Grade1 Suggested Literacy Curriculum

Updated 11/7/2010
Curriculum Guide 2010-2011
This curriculum guide is designed to assist you in helping your students meet the requirements of the Maryland State Curriculum
(SC). It provides a framework and resources to help develop our students into independent readers who comprehend, analyze,
self-monitor, acquire and develop a robust vocabulary, and choose to read for pleasure and to gain information. It is also
structured to encourage students to develop into writers, who write for personal expression, as well as to inform and persuade.
Teachers should be advised that incorporating a well balanced approach to literacy involves focusing on: phonemic awareness (1),
phonics (1-2), fluency, word knowledge/vocabulary, listening, speaking, reading comprehension, grammar, and writing. It is
suggested that each of these components are addressed in your literacy block. In order to create independent and critical readers,
writers, and thinkers, teachers should ensure that all skills and strategies are continuously modeled, taught, and assessed on a
daily basis throughout the year after they are initially introduced. The curriculum guide is divided into four parts: 1) The
Suggested Literacy Curriculum Sequence, 2) Assessments, 3) Knowledge and Skills, and 4) The Suggested Learning Plan. Each of
these sections comprises an essential instructional component for effective literacy instruction.
Scope and Sequence
The literacy curriculum scope and sequence is skill-based to allow
teachers the flexibility to use multiple resources to meet the Enduring Understandings are the “Big Ideas” that need to be retained
diverse needs of students in each classroom. A skill-based for a lifetime. Samples have been included as a starting point; add
curriculum will also contribute to school-based collaborative more as the concept develops. Sample Essential Questions have been
planning efforts. included to help frame your daily instruction. Concept Knowledge is
Assessments the basic information that students need to know in order to
Assessing students’ needs is the key to a successful literacy understand the concept.
instructional program. Suggested unit assessments and formative
assessments are included in this document to assist teachers in Error Intervention suggestions, also known as “Hot Spots”, help
designing effective instruction. Unit assessments are not identify the problems students might have and possible ways to
mandatory and can be used at the teacher’s discretion. All address them.
materials included in this document can be modified to meet the
instructional needs of individual students. Benchmarks will be The Learning Plan
administered on a quarterly basis. The benchmark will assess all This section includes various activities and strategies that can be used
skills that have been outlined in the suggested scope and to motivate the students, and to introduce, teach, or reinforce each
sequence. The September Reading Benchmark will assess students’ concept. On-line links to access additional activities and resources are
knowledge from the previous year. provided.
Knowledge and Skills
This section includes a range of time to teach each concept based Core reading programs have great ideas, information, and materials,
on students’ needs. This is a suggested time that it might take to but should not be the only source for your learning plan. You are the
introduce the concept. However, once a concept is introduced, it key in developing a rigorous learning plan that engages all students
should be constantly revisited and assessed. Prerequisite skills as and ensures that they master the concepts.
well as sub-skills are indicated for each concept. Teachers should
introduce students to and use a variety of genres, both fiction and
nonfiction, and different types of text with the various concepts
throughout the year.
Reading & Literature Common Core Standards
Grasping specific details 1. Grade
Retell key details and 1
and key ideas information drawn from text Narrative,
2. Explain
*Please note that students the
will still be subject
assessedof theStanford
using text 10Drama, and
and teachers are expected to
or the problem
teach from the State Curriculum, theascharacters
however, Poetry
we progressively move towards the Common
Core, teachers should consider the Common Core Standards in planning for rigorous
face.
instruction.
3. Answer questions about
characters and events that take Informational
place in the text. Text
Observing craft and 5. Identify the meanings of words

structure and phrases as they are used in Narrative,
the text. Drama, and
6. Identify important parts or Poetry
sections of texts.
7. Compare and contrast
characters or event from Informational
different stories. Text
Integrating information 9. Use text illustrations to predict

and evaluating evidence or confirm what the text is Narrative,
about. Drama, and
10. Identify words in a text Poetry
that link ideas and events
together.
11. Identify who is telling a
story or providing information Informational
in the text. Text
Reading Foundations
Linguistic Awareness 1. Students gain awareness of spoken words, syllables, and phonemes
Phonics and Word 2. Students know and apply grade-level phonics and word analysis skills in
Recognition decoding words
Developing Fluency 3. Students read with sufficient accuracy and fluency to support
comprehension
Writing and Research
Writing to reflect 1. Write narratives, informative, and explanatory texts, and opinions that
audience, purpose, and communicate to a familiar, known audience.
task
Conducting research 2. Gather information from experiences or provided text sources.
Revising writing 3. With specific guidance, add details to strengthen writing through revision.
Grade 1 Literacy Curriculum
Sequence
School Year 2010-2011
Quarter 1 (Aug 23 – Nov
5)
Benchmark A testing
windo
w
Sep 7-
Sep 17
Timelin
e:
UNIT 1: Dive Into August
Books! /Septe
mber
Suggested Genres
Literary
Word Analysis/Word Study
 Phonics
• Re Text
vie • Fi
w
ct
of
Alp
io
hab n
et • R
• Int e
rod al
uce is
lett ti
er c
sou
fi
nds
ct
:
/s/, io
/m n
/, / • F
a/, ai
/t/, ry
/h/ T
, al
/p/
e
,
s
/i/,
/n/ • F
, a
/l/, bl
spe e
llin s
g
ll, /
d/,
/o/
,
/b/
,
/k/
spe
lled
c
and
ck,
/r/,
/u/
,
/g/
• Ble
ndi
Return to Scope and Sequence
Phonics
TIME FRAME: on going PREREQUISITE SKILLS
Phonics • Letter identification
• Print Knowledge
• Phonemic Awareness
SC OBJECTIVE(S)
1.B.1.a Produce letter/sound correspondences rapidly (1 per second)
1.B.1.b Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
1.B.2.a Recognize and apply short vowels, long vowels, and “y” as a vowel
1.B.2.b Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns
1.B.2.c Read one-syllable words fluently (CVC, CVCE)
1.B.2.d Use known word/part to decode unknown words, such as carcard
ENDURING UNDERSTANDINGS
• Phonics is the letter/sound relationships in language, and also the relationship of spelling patterns to sound
patterns.
• Phonics involves the relationship between sounds and their spellings.
ESSENTIAL QUESTIONS
• What is the relationship between sounds and their spellings?
• Why is phonics important?
• Why read? What can we learn from print?
CONCEPT KNOWLEDGE AND PROCESS
• The goal of phonics instruction is to teach students the most common sound-spelling relationships so that they
can decode, or sound out, words.
• This decoding ability is a crucial element in reading success.
• A child who has mastered phonics can connect the sounds he knows with letters, then put them together to
make words. (And then he can put words together to read sentences, and so on.)
ERROR INTERVENTION
IF students have trouble decoding THEN go back to individual letters and sounds
words
IF students are struggling with THEN have them listen to a teacher made tape of someone blending
blending sounds together to
make words
Baltimore City Schools – Office of Literacy

officeofliteracy@bcps.k12.md.us Grade 1 Literacy Curriculum DRAFT Page 7
Phonics
LEARNING ACTIVITIES AND STRATEGIES
Single Consonant These generic teaching strategies
Sound/Spelling introduce the consonant /s/. The
NOTE: Introducing Single same strategies can be used to
Consonants introduce other single consonant
sounds.
Mini-lesson Phonemic Warm-Up Ask students to listen for the /s/ sound in
the following words and to stand up each
time they hear it: sick, kiss, hat, mouse,
pot, spot, bird, sorry. Encourage students
to share other words with the /s/ sound.
Mini-lesson Teach Sound/Spelling Print the letter s on the board. Display a
picture of a sun and tell students that the
letter s stands for the /s/ sound at the
beginning of the of the word sun

Phonics
Suggested Learning Plan Whole group Practice Blending Have students practice blending words
with /s/, sound by sound, using the
following example for the word sat. Print
the letter s on the board. Point to the s
and say /s/. Ask students to say the /s/
sound with you as you point to the letter
and say it again. Print the letter a. Point
to the a and say /a/. Now have students
say the/a/ sound with you as you point to
the letter and say it again. Slowly slide
your finger or hand from left to right
below the letters sa and say /sa/. Then
have students join you in blending the two
sounds through the vowel. Print the letter
t. Point to the t and say /t/. Have
students say the /t/sound with you as you
point to the letter and say it again. Slowly
slide your finger or hand from left to right
below the word sat as you blend the
sounds together and pronounce the word.
Then have students blend the whole word
and pronounce it on their own. Finally,
ask a volunteer to use the word in a
sentence.
Help students blend the words and

sentence shown below. Have them read
the sentence, sounding out and blending
each word in sequence. The high-
frequency words in the sentence are
underlined. Students should read these
words as a whole.
Sam, mats
Sam sat on the mat.

Phonics
Whole group Decodable Text Provide students with connected reading • Any Open Court decodable
Small group Reading practice. Choose text selections in which book or approved reading
most of the words are wholly decodable manual
and the majority of the remaining words
are previously taught high-frequency and
story words.
Whole group Dictation and Spelling Dictate the words shown below. Say each • Paper
word, use it in a sentence, and then say • Pencils
the word again. Have students say the • Color pencils to fix
word, then guide them in spelling it sound mistakes
by sound. Ask: What is the first sound in
sat? (/s/) Say: Print the letter that stands
for the /s/ sound. Repeat the process for
the remaining sounds in each word.
Sat, Sam, mats
After the dictation, print the words on the

board, and ask students to proofread their
work. Use a color pencil to circle any
words spelled incorrectly then spell the
word correctly next to it.
Small group Consonant Picture Picture sorts help students compare and • Picture cards focusing on
Sort contrast the sounds in words. This the specific letter of the
strategy reinforces recognition of the lesson
single-consonant sounds /m/ and /s/. The
same strategy can be used to reinforce
other consonant sounds.

Phonics
Mini-lesson Warm-Up Read aloud a series of words including
some that begin with the consonant s,
such as sun, sat, seed, secret. Tell
students to show “thumbs up: when they
hear the /s/ sound. Repeat the procedure
for words beginning with the consonant
m, such as map, many, mitten, mask.
Mini-lesson Sort the Words Display the letter cards for m and s, and
place a picture card—such as a moose or
a sun—next to the corresponding letter.
Shuffle the remaining picture cards. Say:
We’re going to listen for the sound at the
beginning of each word. We’ll decide if it
begins like moose or like sun. Select a
picture card and model the whole-word
blending process, emphasizing the initial
consonant sound. For example, say:
Monkey…monkey begins like moose, so I’ll
put the monkey below the picture of the
of the moose. Place the picture of the
monkey below the moose, point to the
letter card m and say: Monkey and
moose; they both begin with /m/. Model
the same process with the s picture and
letter cards. After modeling several
picture cards, let students have a turn.
After all the pictures have been sorted
into letter categories, name each picture.
Have students repeat the sort on their
own.
NOTE: Short Vowel These generic teaching strategies
Sound/Spelling introduce the short vowel /e/.
Introducing Short The same strategies can be used
Vowels to introduce other short vowels.
Many students confuse the short-e
and the short-i sounds.

Phonics
Mini lesson Warm-Up Display the picture cards egg and hen.
Tell students that you are going to say
some words with the /e/ sound. Some of
the words you say will have the /e/ sound
at the beginning of the word like egg;
others will have the /e/ sound in the
middle, like hen. Say the following words
and have students raise their hands when
they hear the /e/ sound in the middle:
wet, end, bed, fed, edge, neck, elbow,
pen.
Mini lesson Teach Sound/Spelling Print the letter e on the board. Display a
picture of a jet and tell students that letter
e stands for the /e/ sound in the middle of
the word jet. Ask students to say the /e/
sound, first with you and then on their
own. Then have them say the whole word
jet.

Phonics
Whole group Practice Blending Have students practice blending words
with /e/, sound by sound, using the
flowing examples for the word red. Print
the letter r on the board. Point to the r
and say /r/. Ask students to say the /r/
sound with you as you point out the letter
and say it again. Print the letter e. Point
to the e and say /e/. Now have the
students say the/e/ sound with you as you
point to the letter and say it again. Slowly
slide your finger or hand from left to right
below the letters re and say /re/. Then
have students join you in blending the two
sounds through the vowel. Print the letter
d. Point to the d and say /d/. have
students say the /d/ sound with you as
you point to the letter and say it again.
Slowly slide your finger or hand from left
to right below the word red as you blend
the sounds together and pronounce the
word. Then have students blend the
whole word and pronounce it on their
own. Finally, ask a volunteer to use the
word in a sentence.

sentence shown below.
Wet, pen, fed, men , beg

When can I get in bed?

Phonics
Whole group Short Vowel Song Sung to the tune of “Farmer in the
Dell”
Short /a/ is in lamb, short /a/ is in

lamb,
/a/, /a/, /a/, /a/, /a/, /a/
Short /a/ is in lamb.
Follow the pattern with the following:
Short /e/ is in hen

Short /i/ is in pig
Short /o/ is in fox
Short /u/ is in tug
Small group practice. Choose text selections in which book or approved reading
story words.

Phonics
Whole group Dictation and Spelling Dictate words shown below. Say each • Paper
Small group word, use it in a sentence, and then say • Pencils
the word again. Have students say the • Color pencils to fix
word, then guide them in spelling it sound mistakes
by sound. Ask: What is the first sound in
pen? (/p/) Say: Print the letter that
stands for the /p/ sound. Repeat the
process for the remaining sounds in each
word.
Pen, net, men, red

Ben fed ten pets.

Whole group Build CVC words* Distribute the letter cards e and i to each
Small group student. Read aloud pairs of short-e and
short-i words in random order: sit/set,
beg/big/, rid/red, when/win, pit/pet. Ask
*This activity students to show the e card when they
reinforces building hear the /e/ sound and the i card when
and reading CVC they hear the /i/ sound.
words with e and i. * This activity reinforces building and
The same strategy reading CVC words with e and i. The
can be used to same strategy can be used to reinforce
reinforce CVC words CVC words with other short vowels.
with other short
vowels.

Phonics
Whole group Build Words Distribute sets of letter cards to each
Small group student. Say: Choose three letter cards
to make the word pen on your desk. Then
say: Now change one letter in pen to
make pin. Watch as students replace the
e with an i. Then say: Change one letter
in pin to make pit. Continue this
procedure, having students make the
following words in order: pet, set, sit, bit,
big, pig, peg, beg, leg, let, lit, fit, fig, dig.
Challenge students to use their letter

cards to make their own CVC words.
These generic teaching strategies

introduce the consonant
digraph /ch/ in both initial and
Introducing final positions. The same
NOTE: Consonant strategies can be used to
Digraphs introduce other consonant
digraphs, the phoneme/ng/, the
sound/spelling nk, (/ng/ + /k/),
and r-controlled vowel patterns.
Mini lesson Warm-Up Ask students to guess the words you are
trying to say by orally blending the sounds
in the following segmented words: /ch/
long /e/ /z/ (cheese), /ch/ /ur/ /ch/
(church); /p/ long /e/ /ch/ (peach); /r/ /i/
/ch/ (rich); /ch/ /i/ /p/ (chip). Then ask:
What sound did you hear in each word?
(/ch/) Ask students to say other words
with the /ch/ sound.

Phonics
Mini lesson Teach Sound/Spelling Print the letters ch on the board. Display
a picture of a piece of cheese and tell
students that the letters ch stand for
the /ch/ sound at the beginning of the
word cheese. Ask students to say the
/ch/ sound, first with you and then on
their own. Then have them say the whole
word cheese. You may also want to teach
that the /ch/ sound can occur at the end
of words, using a picture of a peach and
following the same procedure described
above.

Phonics
Whole group Practice Blending Have students practice blending words
Small group with /ch/, sound by sound, using the
following example for the word chin. Print
the letters ch on the board. Point to the
ch pair and say /ch/. Ask students to say
the /ch/ sound with you as you point to
the letters and say it again. Print the
letter i. Point to the i and say /i/. Now
have students say the/i/ sound with you
as you point to the letter and say it again.
Slowly slide your finger or hand from the
left to right below the letters chi and
say /chi/. Then have students join you in
blending the two sounds through the
vowel. Print the letter n. Point to the n
and say /n/. Have the students say the
/n/ sound with you as you point to the
letter and say it again. Slowly slide your
finger or hand from left to right below the
word chin as you blend the sounds
together and pronounce the word. Then
have students blend the whole word and
pronounce it on their own. Finally, ask a
volunteer to use the word in a sentence.

Chip, chop, rich, much, such, chill, check

The cup had a chip.
story words.

Phonics
Whole group Dictation and Spelling Dictate words shown below. Say each • Paper
the word again. • Color pencils to fix
mistakes
Chin, chop, chest, much
I have chips on my chin.

Whole group Consonant Diagraph This blind sort reinforces recognition of

Small group Word Sort the initial consonant diagraph /ch/ and
/sh/. This same activity can be used to
reinforce recognition of these diagraphs at
the end of words or as a follow-up to
instruction in other consonant diagraphs.
Mini lesson Warm-up Review the difference between the sounds

/ch/ and /sh/ by asking students to
substitute the sound in several words.
Say the word chop and have students
repeat it after you. Then tell them to sa
the word with the /sh/ sound. Ask what
the new word is. (shop) Repeat this
process with the words chip/ship,
cheat/sheet, , chew/shoe, chin/shin.

Phonics
Whole group Sort the words On the board, print the key words chin
Small group and ship and have students copy them on
separate index cards. Tell students that
you will say a word and—without seeing it
—they will tell you whether it starts
with /ch/ or /sh/.
Model the sort. Say the word chip. Then

tell students: The word chip starts with
the /ch/ sound like chin. It belongs here.
Print the word chip under the key word
chin. Next, say the word shell and ask
students: Does this word start with the
same sound as chin or the same sound as
ship? Place the word in the appropriate
column. Say the following words aloud
one at a time, asking students to hold up
the key-word card with the matching
consonant diagraph sound: shop, chat,
chip, she, shelf, chill, shin, chick, chest,
shack. After each student response, print
the word under the correct key word.
After completing the sort, have volunteers
read aloud the words in both columns.
Note: Long Vowel This generic teaching strategy

introduces CVCe words spelled
a_e. The same strategy can be
used to introduce other long-vowel
CVCe patterns. The CVCe pattern
with the vowels e, i, o, and u
should be taught directly, one at a
time, following this lesson.

Phonics
Mini lesson Warm up Tell students that they are going to play a
word game. You will say three words.
You want them to listen closely and tell
you what sound they hear in the middle of
these words. Use the following words
with the long and short a.
Hat, sad, cap

Cake, made, late
Mini lesson Teach Sound/Spelling Print the word tap on the board and have
students blend it with you. Point to the a
in tap and ask students to say the sound
of the letter. (/a/) Next, add an e at the
end of tap to make tape. Point to the
letter a and say: Adding an e at the end
of tap makes the vowel a “say its own
name”… long /a/. The e is silent. Point to
the a in tape and ask students to identity
its sound. Then have students say the
whole word. Repeat this procedure using
the words cap and cape.

Phonics
Whole group Practice blending Have students practice blending words
Small group with the CVCe pattern using the whole-
word blending strategy. Print the word
make on the board. Point to the letter e
and say: This e at the end of the word
makes the vowel say its name. Then say
the word, extending its sounds
“mmmaaak.” Do not pause between
sounds. Use your finger to track under
each letter as you say the corresponding
sound. (Since the e is silent, do not track
under it.) After blending the sounds in a
stretched-out manner, say the whole word
quickly: make. Next, have the students
blend and pronounce the word with you.
Direct them to say each sound as soon as
you point to its spelling. Finally, have
students blend and pronounce the word
on their own. Ask a volunteer to use the
word in a sentence.

Take, name, same, came, shape, made

Sam made a cake.
story words.

Phonics
Whole group Dictation and spelling Dictate words shown below. Say each • Paper
mistakes
Hat, hate, cap, cape, mad, made, tap,
tape, shake
I can bake two cakes.

This generic activity introduces

the vowel diagraph long /a/
spelled ai, ay. The same strategy
Vowel Diagraph
Note: can be used to introduce other
Sound Spellings
vowel diagraphs, diphthongs, and
variant vowels.
Mini lesson Warm-up Have students orally blend the following

segmented words: /m/ /a/ /n/ (main),
/s/ /t/ /a/ (stay), /p/ /a/ /n/ /t/ (paint),
/k/ /l/ /a/ (clay), /t/ /r/ /a/ (tray).

Phonics
Mini lesson Teach sound spelling Tell students that a vowel can have its
long sound when it is part of a vowel
team, or a pair of two vowel letters. One
of the vowels, usually the first one, “says”
its long sound, while the other vowel is
silent. Print the word bait on the board.
Underline the vowel digraph ai and tell
students that these letters are a team that
stands for the sound long /a/. Now print
the word tray on the board. Underline the
vowel diagraph ay and tell students that
these letters are a teams that stand for
the long /a/ sound at the end of a word.
Whole group Practice blending Have students practice blending words

Small group with vowel diagraphs using the whole-
word blending strategy. Print the word
rain on the board. Then say the word,
extending its sounds: “rrraaannn.” Do not
pause between sounds. Use your finger
to track under each letter. After blending
the sounds in a stretched-out manner, say
the whole word quickly. To internalize the
blending process, direct students to blend
the word silently in their heads and then
say the word. Model this process by
pointing to and quietly saying the sounds
in progression, and then loudly saying the
whole word. Wait a few seconds and ask
for volunteers to say the word aloud and
use it in a sentence. Repeat the blending
process using the word say.

Man, main, ran, rain, dad, day, sat, stay

My cat ran out of the rain.

Phonics
Whole group Decodable text Provide students with connected reading • Any Open Court decodable
practice. Choose text selections in which book or approved reading
story words.
Whole group Dictation and spelling Dictate words shown below. Say each • Paper
word, use it in a sentence, and then say • Pencils
mistakes
Rain, wait, day, way, sail, play
The dogs ran away from the train.

DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment

Phonics
Suggested Learning Plan
RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
www.abcteach.com
any Open Court or approved reading

manual
Sheep in A Jeep

Phonics
Assessments
MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS

Phonemic Awareness
Knowledge and Skills TIME FRAME: Ongoing PREREQUISITE SKILLS
Phonemic Awareness • Speech and Language Development
• Identify sounds and words
• Rhyming and Alliteration
• Blend, Segment, and Manipulate Sounds in words
SC OBJECTIVE(S)
1.A.1.a Identify initial, medial, and final sounds in one-syllable words
1.A.1.b Compare one-syllable words using initial, medial, and final sounds
1.A.1.c Categorize words as same or different by medial sounds
1.A.2.a Produce sentences with rhyming and alliteration
1.A.4.a Segment words into syllables
1.A.4.b Segment one-syllable words into phonemes
1.A.3.a Blend 3-4 phonemes into a word, such as f-a-s-t=fast
1.A.4.c Delete sounds to form new words
1.A.4.d Add sounds to form new words
1.A.4.e Substitute sounds to form new words
Students will understand that sounds make up words.
Knowledge of sounds helps students to decode unknown words when reading.
• Students who possess phonemic awareness understand that spoken words are made up of a sequence of
phonemes, or sounds.
Phonemic awareness is strictly auditory. It can be done in the dark!
ESSENTIAL QUESTIONS
• How can knowledge of sounds help us to become fluent readers?

• Students identify sounds and positions of sounds in words, as well as manipulate these sounds.
• Students identify and produce rhyming words.
ERROR INTERVENTION
IF student cannot produce a THEN check for deficits in speech and language development
sound…

Phonemic Awareness
IF student struggles to THEN revisit syllables and breaking words apart into syllables
segment a word into before moving to phonemes
phonemes…
IF student struggles to THEN provide instruction in word families, paying careful
identify rhyming words attention to repeating chunk

Phonemic Awareness
Best Used For… Activity Description Materials
(indicate whether the
activity is good for
small group,
minilesson, or whole
group)
Initial and Final Sound Identification Picture cards
Select 3 picture cards with different (Can be found using clipart or
beginning sounds. For example; car, fox, Words Their Way 013-223968-X
leaf. Ask which picture begins with /f/? OR Getting Ready to Read
Phoneme Have students name each of the pictures, 157471936-X
Minilesson
Identification listening closely for the beginning sounds.
Whole Group
Students should name the picture that
begins with the /f/ sound. Once students
are skilled at identifying beginning
sounds, continue activity with ending
sounds.
I’m Thinking of Something… • Bag of small objects all
Tell students you are thinking of beginning with different sounds
something that begins with a particular
Phoneme
sound. Have students look at the objects
Whole Group Identification
in the bag and select the object that
begins with the target sound. Continue
with different sounds. Activity can also be
used with ending sounds.
Small Group Phoneme Which one doesn’t belong? • Assorted objects or picture
Identification Place 3 objects or picture cards in front of cards, some with the same
the student, 2 with the same beginning beginning sounds
sound. Have students name each of the
objects or pictures. Ask: Two have the
same beginning sound. Which one
doesn’t belong? Have student select the
object that does not begin with the same
sound as the other 2 objects.

Phonemic Awareness
What Big Ears You Have! • Big Ears, i.e. Mickey Mouse hat,
Select a student to wear the big ears. cat ears, etc.
Teach students the chant:
Listen, listen, loud and clear.
Phoneme What’s the first sound that you hear?
Identification Then supply the student with three words
Whole Group
that begin with the same sound; dog,
daddy, dark
The student wearing the big ears will say
the beginning sound of the words.
Activity can be used for other target
sounds.
Sounds Picture Sort Picture cards for sorting
Comparing Initial and Have students name and classify picture • 3-Column chart with Open Court
Whole Group
Final Sounds cards by their initial or final sounds. picture/sound cards as
Small Group
headings. (Column 1 might be
the sizzling sausages card)
Medial Sound Sort • Bag of picture cards, with all
Have students say each word. Students words containing one of two
should place the words in a category, medial sounds. For example,
depending on the medial sound. For some words might have the /a/
Comparing Medial
example, all the /a/ words should be in sound, some /o/.
Small Group Sounds
one column and all the /o/ words should
be in another.
Variation: For struggling students, place a
picture card at the top of the two columns
so they have a starting point.
Small Group Blending Phonemes Sound Boxes: Blending Chips, coins, buttons, or tiles
Say a word, then the first phoneme. Have Elkonin sound boxes
students repeat the first phoneme while Elkonin sound boxes are used to
moving a chip or coin into the first square teach phonemic awareness. Each
of the sound box. Repeat this procedure box represents one phoneme.
for each subsequent phoneme. Have Example:
students touch each chip as the say each
individual phoneme again, and then blend
the word together.

Phonemic Awareness
Head, Waist, Toes Words with 3 phonemes
-Say a 3-phoneme word.
-Say the initial phoneme and have
students repeat the phoneme while
touching their heads.
Blending -Say the middle phoneme and have
OR students repeat the phoneme while
Segmenting touching their waists.
Whole Group
Phonemes -Say the final phoneme. Have students
repeat the phoneme while touching their
toes.
-Have students blend the sounds
together, pulling their fists into their
chests or placing their hands on their hips.
Variation: Have students segment the
words.
Catching Words Picture cards
Have students select a card and name the
picture. Have them segment the word by
counting the sounds on their fingers. For
example, for the word cat, they put up
Whole Group Segmenting one finger for /c/, one for /a/, and one for
Small Group Phonemes /t/. Have students make a fist (catching
Minilesson the word) as they repeat it.
Variation: Arm Tapping- Have students
segment a 3-phoneme word by tapping
their shoulder, mid-arm, and wrist, then
sliding their hand down their arm to blend
the words.
Whole Group Segmenting Syllables Tap, Clap, and Snap Multi-syllabic words
Model saying a multi-syllabic word and
breaking it into syllables. Demonstrate
tapping the first syllable with both hands
in your lap, clapping the second syllable,
and snapping the third syllable. Have
students tap, clap, and snap other words.
Add gestures for larger words, such as
jumping in place.

Phonemic Awareness
Syllable Count • Multi-syllabic words on picture
Have students select a picture card. cards
Segmenting Syllables Student should say the word and clap the • Containers labeled with numbers
Minilesson
word parts. Have them place the card in 1 through 4
the appropriate container to show the
correct number of syllables.
Basket of Rhymes • Basket of picture cards. Each
Model selecting a card from the basket card should have two pictures
and saying the two words. Use the two that rhyme on it.
rhyming words in a sentence. For
example; boat, float: My boat floats in the
water.
Rhyming Words
Have students select a card and do the
Minilesson OR
same.
Whole Group Alliteration
Variation: This activity can also be used to
create sentences using alliteration.
Change the word cards so that they
contain three words that begin with the
same sound. Model for students how to
produce a sentence using the three words
in a row.
Out You Go! • Rhyming picture cards
Place 3 cards in front of each student (2
Rhyming Words that rhyme and one that doesn’t). Have
Small Group
each student select the picture cards that
rhyme and discard the one that doesn’t,
saying “Out you go!”
Whole Group Phoneme Sound Boxes: Deletion, Addition, and • Elkonin sound boxes (one per
Manipulation Substitution student)
Say a word. Have students place a chip in • Chips, coins, or tiles
each box to represent each sound in the
word. Have them touch and say each
sound in the word. Delete, add, or
substitute one sound to change the word.
Have students add, remove, or substitute
a chip to represent the new word. Have
them touch and say each sound in the
new word

Phonemic Awareness
DIFFERENTIATION

Phonemic Awareness
RESOURCES
Open Court materials or other school
approved text
Words Their Way
DIBELS materials (phoneme segmentation

subtest)

Phonemic Awareness
Assessments

Fluency
Fluency • Decoding
• Sight words
• Punctuation
SC OBJECTIVE(S)
1.C.1.a Listen to models of fluent reading Common Core Standards
1.C.1.b Read familiar text at a rate that is conversational and consistent • Demonstrate increased accuracy, fluency,
1.C.1.c Reread text multiple times to increase familiarity with words
and expression, on successive readings of a
1.C.2.a Listen to models of fluent reading
text.
1.C.2.b Read familiar text at a rate that is conversational and consistent
1.C.3.a Demonstrate appropriate use of phrasing when reading familiar text • Use context to confirm or self-correct word
• Use end punctuation, commas, and quotation marks to guide recognition and understanding, rereading as
expression necessary.
• Use intonation (emphasis on certain words) to convey • Read aloud, alone, or with a partner at least
meaning 15 minutes each day, in school or out.
• Students will be able to understand that being able to read fluently will help them become readers
who are able to comprehend what they are reading.
ESSENTIAL QUESTIONS
• What is a fluent reader?
• What does a fluent reader sound like?
• Why is reading fluently important?
• Does reading fluently affect our comprehension?
• How does punctuation affect reading fluency?
• Fluent readers should be able to read a piece of text with appropriate accuracy, speed, and
expression.
• Fluent readers are able to comprehend what they are reading.
ERROR INTERVENTION
IF student is reading too fast…. THEN check understanding of punctuation

Fluency
IF student is reading slowly… THEN check sight word knowledge and decoding skills

Fluency
small group,
group)
Model Reading Fluently by reading a text • Any text
Whole Group to the class. Make sure to use lots of
Introduction expression, including changing your voice
Minilesson
to express the tone of the story.
Choral reading • Any piece of text that all
Before allowing students to partner read students have a copy of
or independently read, read the story
Small Group Introduction together as a group. You may want to
write words from the story on index cards
and practice those first. Begin with the
title and read the story together.
Echo Reading • Any piece of text~ poems
Read a piece of text to the class by work best
reading a line to them and having them
Whole Group Introduction
repeat it back to you. This works well if
the text is a poem that is written on chart
paper that the whole class can see.
Shared Reading • Any piece of text
Whole Group
Introduction Read a piece of text as a group with the
Small Group
teacher as the leader.
Whole Group Introduction/daily Sight Word Flash Cards • Index cards or PowerPoint
Small Group lesson Create index cards with sight words slides
written on them. Flash the words to the
students and have them read the words
together or independently.

Fluency
Fluency Practice Book • See Student activities under
Have students make their own practice related vocabulary for fluency
Small Group
Introduction book. Model reading each page. Have pages
Independent
lesson/daily lesson students practice reading chorally, in
Practice
partners, or independently.
Partner reading • Open Court decodable books,

Have students read with partners on a stories from an anthology,
Small Group Daily Lesson daily basis. Each student should be given 100 Book Challenge books,
a familiar text (that is on their Open
independent level) to practice.
Fluency Folders • Open Court decodable books,
Students each have their own fluency stories from an anthology,
folder. On the left side are stories at the 100 Book Challenge books,
Independent
Daily Lesson student’s independent level and on the Open Court fluency readers,
Practice
right side is the fluency graph. Students Open Court Intervention
time themselves reading the text four stories.
times and chart progress.
Record Reading • Any piece of text, tape
Set up a tape recorder for your students recorder, microphone,
Small Group to record themselves reading a short story headphones
Daily Lesson/
Independent or piece of text. Once they have recorded
Independent practice
Practice themselves, have them listen to their
reading using the checklist you use during
conferences.
Small Group Daily Lesson/ Rereading the same text • Baskets filled with leveled
Independent Independent practice Have students reread the same text books
Practice multiple times to increase familiarity of
the text. Have baskets that are filled with
books that the students are familiar with
(favorite read alouds, ABC books). Have
other baskets in the library area that are
leveled.

Fluency
PVC Pipe Reading • PVC pipe (you can buy these
Have students use a PVC pipe to practice at any hardware store); piece
Small Group
Daily Lesson/ reading fluently. Students should read of text
Independent
Independent practice into the PVC pipe as they are reading (by
Practice
doing this they can hear themselves
reading).
Readers’ Theatre Open Court decodable books,
Using a play or adapting a text with stories from an anthology, 100
sufficient dialogue, assign students parts Book Challenge books, Open
Whole Group based on reading level/ability. Students Court fluency readers, Open
Daily Lesson
Small Group practice reading the same passage to Court Intervention stories.
improve all aspects of fluency. Readers’
Theatre reinforces the idea that reading
sounds like talking.
DIFFERENTIATION

Fluency
RESOURCES
Running records (see Marie Clay) Teacher/student conferences • www.readingrecovery.org
using a fluency checklist
which includes
• Reads from left to right
• Points to words; consistent
one to one match
• Knowledge of sight words
• Uses picture clues
• Attempts to blend
unfamiliar words
• Applies punctuation
• Uses expression
• Reads with appropriate
speed
DIBELS Testing
Open Court Intervention Guide

Fluency
Assessments

Vocabulary
Vocabulary Oral Language
• Synonyms and antonyms
• Context clues
• Contractions, inflectional endings, compound words,
root/base words
• Resources to determine unknown words
SC OBJECTIVE(S)
1.D.1.a Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily
1.D.1.b Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
1.D.1.c Asks questions to clarify meaning about objects and words related to topics discussed
1.D.1.f Learn 5-8 new words every week (independent reading)
1.D.2.a Sort grade-appropriate words with or without pictures into categories
1.D.2.b Identify antonyms and synonyms
1.D.2.c Identify and use correctly new words acquired through study of their relationship to other words
1.D.3.c Use word structure to determine meanings of words
• Contractions
• Inflectional endings
• Compound Words
• Roots/Base Words
1.D.3.d Use resources to determine meanings of unknown words
Picture dictionaries
Charts
Diagrams
Posters
Content texts
1.D.1.d Listen to and identify the meaning of new vocabulary in multiple contexts
1.D.3.a Determine the meanings of words using their context
• Reread
• Use context clues
Examine illustrations
1.D.1.e Connect unfamiliar words from texts, instruction, and conversation to prior knowledge to enhance meaning
1.D.3.b Use unfamiliar words introduced in literary and informational texts

Vocabulary
• Students will understand that knowledge of vocabulary leads to deeper understanding of text.
ESSENTIAL QUESTIONS
• Why is vocabulary important?
• How does vocabulary help us to understand what we read?
• How does learning vocabulary make us better readers?

• Students with a strong vocabulary are able to apply words in various situations, such as in speaking, reading,
and writing.
ERROR INTERVENTION
IF THEN
The student lacks basic Immerse student in conversation and print-rich environment
vocabulary…
IF THEN
Student struggles with Pre-teach vocabulary words
vocabulary acquisition…

Vocabulary
small group,
group)
Power Point Presentation Any text
Introductory Activity Teacher previews a text. Pick out words that
Whole Group (This is a good activity to would be unfamiliar to most first graders.
Minilesson introduce new vocabulary for Create a powerpoint slide with the words,
any text) including pictures and sentences using the
words.
Match Game Index cards or sentence strips
This activity can be used with synonyms,
antonyms, compound words, and contractions.
Write pairs of cards. For example, for
compound words, write snow on one card and
man on the other. Students need to match
the cards to create a compound word. For
Whole Group Introductory/Daily synonyms and antonyms, you can write two
Minilesson Activity words that mean the same or opposites on
two cards. Students need to match the cards
to make a match. (Hot, Cold; Cold, Chilly;
Warm, Hot). For contractions, write the
shortened form of the words on one card, then
write the two words on the other card. (Have
not; haven’t) Students must match the
appropriate cards.
Whole Group Daily/Review Dictation • Teacher created materials using
Small Group Create items that contain a common root word any words with inflectional
with different inflectional endings. Dictate a endings
word to students and use it in a sentence.
Instruct students to select the word that was
dictated, paying careful attention to the
endings.
For example: hopped, hopping, hops
The rabbit hopped over the hole.

Vocabulary
Vocabulary Match Game Any text
Teacher previews a text. Pick out words that
would be unfamiliar to most first graders.
Create a set of 3 cards for each word. On one
card write the word. On a second card write
Whole Group the kid-friendly definition. On the third card,
Daily Activity
draw an illustration to match the word.
Distribute one card to each student or pair of
students. On the board, create a column for
each card (word, definition, illustration). Have
students brainstorm which cards go together
and which columns to place the cards in.
Cloze Activity • Teacher created using selected
Create sentences with blanks where vocabulary words
vocabulary words should be placed. Provide
Whole Group Review Activity
students with a word bank. Students should
read sentences and fill in the blanks using the
correct vocabulary word.
Student Vocabulary Logs • Teacher created using selected
Create a vocabulary log for each student. The vocabulary words
Independent Daily/Review chart should contain 5 columns (word, student
Practice Activities definition, antonym, sentence, picture)
Supply students with the words, then have
students complete the log.
Whole Group Introductory/ Ongoing Roots/Base Words Process Chart • Chart paper for process chart
Minilesson Explain to students that a root is the main part • Various words containing roots
of a word. Some words contain the same
roots and we can use this part of the word to
help us figure out the meaning of new words.
Prepare a process chart to revisit throughout
the year. The chart should contain 3 columns:
root, meaning, and examples. For example;
multi, many, multimedia and multicultural.
Add to the chart as new words are discovered.

Vocabulary
Context Clues Several reading passages
Explain to students that if they come to a word Context Clues Bookmark
that they don’t understand while they are
reading, there are things they can do to figure
out the meaning. They can be a detective and
use context clues. The context is the words,
phrases, and sentences around the word you
don’t know. Different types of context clues
Whole Group Introductory/ Ongoing
include synonyms, antonyms, surrounding
sentences, definitions, examples, and
repeated words. Teach the different types
one at a time. Present students with a piece
of text. Model reading the text aloud, and
identifying an unfamiliar word. Walk through
using one type of context clue to determine
the meaning.
Context Clues Cloze Activity Teacher created
Review how to use context clues to help figure
out the meaning of the unknown word. Create
a cloze activity with a word bank. Instruct
Whole Group Review students to use context clues to help fill in the
blanks with the correct words.
Example: My pet _____ barks and plays.
Students will use the word bark to determine
that the pet must be a dog.
DIFFERENTIATION

Vocabulary
RESOURCES

Vocabulary
Assessments

Making Predictions
Skill PREREQUISITE SKILLS
Making Predictions • Concepts of print
SC OBJECTIVE(S)
Common Core Standards
1.E.2.b Make predictions or ask questions about the text by

• Use pictures, illustrations, and context to
examining the title, cover, illustrations/photographs/text, and
make predictions about and confirm story
familiar author or topic
content
• When a reader makes a prediction, he or she tells what he/she thinks will happen in a text.
ESSENTIAL QUESTIONS
• Why is it important to think about the text before reading?
• Why is it important to discuss the title before reading?
• Why do we look at the illustrations before reading?
• Why should we make predictions about a text?

• Readers can make predictions at the beginning of a piece of text as well as at any point while reading.
• Readers use clues such as text features and prior knowledge to make predictions.
• As readers move through a selection, they can confirm, adjust, and/or refute predictions.
Predicting is NOT just guessing.
ERROR INTERVENTION
IF students are making THEN explicitly model the use of clues (title, illustrations, etc.)
predictions that are not and prior knowledge.
related to the text,
IF THEN

officeofliteracy@bcps.k12.md.us Grade _ Literacy Curriculum DRAFT Page 51
Making Predictions
small group,
group)
Mini lesson Making Predictions Model making predictions (I think the story will Any selected text
be about _____ because this picture
shows______).
Mini lesson Making Predictions Make predictions based on the Any selected text
illustrations/photographs. On page ____ I see
_____ so I think the story will be about _______.
Before reading a piece of text, flip through the
pages and look at the illustrations or
photographs. Make predictions based on the
illustrations.
Mini lesson Making Predictions Make predictions based on title. Any selected text
Show the students just the cover of the book and
read the title a loud. Make predictions based on
the title and the cover. Discuss the words in the
title and the pictures. “I think the story is going
to be about _____ because ______ is a word in
the title.”
DIFFERENTIATION

Making Predictions
RESOURCES
Brown Bear, Brown Bear What do you See

By Bill Martin
Giraffes Can’t Dance By Giles Andreae
Grouchy Ladybug By Eric Carle

Making Predictions
Assessments

Monitor and Clarify
Knowledge and Skills Skill PREREQUISITE SKILLS
Monitor and Clarify • Making Predictions
• Recall, self-correct, and discuss what is understood
• Retell
• Identify what did not make sense
• Asking questions
R
• Adjust reading speed
• Restate difficult parts in your own words
SC OBJECTIVE(S)
1.1.E.3.a Recall and discuss what they understand
1.1.E.3.b Identify and question what did not make sense
1.1.E.3.c Reread difficult parts slowly and carefully and use own words to restate difficult parts
• All readers need to monitor their reading.
• Monitoring is knowing when to stop to check for understanding if something does not make sense.
• Readers can clarify meaning by asking questions, rereading, and discussing the story.
ESSENTIAL QUESTIONS
• How can monitoring your reading help you understand the text?
• What questions do you have while reading?
• Does it make sense?
• What can you do if you don’t understand what you’re reading?
• Make predictions before reading
• Recall and discuss
• Identify what did not make sense
• Ask questions
• Clarify meaning
ERROR INTERVENTION
IF students cannot identify THEN ask questions to pinpoint difficult parts of the story.
what did not make sense
IF students do not THEN model using think aloud and asking questions while
understand how to monitor reading
their reading

Monitor and Clarify
IF THEN

Monitor and Clarify
small group,
group)
Choose a story and model making Post-it with question mark
predictions and setting a purpose. As you
read aloud, ask questions aloud to show
students how good readers monitor their
understanding. When you come to a point
in the story where something does not
Modeling Monitoring make sense, mark it with a post-it note
Whole Group
and Clarifying with a question mark on it. Ask questions
aloud, for example, “what is the problem
in this story,” or “what is the important
idea in this story?” Continue reading,
rereading, and asking questions to clarify
understanding and make meaning of the
text.
Whole Group Self-Questioning Create a chart with the following Process Chart
headings: Before Reading, During
Reading, After Reading. Help students to
create a list of questions under each
heading that will help them monitor their
comprehension. For example, under
before reading, you might list “What do
the illustrations tell me?” Under during
reading, “What doesn’t make sense so
far?” Under after reading, “What was the
important idea?” Teach students
strategies they can use when they find
that something does not make sense,
including rereading, using context clues,
and asking for help. Add strategies as a
fourth column to chart.

Monitor and Clarify
Choose a book to read with a group. As The Understanding Stories Chart
you read, model for students how to
Small Group Understanding Stories monitor comprehension. Use The
Understanding Stories Chart to take notes
and clarify meaning as you read.
DIFFERENTIATION

Monitor and Clarify
RESOURCES
Today and I Feel Silly and Other Moods The Understanding Stories Chart
That Make My Day, by Jamie Lee Curtis
(rich vocabulary)
Fancy Nancy Books, by Jane O’Connor
(rich vocabulary)
Click, Clack, Moo
Cows That Type, by Doreen Cronin
Wolf! by Becky Bloom

Monitor and Clarify
Assessments

Making Connections
Making Connections • Prior knowledge
• Understand different types of connections
• Characters
SC OBJECTIVE(S)
• 1.E.2.a Make connections to the text using their prior
knowledge and experiences with the text
• 1.E.3.e Look back through the text to search for
• Compare and contrast characters ore
connections between topics, events, characters, and
vents from different stories written by the
actions in stories to specific life experiences
same authors or written about similar
• 3.6.b Recognize a similar message in more than one text subjects
• 3.6.d Identify personal connections to the text
• Being able to make, explain, and support connections between texts and personal experiences enables the
student to think at a higher level and therefore deepens the student’s understanding of text.
ESSENTIAL QUESTIONS
• Why do good readers make connections?
• Why is it important to explain and support connections?
• Is any connection a good one?

• Students need to have some kind of prior knowledge of the topic/theme presented in the text before they can
make any type of connection to it.
• Students need to understand the 2 different types of connections before they can explain or support their
ideas.
• Students need to know that just making a connection without explaining it or supporting it is not enough
to deepen understanding.
ERROR INTERVENTION
IF students do not have any THEN teacher needs to build prior knowledge of the
prior knowledge of a topic/message.
topic/message in the
text…

Making Connections
IF students do not THEN teacher needs to provide explicit instruction to review the
understand the 2 different 2 different types and provide a chance for practice.
types of connections…
IF THEN

Making Connections
Pictures, Pictures… Teacher show students various pictures • Pictures, Graphic Organizer,
(preferably photos) and has them record a Pencils
Whole Group
connection of any type on a 2 column
Small Group
graphic organizer. Verbal explanations
will be given after activity.
Connections Tic Tac As teacher does a read aloud, have • Blank Tic Tac Toe Boards,
Toe students make an X or an O in the square Pencils
as they make a connection. First person
Minilesson
to have 3 in a row down, across, or
diagonal wins. Winner will have to explain
their connections afterward verbally.
Connect Four Teacher will pair students and let them Game Boards just like Connect
play Connect Four on paper. As they read Four on Paper, 2 Colored Chips to
through a text they will be trying to make use like game pieces, Paper, and
connections. The first player to make four Pencil.
Small Group
in a row will win. Students will record
their type of connection and will be asked
to verbally explain their connections
afterward.
Post-it! Teacher will give out post-its during a Post-its, pencils, any shared
shared reading. As teacher and students reading piece
are reading, students will write the type of
Whole Group connection on their post-it and leave the
post-it on the page. After the reading,
students will have to explain their
connection.
DIFFERENTIATION

Making Connections
RESOURCES
The Relatives Came By Cynthia Rylant
Today I Feel Silly and other Moods That

Make My Day By Jamie Lee Curtis
Matthew and Tilly by Rebecca C. Jones
Whistle for Willy By Ezra Jack Keats

Making Connections
Assessments

Story Elements
Knowledge and Skills TIME FRAME: 7-10 days, ongoing PREREQUISITE SKILLS
Story Elements
SC OBJECTIVE(S)
• Retell the beginnings, middles, and endings
of stories
3.A.3.a Identify the elements of a story, including characters,
• Ask and answer questions about details of a
setting, problem, and solution
text
• Identify the problems that characters face in
a story and the lessons learned
• Students will be able to identify the characters, setting, problem and solution of a literary text
ESSENTIAL QUESTIONS
• Who are the characters in the story?
• Who is the main character of the story?
• Where does the story take place?
• What is the setting?
• What is the problem in the story?
• How is the problem solved?
• What is the solution?
• Each element should be taught in isolation; once all elements have been taught students should be able to
distinguish between each story element
• Students will identify characters throughout the story; the main character is who the story is mostly about
• Students will use the picture clues to help them identify the setting of the story
• Students will identify the problem and how the problem is solved (solution)
• When students are ready
ERROR INTERVENTION
IF students are confused THEN read a story with a easily identified main character (ex.
between the characters Little Red Riding Hood)
and the main character

Story Elements
IF students only identify a THEN create a list of settings from stories you have read as a
general setting (ex. Inside class (list of inside settings: kitchen, classroom, gym,
or outside) bedroom) (list of outside settings: forest, meadow, city
street)

Story Elements
Introduction lesson; Role Play
characters Have a couple of students come up to the
Mini lesson front of the room and act out a short play.
When the students are finished acting out
have the class identify the characters in

the short play.
Introduction lesson; Read stories with the story elements; you • Different books
characters, setting, may want to pick stories that the students
problem and solution will be able to easily identify the story
Whole Group
elements; While reading ask questions
about the story elements (Where does this
story take place? Etc.)
Story Map For daily practice students could listen to • Story Map
a story read aloud or read a story
independently and fill in a story map that
Whole Group correctly identifies each element (Story
Small Group map should include title of story;
characters; setting; problem; solution);
This could be done independently or in
partners
Problem/Solution Students could listen to a story or read • Paper
one independently. After reading the • Pencils/crayons
story students should draw a picture of
Whole Group the problem on one half of the paper. On
Small Group the second half of the paper students
should draw a picture of the solution. To
challenge students they could write a
sentence to describe their illustrations.
DIFFERENTIATION

Story Elements
RESOURCES
Lilly’s Purple Plastic Purse By Kevin Henkes
Ira Sleeps Over By Bernard Waber
Tessa’s Tip-Tapping Toes By Carolyn Crimi
Mouse Trap! By Joy Cowley
The Biggest Pumpkin Ever By Steven Kroll

Story Elements
Assessments

Text Features
Text Features • Concepts of print
• Literary vs. informational text
SC OBJECTIVE(S)
Literary Text
3.1.a Identify and explain how the title contributes to meaning
3.1.b Identify and explain how text features, such as illustrations,
punctuation, and print features, contribute to meaning
Informational Text
2.2.a Use print features
• Large bold print, Font size/type, Colored print, Headings and
chapter titles, Labels, Captions, Numbered steps
2.2.b Use graphic aids
• Identify basic text features
• Illustrations, Pictures, Photographs, Drawings, Maps, Graphs,
and what they mean,
Charts/Tables, Diagrams, Materials List
including titles and
2.2.c Use informational aids
subtitles, tables of
• Materials List, Captions, Glossed words, Labels, Numbered steps
contents, and chapters
2.2.d Use organizational aids when reading
• Title, Table of contents, Numbered steps, Transition Words
Students will understand that there are many different text features.
Text features help to organize text or make it easier to read and understand.
ESSENTIAL QUESTIONS
Why are text features important?
How do text features make the text easier to understand?
How to text features contribute to the meaning of what we’re reading?
Why is it important to be able to read a map or a graph?

• Students will be able to identify different text features.
• Students will be able to interpret graphs, maps, and charts.
• Students will understand how text features help make the text easier to understand.
Text Features
ERROR INTERVENTION
IF students cannot identify THEN create process charts with different categories and
text features examples
IF students cannot identify THEN show a text and label the different features to serve as a
text features graphic aid
IF students struggle to THEN allow students to work in groups to make a book and
identify text features assist them with labeling their own text features

Text Features
Teacher will explain that the title of a
story sometimes gives us clues about the
story. Show cover of a book, only
displaying the title (cover any pictures).
Literary Text Model thinking aloud and make
Whole Group
Title (3.A.2.a) predictions about what the text might be
Minilesson
Introductory about. Read story. Confirm or adjust
your predictions. Discuss with students
the importance or purpose of the title.
Allow students to complete this activity
with another book.
The teacher will display a literary text with
the title covered. Students will use
think/pair/share to determine the missing
Literary Text
organizational aid. Students will share
Small Group Title (3.A.2.a)
their responses and discuss the
Introductory/ Daily
importance and purpose of the title. After
displaying the title, students should then
brainstorm other possible titles.
The teacher will display several titles of
Literary Text literary texts, and students will predict the
Whole Group Title (3.A.2.a) stories' topics.
Daily
Whole Group Literary Text Teacher will explain that the illustrations
Small Group Illustrations (3.A.2.b) in a story often help us better understand
Introductory/ Daily the meaning of the story. Read a story
with the illustrations covered. After
reading, choose a page to reread. Model
and brainstorm with students things that
would need to be included in an
illustration for this page. Complete an
illustration. Allow students to work in
groups on another page.

Text Features
Teacher will explain that authors
sometimes use print features to add to
the meaning of a text. Review various
types of text features and display a piece
of text which demonstrates the features.
Literary Text Identify the text features with students
Print Features and discuss why the author might have
Whole Group (3.A.2.b) used them. For guided/independent
Introductory/ practice, provide students with a small
Daily piece of text containing examples of
various text features. Read the text to
the students. Allow them to use
highlighters to identify the different
features. As a group, discuss why the
author included each feature.
Minilesson Informational Show students a book/books that contain
Large/Bold Print OR words that are written in large, bold, or
Colored Print colored print. Explain that when they see
Introductory this type of print, the author is saying to
them, “This is important!” Readers need
to stop and take notice because this is a
way of pointing out important information.
Identify an example of bold or colored
print, and model thinking aloud about why
the author made this text bold or colored.
Complete several examples with students.
As a follow-up, provide them with a piece
of text with several instances of bold,
large, and colored print. Provide students
with highlighters and instruct them to
highlight any of this type of print. Discuss
as a group why the author chose to use
this print feature.

Text Features
Display examples of different font sizes
and styles. Remind students that the
Informational
author is trying to grab our attention by
Minilesson Font size/type
using print features. Allow students to
Introductory
use computers (when available) to
experiment with font.
Point out headings and chapter titles in
textbooks. Explain to students that these
Informational features help focus readers as they sort
Headings/ through important information. Display a
Whole Group
Chapter Titles piece of text with the heading showing
Introductory and the text under it hidden. Have
students make predictions about what
they think the paragraph will be about.
Display a two column chart. Label one
Informational
side “Heading” and the other side “Text.”
Headings/
Minilesson Provide students with a bank of headings.
Chapter Titles
Small Group Read short pieces of text. Students must
Daily
decide which heading belongs with each
piece of text.
Place students in small groups. Assign a
text feature to each group. Rotate several
different texts amongst the groups. For
each text, the groups need to identify
Informational their text feature. This can be done with
Small Group Text Features highlighters or some other system. Once
Review they have identified their text feature in
all of the texts, they must present to the
class and explain why their feature was
important to the text and how it helped
them to better understand the text.
DIFFERENTIATION

Text Features
RESOURCES

Text Features
Assessments

Characteristics of Genre
Knowledge and Skills Skill PREREQUISITE SKILLS
Characteristics of Genre • Introduced to the reading process
• Set a purpose for reading
SC OBJECTIVE(S)
• Differentiate between realistic and fantastical
elements within a story.
• Identify parts of a story and parts of a poem as well
2.0.3.a Distinguish between fiction and nonfiction text as sections of informational picture books and tell
how they are different.
• Identify common characteristics of folktales and fairy
tales, including their use of rhyme, rhythm, and
repetition
• Good readers understand that they have to set a purpose for reading and choose reading material based on
that purpose
• Fiction is any made up story that comes from the author’s imagination.
• Nonfiction is real and helps readers gain knowledge about a subject.
ESSENTIAL QUESTIONS
• Why have you chosen to read what you are reading?
• What are examples of nonfiction?
• What are examples of fiction?
• How do you know if what you are reading is fiction or nonfiction?
• Set up a display of books. Be sure to display examples of fiction and non-fiction.
• Ask students to tell which books are make believe and which really happened.
• Explain that fiction is make-believe and non-fiction is about something that really happened.
• Ask children to explain how they can tell whether a book and fiction or non-fiction.
• Point out to the students that sometimes can tell if the book is fiction or non-fiction by looking at the title.
• The apostrophe takes the place of the o that was taken out.
• Be sure to make a visual aid during this introduction.
ERROR INTERVENTION

IF readers are having problems THEN model previewing the text features and graphic aids in the
deciding if something is fiction selection to determine if it is fiction or nonfiction.
or nonfiction
IF students are having difficulty THEN make connections to their lives and have them tell you things
understanding fiction and that could happen and things that could not really happen to
nonfiction them.

Make a T chart with the heading fiction Sample of the T chart

Whole Group Create a list of types and nonfiction and have students
of nonfiction and brainstorm different types of fiction and Examples of the different types of
fiction nonfiction texts. Examples of the different readings
types to show students would also be
helpful Chart paper, markers
Students will sort sentences based on if Fiction and Nonfiction sentences

Sort fiction and they are fiction or nonfiction. Students
Small Group nonfiction get a list of sentences and cut them out Scissors
and divide them by whether they are
fiction or nonfiction.
Students will read both a fiction and Pairs of fiction and nonfiction
Mini Lesson Discover the nonfiction reading on a similar subject and readings on similar topics
difference in fiction compare and contrast the readings in a
and nonfiction Venn diagram. Reading about animals Venn diagram (individual or on
work well for this. chart paper)
Markers, pencils
DIFFERENTIATION

RESOURCES
Sample of T-Chart

Assessments

Set A Purpose
Set a Purpose • General knowledge of what text features are
(photos, titles, captions, illustrations)
• Beginning, middle, end, characters, setting, problem, solution
• Distinguish between fiction and nonfiction
SC OBJECTIVE(S)
1.E.2.c Set a purpose for reading and identify type of text (fiction or nonfiction)
• Students will be able to distinguish between fiction and nonfiction stories
• Students will be able to verbally explain why they are reading a certain text
ESSENTIAL QUESTIONS
• Is this story fiction or nonfiction?
• Why are we reading this story?
• Setting a purpose before reading will help focus readers and help them better understand why they are
reading something
• Students should understand there are different reasons for reading (to entertain, learn something, listen for
certain rhymes or words)
ERROR INTERVENTION
IF students cannot THEN teacher needs to explicitly teach fiction and nonfiction
distinguish between fiction (using different stories)
and nonfiction…
IF THEN
IF THEN

Set A Purpose
Have a variety of nonfiction and fiction • Nonfiction and fiction stories,
books (mixed in a pile). Make two piles two baskets
(nonfiction and fiction). Show students

each book (look at the cover, take a
picture walk) Have students identify
nonfiction or fiction. Have them verbally
Whole Group Nonfiction vs. fiction explain how they know the book is
nonfiction or fiction. Place all the fiction
stories in a labeled basket/crate. Place all
the nonfiction stories in a labeled
basket/crate. Students can look through
baskets during workshop time or if they
get finished an assignment early.
Before reading a selected text start the • Any selected text
discussion by asking students why you are
reading the story. Have them examine
Mini lesson Discussion
the picture to determine if the story is to
entertain us, teach us something, or to
listen for certain rhymes or words.
Teach your students Think-Pair-Share by • Any selected text
asking the students why they are reading
a selected text. Have them ‘think’ first,
Mini lesson Think- Pair- Share
‘pair’ with the person next to them and
discuss the question and then ‘share’ what
they discussed with the class.
DIFFERENTIATION

Set A Purpose
RESOURCES
Rumble in the Jungle By Giles Andreae and
David Wojtowycz
Giraffes Can’t Dance By Giles Andreae and
Guy Parker-Rees
A Time for Playing By Ron Hirschi
Here Is the African Savanna By Madeleine

Dunphy
Owen and Mzee By Isabella Hatkoff, Craig

Hatkoff and Dr. Paula Kahumbu

Set A Purpose
Assessments

Mechanics
Knowledge and Skills TIME FRAME: one week, ongoing PREREQUISITE SKILLS
Mechanics • Sentence formation (finger spaces)
• Capitalization
• End punctuation
• Commas
• Using periods in numbered lists
SC OBJECTIVE(S)
4.A.3.b proofread and edit writing for: capitalization at the beginning of sentences; capitalization for
names; punctuation at the end of sentences
5.C.2.c use commas in dates, salutations and closings
5.C.2.b using periods in a numbered list
• All writers have to follow rules when writing to make their writing easier to read.
• Punctuation helps the reader understand the meaning of the writing.
ESSENTIAL QUESTIONS
• Did I remember to start my sentence with a capital letter?
• Did I use the correct punctuation?
• Did I remember to put a comma between the day and the year?
• Did I use the comma in the correct space?
• A period, question mark and an exclamation point are punctuation marks for the end of a sentence.
• Capital letters begin a sentence and special names.
• Commas keep words and numbers from running together.
• Use a comma between the day and the year.
• Use a comma after the greeting in a letter.
• Use a comma after the closing in a letter.
ERROR INTERVENTION
IF students are having trouble THEN make a mini chart for students to put on their desk as a
remembering what reference when writing
punctuation to use

Mechanics
remembering to use capital reference when writing
letters
remembering when to use a reference when writing
comma

Mechanics
Mini lesson Capital letters Make a chart to hang up in the room so • Chart paper
students can refer to it when writing. Go • Red and black markers
over the chart with the students. Ask
them when we should use a capital letter.
Help them when needed.
Make sure to include:
• Use a capital letter to begin a
sentence: Today is going to be a
good day.
• Use a capital letter for names of
people and places: Rosa Parks and
Maryland
• Use a capital letter for name titles
Mrs. (name of someone kids know)
Mr. (name of someone kids know)
Dr. Seuss
• Use a capital letter for holidays:
Thanksgiving Christmas
• Use a capital letter for the days of
the week: Sunday Friday
• Use a capital letter for the months
of the year: January September
• Use a capital letter for the word I

Mechanics
Mini lesson Correct punctuation On a sentence strip write the following • Sentence strips
sentences (without punctuation): • Markers
I like brownies • Chart paper
Yipee
What time is it
Ask the students what type of punctuation
should be at the end of each sentence.
Make a process chart that includes:
Use a period after a telling sentence.
Use a question mark after an asking
sentence.
Use an exclamation point after a word
that shows excitement or after a sentence
that shows strong feelings (teacher may
want to use an example)
Small group I Spy Capital letters Have student(s) read a story. As they are • books
reading have them look for capital letters.
I spy a word that begins with a capital
letter because it is someone’s name.
Have a conversation about the capital
letters you find.

Mechanics
Mini lesson Mr. or Mrs. To introduce titles on chart paper have • Chart paper or sentence
different people around the school (try to strips
have Mr., Mrs., Miss, Ms. listed
Teacher _________________
Principal _________________
Custodian ________________
Nurse ___________________
Gym teacher ______________
Secretary _________________
Ask students the names of the people and
fill them in stressing that we capitalize
titles (plus it shows respect to call
someone Mr. (last name).
This is a fun way to introduce the different
people around the school building and also
teaching students about capital letters.
Whole group Fix it up! Either on chart paper (big enough for • Chart paper
Small group students to see from their seats) or make • Markers
a copy for each student, write sentences • Paper
that leave off punctuation and • pencils
capitalization (in the beginning focus on
one or the other, but eventually do both
together). Have students write the
sentences correctly on a separate piece of
paper. Either correct it as a group or
collect it to gather data on who still needs
extra help.
Some examples:
we are going to the zoo tomorrow.
mrs. smith told us a funny story.
Let’ s go get some ice cream
Will tomorrow be Saturday or sunday

Mechanics
Whole group Write a Letter Have students write a friendly letter to • Chart paper
someone. The first time you do this, write • Markers
the letter as a shared writing activity (the
whole class writes one letter sharing the
pen as writing). Later in the year,
students will be able to write a friendly
letter independently. Pick someone to
write to (teacher in the building, principal,
classmate that has moved). Model how to
put the date with the comma between the
day and the year, put a comma after the
greeting, and after the closing.
This activity is great because you are
modeling letter writing, commas, letter
formation, sentence formation, and
sentence structure. Hang the letter in the
room for the whole class to see. Students
will be able to use this as a reference
when they write another friendly letter.
Whole group Where’s the Comma? After modeling writing a friendly letter, • Where’s the Comma?
Small group have the student complete Where’s the Worksheet
Comma worksheet. You can use this data • crayons
to see who needs more help with
commas.
DIFFERENTIATION

Mechanics
RESOURCES
Comma Page
Punctuation Takes a Vacation By Robin

Pulver
Dear Bear By Joanna Harrison
Detective La Rue By Mark Teague
Messages in the Mailbox By Loreen Leedy
Dear Mr. Blueberry By Simon James

Mechanics
Assessments
RUBRIC OTHER WAYS TO ASSESS

Writing Simple Sentences
TIME FRAME: 2 weeks PREREQUISITE SKILLS
Writing Simple Sentences • Letter formation
• Word order • Finger spaces
• Types of sentences
• Mechanics
• Complete vs. incomplete
SC OBJECTIVE(S)
• 4.A.3.a improve writing by maintaining a topic and adding ideas
• 4.A.3.b proofread and edit writing for capitalization at the beginning of sentences, capitalization for names,
punctuation at the end of sentences, accurate spelling of previously learned words
• 5.A.1.b distinguish between complete and incomplete sentences
• A sentence is a group of related words. It states a complete thought.
ESSENTIAL QUESTIONS
• Does my sentence use words to state a complete thought?
• Does my sentence use words in the correct order?
• Does my sentence use words that name and tell?
• Is my sentence written correctly?
• Did I use correct punctuation and capitalization?
 Sentences are written ideas or thoughts.
ERROR INTERVENTION
IF students are not using finger THEN give them a jumbo popsicle stick to use as a ‘finger space’
spaces in between words
IF students are not using the THEN make a small copy of the process chart ‘What a sentence looks
correct punctuation like?’ and tape to their desk
IF students are not forming THEN give them extra practice time working on letter formation with a
letters correctly partner

Mini lesson Process Chart On sentence strips write the following • Chart paper
What A Sentence sentences: • Markers
Looks Like 1. i am so happy school has started • Sentence stripes
2. Firstgradeissomuchfun!
3. We will walk to the park tomorrow
4. learn first We a lot will grade. in
One at a time read/show sentence strip to
the class and ask if the sentence looks or
sounds correct. On a piece of chart paper
labeled ‘What a Correct Sentence Looks
Like’, tape the incorrect sentence next to
number 1. Discuss what is wrong (it does
not start with a capital letter). Under the
sentence strip write the correct way to
start a sentence. Do this for the next 3
sentence strips.
Small group Mixed up Sentences For students who are having trouble with • Sentence strips
word order, write a few sentences on • Marker
sentence strips and cut them up. Using a • scissors
pocket chart or just on the table have • pocket chart*
students read each word and try to put
them in the correct order. Help them by
pointing out some clues, sentences begin
with a capital letter so that word must be
first, this word is followed by a period so
that must be last, etc. Teachers can
partner a stronger student to help a
struggling student with this activity. * only if teacher has one

Whole group Sentence Contest! Before lesson, go over What a Correct • Paper
Sentence Looks Like with the class. Write • Pencil
different words on an index card (could be • Index cards
different animals, school related words, • Marker
different foods) and each student pick one
word (this could be done in partners as
well, so one word for two students).
Explain to the students that they will write
one sentence about the word. For
example if the word is dog, the sentence
could be: I have a dog. or Dogs can be
small. Before writing explain to the
class that if they write the sentence
correctly the class will get one point. If
the class receives 7 points (or whatever
number the teacher chooses) the class will
earn something (teacher choice, 5
minutes of free time, extra recess time,
favorite game). Give the class adequate
time to write a sentence. Display each
sentence and ask students to determine if
they will get a point or not. If a student
forgot a period or finger spaces, they do
not get a point.
DIFFERENTIATION

RESOURCES
What a Correct Sentence Looks
Like process chart

Assessments

Personal Narrative
Knowledge and Skills TIME FRAME: 2 weeks PREREQUISITE SKILLS
Personal Narrative • Writing sentences
SC OBJECTIVE(S)
• Establish a situation in time and/or lace that
is appropriate for the sequence of events to
follow.
• Develop appropriately sequenced actions
within one or more events using linking
4.A.2.a write to express personal ideas using drawings, symbols,
words, phrases, or clauses to signal
letters, words, sentences, and simple paragraphs
chronological ordering.
• Provide a reaction to what happened.
• Include dialogue if appropriate, and some
details.
• Provide a sense of closure and/or a reflective
statement.
• A personal narrative writing piece is when you share a story about something that really happened.
• We write in a variety of forms to share ideas, provide and exchange information, and to express our personal
voice
ESSENTIAL QUESTIONS
• Did I use the word I when I was writing?
• Did I remember to share a story that happened to me or write about myself?
• Why is it important to know the narrative, informative/explanatory, and argument structures of writing?

• Students should think about a special time or moment in their life.
• Talk to a partner about the special moment.
• Begin writing and remember to use the word I.
ERROR INTERVENTION
IF students are having trouble THEN write a sentence starter on the board or separate piece of paper
writing a complete sentence and have students copy and fill in the ending on their own

Personal Narrative
IF students are having trouble THEN have them talk with a partner (talking it out first will help the
thinking of a special time student when it comes to writing)
IF students are having trouble THEN write the sentence starter for them and have them write the
copying a sentence ending

Personal Narrative
Whole group Journal Writing Each day have students write in their • Black and white
personal journal. Explain to the students composition book for each
that their journal is for them to write student
about their opinions on a certain topic and • Pencils
they will not be graded on spelling or • crayons
sentence mechanics. Start with opening
to page one and writing the date and topic
(give the students a topic to write about,
the first topic could be summer or the first
day of school.) Each day they write in
their journal they should go to the next
page (use front and back of pages). If
they do it correctly they should have
enough pages in their journal for the
whole year. As the year progresses, use
the journals for personal responses of
stories they read, field trips, or current
events. Students can draw a picture to
match when they are done writing.
Students who are having trouble with
writing, can draw a picture.

Personal Narrative
Suggested Learning Plan Whole group All About Me books Explain to students that they will be • 2 pieces of story book
working on books that tell about paper folded in half and
themselves. Explain that this project will stapled like a book
take some time finish, so the class will be • Pencils
working on it for a while. • Crayons
Each day the students will write a different • Construction paper
sentence and draw a picture to match.
Each day write the sentence starter on the
board and create a word bank for that
day.
Day one:
My name is ________________. I live in
Baltimore. or the teacher can choose
another sentence (I am ____ years old. I
am in first grade.) After writing sentence
explain that the picture should match (you
will not draw a picture of your sister or the
zoo)
Day two:
My favorite subject is ______________.
Draw picture.
Day three:
My favorite food is ______________.
Draw picture.
Day four:
My favorite activity is ____________.
Draw picture.
Day five: free write
Students can write about their families,
favorite sport to watch, favorite color, etc.
Day six: cover
Show the students a couple of books.
Discuss the covers (the title is big and can
be easily seen, the author’s name is in on
the front, the picture is neat and tells
about the title.

Personal Narrative
(continued from above)
As a class, create a couple of suggestions
for the title (All About Me; All About
(Student’s name); This Is Me; Just the
Facts; etc. Give the students a piece of
construction paper for the cover and
staple to book. When the students are
finished have them read their book to a
partner, and then to the class. You could
share with another class as well.
For students who can write a sentence
have them extend the sentence with the
word ‘because’ or have them write two
sentences on each page.
Small group Sentence Starters If some students are having a difficult Sentence strips
time writing a complete sentence write a markers
sentence starter on a sentence strip (Over
the summer I ________ ). Talk with the
students first, have them say “Over the
summer I went swimming.” Then have
them write I went swimming in a marker.
Have them read their sentence after
writing it several times.
DIFFERENTIATION

Personal Narrative
RESOURCES
I Like Myself! By Karen Beaumond www.writingfix.com
My Favorite Thing (According to Alberta) By

Emily Jenkins
Stand Tall Molly Lou Melon By Patty Lovell
I’m Gonna Like Me! By Jamie Lee Curtis

Personal Narrative
Assessments

Character Traits
Character Traits • Knowledge of story elements
• Identifying characters in a story
SC OBJECTIVE(S)
1.3.3.b Identify and explain character traits and actions • identify the feelings of characters and the reasons for
their actions
• Characters are important in stories and they take part in the action
• Many stories have major and minor characters
• You can understand characters by paying attention to what they say and do, how they look and feel, and what
other characters say about them
• Characters can change throughout a story
ESSENTIAL QUESTIONS
• What is a character?
• What is a character trait?
• What does the character say and do?
• What can you tell about the character based on what they say and do?
• How does the character change in this story?

• Identify characters
• Analyze what a character says and does
• Identify traits of the character
ERROR INTERVENTION
IF students are struggling to THEN use picture books with people or animals and have students
identify characters point to the characters
IF students are struggling to THEN use a word web with the name of the character in the center and
identify character traits have students write or draw a picture to tell what they know
about the character in the surrounding bubbles

Character Traits
Using a story with a strong anchor - story with strong anchor
character, such as Lily and the Purple character
Mini-lesson Plastic Purse, ask students to identify
Whole Group Describing Characters words to describe the main character.
Small Group Have students talk about what kind of
person they think Lily is and why. Ask
them to explain how they know.
Read a familiar story, such as Little Red - story with familiar
Riding Hood, to students. Tell students to characters
listen closely to identify characters and - graphic organizer
what they are like. Display a graphic
organizer with columns for the name of Char. What What What
Whole Group Identifying Character the character, what the character says,
Name Char. char. you can
Says Does tell
Small Group Traits what the character does, and what you about
can tell about the character. As a class, char
complete the chart for Little Red Riding

Hood. Allow students to work in partners
to complete another character.
Review with children different characters - Character web
and what they know about them.
Encourage them to think of things that
Mini-lesson
could describe other characters or people
Whole Group Character Web
(smart, short, mean, etc.) Have students
Small Group
use a web to describe someone they
know. They can write words or draw
pictures to describe them.
Whole Group Act It Out Once familiar with characters in a story,
have students act out parts of the story.
Encourage them to say the words the way
they think the character would say them,
using feeling and expression

Character Traits
Play a “Who Am I” game with students. - List of characters from
Remind them of a few stories you have stories recently read
read recently. Act out and say things that
Whole Group Charades
character might have said. As an
extension, ask students to act out a
character.
Using a story like Kevin Henkes’ - Story with a character who
Chrysanthemum, have students discuss undergoes change, such as
how the main character changes Chrysanthemum
Small Group Character Change throughout the story. Using a character
change chart, have students describe the Begin. Middle End
character at the beginning, middle, and
end of the story.
DIFFERENTIATION

Character Traits
RESOURCES
Chrysanthemum, by Kevin Henkes
• Read aloud OR shared reading
Lily and the Purple Plastic Purse, by Kevin
Henkes
• Read Aloud or Shared Reading

Character Traits
Assessments

Directly Stated Main Idea (Literary)

Directly Stated Main Idea (Literary) • Monitor and clarify
• Text features (literary)
SC OBJECTIVE(S)
• 1.E.4.b describe what is directly stated in the text (details, Common Core Standards
literal meaning) • Ask and answer questions about details of a
• 1.E.4.f retell the main idea of texts text
• The main idea is what the most important idea of the text.
ESSENTIAL QUESTIONS
• What was this story mostly about?
• What is the main idea of the text?
• What is the author’s most important point?
• Listen to or read a text.
• Identify the author’s key message
ERROR INTERVENTION
IF a student is struggling with THEN have students identify the details first and then the main idea.
identifying the main idea

Whole group Pizza Time! Before reading: • 2 cut out circles, identical
1. cut two circles, identical size out of tag sized; one whole, one cut
board 2. cut one circle into 8 equal slices into 8 equal slices
(one circle will be the whole pizza (main • Tag board
idea; the slices will be the details) • Markers
Pick a story with a clear main idea (For • Story with a clear main
example Alexander and the Terrible, idea (ex. Alexander and
Horrible, No Good, Very Bad Day by Judith the Terrible, No Good, Very
Viorst). Read the story to the class. Bad Day By: Judith
Explain to the students that the main idea Viorst)
is the most important idea of the text.
Explain that the author will use details to
support the main idea. After reading, go
back to the beginning of the story and ask
the students to identify the main idea
(Alexander was having a very bad day.)
Write this sentence on the whole circle
(pizza). Go back into the story and have
students identify each detail that supports
the main idea (He didn’t get a prize from
the cereal box. The cat didn’t want to
sleep with him. He got in trouble for
touching things at his dad’s office.) Write
each detail on a slice of pizza and tape
onto whole circle (pizza). Review the
main idea and details. Put this activity in
a center and have students complete the
pizza independently.

Small Group Sentence strips If students are having trouble • Sentence strips
understanding main idea, write one main
idea, and three supporting details on
sentence strips (for example: Rosie likes
going to the library. She likes to read
books. She likes to look at all the pictures
in the new books. She likes to listen to the
librarian reading stories.) Ask the small
group of students to read (or listen) to the
sentences and then identify the main idea
and details. Repeat as needed.
Whole Group Main Idea Organizer Read a story to the class. After reading, • Story
have the students complete the main idea • Pencils
organizer (talk about the main idea and • Main idea organizer
the details before asking students to
complete the task). This activity can be
done in small groups, partners or
independently.
Whole Group What’s the main idea? After several days of practice with main • What’s the main idea?
Small group idea, use this activity to see which worksheet
students may need small group instruction
and who understands the concept.
Either read the sentences to the students
or do it as a class (shared reading) but
have them answer the question by
themselves.
DIFFERENTIATION

RESOURCES
Alexander and the Terrible, Horrible, No

Good, Very Bad Day by Judith Viorst
Wolf! By Becky Bloom
Stand Tall Molly Lou Melon By Patty Lovell

Assessments

Sequence/Chronological Order
Sequential/Chronological Order
• Identify and use transition and Signal words
• Identify chronological order as a way of arranging information about
events so that the information is arranged in the same time order in
which the events occurred.
•
SC OBJECTIVE(S)

1.2.A.3.c Develop knowledge of organizational structure of • Identify words in a story that link events
informational text to understand what is read by recognizing together (e.g. first/second, then, next,
sequential order before/after, later, finally)
• Sequential order helps us to retell a given text.
• Sequencing refers to putting events or actions in order.
• Recognition of transition words helps a reader follow a sequence of events
• Sequential order is used for following directions, procedures, and explaining processes.
ESSENTIAL QUESTIONS
• What is sequential order?
• Why is the sequence important?
• What are the sequential words used in this text?

• Identify the signal words for sequence.
• Analyze sequence of events.
ERROR INTERVENTION
IF Students are having a hard time THEN Have the students use beginning, middle, and ending cue words to
putting events from a story in remember events in the story
order
IF Students are having a hard THEN Have the students put a comic strip in order as a class from the weekly
understanding the concept of Sun paper
order of events

Daily Planner Have students write down what they do in

Whole Group the morning before coming to school in
(Individual the order it happens.
Practice)
Recipe Activity Have students write down instructions for Examples of recipes (cookbooks)
Minilesson a recipe using order words.
Small Group
After Reading Have students read a story and use a Beginning, Middle, and Ending
Activity graphic organizer to tell what happened in Graphic Organizer
Whole Group the beginning, middle, and end.
Students will use a comic strip and recall The Sun Newspaper
Whole Group Cartoon fun what happened first according to what
makes sense.
Read the students a story stop in the Sequence Chain
Whole Group Author’s Ending middle. Have the students complete a
Small Group sequence chain adding their own ending.
DIFFERENTIATION

RESOURCES
Grouchy Ladybug By Eric Carle
Baby Bear, Baby Bear What Do You See?

By Bill Martin Jr.

Assessments

Writing Process
Writing process • writing simple sentences
• Prewriting/brainstorming
• Drafting
• Editing/revising
• Publishing
SC OBJECTIVE(S)
4.A.3.a-c compose texts using the revising and editing strategies

• With specific guidance, add details to
of effective writers and speakers
strengthen writing through revision.
• There are four steps in the writing process: prewriting, drafting, editing, and publishing.
• Good writers use a process to help them more effectively communicate their ideas, describe their experiences,
and inform their audiences
voice
ESSENTIAL QUESTIONS
• Did I use all the steps to write my best writing?
• Did I correct all my mistakes in my final copy?
• Why is it important for good writers to use the writing process?
• Prewriting is the first step in the writing process; this is when the students plan what they will write
about.
• The first draft is when the students begin writing about a topic (using a graphic organizer to help
from sentences).
• Editing and revising is when the students fix mistakes and make their writing better; this is usually
done with the teacher.
• Publishing is the final draft (no mistakes).
ERROR INTERVENTION
IF students are struggling with THEN allow the students to talk to someone about the topic
brainstorming

Writing Process
Whole group Fall Writing Ask students about fall. On chart paper • Chart paper
write down all their ideas (the leaves • Marker
change colors, the air gets cool, etc.) Give • Webs
each student a web (circle in the middle of • Paper
page with four circles attached to it). In • pencils
the middle circle have the students write
the word fall, in the other circles write
ideas about fall (prewriting). The next
day, have the students use their webs to
write four sentences about fall on a
separate piece of paper (drafting). As
students finish their drafts, they will edit
and revise with the teacher (like a
conference). As the teacher is meeting
with each student independently, the
other students can be working on their
draft, writing in journals, independently
reading or in workshop (centers). After
the teacher has met with each student,
begin the final draft for publishing.

Writing Process
Suggested Learning Plan minilesson modeling Before each step of the writing process • Poster size graphic
the teacher should model what the finish organizer
product should look like. Before • Paper
brainstorming write the subject in the • Pencil
center circle and one or two ideas about • Poster size editing and
the subject. Ask the students to help proofreading marks
come up with the ideas (stress to the
students that these are just ideas not
complete sentences). Before drafting,
model how to take the ideas and turn
them into sentences (ex. leaves change
colors… The leaves change from green to
orange, yellow, and red.) Use the editing
and proofreading chart to explain to the
students what each mark means and how
to fix their mistakes. Explain that they
will be meeting with the teacher for
editing and revising. Lastly, model how
fix their mistakes when they are working
on the final draft for publishing.
Small group writing If students are struggling with the writing • Sentence strips
process, give them extra help in a small • Paper
group setting. Give them sentence • Pencil
starters and have them finish the • Graphic organizer
sentence (In the fall the leaves
________.) Do this for each step. Also
lower the expected number of sentences
(if the class is expected to write four
sentences, have the struggling group
write 3 sentences).
DIFFERENTIATION

Writing Process
RESOURCES
Editing and proofreading marks
Red Leaf, Yellow Leaf By Lois Ehlert
Every Autumn Comes the Bear By Jim

Arnosky
Poems on fall in A Poem a Day By Helen H.
Moore

Writing Process
Assessments

Narrative
S k i l l sK n o w l e d g e a n d Skill PREREQUISITE SKILLS
Narrative • Writing simple sentences
• Creative writing • Story elements
• Writing process
SC OBJECTIVE(S)
• Establish a situation in time and/or lace that
is appropriate for the sequence of events to
follow.
• Develop appropriately sequenced actions
• 4.A.2.a write to express personal ideas using drawings,
within one or more events using linking
symbols, letters, words, sentences, and simple paragraphs
words, phrases, or clauses to signal
• 4.A.3.a-c compose texts using the revising and editing
chronological ordering.
strategies of effective writers and speakers
• Provide a reaction to what happened.
• Include dialogue if appropriate, and some
details.
Provide a sense of closure and/or a
reflective statement.

Narrative
• Narrative writing is when students use their imagination to write a story
• Good writers use a process to help them more effectively communicate their ideas, describe their experiences,
and inform their audiences
voice
ESSENTIAL QUESTIONS
• Did I include characters in my story?
• Did I include a setting in my story?
• Did I include a problem and a solution in my story?
• Did my story have a clear beginning, middle and ending?
• Why is it important for good writers to use the writing process?
• Make a plan for writing, using a graphic organizer identify the characters, setting, problem and solution.
• The beginning of the story should name the characters and the setting. It also states the problem.
• The middle of the story should tell how the characters try to solve the problem.
• The ending tells how the problem is solved and how the characters feel.
ERROR INTERVENTION
IF students are struggling with THEN read them simple stories with easily identifiable story elements (ex.
writing a story The Three Little Pigs or Little Red Riding Hood)
IF students cannot think of different THEN make lists of each and post around the room as a resource
characters, settings, problems,
or solutions

Narrative
Mini lesson and Complete the Story Read a story to the class with easily • Story
whole group map identifiable story elements (ex. Three • Story Map
Little Pigs or Little Red Riding Hood). • Pencils
After reading the story ask the students
who the characters were, the setting,
problem and solution. Have them
complete a story map stating the title,
characters, setting, problem and solution.
Whole group or Cloze Activity Make the cloze activity into a poster so • Cloze activity
small group the whole class can see it. Explain that as • Pencil
a class you will fill in each blank to create • Teacher sample
a creative writing story (use the teacher
sample to help if the class is having
trouble getting started). Start by reading
the first sentence (include the blank);
after reading choose a couple of students
give suggestions to fill in the blank. Do
this with each sentence. Make sure to
reread the completed sentences a couple
of times throughout the story (do not wait
until the end). The following day give the
students the same cloze activity and have
them complete it. Share stories when
stories are complete (students can work
partners or independently).

Narrative
Whole group Be Creative! After practicing with story maps and cloze • Blank Story Map
activity give students a blank story map • Pencil
and have them create their own story. • Blank paper
Explain to the students that they should
create their own stories. The next day
students should begin the first draft of
their stories using their story maps (For
example, Once upon a time a boy named
Devon lived in a tree house far in the
jungle.) If students are struggling, give
them sentence starters (Once upon a time
______________ lived __________.) On
the third or fourth day edit and revise with
each student (writing process). When
students are ready they should begin to
write their final draft. When students
finish their creative stories have them
share with each other or another class.
You could have them write on cute paper
(with a boarder) if you want to.
DIFFERENTIATION

Narrative
RESOURCES
Little Red Riding Hood retold by Trina Cloze Activity
Schart Hyman Teacher sample cloze activity
The Gingerbread Boy retold by Paul Story Map
Galdone
Curious George in the Big City Margret & H.
A. Rey’s
Miss Nelson is Missing by James Marshall

Narrative
Assessments

Text Structures- Main Idea/Details
TIME FRAME: ongoing PREREQUISITE SKILLS
Text Structures • Making Connections
• Main Idea/Details • Visualizing
• Compare and Contrast • Looks at pictures for clues
• Fact and Opinion • Background knowledge and vocabulary
• Cause/Effect • Making Predictions
SC OBJECTIVE(S)
2.1.E.4.f Retell the main idea of texts

2.0.A.3.f, 3.0.A.3.a Recognize main idea
2.0.A.4.f Identify prior knowledge that clarifies the main idea of the text
• The main idea is the most important thing the paragraph says about the topic.
• The topic is what a paragraph is all about.
• Authors use details to help the reader understand the main idea.
• Makes reasonable statements about a reading and uses information from the story to support them.
ESSENTIAL QUESTIONS
• What is the main idea in the selection?
• What are the details in the selection?
• Do these details support the main idea?
• Distinguish important from unimportant information with relation to the main idea
• Explain the relationship between the details and the main idea
• When they are present in a text, recognizes the plot, setting, and characters in a text
ERROR INTERVENTION
IF students are having trouble THEN have the students look at a smaller section of the text and try to
identifying the main idea of a identify the main idea of that.
paragraph
IF students are having trouble THEN have them look for and list the details and then find the main
identifying the main idea of a idea from the details.
paragraph

Topic/Details T-chart Students organize information they are Topic-Details T-chart
Whole group reading into two columns one for topic
and one for details.
In My Own Words Students will write an important part of Words from the Text- Important
the text on one side of the t-chart. On information t-chart
Mini-lesson the other side of the chart the students
will write summarize the important
part/ideas.
What’s the Important Students pick a quote that they feel is What’s the Important Idea -chart
Idea? important from the text. They then fill in
Whole group the important information in their own
writing, explain why it was important and
a way that will help them remember it.
Students take guided notes on a read Look for Three
Whole group Look for Three aloud to help them focus on information
from the text to support the skill and Note taking guide
facilitate a discussion after reading.
DIFFERENTIATION

RESOURCES
Dinner at Aunt Connie’s House by Faith Words from text- important http://www.faithringgold.com
Ringgold. 12 portraits of famous African information chart
American Women come to life and tell
their stories. This is a site about the author of
Miss Nelson Is Missing! by Marshall is a Dinner at Aunt Connie’s House.
story that requires readers to make Look for three
inferences about the story.
Aunt Flossie’s Hats (and Crab Cakes
Later) by Elizabeth Fitzgerald Howard.
The story is set in Baltimore and is about Topic-Details Chart
two young girls that hear stories of the
past from a great-great-aunt.
Matthew and Tilly by Rebecca C. Jones
OCR Unit 8 Lesson 5 What’s the important idea chart
Munch Crunch: The Food Animals Eat by

OCR Unit 2 Lesson 4
Make a Home by Nancy Pemberton
OCR Unit 10 Lesson 6
When a Storm Comes Up

OCR Unit 5 Lesson 6
Expository Text

Assessments


Grade1 Suggested Literacy Curriculum

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Grade1 Suggested Literacy Curriculum

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Updated 11/7/2010

Curriculum Guide 2010-2011

Observing craft and 5. Identify the meanings of words

Integrating information 9. Use text illustrations to predict

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy

Help students blend the words and

Baltimore City Schools – Office of Literacy

Sat, Sam, mats

After the dictation, print the words on the

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy

Help students blend the words and

Wet, pen, fed, men , beg

Baltimore City Schools – Office of Literacy

Short /a/ is in lamb, short /a/ is in

Follow the pattern with the following:

Short /e/ is in hen

Baltimore City Schools – Office of Literacy

Pen, net, men, red

After the dictation, print the words on the

Baltimore City Schools – Office of Literacy

Challenge students to use their letter

These generic teaching strategies

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy

Help students blend the words and

Chip, chop, rich, much, such, chill, check

Baltimore City Schools – Office of Literacy

After the dictation, print the words on the

Whole group Consonant Diagraph This blind sort reinforces recognition of

Mini lesson Warm-up Review the difference between the sounds

Baltimore City Schools – Office of Literacy

Model the sort. Say the word chip. Then

Note: Long Vowel This generic teaching strategy

Baltimore City Schools – Office of Literacy

Hat, sad, cap

Baltimore City Schools – Office of Literacy

Help students blend the words and

Take, name, same, came, shape, made

Baltimore City Schools – Office of Literacy

After the dictation, print the words on the

This generic activity introduces

Mini lesson Warm-up Have students orally blend the following

Baltimore City Schools – Office of Literacy

Whole group Practice blending Have students practice blending words

Help students blend the words and

Man, main, ran, rain, dad, day, sat, stay

Baltimore City Schools – Office of Literacy

After the dictation, print the words on the

Baltimore City Schools – Office of Literacy

any Open Court or approved reading

Baltimore City Schools – Office of Literacy

MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS

Baltimore City Schools – Office of Literacy

CONCEPT KNOWLEDGE AND PROCESS

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy

Baltimore City Schools – Office of Literacy