Washington Township Public Schools Grade 1 Reading … · 2015-09-05 · Washington Township Public...

Washington Township Public Schools

Grade 1

Reading

Crosswalk, Pacing Guides, and Resources

Marking Period 1

Washington Township Public School

Language Arts/ Reading and Writing Crosswalk 2014-2015 Grade 1

1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period

1

Literacy By Design

Units

Going to School (1/2)

Thinking Like a

Scientist (3/4)

Neighbor-hood News (5/6)

Weather Wonders (7/8)

Earth Explorers (9/10)

Away We Grow

(11/12)

Good Citizens (13/14)

Animals and Their Homes

(15/16)

RL 1.1

RI 1.1 1.3

RL 1.7

RI 1.2

RL 1.3

RI 1.7

RL 1.2

RI 1.8

RL 1.4

RI 1.5

RL 1.9

RI 1.9

RL 1.3 1.5

RI 1.4 1.6

RL 1.6

RI 1.5

Writing

Writing Community BAW 1,2 W 1.5

Narrative Structure/Elements BAW 3,4

W1.3

Informative Fact/opinion MI/ Detail

BAW 5 W1.2

Opinion Character Analysis Reader

Response W1.1

Narrative Problem/ Solution Descr.

Language W1.3

Informative/ Explanatory

How To W1.2 W1.7

Opinion Persuasive

W1.1

Informative/ Explanatory

BAW7 W1.2,1.6

Poetry taught throughout the year

Washington Township Public School

Reading Crosswalk 2014-2015 Grade 1

Reading Whole Group Lesson: Pacing Guide (Combination of shared text and close reading) Reading Small Group Lesson: Literacy by Design and Leveled Texts ~ Guided Reading Independent Reading: Independent Library ~ Use “Just Right Books” and Confer with Students; track and monitor reading logs

The Reading Pacing Guide addresses the whole group lesson. Continue to use Literacy by Design books and other Fountas and Pinnell leveled texts for guided reading lessons. As always, the guided reading lessons should reinforce the whole class lesson(s). Students will also continue to practice the strategies and standards in their own independent reading and throughout literacy centers.

1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period

1 Literacy By Design

Units

Going to School (1/2)

Thinking Like a

Scientist (3/4)

Neighbor-hood News (5/6)

Weather Wonders (7/8)

Earth Explorers (9/10)

Away We Grow

(11/12)

Good Citizens (13/14)

Animals and Their Homes

(15/16)

RL 1.1

RI 1.1 1.3

RL 1.7

RI 1.2

RL 1.3

RI 1.7

RL 1.2

RI 1.8

RL 1.4

RI 1.5

RL 1.9

RI 1.9

RL 1.3 1.5

RI 1.4 1.6

RL 1.6

RI 1.5

WASHINGTON TOWNSHIP PUBLIC SCHOOLS

Reading Guide– Grade 1

Revised 2014

Theme #

Week #

Reading Strategy and Essential Standard Suggested Resources

Them

e 1

Weeks 1 and

2

Theme 1: Reading Strategy: Making Connections Essential Standard: 1.RL.1 Ask and answer questions about key details in a text

Reader Response Organizers: Sticky Questions and Answers

Beginning/Middle/End Story Map Captain Retelling (Theme or

Problem/Solution) Powerful Connections

Suggested Read Alouds and Activities: The Bear Who Wouldn’t Share *Model how to ask questions about who, what, when, where, why, and how that contribute to understanding. * Have students think pair and share to ask questions that they think could help them better understand the text. Their partner tries to answer the questions citing their evidence from the story.



Revised 2014

Them

e 1

Weeks 1 and

2

Chrysanthemum * Introduce the idea of different types of questions. * Have students work in small groups after reading Chrysanthemum to come up with different types of questions they could ask about the group. Each group can try to ask one question for each type or each group could be responsible for one type of question and try to come up with multiple questions for that type. A Fine Fine School *Discuss how you can ask questions before during and after reading. Work as a class to come up with different questions you can ask at each stage of reading. *Model how to cite evidence when answering questions by taking a “closer look” at the text.

Continuing Studies *Use graphic organizers during guided reading groups and centers to continue to monitor progress and give feedback on application of the strategy. *Have student conduct an “interview” of a book, pretending that the book is alive. Have one partner construct and ask the questions while the other partner answers as the book. *Do a partner reading of a book. Have students use sticky notes to mark questions they have throughout reading, then compare their questions to their partners.



Revised 2014

Them

e 1

Weeks 1 and

2

Additional Suggested Texts

The Relatives Came And to Think I Saw It on Mulberry Street‐ Dr. Seuss I Wanna Iguana‐ Karen Kaufman Orloff Madeline’s Rescue‐ Ludwig Bemelmans Why Mosquitoes Buzz in People’s Ears‐ Verna Aardema Ox‐Cart Man‐ Donald Hall



Revised 2014

Month/ Theme

Week Reading Strategy and Essential Standard Suggested Resources

Them

e 2

Weeks 3 and

4

Theme 2: Reading Strategy: Making Connections Essential Standard: 1.RI.1 Ask and answer questions about key details in a text 1. RI.3 Describe the connection between two individual events, ideas, or pieces of information in a text.

Reader Response Organizers: Batty for Facts

Fantastic Learning Fact Question Organizer

Square Venn Diagram (Person, Place, Thing, or Event)

Cause and Effect for Nonfiction Suggested Read Alouds and Activities: Schools Then and Now *Review asking and answering questions strategies for fiction and link how they can be used for nonfiction * Introduce the different reasons why readers ask questions while reading a nonfiction text such as to increase interest in the topic, make connections to the text, connect learning to another topic, to deepen understanding of a topic, and to clarify unclear ideas or words.



Revised 2014

Them

e 2

Weeks 3 and

4

*Model how to ask the different types of questions during the reading of schools then and now. *Reread the text to use questioning to draw connections between schools of the past and schools now. *Introduce cause and effect and how good readers look for connections between people, places, and events in a nonfiction text. The Story of Ruby Bridges *Review questioning strategies for nonfiction text. Brainstorm as a class some questions that readers may have prior to reading Ruby. *Challenge students to come up with questions that draw connections between Ruby Bridges and other people, places, and events that they have read about. * Continue asking questions and drawing connections throughout the reading of the book.



Revised 2014

Them

e 2

Weeks 3 and

4

Continuing Studies

*Use graphic organizers during guided reading groups and centers to continue to monitor progress and give feedback on application of the strategy. *Do a partner reading of a book. Have students use sticky notes to mark questions they have throughout reading, then compare their questions to their partners. * Have students generate questions during reading and then go on a scavenger hunt through other nonfiction texts about the same topic to seek the answers to their questions. * In small groups, have students record interesting and important details they find in the text and write them on index cards. Then have them group the cards according to what details or events they think are similar. Lead a discussion about how some events, people, and facts relate to one another and how readers draw a connection between the two.



Revised 2014

Them

e 2

Weeks 3 and

4

Additional Suggested Texts

What Do You Do with a Tail Like This?‐ Steven Jenkins and Robin Page Now and Ben‐ Gene Barretta



Revised 2014

Theme # Week #

Reading Strategy and Essential Standard Suggested Resources

Them

e 3

Weeks 1 and

2

Theme 3: Reading Strategy: Create Images Essential Standard: RL 1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Reader Response Organizers: Character Organizers Setting Organizers Events Organizers

Suggested Read Alouds and Activities: I Face the Wind *Discuss how expert readers use words and pictures in the story to help them understand what is happening as well as to form descriptions of characters, settings, or events. * Read aloud I Face the Wind while modeling how to look closely at the text and pictures to learn more about characters, setting, and events. On the Move *Review strategies for creating mental images by using text and pictures to describe characters, setting, or events. * Have students work with partners or small groups to select words, phrases, or illustrations that aide in creating mental images. Emphasize the importance of defending how these images help readers better understand what is occurring in the text.



Revised 2014

Them

e 3

Weeks 1 and

2

Hot Air * Review strategies for creating mental images by using text and pictures to describe characters, setting, or events. * Have students complete the events organizers to demonstrate understanding of key events within the story. *Have students write post‐it notes during reading for words, phrases, or illustrations that help readers better comprehend the text. The Wind Blew * Review strategies for creating mental images by using text and pictures to describe characters, setting, or events. * Have students complete the events organizers to demonstrate understanding of key events within the story. Can also be used with setting and characters organizer. *Have students write post‐it notes during reading for words, phrases, or illustrations that help readers better comprehend the text.



Revised 2014

Them

e 3

Weeks 1 and

2

Continuing Studies *Use graphic organizers during guided reading groups and centers to continue to monitor progress and give feedback on application of the strategy. *Have students “code” text by using different color highlighters, wiki stix, etc to markup a story they are reading. Have them use one code for words that describe what is going on “inside” a character and another code for what describes the “outside” of a character. *Have students write a new version of the story that takes place in a different setting. Have them justify why their new setting works. *Have students create their own summary of a story they read using only three sentences. Have students justify why their sentences accurately tells the big ideas of the story. *Have students work in groups to create a Reader’s Theater or mini movie of a story. Ask them to describe how they made decisions regarding setting, characters, and what parts of the story to include.



Revised 2014

Them

e 3

Weeks 1 and

2

Additional Suggested Texts A Bad Case of Stripes‐ David Shannon The Salamander Room‐ Anne Mazer Officer Buckle and Gloria‐ Peggy Rathman Miss Nelson is Missing!‐ James Marshall Cloudy with a Chance of Meatballs‐ Judi Barrett Tuesday‐ David Wiesner Raising Dragons‐ Jerdine Nolen No David!‐ David Shannon



Revised 2014

Month/ Theme

Week Reading Strategy and Essential Standard Suggested Resources

Them

e 4

Weeks 3 and

4

Theme 4: Reading Strategy: Create Images Essential Standard: RI 1.2 Identify the main topic and retell key details of a text.

Reader Response Organizers: Table of Contents Main Idea

Page Key Details Main Idea and Supporting Details

Suggested Read Alouds and Activities: Louisa’s Lab * Set the purpose of identifying the Main Idea, what it is, and why expert readers use the main idea as a tool. Discuss as a group, “Why would this be helpful? What types of books would you be reading when you identify the main idea?”. * Discuss strategies for identifying the main idea that can be useful and how to use text features to aide in identifying the main idea.



Revised 2014

Them

e 4

Weeks 3 and

4

* Model how to find the main idea by being a “details detective” and searching for key details in the text. Demonstrate how to examine key ideas to see what topic they are all teaching about. Videos * Use clips of nonfiction videos to model examining key details and methods of identifying the main idea. Suggested sources for videos are Safari Montage, Animal Planet Kids, Discovery Kids, and NatGeo Kids. * Cross curricular connections can be made between the current science/social studies unit by featuring visual media and practicing finding the main idea.

Continuing Studies *Use graphic organizers during guided reading groups and centers to continue to monitor progress and give feedback on application of the strategy. *For read alouds or independent reading, have students write down what details they think are most important in the book they are reading on individual index cards. Have them work to find how they all fit together and what the big idea is.



Revised 2014

Them

e 4

Weeks 3 and

4

* Have students conduct “research” on a topic by reading a nonfiction text, determining the main idea, and then reading more texts on the same topic to find other details that could have been included in the text. * Play “categories” where students have a deck of cards with various facts about different topics. They need to sort the cards into groups and give a main idea for each group.

Additional Suggested Texts Polar Animals‐ Wade Cooper Alligators and Crocodiles‐ Gail Gibbons Martin Luther King Jr.‐ Kitson Jazynka Frogs!‐ Elizabeth Carney *Most Discovery Kids series books are formatted perfectly for discussions about main ideas and details.

Unit 1 Resources and Organizers Themes 1-2

Standards:

1.RL.1 Ask and answer questions about key details in a text 1.RI.1 Ask and answer questions about key details in a text

1. RI.3 Describe the connection between two individual events, ideas, or pieces of information in a text.

Name: __________________________ RL 1.1 RI 1.1

Sticky Questions and Answers Super readers ask and answer questions as they read to help the big ideas stick in their mind.

Question 1

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Question 2

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

__________________

Name:________________________________ RL.1.1

Beginning Middle End

Name: ____________________________ RL 1.1

Setting:_________________________________________ Characters:______________________________________

Title: _________________________________________________

Beginning

________________________________________________________ ____________________________

Middle

________________________________________________________ ____________________________

End

________________________________________________________ ____________________________

Theme: _______________________________________________________ ______________________________________________________________ ____________________________________________________________

Captain Retelling

Name: ____________________________ RL 1.1

Setting:_________________________________________ Characters:______________________________________

Title: _________________________________________________

Problem: ______________________________________________________

Beginning

________________________________________________________ ____________

Middle

________________________________________________________ ____________

End

________________________________________________________ ____________

Solution: ______________________________________________________ ______________________________________________________________

Captain Retelling

Name: ____________________________ RL 1.1

Powerful Connections

Super readers make connections that help them understand what they read.

On page ______ it says __________________________________________________________________________________________, which makes me think of __________________________________________________________________________________________. This helps me understand what I read because __________________ ____________________________________________________________

On page ______ it says _____________________________________________________________, which makes me think of ___________________________________________________________. This helps me understand what I read because __________________ _______________________________

_________________________

Name: ____________________________ RI 1.1

Main Idea

Detail

Detail

Detail

Batty for facts

Name: ____________________________ RI 1.1

Title: _______________________ Author: ______________________

In this book I am learning about ____________________

________________________________________________

________________________________________________

Fantastic LeaRning

These are three things I learned: 1.  ___________________________________________ ___________________________________________ 2.  ___________________________________________ ___________________________________________ 3.  ___________________________________________ ___________________________________________

Name: _____________________ RI 1.1

Fact Fact Fact

Question Question Question

Super Readers ask questions as they read to help them learn more about a topic.

Name: ____________________________ RI 1.3

___________________________________________________________________________________________________________

________________________________________________________________________________ _________

________________________ First Person’s Name

Some facts about them: ___________________________________________________________________________________________________________

________________________ Second Person’s Name Some facts about them: How They Are Alike

Name: ____________________________ RI 1.3

___________________________________________________________________________________________________________

________________________________________________________________________________ _________

________________________ Name of first place Some facts about it:

___________________________________________________________________________________________________________

________________________ Name of second place Some facts about it: How They Are Alike

Name: ____________________________ RI 1.3

___________________________________________________________________________________________________________

________________________________________________________________________________ _________

________________________ Name of first thing Some facts about it:

___________________________________________________________________________________________________________

________________________ Name of second thing Some facts about it: How They Are Alike

Name: ____________________________ RI 1.3

___________________________________________________________________________________________________________

________________________________________________________________________________ _________

________________________ Name of first event Some facts about it:

___________________________________________________________________________________________________________

________________________ Name of second event Some facts about it: How They Are Alike

Name: ____________________________ RI 1.3

Super readers pay attention to how one real thing can cause another real thing to happen.

Cause effect

Unit 2 Resources and Organizers Themes 3-4

Standards:

RL 1.7 Use illustrations and details in a story to describe its

characters, setting, or events. RI 1.2 Identify the main topic and retell key details of a text.

Name:_________________________________ RL 1.7

What I learned about the character from the words in the book:

_______________________________

_______________________________

_______________________________

_______________________________

This is what I learned about the character from the pictures:

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Name:_________________________________ RL 1.7

The story takes place at _____________________________________________________

I know the story takes place here because the text says ________________________

___________________________________________________________________________

___________________________________________________________________________

My story could take place at __________________________________________________

But could not take place at ______________________________ because _____________

___________________________________________________________________________

Name:_________________________________ RL 1.7

The story takes place at _____________________________________________________

Words in the book that helped me learn about the setting:________________________

___________________________________________________________________________

___________________________________________________________________________

How the pictures helped me learn about the setting: _____________________________

___________________________________________________________________________

Name:_________________________________ RL 1.7

Big Event 1:

Big Event 2:

Big Event 3:

Name:_________________________________ RL 1.7

Big Event 1:_______________________________________________________________

_________________________________________________________________________

I know this is a big event because __________________________________________

_________________________________________________________________________

Big Event 2:_______________________________________________________________

_________________________________________________________________________


_________________________________________________________________________

Big Event 3:_______________________________________________________________

_________________________________________________________________________


_________________________________________________________________________

Name:_________________________________ RI 1.2

Table of Content Heading: _______________________________________________

What I think I will learn

about in this section:_______

________________________

________________________

________________________

________________________

________________________




________________________

________________________

________________________

________________________

________________________




________________________

________________________

________________________

________________________

________________________

I predict that the main idea of this book will be __________________________________

because ____________________________________________________________________

___________________________________________________________________________

Name:_________________________________ RI 1.2

Fact One: Fact Two: Fact Three: Main Idea:

Expert readers pay attention to the facts on a page to help them figure out the main idea of the page.

Page #: ____

Fact One: Fact Two: Fact Three: Main Idea:

Page #: ____

I think that the main idea of this book is ________________________________________

I think this because __________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Name:_________________________________ RI 1.2

Main Idea:

Detail:

Detail:

Detail:

APPENDIX I

Resources for Teaching Poetry Literacy By Design – Shared Reading (Whole Class Charts)

Theme 1 – The Secret p.7 Genre: Poetry

Theme 3 – Wynken, Blynken, and Nod p.25 Identify Character

Theme 5 – Outside My Window p.43 Rhythm & Rhyme

Theme 7 – Billy Bear p.61 Understand Dialogue

Theme 9 – The Sky p.79 Alliteration

Theme 12 – Other Lands p.106 Identify Author/Illustrator

Theme 13 – I’m Special, You’re Special p.115 Roles of Author/Illustrator

Theme 15 – Robin Needs a Home p.133 Repetition of Language

Being A Writer Unit 6 Poetry

Monthly Themes

Back to School

Halloween

Thanksgiving

Winter Celebrations

Snow

Valentine’s Day

St. Patrick’s Day

Weather/Sports

Flowers/Nature

Summer

Cover sheet ReadingWT Crosswalk Grade 1Grade 1 MP 1Curriculum_Res. Reading Grade 1 -MP1APPENDIX I Resources for Poetry

Washington Township Public Schools Grade 1 Reading … · 2015-09-05 · Washington Township Public...

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