Unit Title: ABCs of Fiction and Nonfiction_ Course: ELA Time: 6 Weeks

Literacy Unit Plan 1

Focus LAF: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types (RL. 2.5). Supporting LAFS:

RL.1.1, 1.2, 1.3. 2.4, 2.5, 2.6, 3.7, 3.9, 4.10 RF.1.1, 2.2, 3.3, 4.4 RI.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7. 3.8. 3.9, 4.10 SL.1.1, 1.2, 1.3, 2.4, 2.5. 2.6 Cluster 1: Conventions of Standard English L.1.1, L.1.2 Cluster 2: Vocabulary Acquisition and Use L.3.4, 3.5, 3.6 W.1.1, 1.2, 1.3 W.2.5, 2.6 W.3.7, 3.8 Integrated Curriculum: Social Studies/ Good Citizens SS.1.C.1.1, 1.2, 1.3 Science/ Living and Nonliving SC.1.L.14.1, 14.2, 14.3 Practice of Science SC.1.N.1.1, 1.2, 1.3, 1.4

Standards Unpacked

Know (Level 2) Understand (Level 2 & 3) Be able to do (Level 3 & 4) (Vocabulary & Terms)

author, capitalization, illustrator, informational, key details, period, poems, question marks, questions, research questions, shared research, sort, stories, topic, elements of fiction and non-fiction books Know and apply grade-level phonics and word analysis skills in decoding words. Known terms: vowel, consonant, author, story, alphabet, book, letter, title Phonics and Word Recognition Know and apply grade-level and word analysis in decoding words.

(concepts) Pictures, illustrations, and details help to explain the text (RL. 3.7) There are many sources of information for different topics (RL. 2.6) The difference between fiction, non-fiction, and poetry (RL. 2.5, RL. 4.10)

(performance) Apply grade-level phonics and word analysis to decode words (RF. 3.3). Read grade-level texts with sufficient accuracy and fluency (RF. 4.4). Explain major differences between books that tell stories and books that give information (RL.2.5). Use pictures, illustrations, and details in texts to describe key ideas (RL.3.7, RI.2.5). Write pieces on a given topic in response to questions adding details as needed (W.2.5). Participate in collaborative discussions using agreed upon rules (SL.1.1). Describe people and events clearly with relevant details (SL.2.4). Capitalize names, places, and dates (L.1.1, L.1.2). Use punctuation correctly (periods and question marks) (L.1.2).

Perform poetry as a choral reading (RL.4.10).

Unit Title: ABCs of Fiction and Nonfiction_ Course: ELA Time: 6 Weeks

Literacy Unit Plan 2

Assessments: Pre-Tests: Star Reading, Running Records, FAIR, First 50 sight words

Assessments: Weekly Reading, Spelling, and Vocabulary Tests Journal writing Written and pictorial responses to readings Oral Responses to reading Informal self-assessments Accelerated Reader Tests Writing Rubric Scale

Assessments: End-of-Unit Reading, Spelling, and Vocabulary Tests, First 50 sight words, Running Records

Unit Goal: I can read and understand books for information and for fun, and…

4 I can compare and contrast different types of fiction and nonfiction texts.

3 I can explain the difference between fiction and nonfiction texts.

2 I can tell the difference between fiction and nonfiction features in a text.

1 With help, I can tell the difference between fiction and nonfiction features in a text.

To demonstrate proficiency at levels 3 & 4 the students will be able to: Read various genres including fiction, nonfiction, and poetry (at first-grade reading levels). Investigate elements of fiction and nonfiction. Write using mostly correct conventions of grammar appropriate for first grade. Answer text-based questions in writing.

Unit Title: ABCs of Fiction and Nonfiction_ Course: ELA Time: 6 Weeks

Literacy Unit Plan 3

Select literacy skills featured in this unit of study

Writing applications 1. Explanatory/informative 2. persuasive/argumentative 3. research 4. functional (letters, directions), 5. Summary:

Describe Compare Associate Analyze Apply Argue

Relate Sequence Predict Create/invent Define Solve

Foundational Skills Concepts of print Phonological awareness Alphabetic principle High frequency/ sight words Phonics

Reading for information & literary analysis Main idea Supportive details Sequential order relationships Cause/effect problem-solution/generalizations/conclusions Interpret instructions Understand/use words, phrases, symbols Understand/use maps, charts, and graphs Author’s purpose/techniques Literary analysis

Speaking Lead & participate in discussion Read/interpret text Create/present speeches Debate Interact w/ partners/grps Reciprocal teaching Ask relevant questions Use media and other visual resources

Listening Summarize/paraphrase what was heard, read, viewed Listen and respond to questions and comments Restate and carry out oral instructions ID and manage barriers to listening Take notes

Language (interwoven throughout) Grammar and usage Conventions How language functions in different contexts Meaning of unknown words and phrases Word relationships and nuances in meaning Academic and domain-specific vocabulary

Instruction Strategies Addressing Content (how will you help students):

Read Alouds Fiction Examples: Eric Carle Animal Books, First Grade Jitters, Froggy Goes to School, David Books Nonfiction Examples: Animal Books, Germs Make Me Sick, The Life Cycle of a Frog, Babies, Books

about the 5 Senses National Geographic Big Books: Processes of Science, Living and Nonliving

Close Readings Readworks Passage Examples: Rules, Good Citizens, Scholastic Newsletters Social Studies: We are Citizens, People and Authority, Symbols of Our Country

Shared Reading (Literature or Informational) Big Book Examples: If you Take a Mouse to School, All That I Am Science Vocabulary Cards: Living and Nonliving, Processes of Science National Geographic Big Books: Processes of Science, Living and Nonliving Poetry

Guided Reading Differentiated nonfiction readers: Scholastic Series (K-2) Community Helpers & Animal Books Differentiated nonfiction Social Studies Biographies: Differentiated fiction and nonfiction readers: All About Us Series Differentiated Science readers: Living and Nonliving, Practice of Science Reading A-Z leveled books with corresponding activities

Independent Reading Self-selected just right books Reading A-Z leveled books with corresponding activities Raz-Kids and other online interactive reading programs

Routine Writing

DQ2 Process- Students engage in interactions with other students, students ask and answer questions of other students (turn and talk) Elaborate –Students draw conclusions that were not explicitly taught, students ask and answer questions that require inference skills Record- record and represent their understanding of critical content in linguistic and non-linguistic (pictures) ways Reflect- examine level of understanding and identify areas where they are clear and/or confused DQ3 ID Similarities and differences- Students describe how elements are similar and different and what new information they have learned as a result of their comparison. Examine Errors – students can look at what they have learned and find their errors in their reasoning DQ4 Generate hypotheses – problem solving, decision making, investigating, inquiring (make a guess, act, draw conclusions, compare to original thinking/guess)

Unit Title: ABCs of Fiction and Nonfiction_ Course: ELA Time: 6 Weeks

Literacy Unit Plan 4

Writer’s Workshop Student Writing Journals: personal, vocabulary, science, and math Response to reading activities Expository Reports

Lesson Titles Week 1 – Phonics: short a and s endings, Comprehension: character chart, Text feature: photographs Week 2 – Phonics: short a and s endings, Comprehension: retelling, Text feature: labels Week 3 – Phonics: short i and double final consonants, Comprehension: sequencing, Text feature:

parts of a book Week 4 – Phonics: r blends, possessive ‘s, Comprehension: setting chart, Text feature: Lists Week 5 – Phonics: CVCC words, rhyme, final blends nd, st, nt, nk Comprehension: Author’s purpose Week 6 – Review

Technology Needed iPads and Computers for Raz-Kids, Accelerated Reader, Learning Odyssey, and other interactive

reading programs Instructional Strategies

Partner reading, choral reading, repeated readings, close readings, shared readings

Content: How will you vary what students will learn and the materials that represent the content? Content reading materials and teacher support are differentiated to meet each student’s reading level and ability. Process: How will you vary activities through which students make sense of key ideas using essential skills? Teacher will summarize key points throughout each section of the lesson and provide hands-on practice for to identify elements of fiction and nonfiction, e.g. Venn Diagrams, Role Play, T-charts, webbing activities, online programs, e.g. Headsprouts, Raz-Kids, etc. Product: How will you vary the way students demonstrate and extend what they understand and can do as a result of a span of learning? Students may use oral explanations, journal entries, drawings, invented spelling, and partner work to demonstrate understandings of fiction and nonfiction. Learning Environment: How will you vary the classroom conditions that set the climate, expectations for learning, and physical conditions? Students will: (1) work in mixed ability collaborative groupings; (2) read aloud; (3) use peer tutoring; (4) be given extra time and support as needed; (5) be encouraged by productive meaningful feedback, and (6) celebrate their individual and group successes.