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1st grade poetry unit
W.1.3a For poems, use rhyming words and words that repeat long or short vowel sounds to create structure- this is really hard, what is the ecpectation

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RL.1.3 Describe characters, settings, and major events in a story, using key details. -in unit 1- buildin good reading habits should focus on settng and major events
RL.1.3  Describe characters, settings, and major events in a story, using key details. In Readers' Get ot know characters, should focus on characters

RL.1.9 Compare and contrast the adventures and experiences of characters in stories - in final character unit

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3rd grade poetry reding unit
should not include
RL.3.6 Distinguish their own point of view from that of a text’s narrator or those of its characters.

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3rd grade poetry wriitng unit should be more specific and include
W 3.3: Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences..
c. Use figurative language to suggest images. (alliteration and onomatopoeia)
f. For poems, use words and phrases that form patterns of sound (e.g., rhyme, repetition of sounds within words or within lines) to create meaning or effect.

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Grade 3 has mentioned that they wish the literary essay unit bumped right up against the test prep weeks rather than breaking it up with the poetry unit.

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Lens of History needs more coordination between the social studies unit on colonial times and the writing unit - more focus on primary sources and gather background knowledge so that they are better prepared for the writing unit.

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Pacing with Tackling Complexity and the if then Feature article unit was an issue. There needs to be more time in the reading unit before the writing unit begins in order for students to have enough information to write their feature article.

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Our 5th grade team felt that the first reading unit, which was a book club unit, was logistically very tricky, because the workshop time was taken up with benchmarking and didn't allow teachers to firmly establish the routines necessary for book clubs to be successfully independent.

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Can we change the 3rd grade scope and sequence so the 3rd grade fairy tale writing is at the same time as traditional literature?

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Meeting Characters and learning Lessons- changing the priority standards add  RL.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.3 Describe characters, settings, and major events in a story, using key details.

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Buliding Good Reading Habits- a little shorter
Learning About the World- a little longer

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Character Studies- too short
Can we add time in for a real biography unit (rather than just a short bend)?
Test taking in mid March isn't great when the test is in April.

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Trade literary essays with Bringing history to life to that students can read and write about NF together

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*Note: TCRWP has a revised K-5 suggested scope & sequence http://readingandwritingproject.org/member/login?intended=/resources/documents-to-support-units-of-study

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RI.8 in Cover to Cover instead of Learning About the World

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Bigger Books- supporting says RF.3.4b- this doesn't exist :)

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Add RI.3.6 to Research Clubs? Not addressed in any unit

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Add RL.4.4 to Traditional Lit

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RL.4.8 isn't addressed in any unit

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Last year we had decided to just focus priority standards on RL & RI. 3rd Grade has many S&L standards as priority (which of course they are, but that wasn't our focus for priority standards.) Can we focus on just RL/RI for these to stay consistent?
I would suggest adding RL.3.5 to the Mystery unit

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For the last nonfiction reading unit, it definitely lends itsefl to RI1.9. However RI1.3 and RI1.6 are more of a stretch.

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Non-fiction units tie nicely with science

Ex. persuasive writing- bees unit

All about Books-farms, planning, living/non living

Getting to know characters unit important for K and perhaps moved ahead of Readers are Resourceful-If Then

Standards and order of units are appropriate on Canvas

It would be helpful if If Then units were mapped out more

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Traditional Literature-the resources for traditional literature in Grades 3-5 were a challenge for us this year.

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Hemenway would like to move bringing history to life (Immigration) to line up a bit closer with Reading history by either moving it up and bumping literary essay down - closer to MCAS or moving historical fiction reading with reading history (immigration)

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Hemenway K feels like Emergent if..then unit should come before book 1 "We are readers"

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Third grade has said they want more time for Crafting True Stories.

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Fourth Grade team proposed:

1. Personal narrative/Interpreting characters

2. Boxes and Bullets-personal essay/ Reading weather

3. Literary Essay/Historical fiction book club

4. Bringing history to life/ Reading History

5. Traditional Literature/ Arc of Story

6. Arc of Story/ Author Study

**poetry, test prep, writing about reading throughout the year

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Grade 5 Suggesting:

1. Interpretation book club/narrative/memoir  (Sept-Oct)

2. Nonfiction unit/integrate SS/2 week - Literary essay, using book read in first unit;  (Oct - Nov)

3. Traditional Lit (2-3 weeks Dec)/Poetry work

4. Fantasy book clubs/Lens of History (slavery focus?) (SS/writing) (Jan-Feb)

5. Social Issues Book Clubs/Poetry/test prep/integrate Civil Rights in social studies?  (March-April)

6. HF Book Clubs/ writing connected  (Revolution)(May - June?)

**integrate poetry, test prep, and writing about reading

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First Grade Team Feedback:
-longer time for Small Moments and first reading unit- community building, workshop routines, BAS etc...
Shorter amount of time for HOW TO unit. This could be combined with non-fiction reading and writing.

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Feedback from 1st grade: less time given to poetry and more on reviews

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Third grade would like the scope and sequence to also reflect time for teaching grammar and conventions within workshop.

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Grade 5 has said argument essay and literary essay are redundant and could be meshed. Literary essay skills should be done all year through writing about reading.

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If Then Units need to be mapped out

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https://www.georgiaheard.com/poetry/

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I think that we're beginning to remember that the first poets didn't come out of a classroom, that poetry began when somebody walked off of a savanna or out of a cave and looked up at the sky with wonder and said, "Ahhh." That was the first poem. - Lucille Clifton

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I think that we're beginning to remember that the first poets didn't come out of a classroom, that poetry began when somebody walked off of a savanna or out of a cave and looked up at the sky with wonder and said, "Ahhh." That was the first poem.

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http://www.doe.mass.edu/frameworks/hss/2018-12.pdf

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http://www.doe.mass.edu/frameworks/scitech/2016-04.pdf

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Grade 5 teachers feel like they need additional time to teach the Literary Essays unit. Students need more time to write the essays and they feel that this unit is a critical unit for MCAS prep.

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Grade 3 teachers would like the traditional literature reading unit to align with the fairy tale writing unit.

American Revolution Research Unit: Is the most appropriate NF topic?

Should the Mystery Unit be earlier in the year?

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Grade 2 teachers feel that the NF units are very repetitive

Looking for additional guidance with If-Then Units.  Fairy Tale If..Then.. include RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. as a priority standard.

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NF Cover to Cover (If-Then) was challenging for our students.  We needed to pull lessons from Growing Expertise in Little Books and generate our own lessons based on the standards.
Looking for additional guidance with If-Then units

Add RF1.4 to If..Then Readers Get to Know Characters by Performing Books

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For the historical fiction unit, should we include a RI supporting standard due to the work with primary sources?  (Bend 2 & 3)

Interpreting Book Clubs: Teachers expressed concerns with the mentor text, Tiger Rising

Grade 4 Teachers would like the first two weeks of school to be a mini-unit on Launching into the RW  (similar to Grades K-3)  prior to starting Interpretation Book Clubs

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B/c of other things that took time away from 5th grade (health, iready, 5th grade closing activities, testing) our teachers were not able to complete all teh writng units. This year they did not do the "Lens of History" unit.

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Grade 5 Teachers would like the first two weeks of school to be a mini-unit on Launching into the RW (similar to Grades K-3) prior to starting Interpretation Book Clubs

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Timing of the All About Books and the Growing Expertise Unit should be connected. They are reading NF and writing NF.

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More time for labeling before launching Writer's Workshop in all classrooms, especially in the two way room. Launching at different times for different kids.

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Start NF Reading before Teaching NF Writing. Do the Word Detective Lessons in small strategy groups instead of as mini lessons.

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Writing Unit including writing fundational skills in September (mini unit)

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Align Reading and Writing NF and Reading and Writing (How To) Fairy Tales Unit

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We are thinking about a similar sequence.  We could potentially also just do either the personal narrative or the realistic fiction rather than both.....

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Team Feedback:
The first character unit in the scope and sequence for reading workshop should be the character unit from Lucy Calkins (not the "if then" supplemental character unit). The actual character unit has more content than the "if then" unit and would be a stronger introduction to characters.

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Team Feedback:
The nonfiction writing unit should come before the how to unit in the scope and sequence. We would like to build their background knowledge of informational writing by starting with nonfiction writing (LC Book 2). Then introduce how to books as a type of informational writing.

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This has SS integration
A suggested scope and sequence (Reading/Writing/SS)

1. Interpretation book club/narrative/memoir  (Sept-Oct)

2. Nonfiction unit/integrate SS/2 week - Literary essay, using book read in first unit; 2 week nonfiction writing work; summarizing/text structure; connect to SS  (Oct - Nov)

3. HF revolution books (2-3 weeks Dec)/Poetry work

4. HF Revolution book clubs/Lens of History (slavery focus or broader revolutionary theme with sub topics) (SS/writing) (Jan)

5. Trad Literature/Poetry (start Thief of Always read aloud)

6. Fantasy Book Clubs/Poetry/test prep/  (March-April)

7. Social Issues book clubs/Civic Rights in SS (May - June) Memoir writing

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Our teachers found it difficult to find enough NF texts for their book clubs. They are now doing buddy reading and working in pairs as there aren't enough resources. This is something I am noting for ordering.

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Two things that stood out for the first grade team, was that the first non-fiction units fell at a time in the year when we were heavy into social studies instead of science.  Last year it aligned better when we were at the end of the year when we could integrate the units with all of our science work, and write all about books on animals.

Teachers thought that the last two units were supposed to make up for that, but at this time of year, reality is that we are doing more assessing than teaching.