Literacy Calendar & Supporting Documents Grade One

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New Canaan Public SchoolsLiteracy Calendar &Supporting DocumentsGrade One6/19

NEW CANAAN PUBLIC SCHOOLSFirst Grade Literacy CalendarWe Are Writers: Launching the WritingWorkshopWe Are ReadersSeptemberLooking Closely at How Text and ImagesWork TogetherUsing Our Superpowers to Read (PrintStrategies and Just-Right Books)OctoberUsing Our Superpowers to Write in the RealWorld: Functional WritingNovemberThinking, Talking, and Writing Aboutthe Stories We ReadCrafting a Personal Narrative(Narrative)DecemberNavigating More Challenging BooksWith Accuracy, Fluency, and MeaningJanuaryOpinions Matter:Making RecommendationsTeaching Others to Tackle the Unknown:Procedural Texts (Informational)Exploring and Making Meaningin Informational TextsFebruaryLeaning on Authors as Mentors to WriteAwesome Stories(Narrative)Thinking, Talking and Writing About BigIdeas in BooksMarchComparing and ContrastingInformational Text as ResearchersApril(Research)Reading and Responding to PoetryMayLooking Back and Planning Forward toApplyAll We Have LearnedJuneTeaching Others What We Know(Informational)Playing With Words(Poetic Language)6/19

NEW CANAAN PUBLIC SCHOOLSFirst Grade Reading Workshop Curricular CalendarUnits of StudySEPTEMBERWe Are Readers: Launching the Reading WorkshopReaders build on their experiences in kindergarten as they learn what the reading workshop looks like andsounds like in first grade. Children continue to develop their reading identities in an environment thatcelebrates reading and encourages active, engaged readers. They continue to learn the routines andprocedures that promote reading stamina and independence in the reading workshop.Common CoreStandardsRL.1.7, RI.1.7,SL.1.1, SL.1.6Readers: demonstrate appropriate workshop behaviors and procedures. choose just-right and other books that help them to develop stamina. engage in purposeful reading for the duration of the independent readingtime. politely interact with partners.Using Our Superpowers to ReadOCTOBER(Print Strategies and Just-Right Books)Students will review and build upon the word solving strategies they learned in kindergarten as theycontinue to develop their “superpowers” as readers. The intent is to continue to help children build arepertoire of strategies they can use when they are figuring out words they do not know. They should beginto use all three cueing systems simultaneously as they read their just-right texts. Fluency is another focus ofthis unit. Once readers decode text, they need to make it sound right by paying attention to phrasing andpunctuation. Repeated readings of texts will enhance this process.Common CoreStandardsRF.1.1, RF.1.2, RF.1.3,RF.1.4Readers: solve words by thinking about what makes sense, sounds right, and looksright. persist in using a variety of word solving strategies until their readingmakes sense. read with accuracy and sufficient fluency to support comprehension.NOVEMBERDECEMBERThinking, Talking, and Writing About the Stories We ReadThis unit focuses on the comprehension of stories through the lens of the characters. All the story elementsare important to consider as children retell the stories they have read, but it is the connections studentshave with the characters that make stories compelling and inspire lively discussions. As students discuss thecharacters in their books, they will use details from the words and illustrations to support their ownobservations and theories.6/19

Common CoreStandardsRL.1.1, RL.1.2, RL.1.3,RL.1.7, RL.1.9, SL.1.4Readers: demonstrate an understanding of a story by retelling it (independently andwith partners), including characters, settings and major events using keydetails. ask and answer questions about key details in a story (independently andwith partners). infer information throughout a story about main and supportingcharacters, using illustrations and details in the text. compare and contrast characters’ adventures and experiences with theirown lives in order to react to and interact with text. Readers synthesize the details they have gathered in order to learn fromthe characters in their books, grounding their ideas in the text (print andillustrations).JANUARYNavigating More Challenging Books with Accuracy, Fluency and MeaningThis unit focuses on increasing and improving students’ strategies for word-solving, fluency andcomprehension as they begin to read longer texts independently. Teachers will review word-solvingstrategies and introduce some new strategies as well. Students will hear their teachers model what fluentreading sounds like and they will practice reading fluently in their independent reading. Children will alsohave opportunities to reread and retell stories to increase comprehension. It is important that childrenunderstand that reading both accurately and fluently are important because they lead to comprehension.Common CoreStandardsRL.1.2, RL.1.10, RF.1.3,RF.1.4Readers: solve more complex words by using a wider variety of strategies. self-monitor (M/S/V) in order to understand what they read. read fluently in order to understand what they read (phrasing, intonation,pausing, stress and rate). reread and retell stories to enhance understanding (i.e. central message orlesson.)FEBRUARYExploring and Making Meaning in Informational TextsFirst graders are curious about the world around them and passionate about various topics, soinformational texts are extremely appealing to them. In this unit of study, students will learn how to readand comprehend informational texts and share their learning with others. Children will use text features tonavigate nonfiction books efficiently and will be able to articulate the most important information theylearn in a text.Common CoreStandardsRI.1.3, RI.1.5Readers: demonstrate an understanding of why readers read informational texts. identify and utilize text features to efficiently locate key facts or otherinformation. determine the main topic and key details of a text.6/19

MARCHThinking, Talking and Writing About Big Ideas in BooksStudents have the opportunity to bring together everything they have learned about reading for meaningas they develop ideas that go deeper than the surface level of a text. Children will draw upon the thinkingwork they have been engaged in during interactive read-alouds and look for important themes in books.Students should also be able to add depth to their retellings of stories. As they retell the main events of astory in sequence, the details should lead students to an understanding of the interaction betweencharacters and to possible important lessons that can be learned.Readers: identify major events that help them determine the central message orlesson, discussing this with partners. understand that they can have different ideas about the same book.1.RL.3, 1.RF.4, 1.SL.1, 1.SL.6RL.1.3, RF.1.4, SL.1.1, SL.1.6 share ideas with partners to clarify, verify and/or modify their thinking. compare and contrast central messages and lessons across texts.Common CoreStandardsComparing and Contrasting Informational Texts as ResearchersAPRILStudents will build on what they have learned about the genre of informational texts as they study multipletexts on a single topic. In this unit, students will begin to develop a “researchers’ eye.” Children will thinkabout the choices authors of informational texts make and why they make them. They will explore texts onthe same topic and compare, contrast, and form opinions about them. They will also research a topic andshare what they learn with others.Common CoreStandardsRL.1.5, RI.1.2, RI.1.5, RI.1.7,RI.1.9, RI.1.10, SL.1.1,SL.1.4, SL.1.6Readers: identify basic similarities and differences (text structures and features)between two texts on the same topic and discuss why authors madethese decisions. identify basic similarities and differences (text content) between two textson the same topic and discuss why authors made these decisions. ask and answer questions about a research topic of interest and sharetheir research with others.MAYReading and Responding to PoetryPoetry captures moods, feelings, and ideas through the use of powerful imagery. This poetry unit buildsupon what students learned in kindergarten as they continue to explore, examine and celebrate poeticlanguage. Students will be able to identify and appreciate the devices authors use to craft their poems, suchas rhyme, repetition, personification and onomatopoeia. They will also notice that poets organize andshape their poems by lines and stanzas that help readers read poems fluently and grasp their meaning. Aschildren listen to, read and share poems, they will appreciate the careful choice of words that makes poemssing.6/19

Common CoreStandardsRL.1.1, RL.1.4, RL.1.10,L.1.5, SL.1.4Readers: recognize the characteristics of poetry that make it different from prose. link figurative language in poems to their own experience and priorknowledge to create sensory images that deepen their comprehension. think about poems carefully in order to make inferences about meaning. read aloud, rehearse, and perform selected poems, paying close attentionto the rhythm and sound of language.JUNELooking Back and Planning Forward to Apply All We Have Learned as We Respond to TextThis unit gives students the opportunity to look back over the year and celebrate the progress they havemade as readers. First grade is a year of tremendous growth and change, and children will enjoy trackingtheir experiences and accomplishments as they have become independent readers. This is a good time torevisit some favorite read-alouds, book characters, and the highlights of the units of study. Children willmake a plan for summer reading that they can share with their classmates and with their parents whensummer begins.Common CoreStandardsRL.1.10, SL.1.1, SL.1.4Readers: reflect and celebrate their growth as readers. share their favorite books and discuss their reasoning (e.g. big idea,character, new information, etc.). commit to summer reading by discussing and/or listing types of booksthey would like to read and making a plan.6/19

NEW CANAAN PUBLIC SCHOOLSFirst Grade Writing Workshop Curricular CalendarUnits of StudySEPTEMBER (2 weeks)We Are Writers: Launching the Writing WorkshopThis unit lays the foundation for writing workshop in first grade. Through personal choice andindependence, this unit encourages students to live and think as writers. Students establish a writingidentity and learn the routines and procedures that will support the classroom writing communitythroughout the year. Concurrently, students will author multiple pieces of writing, collaborate withpartners, and use “everything they know” to communicate through writing.Common CoreStandardsW.1.5, SL.1.1Writers: independently follow the structures and routines of writing workshop. orally rehearse, plan, and revise their stories before, during and afterwriting. get ideas from many places and experiment with many types andpurposes of writing. share with others in various phases of the writing process.SEPTEMBER (2 weeks)Looking Closely at How Text and Images Work TogetherChildren are introduced to the key qualities of writing in the context of illustrations. As parallel processes,there are endless decisions writers make when they compose. This unit focuses on the compellinginterplay between the text and images, both in fiction and nonfiction, to convey meaning. Students aregiven information about the subtleties of illustrations that extend or deepen the message of the writtenwords. They learn to become decision-makers about the relationship between their pictures and words.Common CoreStandardsW.1.5, SL.1.5, L.1.6Writers: use mentor texts to examine various illustrative techniques thatenhance meaning. compose with both text and images to add details for the reader. make intentional crafting decisions to create books that reflect theirindividual interests.OCTOBERUsing Our Superpowers to Write in the Real World: Functional WritingThis short unit celebrates the ways writers communicate. Functional writing includes day to dayactivities such as notes, lists, signs, labels, letters, postcards, and invitations to name but a few.Attention is paid to the rules writers use to prepare their writing to go out into the world. Thesesuperpowers include the conventions of language such as letter formation, spacing, spelling,capitalization and punctuation – with the reader in mind.Common CoreStandardsL.1.2, L.1.6Writers: use many forms of writing in their everyday lives. use the friendly letter format to communicate with others. use appropriate letter formation, spacing, punctuation, andcapitalization so their writing can be easily understood by others. spell the best they can by saying and stretching words and accuratelyusing environmental print.6/19

NOVEMBER - DECEMBERCrafting a Personal NarrativeThe genre of personal narrative is more than just a “small moment.” Some writers choose to narrate asingle event from their lives, while others string together a number of experiences and events that takeplace over the course of days, weeks, months, sometimes even years. No matter how simple or complex,they all share the same basic building blocks that make them personal narratives. The writers whounderstand these fundamentals of the genre are well on their way to crafting meaningful and engagingstories for a wide variety of audiences. In this unit, first graders will get a chance to craft their ownpersonal narratives, revise them, and share them with others. By examining mentor texts, charting their“noticings,” and then using these basic structures and techniques during the writing process, studentswill get the chance push their narratives beyond the simple summaries of what they did over theweekend or on vacation during the summer and be able to create focused pieces of writing that allaudiences will enjoy.Common CoreStandardsW.1.3, W.1.5, W.1.8,SL.1.4Writers: generate ideas for stories based on times in their own lives, telling eachstory in a logical order. elaborate on the important part(s) of the story. study and emulate other writers’ craft moves to enhance their ownwriting. revise and edit, polishing up their work for others to enjoy.JANUARY (3 WEEKS)Opinions Matter: Making RecommendationsWe all have opinions and kids are known for eagerly sharing them. This unit asks first graders to do so athoughtful way. The focus is on making recommendations for things that are students’ favorites, thingsthey think are the best, or things that they’d like to change, backing up their opinions with compellingreasons. It is important to choose words carefully, to take time deciding on ideas to recommend andcauses to advance, keeping in mind the audience. In the process, they learn to acknowledge differingopinions respectfully.Common CoreStandardsLATE JANUARY –MID-FEBRUARY (2WEEKS)W.1.1, W.1.8,L.1.5, SL.1.4Writers: prepare recommendations to share with others, particularly those whomay benefit from their opinion. craft beginnings and endings that clearly communicate their opinion,and select words that encourage others to consider their ideas. support opinions about things that hold meaning in their lives usingspecific details and/or reasons. consistently use strategies to support accuracy in their writing.Teaching Others to Tackle the Unknown: Procedural TextsThis unit is designed to give first graders the opportunity to write about what they already know to teachothers. Procedural or instructional texts tell the reader how to make something, do something, completea process, or accomplish any task that requires several steps. As they explore books on a given topic,they use these mentor texts to help them write a sequence of instructions. Tapping into what theyalready know well, they craft their text with an audience in mind, using a variety of nonfiction features inorder to help others tackle the unknown.6/19

Common CoreStandardsW.1.2, W.1.5,W.1.7, L.1.2Writers: use explicit, step-by-step instructions to teach others how to do thingsthey are very familiar with. write with their audience in mind, including detailed steps andtransition words, so the reader can understand and follow theprocedure. use specific vocabulary for their procedural topic. use appropriate spacing, letter formation, capitalization andpunctuation, so directions can be easily read and followed.MID-FEBRUARY – MARCHLeaning on Authors as Mentors to Write Awesome StoriesAs first graders are immersed in the elements of story as readers, we are asking them to apply theirstrong sense of story to fictional writing. In this unit, they’ll plan and structure engaging narratives thatinclude a realistic problem and its solution (or resolution) with a character like themselves. Using variouselaborative techniques, they will build some dramatic tension by slowing down the passage of time atstrategic points in their stories. The story elements of character, setting, and plot are the cornerstones ofthis unit.Common CoreStandardsW.1.3, W.1.7,W.1.8, L.1.5Writers: create stories based on fictional characters that experienceproblems/solutions (getting them in and out of trouble.) set up a story by introducing the character and setting in the beginning. bring their characters to life using dialogue and specificvocabulary/word choice that describes actions and/or feelings. study works of multiple authors to learn what they did to craft greatstories, and purposefully apply the techniques (if appropriate) to theirstory.APRIL - MAYInformational Writing: Teaching Others What We KnowIn Kindergarten, students were taught the basics of an all about book - that it is all about a single topic,that it includes facts, that the pictures should match the words, etc. Now, in first grade, students learnabout the craft and intention writers employ to make informational books. In the beginning of the unit,students will use a RAN chart to record their research, testing what they already know about a topic anduncovering new information as well. They will then study a number of mentor texts to uncover the crafttechniques published authors use to bring life to their topic and connect their readers to their facts.Students will even learn how seemingly innocent grammars and conventions, when used purposefully,can bring life to the writing and deliver the facts in an engaging and efficient way. In this unit, firstgraders get their first taste of the true audience and purpose of informational books, and that, whendone well, can teach others who read them about the topics so near and dear to a writer’s heart.6/19

Common CoreStandardsW.1.2, W.1.8Writers: select meaningful topics and recall their knowledge, gatheringadditional information from outside resources when needed. plan how to present information across pages. understand that they can teach others and use both print and visualfeatures to do so. elaborate on some facts by sharing supporting details. craft enticing covers and explore the use of conventions in meaningfulways.JUNEWriters Play with WordsIn this unit, students build off what they learned about poetry in kindergarten and continue to explorethis fun and imaginative genre! Gathering material not just from their own lives but from the worldaround them, students will begin to think more intentionally about the poetic devices they use to createmeaning in their poems. They think about their audience and the effect the words, lines, repetitions,etc. have on their readers/ listeners. In the end, students share their poems with their fellow classmatesby reading them out loud.Common CoreStandardsL.1.5, SL.1.4Writers: use various strategies to generate ideas for poems. express thoughts using a variety of poetic forms. are selective and intentional in their choice of words to create clearimages using poetic language. experiment with literary devices to strengthen their writing.6/19

link figurative language in poems to their own experience and prior knowledge to create sensory images that deepen their comprehension. think about poems carefully in order to make inferences about meaning. read aloud, rehearse, and perform selected poems, paying close attention to the rhythm and sound of language. E summer begins.

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