February/March
Grade One
Unit 5: Being Our Own Reading Teachers
Initial Literacy Instruction (ii) 90 Minutes / Integrated Instruction
Whole Group
30 Minutes / Small Group Instruction
60 minutes
Read Aloud & Shared Reading / Preparing for Independence
(5-7 minute Mini-Lesson
to Launch Small Group
& Independent Reading) / Teacher Resources for Small Group Instruction / Word Study / Writing About Reading
COMMON CORE STATE STANDARDS
Reading: Literature
Key Ideas and Details
RL.1.1 Ask and answer questions about key details in a text
Craft and Structure
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
RL.1.6 Identify who is telling the story at various points in a text
Range of Reading and Level of Text Complexity:
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1
Language
Vocabulary Acquisition and Use
L.1.4 Determine the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
a. Use sentence-level context as a clue
to the meaning of a word or phrase
b. Use frequently occurring affixes as
a clue to the meaning of a word /
  • Readers Can Have Partner Conversations
  • Readers Can Have Group Conversations
  • Readers Can Have Class Conversations
  • Readers Can Share Their Ideas Through Writing and Speaking
  • Readers Can Perform Pieces of Text for Others
/ Small Group Rotation
Guided Reading Lesson Planner / COMMON CORE STATE STANDARDS
Foundational Skills
Fluency
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words
a. Know the
spelling-sound
correspond-
ences for com-
mon consonant
digraphs (two
letters that
represent one
sound)
e. Decode two-
syllable words
following basic
patterns by
breaking the
words into
syllables / GOALS FROM THE CONTINUUM OF LITERACY LEARNING
  • Represent a character through drawing or writing
  • Notice and sometime use new words from a text
  • Reread to assure accuracy of sentence structure and word use as well as meaning-fulness
  • Infer how a character feels
  • Reflect what a character is really like
  • Express opinions about a story or poem

c. Identify frequently occurring root
words (e.g. look) and their
inflectional forms (e.g. looks,
looked, looking)
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g. because)
GOALS FROM THE CONTINUUM OF LITERACY LEARNING
Interactive Read Aloud and Literature Discussion
  • Recognize characters and report important details after reading
  • Notice and derive information from pictures
  • Acquire new vocabulary from listening and use in discussion
  • Provide specific examples and evidence from the text to support thinking
  • Make predictions about what a character is likely to do
  • Use evidence from the text to support predictions
  • Infer characters’ intentions or feelings
  • Make connections between familiar texts and discuss similarities and differences
  • Recognize and identify some aspects of text structure, such as beginning, events in sequential order, and ending
/ RF.1.4 Read with sufficient accuracy and fluency to support comp-rehension
a. Read grade-
level text with
purpose and
understanding
c. Use context
clues to
confirm or
self-correct
word recog-
nition and
understanding,
rereading as
necessary
GOALS FROM THE CONTINUUM OF LITERACY LEARNING
  • Recognize and use a large number of phonograms (VC, CVC, CVCe, VCC)
  • Read a core of at least 50 high frequency words
  • Break words into syllables to read or write them

Shared and Performance Reading
  • Reflect meaning with the voice through pause, stress, and phrasing
  • Notice and ask questions when meaning is lost or understanding is interrupted
  • Notice and use information from pictures
  • Predict what a character will do in preparation for reading
  • Infer a character’s feelings or motivation in preparation for reading
  • Check information in the text against their own experiences
Oral, Visual, and Technological Communication
  • Follow the topic and add to the discussion
  • Begin to verbalize reasons for problems, events, and actions
  • Explain and describe people, events, places, and objects
  • Use language from stories when retelling them
/
  • Recognize that words have letter patterns that are connected to sounds (phonograms and other letter patterns)
  • Use known words and word parts to help in reading and spelling new words
  • Use letters and relationships to sounds to read