Reading+Fiction+and+Writing+Literary+Texts

Unit Objective: This unit will provide students opportunities to read fiction with more depth and complexity. Students will engage in discussions about the plot of a story focusing their talk on characters, including the characters’ feelings and characters’ action. Text evidence from both the words on the page as well as information in the illustrations will be used during conversations to support their conclusions.

Students will write personal experience stories.

Essential Questions:
 * What characteristics do most stories share?
 * How do readers describe the plot of a story?
 * How do readers retell a story in sequence of events (beginning, middle, end)?
 * Who are the characters in a story?
 * How can readers describe a character and the reasons for their actions and feelings?
 * How can a reader make and confirm predictions about what will happen next?How do readers make inferences using text and picture clues as evidence?
 * What sensory details do you notice in stories you are reading?
 * How do readers monitor and adjust to comprehend sensory elements?
 * Why do readers reread?
 * What inspires a writer’s ideas?
 * Why is it important to practice a story orally before writing it down?
 * Why do authors share their work?
 * How are stories organized?
 * How does punctuation help an author share his/her story?

Required Lessons:

Vocabulary: 1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (C) determine what words mean from how they are used in a sentence, either heard or read;

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= Weekly Pacing:
 * Week 1:**

Reading –
This week teachers will revisit fiction and support student learning with strategies they need to grow as readers of fiction; time may be spent reviewing story plot (problems and solutions) and retelling stories in sequence; teacher may also model making and confirming predictions by reading the part that tells; students will have opportunities to talk about stories they are reading and share their thinking with others.

Writing –
Teachers can use the remaining weeks as time for students to write personal stories; the teacher will model and use mentor texts, teaching into the needs of the writers in the class; students will follow the writing process for selections and share when a piece is published. (Several pieces may be written during this unit.)

Reading – Reading and using strategies for understanding fiction continue as the focus for this week; the teacher will model how readers make inferences about character feelings and actions using text and picture clues; students will have opportunities to talk about stories they are reading and share their thinking with others.
 * Week 2:**

Writing – Students write personal stories or write from other genres; the teacher will model and use mentor texts, teaching into the needs of the writers in the class; students will follow the writing process for selections and share when a piece is published.

Reading – Teacher will share fictional stories with evident character feelings (ex: //Leo the Late Bloomer //); students will act out character actions from the stories and give reasons why character felt the way he/she did; students will identify the plot, beginning, middle, end and any sensory language which occurred in the story (as it applies to adding to meaning for reader).
 * Week 3:**

Writing – The teacher will model and use mentor texts, teaching into the needs of the writers in the class; students will follow the writing process for selections and share when a piece is published.

Reading – Teachers will focus on how sensory details appear in literary text; as students practice reading, either alone, with a partner or small group, they will discuss sensory details they notice and share; students will be asked to be aware of what images that come to mind when reading and how sensory language may change an image.
 * Week 4:**

Writing – Teach into the needs of the writers in the class; students will follow the writing process for selections and share when a piece is published.

Reading – Using a fiction story, teacher will model what goes on in literature circles/book clubs and what conversations about books sound like being sure to point out the part that tells; students will be given the opportunity to form literature circles/book clubs*, select and read a short book and discuss the plot, events from the beginning, middle and end, character actions and feelings, and any sensory language that strengthened the story, etc.
 * Week 5:**

Writing – students will follow the writing process for selections and share when a piece is published; class may have a first grade author share highlighting their favorite pieces written across the school year.

Please click on the link below for a book list.

Mini Lessons, Craftivities, Ideas, & Resources:
 * Mini-Lesson Ideas**
 * Describing the plot- problem and solution
 * Retelling a story’s beginning, middle, end in sequence
 * Making and confirming predictions about what will happen next
 * Describing characters and the reasons for their actions and feelings
 * Questioning things that happen or things that characters do
 * Recognizing sensory details that appeal to sight, sound, taste, touch, and smell
 * Making inferences using text and picture clues as evidence
 * Monitoring and adjusting comprehension by creating sensory images
 * Writing about personal experience – Ideas
 * Practicing stories by telling them orally
 * Organizing stories (beginning, middle, end) - Organization
 * Sharing what they have written with others in order to:
 * enjoy sharing writing with an authentic audience
 * get new ideas from people who are listening to their writing
 * make sure their story makes sense
 * Using correct punctuation and capitalization - Conventions