Reading Units

Unit 1: Story Elements / What is a Sentence?

Priority Standards

1.RL.2.3- Using key details, identify and describe the elements of plot, character, and setting.

1.RL.3.1- Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).

1.RV.3.1- Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).

Unit 2: Sequencing / What Are the Steps in Writing a Story?

Priority Standards

RF 4.6 - Read grade-appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn’t). (Units 2, 4, 6)

RL 2.4- Make and confirm predictions about what will happen next in a story.

RN 2.1- Ask and answer questions about key details to clarify and confirm understanding of a text.

RV 2.1- Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words.

W 3.3- Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending.

Unit 3: Cause & Effect / Plan for a Character Using a Graphic Organizer

Priority Standards

RF 5- Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.

RL 2.1- Ask and answer questions about main idea and key details in a text.

RV 3.2- Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.

Unit 4: Recognize Descriptive Language / Plan for a Problem & Solution Story Using a Graphic Organizer

Priority Standards

RF 4.6- Read grade-appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn’t).

RV 3.1- Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).

RV 3.2- Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.

Unit 5: Identify A Fable's Lesson / Writing Process (Draft, Revise, Publish)

Priority Standards

RL 2.4- Make and confirm predictions about what will happen next in a story.

RL 3.1- Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks).

RN 2.1- Ask and answer questions about key details to clarify and confirm understanding of a text.

RN 2.2- Retell main ideas and key details of a text.

W 3.3- Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending.

Unit 6: Understand Setting / Ordering Lists and Directions

Priority Standards

RF 5- Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level. (Units 3, 6, 8)

1.RL.2.3- Using key details, identify and describe the elements of plot, character, and setting. (1,6,10)

1.RV.2.1- Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words. (Units 2,6,10)

Unit 7: Main Idea & Supporting Details / Create a Personal Narrative

Priority Standards

1.RL.2.1- Ask and answer questions about main idea and key details in a text. (Units 3,7,9)

1.RN.2.2- Retell main ideas and key details of a text. (Units 5,7,9)

1.RV.3.2- Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.

Unit 8: Recognize Patterns, Rhyme and Rhythm / Pattern Poems

Priority Standards

RF 5- Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level. (Units 3, 6, 8)

1.RL.2.4- Make and confirm predictions about what will happen next in a story. (Units 2,5,8)

1.RL.3.1- Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks). (Units 1,5,8)

1.RV.3.1- Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell). (Units 1,4,8)

Unit 9: Compare and Contrast / Use the Writing Process to Create a Story

Priority Standards

1.RL.2.1- Ask and answer questions about main idea and key details in a text. (Units 3,7,9)

1.RN.2.2- Retell main ideas and key details of a text. (Units 5,7,9)

1.W.3.3- Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. (Units 2,5,9)

Unit 10: Identify Lesson in a Story / Research

Priority Standards

RF 4.6- Read grade-appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, -ed, -ing, -s, -er, -est), and simple compound words (e.g., cupcake) and contractions (e.g., isn’t). (Units 2, 4, 10)

1.RL.2.3- Using key details, identify and describe the elements of plot, character, and setting. (1,6,10)

1.RN.2.1- Ask and answer questions about key details to clarify and confirm understanding of a text. (Units 2,5,10)

1.RV.2.1- Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words. (Units 2,6,10)