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1 | Unit 7 | Unit Name: Roots and Seeds Big Idea: How do the parts of a plant help it grow? | Unit pacing: 3 Weeks | ||||||||||||||||||||||||
2 | Unit Overview and Enduring Understandings | In Unit 7, students will explore how plants grow by studying their parts and functions through science-connected texts and purposeful literacy instruction. They will strengthen foundational reading skills by segmenting and blending phonemes, reading words with long vowel sounds (/ō/, /ū/, /o͞o/), and decoding words with silent letter patterns such as kn, wr, and ph. Repeated reading and practice with decodable texts will build their fluency, accuracy, and confidence as readers. Comprehension instruction will focus on understanding informational texts and poetry. Students will identify key text features (like headings and diagrams), analyze story structure, and apply strategies such as visualizing, predicting, summarizing, and asking/answering questions. They will also explore relationships within texts—including cause and effect and compare/contrast—while drawing connections to real-world topics like food, health, and the environment. In writing, students will follow the full writing process to craft opinion pieces and book reports, focusing on clarity, organization, and audience. They will use graphic organizers to plan, revise for clarity and detail, and publish their work neatly. Grammar and conventions instruction will support this work, as students practice correct letter formation, spelling patterns (such as long /ō/ and /o͞o/), and expand sentences using pronouns, adjectives, and adverbs. Unit 7 integrates phonics, vocabulary, reading comprehension, and writing through a science-rich lens that promotes both literacy and inquiry, helping students see the connections between language and the world around them. | LESSON 1: January 12- 16, 2026 Martin Luther King Jr. Holiday (No School): January 19, 2026 LESSON 2: January 20- 23, 2026 LESSON 3: January 26- 30, 2026 | ||||||||||||||||||||||||
3 | Essential Questions | Foundational Skills: 1. How can breaking a word into sounds help me read or spell it? 2. What are some ways to spell the same sound in different words? 3. How do I know which vowel team to use when spelling a word? 4. Why are some letters in words silent, and how can I still read the word correctly? 5. How can I figure out tricky words by looking at their patterns or parts? 6. What can I do when I see a word I don’t know how to read? | Reading Elements & Comprehension Strategies: 1. How do listening and asking questions help us understand what we read and hear? 2. Why is learning and using new vocabulary important when reading and writing? 3. How do text features and book parts help us find and understand information? 4. What makes informational texts and poems different, and why does that matter? 5. How do comprehension strategies like predicting, visualizing, and making connections help us understand texts better? 6. How do authors use words, pictures, and text features to share information and ideas? | Writing: 1. Why do we need to plan, write, fix, and share our writing? 2. How does spelling words the right way help others read our writing? 3. What can I do to make my handwriting neat and easy to read? 4. How do pronouns, adjectives, and adverbs help me write better sentences? 5. How can I add details to make my writing more fun and exciting to read? 6. Why do I need to think about who I’m writing for and what I want to say? | |||||||||||||||||||||||
4 | Content Domain | Essential Standards | Supporting Standards | Concepts | Skills | Strategies/ Models | Vocabulary | Evidence of Mastery | Assessments | District Aligned Resources | |||||||||||||||||
5 | Foundational Skils | 1.RF.3 Know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words. | 1.RF.4 Read with sufficient accuracy and fluency to support comprehension. 1.RF.3.f Recognize and read grade‐appropriate irregularly spelled words. 1.RF.4.b Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings. 1.RF.4.c Use context to confirm or self‐correct word recognition and understanding, rereading as necessary. 1.RF.3.b Decode regularly spelled one-syllable words. 1.RF.4.a Read on-level text with purpose and understanding. | We can take apart words into individual sounds to help us spell and read them. Some vowel sounds, like /ō/ and /ū/, can be spelled in different ways like oa, ow, ew, or ue. We can put sounds together to read and spell new words. Some letters are silent in words, like the k in “knock” or the w in “wrap.” The letters ph make the /f/ sound, like in “phone.” We use vowel teams like oo or u to make the /o͞o/ sound, like in “moon” and “rule.” Knowing different spelling patterns helps us read tricky words. Reading the same words and stories more than once helps us become faster and better readers. | Segment and blend individual phonemes in single-syllable words to build decoding skills. Identify and blend final consonant sounds. Blend, spell, and read words with long vowel sounds /ō/, /ū/, and /o͞o/ using various spelling patterns (oa, ow, ew, ue, oo, u). Generate and read words with silent letter patterns (kn, gn, wr, mb, ph). Apply decoding strategies to read unfamiliar words with predictable phonics patterns. Build fluency and confidence through repeated reading of decodable texts and targeted practice with phonics-based word lists. | Use Elkonin sound boxes, arm tapping, and oral blending games to segment and blend phonemes Practice final consonant blending with word building, onset-rime routines, and decodable puzzles Teach long /ō/, /ū/, /o͞o/ with spelling patterns (oa, ow, ew, ue, oo, u) through: Word sorting, phonics chants, and spelling pattern anchor charts Introduce silent letters (kn, gn, wr, mb, ph) using: Picture-word match, silent letter posters, and highlight-and-read routines Shared reading of texts with target patterns Apply decoding strategies: Chunking, slide-and-blend, and syllable tapping Build fluency with: Timed repeated reading, choral/echo reading, and partner reads Use targeted word lists and sentence strips to reinforce patterns | HIGH FREQUENCY WORDS Lesson 1 (Week 1): their, away Lesson 2 (Week 2): how, know, want, one, now, saw, old, would Lesson 3 (Week 3): blue | TSWBAT segment and blend individual phonemes in single-syllable words with 85% accuracy. TSWBAT identify and blend final consonant sounds to read and spell words with 85% accuracy. TSWBAT read and spell words with long vowel (oa, ow, ew, oo, etc.) and silent letter patterns (kn, gn, wr, mb, ph) with 80–85% accuracy. TSWBAT apply decoding strategies to read unfamiliar words and fluently read decodable texts with 90% accuracy. TSWBAT identify, read, and recall vocabulary and high frequency words presented in various assessment formats with at least 80- 90% accuracy. | Oral response tasks using word cards or Elkonin boxes Phoneme mapping worksheets for CVC and CVCe words Final sound identification checklists Word reading fluency with long vowel and silent letter patterns Word sort and dictation spelling checks Reading of decodable text with pattern-specific target words 1-minute fluency reads Oral Reading in Whole Group and Small Group (Differentiated) GALILEO Tests | Week 1: Decodable 82: Crow and Goat Decodable 83: Rescue That Cat! Decodable 84: Eat at Joan’s Week 2: Decodable 85: A Lamb on a Limb Decodable 86: King Knox and His Knight Decodable 87: Little Wren’s Surprise Decodable 88: The Phantom Frog Decodable 89: The Pony Express Week 3: Decodable 90: A Cool Balloon Decodable 91: A True Bird Decodable 92: Ants: The True Story | |||||||||||||||||
6 | Reading Elements and Comprehension Strategies | 1.SL.6 Produce complete sentences when appropriate to task and situation. 1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 1.RL.10 With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1. 1.RI.10 With prompting and support, read informational texts, including functional texts, history/social studies, science, and technical texts, appropriately complex for grade 1. 1.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking | 1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 1.SL.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. 1.L.1.i Produce and expand complete simple and compound sentences. | We understand stories better when we listen carefully and talk about what we read. Asking and answering questions helps us think deeply about the text. Learning new words helps us understand what we read and say what we mean. Using new words in our reading and writing makes our ideas stronger. Reading smoothly, with the right speed and expression, helps us understand the text better. Knowing the parts of a book helps us find information and understand how books are organized. Text features like titles, headings, and bold words help us find important details in nonfiction texts. Understanding the kind of text we read helps us know what to expect and how to learn from it. Making connections helps us relate what we read to our own lives. Visualizing, predicting, and summarizing help us make sense of what’s happening in the text. Figuring out the main idea and details helps us remember what we learned. Stories have characters, settings, and plots that help us understand what’s happening. Reading about plants helps us understand how living things grow and survive. | Set purposes for reading and generate thematic questions. Develop and apply vocabulary through repeated exposure and use. Read with accuracy, appropriate rate, expression, and prosody. Answer both literal and inferential comprehension questions. Identify parts of a book (covers, title, table of contents). Recognize and analyze text features in informational texts (headings, comparisons, categories, main ideas/details). Understand and apply elements of different genres (explanatory texts, poetry, informational texts). Analyze writer’s craft, including point of view, author’s purpose, and language use. Apply strategies like making connections, predicting, visualizing, clarifying, summarizing, and asking/answering questions. Identify cause-and-effect and compare/contrast relationships in texts. Sequence events and extract main ideas. Read and analyze texts with science connections (e.g., plant life cycles, protective plants). Classify and categorize information from texts. Apply learning to real-world themes such as food, environment, and health. | KWL Chart – Activate prior knowledge and set purpose before reading Thematic Question Web – Brainstorm questions around unit themes (e.g., "How do plants survive?" or "How does food help our bodies?") Think-Aloud Modeling – verbalize thinking during prediction, inference, and summarizing Metacognitive Bookmark – Students record predictions, connections, and clarifications while reading Stop & Jot – Pause during read-alouds for students to jot thoughts or questions Frayer Model – Define, illustrate, give examples/non-examples Semantic Map – Web of related words around a target vocabulary term Vocabulary Journal – Repeated use of words in sentences, illustrations, and synonyms 3-Column Notes – For: Question – My Answer – Text Evidence Text Feature Scavenger Hunt – Students identify headings, captions, charts, etc. in nonfiction books Main Idea & Details Flower Map – Main idea in center; supporting details in petals Venn Diagram – Compare and contrast ideas, genres, or character experiences Flow Map (Sequencing Chart) – Show order of events or steps in a life cycle Cause-and-Effect T-Chart – Left: Cause; Right: Effect; use images or sentence starters T-Chart – Facts vs. Opinions from informational texts | VOCABULARY WORDS Lesson 1 (Week 1): drawing, eagerly, reproduce, life cycle, bulb, base, nutrients, carries, factories, decay Lesson 2 (Week 2): coating, float, place, structures, survive, store, edible, contain, purpose Lesson 3 (Week 3): growth, system, spines, important, layers, harm, respond, defend, digest | TSWBAT set a reading purpose and answer both literal and inferential questions using text evidence with 85% accuracy. TSWBAT define and apply vocabulary words in context using a Frayer Model or sentence frame with 80% accuracy. TSWBAT complete a Venn diagram or cause/effect chart from a grade-level text with 85% accuracy. TSWBAT asnwer WH and open-ended questions that go beyond the text to encourage critical thinking. TSWBAT identify the reasons or events that caused something to happen, and the possible effects it may bring. TSWBAT identify the author's attitude or feeling towards the subject matter (e.g., serious, humorous, critical, informative). TSWBAT determine the reason why the author wrote the text (e.g., to inform, persuade, entertain, express an opinion). | Exit Tickets – Literal/inferential questions, author’s purpose, or vocabulary use KWL Reflections – Evaluate what was learned after reading Strategy-based Reading Logs – Summaries, questions, and connection entries Text Structure Organizers – Completed Venn diagrams, flow maps, and cause/effect charts Genre Sort – Match titles and features to genre types Comprehension Quizzes – Based on informational and narrative texts Ask WH and open-ended questions. GALILEO Tests | Lesson 1 (Week 1): Title: "Plant Life Cycles" Poetry: "Dandelion". Lesson 2 (Week 2): Title: "Pond Plants". Poetry: "Fruits and Vegetables at Work". Lesson 3 (Week 3): Title: "Protective Plants" | |||||||||||||||||
7 | Writing | 1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. | 1.W.7 With guidance and support from adults, participate in shared research and writing projects (e.g., explore a number of "how‐to" books on a given topic and use them to write a sequence of instructions). | Good writing follows clear steps—planning, drafting, revising, editing, and publishing—to help share our ideas in an organized way. Writers use tools like maps and outlines to plan their ideas before they begin writing. Evaluating and improving our first drafts makes our writing clearer and more complete. Learning common spelling patterns helps us read and write words more accurately. Practicing tricky sounds like /ō/, /m/, /n/, and /o͞o/ helps us become stronger, more confident spellers. Letters have specific shapes and sizes, and writing them neatly helps others read our work. Spacing letters and words correctly makes our sentences easier to read and understand. Using the right pronouns helps our writing sound natural and avoids repeating the same nouns. Adding adjectives and adverbs helps paint a clearer picture and makes our writing more interesting. | Plan, draft, revise, edit, and publish opinion pieces and book reports, focusing on clear organization, audience, and purpose. Evaluate prewriting plans and use graphic organizers (e.g., sequence or story maps) to structure ideas. Practice publishing final drafts with attention to neatness and completeness. Take spelling pretests regularly to assess knowledge of high-frequency and phonics-based words. Practice and apply correct spelling of words with long /ō/ (e.g., goat, snow), /m/, /n/, and /o͞o/ (e.g., food, moon). Form uppercase and lowercase letters correctly (j, q, x, y, A, N, E, F). Control the size, spacing, alignment, and legibility of letters in written work. Use a variety of pronouns (personal, indefinite, and possessive) accurately in writing. Expand sentences with appropriate adjectives and adverbs to add detail and clarity. | 5-Step Writing Anchor Chart – Plan, Draft, Revise, Edit, Publish OREO chart (Opinion, Reason, Example, Opinion restated) Checklist for Peer Editing & Self-Editing – Used during revision and editing phases Teacher Modeling ("I Do") – Think-alouds for revising and expanding sentences Sequence Chart – Organize story or book report events Story Map – Identify characters, setting, beginning, middle, and end Idea Web – For brainstorming reasons and supporting details Spelling Pretest Routine – Weekly pretest using dictation or whiteboards Word Sorts – Sort long /ō/ patterns (oa, ow), and phonics-based sounds (/m/, /n/, /o͞o/) Partner Spelling Practice – Use flashcards or games (e.g., Roll & Spell) Letter Formation Charts – Visual guides for j, q, x, y, A, N, E, F Skywriting and Rainbow Writing – Multisensory letter practice Sentence Expansion Charts – Practice adding adjectives and adverbs | SPELLING WORDS Lesson 1 (Week 1) Spelling Words: goat, boat, toad, load, loan, mow, tow, crow, glow, show Lesson 2 (Week 2) Spelling Words: lamb, limb, numb, comb, thumb, know, knob, knee, gnat, gnaw Lesson 3 (Week 3) Spelling Words: too, zoo, tools, shoots, soon, hoop, scoops, loose, moose, boots | TSWBAT correctly spell at least 80-90% words in the Spelling List. TSWBAT plan, draft, revise, edit, and publish an opinion or book report with clear structure and appropriate grammar with 85% accuracy. TSWBAT complete a prewriting organizer (OREO or sequence chart) and use it to produce a focused written piece. TSWBAT form uppercase and lowercase letters correctly and produce legible, properly spaced handwriting across a full sentence with 90% accuracy. TSWBAT use personal, possessive, and indefinite pronouns correctly in writing with 85% accuracy. TSWBAT expand sentences by using relevant adjectives and adverbs to add detail and clarity with 80–85% success. TSWBAT consistently write grammatically correct and complete sentences with 80-90% accuracy. | Opinion Writing Rubric – Focus on organization, clarity, conventions, and purpose Spelling Tests – Weekly post-tests to assess growth from pretest Handwriting Rubric – Criteria for size, spacing, legibility, and letter formation Book Report Checklist – Components: title, author, summary, opinion, neatness Grammar Quizzes – Pronoun identification, adjective/adverb use Sentence Writing Tasks – Expand sentences with modifiers and correct pronoun use Peer Review Sheets – Used during revision stage for writingSentence Writing Dictation Exercises | Handwriting without tears (Students edition) | |||||||||||||||||
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