Unit Plan 1 (Grade 1 ELA): Launching Our Reading–Writing Community

Focus: Routines, stamina, partner talk, writer’s workshop norms

Grade Level: 1

Subject Area: English Language Arts (Reading • Writing • Speaking/Listening • Language • Foundational Skills)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Welcome week! Students learn how our reading–writing community works: where to sit, how to choose books, how to build reading stamina, how to talk with partners, and how writer’s workshop flows (mini-lesson → write time → share). We also refresh print concepts (left-to-right, spaces, letters/words) and practice complete spoken and written sentences.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Follow classroom discussion rules and respectfully partner talk to build ideas (SL.1.1).
2. Demonstrate basic print concepts during shared/independent reading (directionality, tracking print, letter/word/ sentence distinctions) (RF.1.1).
3. Sustain independent reading and writing workshop routines (book choice, quiet work spots, share time) while producing and revising simple sentences with teacher guidance (RL.1.10; W.1.5).
4. Use complete sentences when speaking and writing; apply grade-appropriate grammar/usage (L.1.1).

Standards Alignment — CCSS Grade 1

• RL.1.10 (Range of reading; with prompting/support, read prose/poetry appropriate for Grade 1)
• W.1.5 (With guidance/support, focus on a topic, respond to questions/suggestions, add details)
• SL.1.1 (Participate in collaborative conversations; follow rules; build on others’ talk; ask/answer questions)
• RF.1.1 (Demonstrate understanding of organization/basic features of print)
• L.1.1 (Command of conventions of standard English grammar/usage when writing/speaking)

Success Criteria — student language

• I can sit, listen, and share using our discussion rules.
• I can track print with my finger and tell the first/last word in a line.
• I can read/write quietly in my spot for X minutes without reminders.
• I can speak and write in complete sentences.
• I can revise my sentence when a partner/teacher gives me a suggestion.

III. Materials and Resources

Mentor & Student Texts — teacher acquires/curates

• 3–4 short picture books about classroom community, feelings, and routines (curriculum-approved or public-domain selections).
• A small set of decodable readers (short/long vowels, common digraphs) for independent practice at varied levels.
• Shared charts/poems with clear print for tracking (big-book or projected).
• Name cards, alphabet charts, and environmental print samples for pointing/tracking practice.

Tools & Displays

• Anchor charts: “Our Reading Agreements,” “Turn & Talk Rules,” “Writer’s Workshop Steps,” “What Good Listeners Do,” “Track the Print (Left → Right),” “Complete Sentences Sound Like…”
• Organizers: Reading Stamina Tracker (minutes + goal), Turn-and-Talk Stems (“I noticed…,” “I agree because…,” “Can you tell me more?”), Quick-Write Sheet (picture box + one sentence), Book-Bin Label cards.
• Highlighters; sticky notes; clipboards; pencils/crayons; individual book bins; pointer sticks.

Preparation — before Session 1

• Set up reading spots and labeled book bins (2–3 just-right books per student).
• Post anchor charts with space for class-added norms.
• Prepare a 3–5 minute model read-aloud passage with clear print for tracking practice.
• Copy stamina trackers, quick-write sheets, and sentence stems.

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent/Partner Practice → Share → Exit Ticket

Session 1: Welcome to Our Reading Community (SL.1.1; RF.1.1)

• Mini-Lesson (10–12 min): Introduce discussion rules (listen, look at speaker, take turns). Model Turn & Talk with stems.
• Guided (10 min): Read aloud a short community-themed picture book. Students track print on two projected lines; identify first/last word.
• Independent/Partner (15–20 min): Partners practice a Turn & Talk about the story using stems; then browse book bins in assigned spots for 3–5 minutes of quiet look-through/reading.
• Share (5–7 min): Build the “Our Reading Agreements” chart from student suggestions.
• Exit Ticket: Whisper a complete sentence about one thing you’ll do to be a good reading partner.

Session 2: Book Choice & Stamina (RL.1.10; RF.1.1)

• Mini-Lesson (8–10 min): Model choosing just-right books (look, think, try a page) and setting a stamina goal.
• Guided (10 min): Practice tracking print on a poem; students point left-to-right and sweep return.
• Independent (15–20 min): Independent reading with Stamina Tracker (goal 5–7 min). Teacher confers on print concepts.
• Share (5–7 min): Celebrate stamina minutes; quick reflection: “What helped you keep reading?”
• Exit Ticket: Point to the first word on a new line of today’s poem.

Session 3: Writer’s Workshop Launch (W.1.5; L.1.1)

• Mini-Lesson (10–12 min): Teach workshop flow and writing spots. Model drawing a quick sketch and writing one complete sentence (capital, spaces, end mark).
• Guided (10 min): Class helps revise the model sentence (add a detail/stronger verb).
• Independent (15–20 min): Students sketch and write one sentence about “My first day plan.” Teacher gives a suggestion; students revise (W.1.5).
• Share (5–7 min): Authors read one line; listeners use “I noticed…”
• Exit Ticket: Circle the capital letter in your sentence.

Session 4: Partner Talk That Helps Writers (SL.1.1; W.1.5; L.1.1)

• Mini-Lesson (8–10 min): Model peer conferring: compliment → question → suggestion using sentence stems.
• Guided (10 min): Fishbowl with two students; class names which rule was used.
• Independent (15–20 min): Partners exchange pieces; each writer adds or fixes one thing based on feedback (W.1.5).
• Share (5–7 min): “I changed ___ because my partner said ___.”
• Exit Ticket: Put a ✔ next to the end mark in your best sentence.

Session 5: Putting It All Together (Assessment) (RL.1.10; SL.1.1; RF.1.1; W.1.5; L.1.1)

• Warm-Up (5 min): Review charts; set stamina goal for today.
• Task (25–30 min):
  1. Independent reading (goal 7–10 min) while tracking print when reading to self/teacher (RF.1.1; RL.1.10).
  2. Quick-write: draw + 1–2 sentences about “What good readers/writers do,” then revise one detail with teacher/peer feedback (W.1.5; L.1.1).
  3. Turn & Talk share using stems, following discussion rules (SL.1.1).
• Share (5–7 min): Class goal check; add a final norm to our charts.
• Exit Ticket: Tell a partner, in one complete sentence, the rule you’ll remember tomorrow.

V. Differentiation and Accommodations

Advanced Learners

• Set a longer stamina target; add a second sentence using and/so.
• Lead a mini-conference using compliment → question → suggestion.
• Track print on a new page independently and identify end punctuation.

Targeted Support

• Pre-select just-right books; provide picture stems for Turn & Talk.
• Use finger-tracing arrows on projected text; whisper-read with teacher.
• Provide sentence frames: “I will ___ in reading time.” “My sentence is ___.”

Multilingual Learners

• Bilingual/visual word bank: read, write, partner, sentence, capital, space, period.
• Allow L1 rehearsal; share out in English with stems.
• Gesture/visuals for routines; model complete sentences chorally.

IEP/504 & Accessibility

• Provide larger-print charts; seat near teacher for conferring.
• Reduce output: picture + dictated sentence; student traces capitals/spaces.
• Offer quiet nook and visual timers for stamina.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Observation checklists for SL.1.1 (rules, turn-taking, on-topic talk).
• Print-concepts prompts during read-aloud/poem (RF.1.1).
• Quick-writes with complete sentences and evidence of revision (W.1.5; L.1.1).
• Stamina Tracker growth (minutes sustained).

Summative Snapshot — End of Week; 0–2 per criterion, total 10

1. Discussion Routines (SL.1.1)
   • 2: Follows rules, uses stems, asks/answers a question.
   • 1: Partially follows; minimal stems.
   • 0: Off-task/rare participation.
2. Print Concepts (RF.1.1)
   • 2: Points left-to-right; identifies first/last word; distinguishes letters vs. words.
   • 1: Inconsistent; needs prompts.
   • 0: Not yet demonstrated.
3. Independent Reading/Writing Habits (RL.1.10; W.1.5)
   • 2: Meets stamina goal; produces a sentence and revises with support.
   • 1: Nearly meets; minimal revision.
   • 0: Off-task or no product.
4. Grammar/Usage (L.1.1)
   • 2: Uses complete sentence(s) with capitals/spaces/end marks.
   • 1: Minor omissions; meaning intact.
   • 0: Frequent fragments/run-ons.
5. Reflection/Community Contribution
   • 2: Names one norm and how they used it.
   • 1: Vague reflection.
   • 0: No reflection.

Feedback Protocol

• One glow (“You used a complete sentence when you shared—nice!”) and one grow (“Add a period at the end.”).
• Micro-goals: +2 minutes stamina, 1 more because detail, consistent capitals.

VII. Reflection and Extension

Reflection Prompts

• “Which rule helps you talk and listen best?”
• “Where did you use tracking to help you read today?”
• “What change did you make after feedback?”

Extensions

• Reading Spots Map: Students label their preferred reading spot; write one sentence.
• Class Promise Poster: Each child writes one rule in a complete sentence; sign it.
• Home Connection: Teach a family member our Turn & Talk stems; draw/write about it.

Standards Trace — When Each Standard Is Taught/Assessed

• SL.1.1 taught Sessions 1, 4; assessed Session 5 Criterion 1.
• RF.1.1 taught Sessions 1–2; assessed Session 5 Criterion 2.
• RL.1.10 taught Sessions 2 & 5; assessed Session 5 Criterion 3.
• W.1.5 taught Sessions 3–4; assessed Session 5 Criterion 3.
• L.1.1 taught Sessions 3–4; assessed Session 5 Criterion 4.