Randolph Township School District
Randolph Elementary Schools
English Language Arts and Literacy Curriculum
Grade 1
“A writer is nothing without a reader; a reader is nothing without a writer.”
- Anthony Liccione
Department of Language Arts
Katie Spencer, Elementary Supervisor
Laurie Pandorf, Balanced Literacy Coordinator
Curriculum Committee 2013
Beverly Cirelli
Christina Grott
Karen Jacobsen
Dawn Melody
Curriculum Committee 2015
Beverly Cirelli
Christina Grott
Karen Jacobsen
Curriculum Developed
August 2013
Curriculum Revised
July 2015
Date of Board Approval:
August 18, 2015
Randolph Township Schools
Department of Language Arts
Literacy ~ Grade 1
Table of Contents
Section
Page(s)
Mission Statement and Education Goals – District
3
Affirmative Action Compliance Statement
3
Educational Goals – District
4
Reading Introduction
5
Reading & Writing Curriculum Pacing Chart
6
Reading Curriculum Units
7
Writing Introduction
34
Writing Curriculum Units
35
K – 5 Crosswalk: Appendix A
58
Resources: Appendix B
60
2
Mission Statement
We commit to inspiring and empowering all students in Randolph schools
to reach their full potential as unique, responsible and educated members
of a global society.
Randolph Township Schools
Affirmative Action Statement
Equality and Equity in Curriculum
The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards.
The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact
positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual
orientation, gender, religion, disability or socioeconomic status.
N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972
3
RANDOLPH TOWNSHIP BOARD OF EDUCATION
EDUCATIONAL GOALS
VALUES IN EDUCATION
The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized
through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do
as a school system.
We believe:
• The needs of the child come first
• Mutual respect and trust are the cornerstones of a learning community
• The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of
Education members
• A successful learning community communicates honestly and openly in a non-threatening environment
• Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in
professional and supportive ways
• Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and
revision based on evolving research, practices and experiences
 Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth
4
Randolph Township Schools
Department of Language Arts
Reading ~ Grade 1
Introduction
The first grade reading curriculum has been designed to support the workshop approach to teaching and learning, while directly
responding to the requirements spelled out in the Common Core Standards for first grade. The essential reading skills are
established in first grade. The structure of Reader’s Workshop allows students to establish routines and reading habits to grow
as independent readers. Students will acquire the foundational skills, which will allow them to attack words and comprehend
text across genres. As students read fiction, they will use the story elements and character studies to instill the love of reading.
Nonfiction text will expose students to real world topics while they navigate text features. Students grow intellectually, socially,
and emotionally as they focus on partnerships and collaboration to foster rich conversations and powerful ideas.
5
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
Reading & Writing ~ Grade 1
Grade 1
*Grammar
Grade 1
Writing
Grade 1
Fundations
Grade 1
Reading
Sept
Oct
Nov
Dec
Jan
Feb
March
April
May
June
Launching
Reader’s
Workshop:
Readers Build
Good Habits
Growing Readers:
Tackling Words and
Reading Strategies
Readers Meet the
Characters in our Books
Nonfiction Readers Learn About the
World
Feelings and
Fluency:
Exploring the
Rhythm of
Language
Reading to
Discover
Opinions: An
Inquiry into
Text-based
Evidence
Reading Clubs:
Deepening our
Comprehension
through
Conversation
4 Weeks
6 Weeks
6 Weeks
8 weeks
4 Weeks
4 Weeks
4 Weeks
Orientation,
Unit 1
Unit 2, week 1
Unit 2, week 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11, week 1
Unit 11, weeks 2-3
Unit 12, weeks 1-2
Unit 12, week 3
Unit 13
Unit 14
End of Year
Assessments
Launching
Writer’s
Workshop:
Writers Build
Good Habits
Small Moments: Writers
Write About Their Own
Lives
Writing Realistic
Fiction Stories
Nonfiction Chapter Books: Writing
“How-To” and “All About” Books
Writing Reviews: From
Hobbies to Books,
Writers Share Their
Opinions
Scenes to Series:
Writing Stronger
Fictional
Stories
4 Weeks
6 Weeks
6 Weeks
8 weeks
6 Weeks
6 Weeks
Unit 1
Lessons 1-5
Unit 2
Lesson 1-6
Unit 3
Lessons 1-7
*Fundamentals of Grammar and Conventions Units
*Running Records and IRA will be administered as needed throughout the school year
6
Open Workshop Grammar
Review
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit I: Launching Readers Workshop: Readers Build Good Habits
ENDURING UNDERSTANDINGS
Readers make choices that will help them become stronger readers.

ESSENTIAL QUESTIONS
How do I pick a “just right” book?
Readers develop routines to grow as independent readers.

How does an independent reader develop their reading life?
KNOWLEDGE
Students will know:
A “just right” book is a book that can be read, understood, and
enjoyed.
SKILLS
Students will be able to:
Select “just right” books by incorporating multiple strategies, such
as previewing, five finger rule, interest, etc.
Differentiate fiction and nonfiction to establish a reading purpose.
Readers Workshop has a structure and routine.
“Shop” for books appropriately.
CCS
RF1.1
RF1.2
RF1.3
RF1.4
RL1.1
RL1.7
Choose a spot that will encourage them to stay on task.
W1.5
Manage and monitor their independent book baggies with respect for
the books in the classroom.
Readers discuss the books that they read.
Engage in a range of collaborative discussions, including one-onone, group-talk, and teacher-led discussions, by providing sentence
starters.
Utilize Post-its and/or Reader’s Notebook to mark places to share.
Use symbols for the funny parts, sad parts, favorite parts, etc.
Retell the important parts of a story.
Readers work towards reading longer and stronger by setting goals
and objectives for themselves.
Establish personal goals to read longer in each session.
Increase stamina by rereading books, starting with a picture walk,
reading for fluency, last to develop comprehension.
7
SL1.1
SL1.2
SL1.3
SL1.5
Partner reading is another way to enjoy books.
Establish an agreement to promote a respectful partnership, i.e. how
to sit properly, stay on task, take turns, and assist their partner when
reading.
Participate in conversations about the books.
8
9
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit I: Launching Readers Workshop: Readers Build Good Habits
Resource Page
SUGGESTED
TIME
ALLOTMENT
4 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit I: Launching Readers Workshop: Readers Build Good
Habits
 Building a Community of Readers
 Procedures and Routines
 Readers Reread and Discuss
 Set Goals to Read Longer
 Partner Reading
Suggested Resources
The Reading Strategies Book: Your Everything Guide to
Developing Skilled Readers
Jennifer Serravallo
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Reading with Meaning
Debbie Miller
Units of Study for Teaching Reading Building Good Reading
Habits
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Suggested Mentor Texts
Todd Parr Books
You Read to Me, I’ll Read to You Mary Ann Hoberman
Goldie Socks and the Three Libearians Jackie Hopkins
Internet Links
A Curricular Plan for the Reading and Writing Workshop – Grade
1
TCRWP- Teachers College Reading & Writing Project
10
http://tc.readingandwritingproject.com
Links to videos, class sites, strategies for Reader’s Workshop
http://www.readersworkshop.org
Mentor Texts
www.pinterest.com/storidon/mentor-text
Anchor Charts
https://www.pinterest.com/dtrudnowski/reading-literacy-anchorcharts/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listConte
nt.
.jsp?course_id=_2899_1&content_id=_19140_1
Charley Chapters: Fiction vs. Nonfiction”
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=60568
&location=local&filetypeid=65
Be a Book Buddy: Take Good Care of Your Books
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=60651
&location=local&filetypeid=65
WordWorld: Radion Read-A-Thon
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=61786
&location=local&filetypeid=65
11
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit II: Growing Readers: Tackling Words and Reading Strategies
ENDURING UNDERSTANDINGS
Readers are problem solvers; they tackle unknown words to secure
meaning.

Readers apply comprehension strategies in order to understand what 
they are reading.
ESSENTIAL QUESTIONS
What should readers do when they come to a word they don’t know or a confusing part
they don’t understand?
How do readers make sense of what they read?
KNOWLEDGE
Students will know:
Readers can use a variety of strategies to tackle unknown words.
SKILLS
Students will be able to:
Preview pictures to help determine unknown words.
Apply knowledge of letter sounds to stretch or tap unfamiliar words.
CCS
RL1.1
RL1.2
RL1.3
RL1.7
Recall common word patterns.
Describe the strategy used to tackle a tricky word in their Reader’s
Notebook and in group discussions.
Readers make meaning from their books.
Utilize picture clues and context clues as a self-correction strategy
when reading.
RF1.1
RF1.2
RF1.3
W1.5
L1.4
Verify if the word is correct by asking yourself: “Does it look
right?” “Does it sound right?” “Does it make sense?”
Reread the sentence to clarify the correct word.
Fictional books contain important story elements that help readers
make meaning.
Identify the characters, setting, problem/solution of fiction books,
and a lesson learned.
Retell a story in sequential order with details about the story
elements.
12
SL1.1
SL1.2
SL1.3
Illustrate important story elements in their Reader’s Notebook.
Books can be discussed and compared.
Compare and contrast two fiction books in regards to the story
elements.
Reading partners can help strengthen word attack skills and
comprehension.
Reread familiar parts to one another.
Assist a partner when tackling tricky words by suggesting a
decoding strategy.
Engage in collaborative discussions by listening and responding to
one another’s ideas.
13
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit II: Growing Readers: Tackling Words and Reading Strategies
Resource Page
SUGGESTED
TIME
ALLOTMENT
6 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit II: Growing Readers: Tackling Words and Reading Strategies
 Strategies to Tackle Words
 Use Meaning to Figure out Words
 Readers Use Story Elements to Make Meaning
 Partners Help Each Other
Suggested Resources
The Reading Strategies Book: Your Everything Guide to
Developing Skilled Readers
Jennifer Serravallo
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Reading with Meaning
Debbie Miller
Units of Study for Teaching Reading Building Good Reading
Habits
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Internet Links
A Curricular Plan for the Reading and Writing Workshop – Grade
1
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Links to videos, class sites, strategies for Reader’s Workshop
http://www.readersworkshop.org
Anchor Charts
https://www.pinterest.com/dtrudnowski/reading-literacy-anchor-
14
charts/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listConte
nt.
.jsp?course_id=_2899_1&content_id=_19140_1
Cover 2 Cover: Reading Comprehension
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=90147
&location=local&chapterskeyindex=264019&play=1
Cover 2 Cover: Identifying Words
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=90327
&location=local&chapterskeyindex=265311&play=1
Cover 2 Cover: Identifying Letters and Sounds
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=49132
&location=local&chapterskeyindex=96148&play=1
15
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit III: Readers Meet the Characters in our Books
ENDURING UNDERSTANDINGS
Characters are like people; they are unique and diverse.
Characters give meaning to a story.


ESSENTIAL QUESTIONS
How do we get to know characters?
What do character traits reveal about a character?

How do characters help readers understand a story?
KNOWLEDGE
SKILLS
Students will know:
There is a main character and other secondary characters in stories.
Students will be able to:
Identify the main character and the secondary characters in a story.
There are many ways to describe a character.
Study what characters do and say in books to learn about them.
Illustrate and label a character’s physical traits in their Reader’s
Notebook.
Character personalities are revealed through their words, thoughts,
and actions.
Authors give clues that allow readers to learn more about the
characters.
Character traits can be described using a variety of adjectives.
Infer characters’ feelings throughout the story using pictures, text,
and dialogue.
RL1.1
RL1.2
RL1.3
RL1.4
RL1.6
RL1.7
Identify personality traits by analyzing their actions.
RF1.1
RF1.2
RF1.3
RF1.4
Support inferences with evidence from the texts.
W1.5
Formulate predictions about the character based on their traits.
L1.2
L1.4
Broaden vocabulary by using specific words and expressions when
describing personality traits.
List character traits with evidence in their Reader’s Notebook.
Characters can change and grow throughout a story or stories.
CCS
Analyze how the main character changed from the beginning to the
end of the book.
16
SL1.1
SL1.2
SL1.3
Select multiple books containing the same character to gain a deeper
understanding of their traits.
Making a movie in their minds is a strategy to better understand
characters and plot.
Retell by visualizing the main events and scenes in a book through
speaking, sketching and writing.
Good readers make connections to characters.
Compare and contrast characters’ adventures and experiences in
other stories.
Compare themselves to a character by completing a Text-to-Self
chart.
17
18
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit III: Readers Meet the Characters in our Books
Resource Page
SUGGESTED
TIME
ALLOTMENT
6 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit III: Readers Meet the Characters in our Books





Learning About the Main Characters and Other Characters
Readers Describe Characters by Personalities and Physical
Traits
Characters can Change and Grow Through Stories
Readers Reread to Learn More About Characters
Readers Make Connections to Characters
Suggested Resources
The Reading Strategies Book: Your Everything Guide to
Developing Skilled Readers
Jennifer Serravallo
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Reading with Meaning
Debbie Miller
Units of Study for Teaching Reading Meeting Characters and
Learning Lessons
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
Books with strong characters such as:
Chrysanthemum Kevin Henkes
Olivia Ian Falconer
Franklin Paulette Bourgeois
Internet Links
A Curricular Plan for the Reading and Writing Workshop – Grade
1
19
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Links to videos, class sites, strategies for Reader’s Workshop
http://www.readersworkshop.org
Anchor Charts
https://www.pinterest.com/dtrudnowski/reading-literacy-anchorcharts/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listConte
nt.
.jsp?course_id=_2899_1&content_id=_19140_1
Cover 2 Cover: Reading Fiction and Nonfiction
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=90141
&location=local&filetypeid=12
20
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit IV: Nonfiction Readers Learn About the World
ENDURING UNDERSTANDINGS
Reading can help people understand themselves and the world.

ESSENTIAL QUESTIONS
How can reading nonfiction help readers understand the world?
Readers learn how to focus their thinking to understand the main
idea of the text.

What can we learn from nonfiction books?
The features of nonfiction texts help readers to navigate and
understand important information.

How do we read a nonfiction book?
KNOWLEDGE
SKILLS
Students will know:
Fiction and nonfiction books serve different purposes.
Students will be able to:
Identify the purpose for reading story books vs. informational books.
There is a difference between fiction and nonfiction.
Differentiate the characteristics of fiction and nonfiction books.
Readers can search for information in various places.
Distinguish fact from fiction in a story book or poem.
Nonfiction books can help readers to discover new information and
thinking.
Utilize a RAN - Reading Analysis in Nonfiction - chart to organize
and display schema.
Record facts learned from nonfiction texts in their Reader’s
Notebook.
Explain how the facts make you think or feel about the topic.
Information is organized into main topics and supporting details to
gain meaning.
Describe and elaborate on what a text or page is mostly about, using
the cover and retell strategy.
Build an organizer, such as “boxes and bullets”, to identify the main
idea of a text and give supporting details.
Nonfiction texts have domain- specific vocabulary.
Collect vocabulary in Reader’s Notebook.
21
CCS
RI1.1
RI1.2
RI1.3
RI1.4
RI1.5
RI1.6
RI1.7
RI1.8
RI1.9
RI1.10
RF1.1
RF1.2
RF1.3
RF1.4
W1.7
W1.8
L1.2
L1.6
Utilize text features and context clues to determine the meaning of
new vocabulary.
Articulate expert words/domain-specific vocabulary when
discussing with partners.
Collaborating with partners/groups will assist in gaining a better
understanding of a topic.
Participate in active conversations with partners/groups on specific
topics and new vocabulary in read-aloud books.
Readers build their knowledge by asking questions and inquiring
about topics of interest.
Extend their knowledge of a specific topic by asking questions.
Research a topic using various reading materials to satisfy their
curiosity.
Synthesize information by reading two or more texts on the same
topic.
Authors use various text structures to communicate information.
Recognize the author’s purpose in an informational text.
Select various types of nonfiction text to read for different purposes.
Nonfiction books have distinct text features that organize
information.
Locate and use informational text features including heading,
captions, illustrations, charts, etc.
Recognize text features as clues to determine the importance of the
information.
Identify which text feature would be used to seek targeted
information.
22
SL1.1
SL.1.2
SL.1.3
23
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit IV: Nonfiction Readers Learn About the World
Resource Page
SUGGESTED
TIME
ALLOTMENT
8 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit IV: Nonfiction Readers Learn About the World
 Getting Started as a Nonfiction Reader
 Readers Discover Information from Nonfiction
 Readers Tackle Hard Words
 Readers Learn More with Partners
 Questions and Inquiries Help Gain Knowledge on Topic
 Features in a Nonfiction Book
Suggested Resources
The Reading Strategies Book: Your Everything Guide to
Developing Skilled Readers
Jennifer Serravallo
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Reading with Meaning
Debbie Miller
Units of Study for Teaching Reading Learning About the World
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
Gail Gibbons
Mom and Me Cookbook Annabel Karmel
Surprising Sharks Nicola Davies
What Do you Do With a Tail Like This? Robin Page and Steve
Jenkins
Internet Links
A Curricular Plan for the Reading and Writing Workshop – Grade
1
24
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Links to videos, class sites, strategies for Reader’s Workshop
http://www.readersworkshop.org
RAN – Reading Analysis in Nonfiction Chart
https://www.pinterest.com/pin/467459636292645000/
Anchor Charts
https://www.pinterest.com/dtrudnowski/reading-literacy-anchorcharts/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listConte
nt.jsp?course_id=_2899_1&content_id=_19140_1
Cover 2 Cover: Reading Fiction and Nonfiction”
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=90141
&location=local&filetypeid=12
25
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit V: Feelings and Fluency: Exploring the Rhythm of Language
ENDURING UNDERSTANDINGS
Reading fluently helps strengthen comprehension.

ESSENTIAL QUESTIONS
How can I read for understanding?
Readers use punctuation, print type and phrasing to read fluently.

How should reading sound?
KNOWLEDGE
Students will know:
Groups of words can be read together as a phrase.
SKILLS
Students will be able to:
Read fluently using the scooping technique.
Follow familiar patterns in stories, pages, and words.
Fluency will help with comprehension.
Recognize the sound of “smooth reading” instead of “robot
reading”.
Read at an appropriate pace to ensure comprehension.
Reread text multiple times to increase fluency.
Punctuation and print type changes the way they read.
Identify punctuation and change their inflection accordingly when
reading: i.e. periods, question marks, exclamation points, commas,
dashes, ellipsis, quotation marks, etc.
Change their voice according to print type, i.e. bold, italicized,
underlined, and capitalized.
Genres are read with a variety of fluency and phrasing.
Examine the different styles of reading in a fiction verses a
nonfiction text, i.e. story teller voice vs. teacher voice.
Recite poetry/songs by using appropriate phrasing and line breaks.
Readers read with expression through words and phrases that
suggest feelings.
Engage in Readers’ Theater to build expressive language.
26
CCS
RL1.1
RL1.2
RL1.3
RL1.4
RL1.5
RL1.10
RF1.1
RF1.2
RF1.3
RF1.4
W1.8
L1.1
L1.4
SL1.1
SL1.4
Interpret how a character might feel/sound and match their voice.
Utilize Post-its to highlight words or phrases that identify feelings
and record them in their Reader’s Notebook.
Poetry is written with a different structure that changes the way it is
read.
Recognize the physical differences of a poem versus other types of
writing, in regards to spacing, line breaks, and white space.
Readers think about how a poem makes them feel to figure out what Visualize a poem using key sensory words, and sketch it in their
it means.
Reader’s Notebook.
Infer with reading partners to determine the meaning of the poem
and/or the author’s perspective.
27
28
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit V: Feelings and Fluency: Exploring the Rhythm of Language
Resource Page
SUGGESTED
TIME
ALLOTMENT
4 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit V: Feelings and Fluency: Exploring the Rhythm of
Language




Readers Use Reading Strategies to Understand Their Books:
Phrasing, story patterns
Readers Investigate Punctuation
Readers Find Ways to Make their Reading Sound Great
Poetry Reading for Fluency
Suggested Resources
The Reading Strategies Book: Your Everything Guide to
Developing Skilled Readers
Jennifer Serravallo
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Reading with Meaning
Debbie Miller
Units of Study for Teaching Reading Readers Have Big Jobs to
Do
Lucy Calkins
Awakening the Heart
Georgia Heard
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
Kids Pick the Funniest Poems by Bruce Lansky
Shel Silverstein Poems
Caroline Kennedy A Family of Poems: My Favorite Poetry for
Children
Favorite Nursery Rhymes
29
Internet Links
A Curricular Plan for the Reading and Writing Workshop – Grade
1
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Links to videos, class sites, strategies for Reader’s Workshop
http://www.readersworkshop.org
Anchor Charts
https://www.pinterest.com/dtrudnowski/reading-literacy-anchorcharts/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listConte
nt.jsp?course_id=_2899_1&content_id=_19140_1
Cover 2 Cover: Reading Aloud
https://safari.rtnj.org/SAFARI/montage/play.php?keyindex=90298
&location=local&chapterskeyindex=265130&play=1
Between the Lions: Stop That Pickle!
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=74083
&location=local&chapterskeyindex=195805&play=1
The Sharp Wits: The Crazy Case of Poetry
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=60454
&location=local&filetypeid=65
30
RANDOLPH SCHOOL DISTRICT
Reading ~ Grade 1
Unit VI: Reading to Discover Opinions: An Inquiry into Text-based Evidence
ENDURING UNDERSTANDINGS
There are differences and similarities between genres.

ESSENTIAL QUESTIONS
How can we use different types of books to help us learn?
Readers understand that authors have opinions about the stories,
poetry and topics they write.

Why did the author write this text?
Readers have opinions about everything they read.

How can sharing our opinions help us to be better thinkers?
KNOWLEDGE
SKILLS
Students will know:
There is a purpose for reading different types of text.
Students will be able to:
Discuss the purpose of different genres, including fiction, fables,
fairytales, nonfiction, poetry, etc.
Different genres have specific structures and features.
Identify the genre by its structure and distinguishing features.
Readers can learn by exploring different genres.
Explain the lesson learned or theme of a story book.
Describe important and interesting facts from a nonfiction text.
Organize and record newly learned information in their Readers’
Notebook and/or Post-its.
There is a difference between fact and opinion.
Distinguish fact and opinion.
Authors have a purpose and opinion about the books they write.
Analyze why an author wrote a book.
CCS
RL1.1
RL1.2
RL1.5
RL1.10
RI1.1
RI1.2
RI1.3
RI1.5
RI1.8
RI1.9
RI1.10
RF1.2
RF1.3
RF1.4
Discuss the author’s opinion about the topic or main idea.
Readers use what they know to form opinions.
Develop an opinion about the theme or main idea and support it
using evidence from the text.
Readers challenge their thinking by talking with others.
Express their opinions using sentence starters, such as “I like this
31
W1.1
W1.5
SL1.1
SL1.3
because…” and “I feel that…”
SL1.6
Debate and defend their ideas using evidence from the text, with
respect for others’ viewpoints.
L1.4
32
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit VI: Reading to Discover Opinions: An Inquiry into Text-based Evidence
Resource Page
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
4 weeks
Unit VI: Reading to Discover Opinions: An Inquiry into
Text-based Evidence





Readers Read Different Genres
Readers Learn From Different Genres
Readers Build Vocabulary Through Different Genres
Readers Form and Share Opinions From Old and New
Information
Readers Make Connections Across the Genres
Suggested Resources
The Reading Strategies Book: Your Everything Guide to
Developing Skilled Readers
Jennifer Serravallo
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Reading with Meaning
Debbie Miller
Units of Study for Teaching Reading
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Internet Links
A Curricular Plan for the Reading and Writing Workshop – Grade 1
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Links to videos, class sites, strategies for Reader’s Workshop
http://www.readersworkshop.org
Anchor Charts
https://www.pinterest.com/dtrudnowski/reading-literacy-anchorcharts/
Literacy Resources Randolph Township Public Schools
33
https://rtnj.blackboard.com/webapps/blackboard/content/listContent.
.jsp?course_id=_2899_1&content_id=_19140_1
34
RANDOLPH SCHOOL DISTRICT
Reading ~ Grade 1
Unit VII: Reading Clubs: Dramatizing Characters to Deepen our Comprehension
ENDURING UNDERSTANDINGS
Understanding a character will strengthen comprehension.

ESSENTIAL QUESTIONS
Why should we study characters closely?
Character traits carry across a series.

How do characters act and change throughout a series?
Conversation in a collaborative group enriches comprehension.

Why is it important to talk about books?
KNOWLEDGE
SKILLS
Students will know:
Stories tend to follow a similar plot line.
Students will be able to:
Describe and track the sequence of events using a story mountain or
timeline in their Reader’s Notebook.
A main character can be in multiple books in a series.
Make inferences about the character’s personality based on their
behavior.
Predict how the character will approach future problems based on
what you know about them.
Secondary characters can impact the main character.
Identify new secondary characters introduced throughout a series.
Discuss how the secondary characters affect the main character.
Readers tune into a character’s thoughts or feelings.
Mirror the character’s voice and feelings by acting out the story or
reading with expression.
Interpret the character’s perspective to answer questions from their
point-of-view.
Story books have a central message or theme.
Elaborate on the theme of the book or lesson learned, considering
what the character learned or what the reader learned.
Book talk provides an opportunity to challenge and deepen a
Listen and respond respectfully to each other’s viewpoints using
35
CCS
RL1.1
RL1.2
RL1.3
RL1.4
RL1.6
RL1.7
RL1.9
RF1.1
RF1.2
RF1.3
RF1.4
W1.5
L1.1
L1.2
SL1.1
SL1.3
SL1.4
SL1.6
readers understanding of a text.
sentence starters such as “I agree with…” or “I think…”
Ask and answer thoughtful questions about why a character did
something.
36
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Reading ~ Grade 1
Unit VII: Reading Clubs: Dramatizing Characters to Deepen our Comprehension
Resource Page
SUGGESTED
TIME
ALLOTMENT
4 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit VII: Reading Clubs: Dramatizing Characters to
Deepen our Comprehension




Readers Discover Plots in Stories
Main Characters can be in a Book Series
Characters’ Feelings Change and So Do Readers’
Voices
Partners and Book Clubs Give Opportunities for Book
Discussions
Suggested Resources
The Reading Strategies Book: Your Everything Guide to
Developing Skilled Readers
Jennifer Serravallo
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Reading with Meaning
Debbie Miller
Units of Study for Teaching Reading Meeting Characters and
Learning Lessons
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
Suggested series:
Olivia
Poppleton
Frog and Toad
Mr. Putter and Tabby
Clifford
Fluffy
Biscuit
37
Henry and Mudge
Internet Links
A Curricular Plan for the Reading and Writing Workshop – Grade 1
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Links to videos, class sites, strategies for Reader’s Workshop
http://www.readersworkshop.org
Anchor Charts
https://www.pinterest.com/dtrudnowski/reading-literacy-anchorcharts/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listContent.
.jsp?course_id=_2899_1&content_id=_19140_1
38
Randolph Township Schools
Department of Language Arts
Writing ~ Grade 1
Introduction
The first grade writing curriculum has been designed to support the workshop approach to teaching and learning, while
directly responding to the requirements spelled out in the Common Core Standards for first grade. The essential writing
skills are established in first grade. The structure of Writer’s Workshop allows students to establish routines and writing
habits to grow as independent writers. These skills will be transferred to each of the units that follow. A strong emphasis has
been placed on narrative, informational, and opinion writing. Students will make connections from personal experiences to
guide their narrative writing. Informational writing will give students the opportunity to share their expertise with others
through “How-to” and “All About” books. Opinion writing will give students a voice to express their feelings. As students
learn to write, their stamina and sophistication will build throughout the various units.
39
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit I: Launching Writers Workshop: Writers Build Good Habits
ENDURING UNDERSTANDINGS
Writing is a form of expression.
Writers develop routines and structures to grow as independent
writers.
ESSENTIAL QUESTIONS




How do writers get ideas?
Why do I write?
How do writers use tools to become independent?
How do writers become storytellers and listeners?
KNOWLEDGE
Students will know:
Things in our daily lives are worth writing about and sharing with
others.
SKILLS
Students will be able to:
Engage in a range of collaborative discussions, including one-on-one
and whole-class.
Decorate Writer’s Folder to display individual interests and
experiences that will be used to foster story ideas.
Writers can use different forms of writing for various purposes.
Identify different types of writing and explain their purpose, such as
lists, letters, poems, etc.
Writers Workshop has a structure and routine.
Locate necessary materials, including paper, pencils, etc.
CCS
W1.5
L1.1
L1.2
SL1.1
SL1.2
SL1.3
SL1.4
SL1.5
SL1.6
Organize and maintain a Writer’s Folder.
Demonstrate the ability to stay on task and manage class volume.
Writers follow a process to create a story.
Create a list of ideas by finding the stories in their lives worth
telling.
Illustrate writing ideas to aid in planning a story.
Tell a story through pictures, symbols, and words.
Examine work for accuracy, i.e. capitalization, punctuation, etc.
40
RF1.1
RF1.2
Writers continually produce story drafts to develop their writing
muscles.
Generate several stories to begin building stamina.
Some words follow spelling patterns, while others need to be
memorized.
Breakdown words by separating sounds and writing down the letters
that correspond to those sounds.
Utilize the word wall for sight words.
Writing partners can be helpful tools.
Establish an agreement to promote a respectful partnership, i.e. how
to sit properly, stay on task, take turns, and assist their partner when
writing.
Share their writing ideas with peers.
41
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit I: Launching Writers Workshop: Writers Build Good Habits
Resource Page
SUGGESTED
TIME
ALLOTMEN
T
4 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit I: Launching Writers Workshop: Writers Build Good Habits
 Building a Community of Writers
 Procedures and Routines
 Writing Has a Process
 Set Goals to Write Longer
 Partner Writing
Suggested Resources
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Units of Study in Opinion, Information, and Narrative Writing
Small Moments
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
Diary of a Worm by Doreen Cronin
Miss Smith Incredible Storybook by Michael Garland
Don’t Forget to Write by Martina Selway
Internet Links
Units of Study – Small Moments by Lucy Calkins
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Mentor Texts
http://www.readandwritewithrebecca.com/Mentor-Texts.htm
Anchor Charts
https://www.pinterest.com/kidpeopleclass/writing/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listContent.
42
jsp?course_id=_2899_1&content_id=_17692_1
WordWorld: Duck Saves Spider’s Web
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=76277&l
ocation=local&filetypeid=12
Wordswork: The Writing Process
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=61693&l
ocation=local&chapterskeyindex=136033&play=1
43
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit II: Small Moments: Writers Write About Their Own Lives
ENDURING UNDERSTANDINGS
Writers use small moments from their lives to write stories.
Writers improve their writing by learning from other writers.


ESSENTIAL QUESTIONS
How can I write a story about my life?
How do writers become storytellers and listeners?

How can reading other stories make us better writers?
KNOWLEDGE
SKILLS
Students will know:
Stories can be inspired from small moments in our lives.
Students will be able to:
Revisit favorite read-alouds or student examples and think about
how the writers might have arrived at their ideas.
Stories follow a sequential order.
List transition words, such as: One day, First, Next, Last.
Writers follow a process to create a story.
Choose a story idea. “Zoom in” on a life experience by focusing on
the most important part and visualize the step-by-step actions.
Plan and tell a story across their fingers in sequential order using
transition words.
Illustrate the “who,” “what,” and “where” of a story through
sketching and labeling.
Form sentences with one-to-one correspondence.
Generate several stories, organizing their drafts in their Writer’s
Folder.
Personal narratives are written in the first person point-of-view.
Write a story using I/me/my.
Discussing ideas with peers can enhance our writing.
Establish writing partnerships to review and plan work.
Provide one compliment and critique.
44
CCS
W1.3
W1.5
L1.1
L1.2
L1.6
SL1.1
SL1.2
SL1.3
SL1.4
SL1.5
SL1.6
RF1.1
RF1.2
Revision is an ongoing part of the writing process.
Elaborate on their small moment by adding adjectives and sensory
details.
Improve their writing by showing how they felt and acted.
Writers check and edit their work before publishing.
Utilize classroom resources, such as the word wall, to spell words
correctly.
Examine their work for correct capitalization, punctuation, and
spelling.
Assess their writing using checklists and/or rubrics.
Mentor texts can be used as a model to improve writing.
Study a story to learn the ways an author makes it interesting, i.e.
craft techniques.
Writing is worthy of celebration.
Celebrate published writing with an audience.
45
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit II: Small Moments: Writers Write About Their Own Lives
Resource Page
SUGGESTED
TIME
ALLOTMENT
6 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit II: Small Moments: Writers Write About Their Own Lives
 Bringing Small Moments to Life
 Sequential Order
 Writers’ Craft
 Revision and Editing
 Celebration
Suggested Resources
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Units of Study in Opinion, Information, and Narrative
Writing Small Moments
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts and Authors
Zoom by Istvan Banyai
The Kissing Hand Audrey Penn
A Chair for my Mother Vera B. Williams
Fireflies Julie Brinckloe
Night of the Veggie Monster George McClements
The Snowy Day Ezra Jack Keats
Knuffle Bunny Mo Williams
Byrd Baylor
Eric Carle
Donald Crews
Lois Ehlert
Judith Viorst
Internet Links
TCRWP- Teachers College Reading & Writing Project
46
http://tc.readingandwritingproject.com
Mentor Texts
http://www.readandwritewithrebecca.com/Mentor-Texts.htm
Anchor Charts
https://www.pinterest.com/kidpeopleclass/writing/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listConte
nt.
jsp?course_id=_2899_1&content_id=_17692_1
Arthur Writes A Story
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=78236
&location=local&filetypeid=12
WordWorld: Duck Plays the Piano
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=76245
&location=local&filetypeid=12
47
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit III: Writing Realistic Fiction Stories
ENDURING UNDERSTANDINGS
Realistic fiction writers base their stories on personal experience.
Authors develop story elements to enrich their writing.


ESSENTIAL QUESTIONS
What real life problems can characters face?
How do characters solve problems?


What is important in a story?
How are story elements used in writing fiction books?
KNOWLEDGE
SKILLS
Students will know:
Writers use their personal experiences to generate story ideas.
Students will be able to:
Generate and brainstorm activities from their daily lives to create a
realistic fiction story.
Mentor texts can be used as a model for good writing.
Emulate the language of favorite authors.
Realistic fiction stories are centered around a main character.
Develop a character with internal and external traits, using a “Can,
Have, Are” chart.
Realistic fiction stories have supporting story elements.
Visualize and describe an appropriate setting for the character.
Create suitable and realistic problems/solutions.
Writers follow a process to create a story.
Authors enrich their stories by adding details throughout the writing
process.
Utilize planning strategies to organize the story scenes, such as
touch and tell or tell the story across their fingers.
CCCS
W1.3
W1.5
L1.1
L1.2
L1.6
SL1.1
SL1.2
SL1.3
SL1.4
SL1.5
SL1.6
Sketch the pictures and write sentences that tell the story.
RF1.1
RF1.2
Generate several stories, organizing their drafts in their Writer’s
Folder.
RL1.3
RL1.7
Elaborate on a story to include descriptive language and/or other
types of writers’ craft, i.e. dialogue, onomatopoeia, good leads, etc.
48
Discussing ideas with peers enhance our writing.
Establish writing partnerships to comment and critique in a
respectful and helpful way.
Writers check and edit their work before publishing.
Utilize classroom resources, such as the word wall, to spell words
correctly.
Examine their work for correct capitalization, punctuation, and
spelling.
Assess their writing using checklists and/or rubrics.
Writing is worthy of celebration.
Celebrate published writing with an audience.
49
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
UnitT III: Writing Realistic Fiction Stories
Resource Page
SUGGESTED
TIME
ALLOTMEN
T
6 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit III: Writing Realistic Fiction Stories
 Writers Generate Ideas from Personal Experience
 Develop Main Characters
 Writing Has a Process
 Writers Add Details
 Partners Writing
 Getting Ready to Publish
 Celebration
Suggested Resources
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Units of Study in Opinion, Information, and Narrative Writing
From Scenes to Series
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
A Chair for My Mother Vera B. Williams
Alexander and the Terrible, Horrible, No Good, Very Bad Day
Judith Viorst
Snowy Day Ezra Jack Keats
Internet Links
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Mentor Texts
http://www.readandwritewithrebecca.com/Mentor-Texts.htm
“Can, Have, Are” Chart
http://www.mrswideen.com/2013/03/ipad-animal-inquiryproject.html
Anchor Charts
50
https://www.pinterest.com/kidpeopleclass/writing/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listContent
.
jsp?course_id=_2899_1&content_id=_17692_1
Wordswork: Story Writing
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=62950&
location=local&chapterskeyindex=143505&play=1
51
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit IV: Nonfiction Chapter Books: Writing How To and All About Books
ENDURING UNDERSTANDINGS
Writers can write to teach others.
Nonfiction writers organize their writing using a variety of text
features.

ESSENTIAL QUESTIONS
How can writers use words and information to teach others?

What are nonfiction text features? Why are they important?
KNOWLEDGE
Students will know:
Writers are experts on a range of topics and can teach others.
SKILLS
Students will be able to:
Access their prior knowledge to generate a list of topics that are
familiar to them.
Organize drafts in Writer’s Folder.
Discussing ideas with peers can enhance their writing.
Establish writing partnerships to plan and review work.
Mentor texts can be used as a model for good writing.
Imitate the structure of nonfiction books.
Revision is an ongoing part of the writing process.
Elaborate on their nonfiction books by adding details to enhance and
clarify their writing.
Writers check and edit their work before publishing.
Utilize classroom resources, such as the word wall, to spell words
correctly.
Examine their work for correct capitalization, punctuation, and
spelling.
Assess their writing using checklists and/or rubrics.
Writing is worthy of celebration.
Celebrate published writing with an audience.
Students will know: “How-To”
“How-To” books provide clear, sequential instructions on how to
Immerse in a variety of “How To” books or student writing.
52
CCS
W1.2
W1.5
L1.1
L1.2
L1.6
SL1.1
SL1.2
SL1.3
SL1.4
SL1.5
SL1.6
RF1.1
RF1.2
do something.
Planning is an important part of “How-To” writing.
Plan steps by touching and telling, sketching, and writing them in
order.
Apply transition words or ordinal words before each step.
Test the steps for accuracy by acting out and sharing with partners.
“How-To” books have unique features which help the reader.
Enhance books by adding distinctive features, i.e. materials page,
title page, numbered steps, labels, and warnings/reminders.
Students will know: “All About” Books
“All About” chapter books give detailed information on one topic.
Immerse in a variety of “All About” books or student writing.
Planning is an important part in writing an “All About” book.
Plan by choosing a topic, organizing the information into chapters,
sketching what they know, and then writing the facts across several
pages.
“All About” books have unique features which help the reader.
Develop chapters that focus on different areas of the subject using
facts and vocabulary relevant to the topic.
Enhance books by adding distinctive features, i.e. bold words,
chapter titles, labels, captions, title page, diagrams, etc.
Text features are used purposefully to enhance our writing.
Select appropriate text features to enhance and prioritize
information.
53
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit IV: Nonfiction Chapter Books: Writing How To and All About Books
Resource Page
SUGGESTED
TIME
ALLOTMENT
8 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit IV: Nonfiction Chapter Books: Writing “How-To” and “All
About” Books
 Nonfiction Writers are Experts
 Mentor Text
 Revision and Editing
 “How-To” and “All About” Books Have Unique Features
Suggested Resources
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Units of Study in Opinion, Information, and Narrative
Writing Nonfiction Chapter Books
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
How A House Is Built Gail Gibbons
How To Babysit A Grandpa Jean Reagan
How To Lose All Your Friends Nancy Carlson
Lori Shores
Internet Links
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Mentor Texts
http://www.readandwritewithrebecca.com/Mentor-Texts.htm
Anchor Charts
https://www.pinterest.com/kidpeopleclass/writing/
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listConte
nt.jsp?course_id=_2899_1&content_id=_17692_1
54
The Milk Makers
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=47283
&location=local&filetypeid=65
Sharks
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=78924
&location=local&filetypeid=12
55
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit V: Writing Reviews: From Hobbies to Books, Writers Share Their Opinion
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Opinion writers make and defend claims about many topics.

What is an opinion?
Writers express their opinions by using logic and supporting
evidence.

How do writers convince others?
Book reviewers share important information about story
elements to persuade others to read the book.

Why do we recommend a book?
KNOWLEDGE
Students will know:
Opinions are thoughts or feelings on a topic.
SKILLS
Students will be able to:
Explain the difference between fact and opinion.
CCS
W1.1
W1.5
Generate a list of opinions in the classroom/school.
Writers share their opinions and reasons for their opinions.
Sort, rank, categorize, explain and persuade others about their
ideas/collections.
Discuss with peers their opinion and supporting reasons.
Opinion pieces are organized and follow a typical structure.
Utilize a set structure, such as OREO - Opinion, Reasons, Examples,
and Opinion- restated - to explain their opinions on any topic.
Writers state and support their opinions.
Describe their opinions using sentence starters, such as “I think…
because…”
Book reviews can help others decide if they would be interested in
reading a book.
Critique a book they’ve read by naming the book, stating an opinion,
supplying reasons for the opinion, and providing some sense of closure.
Elaborate on their favorite part using key story elements to support
their opinion.
56
L1.1
L1.2
L1.6
SL1.1
SL1.2
SL1.3
SL1.4
SL1.5
SL1.6
RF1.1
RF1.2
Discussing ideas with peers can enhance our writing.
Establish writing partnerships to plan and review work.
Writers check and edit their work before publishing.
Utilize classroom resources, such as the word wall, to spell words
correctly.
Examine their work for correct capitalization, punctuation, and
spelling.
Assess their writing using checklists and/or rubrics.
Writing is worthy of celebration.
Celebrate published writing with an audience.
57
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit V: Writing Reviews: From Hobbies to Books, Writers Share Their Opinion
Resource Page
SUGGESTED
TIME
ALLOTMENT
6 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit V: Writing Reviews: From Hobbies to Books, Writers
Share Their Opinion
 Writers Have an Opinion
 Writing Book Reviews to Persuade Others
 Writers Share Their Opinion With Partners
 Revision and Editing
 Celebration
Suggested Resources
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Units of Study in Opinion, Information, and Narrative Writing
Writing Reviews
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
Spoon Amy Krouse Rosentha
Earrings Judith Vorist
The Best Story Eileen Spinelli
Reading Rainbow Videos
Internet Links
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Student Reviews
www.spaghettibookclub.com
Mentor Texts
http://www.readandwritewithrebecca.com/Mentor-Texts.htm
Anchor Charts
https://www.pinterest.com/kidpeopleclass/writing/
58
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listContent.
jsp?course_id=_2899_1&content_id=_17692_1
59
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit VI: Scenes to Series: Writing Stronger Fictional Stories
ENDURING UNDERSTANDINGS
Stories can be entertaining and teach us lessons.

ESSENTIAL QUESTIONS
How do writers create strong stories?
Authors can develop a character that grows throughout a series of
books.


What makes a character memorable?
How can characters show their thoughts or feelings?
KNOWLEDGE
SKILLS
Students will know:
Mentor texts can be used as a model for good writing.
Students will be able to:
Emulate the language of favorite authors.
Fictional series are centered around a main character.
Develop a character with internal and external traits, using a “Can,
Have, Are” chart.
Characters in realistic fiction typically strive for something or
change as a result of a problem, just like real people.
Brainstorm problems to create an adventure for their character that
can be solved realistically.
Stories have sequential plots.
Plan scenes that unfold in a sequential manner, using touch and tell
or sketching, etc.
Design a story plot by describing the setting, introducing the
characters, giving the character a problem, and then solving the
problem.
Characters can exhibit traits and feelings like those of real people.
Compose dialogue throughout text to add voice and tone.
Add thought/speech bubbles to add expressive language to their
writing.
Use feeling words or phrases to “show not tell”.
Character traits are consistent throughout the series.
Create stories with the same character in new settings with different
problems.
60
CCS
W1.3
W1.5
L1.1
L1.2
L1.6
SL1.1
SL1.2
SL1.3
SL1.4
SL1.5
SL1.6
RF1.1
RF1.2
RL1.3
RL1.7
RL1.9
Develop the character throughout the series while keeping their
internal traits.
Authors can enhance their stories.
Elaborate with details, descriptive language and/or other types of
writing craft, i.e. onomatopoeia, dialogue, good leads, etc.
Discussing ideas with peers can enhance our writing.
Establish writing partnerships to plan and review work.
Writers check and edit their work before publishing.
Utilize classroom resources, such as the word wall, to spell words
correctly.
Examine their work for correct capitalization, punctuation, and
spelling.
Assess their writing using checklists and/or rubrics.
Writing is worthy of celebration.
Celebrate published writing with an audience.
61
62
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Writing ~ Grade 1
Unit VI: Scenes to Series: Writing Stronger Fictional Stories
Resource Page
SUGGESTED
TIME
ALLOTMENT
6 weeks
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit VI: Scenes to Series: Writing Stronger Fictional Stories
 Main Characters in a Series
 Writers Develop a Problem and Solution
 Characters Have Feelings
 Story Sharing with Partners
 Revision and Editing
 Celebration
Suggested Resources
The Complete Year in Reading and Writing
Jaime Margolies and Pam Allyn
Units of Study in Opinion, Information, and Narrative
Writing From Scenes to Series
Lucy Calkins
Fundations Level 1, Second Edition
Fundamentals of Grammar and Conventions
Mentor Texts
Suggested series:
Olivia
Poppleton
Frog and Toad
Mr. Putter and Tabby
Clifford
Fluffy
Biscuit
Henry and Mudge
Internet Links
TCRWP- Teachers College Reading & Writing Project
http://tc.readingandwritingproject.com
Mentor Texts
http://www.readandwritewithrebecca.com/Mentor-Texts.htm
63
“Can, Have, Are” chart
http://www.mrswideen.com/2013/03/ipad-animal-inquiryproject.html
Literacy Resources Randolph Township Public Schools
https://rtnj.blackboard.com/webapps/blackboard/content/listConte
nt.jsp?course_id=_2899_1&content_id=_17692_1
The Sharp Wits: The Case of Creating a Great Character
http://safari.rtnj.org/SAFARI/montage/play.php?keyindex=60838
&location=local&filetypeid=65
64
APPENDIX A: K – 5 CROSSWALK
Oct
Launching Readers
Workshop: Building
Habits Routines
4 Weeks
We are Readers:
Familiar Books
Breed Confidence
4 Weeks
Launching
Writers
Workshop
Writing
Kindergarten
Reading
Sept
We are Writers, Writing Teaching Books,
Writing Stories,
Revision and Publication
Grade 1
Reading
8 Weeks
Nov
Readers Use
Superpowers
to Develop
Print Strategies
Dec
Jan
Flexing Muscles: Growing
with Just
Right Books
4 Weeks
4 Weeks
Writing for Readers
Feb
Avid Readers: Gaining
Knowledge through Informational Text
March
Books Empower Us:
Discovering our Opinions about Stories and
Topics
June
Becoming Better Readers: Taking Risks
Writing More Clear Stories
Utilizing Tools to Strengthen
our writing
Story Telling with my Partner
Revision and Publication
8 Weeks
4 Week
Persuasive Writing
Making Changes in
our classroom and
school,
Writing Letters,
Having a Voice in
the World
8 Weeks
Writers Are Brave:
Taking risks in our writing and Becoming
Stronger (Open)
Poetry
Narrative
Informational
Opinion
5 Weeks
8 Weeks
4 Weeks
Growing Readers:
Tackling Words and
Reading Strategies
Readers Meet the
Characters in our
Books
Nonfiction Readers
Learn About the World
4 Weeks
6 Weeks
6 Weeks
8 weeks
Feelings and
Fluency:
Exploring the
Rhythm of
Language
4 Weeks
Writing
May
5 Weeks
8 Weeks
How To
All About
Books
Books
Launching Reader’s
Workshop: Readers
Build Good Habits
Launching
Writer’s
Workshop:
Writers Build Good
Habits
4 Weeks
April
Small Moments:
Writers Write About
Their Own Lives
Writing Realistic
Fiction Stories
Nonfiction Chapter Books: Writing “How-To” and “All About”
Books
6 Weeks
6 Weeks
8 weeks
65
Reading to
Discover
Opinions: An
Inquiry into
Text-based
Evidence
4 Weeks
Writing Reviews:
From
Hobbies to Books,
Writers Share Their
Opinions
6 Weeks
Reading Clubs:
Deepening our Comprehension through
Conversation
4 Weeks
Scenes to Series:
Writing Stronger
Fictional
Stories
6 Weeks
Reading
Writing
Grade 2
Launch: Taking Charge
of Our Reading
Tackling Trouble:
Strategies for
Reading Success
Reading to Learn:
Investigating Science Topics
and Exploring Non-Fiction
Story Elements: Exploring the
Genre of Fiction
Genre Study:
Poetry
Reading and Role Playing: Fables, Fairytales,
and Folktales
4 weeks
6 weeks
9 Weeks
6 weeks
4 weeks
6 weeks
Launch:
Building a Community
of Writers
Learning from
Authors: Improving Narrative Writing
Writing to Teach Others:
Scientific Discovery and Procedures
Writing About Topics to Become experts
Writing About Reading
Developing Opinions on Story
Elements
Poetry: Big
Thoughts in
Small Packages
Learning From Traditional Literature:
Improving Narrative Writing (Fairytales)
6 weeks
4 weeks
6 weeks
4 weeks
Reading
6 weeks
Launching Reader’s
Workshop: Building
a Reading Community with Stamina
and Meaning
3 Weeks
Author Study:
A Study of
Narrative Elements and
Craft
Writing
Grade 4
Reading
Writing
Grade 3
5 Weeks
Launching
Writing
Workshop:
Building a
Community of
Writers
3 Weeks
Launching
Reader’s
Workshop
Literary Essay:
Reflecting on Stories through Writing
9 weeks
Realistic Fiction:
Fiction: Introduction
Main Character
to Mystery
Study
3 Weeks
3 Weeks
Using Text
Structures to
Comprehend
Expository
Nonfiction
Research: Skills and
Strategies
4 Weeks
7 Weeks
Fiction: Fabless,
Folktales, and Fairytales:
An Intro into Cultural
Literacy
Realistic Fiction: Writing Stories
Based on Reality
The Art of
Informational
Writing: From Chapter
Books to Essays
Content Area Research
Persuasive Writing:
Finding a Voice in
Your Community
5 Weeks
Crafting Narrative
Stories Writing Personal
Narratives
8 Weeks
5 Weeks
2 Weeks
5 Weeks
5 Weeks
5 Weeks
Realistic Fiction: A
Study of Characters
and Their
Relationships
Author Study: A
Focus on Character
and Theme
Non Fiction:
Review and
Analysis of Text
Features and
Organizational
Structures
3 weeks
Non Fiction: Reading Like a
Researcher
Topic of Interest
Article
Investigat
ion
4weeks
Historical
Fiction: A
Journey to
the Past
Examining the Creative
Arts Through Poetry and
Drama
Infused
Cross Curricular
5 Weeks
3 weeks
6 weeks
6 weeks
Launching
Writer’s
Workshop:
Setting the
Foundation of
Writing
Narratives
3 weeks
Realistic Fiction:
Character
Development
Literary Essay:
Exploring Character
and Theme
Writing to Teach: Exploring Structures
in Informational Writing
Persuasive Writing: Take a Stance
Open Workshop
6 weeks
6 weeks
7 weeks
7 weeks
4 weeks
66
4 weeks
6 weeks
Folktales,
Fables, and
Myths: A
Study of
Traditional
Literature
4 weeks
Reading
Writing
Grade 5
Character Study
/ Realistic Fiction: An InDepth Character Study
6 Weeks
Short Fiction: A Study
of Narrative Analysis,
Theme, and Perspective
Narrative Craft:
Complex Character and Sophisticated
Conflict
6 Weeks
Literary Essay: Writing Analytically about
Reading
Informational Writing: Feature Articles
on Topics of Personal
Expertise
Research-Based Argument Essay: Understanding Both Sides & Taking a
Position
5 Weeks
7 Weeks
6 Weeks
5 Weeks
Historical Fiction:
Exploring Characters
Through Adversity
Nonfiction: Researching Debatable
Issues
7 Weeks
Understanding Setting and Social Issues
Through Fantasy
6 Weeks
5 Weeks
Open Workshop
Selections:
Poetry
Personal Narrative
8 Weeks
APPENDIX B: RESOURCES
The Complete Year in Reading and Writing 1, © 2008, ISBN- 13:978-0-545-04634-3
The Fundamentals of Grammar & Conventions, © 2015, ISBN- 9781937694203
Fundations: Second Edition, © 2012, ISBN- 978-1-56778-521-0
The Reading Strategies Book, © 2015, ISBN- 978-0-325-07433-7
Reading with Meaning: Second Edition, © 2012, ISBN- 978-157110-955-2
Units of Study for Teaching Reading, Grade 1, © 2015, ISBN- 978-0-325-04694-2
Units of Study in Opinion, Information, and Narrative Writing, Grade 1, © 2013, ISBN-13:978-0-325-04709-6
67
Open Workshop
Selections:
Mystery: A Study of
Critical Thinking
Poetry & Performing Arts
3 Weeks