first grade rw unit: poetry -...

GMSDGrade Level: K

ELA Unit 7, Quarter 4

STANDARDS:

· RF.K.4 Read emergent-reader texts with purpose and understanding.

RL.K.5 Recognize common types of texts (e.g. storybooks, poems)

RLK.10 Actively engage in group reading activities with purpose and understanding · SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Knowledge

Students will know. . .

Differences and similarities between fiction, non-fiction, poetry, and specific types of fiction (fairy tales/folk tales)

features of each genre how to compare and contrast genres

Skills

Students will be able to. . .

identify features of each genre studied explain the differences and similarities between genres

Big Idea

Students will understand…

Differences and similarities between specific genres, as well as features of each genre studied.

Essential Question: How are types of texts the same and different? What features do each genre contain?

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Consider continuing having baskets of books with emergent storybooks, non-fiction books, poems, familiar nursery rhymes, concept books, leveled or decodable readers and if possible, smaller versions of shared reading texts. Increase the amount of independent “just right” leveled books for students to read from during independent reading time and/ or during an independent reading center. Consider aiming for 20-25 minutes of independent reading for the 4th quarter.

Whole Group Lessons

Day 1 Day 2 Day 3 Day 4 Day 5Week 1Understanding genre features: poetry

Whole group teaching point: Readers become familiar with the genre of poetry

Possible activity:-study a number of examples of poems-Begin an anchor chart:Poetry often…(keep chart)

Resources needed:-several poems-chart paper/Promethea

Whole group teaching point:Readers become familiar with the genre of poetry (ctd.)

Possible activity:-continue reading poems and add to anchor chart

Resources needed:-several poems-anchor chart

Whole group teaching point:Readers pay attention to clues: using line breaks

Possible activity:-model using line breaks as a guide for pausing /phrasing-shared practice

Resources needed:-several poems projected on Promethean board or individual copies

Whole group teaching point:Readers match their voice to the mood of the poem

Possible activity:-model determining the ‘mood’ of poem by looking for key words; model matching voice to mood of the poem-shared practice

Resources needed:-several poems projected on

Whole group teaching point:Readers pay attention to clues: punctuation

Possible activity:-model using punctuation as guide for phrasing/pausing and reading w/expression-shared practice

Resources needed:-several poems projected on Promethean

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n board for students Promethean board or individual copies for students

board or individual copies for students

Week 2Comparing /contrasting genres: poetry and fiction stories

Whole group teaching point:Readers compare what is the same about poems and fiction stories

Possible activity:-select a poem that is about the same topic as a fiction story the class knows-reread each and compare what is the same-record ideas

Resources needed:-1 poem and 1 fiction book about the same topic-chart paper/Promethean board

Whole group teaching point:Readers contrast what is different about poems and fiction stories

Possible activity:-reread previous day’s poem that is about the same topic as a fiction story the class knows-contrast what is different about the poem and story-record ideas


Whole group teaching point:Readers compare what is the same about poems and fiction stories

Possible activity:-select (another) poem that is about the same topic as a fiction story the class knows-reread each and compare what is the same-record ideas


Whole group teaching point:Readers contrast what is different about poems and fiction stories

Possible activity:-reread previous day’s poem that is about the same topic as a fiction story the class knows-contrast what is different about the poem and story-record ideas


Whole group teaching point:Readers use all they know to compare and contrast poems and stories

Possible activity:-give students several copies of easy-to-read poems and their independent reading books-work in partnerships or independently to discuss (or record on a Venn diagram) what’s the same and different

Resources needed:-students’ independent reading books-copies of several easy-to-read poems

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-optional: Venn diagram

Week 3Understanding genres: fairy tales

Whole group teaching point: Readers become familiar with the genre of fairy tales

Possible activity:-read fairy tale-create anchor chart: Fairy tales often…(save chart)

-Resources needed:-fairy tale-chart paper or Promethean board

Whole group teaching point: Readers become familiar with the genre of fairy tales (cont.)

Possible activity:-read another fairy tale-add to anchor chart

-Resources needed:-fairy tale-anchor chart










Week 4Comparing and contrasting genres: fairy tales and other fiction stories

Whole group teaching point:Readers compare what is the same about fairy tales and other fiction stories

Possible activity:-select a story, possibly with a similar setting to a fairy tale the class has read

Whole group teaching point: Readers contrast what is different about fairy tales and other fiction stories

Possible activity:-retell previous day’s fiction story and fairy tale-discuss and record what is


Possible activity:-select a story, possibly with similar characters or plot to a fairy tale the class has

Whole group teaching point: Readers contrast what is different about fairy tales and other fiction stories

Possible activity:-retell previous day’s fiction story and fairy tale-discuss and record what is

Whole group teaching point:Readers use all they know about fairy tales to write their own

Possible activity:-Review “Fairy Tales often…” chart-work together as a class to create a fairy tale, or have

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-reread each and compare what is the same-record ideas

Resources needed:-1 fiction story and 1 fairy tale book-chart paper/Promethean board

different about the story and fairy tale


read-reread each and compare what is the same-record ideas


different about the story and fairy tale


students work independently or in partnerships to do so

Resources needed:-fairy tale anchor chart-paper

Week 5Understanding genres: non-fiction

Whole group teaching point: Readers read non-fiction books to gather information

Possible activity:-review purpose of reading informational texts-read non-fiction text aloud-begin anchor chart “Non-fiction books often….”

Resources needed:-non-fiction book-chart

Whole group teaching point:Readers remember to use non-fiction features to help them learn new information

Possible activity:-read another non-fiction book-review, notice, and record (on chart) non-fiction features that assist the reader (headings, glossary, captions, etc.)

-non-fiction book


Possible activity:-select a story, possibly with a similar setting to a fairy tale the class has read-reread each and compare what is the same-record ideas

Resources needed:-1 fiction story







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paper/Promethean board

-anchor chart and 1 fairy tale book-chart paper/Promethean board

and 1 fairy tale book-chart paper/Promethean board

and 1 fairy tale book-chart paper/Promethean board

Week 6Comparing and contrasting genres: non-fiction and fiction

Whole group teaching point:Readers compare what is the same about fiction and non-fiction books

Possible activity:-select fiction and non-fiction book about the same topic (ie.bears)-read each and compare what is the same-record ideas

Resources needed:-1 fiction story and 1 non-fiction book re: same topic-chart paper/Promethean board

Whole group teaching point:Readers contrast what is different about fiction and non-fiction books

Possible activity:-retell previous day’s fiction and non-fiction books-discuss and record what is different about the fiction and non-fic book

Resources needed:-1 fiction story and 1 non-fiction bookre: same topic-chart paper/Promethean board

Whole group teaching point:Readers compare what is the same about fiction and non-fiction books

Possible activity:-select (another) fiction and non-fiction book about the same topic-read each and compare what is the same-record ideas

Resources needed:-1 fiction story and 1 non-fiction book re: same topic-chart paper/Promethean board

Whole group teaching point:Readers contrast what is different about fiction and non-fiction books

Possible activity:-retell previous day’s fiction and non-fiction books-discuss and record what is different about the fiction and non-fic book

Resources needed:-1 fiction story and 1 non-fiction bookre: same topic-chart paper/Promethean board

Whole group teaching point:Readers use all they know to decide if a text is fiction or non-fiction

Possible activity:-read several excerpts from books, articles, etc. –students use what they know to determine which genre the text comes from: fiction or non-fiction

Resources needed:-several excerpts from several fiction and non-fiction texts

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Word Study TN State Standard Possible Activities Resources / Materials Needed

Week 1: RF.K.3a and b: Know and apply grade-level phonics and word analysis skills in decoding words

a) demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

b) associate the long and short sounds with the common spellings (graphemes) for the five major vowels

RF.K.2 d and e: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

c) isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in

-students sort words according to beginning, middle, and end sounds; record and read words on whiteboard or notebook

-students practice building and reading CVC words with magnetic letters and changing initial sound; blend sounds together to read new word; break apart to start new word

**Also include time for sight word instruction and review each week. This week’s suggested words: “go,” “now,” & review words from 3rd quarter.

-word cards (with groups of words that start with same beginning, middle, and end sounds)

-whiteboards and markers or notebooks

-letter cards or magnetic letters

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CVC words

e) add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words

Week 2: RF.K.3c: Read common high-frequency words by sight (down, two, with, there, then, out, now, go, have, her, little, one)

-students practice reading sight words from their own lists/flashcards

-practice studying, writing, and reading sight words on whiteboards

-build and read sight words with magnetic letters

-sight word scavenger hunt (write selected words on slips of paper and students hide; find and can keep if able to read; ask for help if needed)

-write and read sight words in sand or on sand paper

-practice writing first and last name correctly on handwriting lines

**Include time for sight word instruction and review each week. This week’s suggested words: “have,” “her,” & review words from 3rd quarter

-student lists of sight words (on sheet of paper or flashcards)

-whiteboards and markers

-magnetic letters

-slips of paper (approximately 3 per student for each scavenger hunt)

-sandpaper or sand and paper plates

Week 3: RF.K.3c: Read common high-frequency words by sight

-See Week 2

**Include time for sight word

-See Week 2

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instruction and review each week. This week’s suggested words: “little,” “one,” & review words from 3rd quarter

Week 4: RL.K.2d: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

d) spell simple words phonetically, drawing on knowledge of sound-letter relationships

-practice writing CVC words from dictation (teacher-led)

-practice writing CVC words from dictation (partner-led)

**Also include time for sight word instruction and review each week. This week’s suggested words: “down,” “two,” & review words from 3rd quarter.

-whiteboards and markers or notebooks and pencils

Week 5: RF.K.2c: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

c) blend and segment onsets and rimes of single-syllable spoken words

-students practice building CVC words with magnetic letters and changing initial sound; blend sounds together to read new word; break apart to start new word

**Also include time for sight word instruction and review each week. This week’s suggested words: “with,” “there,” & review words from 3rd quarter.

-magnetic letters

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Week 6: RF.K.3a and b: Know and apply grade-level phonics and word analysis skills in decoding words

a) demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant

b) associate the long and short sounds with the common spellings (graphemes) for the five major vowels

RF.K.2 d and e: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

c) isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in CVC words

e) add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words

-students sort words according to beginning, middle, and end sounds; record and read words on whiteboard or notebook

-students practice building and reading CVC words with magnetic letters and changing initial sound; blend sounds together to read new word; break apart to start new word

**Also include time for sight word instruction and review each week. This week’s suggested words: “then,” “out,” & review words from 3rd quarter.

-word cards (with groups of words that start with same beginning, middle, and end sounds)

-whiteboards and markers or notebooks

-letter cards or magnetic letters

June 2015

Read-alouds (Questioning and /or Close Reading Tasks) Consider revisiting some texts, as “anchor texts,” for repeated close readings. Repeated readings promote deeper analysis and greater listening and language comprehension. TN State Standard Possible Question Stems and / or

Close Reading TasksPossible Texts

Weeks 1-4: Cover the standards listed below, by reading and discussing a wide variety of non-fiction texts. Consider ending the quarter with fiction read-alouds.

RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.

RI.K.8: With prompting and

-What is the main idea of the book? What are some supporting facts?

-What reasons does the author give to support the idea that ____?

-How are these two books the same? How are they different?

-How are ___ and ___ connected or related to each other? (compare individuals, events, ideas, or pieces of information in a text)

-Describe how the illustrations/photographs in this book

-a variety of non-fiction texts (books, magazines, articles, big books,etc.)

-social studies /science topics for 4th quarter: human body, nutrition and health, spring and plants, insects/spiders, tools/simple machines, weather/thermometers, summer, Memorial Day, Independence Day

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support, identify the reasons an author gives to support points in a text.

RI.K.9: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

RI.K.10: Actively engage in group reading activities with purpose and understanding.

help us to learn more about this topic.

-Use clues and non-fiction tools to figure out what the word ____ means.

Week 5: RL.K.1: With prompting and support, ask and answer questions about key details in a text.

RL.K.10: Actively engage in group reading activities with purpose and understanding.

L.K.1D: Understand and use questions words (interrogatives) (e.g. who, what, when, where, how)

-How would you explain the reason that…?-Predict the outcome if…-What would happen if…?-How many ways can you…?-What is your opinion of…?

Consider going back to previously read fiction books, or doing a book series study or author study with the class for the last several weeks of the quarter.

Possible book series to study: Clifford, Arthur, Henry and Mudge, Elephant and Piggie, Froggy

Possible authors to study: Ezra Jack Keats, Kevin Henkes, Mo Willems, Cynthia Rylant

Week 6: RL.K.7: With prompting and support, describe the relationship between

-Describe how the illustration on this page shows what’s happening in the story.

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illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

RL.K.10: Actively engage in group reading activities with purpose and understanding.

-Do you think ____ is a good thing or a bad thing? Why?-What choice would you have made when ____?-What is the most important ____?

Shared Reading (reading an enlarged text together)TN State Standard Possible Activities Resources / Materials Needed

Weeks 1-6: RF.K.3c: Read common high-frequency words by sight

L.K.2b: Recognize and name end punctuation

L.K.4b: Use the most frequently occurring inflections and affixes (e.g. –ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word

-read enlarged text (poem, fiction book, non-fiction book, morning message, etc.)

During/after reading…

-identify sight words in text

-identify and name end punctuation; practice matching “reading voice” appropriately to various ending marks

-discuss meaning of prefixes and affixes and use as clues to figuring out words in text

-enlarged texts that could include poems, fiction books, non-fiction books, morning message, etc.)

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Writing TN State Standards Addressed:

Prior to starting this narrative writing unit, clean out student writing folders from previous writing unit. You might want to have single sheets of paper available, as well as pre-stapled booklets. After each whole-group writing lesson below, provide independent and / or peer writing time for students to write.

Quarter 4 is paced based on Lucy Calkins’ Units of Study in Opinion/Argument, Information, and Narrative Writing A Common Core Workshop Curriculum, Grade K

TN State Standard Possible Activities

Week 1: W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order which they occurred, and provide a reaction to what happened.

L.K.1: Use the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with)….when writing or

(Day 1): Narrative Writing Pre-test -Possible prompt: “I’m really excited to know what you can do as story writers, so today, please use pictures and words to write a story about something that has happened to you. Make this be a story about just one time in your life. When you are done, give me your story so that I can learn all that you know already about storytelling.”

(Day 2): “Remember, writers can write stories about things that have happened to them, and that is what we’ll be doing for the next few weeks during our writing time. Today I want to remind you of some strategies for thinking of ideas of things that have happened to you, so that you can begin writing your stories.” (Decide ahead of time which strategies you want to include in your lesson. For example, thinking of something that happened to you not too long ago, what you did over the weekend, what you did before

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speaking.

L.K.2 Write a letter or letters for most consonant and short-vowel sounds (phonemes).

W.K. 5: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

W.K.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

SL.K.4: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

school, a time you had a strong feeling…happy, excited, scared, etc).

(Day 3): “When writers get ready to write true stories that have happened to them, they often first plan what they will write by telling their story out loud. They tell what happened in the order it happened and they tell what people said or did.” (Model and have students plan their stories with a partner on the carpet before returning to seats to write.)

(Day 4): “Yesterday we remembered that writers plan before they write. Today I want to teach you that writers can plan their true stories by touching the blank pages of their booklet, and saying the words they plan to write. When you start to run out of pages, remember to wrap up your story!” (Model planning a story sequentially by touching each blank page, to tell a personal narrative. Adjust according to class needs: model one sentence per page or several sentences per page, depending on the majority of needs in the classroom).

(Day 5): “Today we’ll review how to start writing a true story. Here’s our chart from earlier in the year; let’s review it. We can add to our chart if we need to, to add more that we’ve learned about writing true stories. Here’s what we’ve got so far: How to Write a True Story…-Think of something that happened to you…..-Practice telling the story out loud, or touch and tell the words across your blank pages…..-Draw a quick illustration to show the order of what’s happening in your story…..-Write sentences to tell what happened in the order it happened…..-Tell who, when, where….-Check your work for easy-to-read writing….-Fix up and fancy up (edit and revise) your story.

Week 2: (see standards listed for Week 1)

(Day 1): “When writers are working on new stories, or when they go back to ‘old’ stories to add more, they try to think of as many details as they can. Adding these details, that tell us more, helps the reader feel like they are

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right there with you!” (Model a ‘bare-bones’ draft of a personal narrative you’ve written, with only 1 or 2 sentences. Think aloud of who was there, when it was, where it was, etc. and add details to additional sentences).

(Day 2): “Yesterday we talked about how adding details to our true stories can help the reader feel like they are right there with us. Today we’re going to focus on the part of our chart that tells us to include who was there, what happened, and where it happened. Then, we’ll write a true story that’s happened to all of us together, and we’ll try to do each of these things.” Do shared writing piece together about a shared experience (like a fire drill, event from class, etc.). Students and teacher co-create and teacher writes).

(Day 3): “When writers write, it’s really important that they make their writing easy to read. Let’s review what makes writing easy to read…” (finger spaces, capitals to start sentences, spelling word wall words correctly, stretching out sounds of other words, ending marks for reader to pause when reading). Model and shared practice.

(Day 4): “Sometimes writers include what the people in their stories are saying by including dialogue, or talking. This tells the reader exactly what the people in the story are saying. Let’s study how other authors do this in their books” (Read-aloud several excerpts in books where characters are speaking; shared practice in providing talking in narrative text together).

(Day 5): “We know that writers can make their stories even better when they ask for help and suggestions from other writers. Today you are going to get together with your writing partners. You will read your story to your writing partner. Your writing partner will ask you more questions about what they want to know more about: more about who was in your story, what happened, where it happened, or other details.” (Model with student, to show how to work with writing partner. Allow time for partners to get together and peer revise stories).

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(Day 1): “When writers are trying to remember all of the things that happened in their true stories, it helps them to close their eyes and visualize what happened. It’s like they make a movie in their minds of what happened. Then, they open their eyes and try to make a movie for the reader, with the words they choose.” (Model using this strategy and drafting a story).

(Day 2): “When writers are writing their stories, it helps them and it helps the reader to use ‘time words,’ or transition words. This helps the reader and the writer to keep track of the order of what happened in the story.” (Shared practice composing a story together, using transition words like ‘first,’ ‘next,’ ‘then,’ ‘finally,’ etc.)

(Day 3): “When we write our true stories, writers include a reaction or a feeling at the end of their stories. By ending with a feeling, the reader understands the story better and it helps to wrap up the story.” (Model and shared practice, including a feeling at the end of a narrative).

(Day 4): “Let’s review what makes writing easy to read. Now let’s check my story for easy to read writing and make any changes that we need to, to make sure it is easy to read.” (Provide teacher’s story with errors or other hard to read writing; work together to edit for easy to read writing).

(Day 5): “Yesterday we worked on making my story easy to read. Today, bring a story you’ve been working on to the carpet. You will each check your stories for easy to read writing, and will try to make changes to make it even easier to read.” (Go through conventions of writing and have students try to edit; have them check for word wall words spelled correctly; sounds stretched out in other words; ending marks at the ends of sentences; spaces between words, etc. Alternatively, decide on one aspect you want everyone to check for like word wall words spelled correctly, and have students edit for this one convention).

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(Day 1): “We know that writers often include titles for their stories. Titles tell the reader what the book they are going to read will be about. Titles can give the reader a clue. Watch how I reread one of my old stories. I’ll think about what it’s mostly about, and then I’ll write a title at the top of my page.” (Model)

(Day 2): “Even after they’ve finished writing a story, writers can go back to a story they’ve written and try to include more details. They can pick one part of their story to try to ‘zoom into’ and tell more details about. Let me show you how.” (Model narrowing focus and adding an extra sentence or two of details to one specific part, like blowing the candles out in a birthday party story).

(Day 3): “We know illustrations can provide details for stories, just like words can. Today, I’ll show you how you can add more details in your illustrations, to match what is going on in your story.” (Model and shared practice)

(Day 4): “Remember, writers include ending marks at the end of their sentences to make their writing easy to read. They listen for the pauses when they are telling a story. They put their periods where the pauses go, like a stop sign for the reader.” (Shared practice with a teacher’s story that has no ending marks. Listen for pauses and add ending marks appropriately).

(Day 5): “Soon we’ll be sharing one of our true stories (with an audience or publishing for our classroom library). Today, you’ll pick one story from your folder that’s super special to you and you’ll begin fixing up and fancying up this piece. I’ll ask you to think of everything you know about strong writing to see what you’ve already done, and what you can do differently to make your story the best it can be. Let’s look at our “How to Write a True Story” chart for ideas for strong writing.” (Review chart together and model editing and revising one of the teacher’s previous stories, focusing on just one or

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two aspects so that teacher can model more editing and revising in subsequent days).


(Day 1): “We’re working on fixing up and fancying up one very special story, so that we can share it with the world. Today I want to teach you that writers look closely at the words they’ve written, to make sure that they are all easy to read. Writers slowly run their fingers under the words to make sure that they have written all of the sounds in the order they hear them. If they haven’t, or if they’re missing some sounds, they erase and try again!” (Model and shared practice).

(Day 2): “Tomorrow we will (share our writing with an audience or add our stories to our classroom library). Today is our last day to fix up and fancy up our special stories! You may want to add more details to your pictures and/or words today. Or you may want to add a title page.” (Allow students time to finish editing, revising, and illustrating as you confer with students to support their work).

(Day 3): Allow students to share their personal narrative books that they’ve “fixed up and fancied up” with an audience or put their stories in the classroom libraries, hallway, etc.

(Day 4): Choice writing and clean out folders; send home personal narrative books or keep for records.

(Day 5): Narrative Writing Post-test -Possible prompt: “I’m really excited to see all that you have learned about story writing, so today, please use pictures and words to write a story about something that has happened to you. Make this be a story about just one time in your life, and make sure that you have not already written about it before. Remember to include a beginning, show what happened in order, and include an ending. When you are done, give me your stories so that I can learn all that you know about storytelling.”

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***Consider using this last week of the quarter as a review week, thinking about what your students need most and reteaching these skills. The personal narrative post-test will provide guidance on skills needed. Other possibilities for the week could include:

-revisiting writing ‘teaching books’ (informational writing)

-allowing ‘choice writing’

-doing an author study as a class to search for author’s craft techniques

-doing more opinion writing, possibly by reading books together and writing opinions about the books or characters’ actions, etc.

-allowing students to publish a story on the computer, with the aid of a parent volunteer or educational aide

Guided Reading Groups (for teacher’s planning purposes)Guided Reading Group Name Teaching Points Resources / Materials Needed

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first grade rw unit: poetry -...

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