The Power of Reading

Identify why the kids read.

Book Fiesta!

Standards

RL.1.2RL.1.3RL.1.7SL.1.1

Explain what the boy learns about books.

The Good Little Book

Standards

RL.1.2RL.1.3RL.1.7SL.1.1

Explain how both Josés feel about reading books.

Digging for Words

Standards

RL.1.2RL.1.3RL.1.5

Use common and proper nouns. Replace common and proper nouns with pronouns.

Standards

L.1.1.bL.1.1.dL.1.1.gL.1.1.jRI.1.3

Explain how stories transform Tomás' life.

Tomás and the Library Lady

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.7

Explain how the children feel about school.

Running the Road to ABC

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.7

Discuss how reading can transform someone.

Book Fiesta!
The Good Little Book
Digging for Words
Running the Road to ABC

Standards

L.1.2.bRL.1.2SL.1.1SL.1.3W.1.1W.1.5

Overview

Interview a reader from your community. Write an informational text about the reader.

Day 1 - Brainstorming

Brainstorm interview questions. Plan the main idea and supporting facts about a reader from the community.

Main Idea and Details Graphic Organizer (GK–5)
Mentor Text 1 (G1, Alt U4, L8)

Standards

L.1.1.bL.1.1.jL.1.2.bW.1.2W.1.5

Day 2 - Drafting

Draft an informational text about a reader in your community.

Main Idea and Details Graphic Organizer Examples (G1, Alt U4, L8)

Standards

L.1.1.bL.1.1.dL.1.1.jL.1.2.bW.1.5

Explain what Booker wants more than anything else.

More Than Anything Else pp. 1–20

Standards

L.1.1.bL.1.1.dRL.1.3RL.1.5RL.1.7

Discussion & Writing

Explain how Booker responds to the unfair rules about reading.

More Than Anything Else — pp. 21–end

Standards

L.1.1.bL.1.1.dRL.1.3RL.1.5RL.1.7

Explain how Mary responded to unfair rules about reading.

The Oldest Student pp. 1–19

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.5RL.1.7

Explain what lesson readers can learn from Mary Walker.

The Oldest Student pp. 20–31

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.5RL.1.7

Explain what lesson readers can learn from Aaji.

Grandmother School

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.7

Explain what Ruby wants.

Ruby's Wish pp. 1–14

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.4RL.1.7

Explain how Ruby creates more fairness.

Ruby's Wish pp. 15–26

Standards

L.1.1.bL.1.1.dRL.1.2RL.1.3RL.1.4RL.1.7

Language

Use verbs to tell about actions in the past, present, and future.

Verb Tense Worksheet (G1, Alt U4, L16)

Standards

L.1.1.bL.1.1.dL.1.1.eRI.1.3

Analyze, discuss, and explain how rules about reading were unfair in the past and how people worked to create more fairness.

Standards

L.1.6SL.1.1SL.1.2SL.1.3SL.1.6W.1.8

Explain how the Biblioburro transforms Ana's life.

Waiting for the Biblioburro

Standards

L.1.1.eRL.1.2RL.1.3RL.1.7SL.1.1

Discussion & Writing

Explain how Cal changes from the beginning to the end of the story.

That Book Woman

Standards

L.1.1.eRL.1.2RL.1.3RL.1.5RL.1.7SL.1.1

Explain why Little Free Libraries are important.

Little Libraries, Big Heroes

Standards

L.1.1.eRL.1.2RL.1.3RL.1.7

Writing

Overview

Write a narrative about being a librarian using details to describe the beginning, middle, and end.

Day 1 - Brainstorming

Brainstorm a narrative story with a beginning, middle, and end.

Narrative Writing Brainstorm Graphic Organizer (GK–2)
Mentor Text 2 (G1, Alt U4, L21)

Standards

L.1.1L.1.1.cL.1.2W.1.3W.1.5

Day 2 - Brainstorming

Brainstorm a narrative story with character actions to show how the character feels.

Narrative Writing Brainstorm Graphic Organizer (GK–2)
Mentor Text 2 (G1, Alt U4, L21)

Standards

L.1.1L.1.1.cL.1.2W.1.3W.1.5

Day 3 - Drafting

Draft a narrative with a beginning, middle, and end using details to show the characters' actions.

Day 4 - Revision & Editing

Narrative Writing Brainstorm Graphic Organizer (GK–2) — from Days 1 and 2
Mentor Text 2 (G1, Alt U4, L21)
Mentor Text 3 (G1, Alt U4, L21)

Standards

L.1.1L.1.1.cL.1.2W.1.3W.1.5

Revise writing by removing and replacing repetitive words.

Revision Texts (G1, Alt U4, L21)

Standards

L.1.1L.1.1.bL.1.1.cL.1.1.dL.1.2W.1.3W.1.5

Explain the challenges Louis faced when he tried to find books.

Six Dots pp. 1–18

Standards

L.1.1.eRL.1.2RL.1.3RL.1.7

Explain how Louis Braille helped others get access to books.

Six Dots pp. 19–29

Standards

L.1.1.eRL.1.2RL.1.3RL.1.5RL.1.7

Describe how Trisha feels about reading and why.

Thank You, Mr. Falker pp. 1–22

Standards

L.1.1.eRL.1.2RL.1.3RL.1.7

Analyze how Mr. Falker transforms Trisha's life.

Thank You, Mr. Falker — p. 23 — to end

Standards

L.1.1.eRL.1.2RL.1.3RL.1.5

Discussion

Describe how people have created more opportunities to learn from books.

Standards

L.1.1SL.1.1SL.1.2SL.1.3SL.1.4W.1.8

Assessment

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

Writing

Overview

Write a thank you letter to someone who helped you with reading.

Day 1 - Brainstorming

Brainstorm a thank you letter to someone who helped you with reading to express your opinion about reading and 2–3 reasons to support it.

Main Idea and Details Graphic Organizer (GK–5)

Standards

L.1.1L.1.1.aL.1.1.bL.1.1.dL.1.1.jL.1.2L.1.2.bW.1.1W.1.5

Day 2 - Drafting

Draft a thank you letter to someone who helped you with reading or writing.

Day 3 - Revision & Editing

Main Idea and Details Graphic Organizer (GK–5) — from Day 1
Letter Writing Template (G1, Alt U4, L28)
Mentor Text 4 (G1, Alt U4, L28)

Standards

L.1.1L.1.1.aL.1.1.bL.1.1.dL.1.1.jL.1.2L.1.2.bW.1.1W.1.5

Revise writing to be more precise by asking: Who/what? Does what? Why? How? Where? What kind?