Grade 1 Readers Build Good Habits Launch



|Unit 4 Readers Read for Information – All About/Procedural - Grade 1 |

|Desired Results for the Unit |

|GOALS (What are our relevant goals for this unit?) |

| |

|We will teach children to identify all the features of a non-fiction book and use them appropriately. |

|We will teach children to pull out relevant information and take notes on the information. |

|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our|

|Students will be able to question the world around them and find answers through reading Non-Fiction text.|actions?) |

|Students will have the confidence to share information learned from others. | |

|Students will use prior knowledge to investigate new knowledge. | |

|Students will be able to use new information to expand their prior knowledge. | |

|Assessment Evidence |

|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data |

| |should be collected?) |

| |Conference notes |

| |Listen turn and talk |

| | |

|Resources |

|UNIT RESOURCES: (What materials and resources are needed to support this unit?) |STUDENT RESOURCES: |

|-Non-Fiction books |-Non-Fiction book baskets in library and leveled library |

|-TC unit books |-Charts created during lessons |

|Unit 4 Writers Write to Explain Procedures - Grade 1 |

|Desired Results for the Unit |

|GOALS (What are our relevant goals for this unit?) |

| |

|We will teach children to tell significant steps of how to do something sequentially |

|We will teach children to organize relevant information to be used |

|We will teach children to use the language "first, then, next, last etc." |

|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate conversation, and guide our|

|Students will be able to |actions?) |

| | |

|Assessment Evidence |

|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term progress? What data |

| |should be collected?) |

| |Conference notes |

| |Listen turn and talk |

| | |

|Resources |

|UNIT RESOURCES: (What materials and resources are needed to support this unit?) |STUDENT RESOURCES: |

|-Non-Fiction books |Non-Fiction book baskets in library and leveled library |

|-TC unit books |Charts created during lessons |

|Date | | | |Lesson 1 |Lesson 2 |

|WEEK 1: | | | |Mini Lesson: |Mini Lesson: Readers notice that the title |

|Reading | | | |Readers of procedural text can share a |usually tells you what information you will find |

|Workshop | | | |common experience in order to gain insight |in an informational book. |

| | | | |for their own writing and to learn how to | |

| | | | |do something you don’t know how to do. |Look at the titles of many informational books - |

| | | | |Model: Make a PB&J sandwich – demonstrate |not just the How to… titles |

| | | | |Browse How to books…on tables |Read Aloud: |

| | | | |Independent Reading |Connect: |

| | | | | |Model:The teacher will identify different titles |

| | | | | |of books with students. |

| | | | | |Active Engagement: Children will read from a |

| | | | | |different basket of related topics reading the |

| | | | | |titles and thinking about what kind of information|

| | | | | |they will find in the book -10 minutes |

| | | | | | |

| | | | | |SHARE: |

| | | | | |Independent Reading: 15-20 |

|Date | | | |Lesson 1 |Lesson 2 |

|WEEK 1: | | | |Mini Lesson: Writers write a class how-to|Mini Lesson: |

|Writing | | | |book by writing the steps in a process or|Writers create a list of how-to ideas . |

|Workshop | | | |procedure and they use sequence words to | |

| | | | |tell the order of events. (i.e. First, | |

| | | | |Next, Then, Last) | |

| | | | | | |

| | | | | | |

| | | | | | |

|Date |lesson 3 |lesson 4 |lesson 5 |lesson 6 |lesson 7 |

|WEEK 2: |Mini Lesson: |Mini Lesson: |Mini Lesson: |Mini Lesson: |Mini Lesson: |

|Reading Workshop |Readers are aware that How-to’s come |Readers understand that the reason |Readers notice the tense of the |Readers can determine accuracy of the|Readers notice the sequence of events|

| |in a variety of topics. They can |they read procedural text is to learn|language – It’s happening now and it’s |procedural text by acting out a how |in a how to.. They notice how authors|

| |teach us how-to do many different |something. They can expect to find: |a command – action words and verbs |to with a partner |may use the words first, next, then. |

| |things . |Use Model of How to Make PB&J | | |Finally, last after that, eventually.|

| | |Chart: |Let’s look at that in a few books: | | |

| | |May include ingredients |From Peanuts to Peanut butter. | | |

| | |May include Parts |From Apples to Apple Sauce | | |

| | |May include Materials |Trees to Paper |Browse How to books…on tables |Browse How to books…on tables |

| | |May include Numbers |How To Make a Sock Puppet |Independent Reading |Independent Reading |

| | |Directions |From Wheat to Bread | | |

| | |Short , concise sentences | | | |

| | |Diagrams | | | |

| | |Captions | | | |

| | |Labels |Browse How to books…on tables | | |

| | | |Independent Reading | | |

| | |Browse How to books…on tables | | | |

| | |Independent Reading | | | |

|Date |lesson 3 |lesson 4 |lesson 5 |lesson 6 |lesson 7 |

|WEEK 2: |Mini Lesson: |Mini Lesson: |Mini Lesson: |Mini Lesson: |Mini Lesson: |

|Writing Workshop |Writers choose a how-to list idea, |Writers show actions in their |Writers show actions in their sketches.|Writers chose another idea, tell the | |

| |tell the steps to their partner and |sketches. They can add to their |They can add to their how-to by adding |steps to a partner orally and touch |Writers chose another idea, tell the |

| |sketch and write a how-to. |how-to by adding action to the |action to the sketch/writing or choose |each box/page before sketching and |steps to a partner orally and touch |

| | |sketch/writing or choose a new list |a new list idea to develop. |writing. |each box/page before sketching and |

| | |idea to develop. | | |writing. |

|Date |lesson 8 |lesson 9 |lesson 10 |lesson 11 |lesson 12 |

|WEEK 3: |Mini Lesson: |Mini Lesson: |Mini Lesson: |Mini Lesson: |Mini Lesson: |

|Reading Workshop |Readers notice the sequence of events|Readers can learn more about the |Readers notice the tense of the |Readers notice the specific language |Readers read each others how-to books|

| |in a how to.They notice how authors |topic by noticing some of the most |language – It’s happening now and it’s |used in how-tos. They see how the |(publish first) |

| |may use the words first, next, then. |important words related to the topic.|a command – action words and verbs |authors of how-to’s show us exactly | |

| |Finally, last after that, eventually.|Read Aloud: | |what to do. | |

| | |Connect: |Let’s look at that in a few books: | | |

| | |Model:The teacher will look through |From Peanuts to Peanut butter. | | |

| | |the book and list some important |From Apples to Apple Sauce | | |

| |Browse How to books…on tables |words for the students to become |Trees to Paper | | |

| |Independent Reading |aware of when they are reading the |How To Make a Sock Puppet | | |

| | |texts. |From Wheat to Bread | | |

| | |Active Engagement: Children will read| | | |

| | |from the different baskets on their | | | |

| | |desks. They will pick out some | | | |

| | |important words that will help them |Browse How to books…on tables | | |

| | |to understand the information- |Independent Reading | | |

| | |10 minutes | | | |

| | |SHARE: | | | |

| | | | | | |

| | |Independent Reading: 15-20 | | | |

|Date |lesson 8 |lesson 9 |lesson 10 |lesson 11 |lesson 12 |

|WEEK 3: |Mini Lesson: |Mini Lesson: |Mini Lesson: |Mini Lesson: |Mini Lesson: |

|Writing Workshop |Writers revise by using sequence words|Writers use the correct tense of |Writers use specific language when they|Edit |Publish |

| |when they are writing their how-to’s. |words when they are writing their |are writing their How-To’s. They tell | | |

| |(i.e. First, Next, Then, Lastly) |how-to’s. They display that it’s |their readers exactly how to do | | |

| | |happening now and that it’s a command|something. | | |

| | |– action words and verbs | | | |

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