UNIT PLAN. Big Idea/Theme: Nonfiction texts present useful facts for real topics in print and nonprint forms.

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1 UNIT PLAN Grade Level: 1 Unit: #: 4 Unit Name: Reading Nonfiction Big Idea/Theme: Nonfiction texts present useful facts for real topics in print and nonprint forms. Culminating Assessment: Students will read a variety of nonfiction texts and find examples of nonfiction text features to complete a nonfiction conventions notebook and share two facts in expert groups. (see document O-drive, ELA Curriculum, Grade 1, Culminating assessments and unit tests, nonfiction conventions notebook) Unit Understanding(s) Students will understand Informational text contains facts and information about a topic of interest. Information can be presented in a variety of ways. Readers use a variety of text features ( headings, subheadings, and print styles) to gain information about nonfiction text. Informational texts can possess both facts and opinions. Biography and autobiography are examples of literary nonfiction or informational nonfiction. Unit Essential Question(s): How is nonfiction different from fiction? How do graphics and print styles help readers comprehend nonfiction text? How do text features help readers comprehend informational text? How can a reader decide if information is fact or someone s opinion. What are some examples of non-fiction texts?

2 Students will know / Students will be able to Summarize the central idea and supporting evidence presented in a piece of informational text. Use graphs, maps, illustrations, charts, labels, and table of contents to gain information about a text. Use subheadings, print styles, and headings to gain information about a text. Distinguish between facts and opinions within text. Read a variety of informational text and create responses to the text. Analyze a text and draw conclusions and make inferences. Explain cause-and-effect relationships within text. Identify author s purpose for a text. Recognize environmental print (ex: signs in school, restaurants, stores, road signs, logos). Vocabulary: Summarize Central idea Informational Text Inferences Facts Opinions Heading Subheading Print styles (bold, italics, underline) Graphic features Illustrations Graphs Charts Maps Tables of Content Functional Text Features Drawing Conclusions Cookbook Dictionary Index List Nonfiction Point of view Schedule Textbook Book Review Magazine Brochure Caption Category Labels Context Description Glossary Graphic Organizer Guide Words Inform Chronological

3 South Carolina Academic Standards: Summarize the central idea and supporting evidence in an informational text during classroom discussion Analyze informational texts to draw conclusions and make inferences during classroom discussions Distinguish between facts and opinions Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations) Understand that headings, subheadings, and print styles (for example, italics, bold, larger type) provide information to the reader Use graphic features (for example, illustrations, graphs, charts, and maps) as sources of information Use functional text features (including tables of contents) Read independently for extended periods of time to gain information Identify base words and their inflectional endings (including -s, -es, - ing, -ed, -er, and -est). (See Instructional Appendix: Prefixes and Suffixes.) Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media) Recognize high-frequency words encountered in texts. (See Instructional Appendix: High-Frequency Words.) Understand the relationship between two or more words (including synonyms, antonyms, and homonyms) Use structural analysis to determine the meaning of compound words and contractions Create words by orally adding, deleting, or changing sounds Use blending to generate words orally Use knowledge of letter names and their corresponding sounds to spell words independently Organize a series of words by alphabetizing to the first letter Identify beginning, middle, and ending sounds in single-syllable words Classify words by categories (for example, beginning and ending sounds) Use blending to read Spell three- and four-letter short-vowel words and high-frequency words correctly. (See Instructional Appendix: High-Frequency Words.) Use known words to spell new words.

4 Interim Assessment (formative) 100 Book Challenge Conferences Anecdotal Records Checklist Class Activity Class Discussion Nonfiction Station (in literacy station time) Notebooking in Science or Social Studies Reading Response Journals Running Records Teacher Observations Teacher-created assessments Key Criteria (to meet the standard/rubric) Rubric

5 Reading Nonfiction Rubric Catagory I can read a variety of nonfiction I can read a variety of nonfiction texts to find the central idea and texts to find the central idea and recall 3 facts. recall 2 facts. Reading Comprehension I need more practice reading and reacalling facts from nonfiction texts. Text Features I can locate 6-7 text features in nonfiction texts headings subheadings print styles illustrations/photographs charts maps table of contents I can locate at least 4-5 text features in nonfiction texts headings subheadings print styles illustrations/photographs charts maps table of contents I can locate 3 or less text features in nonfiction texts headings subheadings print styles illustrations/photographs charts maps table of contents

6 Resources ELA Unit 4 Nonfiction Text Debbie Miller book Reading With Meaning Stephanie Harvey book Strategies That Work Tim Rasinski book The Fluent Reader Book Flix Tumble Books First Grade Word Wall List Read-alouds Big books (nonfiction) Word Wall Leveled readers 100 Book Challenge books S3MART Curriculum United Streaming Weekly Readers/Scholastic News/Time for Kids/Big Backyard/Ranger Rick (any informational magazines) Textbooks (to find graphic, text, and functional text features) Dictionary, thesaurus, maps, atlas, charts, tables