Washington Township Public Schools
Grade 1
Reading
Crosswalk, Pacing Guides, and Resources
Marking Period 1
Washington Township Public School
Language Arts/ Reading and Writing Crosswalk 2014-2015 Grade 1
1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period
1
Literacy By Design
Units
Going to School (1/2)
Thinking Like a
Scientist (3/4)
Neighbor-hood News (5/6)
Weather Wonders (7/8)
Earth Explorers (9/10)
Away We Grow
(11/12)
Good Citizens (13/14)
Animals and Their Homes
(15/16)
RL 1.1
RI 1.1 1.3
RL 1.7
RI 1.2
RL 1.3
RI 1.7
RL 1.2
RI 1.8
RL 1.4
RI 1.5
RL 1.9
RI 1.9
RL 1.3 1.5
RI 1.4 1.6
RL 1.6
RI 1.5
Writing
Writing Community BAW 1,2 W 1.5
Narrative Structure/Elements BAW 3,4
W1.3
Informative Fact/opinion MI/ Detail
BAW 5 W1.2
Opinion Character Analysis Reader
Response W1.1
Narrative Problem/ Solution Descr.
Language W1.3
Informative/ Explanatory
How To W1.2 W1.7
Opinion Persuasive
W1.1
Informative/ Explanatory
BAW7 W1.2,1.6
Poetry taught throughout the year
Washington Township Public School
Reading Crosswalk 2014-2015 Grade 1
Reading Whole Group Lesson: Pacing Guide (Combination of shared text and close reading) Reading Small Group Lesson: Literacy by Design and Leveled Texts ~ Guided Reading Independent Reading: Independent Library ~ Use “Just Right Books” and Confer with Students; track and monitor reading logs
The Reading Pacing Guide addresses the whole group lesson. Continue to use Literacy by Design books and other Fountas and Pinnell leveled texts for guided reading lessons. As always, the guided reading lessons should reinforce the whole class lesson(s). Students will also continue to practice the strategies and standards in their own independent reading and throughout literacy centers.
1st Marking Period 2nd Marking Period 3rd Marking Period 4th Marking Period
1 Literacy By Design
Units
Going to School (1/2)
Thinking Like a
Scientist (3/4)
Neighbor-hood News (5/6)
Weather Wonders (7/8)
Earth Explorers (9/10)
Away We Grow
(11/12)
Good Citizens (13/14)
Animals and Their Homes
(15/16)
RL 1.1
RI 1.1 1.3
RL 1.7
RI 1.2
RL 1.3
RI 1.7
RL 1.2
RI 1.8
RL 1.4
RI 1.5
RL 1.9
RI 1.9
RL 1.3 1.5
RI 1.4 1.6
RL 1.6
RI 1.5
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Theme #
Week #
Reading Strategy and Essential Standard Suggested Resources
Them
e 1
Weeks 1 and
2
Theme 1: Reading Strategy: Making Connections Essential Standard: 1.RL.1 Ask and answer questions about key details in a text
Reader Response Organizers: Sticky Questions and Answers
Beginning/Middle/End Story Map Captain Retelling (Theme or
Problem/Solution) Powerful Connections
Suggested Read Alouds and Activities: The Bear Who Wouldn’t Share *Model how to ask questions about who, what, when, where, why, and how that contribute to understanding. * Have students think pair and share to ask questions that they think could help them better understand the text. Their partner tries to answer the questions citing their evidence from the story.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 1
Weeks 1 and
2
Chrysanthemum * Introduce the idea of different types of questions. * Have students work in small groups after reading Chrysanthemum to come up with different types of questions they could ask about the group. Each group can try to ask one question for each type or each group could be responsible for one type of question and try to come up with multiple questions for that type. A Fine Fine School *Discuss how you can ask questions before during and after reading. Work as a class to come up with different questions you can ask at each stage of reading. *Model how to cite evidence when answering questions by taking a “closer look” at the text.
Continuing Studies *Use graphic organizers during guided reading groups and centers to continue to monitor progress and give feedback on application of the strategy. *Have student conduct an “interview” of a book, pretending that the book is alive. Have one partner construct and ask the questions while the other partner answers as the book. *Do a partner reading of a book. Have students use sticky notes to mark questions they have throughout reading, then compare their questions to their partners.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 1
Weeks 1 and
2
Additional Suggested Texts
The Relatives Came And to Think I Saw It on Mulberry Street‐ Dr. Seuss I Wanna Iguana‐ Karen Kaufman Orloff Madeline’s Rescue‐ Ludwig Bemelmans Why Mosquitoes Buzz in People’s Ears‐ Verna Aardema Ox‐Cart Man‐ Donald Hall
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Month/ Theme
Week Reading Strategy and Essential Standard Suggested Resources
Them
e 2
Weeks 3 and
4
Theme 2: Reading Strategy: Making Connections Essential Standard: 1.RI.1 Ask and answer questions about key details in a text 1. RI.3 Describe the connection between two individual events, ideas, or pieces of information in a text.
Reader Response Organizers: Batty for Facts
Fantastic Learning Fact Question Organizer
Square Venn Diagram (Person, Place, Thing, or Event)
Cause and Effect for Nonfiction Suggested Read Alouds and Activities: Schools Then and Now *Review asking and answering questions strategies for fiction and link how they can be used for nonfiction * Introduce the different reasons why readers ask questions while reading a nonfiction text such as to increase interest in the topic, make connections to the text, connect learning to another topic, to deepen understanding of a topic, and to clarify unclear ideas or words.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 2
Weeks 3 and
4
*Model how to ask the different types of questions during the reading of schools then and now. *Reread the text to use questioning to draw connections between schools of the past and schools now. *Introduce cause and effect and how good readers look for connections between people, places, and events in a nonfiction text. The Story of Ruby Bridges *Review questioning strategies for nonfiction text. Brainstorm as a class some questions that readers may have prior to reading Ruby. *Challenge students to come up with questions that draw connections between Ruby Bridges and other people, places, and events that they have read about. * Continue asking questions and drawing connections throughout the reading of the book.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 2
Weeks 3 and
4
Continuing Studies
*Use graphic organizers during guided reading groups and centers to continue to monitor progress and give feedback on application of the strategy. *Do a partner reading of a book. Have students use sticky notes to mark questions they have throughout reading, then compare their questions to their partners. * Have students generate questions during reading and then go on a scavenger hunt through other nonfiction texts about the same topic to seek the answers to their questions. * In small groups, have students record interesting and important details they find in the text and write them on index cards. Then have them group the cards according to what details or events they think are similar. Lead a discussion about how some events, people, and facts relate to one another and how readers draw a connection between the two.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 2
Weeks 3 and
4
Additional Suggested Texts
What Do You Do with a Tail Like This?‐ Steven Jenkins and Robin Page Now and Ben‐ Gene Barretta
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Theme # Week #
Reading Strategy and Essential Standard Suggested Resources
Them
e 3
Weeks 1 and
2
Theme 3: Reading Strategy: Create Images Essential Standard: RL 1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Reader Response Organizers: Character Organizers Setting Organizers Events Organizers
Suggested Read Alouds and Activities: I Face the Wind *Discuss how expert readers use words and pictures in the story to help them understand what is happening as well as to form descriptions of characters, settings, or events. * Read aloud I Face the Wind while modeling how to look closely at the text and pictures to learn more about characters, setting, and events. On the Move *Review strategies for creating mental images by using text and pictures to describe characters, setting, or events. * Have students work with partners or small groups to select words, phrases, or illustrations that aide in creating mental images. Emphasize the importance of defending how these images help readers better understand what is occurring in the text.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 3
Weeks 1 and
2
Hot Air * Review strategies for creating mental images by using text and pictures to describe characters, setting, or events. * Have students complete the events organizers to demonstrate understanding of key events within the story. *Have students write post‐it notes during reading for words, phrases, or illustrations that help readers better comprehend the text. The Wind Blew * Review strategies for creating mental images by using text and pictures to describe characters, setting, or events. * Have students complete the events organizers to demonstrate understanding of key events within the story. Can also be used with setting and characters organizer. *Have students write post‐it notes during reading for words, phrases, or illustrations that help readers better comprehend the text.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 3
Weeks 1 and
2
Continuing Studies *Use graphic organizers during guided reading groups and centers to continue to monitor progress and give feedback on application of the strategy. *Have students “code” text by using different color highlighters, wiki stix, etc to markup a story they are reading. Have them use one code for words that describe what is going on “inside” a character and another code for what describes the “outside” of a character. *Have students write a new version of the story that takes place in a different setting. Have them justify why their new setting works. *Have students create their own summary of a story they read using only three sentences. Have students justify why their sentences accurately tells the big ideas of the story. *Have students work in groups to create a Reader’s Theater or mini movie of a story. Ask them to describe how they made decisions regarding setting, characters, and what parts of the story to include.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 3
Weeks 1 and
2
Additional Suggested Texts A Bad Case of Stripes‐ David Shannon The Salamander Room‐ Anne Mazer Officer Buckle and Gloria‐ Peggy Rathman Miss Nelson is Missing!‐ James Marshall Cloudy with a Chance of Meatballs‐ Judi Barrett Tuesday‐ David Wiesner Raising Dragons‐ Jerdine Nolen No David!‐ David Shannon
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Month/ Theme
Week Reading Strategy and Essential Standard Suggested Resources
Them
e 4
Weeks 3 and
4
Theme 4: Reading Strategy: Create Images Essential Standard: RI 1.2 Identify the main topic and retell key details of a text.
Reader Response Organizers: Table of Contents Main Idea
Page Key Details Main Idea and Supporting Details
Suggested Read Alouds and Activities: Louisa’s Lab * Set the purpose of identifying the Main Idea, what it is, and why expert readers use the main idea as a tool. Discuss as a group, “Why would this be helpful? What types of books would you be reading when you identify the main idea?”. * Discuss strategies for identifying the main idea that can be useful and how to use text features to aide in identifying the main idea.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 4
Weeks 3 and
4
* Model how to find the main idea by being a “details detective” and searching for key details in the text. Demonstrate how to examine key ideas to see what topic they are all teaching about. Videos * Use clips of nonfiction videos to model examining key details and methods of identifying the main idea. Suggested sources for videos are Safari Montage, Animal Planet Kids, Discovery Kids, and NatGeo Kids. * Cross curricular connections can be made between the current science/social studies unit by featuring visual media and practicing finding the main idea.
Continuing Studies *Use graphic organizers during guided reading groups and centers to continue to monitor progress and give feedback on application of the strategy. *For read alouds or independent reading, have students write down what details they think are most important in the book they are reading on individual index cards. Have them work to find how they all fit together and what the big idea is.
WASHINGTON TOWNSHIP PUBLIC SCHOOLS
Reading Guide– Grade 1
Revised 2014
Them
e 4
Weeks 3 and
4
* Have students conduct “research” on a topic by reading a nonfiction text, determining the main idea, and then reading more texts on the same topic to find other details that could have been included in the text. * Play “categories” where students have a deck of cards with various facts about different topics. They need to sort the cards into groups and give a main idea for each group.
Additional Suggested Texts Polar Animals‐ Wade Cooper Alligators and Crocodiles‐ Gail Gibbons Martin Luther King Jr.‐ Kitson Jazynka Frogs!‐ Elizabeth Carney *Most Discovery Kids series books are formatted perfectly for discussions about main ideas and details.
Unit 1 Resources and Organizers Themes 1-2
Standards:
1.RL.1 Ask and answer questions about key details in a text 1.RI.1 Ask and answer questions about key details in a text
1. RI.3 Describe the connection between two individual events, ideas, or pieces of information in a text.
Name: __________________________ RL 1.1 RI 1.1
Sticky Questions and Answers Super readers ask and answer questions as they read to help the big ideas stick in their mind.
Question 1
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
Question 2
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
__________________
Name:________________________________ RL.1.1
Beginning Middle End
Name: ____________________________ RL 1.1
Setting:_________________________________________ Characters:______________________________________
Title: _________________________________________________
Beginning
________________________________________________________ ____________________________
Middle
________________________________________________________ ____________________________
End
________________________________________________________ ____________________________
Theme: _______________________________________________________ ______________________________________________________________ ____________________________________________________________
Captain Retelling
Name: ____________________________ RL 1.1
Setting:_________________________________________ Characters:______________________________________
Title: _________________________________________________
Problem: ______________________________________________________
Beginning
________________________________________________________ ____________
Middle
________________________________________________________ ____________
End
________________________________________________________ ____________
Solution: ______________________________________________________ ______________________________________________________________
Captain Retelling
Name: ____________________________ RL 1.1
Powerful Connections
Super readers make connections that help them understand what they read.
On page ______ it says __________________________________________________________________________________________, which makes me think of __________________________________________________________________________________________. This helps me understand what I read because __________________ ____________________________________________________________
On page ______ it says _____________________________________________________________, which makes me think of ___________________________________________________________. This helps me understand what I read because __________________ _______________________________
_________________________
Name: ____________________________ RI 1.1
Main Idea
Detail
Detail
Detail
Batty for facts
Name: ____________________________ RI 1.1
Title: _______________________ Author: ______________________
In this book I am learning about ____________________
________________________________________________
________________________________________________
Fantastic LeaRning
These are three things I learned: 1. ___________________________________________ ___________________________________________ 2. ___________________________________________ ___________________________________________ 3. ___________________________________________ ___________________________________________
Name: _____________________ RI 1.1
Fact Fact Fact
Question Question Question
Super Readers ask questions as they read to help them learn more about a topic.
Name: ____________________________ RI 1.3
___________________________________________________________________________________________________________
________________________________________________________________________________ _________
________________________ First Person’s Name
Some facts about them: ___________________________________________________________________________________________________________
________________________ Second Person’s Name Some facts about them: How They Are Alike
Name: ____________________________ RI 1.3
___________________________________________________________________________________________________________
________________________________________________________________________________ _________
________________________ Name of first place Some facts about it:
___________________________________________________________________________________________________________
________________________ Name of second place Some facts about it: How They Are Alike
Name: ____________________________ RI 1.3
___________________________________________________________________________________________________________
________________________________________________________________________________ _________
________________________ Name of first thing Some facts about it:
___________________________________________________________________________________________________________
________________________ Name of second thing Some facts about it: How They Are Alike
Name: ____________________________ RI 1.3
___________________________________________________________________________________________________________
________________________________________________________________________________ _________
________________________ Name of first event Some facts about it:
___________________________________________________________________________________________________________
________________________ Name of second event Some facts about it: How They Are Alike
Name: ____________________________ RI 1.3
Super readers pay attention to how one real thing can cause another real thing to happen.
Cause effect
Unit 2 Resources and Organizers Themes 3-4
Standards:
RL 1.7 Use illustrations and details in a story to describe its
characters, setting, or events. RI 1.2 Identify the main topic and retell key details of a text.
Name:_________________________________ RL 1.7
What I learned about the character from the words in the book:
_______________________________
_______________________________
_______________________________
_______________________________
This is what I learned about the character from the pictures:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
Name:_________________________________ RL 1.7
The story takes place at _____________________________________________________
I know the story takes place here because the text says ________________________
___________________________________________________________________________
___________________________________________________________________________
My story could take place at __________________________________________________
But could not take place at ______________________________ because _____________
___________________________________________________________________________
Name:_________________________________ RL 1.7
The story takes place at _____________________________________________________
Words in the book that helped me learn about the setting:________________________
___________________________________________________________________________
___________________________________________________________________________
How the pictures helped me learn about the setting: _____________________________
___________________________________________________________________________
Name:_________________________________ RL 1.7
Big Event 1:
Big Event 2:
Big Event 3:
Name:_________________________________ RL 1.7
Big Event 1:_______________________________________________________________
_________________________________________________________________________
I know this is a big event because __________________________________________
_________________________________________________________________________
Big Event 2:_______________________________________________________________
_________________________________________________________________________
I know this is a big event because __________________________________________
_________________________________________________________________________
Big Event 3:_______________________________________________________________
_________________________________________________________________________
I know this is a big event because __________________________________________
_________________________________________________________________________
Name:_________________________________ RI 1.2
Table of Content Heading: _______________________________________________
What I think I will learn
about in this section:_______
________________________
________________________
________________________
________________________
________________________
Table of Content Heading: _______________________________________________
What I think I will learn
about in this section:_______
________________________
________________________
________________________
________________________
________________________
Table of Content Heading: _______________________________________________
What I think I will learn
about in this section:_______
________________________
________________________
________________________
________________________
________________________
I predict that the main idea of this book will be __________________________________
because ____________________________________________________________________
___________________________________________________________________________
Name:_________________________________ RI 1.2
Fact One: Fact Two: Fact Three: Main Idea:
Expert readers pay attention to the facts on a page to help them figure out the main idea of the page.
Page #: ____
Fact One: Fact Two: Fact Three: Main Idea:
Page #: ____
I think that the main idea of this book is ________________________________________
I think this because __________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Name:_________________________________ RI 1.2
Main Idea:
Detail:
Detail:
Detail:
APPENDIX I
Resources for Teaching Poetry Literacy By Design – Shared Reading (Whole Class Charts)
Theme 1 – The Secret p.7 Genre: Poetry
Theme 3 – Wynken, Blynken, and Nod p.25 Identify Character
Theme 5 – Outside My Window p.43 Rhythm & Rhyme
Theme 7 – Billy Bear p.61 Understand Dialogue
Theme 9 – The Sky p.79 Alliteration
Theme 12 – Other Lands p.106 Identify Author/Illustrator
Theme 13 – I’m Special, You’re Special p.115 Roles of Author/Illustrator
Theme 15 – Robin Needs a Home p.133 Repetition of Language
Being A Writer Unit 6 Poetry
Monthly Themes
Back to School
Halloween
Thanksgiving
Winter Celebrations
Snow
Valentine’s Day
St. Patrick’s Day
Weather/Sports
Flowers/Nature
Summer
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