Table of Contents Page Seed 1 Unit Overview -...

Grade 1 Weeks 7-12 Lesson Seeds

Table of Contents Page Seed

1 Unit Overview

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#1 SL.1.1 Identify and follow the agreed upon rules for discussion. Listen to the comments of others and share my own ideas. Ask questions when I do not understand.

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#2 RL.1.7 Identify details in a story that tell me about the setting. Describe the setting of a story using illustrations. Describe the setting of a story using details.

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#3 RL.1.6 Identify the characters in a story. Recognize when more than one character is telling the story. Identify when the character telling the story changes. Identify the character telling the story at any point.

8 #4 RL.1.7 Look at illustrations in a story and describe what I see. Describe the characters and events of a story using illustrations and details.

10 #5 RL.1.7 Describe how characters think and feel using illustrations (pictures) and text (words)

from the story.

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#6 RI.1.5 and RI.1.6 Identify and give examples of text features. Explain what I learned from text features. Locate pictures and illustrations in a text. Explain what I learned from looking at a picture or illustration.

14 #7 RI.1.5 Identify and give examples of text features. Locate key facts or information using text features.

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#8 RI.1.4, L.1.4, W.1.8 Identify unknown words or unclear words and phrases. Clarify or learn the meaning of words and phrases by asking and answering questions. Use grade appropriate words and phrases when reading and writing.

17 #9 RF.1.3 Develop vocabulary through reading.

18 #10 RF.1.4a, RF.1.4c Understand what I read. Reread when something doesn’t make sense and sound right.

19 #11 RF.1.3e Decode two syllable words. Read two syllable words.

22 Resources Also utilize the Suggested Standards Map for English/Language Arts located

in the Literacy Closet &/or the Gheens Website.

Kentucky Core Academic Standards Curriculum Unit Jefferson County Public Schools English Language Arts

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Grade1: Weeks: 7 -12

Unit Title: Thinking, Talking, Reading and Writing about Literary and Informational Text to Read Text More Closely and Think More Deeply

Overview: During this unit, students continue learning how to work and learn together in partner relationships. Readers identify who is telling the story at various points in text. Using illustrations and details in stories to describe characters, settings, or events helps students better understand what they are reading. Readers learn important information about their world through learning to use various text features efficiently. Students learn to identify information provided by illustrations and information provided by the text. Learning how to ask and answer questions to determine the meaning of words helps readers comprehend text. Additionally, students apply grade-level phonics to decode two syllable words. Readers read on-level text to continue practicing reading strategies and fluency.

Focus Standards: RL.1.6 Identify who is telling the story at various points in a text. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in

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. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. e. Decode two-syllable words following basic patterns by breaking the words into syllables. RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as

necessary. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 1 reading and content, choosing flexibly from an array of strategies. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts

with peers and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at

a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through

multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion.

Supporting Standards: (RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.7, RL.1.10; RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.10; W.1.2, W.1.5, W.1.6, W.1.8; RF.1.3; L.1.1, L.1.2, L.1.4, L.1.5, L.1.6; SL.1.1a,b,c, SL.1.2, SL.1.3, SL.1.4, SL.1.5, and SL.1.6)

Although this unit focuses on specific standards, balanced literacy must be ensured so that students progress in all aspects of literacy. Writing should occur both during the Reading Workshop and the Writing Workshop. During the Reading Workshop, writing will focus on writing about reading. During Writing Workshop, writing will focus on the writing process.


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Reading Workshop is the recommended framework for standards-based reading instruction. The workshop framework is a cycle of differentiated support that begins with whole group instruction, narrows to small group and individual instruction based on student need, and concludes with whole group sharing. Assessment and intervention are embedded within the workshop framework.

Classrooms that do not use a workshop framework are expected to implement research-based reading instruction daily. Research-based reading instruction provides daily opportunities for students to experience: interactive read alouds, shared reading, whole group mini-lesson, small group instruction, conferring with a teacher, independent reading practice, thinking, talking and writing in response to reading, and closure/reflection. Teachers meet with small groups of students on a rotating basis and meet with the lowest achieving students daily. Targeted interventions are provided for students who need more support. Whole group, small group, and individual instruction should be standards-based.

This unit includes multiple lesson seeds. Lesson seeds include objectives, learning targets, sample activities, anchor charts, thinking stems, and formative assessment suggestions. Lesson seeds should be used to build or grow a learning experience, and are for the whole group mini-lesson. A learning experience includes standards, learning targets, materials, formative assessment opportunities, mini-lessons (e.g., teach/model/demonstrate, guided practice), daily work time (e.g., guided reading, focus groups, and/or book clubs) and daily group sharing (reflection and evaluation of the learning). Some lesson seeds are designed to take multiple days. For example, the mini-lesson might take one or two days, the guided practice would become the mini-lesson for the following day, and possibly extend to the next day. In addition, based on formative assessment, if the majority of students did not understand the mini-lesson concept, seeds may be repeated with different texts or excerpts. If some of the students did not understand the mini-lesson concepts, small group instruction and teacher-led conferences are utilized to reteach, reinforce, and support students who need additional help.

Interactive read-alouds, as well as on-level shared reading experiences allowing students to see and hear fluent reading of the text, should be included daily in addition to the reading during the mini-lessons. Lesson seeds often revisit texts that have previously been read in prior experiences of shared reading and/or read-alouds.

Although it may take more than one day to complete one seed, always remind readers of the focused learning target at the end of the daily mini-lesson. Then, send readers off to read on their own with a directive relating to the mini-lesson for their independent reading and writing. After work time, readers are gathered again to share and reflect on the strategies and thinking they used independently while reading and how they might have grown as readers.

These curriculum units should not replace the work teachers need to do to support students in their development of phonemic awareness, phonics, word recognition, and spelling skills. Reading Foundational Standards will be addressed daily during Word Study, which may occur before the reading workshop. Students will have opportunities to apply and reinforce the use of word recognition skills and strategies during Reading Workshop and Writing Workshop. For example, when a teacher models letter-sound correspondence during a Word Study lesson, the teacher will want to draw attention to using that skill during the workshop mini-lesson, and provide opportunities for students to apply their use of the skill during authentic reading and writing.


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Writing Standards 1–6 and most Language Standards will be taught during Writing Workshop, which is separate from Reading Workshop. However, these standards will be reinforced and will support the learning of other standards throughout these units.

Handwriting Instruction – During this six-week unit, students in first grade should receive Manuscript and/or Modern Manuscript writing instruction on a daily basis as part of their Word Study and Writing Workshop. Appropriate letter and word formations are expected and reinforced as students engage in authentic writing tasks. The JCPS Handwriting Map, which includes a link to resources to support instruction in letter formation, can be found on the JCPS Gheens website. Objective: Students will participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Lesson Seed #1 Learning Targets: I can identify and follow the agreed upon rules for discussion. (SL.1.1) I can listen to the comments of others and share my own ideas. (SL.1.1) I can ask questions when I do not understand. (SL.1.1)

Note: This lesson seed will teach partners to pay attention and listen to each other to continue conversations about topics and texts. Before the mini-lesson, decide whether to have two partners model a good discussion for students, you and another student model for students or you and another teacher model for students. Make sure the conversation is about a text.

Mini-Lesson: (SL.1.1. a. b. c.; RL.1.1, 1.2, 1.3, 1.6, 1.7, 1.10; RI.1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.10) This seed may take more than one mini-lesson. Students, we have been working with our partners to complete tasks and discuss texts. We will continue to learn how to work with each other. I have been watching you working together. You are doing a nice job taking turns, taking care of our books, and working quietly. I think we need to discuss how to pay better attention and listen to each other while talking. One important way to work with a partner is to listen and pay attention to what your partner is saying. This way you can respond to each other and keep the conversation going. Today I want to show you how partners should listen closely and respond to each other.

Next, model a good discussions for students (see note above).

Turn and talk with your partner. Tell your partner what you noticed we did and said to help ourselves be better listeners in this conversation. Listen to students’ conversations. Ask students to share how to listen better and keep the conversation going. Chart their thoughts on an anchor chart.

Ways to Have Conversation With My Partner Look at each other while speaking.

Respond to each other’s comments. Ask questions when I don’t understand.

Stay on the topic of the conversation. Listen closely to my partner’s comments.

Do not cut my partner off (interrupt).

Share some ways to have conversations about books with students. Record on a separate anchor chart. You may want to add visual cues. (see next page)


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Ways to Have Conversations About Books • I like the part… • This book is about… • I noticed…. • I think… • When you were reading what were you thinking? • I think __________________. What do you think? • Why do you think the character acted that way? • How do you think the character is feeling? • What do you think the character wants or needs? • How do you think the character will solve his/her problem? • What does that mean? • Can you find evidence from the book to support what you

said?

Guided practice: Now we are going to practice having conversations. We are going to learn some things about our partner. You will be asking your partner questions (e.g., How old are you? What is your favorite book? Discuss movies you enjoy watching.). Listen to partners’ conversations. Remember to prompt and guide students and support them when needed. Have several students share what they learned about their partner.

Work Time: Send students off with a directive. Today, while you are working and reading with your partner, practice being good listeners. After reading several pages of your story, turn and ‘Say something about what’s happening…’ Remember being a good listener will help you have better conversations with your partner. Ask questions if you do not understand. Refer to the anchor chart if you need help. In your reader’s notebook, write one thing you are doing well while working with your partner and write one goal for yourself on how to be a better partner. This independent practice from the mini-lesson should last no more than 20 minutes. Students should also read text that is at their independent reading level. Then, students transition into other work time activities.

While students are working, circulate the room, listening to their reading or pulling small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull guided reading groups.

(More reading skills and strategies for students to discuss: • Questioning: Turn and talk to your partner about why you think the character did that…;

• Predicting: Turn and talk about what you think the character is going to do about that…;

• Connecting: Turn and talk to your partner if this has ever happened to you and what you did…;

• Inferring: Turn and talk about how you think the character really feels right now…;

• Monitoring for Comprehension: Turn and tell your partner about what is happening so far in the story…)

Share time: Bring students back to the carpet. Have several students share how listening more closely to their partner improved their conversations. Maybe some partner groups could share parts of their conversation with the group. They could share one thing they did well and what they are going to do next time.


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Sample Thinking Stems/Anchor Chart: • “Ways to Have Conversation With My Partner” anchor chart • “Ways to Have Conversations About Books” anchor chart • Did you ask your partner questions? • Did you listen closely? • Did you look at your partner? • Share some ways to have conversations about books. • What are some ways to pay attention to your partner?

Formative Assessment Opportunities: • As students turn and talk, listen in to their conversation and provide support and guidance when

needed. • When students are working with their partner, monitor students and provide guidance and support

when needed. • Observations during work time: Did students have better discussions? • Did they meet their goals recorded in their reader’s notebook?

Objective: Students will use illustrations and details in a story to describe its settings.

Lesson Seed #2 Learning Targets: I can identify details in a story that tell me about the setting. (RL.1.7) I can describe the setting of a story using illustrations. (RL.1.7) I can describe the setting of a story using details. (RL.1.7)

Note: During this seed, revisit familiar stories, e.g., Kitten’s First Full Moon (E). You will want to use a visualizer to project the book for students to see. This lesson seed will use the new book, Just Me and My Dad (CL).

Mini-Lesson: (RL.1.7, RL.1.1, 1.3, 1.10; W.1.8; SL.1.2) Today we will look closely at the settings in stories. The setting of a story is where and when the story takes place. Knowing where the story takes place helps you understand the story. Show setting by showing pictures and text from Kitten’s First Full Moon and other familiar stories. Discuss where and when the story takes place. Model and discuss using illustrations and words/details from the text to figure out the setting.

Next, read Just Me and My Dad aloud and use it to continue identifying and describing the setting of the story. Look at the pictures and read the text. Chart the evidence on an anchor chart (from ReadWorks.org). You may want to sketch pictures if the evidence is from an illustration. Ask the students, How am I identifying the setting in the story? What type of evidence am I using? Stop on pages 9 and 10.


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Setting in Just Me and My Dad Evidence Type of Evidence What does this tell you? Putting on his shoes, sitting on a stool: title

page Picture In his house, maybe his

room ‘Drove the car’: pg. 1, mom waving by fence in the yard: pg. 2

Text and Picture At home

‘I picked the campsite’: pg. 3, Trees, snake, porcupine: pg. 3 and 4

Text and Picture At campsite

‘We found another campsite nearby’: pg. 5, Tent: pg. 6

Text and Picture Another campsite

‘ride in our canoe’: pg. 9, Water, canoe: pg. 10

Text and Picture By the stream, river, or lake

Guided Practice: Continue reading the story. Have partners turn and talk to discuss and identify the setting. Have partners share which type of evidence they used to identify the setting. Ask, How does this evidence helps you understand the story? Chart the evidence for the rest of the story. Guide and support their thinking.

Work Time: Send students off to work time with a directive. In your reader’s notebook, identify and describe at least two settings from your independent reading texts (students may work independently or with a partner). Remind students to use evidence from the story and describe which type of evidence they used: text, illustrations or both. This independent practice from the mini-lesson should last no more than 20 minutes. Students should also read text that is at their independent reading level. Then, students transition into other work time activities.

While students are working, you will want to either circulate the room, listening to their reading or pulling small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull guided reading groups. Share: Bring students back together to describe the settings they identified. Students will share their evidence using the book’s illustrations, reading the text or both.

Thinking Stems/Anchor Chart: • Settings anchor chart • Where is the setting? • Why is knowing where and when the story takes place important? • What words from the text helped you describe the setting? • What does the illustration show you? • How do the illustrations help you understand where and when the story is taking place?

Formative Assessment: • Analyze reader’s notebooks. • Observations during Guided Practice and Work Time.


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Objective: Students will identify who is telling the story at various points in a text. Lesson Seed #3

Learning Targets: I can identify the characters in a story. (RL.1.6) I can recognize when more than one character is telling the story. (RL.1.6) I can identify when the character telling the story changes. (RL.1.6) I can identify the character telling the story at any point. (RL.1.6)

Note: To prepare for this lesson seed you will need a book which uses illustrations and dialogue to show who is telling the story, i.e., The Bear Who Wouldn’t Share (CL), The True Story of the Little Pigs (CL), or Goldilocks and the Three Bears (CL). Being able to understand who is telling the story supports comprehension. Additionally, being able to recognize when the person telling the story changes (from character to character or from character to author) supports comprehension of events and points of view. This lesson seed should last approximately two days.

Interactive Read Aloud: (must occur prior to the mini-lesson) Read The Bear Who Wouldn’t Share, or another story which uses dialogue and illustrations to show who is telling the story.

Mini-Lesson: (RL.1.6, RL.1.7, 1.10; W.1.8; L.1.1, 1.2; SL.1.1, 1.2, 1.3, 1.4, 1.6) Today we are going to think about who is telling the story. Reread The Bear Who Wouldn’t Share or another story which uses dialogue and illustrations to show who is telling the story. Watch me and listen as I read the story as though I am the Bear, Granny, Moose, Hippo, etc. Read the first few pages of the story as though you are the characters. Make your voice sound like the characters. Turn and talk with your partner about how I read this story. Yes, as I read I changed my voice, used intonation making my voice go up and down, I tried to read as though I was the character, and the events were happening to me! I used the illustrations and the words to help me understand who is telling the story. I put myself in the character’s shoes. Using this strategy really helps me to understand the story and know who is telling the story.

Guided Practice: (this may occur during the next mini-lesson) Make sure students can see the text using the visualizer. Now let’s read the story together. Think about the characters as you are reading. Put yourself in the ‘characters shoes’ and read as though the events were happening to you. Make your voice sound like Bear, Granny, Moose, etc. Remember to use the illustrations and words to help you identify who is telling the story. Monitor students and provide guidance and support as needed.

Work Time: Send students off to work time with a directive, As you are reading, think about who is telling the story. Put yourself in their shoes. What do they do and what do they say? As you are reading, try to sound like the characters in your story. Use the illustrations and the words to help you understand who is telling the story. Let them practice with a partner. Continue to discuss who is telling the story. Let them practice with a partner. This independent practice from the mini-lesson should last no more than 20 minutes. Students should also read text that is at their independent reading level. Then, students transition into other work time activities.

While students are working, circulate the room, listening to their reading or pulling small groups of students to provide focus groups instruction for students who need additional support. This is also the time you pull guided reading groups.


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Objective: Students will use illustrations in a story to describe its characters, setting or events. Lesson Seed #4

Learning Targets: I can look at illustrations in a story and describe what I see. (RL.1.7) I can describe the characters and events of a story using illustrations and details. (RL.1.7)

Interactive Read Aloud: (must occur prior to the mini-lesson) Read Biscuit (CL) or another story with a close match between the illustrations and the text in the story which helps to describe the characters and events.

Mini-Lesson: (RL.1.7, RL.1.3, 1.10; W.1.8) We have been reading and thinking more about the stories we read. Today we are going to think more about the illustrations and details in the stories we are reading. Good readers are able to look closely at the illustration and tell what part of the story the illustration is about to better understand the story. Let’s begin to look closely at the illustrations and identifying details that tell about the character and events. Discuss how the illustration may include additional details about the story that are not included in the text.

Reread a familiar story, Biscuit. Make sure students can see the text using the visualizer. Begin reading, stopping to explicitly notice each illustration in the book and the event it is representing in the story. Model how to track the thinking of this relationship by writing down the title and page number of the illustration on a sheet of paper and writing words or phrases to tell about the character or specific event in the story. Continue to model, describing the relationship between each illustration and the story (text) to the middle of the book. Remind students illustrations may include additional details about the story.

Share Time: Let one or two students read part of their story with intonation. A few students could also read the ‘next page’ of the story they wrote in their readers’ notebooks. Remember to choose good models for reading. Ask students, Who is telling the story?

Sample Thinking Stems/Anchor Charts:

• Which character is telling the story? • How many characters are telling the story? • Who is telling the story now? • How do you know who is telling the story? • How do the illustrations and the words in the story help you?

Formative Assessment Opportunities: • As students turn and talk, listen in to their conversation and provide support and guidance when

needed. • When students are working with their partner, monitor students and provide guidance and

support when needed. • Use the Work Time assignment and/or select a question from the Thinking Stems. • Which character is telling the story? • How do you know who is telling the story? • How do the illustrations and the words in the story help you?


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Biscuit Page Number(s) Details from illustrations Details from words

7 (character) Biscuit is a dog. Biscuit is a puppy. Biscuit is small and yellow. 7 (character) There are feet but we don’t know if

the character is a boy or a girl.

8 (character) The feet belong to a little girl. She has long, brown hair. She is wearing pajamas.

8 and 9 (event) The little girl is fixing Biscuit’s bed and Biscuit is pulling the belt on her robe.

It’s time for Biscuit to go to bed but he wants to play.

10 (event) She is getting him a bone treat. Biscuit wants a snack. 11 (event) She is giving him a drink. Biscuit wants a drink. 12 and 13 (event) Biscuit is sitting down and listening

to the girl read. Biscuit wants to hear a story.

Guided Practice: Continue reading to the end of the story. Have readers turn and talk to notice illustrations and details in the book and the event or character they are representing in the story. Have some students share with whole group. Add their comments to the anchor chart. Listen to their conversations. Provide support and guidance, as needed.

Work Time: Send students off to work time with a directive, Let’s continue to think more about the relationship between the illustrations and the story. As you are reading your own stories, begin to notice events in the story each illustration represents. This thinking will help you better understand the story. In your reader’s notebook, write the title and the page number of several illustrations. Write words or phrases to tell about the event or character the illustration represents (or use post-it notes). Notice if the illustration has additional details about the story that are not included in the text. This independent practice from the mini-lesson should last no more than 20 minutes. Students should also read text that is at their independent reading level. Then, students transition into other work time activities.

While students are working, circulate the room, listening to their reading or pulling small groups of students to provide focus groups instruction for students who need additional support. This is also the time you pull guided reading groups.

Share Time: Let one or two students share their assignment from work time. Have students discuss how illustrations and details help them describe the characters and events of a story. Ask if any illustrations included additional details not included in the text.

Sample Thinking Stems/Anchor Charts: • “Biscuit” anchor chart • What event in the story does this illustration portray? • Describe how the character looks using this illustration. • Does this illustration give the reader any other details about the story that are not included in the text? • Listen to this sentence. “_____________________.” Which picture in the story shows what the

sentence is saying? • The purpose of the illustration on page ___ is to show the reader ___________________.


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Formative Assessment Opportunities: • During turn and talk, check for understanding of the relationship between the illustration and the

event and/or character they represent in the story. • Check for understanding by having readers explain their thinking about the relationship between

illustrations and the events they represent in the story. • Observe or coach during work time for thinking about the relationship between the illustrations

and the story. • Use reader’s notebook for evidence of thinking about the relationship between the illustrations

and the story. Objective: Students will describe characters.

Lesson Seed #5 Learning Target: I can describe how characters think and feel using illustrations (pictures) and text (words) from the story. (RL.1.7)

Note: The purpose of this seed is to teach readers how to recognize words and use illustrations to describe how characters think and feel.

Interactive Read Aloud: (must occur prior to the mini-lesson) Read More Spaghetti, I Say! (CL) or another story which uses illustrations and text to portray how characters feel or what they think.

Mini-Lesson: (RL.1.7, RL.1.3, 1.4, 1.10; W.1.8) Students, today we are going to recognize text, or words, that can be used to describe how a character feels or what they might be thinking throughout the story. We will also use illustrations to explore how a character might be feeling or what they might be thinking. Authors and illustrators use these words and illustrations to help us understand the characters better so we can develop out thoughts and ideas about them.

Revisit, More Spaghetti I Say!. Make sure students can see the text using the visualizer. Authors use many words to help us develop a ‘picture’ in our minds about the characters in a book. Together we are going to identify words the author used to describe Minnie’s and Freddy’s feelings and thoughts. We are also going to notice the illustrations which portray how Minnie and Freddy are feeling and thinking. Create an anchor chart labeled Character’s Feelings and Thoughts. As you begin reading the story aloud, identify words and illustrations that would be listed to describe how the characters are feeling and what they are thinking. Record on the anchor chart whether the evidence is from the text, illustration or both.

Character’s Feelings and Thoughts What I think or noticed Evidence from the text Evidence from the illustrations Page 1: Freddy is happy or excited. Freddy is smiling. Page 1: Freddy wants to play. “Play with me, Minnie.” Page 3: Minnie doesn’t want to play.

“I can’t play….I am eating spaghetti.”

Page 3: Freddy is sad or unhappy. Freddy has a sad face in the illustration.

Page 4: Minnie enjoys spaghetti! Minnie is grinning and holding two spoons full of spaghetti in the air.


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Guided Practice: Continue reading. Have students turn and talk to identify words and illustrations that describe character’s feelings and thoughts in the story. Record the evidence on the anchor chart.

Work Time: Send students off to work time with a directive. Today, we looked closely at text and illustrations to help us describe how the characters are feeling and thinking. Refer to the anchor chart. We know this helps us to have a more complete picture of our character. Let’s use this skill to describe the characters in your own books. As you are reading your own books, think about and notice how the character is feeling and what the character is thinking. Identify whether your evidence is from the text (words) or illustrations. Use both the illustrations and the words to help you better understand the character. Provide an anchor chart for partners to use that models the one you used during your teaching. Remind them to refer to the anchor chart if they need guidance. This independent practice from the mini-lesson should last no more than 20 minutes. Students should also read text that is at their independent reading level. Then, students transition into other work time activities.

While students are working, circulate the room to listen in or confer with them on their reading, or pull small groups to provide focus group instruction for students needing additional support. Guided reading groups are also to be pulled at this time.

Share Time: Have readers use their anchor charts to share something they learned about their characters. Ask if their evidence came from the text or the illustrations.

Sample Thinking Stems/Anchor Chart: • “Character’s Feeling and Thoughts” anchor chart. • Describe how the character is feeling. • Describe what the character is thinking. • Is your evidence from the illustration? • Is your evidence from the text? • Look at the illustration on page ____. Describe how the character looks. How does the character

feel about ________________? How do you know? • The purpose of the illustration on page ____ is to show the reader _________________.

Formative Assessment Opportunities: • Observations during guided practice. Students may need additional support with feeling/thinking

words (if they are always using happy/sad/mad). • Students anchor charts from work time. Take special note of student’s vocabulary levels as it

relates to feeling/thinking words. • Observations during Work Time.


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Objective: Students will identify and use various visual and text features to locate key facts or information in a text.

Lesson Seed #6 Learning Targets: I can identify and give examples of text features. (RI.1.5 & RI.1.6) I can explain what I learned from the text features. (RI.1.5 & RI.1.6) I can locate pictures and illustrations in a text. (RI.1.6) I can explain what I learned from looking at a picture or illustration. (RI.1.6)

Note: Stephanie Harvey suggests selecting text with both visual and text features in The Primary Comprehension Toolkit: Grade K–2. (Visual Features: photographs, illustrations, drawings, charts, graphs and Text Features: words and letters, tables of contents, bold print, captions, titles, headings, glossary, index). Students will need access to informational text during guided practice to locate, discuss, and demonstrate learning about text features. Ask the school librarian to help students locate books with text features and discuss their functions.

Mini-Lesson: (RI.1.5 & RI.1.6, 1.7, 1.10; W.1.8, L.1.1, 1.2; SL.1.1, 1.2, 1.3) This seed will take more than one mini-lesson. Today, we are going to learn about visual features and text features in informational texts. Authors use different features to help us understand what we are reading. I love informational texts, because they help us learn all about the world. Informational texts will help us learn about real people, animals, how to do things, places to go and all kinds of other things. Share a book that includes: Visual Features: photographs, illustrations, drawings, charts, graphs and Text Features: words and letters, tables of contents, bold print, captions, titles, headings, glossary, index (i.e., Monkeys (CL), Snails (CL), See How They Go! (CL)). I want to learn some information about monkeys. I went to our classroom library and our school’s library to find some informational books about monkeys. Remember, when you go to the library, ask for help locating informational books about topics you want to learn.

Here is one of the informational books I found about monkeys. What do you already know about monkeys? Let’s look at some of the features in this book about monkeys. The author’s purpose for using features is to help us understand the text, information, and ideas in books. We can learn a lot just by reading and thinking about the text features. Help the students identify the visual and text features. Watch me and listen as I think about the features and their functions. Let’s record some of the features on an anchor chart (see below). The photographs show me information about the monkeys and support the words written on the page. Let’s read why the author included them. Oh, most monkeys live in trees. Wow, look at this drawing! This label helps me, because I didn’t know monkeys have ‘backbones.’ Remember to use consistent language to help students learn the names of the features. Add features to the anchor chart as they are identified and add their function.

Now create excitement by showing visual and text features of new informational books they will be reading, i.e., We Help Out At School (CL), Reptile Rap (CL), or Animals Move Like This (CL). Let’s look at some of the features the author has included in these books. Quickly turn the pages in several different books. Name some of the features, model looking at some of the visual features and reading some of the text features to locate facts and information. Look how exciting these photographs and illustrations are—we can see real pictures. Notice the table of contents and labels. Help students name some of the features. Yes, the glossary is a feature and its function is to help us learn the meanings of words. Add these characteristics to the anchor chart.


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Guided Practice: (this may occur during the next mini-lesson) Have students work with a partner. Now, it’s your turn. With a partner, look at these informational books. Give partner groups informational books and texts to investigate. Continue to focus students’ attention on text features and their function by having students do quick searches for a specific type (i.e., headings, index, or diagrams). As they discover/locate features, the teacher facilitates a discussion that leads to the continued learning/ understanding of the function of text features. Use a variety of informational texts (i.e., web pages, books, magazines, recipes, how-to guides, etc.). Add to anchor chart (it would help to have a visual example). Have several partners talk about what they discovered. Monitor students and provide guidance and support as needed. Identify students who may need small group support during work time.

Work Time: Send students off to work time with a directive to find different text features to share. Think about the author’s purpose for using the features. Remember, visual and text features have a function and help readers understand and locate information. In your Reader’s Notebook, write about one visual feature and one text feature you found helpful or really interesting. Write how you used these visual and text features. Be ready to share with a partner or the whole group the function of the features and how the features helped you understand the information. Refer to the “Visual and Text Features/Function” anchor chart for help. For students who may need support, pair them with a partner. This independent practice from the mini-lesson should last no more than 20 minutes. Students should also read text that is at their independent reading level. Then, students transition into other work time activities.


Share Time: Bring students back to the carpet to share their thinking about text features and how they are used. Turn and talk with your partner. Share a feature that helped you today. Show your partner how the features helped you to understand and learn something interesting. Continue to refer to the “Visual and Text Features/Function” anchor chart.

Sample Thinking Stems/Anchor Chart: • “Visual and Text Feature/Function” anchor chart • Identify and give examples of text features. • Explain how text features help locate key facts or information. • Locate and explain visual features. • Explain information learned from visual features. • You would find information about _______________ under which heading.

Visual and Text Features Function Table of Contents To tell us the information we will be

reading and the page number to locate the information

Bold print To call attention to important words or information

Colored photographs or drawings

To show something

Headings To help organize information Labels To tell about the photograph or

drawing Glossary Defines words Index Lists important topics in alphabetical

order and the pages where they are found in the text


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Formative Assessment Opportunities: • Listen to student conversations during turn and talk. • Observations and conferring with students during guided practice, work time and share time. • Reader’s Notebook – write about a visual feature and text feature and how it is used. • Students can explain what they learned from a visual feature and what they learned from a text

feature.

Lesson Seed #7 Learning Targets: I can identify and give examples of text features. (RI.1.5) I can locate key facts or information using text features. (RI.1.5)

Note: Suggested words to introduce if you have begun using the word splash lesson seed: carriers, deliver, curb and islands. These are words used in the article, “Meet Your Mail Carrier,” from the Toolkit Texts, Grades PreK-1, by Stephanie Harvey. You should repeat this lesson seed with different texts. You may want to adapt the following seed using another text you feel is better suited for your students to study in science or social studies.

Mini-Lesson(s): (RI.1.5, 1.1, 1.2, 1.4, 1.10; SL.1.6; L.1.6; W.1.2, 1.7, 1.8) This seed is intended to span more than one mini-lesson. Preview the article, “Meet Your Mail Carrier,” from Toolkit Text, Grades PreK-1, by Stephanie Harvey. Ask students what they think the article will be about. Revisit how text features help us, as readers to locate key facts and information in a text. Refer to the text features anchor chart created in the previous lesson if students need support (see below).

Guided Practice: Remind students, As we read today we will use text features to help us locate key facts or information. Provide the students with a copy of the article, “Penguins in Motion,” from Toolkit Text, Grades PreK-1, which includes text features. Have students take two minutes to “Look to Notice” the article. Have students share what they notice with a partner. Have students preview the article. Ask students to turn and talk about how the text features will help them read the article. Be sure to point out how the headings help organize the information and make it easier for the reader to locate information. Then, read the text aloud, stopping after each section to discuss students’ thinking. What did you learn in this section? What do you think is important to remember? After reading, have students turn and talk to a partner about what they have learned from the read aloud.

Work Time: Remind students of the learning target. Remind students that good readers use text features to locate key information. Using the sentence starter “Where would you find…” ask students a series of questions where they have to quickly locate information using the text features. • Where would you find information which shows what mail carriers look like? • Where would you find information about how mail carriers deliver mail? • Where would you find information about what mail carriers deliver?

Students will also read text that is at their independent reading level. Encourage students to pay close attention to how the text features support the understanding of the text. While students are working, you will want to circulate the room, listening to their reading and pulling small groups of students to provide focus group instruction for students who need additional support. This is also the time when you would pull guided reading groups.

Share Time: Bring students back together to share their ideas about how they were able to use text features to locate key facts and information in a text.


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Thinking Stems/Anchor Chart: • Visual and Text Feature/Function

anchor chart • You would find information about

_______________ under which heading?

• How can you find out what the word ______________ means?

• How does the text feature help you understand the story?

• What does the photo/drawing/ chart/diagram help you understand?

• What does the picture/drawing/ map show?

Formative Assessment Opportunities: • Listen to students while they are reading independently and make note of the following: Can they

identify various text features? Can they explain the purpose of a text feature? Can they use the text feature to locate information?

• Performance Task: Provide students with an informational text. Have them identify a text feature and describe orally or in writing the information that this text feature gives. Then have them explain how they can use that text feature to locate information.

Visual and Text Features Function Table of Contents To tell us the information we will be

reading and the page number to locate the information

Bold print To call attention to important words or information

Colored photographs or drawings

To show something

Headings To help organize information Labels To tell about the photograph or

drawing Glossary Defines words Index Lists important topics in alphabetical

order and the pages where they are found in the text

Objective: Students will determine the meaning of and be able to use grade appropriate words and phrases through conversation and when reading and writing.

Lesson Seed #8 Learning Targets: I can identify unknown words or unclear words and phrases (RI.1.4 & L.1.4) I can clarify or learn the meaning of words and phrases by asking and answering questions. (RI.1.4) I can use grade appropriate words and phrases when reading and writing. (L.1.4 & W.1.8)

Notes: This seed focuses on vocabulary words and should be repeated on a weekly basis. You may want to make a vocabulary notebook for each student. The focus is on Tier 2 words, which are “likely to show up with high frequency in mature language user’s vocabulary and include words like fortunate, desperate, and alienate. They’re words that teachers need to use when speaking with students and focus on when teaching vocabulary.” This activity is called “Words, Words, Words” and is adapted from Taberski’s book, Comprehension from the Ground Up: Simplified, Sensible Instruction for the K-3 Reading Workshop.

Mini-Lesson: (RI.1.4, RI.1.10; W.1.8; L.1.1, 1.2, 1.4, 1.5, 1.6; SL.1.1, 1.2, 1.3, 1.4, 1.5, 1.6) This seed may take more than one mini-lesson.

1. Identify three Tier 2 words from a previously read text. The Tier 2 words you choose should be words you want students to become more familiar with and eventually own. To “own” a word, students need to interact with it repeatedly over time until they understand what it means when they read it, hear it and can use it in oral and written expression. Goal: Add three new words to the “Words, Words, Words” chart each week.


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2. Write each word on a sentence strip that has been precut to fit the width of your “Words, Words, Words” chart. This chart needs to remain posted and available to students.

Guided Practice: 3. When adding a word to the chart, reread the sentence from the book in which the word was found and discuss its meaning. Give students a sample sentence that contains the targeted word and also ask them to think of a sentence with that word. Have students share their sentence.

Work Time: 4. Attach the word strips to the chart and send students off with a directive to be on the lookout for them as they read, write and hear conversations. If they find one of the Tier 2 words in a book they are reading or use one of the words in their writing, they should place a post-it note there. If they hear or use a word in conversation, they should write the sentence down into their vocabulary notebooks. This independent practice from the mini-lesson should last no more than 15-20 minutes. Students should also read text that is at their independent reading level. Then, students transition into other work time activities.


Share Time: 5. Ask students as appropriate to share one of their “found” words. Allow several students to read the sentence, omitting the targeted word so classmates have to fill in the blank.

6. Once the missing word has been identified, place a tally mark next to the word on the chart. Be sure to ask students why they chose that word over the others on the chart. This will help children realize that they should consider the context in which a word is used to determine meaning.

Thinking Stems/Anchor Chart: • A chart is necessary to post the words of the week. This chart is to stay posted at all times. • What does _______________ mean? • When (phrase containing assessed word), what do you think it means? • Read/Listen to this sentence. “__________________.” What does _______ mean? • What is the person/animal doing when ___________?

Formative Assessment Opportunities: • Are students using the Tier 2 words correctly in their own writing? • Are students marking the Tier 2 words when they come across them in books they read? • Are students coming prepared to the class meetings ready to share?


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Objective: Students will use sentence-level context as a clue to the meaning of a word or phrase. Lesson Seed #9

Learning Target: I can develop vocabulary through reading. (RF.1.3)

Note: To figure out unknown words when reading students need to use all three cueing systems (meaning, structure, and visual). To develop students’ abilities to search for all types of information, Marie Clay shares cumulative analysis to help students be strategic. Remember to model again and again to reinforce this behavior. When a child meets a ‘tricky’ word while reading, ask them to quickly write the word. This process of writing the word forces him/her to look beyond the first letter of the word and often leads to figuring out the tricky word. To end this procedure, have the child return to the reading and see if the word makes sense in context. Make sure to model this procedure for students to understand. (This process is called cumulative analysis). During the guided practice of the mini-lesson, students will use their independent reading books to practice this strategy.

Mini-Lesson: (L.1.4.a.; RL.1.7, 1.10; RF.1.3) Good readers encounter words that are tricky while they are reading. I am going to show you a strategy to use when you come to a tricky word. Using context clues means using the information around the tricky word. We need to read all the words, look at the illustration and think about what would make sense, sound right and look right. Also, quickly write the tricky word and go back to the text and reread all the words which might help you read the tricky word.

Watch me as I read When I Was Five (CL) and model this strategy for you (students must be able to see the text). Hmm, this word is tricky for me (hiding p.14). I am going to make sure I read all the words, look at the picture and think about what is happening on this page. I know this word is ‘secret.’ The boys are in the grass looking at the frog. I am going to write this tricky word. Write the word ‘hiding.’ Oh! I see two parts I know. I know ‘hi’ and ‘ding.’ Maybe the word is hiding. The boys are hiding. Let me read all the words to see if hiding makes sense, sounds right and looks right. Continue reading the book. Choose several more words and model the procedure again.

Guided Practice: Have students practice using their independent reading books. As you are reading, if you come to a tricky word, read all the words, look at the illustration and think about what would make sense, sound right and look right. Also, quickly write the tricky word and go back to the text and reread all the words to see if the word makes sense, sounds right and looks right. Observe students and listen to them read. Praise students’ use of the strategy. Model for students experiencing difficulty. Prompt to any cueing system they may be neglecting.

Work Time: Send students off to work time with a directive: As you are reading, if you come to a tricky word, read all the words, look at the illustration and think about what would make sense, sound right and look right. Also, quickly write the tricky word and go back to the text and reread all the words to see if the word makes sense, sounds right and looks right. Students should also read text that is at their independent reading level.


Share Time: Bring students back to the carpet to share. Remind students that you want them to monitor their own reading. Have several students share their tricky words they wrote and how they figured out the word. Keep a collection of the words to guide future word work.


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Sample Thinking Stems/Anchor Chart: • Explain how to help yourself when you come to a tricky word in your reading. • What does _______________ mean? • When (phrase containing assessed word), what do you think it means? • Read/Listen to this sentence. “__________________.” What does _______ mean? • What is the person/animal doing when ___________?

Formative Assessment Opportunities: • Listening to students during guided practice • Listening to students read during IDR time and guided reading group • Anecdotal records: collect words from Share Time. Look at trends in the students’ words to

determine word work lessons.

Objective: Students will understand what they read by rereading and using context to self-correct or confirm when necessary.

Lesson Seed #10 Learning Targets: I can understand what I read. (RF.1.4a) I can reread when something doesn’t make sense and sound right (RF.1.4c)

Note: Students will need their independent reading books or other reading material to practice the rereading strategy during guided practice.

Mini-Lesson: (RF.1.4a, 1.4c; RL.1.10) Readers, we know it is very important to make sure what we read makes sense, sounds right and looks right. We know when something doesn’t make sense, because it will not sound right and we will not understand the story. We say, “Wait, that doesn’t make sense.” Let’s think about what good readers do if something doesn’t make sense or if they come to new or tricky words. Record what students share on an anchor chart (you may want to include visuals). Yes, good readers say the first part of the word. You are right, good readers look for other parts they might know and think of all the words that word might be. Sure, you can look at the pictures and think about the story. Good readers also reread when they do not understand the story and something doesn’t make sense. They stop reading and go back and read the words again. They reread and think, “What could that tricky word be?”

Next, read a book to the students deliberately making several reading miscues. Wait, I didn’t understand; that part doesn’t make sense. I’ll reread and look more closely at that tricky word and think about what would make sense. Demonstrate for students how to think about the story, look at the tricky word and reread to put everything back together smoothly.

What Do Good Readers Do? Look at the first letter of the word and make that

sound (Say the first part of the word.) Look for other parts you might know in the word. Reread and get your mouth ready for the first sound

and think: What would make sense, sound right, and look right.

Look at the picture and think about the story. Good readers reread when they do not understand

and something doesn’t make sense. Quickly write the tricky word.


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Guided Practice: Students will use their independent reading books or other reading material to practice rereading or other reading strategies generated on the anchor chart. Today, while you are reading, if you come to a brand new word or if you do not understand what you are reading, go back and reread. Think, “What is the story about?” “What could this word be?” Use the anchor chart. Partners, remember to help each other if your partner cannot figure out the tricky word. Monitor students as they work and provide guidance and support when needed. Identify students who may need small group support during work time.

Work Time: Send students off to work time with a directive: Today, while you are reading, if you come to a brand new word or if you do not understand what you are reading, go back and reread. Think, “What is the story about?” “What could this word be?” Use the anchor chart for help. Record in your reader’s notebook some of the tricky words and the strategy you used to figure out the tricky word.

While students are working, circulate the room, listening to their reading or pull small groups of students to provide focus group instruction for students who need additional support. This is also the time you would pull guided reading groups.

Share Time: Bring students back to the carpet to share. Ask students to share a place in their book where they used a good strategy.

Sample Thinking Stems/Anchor Chart: • What do you do when you come to a tricky word? • What do you do when something doesn’t make sense while you are reading? • “What Do Good Readers Do” anchor chart

Formative Assessment Opportunities: • As students read during guided practice and work time, listen in and provide support and guidance

when needed. • When students are working with their partner, monitor students and provide guidance and

support when needed. • Running Records with miscue analysis. Analyze trends in students’ miscues to determine which

strategies need further reinforcing. Objective: Students will break words into syllables to describe two syllable words following basic patterns.

Lesson Seed #11 Learning Targets: I can break words into syllables. (RF.1.3.e.) I can decode two syllable words. (RF.1.3.e.)

Interactive Read Aloud: (must occur prior to the mini-lesson) Prior to the lesson, students have been introduced to the poem, Friends, (see below) and have had several experiences reading the poem.

Mini-Lesson: (RF.1.3e) Remind students: Readers, we know it is very important to make sure what we read makes sense, sounds right and looks right. We know when something doesn’t make sense because it will not sound right and we will not understand the story. You have been working hard to decode words as you are reading. Good readers can break words into parts or syllables to help them


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read unfamiliar words. Then, they reread to make sure the words makes sense and sounds right. Let’s begin to think about how we can begin to break words into syllables and look for parts we know to help us read unfamiliar words. Refer to the familiar poem on chart paper. Reread the poem. Let’s find the word “friends.” The word “friends” has one syllable. A syllable, or word part, has only one vowel sound. Let’s clap one time as we say the word “friends.” Repeat the same procedure with other one syllable words and clap one time for each word. Record a couple of one syllable words on an anchor chart. Now, let’s start at the beginning of the poem and we will stop and think about the words that have more than one syllable (i.e., wonderful, thoughtful, always, jumping, playing). Clap for each syllable as you say the word and say how many syllables. Circle these words in the poem and record these words and the syllables on the anchor chart. We can look for parts we know to help us read the word. Refer to the chart and show students the parts of words they already know (i.e., look in looking, or ing in jumping). Stop half-way through the poem.

Guided Practice: (This may occur over several mini-lessons). Provide students with a copy of the poem and have students work with a partner to identify and circle other two (or more) syllable words in the rest of the poem. Share as a group and record on the chart. Continue the mini-lesson, have students underline all one syllable words and circle all two (or more) syllable words on their copy of the poem as well as on the chart. Have them share the parts of words they may know. Monitor students as they work and provide guidance and support when needed. Identify students who may need small group support during work time.

Work time: Send students off to work time with a directive: As you are reading, think about how you break words into syllables to help you read unfamiliar words. Look for parts you already know to help you read unfamiliar words. Reread to make sure your word makes sense and sounds right. Jot these words down on post-it notes or in your reader’s notebook to share with your partner and the whole group during share time. Refer to the anchor chart for support. This independent practice from the mini-lesson should last no more than 20 minutes. Then, students transition into other work time activities.

While students are working, circulate the room, listening in to their reading or pulling small groups of students to provide focus group instruction for students who need additional support. This is also the time you pull guided reading groups.

Share Time: Bring students back to whole group. Use your post-it notes or reader’s notebook. Share some words you broke into syllables. Record the words on the anchor chart.

Word Syllables friends friends sweet sweet wonderful (3) won der ful thoughtful (2) thought ful always (2) al ways Kentucky (3) ken tuck y jumping (2) jump ing playing (2) play ing going (2) go ing


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Sample Thinking Stems/Anchor Charts: • Words and Syllables Anchor Chart • Friends Poem

Friends Wonderful friends, thoughtful friends, Sweet and fun; Blonde hair, brown hair, Go for a run.

New friends, old friends, And ones I’ve always known; Here in Kentucky, Where I have grown.

Jumping friends and playing friends, Going everywhere; Swimming and laughing, Without a care.

Writing friends and reading friends, Learning at school; Thinking and questioning, And following the rules.

Formative Assessment Opportunities: • Observations during guided practice, work time and share time • Reader’s notebooks or post-it notes. Gather the words the students wrote to analyze for trends. • Running records: Are students taking words apart? Are they looking for parts they know? Are

they rereading to check for meaning and structure?


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Suggested Instructional Texts: Rigby ®, Classroom Library (CL), Text Exemplar (E), Science (S), Social Studies (SS), Toolkit Texts (TT)

Literary Informational When I Was Five (E) Flash, Crash, Rumble, and Roll (CL) Friends Poem Recycle! (E) The Bear Who Wouldn’t Share (CL) Tornadoes! (E) The True Story of the Three Little Pigs (CL) Amazing Animals (R) Goldilocks and the Three Bears (CL) We Help Out At School (CL) More Spaghetti, I Say (CL) Animals Move Like This (CL) Biscuit (CL) Reptile Rap (CL) Kitten’s First Full Moon (E) How to Grow a Sunflower, How to Grow a

Hyacinth (R) Just Me and My Dad (CL) Monkeys (CL) Snails (CL) See How They Go! (CL) “Meet Your Mail Carrier” (TT)

Additional Professional Resources: • Boyles, Nancy N. (2012). That’s a GREAT Answer! • Calkins, Lucy and Tolan, K. (2010). Building a Reading Life. • Calkins, Lucy. (2011). A Curriculum Plan for the Reading Workshop. • Clay, Marie. (2005). Literacy Lessons Designed for Individuals. • Dorn, Linda and Soffos, C. (2005). Teaching for Deep Comprehension – An Approach for Reading

Workshop. • Goudvis, Anne and Harvey, Stephanie. (2008). The Primary Comprehensions Toolkit. • Goudvis, Anne and Harvey, Stephanie. (2011). Toolkit Texts. • Harvey, Stephanie and Goudvis, Anne and Wallis, Judy. (2010). Comprehension Intervention – Small

Group Lessons for The Primary Comprehension Toolkit Grades K-2. • McGregor, Tanny. (2007). Comprehension Connections: Bridges to Strategic Reading • Taberski, Sharon. (2011). Comprehension from the Ground Up: Simplified, Sensible Instruction for

the K-3 Reading Workshop

Resources for Tier II & Tier III Interventions • JCPS Response to Interventions website:

http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html • Interventioncentral.org: http://www.interventioncentral.org/ • Readworks.org (K-6 reading lessons and passages): http://www.readworks.org/ • Literacyleader.com (lessons and resources): http://www.literacyleader.com/

Websites: • http://www.jefferson.kyschools.us/Departments/Gheens/LiteracyCloset/elementary • http://www.Achievethe core.org • http:www.jmeacham.com

http://www.jefferson.k12.ky.us/Departments/Gheens/RTI/RtI.html

http://www.interventioncentral.org/

http://www.readworks.org/

http://www.literacyleader.com/

http://www.jefferson.kyschools.us/Departments/Gheens/LiteracyCloset/elementary

http://www.achievethe/

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