ALANA CURTIN

Draft #3

Unit of Study: Readers work to dig deeper

Grade Level: 1st Grade
Dates: December
Common Core State Standards
(CCSS)
What standards are addressed in this
unit?

Goals
Write in student friendly language: I can, I
will, The teacher will, etc. Should be at
least 4-6.

Bends in the Road

What are the bends that need to be taught
to meet the goals? What are the
foundational skills that need to be in place
in order to meet the goals?

Mini Lessons
What are the specific lessons that need to
be taught for those foundational skills
(bends)?

CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key

details in a text.
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and
demonstrate understanding of their central message or lesson.
CCSS.ELA-Literacy.RI.1.5 Know and use various text features (e.g.,
headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.
1. I can make predictions before and while I am reading.
2.I can make connections while I am reading
3.I will learn how to retell the story with specific details
4.I can retell the story in order
5. Students will dig deeper within texts to better understand the story
6. Students will work with partners to find clues that will help them
deepen their understanding of the story
1.Readers can make predictions to help find meaning in a text
2.Readers make connections to enhance their understanding of
texts, self, and life
3.Readers can retell the story to recognize and organize thoughts
about the reading
Bend 1
1.Readers can recall past experiences about/ related to the topic
2.Readers ask questions as they read
3.Readers can make predictions from text features
4. Readers predict by making pictures in their mind
Bend 2
1.Readers are able to make text to text connections
2.Readers are able to make text to self connections
3. Readers are able to make text to world connections
4. Readers make connections to understand the characters and the
story better
Bend 3
1.Readers know how to balance the details when they retell
2.Readers follow the events of the story when they retell
3.Readers use time words when they retell
4. Readers retell with expression

Classroom Library

What does the classroom library have to

have for this unit?

Materials and Resources

The library can be used when the tasks given are

completed.
Encourage students to read what is in their book bags first
then check out new books from the classroom library.
Have books with details and relatable connections for
students
Non-fiction leveled books
Leveled books with a variety of text features
Seasonal books to activate prior knowledge
Big covers of books for text features
Picture books with easy connections
Books with different text features (charts, bold, underline,
etc.
Charts to make notes of different connections readers make
Chart to describe text features

ALANA CURTIN

Draft #3

Workshop Structure

Chart with pictures to match punctuation expression

Books from the school library relating to the season and with
relatable connections
Prediction/question notebooks (independent reading) or
class chart (read aloud)

Mini lessons, workshop, sharing.

Make connections and go in depth rather than read the
words of the book (think aloud)
Read to self and read with a partner
Conferences during workshop (small groups and individual)

Other Literacy Components

Shared reading (friends and family)

Writing/drawing in readers notebook

Work Students are Doing

What are student expectations? What
reading behaviors or habits are expected?

Support for Struggling Readers

How will you support ALL learners (UDL)?

Students ask themselves questions and find the answer

Students share connections when the time is appropriate
Students retell the story when it is their turn to talk
Students are good listeners when others are sharing
Students can write or draw in a journal to organize their
thoughts
Take the struggling readers more frequently for conferences
throughout the week
Remind them of the strategies they can work on guided
towards their weakness
Assess early to get a good detailed understanding of their
level.
Make sure they are choosing books at a just right level.
Have them read with a partner to practice different skills and
gain different ideas from their partner
Incorporate different learning styles, read out loud, be
creative and have them draw pictures, read silently or with a
partner, read back what was just read, answer questions, act
out what is going on, etc.
Meet with strong readers at least once a week and give
them direction/check in
Have students pick their own books from the classroom
library and assess if they are just right
Occasionally pair strong readers to read with struggling
readers to desegregate the class and give struggling readers
support
Students will be asked to make connections from their book
to connections at home. Students can take a picture or
share a story about their connection in class.
Students will also be asked to look outside when they are
out and about with their parents and try to make text to world
connections. They will be asked to share with the class or
show a picture/ example of their connection.
After readers make connections they will also be asked to
share their connection with their parents/guardians.
Have the parents share information about connections they
made as well.
Inform parents of celebration (big book)
More formative assessment to give students feedback and
guide them to dig even deeper
Note readers depth and progress during individual

Support for Strong Readers

How will you support ALL learners (UDL)?

Home/School
What can be done to foster the connection
between home and school?

Assessments
Formative? Summative?

ALANA CURTIN

Draft #3

Celebrations

How will you celebrate with students? Is

there a way to involve parents? Is there a
way to share your celebration with the
school?

conferences
Assess connections made by simple rubric for Big Book (in
the end)
Reading assessments to see if the level changed or stayed
the same
Reading assessments to check the strength of strategies
taught
Students will make a big book of connections and details
from their personal lives and their texts they have been
reading. Each student will have 1 page in the book where
they will be asked to explain the connections they made
from world, self, text. They can use pictures, drawings, etc.
Students will have to make their page include specific details
to get a good deep understanding of their connection.
Students will work together as a class to create a title and
cover for the book including text features.
Students will each get a copy of this book to be able to share
with family, friends, and school mates.
We will also share together as a class when completed so
that students can ask questions to one another.