ABCDEFGHIJKLMNOPQRSTUVWXYZAA
1
Unit 9Unit Name: Red, White, and Blue
Big Idea: What does it mean to be patriotic?		Unit pacing: 3 Weeks
2
Unit Overview and Enduring UnderstandingsIn Unit 9, students explore what it means to be patriotic by reading a variety of texts, including stories, poems, and informational articles. They will practice comprehension strategies such as predicting, visualizing, and summarizing to better understand what they read. Students will also learn how to identify main ideas and details, compare facts and opinions, and analyze the author’s purpose and point of view across different texts.

Phonics instruction will focus on vowel sound patterns. Students will read and spell words with the long /oo/ sound (as in moon, blue, few), the /ow/ sound (as in cow, cloud), and the /aw/ sound (as in saw, cause, daughter, bought). They will generate word lists to reinforce these spelling patterns and improve decoding skills. Spelling practice will include words with prefixes like un- and dis-, and vowel patterns like /ā/ (as in cake) and /a/ (as in cat).

In writing, students will plan, draft, revise, and publish written summaries. Grammar instruction will focus on identifying and correctly using present, past, and future tense verbs in both writing and conversation. Students will also improve their handwriting by practicing proper formation of uppercase letters such as T, H, B, R, O, and C, and by controlling letter size and spacing.

To build cross-curricular connections, students will engage in discussions and readings about patriotism, national symbols, and community roles. Through these activities, they will strengthen both their literacy and their understanding of what it means to be a proud and active citizen.
LESSON 1: March 8- 12, 2027 (Conference Week)

SPRING BREAK (No Class): March 15- 19, 2027

LESSON 2: March 22- 26, 2027

EATER RECESS/ HOLIDAY (NO SCHOOL): March 29, 2027

LESSON 3: March 30- April 2, 2027

3
Essential QuestionsFoundational Skills:
1. How do the sounds in a word help us figure out how to read and spell it?
2. Why can the same sound be spelled in different ways?
3. How can recognizing vowel patterns help us become better readers and writers?
4. What do we notice about words that have the same sounds but different spellings?
5. How do spelling patterns help us understand how English works?
6. Why is it important to know more than one way to spell a sound?
Reading Elements & Comprehension Strategies:
1. How do different types of texts help us learn new things and understand the world?
2. How do reading strategies help us better understand what we read?
3. How can we figure out the main idea and important details in a text?
4. How does an author’s purpose and word choice affect what we learn from a text?
5. How does learning new vocabulary help us become better readers and writers?
6. How do text features and story elements help us understand what we’re reading?		Writing:
1. Why do writers follow steps like planning, drafting, and revising?
2. How does using the right verb tense help make our writing clear?
3. Why is it important to learn spelling patterns and rules?
4. How does checking and correcting our spelling help us become better writers?
5. What makes handwriting neat and easy to read?
6. How do correct spelling and grammar help others understand our writing?
4
Content DomainEssential StandardsSupporting StandardsConceptsSkillsStrategies/ ModelsVocabularyEvidence of MasteryAssessmentsDistrict Aligned Resources
5
Foundational Skils1.RF.3 Know and apply phonics and word analysis skills in decoding one-syllable or two-syllable words.


1.RF.3.f Recognize and read grade‐appropriate irregularly spelled words.

1.RF.4 Read with sufficient accuracy and fluency to support comprehension.

1.RF.4.a Read on-level text with purpose and understanding.

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.
Words are made up of different sounds, and vowel sounds can appear at the beginning or middle of a word.

The long /oo/ sound can be spelled in different ways, such as ew, u_e, and oo.

A single vowel sound can have more than one spelling pattern.

The /ow/ sound is found in words and can be spelled using ow or ou.

Making lists of words with the same sound helps in recognizing spelling patterns.

The /aw/ sound can be spelled in different ways, including aw, au, augh, and ough.

Knowing different ways to spell the same sound helps in reading and spelling new words.		Segment initial and medial vowel sounds in single-syllable words to build phonemic awareness.

Blend, spell, and read words with the long vowel sound /o͞o/ spelled ew, u_e, and oo (e.g., few, blue, moon).

Generate word lists with the /o͞o/ sound using multiple spelling patterns to reinforce decoding.

Blend, spell, and read words with the /ow/ sound spelled ow and ou (e.g., cow, cloud).

Generate words with the /ow/ sound to expand phonics-based vocabulary.

Blend, spell, and read words with the /aw/ sound spelled aw, au, augh, and ough (e.g., saw, cause, daughter, bought).

Generate words that include the /aw/ sound using various patterns to support word recognition.		Elkonin Sound Boxes – Students segment initial and medial vowel sounds by placing markers in boxes.

Oral Blending Practice – Use teacher prompts to model stretching and blending of target vowel sounds (e.g., /m/ /oo/ /n/ → moon).

Arm Tapping or Finger Tapping – Students tap out individual sounds and blend them orally.

Word Sorts – Categorize words by vowel sounds and spelling patterns:

Sound-Spelling Anchor Charts – Create visual reference charts showing spelling variations with example words and images.

Picture-Word Match – Match images with corresponding words containing /o͞o/, /ow/, or /aw/ sounds.

Word Family Lists & Chants – Practice word families (e.g., blue, glue, true or cow, now, how).

I Do–We Do–You Do – Teacher models blending/reading, class practices together, then students independently apply.

Repeated Reading of Patterned Texts – Use short decodable books with target vowel sounds.



HIGH FREQUENCY WORDS

Lesson 1 (Week 1):
your

Lesson 2 (Week 2):
N/A

Lesson 3 (Week 3):
N/A 		TSWBAT segment initial and medial vowel sounds in single-syllable words with 85% accuracy using oral tasks or sound boxes.

TSWBAT blend, spell, and read words containing the /o͞o/, /ow/, and /aw/ sounds with 80–90% accuracy on written and oral decoding tasks.

TSWBAT generate a minimum of 5–7 words with each vowel sound pattern (e.g., ew, ow, au) and categorize them correctly.

TSWBAT read decodable text fluently with correct pronunciation of long vowel and diphthong sounds using modeled phonics patterns with 95% accuracy.		Phoneme Segmentation Checks – Students segment words into sounds, particularly focusing on identifying the medial vowel.

Spelling Pattern Quizzes – Weekly assessments featuring mixed /o͞o/, /ow/, /aw/ words with different spelling patterns.

Word Sort Checks – Sort and read words aloud by sound and spelling pattern.

Dictation Sentences – Include words with target vowel sounds and assess correct spelling and sound-symbol match.

Oral Reading Fluency with Target Patterns – Track reading of short texts rich in /o͞o/, /ow/, /aw/ sounds.

Picture Labeling – Students identify and spell words associated with images featuring the target phonemes.

GALILEO Tests		Week 1:
Decodable 103:
Mr. Paws Invents


Week 2:
Decodable 104:
Gram and the Kids


Week 3:
Decodable 105:
Garden in the Sky
6
Reading Elements and Comprehension Strategies1.RL.10 With prompting and support, read stories, drama, and poetry of appropriate complexity for grade 1.

1.L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific expectations.)		1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

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.

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.		Different types of texts help us learn in different ways, whether we're reading stories, poems, or informational articles.

Using reading strategies like predicting, clarifying, and summarizing helps us understand and think deeply about what we read.

Understanding the main idea, details, and text structure helps us make sense of information and compare ideas.

Authors have different purposes for writing and use words, features, and points of view to share their messages.

Reading with fluency—using the right speed, accuracy, and expression—makes reading easier and more meaningful.

Learning and using new vocabulary in reading, writing, and speaking helps us become better communicators.

Asking questions and exploring ideas through inquiry helps us understand big themes and make real-world connections.

Text features and story elements (like characters and setting) help us understand how texts are organized and what they mean.		Set a purpose for reading and apply comprehension strategies (e.g., summarizing, clarifying, visualizing, predicting, questioning).

Identify main ideas, details, facts vs. opinions, cause and effect, and compare and contrast information.

Analyze point of view, author’s purpose, and language use.

Read fluently with accuracy, expression, and appropriate pacing.

Answer questions to demonstrate comprehension and deeper thinking.

Review elements of informational text, poetry, realistic fiction, and narrative nonfiction.

Identify and analyze story elements (plot, setting, character).

Explore how text features and the writer’s craft enhance meaning.

Develop vocabulary knowledge through repeated exposure and use in context.
.
Locate selections using the Table of Contents.

Discuss central themes such as patriotism and community.

Read Social Studies Connections to build cross-curricular understanding.		Think-Alouds – Teacher models summarizing, predicting, visualizing, and asking questions while reading.

Strategy Anchor Charts – Display cues for clarifying, questioning, visualizing, etc.

Main Idea & Details Web

T-Chart for Fact vs. Opinion

Cause and Effect Chart

Venn Diagram for Compare & Contrast

Story Map (character, setting, problem, solution)

Author’s Purpose PIE Anchor Chart – Persuade, Inform, Entertain

Repeated Reading – Short passages or poems focused on expression and rate.

Text Feature Hunt – Use real texts to locate headings, captions, glossaries, etc.

Frayer Models – Define and use new vocabulary words in context.

Context Clues Strategy – Highlight and infer meaning from sentences.

Theme Anchor Charts – Patriotism, community, perseverance, etc.

VOCABULARY WORDS

Lesson 1 (Week 1):
announcements, treat, patriotism, prepresent, honor, salute, anthem, environment, operates, exist

Lesson 2 (Week 2):
process, elected, accessible, compromises, veterans, duty, sacrifices, rank

Lesson 3 (Week 3):
nation, freedom, miners, skyscrapers, glimmer, vast, tribes, horizon		TSWBAT apply comprehension strategies (summarizing, predicting, questioning) to respond to texts with 80–90% accuracy using think-aloud or written response.

TSWBAT identify main idea, supporting details, and use text structures (cause/effect, compare/contrast) with 85% accuracy on graphic organizers.

TSWBAT read with fluency, expression, and accuracy scoring 3 or above on a fluency rubric.

TSWBAT correctly identify the genre, author’s purpose, and text features in various texts with 80–90% accuracy.

TSWBAT analyze story elements (character, plot, setting) and explain how language and visuals enhance meaning.

TSWBAT use new vocabulary words in speech and writing after multiple exposures and contextual practice.

TSWBAT locate selections using the table of contents and apply learning to real-world themes (e.g., community, civic duty) with teacher guidance.		Reading Comprehension Quizzes – Includes literal and inferential questions.

Graphic Organizer Checkpoints – Completed organizers showing comprehension of structure.

Fluency Rubric – Teacher or peer-rated on accuracy, pacing, and expression.

Genre Identification Task – Match passages to their correct genres.

Text-Dependent Writing Tasks – Respond to prompts using text evidence.

Vocabulary Journals – Define, illustrate, and use new words in sentences.

Theme Discussion Exit Tickets – Quick writes reflecting on central ideas (e.g., What does patriotism mean to you?).

Oral Retelling or Story Mapping – Assess ability to identify and recount plot and characters.

GALILEO Tests		Lesson 1 (Week 1)
Title: "Patriotism"
Poetry: "This Land is Your Land"


Lesson 2 (Week 2)
Title: "A Center for Everyone"
Title: "Veteran's: Heroes in our Neighborhood".


Lesson 3 (Week 3):
Title: "America is..."
7
Writing1.W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade‐specific expectations for writing types are defined in standards 1–3 above).
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).Writing is a step-by-step process (planning, drafting, revising, editing, and publishing) that helps us organize and improve our ideas.

Verbs show actions and help tell when something happens.

The present tense tells what is happening now.

The past tense tells what already happened.

The future tense tells what will happen later.

Using the correct verb tense helps others understand the time of an action.

Writers choose verb tenses to match the meaning and time in their sentences.

Spelling patterns and rules help us write words correctly and understand how they are built.

Taking time to review and correct spelling helps us become more accurate writers.

Handwriting is clearer when we form letters correctly and use the right size and spacing.

Using correct spelling and grammar makes our writing easier for others to read and understand.

Plan, draft, revise, edit, and publish written summaries.

Begin and complete writing plans for different pieces.

Use present-tense, past-tense, and future-tense of verbs correctly.

Identify and apply verb tenses in writing and conversation.

Take spelling pretests and correct misspelled words.

Practice spelling words, including those with prefixes (un-, dis-) and long/short vowel sounds (/ā/ and /a/).

Form uppercase letters correctly (T, H, B, R, O, C).

Control letter size and spacing to improve legibility.		Model and Think-Aloud – Teacher demonstrates identifying key details and eliminating unnecessary information.

Color-Coding Key Ideas – Highlighting who, what, where, when, and why in reading before drafting.

I Do–We Do–You Do – Scaffold the writing process: model planning → co-write → independent write.

Peer Editing Stations – Focused on organization, clarity, and verb tense use.

Verb Tense Anchor Chart – Visual reference with present, past, and future examples.

Sentence Sorting Activity – Students sort or match sentences by verb tense.

Verb Tense Timeline – Visual tool showing tense progression across a timeline.

Tense Flip Cards – One verb, three tenses: students generate or match correct forms.

Weekly Spelling Pretests – Students identify misspelled words and correct them during review.

Word Sorts – Group words by prefix (e.g., unhappy, dishonest) or vowel sound (/ā/, /a/).

Letter Formation Charts – Focused practice on uppercase letters (T, H, B, R, O, C).

Sky Writing / Dry-Erase Board Practice – Kinesthetic reinforcement of proper strokes.



SPELLING WORDS

Lesson 1 (Week 1)
Spelling Words:
undo, unhappy, unkind, discolor, disorder, uncap, unclip, distrust, dislike, displace

Lesson 2 (Week 2)
Spelling Words:
impure, impolite, improper, inactive, incorrect, redo, reorder, replace, refill, retell

Lesson 3 (Week 3)
Spelling Words:
pat, past, paste, make, take, day, say, clay, sack, track
TSWBAT write a clear summary including a main idea and at least two key details with 85–90% rubric score.

TSWBAT apply present, past, and future verb tenses correctly in writing and speaking with 80% accuracy on grammar tasks.

TSWBAT spell words with long/short vowel sounds and prefixes (un-, dis-) with 85% accuracy on weekly tests.

TSWBAT form uppercase letters (T, H, B, R, O, C) with correct size and spacing scoring 3 or above on handwriting rubric.

Summary Rubric – Evaluates focus on main idea, use of key details, clarity, and organization.

Grammar Quizzes – Multiple choice or sentence correction focused on verb tenses.

Tense Identification Tasks – Highlight or match sentences with correct verb usage.

Spelling Tests – Weekly tests with long/short vowels and prefix-focused words.

Handwriting Rubric – Measures formation, size, spacing, and neatness of uppercase letters.

Dictation Sentences – Include words with prefixes and varied tenses.

Handwriting without tears ( Students edition)
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100