Unit Plan 35 (Grade 1 Library): What Kind of Reader and Learner Am I?

Focus: Help Grade 1 students reflect on their library interests, strengths, preferences, and growth as readers and learners. Students identify favorite kinds of books, activities, topics, and response methods, explain why they enjoy them, and recognize that trying new formats and sharing responses helps build confidence.

Grade Level: 1

Subject Area: Library (Reading Identity • Reflection • Learner Confidence)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

This unit helps Grade 1 students think about who they are becoming as readers and learners. By the end of the year, students have experienced read-alouds, book browsing, centers, digital tools, topic baskets, retelling, drawing, building, discussion, and sharing. Now they can begin naming what they enjoy, what they are good at, what they are still curious about, and how they like to show their thinking. This kind of reflection supports reading identity and learner confidence in a developmentally appropriate way, helping students understand that their choices, interests, and efforts all matter in the library.

Essential Questions

• What kind of reader and learner am I becoming?
• What books, topics, tools, or activities do I enjoy most in library?
• How can trying new books, formats, and tools help me grow?
• How can I show my learning through talk, art, play, writing, building, movement, or sharing?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use reading, talk, art, play, writing, building, or movement to explore and respond to ideas from library lessons.
2. Identify favorite books, topics, activities, tools, or response methods from library learning.
3. Try or reflect on new books, formats, tools, and media with curiosity and willingness to learn.
4. Create or share a response that shows understanding of their interests, strengths, or learning preferences.
5. Explain in simple language what kind of reader or learner they are becoming.
6. (Optional Sessions) Strengthen reading identity and learner confidence through repeated reflection, choice-based response, and sharing of library growth.

Standards Alignment — 1st Grade (AASL-based Custom)

• L:S5.1a — Use reading, talk, art, play, writing, building, or movement to explore and respond to ideas from library lessons.
  • Example: A student draws or builds a favorite scene from a story and explains it.
• L:S5.1b — Try new books, formats, tools, and media with curiosity and a willingness to learn.
  • Example: A student uses a listening center, e-book, or photo database for the first time.
• L:S5.1c — Create or share a response that shows understanding of a story, topic, or question.
  • Example: A student makes a simple poster, drawing, retelling, or oral explanation after learning about a topic.

Success Criteria — Student Language

• I can name books, topics, tools, or activities I enjoy in library.
• I can tell what kind of reader or learner I am becoming.
• I can try new books, formats, tools, or media with curiosity.
• I can show my thinking through drawing, talking, building, writing, movement, or sharing.
• I can create or share a response that shows something I understand about myself as a library learner.