore.org was
created in the spirit of collaboration. Please steal these tools and share them with others.
www.readwritethink.org Classroom Resources and Videos
www.thinkcentral.com Journey’s Resources online
www.starfall.com This site offers free developmental literacy games and books for students to read.
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Lucy Calkins Units of Study
Lessons From the Masters: Writing Reviews Unit 3
Lesson Number
Lesson Title
CCSS Related to Lesson from Unit 2
Lesson 1
People Collect Things and Write Opinions about Their
Collections
Explaining Judgments in Convincing Ways
"How Do I Write This Kind of Writing Well?"
W.1.1, R1.1.8, L.1.1, L.1.2, L.1.5
Lesson 2
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Lesson 17
Lesson 18
Opinion Writers Expect Disagreement
Letter To Teacher
Bolstering Arguments
Editing and Publishing: Making Writing "Best in Show"!
Writing Reviews to Persuade Others
Talking Right to Readers
Making Comparisons in Writing
Hook Your Reader: Writing Catchy Introductions and
Conclusions
Partners Work Together to Give Writing Checkups!
Letter to Teacher: Make Anthologies: A Celebration
Using All You Know to Write Book Reviews
Don't Spill the Beans! Giving Sneak Peek Summaries
Not Too Long, Not Too Short!: Using Conjunctions
Review a Review?: Making Sure Reviews Are Brim Full of the
Best Work!
Letter to Teachers: Book Review Talks: A Reading Rainbow
Style Celebration
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W.1.1, W.1.5, RI.1.8, SL. 1.2, L.1.1, L1.2
W.1.1, W.1.5, RI.1.1, RI.1.8, RF.1.2 ,RF.1.3,
SL.1.2, L.1.1, L1.2.
W.1.1, RF1.3, SL. 1.2,SL.1.3, L.1.1, L.1.2
W.1.1, W.1.5, RI.1.8,L.1.1, L.1.2
W.1.1, W.1.5, RI.1.1, RI.1.8, RF.1.4, SL. 1.3, L.1.1
W.1.1, W.1.5, RF.1.4, SL.1.6, L.1.1,L.1.2
W.1.1, W.1.7, RI.1.1, RI.1.8, L.1.1, L.1.2
W.1.1, W.1.5, RF.1.4, L. 1.1, L.1.2
W.1.1, W.1.5, RF1.4, L.1.1, L.1.2
W.1.1, W.1.5, L. 1.1, L.1.2
W.1.1, W.1.5, RF1.2, RF.1.3, RF.1.4, SL. 1.2, L.1.1
W.1.1, W.1.5, W.1.6, RI.1.2, RI.1.3, L. 1.1, L.1.2
W.1.1, L. 1.1, L.1.2
W.1.1, W.1.5, SL. 1.3, L.1.1, L.1.2
W.1.1, W.1.5, SL. 1.2, SL.1.3, SL.1.6, L.1.1,L.1.2
W.1.1,W.1.5, RI.1.8, RF.1.4, . L. 1.1, L.1.2
W.1.1, W.1.6, RF.1.4., SL. 1.6, L.1.1, L.1.2,
Texts Recommended for Unit 3 Opinion Writing
Please Note: Many read aloud texts in Journeys do not support the Reading Literature Standards that must be covered on page 6.
Below are some recommended opinion mentor texts that can be used as a read aloud to support the Reading Literature Standards
and the Writing Standards. Links will lead students and teachers to digital read alouds.
Name of the Texts and Picture
Earrings by Judith Viorst
https://www.youtube.com/watch?v=m2yjGH7JS5s
Pigeon Wants a Puppy by Mo Williams
https://www.youtube.com/watch?v=vT8djtMIyj0
The Pigeon Needs a Bath by Mo Williams
Click Clack Moo Cows that Type by Doreen Cronin
https://www.youtube.com/watch?v=mhiD4jfOj9o
https://www.youtube.com/watch?v=fqcuYEC5WpY
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Grade 1: Unit 3 Supplemental Resources (Phonics principals can be taught through MTP, Guided Reading and Centers)
Reading Lit and Informational Text
Foundational Skills
Lesson
Selection
Text Based Comprehension
Anchor Text
Animal Groups
Genre: Informational Text
Phonological Awareness/Phonics Print, Fluency, HFW
Target Skill
Compare and Contrast two texts
read aloud on the same topic.
Phonics
Long i (CVCe)
Digraphs kn, wr, gn, mb
High-Frequency Words
bird, both, eyes, fly, long,
or, those, walk
15
Students can give their opinion of
whether they like this text and
explain why or why not.
Decodable Reader
Selections
Mike’s Bike
The Nest
The Nice Vet
Kite Time
Lesson
15
Speaking and Listening
Selection
S&L
Language
Use reading supplemental texts
Spelling Principle
referenced on page 11.
Words with Long i
Language and Writing
Writing
Writing Mode
Opinion Writing
Spelling Words
Basic: time, like, kite, bike, white, drive
These words can be inputted into Spelling City and given as a
homework assignment or during center time.
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Reading Lit and Informational Text
Lesson
Selection
Phonological Awareness/Phonics Print, Fluency, HFW
Anchor Text
Let’s Go to the Moon!
Genre:
Informational Text
16
Foundational Skills
Phonics
Long o (CV, CVCe)
Long u (CVCe)
High-Frequency Words
around, because, before,
bring, carry, light, show,
think
Paired Selection
Mae Jemison
Genre: Biography
Decodable Reader
Selections
Go, Jones!
So Much Fun
June’s Pictures
My Mule, Duke
Speaking and Listening
Lesson
16
Selection
S&L
Use reading supplemental texts
referenced on page 11.
Language and Writing
Academic Vocabulary
Language
Spelling Principle
Words with Long o
Writing
Writing Mode
Opinion Writing
Spelling Words
Basic: so, go, home, hole, no,
rope, joke, bone, stove, poke
These words can be inputted into Spelling City and given as a
homework assignment or during center time.
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Reading Lit and Informational Text
Lesson
Selection
Foundational Skills
Phonological Awareness/Phonics Print, Fluency, HFW
Use reading supplemental texts
referenced on page 11.
Long e (CV, CVCe)
Vowel Pairs ee, ea
Final ng, nk
Phonogram -ink
High-Frequency Words
about, by, car, could,
don’t, maybe, sure,
there
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Speaking and Listening
Lesson
17
Selection
S&L
Use reading supplemental texts
referenced on page 11.
Language and Writing
Academic Vocabulary
Language
Spelling Principle
Words with Long e
Writing
Writing Mode
Opinion Writing
Spelling Words
Basic: me, be, read, feet, tree,
keep, eat, mean, sea, these
These words can be inputted into Spelling City and given as a
homework assignment or during center time.
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Reading Lit and Informational Text
Lesson
Selection
Phonological Awareness/Phonics Print, Fluency, HFW
Anchor Text
Where Does Food Come
From?
Genre:
Informational Text
18
Foundational Skills
Fluency
Expression
Phonics
Vowel Pairs ai, ay
Contractions ’ll, ’d
Phonograms -ay, -ain
High-Frequency Words
first, food, ground, right,
sometimes, these,
under, your
Decodable Reader
Selections
Ray Trains Dex
Sweet Treats
What Will We Do?
Let’s Eat
Speaking and Listening
Lesson
18
Selection
Use reading supplemental texts
referenced on page 11.
Language and Writing
Language
Writing
Spelling Principle
Vowel Pairs ai, ay
Writing Mode
Opinion Writing
Spelling Words
Basic: play, grain, sail, mail,
may, rain, way, day, stay, pain
These words can be inputted into Spelling
City and given as a homework assignment
or during center time.
15
Reading Lit and Informational Text
Lesson
Selection
Phonological Awareness/Phonics Print, Fluency, HFW
Anchor Text
Tomás Rivera
Genre: Biography
19
Foundational Skills
High-Frequency Words
done, great, laugh, paper,
soon, talk, were, work
Phonics
Vowel Pairs oa, ow
Contractions ’ve, ’re
Phonograms -ow, -oat
Paired Selection
Life Then and Now Genre: Informational
Text
Decodable Reader Selections
It Was Snow Fun
Boat Rides
Fun with Gram
Rex Knows
After the read aloud students can discuss their
opinion about the text and explain what they liked
or not like about Tomas Rivera.
Speaking and Listening
Lesson
19
Language and Writing
Selection
Use reading supplemental texts
referenced on page 11.
Language
Spelling Principle
Vowel Pairs oa, ow
Spelling Words:
Basic: show, row, grow, low,
blow, snow, boat, coat, road,
toad
These words can be inputted into Spelling City and given as a
homework assignment or during center time.
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Writing
Writing Mode
Narrative Writing follow
the Lucy Calkins Units of
Study
Focus Trait
Organization
Write About Reading
Performance Task
Reading Lit and Informational Text
Lesson
Selection
Foundational Skills
Phonological Awareness/Phonics Print, Fluency, HFW
Use reading supplemental texts
referenced on page 11.
Phonics
Compound Words
Short Vowel /e/ea
High-Frequency Words
door, more, mother, old,
try, use, want, wash
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Speaking and Listening
Lesson
20
Selection
S&L
Read Aloud
Chicken Little
Listening/Speaking: Listening
Comprehension
Students can discuss their
opinion of the character
Chicken Little.
Language and Writing
Academic Vocabulary
Language
Spelling Words:
Basic: bedtime, sunset, bathtub,
sailboat, flagpole, backpack,
playpen, raincoat, inside,
himself
These words can be inputted into Spelling City and given as a
homework assignment or during center time.
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Writing
Writing Mode
Opinion Writing
Reading Lit and Informational Text
Lesson
Selection
21
Use reading
supplemental texts
referenced on page 11.
Foundational Skills
Phonological Awareness/Phonics Print, Fluency, HFW
Phonics
r-Controlled Vowel ar
r-Controlled Vowels or, ore
Phonograms -ar, -ore
High-Frequency Words
few, night, loudly, window,
noise, story, shall, world
Speaking and Listening
Lesson
21
Selection
S&L
Use reading supplemental texts
referenced on page 11.
Academic Vocabulary
Language and Writing
Language
Writing
Spelling Principle
r-Controlled Vowel ar
Writing Mode
Opinion Writing
Spelling Words
Basic: far, arm, yard, art, jar, bar,
barn, bark, card, yarn
These words can be inputted into Spelling City and given as a
homework assignment or during center time.
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Literacy Centers to Support Guided Reading: In centers, students should be reading, writing, writing about reading or
completing word work activities. Center activities should be activities that students can do without the help of the classroom
teacher. During Centers, teachers are expected to implement guided reading with a small group of children.
Writing Center:
Computer Center:
Finish writing work in folder
(Mandatory) iRead
Write an Opinion about a storybook character
Starfall
Create/Write an Original Story (Authentic Assessment)
Spelling City
Library Center:
Word Work Center:
Independent Reading (Books are to be self-selected on the
child’s independent level or not.)
Vowel team words
Site word games (Memory Match, Bingo, Zap It)
Buddy reading
Sort long vowel and short vowel words
Write a book review
Independent Reading Center:
Students are reading independently with books on their level.
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Message Time Plus Example
This Message addresses the following standards:
•
W.1.1, RF.1.2, L.1.2, L.1.4, RF.1.4
I am here to tell you about my favorite season of the year which is spring. I feel that spring is the greatest time of year
because the warm gets warmer and all of the snow melts away. Another reason spring is the best is because flowers and
leaves start to grow back and it makes the world look like a beautiful rainbow with all of the bright colors. In spring children
get to go outside run around a play no more bundling up in big jackets, hats, scarves and gloves. These are only some
reason why spring is the absolute best season of the year!
Potential Scaffolding Opportunities:
•
ee words
•
punctuation we use a comma for a list of words
•
conjunctions because
•
opening sentence and closing sentence
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Helpful Anchor Charts
Make a sorting game for centers
21
Professional Development Resources
Please click on the links below to receive additional support in your practice.
Classroom Library
Guided Reading
Message Time Plus
Writer’s Workshop
http://www.orange.k12.nj.us/Page/7045
http://www.orange.k12.nj.us/Page/7045
http://www.orange.k12.nj.us/Page/7045
http://www.orange.k12.nj.us/Page/7045
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click on the Classroom Library link
click on the Guided Reading link
click on the Message Time Plus link
click on the Writer’s Workshop link
Resources
Teacher Resources
www.corestandards.org
www.achievethecore.org
www.cliontheweb.org
http://exchange.smarttech.com/search.html
http://www.learner.org/jnorth/tm/InstrucStrat9.html
Evaluation
/Reflection
Guiding Questions:
1. What worked?
2. What do you think could have been implemented more effectively in your lessons and instruction?
3. What do you need to learn more about?
4. What resources were helpful?
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Appendix A: Writing
Example of Student Writing
24
25
Opinion Writing Student Checklist:
26
27
Appendix B
Lesson Plan Examples
Writing Workshop Lesson
Standards:
1.RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
1.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
1.RF.4: Read with sufficient accuracy and fluency to support comprehension.
W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and provide some sense of closure.
Essential Questions: What is a narrative text? A narrative conveys events in a logical sequence, real or imagined.
Interdisciplinary Connections: Social Studies, Families
Equipment Needed: Dry erase boards, markers, leveled readers
Goals and Objectives: After the teacher models how to write a narrative during message time plus, I will write a narrative
that has a beginning, middle and end.
Learning Activities or Instructional Strategies:
Mini-Lesson: The teacher will write a narrative that will include a beginning, middle and end during message time plus.
Students will listen as the teacher does a think aloud to model how to think of a small moment and say aloud what will
happen in the beginning, middle and end. Then the teacher will write the story on the board in front of the children while the
children read as she writes.
Guided Practice: Students will turn and talk to their partner to discuss a small moment that they would like to stretch
throughout 3 pages. Students will discuss what happens in the beginning, middle and end of their small moment.
Independent Practice: Students will grab their narrative writing folders and paper and begin writing the story they told their
partners. Students will quickly sketch out their ideas and then begin writing their narratives.
Conference: Teacher will meet with Josh, Kaitlyn, Bobby and Abdul. Teacher will meet with students and prompt students
to get started on their narrative and to make sure that they quickly sketched their story so that they can focus on the writing.
Share: Two students that attempt to write a beginning, middle and end to their narrative will share their thinking and
strategies
Differentiation:
Josh and Kaitlyn will sketch his ideas across 3 pages and practice stretching out his words as he writes his sentences.
Bobby and Abdul will say and touch each page before writing the beginning, middle and end of their narrative.
Resources Provided: Lucy Calkins Units of Study
Assessments: Narrative Scoring Rubric and Student Checklist
Homework: In a writing notebook, students will write a new narrative piece and use the student checklist to edit their work.
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