How do the texts I read and write allow me to know myself and others (in my immediate environment)?
Everyone is unique and special. Our interests, families, feelings, and experiences help make us who we are. We can learn to understand and celebrate what makes us—and others—different and the same.
How am I unique?
What makes me who I am?
How do readers work?
What kind of books do I like?
How am I similar and different to the characters I read about?
What is something special about me?
Who are the people who love and take care of me?
What makes me happy?
What is something I am good at?
What makes me smile or laugh?
How is my family special or different from others?
Anchor Texts:
Reading Makes You Feel Good by Todd Parr
The Kissing Hand by Audrey Penn
Leo the Late Bloomer by Robert Kraus
It’s Okay to be Different by Todd Parr
Chrysanthemum by Kevin Henkes
Rocket Learns to Read by Tad Hills
The Day You Begin by Jacqueline Woodson
Mentor Shared reading (to be done throughout the year)
“Roses Are Red” and “Ring Around the Rosie”
“Rain, Rain Go Away” and “It’s Raining; It’s Pouring”
“This Little Pig Went to Market” and” One, Two, Buckle My Shoe”
“Jack and Jill” and “Little Miss Muffet”
Other possible titles:
Library Mouse
Lola Goes to the Library
First Day Jitters
King or Queen of Kindergarten
A Letter from Your Teacher
Our Class is a Family
You Can Read by Helaine Becker and Mark Hoffmann
We’re Going on a Book Hunt
Don’t Eat Your Classmates
I Like Myself
Chicka Chicka Boom Boom (for phonics)
Unit Goals:
Students will:
understand expectations, rules, routines, and procedures
learn to read with engagement and stamina
determine a reading identity
understand book handling and library etiquette
understand concepts of print
TC Narrative Writing Unit
Writing about Reading
Skills:
Students will:
ask and answer questions about texts they read.
draw, dictate, or write narratives.
draw, dictate, or write an opinion about a topic.
create a response to a text, author, or personal experience.
Reading: KR1, KR2, KR3, KR4, KR5, KR6, KR7, KR8, KR9
Writing: KW1, KW2, KW3, KW4
Stories help us learn about ourselves and others. They teach us how to understand feelings, solve problems, and connect with people in our own lives.
How do stories help me understand, interact, and connect to my own life?
How am I similar to and/or different from the characters I read about?
How do the texts I read connect me to my family, classmates, and community?
How are the problems in texts I read similar to and different from what I experience?
How do the texts I read reveal what is important to people?
How do the texts I read reveal the character strengths and flaws in people?
How can I be a good citizen and connect with people around me?
Anchor Texts:
Emergent Storybooks for Interactive Read Alouds:
Corduroy by Don Freeman (introduce story elements focus on character and setting- 2 day lesson)
The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Don and Audrey Wood (retelling and problem/solution)
The Three Billy Goats Gruff by Paul Galdone (retelling)
The Gingerbread Boy by Paul Galdone (retelling)
Caps For Sale by Esphyr Slobodkina (retelling and problem/solution)
Interactive Read Aloud:
A Balloon for Isabel by Deborah Underwood (Problem-Solution)
Bear Says Thanks by Karma Wilson
In November by Cynthia Rylan (Making Connections)
Mentor Shared reading (to be done at some point throughout the year)
“Roses Are Red” and “Ring Around the Rosie”
“Rain, Rain Go Away” and “It’s Raining; It’s Pouring”
“This Little Pig Went to Market” and” One, Two, Buckle My Shoe”
“Jack and Jill” and “Little Miss Muffet”
Unit Goals:
Students will:
identify the difference between fiction and non-fiction
read with fluency and intonation
engage in conversations to think and talk about books
understand and describe characters, events, problem and solution
make connections to characters and events in texts to ourselves
retell and summarize the key details and most important parts of texts
TC Information Writing Unit
Writing about Reading
Skills:
Students will:
ask and answer questions about texts they read.
draw, dictate, or write narratives.
draw, dictate, or write an opinion about a topic.
create a response to a text, author, or personal experience.
Reading: KR1, KR2, KR3, KR4, KR5, KR6, KR7, KR8, KR9
Writing: KW1, KW2, KW3, KW4
Texts help us learn about who we are and how other people live, feel, and work together in a community. Stories and books can teach us how to be kind, respectful, and helpful to others.
What do texts teach me about myself and others in the community?
How do the lessons from the texts I read connect to my own community (school and family)?
How do the texts I read show me what is important to people?
How are my ideas the same or different from my family, friends, class, and community?
How do fables reveal the traits in people and where do I see this in everyday life?
How are the problems and issues presented in the texts I read similar to and different from what we experience?
Anchor Texts:
My New Friend Is So Fun! by Mo Willems
What If Everybody Did That? by Ellen Javernick
The Mitten by Jan Brett (The Hat can also be read to compare Jan Brett’s writing craft)
Mini Author Study: (you can substitute alternate titles by Ezra Jack Keats as you wish)
The Snowy Day by Ezra Jack Keats
A Letter for Amy by Ezra Jack Keats
Pet Show by Ezra Jack Keats
Peter’s Chair by Ezra Jack Keats
Fairytales
Goldilocks and The Three Bears by James Marshall
Little Red Riding Hood by by James Marshall
Fables
The Lion and the Mouse
The Dog and His Reflection
The Tortoise and the Hare
Unit Goals:
Students will:
learn about fiction as a genre and subgenres (realistic fiction, fables, fairy tales, nursery rhymes, classic tales, and fantasy)
retell main events from a story in order using story elements (setting, characters, problem/solution)
make connections to characters, events, and lessons in texts
compare and contrast themselves to characters in texts and others in their community.
understand the features of fables (genre knowledge)
identify and understand the lessons learned by characters
apply decoding strategies when reading words
use proper phrasing and expression when reading texts
TC Opinion Writing Unit
Writing about Reading
Skills:
Students will:
ask and answer questions about texts they read.
draw, dictate, or write narratives.
draw, dictate, or write an opinion about a topic.
create a response to a text, author, or personal experience.
Reading: KR1, KR2, KR3, KR4, KR5, KR6, KR7, KR8, KR9
Writing: KW1, KW2, KW3, KW4
All communities have wants and needs.
Why do I read nonfiction?
What information can I learn about the world around me?
How do texts help me and my community in everyday life?
What do animals need?
What do families want and need?
What does a community want and need?
How are we the same and how are we different?
Anchor Texts:
National Geographic: Seed To Plant
The Tiny Seed by Eric Carle
Transportation by Gail Gibbons
Building a House by Byron Barton
Eagle, Eagle (from Science 21)
Maybe Something Beautiful: How Art Transformed a Neighborhood by F. Isabel Campoy
Alex and the Amazing Lemonade Stand - Jay Scott and Liz Scott
I Can Make a Plan by Ellen Garcia
BOOK FLIX:
Animals in Nature -
Bugs! Bugs! Bugs!; A Ladybug Larva Grows Up
Animal Babies; Is Your Mama a Llama?
Totally Fierce Animals; Mother Bruce
People and Places -
Schools Around the World
Lunch Around the World
The Pigeon Finds a Dog
Family and Community -
Homes Around the World
Mentor Shared reading (to be done throughout the year):
“Roses Are Red” and “Ring Around the Rosie”
“Rain, Rain Go Away” and “It’s Raining; It’s Pouring”
“This Little Pig Went to Market” and” One, Two, Buckle My Shoe”
“Jack and Jill” and “Little Miss Muffet”
Unit Goals:
Students will:
learn about non- fiction as a genre
identify and understand the difference between fiction and nonfiction
identify and use text features to understand texts
determine and retell what the main topic of a text is mostly about
use illustrations and details in texts to understand and discuss the topic
develop questions/wonderings about a topic before reading a text and see if the text gives us more information
interact with nonfiction texts to think about what we know, what we learned, and what we are still wondering about a topic
Skills:
Students will:
Reading:
Writing: