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1 | Unit 8 | Unit Name: Animals From Head to Toe Big Idea: Why do animal bodies have different features? | Unit pacing: 3 Weeks | ||||||||||||||||||||||||
2 | Unit Overview and Enduring Understandings | In Unit 8, students will explore the fascinating ways animals use their unique body parts to survive, adapt, and thrive in their environments. Through a variety of rich texts—including informational articles, fables, and fantasy stories—students will build vocabulary, analyze story elements, and deepen comprehension using strategies such as asking questions, visualizing, summarizing, and making inferences. Phonics and foundational skills will focus on segmenting and blending sounds in single-syllable words, including long vowel patterns such as /o͞o/ (ew, u_e, oo), /ow/ (ow, ou), /aw/ (aw, au, augh, ough), and /oi/ (oi, oy). Students will generate and read words using these patterns to strengthen decoding, spelling, and fluency. They will also develop print awareness, syllable segmentation, and vowel counting to reinforce their reading foundation. In writing, students will apply the full writing process to complete both opinion pieces and book reports. They will use graphic organizers to plan their ideas, revise for clarity, and edit for grammar and structure. Students will also practice proper handwriting with attention to letter formation, size, and spacing. Grammar instruction will focus on using prepositions, synonyms, antonyms, and contractions to improve word choice and sentence variety. Weekly spelling instruction will align with target phonics skills, supporting both reading and writing development. By the end of Unit 8, students will be able to explain how animals' physical features help them interact with the world around them, while becoming stronger readers, spellers, and writers. | PRESIDENTS' DAY (NO SCHOOL): February 15, 2027 LESSON 1: February 16- 19, 2027 LESSON 2: February 22- 26, 2027 LESSON 3: March 1- 5, 2027 | ||||||||||||||||||||||||
3 | Essential Questions | Foundational Skills: 1. How do the sounds in a word help me figure out how to read and spell it? 2. Why do some sounds have more than one spelling? 3. How can I use patterns I know to read new words? 4. What can I do if a word is hard to read? 5. How does breaking a word into syllables help me read and understand it? 6. How does reading decodable texts help me become a better reader? | Reading Elements & Comprehension Strategies: 1. How does listening carefully to a story help me understand what’s happening? 2. Why is it important to ask questions and talk about what I read? 3. How do the parts of a book help me find and understand information? 4. How do reading strategies like predicting, clarifying, and summarizing help me understand a text better? 5. What can I learn from the way authors use characters, settings, and language in different types of texts? 6. How can comparing, organizing, and analyzing information help me make sense of what I read and learn? | Writing: 1. How does following the writing steps help us share our ideas clearly? 2. Why is planning important before we start writing? 3. How do revising and editing make our writing better? 4. Why is it important to learn tricky sounds like /oo/, /ow/, and /aw/? 5. How do words like prepositions, synonyms, antonyms, and contractions help us become better writers and speakers? 6. How do spelling patterns help us read and spell new words? | |||||||||||||||||||||||
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.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.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 understand and spell words better by breaking them into beginning, middle, and ending sounds. Some vowel sounds like /o͞o/ can be spelled in different ways, like ew, u_e, and oo, and knowing these patterns helps us read new words. By listening for long vowel sounds and matching them with the correct letters, we become better readers and spellers. Words with the /ow/ sound, like cow or shout, have different spellings, and learning them helps us recognize words more easily. Learning to group words with the same sound helps us see patterns that make reading and writing easier. The /aw/ sound can be spelled in many ways, like aw, au, augh, or ough, and knowing these helps us decode tricky words. Words with the /oi/ sound, like coin and toy, may look different but sound the same, and learning their spelling patterns helps us read fluently. When we break words into syllables and count the vowels and sounds, it helps us read longer and more difficult words. Reading books with words we can sound out helps us become smoother, faster, and more confident readers. | Segment initial and medial vowel sounds in single-syllable words to build phonemic awareness. Blend, spell, and read words containing long vowel sounds /o͞o/ spelled ew, u_e, and oo (e.g., few, blue, moon). Generate word lists with the vowel sound /o͞o/ 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 /aw/ using various patterns to support word recognition. Blend, spell, and read words with the /oi/ sound spelled oi and oy (e.g., coin, toy). Generate words with the /oi/ sound to increase understanding of vowel diphthongs. Segment words into syllables and count the number of vowels and syllables in given words to support decoding and spelling. Build reading fluency and confidence through repeated reading of decodable texts focused on target phonics patterns. | Elkonin Boxes (Sound Boxes) – For segmenting initial and medial vowel sounds in single-syllable words Arm Blending & Tapping – Physically segment and blend /o͞o/, /ow/, /aw/, /oi/ sounds Stretch and Slide Strategy – Stretch vowel sounds, then blend the whole word Word Sorts by Spelling Pattern Build-a-Word Center – Use letter tiles or magnetic letters to build /o͞o/, /ow/, /aw/, /oi/ words Picture-Word Match Cards – Reinforce decoding with visual clues Word Family Anchor Charts – Group similar-sound spellings (e.g., moon, spoon, balloon) Sound Mapping with Color Coding – Highlight diphthongs and vowel teams in target words Clap & Count Syllables – Physically count syllables and match to vowel sounds Syllable Sort – Categorize words by 1-, 2-, or 3-syllables Syllable Division Routine (VC/CV, V/CV) – Teach chunking strategies for decoding Timed Repeated Reading – Reread decodable texts to improve fluency Echo Reading & Choral Reading – Model expression and pacing with vowel-focused passages | HIGH FREQUENCY WORDS Lesson 1 (Week 1): very, good Lesson 2 (Week 2): brown, about, around by Lesson 3 (Week 3): into, boy, before, yellow | TSWBAT segment initial and medial vowel sounds in single-syllable words with 85% accuracy using sound boxes or oral prompts. TSWBAT blend, spell, and read words with the /o͞o/, /ow/, /aw/, and /oi/ sounds using various spelling patterns (e.g., ew, ow, au, oi) with 80–90% accuracy. TSWBAT generate 4–5 words with common diphthongs and long vowel spellings from memory or sound clues. TSWBAT segment and count the number of vowels and syllables in spoken or written words with 85% accuracy. TSWBAT fluently read decodable texts with target vowel patterns at 90% accuracy and appropriate rate. | Phoneme Segmentation Checks – Using sound boxes for medial vowels Weekly Word Lists & Dictation – Include /o͞o/, /ow/, /aw/, /oi/ spelling patterns Phonics-Based Word Sort Assessment – Sort and read aloud categorized diphthong words Syllable Counting Worksheets – Segment and count vowel sounds in words Decodable Text Fluency Rubric – Assess accuracy, rate, expression, and automaticity Spelling Pattern Cloze Activities – Fill-in-the-blank using correct diphthong spelling Oral Reading in Whole Group and Small Group (Differentiated) GALILEO Tests | Week 1: Decodable 93: A New Tune Decodable 94: A Good Ride Decodable 95: Mom's Book Week 2: Decodable 96: A Clown in Town Decodable 97: Max the Grouch Decodable 98: Paul 's Sauce Decodable 99: Foul Ball! Week 3: Decodable 100: Mr. Daw Thought Decodable 101: Roy and Royal Decodable 102: At Dawn | |||||||||||||||||
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. | Listening closely to stories helps us understand characters, settings, and ideas more deeply. Talking about what we read helps us remember and learn new words. Knowing the parts of a book helps us find information and understand how books are organized. Asking questions before and during reading helps us stay curious and focused. Understanding different types of texts helps us know why they are written and what we can learn from them. Reading with accuracy and expression helps us enjoy and understand stories better. Using strategies like predicting, clarifying, and summarizing helps us make sense of what we read. Knowing how authors use characters, setting, and plot helps us follow the story and understand the message. Learning how texts compare ideas, show cause and effect, or share facts helps us organize our thinking. Understanding the author’s purpose and language choices helps us think more deeply about what we read. Classifying and comparing information helps us see how things are alike and different. Answering questions about texts shows what we understand and helps us think critically. Doing experiments and inquiry projects connects reading with the real world and builds curiosity. Presenting what we learn helps us explain our thinking clearly and listen to others’ ideas. | Develop vocabulary knowledge through repeated exposure, contextual use, and selection-based practice. Identify key parts of a book, such as the title and table of contents, to build print awareness. Set purposes for reading and generate questions related to the unit’s theme. Review elements of various genres including informational text, explanatory text, fables, fantasy, and photo essays. Read a variety of texts closely, including “Gecko Toes and Dragonfly Eyes,” “Grow, Ladybug, Grow!,” “Just Like My Mother,” and “How Animals Move.” Apply comprehension strategies such as asking and answering questions, making connections, predicting, visualizing, clarifying, summarizing, and inferring. Analyze story elements including character, setting, and plot to understand narrative structure. Examine text features and structures such as cause-and-effect, compare-and-contrast, main idea and details, and fact vs. opinion. Interpret the author’s purpose, language use, and genre knowledge through writer’s craft analysis. Build reading fluency by focusing on accuracy, expression, rate, and automaticity. Classify and categorize information across texts and genres to support comprehension. | Frayer Model – Define, give examples, non-examples, and use in a sentence Semantic Webs – Group related terms from science-themed texts Repetition & Use in Context – Oral discussions, written summaries, and illustrations with target vocabulary Book Feature Hunt – Use table of contents and titles to locate information Genre Anchor Charts – Identify features of informational, fantasy, fables, photo essays Read-Aloud Model – Teacher models genre traits and text feature identification Think-Alouds – Model asking/answering questions and clarifying vocabulary Story Map or Plot Diagram – Character, setting, beginning, middle, end/problem & solution Character Trait Web – Analyze actions and motivations Cause & Effect Chart – Two-column T-chart Venn Diagram – For compare/contrast Main Idea & Details Flower Map – Central idea in the middle, supporting details around it Repeated Readings – Target texts (e.g., “Grow, Ladybug, Grow!”) for fluency | VOCABULARY WORDS Lesson 1 (Week 1): ostrich, shelter, pecks, beak, tie, believe, energy, notes, sensitive, resting Lesson 2 (Week 2): pests, harvest, lays, larva, pupa, pale, leap, someday Lesson 3 (Week 3): sleek, scales, propel, webbed, length, sprint, nectar downy, slither | TSWBAT determine the meaning of new vocabulary words in context and explain them using word maps or journals with 85% accuracy. TSWBAT identify genre elements and distinguish between fables, photo essays, fantasy, and informational texts using anchor charts or graphic sort with 85% accuracy. TSWBAT use comprehension strategies (e.g., predicting, inferring, summarizing) to answer text-based questions with evidence 80–90% of the time. TSWBAT identify story elements and complete a story map or plot diagram from narrative texts with 85% accuracy. TSWBAT compare and contrast texts using a Venn diagram or write-up with textual evidence 80–85% of the time. TSWBAT read grade-level texts with 95% accuracy and improved expression, based on fluency rubric. | Vocabulary Word Maps – Demonstrate contextual understanding Comprehension Exit Tickets – Literal and inferential questions Ask WH and open-ended questions. Reading Response Journals – Genre reflections, story elements, connections Graphic Organizers – Main idea/detail, cause/effect, fact/opinion Genre Sort Assessment – Match texts to genre traits with justification Fluency Rubrics – Track accuracy, expression, and pacing Compare/Contrast Writing Task – Use two unit texts Author’s Purpose Writing Response – Identify and explain with evidence GALILEO Tests | Lesson 1 (Week 1): Title: "Gecko Toes and Dragonfly Eyes" Title: "The Fable of the Lion and the Mouse". Lesson 2 (Week 2): Title: "Grow Ladybug, Grow!". Title: "Just Like My Mother" Lesson 3 (Week 3): Title: "How Animals Move" | |||||||||||||||||
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). | We can share our thoughts clearly when we follow the writing steps: plan, draft, revise, edit, and publish. Planning our writing helps us stay organized and focused on our topic. Revising and editing help make our writing stronger, clearer, and more interesting to read. Writing neatly means forming each letter correctly and making sure our letters are the right size and have enough space. Knowing spelling patterns helps us read and spell words correctly. Practicing tricky sounds like /oo/, /ow/, and /aw/ helps us become stronger readers and writers. Prepositions are words that show how one thing relates to another. Synonyms are words that mean the same or almost the same thing. Knowing synonyms helps us choose better words and make our writing more interesting. Antonyms are words that mean the opposite. Using antonyms helps us compare ideas and describe things more clearly in our writing and speaking. Contractions are shorter ways of saying two words by using an apostrophe. They help make our writing and speaking sound more natural. | Plan, draft, revise, edit, and publish book reports and opinion pieces with attention to organization, clarity, and purpose. Use prewriting strategies and complete graphic organizers to support planning. Improve writing through focused revision and editing for clarity, grammar, and structure. Form uppercase letters (A, N, E, F, I, L, O, C) correctly. Control letter size, spacing, and alignment for legibility in published work. Take weekly spelling pretests to assess knowledge and correct errors. Practice and apply correct spelling of words with vowel sounds like /o͞o/, /ow/, and /aw/. Identify and correctly use prepositions, synonyms, antonyms, and contractions in writing. Expand word choice and sentence variety to strengthen written communication. | 5-Step Writing Anchor Chart – Plan, Draft, Revise, Edit, Publish Book Report Template – Title, author, summary, opinion/recommendation, key details OREO Opinion Writing Chart – Opinion, Reason, Example, Opinion restated Story Map for narrative structure Main Idea & Supporting Details for reports Word Web for brainstorming ideas and synonyms Letter Formation Guides – A, N, E, F, I, L, O, C with stroke visuals Sky Writing / Rainbow Writing – Multi-sensory approach to formation Lined Paper Practice – With margin awareness and spacing prompts Weekly Spelling Pretests – Followed by reflection and word practice Word Sorts – Group words by /o͞o/, /ow/, and /aw/ sounds Build-A-Word Centers – Magnetic letters, whiteboards, or tiles for hands-on spelling Dictation Practice – Reinforce pattern recognition and spelling in context Matching Games & Sorting Activities – Prepositions in sentences, synonym/antonym cards Sentence Expansion Charts – Use synonyms/adjectives to build stronger sentences Contraction Match – Match base words with contractions (do not → don’t) | SPELLING WORDS Lesson 1 (Week 1) Spelling Words: new, drew, stew, blew, flew, rule, tune, tube, rude, flute Lesson 2 (Week 2) Spelling Words: now, tower, flower, crowd, crown, loud, cloud, mouse, trout, scout Lesson 3 (Week 3) Spelling Words: caught, taught, naughty, ought, bought, royal, soy, coin, boil, cowboy | TSWBAT plan, draft, revise, edit, and publish book reports and opinion pieces with a clear structure and purpose with 85–90% rubric accuracy. TSWBAT form uppercase letters (A, N, E, F, I, L, O, C) correctly with proper size and spacing in published work with 90% legibility. TSWBAT spell words with vowel sounds /o͞o/, /ow/, and /aw/ with 85% accuracy on weekly tests. TSWBAT use prepositions, synonyms, antonyms, and contractions correctly in writing and grammar tasks with 80–85% accuracy. TSWBAT revise writing to improve clarity and sentence variety by replacing simple words and sentence structures with appropriate alternatives. | Writing Rubrics – Focus on organization, grammar, clarity, handwriting, and purpose Book Report Checklist – Components: title, summary, opinion, formatting Spelling Tests – Weekly pattern-focused assessment Grammar Quizzes – Prepositions, synonyms, antonyms, contractions Contraction Fill-in Blanks – Sentence-level application Handwriting Rubric – Evaluate letter formation, spacing, alignment, and neatness Sentence Writing Sentence Editing Sentence Scramble Dictation Exercises | Handwriting without tears ( Students edition) | |||||||||||||||||
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