February literacy Units Scope and Sequence

CCSS Standards Addressed Chinese Happy George Abe

Reading Foundational Skills Fluency
1.4 Read with sufficient accuracy, and
fluency to support comprehension (a) New Teeth Wash- Lincoln
with purpose and understanding; (b)
read orally with accuracy,
appropriate rate and expression; (c)
Year ington
read using context to confirm or self- (purchased)
correct word recognition and
understanding, rereading as
necessary.
\ \ \ \
Reading Informative Text 1.1 Ask and answer
questions about key details in the text. \ \ \ \
RI.1.2 Identify the main topic & key details…
\ \ \ \
RI.1.10 With prompting and support read
informative text appropriate for 1st grade. \ \ \ \
Writing 1.1 Write an opinion piece in which they
introduce the topic, state an opinion, supply a \ \ \ \
reason, & provide a sense of closure. Writing 1.2 Writing 1.2 Writing 1.2 W.1.2
W.1.2 Write informative/ explanatory texts in
which they name a topic, supply some facts, Informative Informative Informative Informative
and provide a sense of closure.
W.1.3 Write [personal] narratives in which they Topic Sentence Topic Sentence Topic Sentence Topic Sentence
recount 2 or more details in the proper “ Chinese “ I know “ George “
sequence. Quizzes in this unit ask children to
sequence events & support narrative writing.
New Year is how to Washington Abraham
W.1.7 Research to build and present knowledge. quite a keep my was an Lincoln
Participate in shared research and writing celebration. teeth important was an
projects. Example- explore “How To” books on a
given topic and use them to write a sequence ” healthy.” man.” important
of instructions. man.”

Speaking and Listening 1.4 Describe people,

places, things and events with relevant details
expressing ideas and feelings clearly.
\ \ \ \
SL.1.5 Add drawings and other visual [art]
displays to descriptions when appropriate to
clarify thoughts and feelings.
\ \ \ \
Language 1.1 Demonstrate command of the
conventions of standard English grammar usage
when writing and speaking: (a)uppercase and
lowercase letters; (b) common and proper
nouns; (c)singular and plural nouns; (d)
pronouns; (e)verbs; (f) adjectives; (g)
conjunctions; (h) determiners; (i) frequent
\ \ \ \
prepositions; (j) produce and expand complete
simple sentences and compound sentences in
response to prompts

L.1.2 Demonstrate command of the conventions

of standard English capitalization, punctuation,
and spelling when writing. \ \ \ \
Reading
Thematic Teaching - Shared Research

1.Quick & enjoyable

reading practice
Easy 2.Builds capacity for
longer text as the
reading year goes on.
3.Comprehension
on the same page

Challenge/
Homework/
Fluency
reading
4 Options With and without fluency #

Quiz / Close
reading
questions
Smart Art
Thematic Teaching
options
Shared Research

The Art
activity

Step-by-Step
directions Words &
pictures

Black-Line
masters
Ready to photocopy

Bulletin Board
Lettering
Lincoln
Snapshots
from our
K

Newly updated art

option puts the
writing on the hat
to save space!
1-2-3-Writing
Thematic Teaching - Shared Research

pre-write

1
Activities
Avoid Repeated
Words
Talk Box
About Abraham
Lincoln

Quick
2 write

Publish
3 writing
1-2-3-Writing
Thematic Teaching - Shared Research

pre-write

1
Activities
Seeing both
sides of an
opinion,

Opinion
2 Quick
Write

Publish
3 writing
Reading
Thematic Teaching - Shared Research

1.Quick & enjoyable

reading practice
Easy 2.Builds capacity for
longer text as the
reading year goes on.
3.Comprehension
on the same page

Challenge/
Homework/
Fluency
reading
4 Options With and without fluency #

Quiz / Close
reading
questions
 Science and
Social Studies Text
• Quality informational reading
• Real-World
• High Interest
• Text will enrich their lives
• Spark their imaginations
• Cultivate curiosity

© Katie Knight 2014 Teacher to the Core email: katieknight@sbcglobal.net

I can read different kinds of text. I can remember what I read.
This is called comprehension. I can also dig deep into the text and
pictures to find meaning. This is called close reading. I can use
words to help me explain my thinking and opinions CCSS Reading &
Name ____________________________
Writing Standards.

Abraham Lincoln
Abraham Lincoln was our 16th
President. He is most know for
saying that slavery was wrong.
He wrote a paper that made
all slaves free. While he was

© Katie Knight 2014 Teacher to the Core

President a war started.
Abraham Lincoln kept our
country together during that war.
Thank you Mr. Lincoln!
red
1. Abraham Lincoln was our ___ President.
Match. Change your crayon each time.
green
2. Lincoln thought a paper to free
the slaves.
blue
3. Lincoln kept slavery was wrong.

purple
4. Lincoln wrote our country
together.
I can read different kinds of text. I can remember what I read. This
is called comprehension. I can also dig deep into the text and
pictures to find meaning. This is called close reading. I can use
words to help me explain my thinking and opinions CCSS Reading &
Name _________________________
Writing Standards.

Abraham Lincoln
slavery war Emancipation Proclamation

Abraham Lincoln lived when America

allowed slavery. Abraham did not think
slavery was right. When he became
President he planned to end slavery.
The south did not like this. They were
angry. A war started between the
north and the south. A war is when
two sides fight each other. Abraham
Lincoln did not want a war. He also did not want slavery.
In 1863 Abraham Lincoln made all the slaves free.
This was the Emancipation Proclamation. We are all
lucky Abraham Lincoln lived. He taught us to do
what is right and to be brave. Being brave means
doing what is right even when you are scared.
© Katie Knight 2014 Teacher to the Core
I can read different kinds of text. I can remember what I read. This
is called comprehension. I can also dig deep into the text and
pictures to find meaning. This is called close reading. I can use
words to help me explain my thinking and opinions CCSS Reading &
Name _________________________
Writing Standards.

Abraham Lincoln
slavery war Emancipation Proclamation

Abraham Lincoln lived when America 5

allowed slavery. Abraham did not think 11

slavery was right. When he became 17

President he planned to end slavery. 23

The south did not like this. They were 31

angry. A war started between the 37

north and the south. A war is when 45

two sides fight each other. Abraham 51

Lincoln did not want a war. He also did not want slavery. 63

In 1863 Abraham Lincoln made all the slaves free. 72

This was his Emancipation Proclamation. We are all 80

lucky Abraham Lincoln lived. He taught us to do 89

what is right and to be brave. Being brave means 99

doing what is right even when you are scared. 108

© Katie Knight 2014 Teacher to the Core
Name______________

Abraham
Lincoln
slavery war Emancipation Proclamation

Abraham Lincoln lived when America

allowed slavery. Abraham did not think
slavery was right. When he became
President he planned to end slavery.
The south did not like this. They were
angry. A war started between the
north and the south. A war is when
two sides fight each other. Abraham
Lincoln did not want a war. He also did not want slavery.
In 1863 Abraham Lincoln made all the slaves free.
This was his Emancipation Proclamation. We are all
lucky Abraham Lincoln lived. He taught us to do
what is right and to be brave. Being brave means
doing what is right even when you are scared.
© Katie Knight 2014 Teacher to the Core
Name______________

Abraham
Lincoln
slavery war Emancipation Proclamation

Abraham Lincoln lived when America 5

allowed slavery. Abraham did not think 11

slavery was right. When he became 17

President he planned to end slavery. 23

The south did not like this. They were 31

angry. A war started between the 37

north and the south. A war is when 45

two sides fight each other. Abraham 51

Lincoln did not want a war. He also did not want slavery. 63

In 1863 Abraham Lincoln made all the slaves free. 72

This was his Emancipation Proclamation. We are all 80

lucky Abraham Lincoln lived. He taught us to do 89

what is right and to be brave. Being brave means 99

doing what is right even when you are scared. 108

© Katie Knight 2014 Teacher to the Core
Name______________

Abraham
Lincoln
slavery war Emancipation Proclamation

Abraham Lincoln lived when America 5

allowed slavery. Abraham did not think 11

slavery was right. When he became 17

President he planned to end slavery. 23

The south did not like this. They were 31

angry. A war started between the 37

north and the south. A war is when 45

two sides fight each other. Abraham 51

Lincoln did not want a war. He also did not want slavery. 63

In 1863 Abraham Lincoln made all the slaves free. 72

This was his Emancipation Proclamation. We are all 80

lucky Abraham Lincoln lived. He taught us to do 89

what is right and to be brave. Being brave means 99

doing what is right even when you are scared. 108

© Katie Knight 2014 Teacher to the Core
 Little Buddy _____________ Big Buddy _______________
1 Figure out your buddy’s

2 Graph It !
Make a bar graph of your
buddy’s CWPM. This helps
you and your buddy see
reading growth.

Touch how your little buddy did on

3 Pace & Expression
 I can read different kinds of text. I can use the words and pictures to help
My Name__________________ me explain my thinking and opinions. I can remember what I read. This is
called comprehension. I can also dig deep into the text to find meaning.

Abraham
This is called close reading. I can read and write like a scientist or a historian
CCSS Reading & Writing.

Lincoln
%

1. Circle what you have read about Abe Lincoln.

He was our President.
He freed the slaves.
He was brave.
He is our President now.

2. What does it mean to be brave?__________________

___________________________________________________

3. Label the picture :

tall hat

President Lincoln
All
Emancipation People
Are
Proclamation Free

© Katie Knight 2014 Teacher to the Core

 I can read different kinds of text. I can use the words and pictures to help
My Name__________________ me explain my thinking and opinions. I can remember what I read. This is
called comprehension. I can also dig deep into the text to find meaning.

Abraham
This is called close reading. I can read and write like a scientist or a historian
CCSS Reading & Writing.

Lincoln
1. Circle what you have read about Abe Lincoln.
Close
Reading

He was our President.

He freed the slaves.
He was brave.
He is our President now.

2. What does it mean to be brave?__________________

___________________________________________________

3. Label the picture :

tall hat

President Lincoln
All
Emancipation People
Are
Proclamation Free

© Katie Knight 2014 Teacher to the Core

Smart Art
Thematic Teaching 2 options
Shared Research

The Art
activity

Step-by-Step
directions Words &
pictures

Black-Line
masters
Ready to photocopy

Bulletin Board
Lettering
Lincoln
 Glue hat together Glue hands under the red
and glue onto head paper. Thumbs down.

Add glue to the tip of fingers. Fold and Hold.

Cut out writing paper, glue onto red paper, glue

his face to the corner as a “peek over”
Peach- Run on a photocopier not a rizo
© Katie Knight 2014 Teacher to the Core
 Peach- Run on a photocopier not a rizo

Peach
- easier hands
– no thumbs
© Katie Knight 2014 Teacher to the Core

glue glue
Black
Paper
© Katie Knight 2014 Teacher to the Core
Easier Updated Art

Katie
Black
Paper
© Katie Knight 2014 Teacher to the Core
Peach- Run on a photocopier not a rizo
© Katie Knight 2014 Teacher to the Core
 White paper
Name___________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ ___________ 2
These can be used for writing on Abe’s hat
 White paper
_____________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
_____________ _____________
___________ 3 ____________4
These can be used for writing on Abe’s hat
The next few pages have bulletin board
lettering. The font looks amazing on my
wall space. When you cut out the letters,
please cut outside the lines. I know, a
teacher is telling you go outside the lines!!!!
Can it be? YES. The lettering actually looks
better and it is 10,000 times faster! Be bold
and cut outside the lines. I have a sample
picture up there from a freebie in my shop.
The dotted lines give you an idea of what I
mean. Have fun! It’s like off-roading with
scissors!
 We
Celebrate
you,
President
We Celebrate You President Lincoln
1-2-3-Writing
Thematic Teaching - Shared Research

pre-write

1
Activities
Avoid Repeated
Words
Talk Box
About Abraham
Lincoln

Quick Shared
2 Write
Option
research
Option

Publish
3 writing
 Name __________________________________________

Avoid Repeated Words

You can’t start every sentence with Abraham Lincoln.
Can you think of other ways to say his name?

Mr. Our 16th

Lincoln President

Abraham
Lincoln
Name_____________________________
Abraham
Lincoln
was wanted
________ ________
is most
________ ________ remembered
________ ________ for
________ ________ ________
________ ________ ________
________ ________ ________
Abraham Lincoln was
an important man.
Name ____________
_______________________

_______________________

_______________________

Abraham|
_______________________

Lincoln
was|an| _______________________

important| _______________________

man. _______________________

_______________________

_______________________
© Katie Knight 2014 Teacher to the Core

_______________________

_______________________

I have learned so much about Abraham Lincoln !

To learn more about Abraham Lincoln, you
_______________________
can Google it with adult help!
I hope you learned something new from my paragraph.
Very advanced
writers can stop
and add one
detail sentence
per idea.
Name ____________

STOP
& Tell Me More

Abraham|
Lincoln
was|an|
important| STOP
man.
& Tell Me More

© Katie Knight 2014 Teacher to the Core

STOP
& Tell Me More

I have learned so much about ___________________ !

To learn more about _________________, you
can Google it with adult help!
I hope you learned something new from my paragraph.
 sense of
Closure Poster
This can be enlarged at any Staples, Office Depot, or
local print shop. You can project it by pulling up this PDF
on your computer. It’s also a wonderful
resource for student writing folders.
 First and Second Grade

Shared Research
Literacy Through Thematic Teaching

pre-write
1 Activities
Avoid repeated
words, Brainstorm Talk
Box, and
Brainstorming chart

Shared
research
2
2nd Grade

1st 2nd
Grade
Options
First grade option provides help with sense of closure.

Publish
3 writing
 Shared research

new

1st and 2nd graders write:

 Topic sentence
 Facts with supporting details
 Closing sentence (with support provided)
Highlight the source of the information:
 This supports the idea that we cite where
we got our information.
 Highlighting is very child friendly and
age appropriate !
 Shared research

Read
Choose Your Passage / Article
 Shared research

Multiple
Sources

These free, favorites are easy to search on You Tube.

I do not own this content, so it’s not mine to link due to copyrights. Here is exactly what I use when teaching.

Abraham Lincoln Animated Hero Classics

Homeschool Pop

I Am Abraham Lincoln
By Grammy’s Book Nook
Shared research

Write
Lots of room to
write and gets
kids used to
writing on an
open line.
Shared research

Cite Simply
highlight
Book
Movie or
Article
 In a
shared research,
project, students
write facts and think
about the sources of
their information.
Simply highlight
 Book
 Movie
 Article
 First Grade
Name ______________ Shared Research Project
__________________________________
Topic

__________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

Choose and  I have learned so much about __________________, and I

hope you have too!
write your
 To learn more about ___________________, just Google it
closure with an adult’s help.
sentence.  I think _____________________________________ incredible!
What do you think?

_________________________________________
Closure

_________________________________________
_________________________________________
_________________________________________
© Katie Knight 2014 Teacher to the Core
 First Grade

Name ______________ Shared Research Project

__________________________________
Topic

__________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

© Katie Knight 2014 Teacher to the Core

 First Grade

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

Choose and  I have learned so much about _________________,

and I hope you have too!
then write your  To learn more about ___________________, just
closure Google it with an adult’s help.

sentence.  I think _____________________________________

incredible! What do you think?

__________________________________________
Closure

__________________________________________
__________________________________________

Capitalization Errors Other Errors

Meeting the Capital start to sentences Forgot punctuation © Katie Knight 2014 Teacher to the Core
Standards: Kindergarten Standard Kindergarten Standard
Your student Calendar words Some sentences don’t make sense
Months, Days of the week, Holidays Kindergarten standard
 Exceeded Names of people and places.
No errors with 6+ complex sentences. Avoid repeated words or phrases.
Mrs. Smith, Target, New York, Main St. I like… I like… I like…
 Almost exceeded Some sentences are short & simple
Few to no errors with 6+ complex sentences.
Spelling Errors Try using and or because.
 Met Standard Phonics- write beginning, Use describing or sensory words.
middle and ending sounds. This brings your writing to life.
 Approaching
Sight words and previous Work does not show editing.
spelling words are incorrect Read your work again to find errors
 Did not meet
Other: Other:
 2nd / 3rd Grade

Name ______________ Shared Research Project

__________________________________
Topic

__________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

© Katie Knight 2014 Teacher to the Core

 2nd / 3rd Grade

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

________________________________________ book

________________________________________
________________________________________

__________________________________________
Closure

__________________________________________
__________________________________________

Capitalization Errors Other Errors

Meeting the Capital start to sentences Forgot punctuation
Standards: Kindergarten Standard Kindergarten Standard
© Katie Knight 2014 Teacher to the Core

Your student
Calendar words
Months, Days of the week, Holidays
 Exceeded
No errors with 6+ complex sentences. Names of people and places.
Mrs. Smith, Target, New York, Main St.
 Almost exceeded
Few to no errors with 6+ complex sentences.
Spelling Errors
 Met Standard
Phonics- write beginning,
middle and ending sounds.
 Approaching
Sight words and previous
spelling words are incorrect
 Did not meet
Other:
Some sentences don’t make sense
Kindergarten standard
Avoid repeated words or phrases.
I like… I like… I like…
Some sentences are short & simple
Try using and or because.
Use describing or sensory words.
This brings your writing to life.
Work does not show editing.
Read your work again to find errors
Other:
 I have created 10 blank page
writing options for your class:
Please, choose the one you like
best! Each is cuter the last- so
you can’t go wrong.
 name

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© Katie Knight 2014 Teacher to the Core
 Name

__________________________
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__________________________
__________________________
__________________________
__________________________
__________________________
________________________
© Katie Knight 2014 Teacher to the Core
___________________________
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© Katie Knight 2014 Teacher to the Core
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 small spaces?
Dealing with

Layer Your Writing

1. Have kids use the paper with their name at the bottom.
2. Measure space- Consider the # of columns you have room for
along with the art to be displayed. ( See mock-up board below)
3. Begin layering the papers from the bottom up.
4. Staple across the top of the papers so all pages can be lifted.
5. Display cute lettering across the top of the writing.
6. Staple the darling art all around it.

Names on bottom
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name
Bonus Presidential

Opinion
Writing & Graphing
1-2-3-Writing
Thematic Teaching - Shared Research

pre-write

1
Activities
Seeing both
sides of an
opinion,

Opinion
2 Quick
Write

Publish
3 writing
Name Opinion Writing
Topic We have been learning about George Washington and
Abraham Lincoln.

My I think _____________________ was the most

Opinion
important President because ____________
________________________________________

Another reason is because _________________

________________________________________
Always ask your reader their opinion after they have read your opinion. This is a great way to close an opinion paragraph.

After reading my opinion paragraph, do you agree or

Close
disagree with me?
©Teacher to the Core www.teachertothecore.com 2016
Name Opinion Writing
Topic We have been learning about George Washington and
Abraham Lincoln.

My I think George Washington was the most

Opinion
important President because he wrote all
of many of our laws.

Another reason is because he was the first

President and set a good example !
Always ask your reader their opinion after they have read your opinion. This is a great way to close an opinion paragraph.

After reading my opinion paragraph, do you agree or

Close
disagree with me?
©Teacher to the Core www.teachertothecore.com 2016
 Name Opinion: Circle the most important man.

I think
because
Ask Some Friends Team
DATA
Show with tally marks

Describe the Graph

__________________
__________________
__________________
__________________
most least equal © Katie Knight 2014 Teacher to the Core
 We|have|been|
Opinion learning|about|
Writing the|Presidents.
Quick Write
Opinion & Why Why?
I think _________________ Another reason is ___________
_________________ is the most _____________________________
important President because _____________________________
_____________________________ _____________________________

© Katie Knight 2014 Teacher to the Core

____________________________
End your How do you feel about ______________________?
I have learned so much and I hope you have too!
thoughts
To learn more about _______ just google it with adult help!
I hope after reading this that you like ______ as much as I do.
 Share Your Opinion
Name ___________________________________________

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© Katie Knight 2014 Teacher to the Core
 Share Your Opinion

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Name _______________________________
© Katie Knight 2014 Teacher to the Core
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© Katie Knight 2014 Teacher to the Core
Maximum Exposure/ Fluency
For fluency purposes, students are not reading this
passage one time.

Ideally, each day:

• 2-4 minute read through with the whole class.
• 7 minute buddy reading or fluency drill sessions
with an upper grade class.
• 1 read through for homework with a helper at
home. Fingers crossed about the homework
right!

© Katie Knight 2014 Teacher to the Core email: katieknight@sbcglobal.net

 Even if the child has no support at home, they
have support at school!
 Daily Drill in My Classroom:
Use what works for you

Independent Fluency Instruction: Buddies:

Practice & How do good readers read? Very important to
Shoulder Buddy Vocabulary Development any fluency
Reading Fluency games program. But is not
Interaction with the text a must. Do what
you can.
5 minute “Quick Read” while I collect homework:
2- 3 Minutes- Independent reading of the fluency passage
2-3 Minutes- Shoulder Buddies read together at desks
2 Minutes- Choral Read (1 voice) or Echo Read (I say, you repeat)
Both of these reading styles support low readers and language learners

10-15 minutes of my Language Arts Block

Fluency Instruction & Games

Afternoon with Upper Grade Buddies

It is my opinion that 1st graders should not be timed until Jan.
Upper grade buddies listen, encourage, and the read back
the story to model fluent reading.

Weekly Plan Day 1-5 on the next page

© Katie Knight 2014 Teacher to the Core email: katieknight@sbcglobal.net
Weekly Plan Whole group instruction
for fluency and skills

All elements listed in bold below are

resources that are
included in the 101 unit.
Try to read the passage as often as you can fit it Individual Practice
into your day. This is a sample week of what I do
in my first grade classroom at the beginning of
the year. In January I begin timing the kids and
no longer use a pocket chart for instruction. I
have noted the amount of time it takes in
(parenthesis ). Learning Together and
personal response.

Day 1:
Shared reading of the passage. Emphasis on reading in a natural voice at
a natural pace. Do lots of echo reading! Winter fluency begins paragraph
format reading at the end of December so spend time on the return
sweep of your eyes and voice onto a new line. (15 min) Afternoon reading
buddies (7 min)
Day 2:
Find, highlight, and discuss the power words. Sometimes we do a “Close
Reading” of vocabulary pictures during Lang Arts Block (ELA 10-15 min).
This is the day I usually do the art associated with the passage. (30 min
during writing.) Afternoon reading buddies (7 min)

Day 3:
Read with Voice Sticks and Punctuation Poppers. Make up motions for the
passage for the game Crazy Professor (ELA 10-15 minutes). Afternoon
reading buddies(7 min).

Day 4:
OMIT A WORD Strategy. Teacher reads and omits key vocabulary words,
kids fill in the omitted word when the teacher pauses. (ELA 5 min)& play
CRAZY PROFESSOR (5 min). Reading buddies (7 min)

Day 5:
READERS CHALLENGE (ELA 20 min for 2 rounds) Afternoon reading buddies
(7 min). I often do the writing component on this day.
© Katie Knight 2014 Teacher to the Core email: katieknight@sbcglobal.net
A Year of Literacy
Aug.- Nov.
I like to do the fluency
passage in a pocket
chart and in their folder.
At the chart we can talk
about 1 to 1, phrasing,
and pace. I print the
picture clue cards to
both help them with

© Katie Knight 2014 Teacher to the Core email: katieknight@sbcglobal.net

harder words and to
teach them the reading
skill of “checking the
pictures”. In this packet,

December- June
We go OFF the chart and solely
onto our paper passage pages.
December is the transition month
where I use the pocket chart, but
the passage is in paragraph form
instead of 1 sentence per line like
in Fall Fluency.
This unit is for use in the Spring,
Children will enjoy reading their
paper passages, highlighting
where they found answers, and
circling unknown words!
 Buddies:
This is priceless during my
school day. I asked a 6th
grade teacher to be my
buddy class. Her students
breeze in after 6th grade
lunch. It takes 7 minutes to
1st buddy read. It calms down
graders the 6th graders after a wild
waiting lunch. It makes both sets of
kids feel special. The students
bond, and my 1st graders
have an audience for their
growing reading skills.

1. Little buddies stand

and wait.
2. Big Buddies join them
and both kids sit criss-
cross applesauce.
3. Anyone left standing
is paired up by the
teacher because their
buddy must be absent.
4. Listen to little buddy.
5. Then read it to little
buddy to model
fluency.

© Katie Knight 2014 Teacher to the Core email: katieknight@sbcglobal.net

 Comprehension 101
Reading games, like Crazy Professor, and strategies, like
Punctuation Poppers, are essential to building fluency and making
it fun! I have written a “Comprehension and Fluency 101” guide
to help. It has 10 game-changer strategies, tools, posters, and
whole-group reading games, to help your fluency program fly.
There are 9 posters that come with the pack. They come in 2 sizes
(8.5x11 and 11x17). They also come in full color and black and
white. This Comprehension and Fluency 101 pack comes with full
explanations and pictures of how to use every tool, implement
each strategy, play each whole-class game, and have the time of
your life teaching reading comprehension!

Why do we reread?

8
Posters
“Keys”
to
Fluency

Voice Sticks
& 2
Punctuation Reading
Poppers Games

© Katie Knight 2014 Teacher to the Core email: katieknight@sbcglobal.net

Click the
picture
 Make it
Engaging!

Click
to buy
101

© Katie Knight 2014 Teacher to the Core

 Available on Teachers Pay Teachers: Comprehension 101
Reading games, like Crazy Professor, and strategies, like
Punctuation Poppers, are essential to building fluency and making
it fun! I have written a “Comprehension and Fluency 101” guide
to help. It has 10 game-changer strategies, tools, posters, and
whole-group reading games, to help your fluency program fly.
There are 9 posters that come with the pack. They come in 2 sizes
(8.5x11 and 11x17). They also come in full color and black and
white. This Comprehension and Fluency 101 pack comes with full
explanations and pictures of how to use every tool, implement
each strategy, play each whole-class game, and have the time of
your life teaching reading comprehension!

Why do we reread?

8
Posters
“Keys”
to
Fluency

Voice Sticks
& 2
Punctuation Reading
Poppers Games

© Katie Knight 2014 Teacher to the Core email: katieknight@sbcglobal.net

 Dear first grade teacher,
Research I have read indicates that
first graders should not be timed on their reading
until after December. After December they are
more confident, enjoy reading, and are
sophisticated enough to appreciate the growth
they can see in the graphing process. I am
including passages with and without numbers so
that you can decide. I also included a graph for
you since kids love to see their growth.. As always,
do what you think is best for your little ones!
And God speed as you teach them to read!
| Katie
Teacher to the Core

Do I
time the
Students?
Yes. I time them beginning in
January. After December, I
switch to the passages with
numbers down the side.
Little Buddy _______________ Big Buddy _________________
Figuring out my buddy’s

Words Correct per

Read
minute
Student
Read 1 Read 2 Read 3 Read 4 Read 5
minute Example

70
Words
read

- Errors -2
Correct

68
Words
Per Min.
CWPM
Graph the CWPM below

Look at how my comprehension and

fluency
have improved every day!
Words
Correct 10+ 20+ 30+ 40+ 50+ 60+ 70+ 80+ 90+ 100+ 110+ 120+ 130+ 140+

Read
1
Read
2
Read
3
Read
4
Read
5
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