The instructional materials reviewed for Grade 1 meet the expectations for anchor texts being of publishable quality and worthy of especially careful reading and include a mix of informational texts and literature. The included texts have been previously published and are worthy of careful reading. The texts address a range of interests, including real-world topics, picture books, and folktales/folklore, while also integrating science and social studies topics. Anchor texts encompass multiple themes and integrate content areas. Texts are examined multiple times for multiple purposes and are used to expand big ideas and build academic vocabulary. Most texts are engaging, build knowledge, and facilitate access to future text while building towards independent grade-level reading.

Examples include, but are not limited to:

Module 1: A World of Books

• Museum ABC by The Metropolitan Museum of Art introduces the alphabet with unique colorful picture book. Academic vocabulary includes landscape, portrait, still-life. 

• My Librarian is a Camel by Margriet Ruurs contains photographs of children representing different cultures. Academic vocabulary includes granted, passionate, remote, mobile. This text received the following awards: Booklist Editors' Choice, Reading Association’s Notable Book for Global Awareness.

• Tomas and the Library Lady by Pat Mora and Raul Colon is written with rhythm and rhyme and contains bright illustrations. This text is also a Common Core Exemplar Text. Academic vocabulary includes character, storyteller, borrow, eager, setting, problem, resolution, imagination, migrant, value, encouraged. This text has received the following awards: Américas Award for Children’s and Young Adult Literature Commended Title, Notable Books for Children, Smithsonian, Tomás Rivera Mexican American Children’s Book Award, Teachers' Choices Award from the International Reading Association, Skipping Stones Multicultural Book Award, Texas Bluebonnet Master List Title, Nebraska Golden Sower Nominee.

Module 2: Creature Features

•  Me … Jane by Patrick McDonnell is a picture book biography and contains anecdotes take directly from Jane Goodall’s autobiography. Academic vocabulary includes observed, curious, cherish, impossible. This text has received the following awards: 2012 Caldecott Honor Book, Charlotte Zolotow Award Winner, Horn Book Fanfare Book, New York Times Best Illustrated Children's Book, New York Times Notable Children's Book, Booklist Editor's Choice Book, Kirkus Reviews Best Book, Kids' Indie Next List Book, 2011 Bank Street College Children's Book Committee Outstanding Book, University of Wisconsin-Madison CCBC 2012 Children's Choices Book, Parents' Choice Silver Honor Book, National Parenting Publications Awards Gold Winner, Booklinks Lasting Connections Book.

•  What Do You Do With a Tail Like This? By Steve Jenkins and Robin Pate is illustrated in cut-paper collage and is an interactive guessing book. Academic vocabulary includes unique, mammal, texture, webbed, poisonous, sensitive, sunburned, opposable, manipulate, utensils, majestic. This text has received the Caldecott Honor.

• Seven Blind Mice by Ed Young is a classic Indian tale. Academic vocabulary includes collage, portray, abstract art, complementary colors, color wheel, portrait, tale, moral, wisdom. This text has received the Caldecott Honor.

Module 3: Powerful Forces

• Feel the Wind by Arthur Dorros is a procedural text- how to make a weather vane and contains playful illustrations. Academic vocabulary includes force, powerful, confused, sources, similar, soar, essential. This text has received the following awards: Outstanding Science Trade Books for Children, ALA Booklist “Top 10 First Novels”.

• Brave Irene by William Steig is set in the past and contains vivid illustrations. Academic vocabulary includes squinting, brave, persistent, waltz, flounce, resentful, wicked, determination. This text has received the following awards: Horn Book Magazine Fanfare List, New York Times Book Review, Best Illustrated Books of the Year, Publishers Weekly Best Children's Books of the Year, NYT Best Illustrated BOTY, Publishers, Weekly Best Books of the Year, Booklist Editors' Choice.

• The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer is a biography and autobiography set in Malawi. Academic vocabulary includes scorched, reappeared, primary colors, rearrange, harnessed, produce, gusting, gale, science, magic, scanned, rumbled, threading, horizon line, horizontal, vertical.

Module 4: Cinderella Stories

• Cendrillon: A Caribbean Cinderella by Robert D. San Souci and Illustrations by Brian Pinkney is a West Indian version of the classic Cinderella story. Academic vocabulary includes French Creole words with a glossary at the end for students to use to define unfamiliar vocabulary. 

• The Rough-Face Girl by Rafe Martin and Illustrations by David Shannon is a Algonquin Cinderella story supported by detailed illustrations. 

• Cinderella by Marcia Brown is a classic fairy tale with a sequential story line and clear problem and solution. This text received the Caldecott Medal.

The instructional materials reviewed for Grade 1 meet the expectations that the materials reflect the distribution of text types and genres required by the standards at each grade level. Literary texts include realistic fiction, historical fiction, fantasy, and fables. In addition, the supplemental materials include articles, poems, and songs which add to the variety of text types. 

Texts representing the balance of text types and genres include: 

Module 1 Core Texts

• Museum ABC, The New York Metropolitan Museum of Art (Alphabet Book)

• Tomas and the Library Lady, Pat Mora (Literary)

• Waiting for the Biblioburro, Monica Brown (LIterary)

• That Book Woman, Heather Henson & David Small (Literary)

• My Librarian is a Camel, Margriet Ruurs (Informational) 

• Green Eggs and Ham, Dr. Seuss (Literary)

Module 1 Supplementary Texts

• The Old Farmer's Almanac (Almanac)

• “CNN Heroes: Luis Soriano,” CNN (Video)

• “Pack Horse Librarians,” SLIS Storytelling (Video)

• "ASL Sign for: yes," American Sign Language Dictionary (Website)

• "ASL Sign for: no," American Sign Language Dictionary (Website)

• "ASL Sign for: same," American Sign Language Dictionary (Website)

Module 2 Core Texts

•  Me … Jane, Patrick McDonald (Informational)

• Seahorse: Shyest Fish in the Sea, Chris Butterworth & John Lawrence (Informational)

• What Do You Do With a Tail Like This?, Steve Jenkins (Informational)

• Never Smile at a Monkey, Steve Jenkins (Informational)

• Seven Blind Mice, Ed Young (Literary)

 Module 2 Supplementary Texts

• “The Hare & the Tortoise,” Aesop’s Fables (Fable)

• “The Ants & the Grasshopper,” Aesop’s Fables (Fable)

• “Pygmy Seahorses: Masters of Camouflage,” Deep Look (2014) (Video)

• “Young Hare”, Albrecht Dürer (1502) (Visual Art)

• “The Snail”, Henri Matisse (1953) (Visual Art)

Module 3 Core Texts

• The Boy Who Harnessed the Wind, William Kamkwamba (Informational)

• Brave Irene, William Steig (Literary)

• Owl at Home, Arnold Lobel (Literary)

• Gilberto and the Wind, Marie Hall Ets (Literary)

• Feel the Wind, Arthur Dorros (Informational)

Module 3 Supplementary Texts

• “The Wind,” James Reeves (Poetry)

• “It Fell in the City,” Eve Merriam (Poetry)

• “This Windmill,” Amy Ludwig VanDerwater (Poetry)

• “William and the Windmill,” Toronto Star (Video)

• "Soaring Bird MVI 0902," SanfordAr (Audio)

• "Hummingbird Wing Sounds," MyBackyardBirding (Audio)

• “The Red Mill”, Piet Mondrian (1911) (Painting)

• “Oostzijdse Mill with Extended Blue, Yellow and Purple Sky”, Piet Mondrian (1907) (Painting)

• “Windmill in the Gein”, Piet Mondrian (1906–07) (Painting)

• “Wind at Work,” Amy Tao (Article)

• “What Makes the Wind?” Amy Tao (Article)

• “Owl and the Moon,” Arnold Lobel (Literary Excerpt)

Module 4 Core Texts

• Cinderella, Marcia Brown (Literary)

• Adelita, Tomi dePaola (Literary)

• Korean Cinderella, Shirley Climo & Ruth Heller (Literary)

• Bigfoot Cinderrrrrrella, Tony Johnston & James Warhola (Literary)

• Cendrillon: A Caribbean Cinderella, Robert D. San Souci & Brian Pinkney (Literary)

• The Rough-Faced Girl, Rafe Martin & David Shannon (Literary)

• Glass Slipper, Gold Sandal, Paul Fleischman & Julie Paschkis (Literary)

Module 4 Supplementary Texts

• “900 Cinderellas,” Marcia Amidon Lusted and Judith C. Greenfield (Informational Article)

• “Kudhinda Screen Printing” (Video)

• “The Process of Making Batik–Artisans at Work” (Video)

• “Wycinanka/Paper Cutout” (Video)

• “Around the World,” TIME for Kids (Website)

• “Talking Textiles,” The Children’s University of Manchester (Website)

The instructional materials reviewed for Grade 1 meet the expectations for texts having the appropriate level of complexity for the grade according to quantitative analysis, qualitative analysis, and relationship to their associated student task.

Anchor texts are at the appropriate level of rigor and complexity for Grade 1. In Module 1, texts have a quantitative Lexile range of 30-920. In Module 2, texts range from 350-930 Lexile. Overall, these are all appropriate for the grade level when the reader and task is considered.  Many of the shared and interactive reading texts are at the high end of the range or appropriate for higher grade levels, but planned scaffolding described in the lesson plans outlined in the teacher materials make these an excellent choice. These texts will build knowledge at a variety of complexity levels and on a range of topics. For the selections at the low end of the Lexile range, when the reader and task are considered are appropriately complex. Wit and Wisdom has evaluated each core module text using nationally-recognized measures for quantitative and qualitative criteria as outlined in Appendix A in the Common Core State Standards. These evaluations can be found in Appendix A of each Wit and Wisdom Module.

The associated tasks described in the lesson plans that support the use of these readings include the following:

• An Essential Question that guides the overall work of the module

• A Focusing Question for each set of lessons associated with the anchor text selections and is aligned to the expectations for the End-of-Module Task and the Essential Question

• A Content Framing Question that guides each lesson 

• A Vocabulary Deep Dive lesson that focuses on the complex vocabulary of the anchor text

Examples include: 

• In Module 1, students listen to My Librarian is a Camel; How Books are Brought to Children Around the World by Margriet Ruurs with a Lexile of 700L (Literary). This text includes a small map and information about each country, captions, sidebar, challenging vocabulary and country related terms, knowledge of geography, countries, and characteristics of library systems.

• In Module 2, students listen to Me...Jane by Patrick McDonnell with a Lexile of 740L (Biography). This text has a narrative structure, layers of meaning around fulfilling dreams, textured illustrations real sketches, puzzles, photographs, author entries and entries from Jane Goodall. 

• In Module 3, students listen to The Boy Who Harnessed the Wind by William Kamkwamba with a Lexile of 850L. This text is a chronological biographical story with vivid illustrations. Vocabulary demands are supported by context and illustrations. Students can connect to the theme of determination. 

• In Module 4, students listen to Cinderella by Marcia Brown with a Lexile of 840L (Literary). This text is a sequential fairy tale with a clear problem and solution. 

• In Module 4, students listen to Adelita by Tomie dePaola with a Lexile of 660L (Literary). This text is a sequential fairy tale that includes Mexican culture and rich illustrations. The text also includes Spanish phrases and vocabulary that are defined in context.

The instructional materials reviewed for Grade 1 meet the expectations that materials support students’ increasing literacy skills over the course of the school year.

Most texts (for both shared and interactive reading) are within the appropriate grade level Lexile band for Grade 2-3, which is appropriate for a Grade 1 read aloud. Texts increase appropriately throughout the school year, with students engaging in increasingly complex and rigorous materials as they grow their literacy skills. Over the course of the school year, students have appropriately rigorous texts read to them in aggregate and across modules, there is broad variance in how they engage with these texts. Some examples that demonstrate this include, but are not limited to:

• In Module 1, students listen to the picture book, That Book Woman. This text contains many unfamiliar words with heavy use of vocabulary in an Appalachian dialect (a-twixt, britches, ‘course), spelling and diction indicate geographical and economic factors that make it appropriately complex. As a read-aloud, the teacher scaffolds student understanding of this complex text over six lessons. The lesson plans begin with students noticing and generating questions about the text. Students retell the story and participate in a Socratic Seminar to apply what they have learned about how the character changes in the story.

• In Module 2, students listen to Never Smile at a Money. As a read-aloud, the teacher scaffolds student understanding of this complex text over six lessons. First, students notice details and generate questions about the text. Students then identify the author’s point, record evidence and examine conclusions drawn from the text. Text features and illustrations are closely studied to determine how they contribute to the author’s point. A series of text-dependent questions are answered to help students formulate essential meaning from the text.

• In Module 3, students listen to Gilberto and the Wind. Students begin to work on their understanding of the term, respond, in order to work towards answering the focusing question: "How do characters respond to the powerful force of the wind?" Students also gain an understanding of story elements in order to write a retelling. 

• In Module 4, students listen to Adelita. Students use this text for seven lessons in this module. Students continue adding to their Elements of Cinderella Chart and with scaffolded support, students use their Venn Diagrams to compare and contrast Adelita and Ella from Bigfoot Cinderrrrrella.

The instructional materials reviewed for Grade 1 meet the expectation that anchor texts and series of connected texts are accompanied by a text complexity analysis and rationale for educational purpose and placement in the grade level. 

Each module core text is evaluated using quantitative and qualitative criteria as outlined Appendix A while supporting text as referenced in Appendix E. Quantitative metrics are provided for each anchor text according to Lexile level. Qualitative measures are provided for each anchor text in four categories: meaning/purpose, structure, language, and knowledge demands. Metrics provided for qualitative measures are in narrative form. Reader and Task considerations are sometimes included in the appendices within the description of the text. This information can be found in the Appendix A: Text Complexity. Within each module, the texts are focused on a theme/topic, which provides some rationale as to why the text was chosen.

For example, the following contains the Text Complexity analysis and rationale found in Appendix A of Module 1:

Title and Author:  Tomás and the Library Lady, Pat Mora, Raul Colón

Description of Text: An inspiring, true story of a young migrant worker and a kind librarian who introduces him to books—encouraging a love for learning and opening his imagination.

Complexity Ratings: 

• Quantitative: 440L

• Qualitative: 

  • Meaning/Purpose: While the narrative has a straightforward story with a clear theme, it also has more than one level of meaning, including the view outside (reality) and inside (imagination) books.

  • Structure: The structure is conventional with a straightforward story line and illustrations that support the text. The author’s note provides additional background on Tomás Rivera.

  • Language: Most of the language in the text is explicit and easy to understand, though there is some unfamiliar vocabulary and some Spanish terms. Sentence structure is mainly simple and compound sentences, with a few complex sentences.

  • Knowledge Demands: The book includes slightly complex references to migrant experiences wherein Tomás’s family has to move regularly so his parents can work. Other knowledge demands include other cultural elements of a Spanish migrant family.

The instructional materials reviewed for Grade 1 meet the expectations for supporting materials providing opportunities for students to engage with anchor and supporting texts and to engage in a range and volume of reading to achieve grade level reading proficiency.

Over the course of the year, students engage with anchor texts through read-alouds. Additionally, each Module includes supplementary texts of varying lengths. Students read each selection multiple times and for multiple purposes to build towards grade-level reading proficiency. Instructional materials provide a Volume of Reading Guide located in Appendix D. Materials also provide Volume of Reading Questions that can be used for small group reading or independent reading. Students also Echo Read anchor and supplementary texts. 

Example include:

• In Module 1, Tomas and the Library Lady by Pat Mora and Raul Colon is read aloud for initial understanding and fluency. Students revisit the text multiple times and participate in Echo Reading, which allows students to practice reading the text. Students reread the text using Story Stones to identify narrative elements. The lower level Lexile text, Green Eggs and Ham by Dr. Seuss, is included in the text for students to read text independently. Use of supporting materials, such as visual art and videos help to build background knowledge to enhance the deeper understanding of the text. 

• In Module 2, students listen to a variety of texts about the topic, Creature Features. Read-aloud texts include Me … Jane, What Do You Do With a Tail Like This? and Seven Blind Mice. Students also listen to a variety of supplementary texts that include the fables, “The Hare & the Tortoise” and “The Ants & the Grasshopper”, to build their knowledge and comprehension about the topic.  

The instructional materials reviewed for Grade 1 meet the expectations of most questions, tasks, and assignments being text-dependent and requiring students to engage with the text directly.

Each module provides opportunities for students to respond to text-dependent questions and non-text dependent. Non-text dependent questions are used to build knowledge and make connections for students in the readings. Modules begin with an overarching Essential Question. Within each lesson, there are text-dependent focus questions, content framing questions, and craft questions that drive students toward the learning goals and associated tasks tied to the texts and standards. 

Examples of text-dependent question include:

• In Module 1, the Focusing Question for Lessons 7-12 states: "How does the Biblioburro change life for Ana?"

• In Module 1, Lesson 11, students answer text-dependent questions: "How does Tomás get books? How is the way Tomás and Ana get books the same and different? How do books change Tomás’s life? How do books change Ana’s life?"

• In Module 2, the Focusing Question for Lessons 10-14 states: "How did Jane Goodall make discoveries about animals?"

• In Module 2, Lesson 11, students answer, "What is happening in Me...Jane?" 

• In Module 2, Lesson 13, students answer, "What is the essential meaning of Me...Jane?"

• In Module 3, the Focusing Question for Lessons 26-31 is: "How does William use the powerful force of the wind?"

• In Module 3, Lesson 28, students answer text-dependent questions: "Based on the words you are hearing, what is the image that comes to your mind? What do you think a gusting gale feels like? How did the illustrations add to the descriptions?"

• In Module 4, the Focusing Question for Lessons 17-27 is: "Why do people admire Adelita and Pear Blossom?"

• In Module 4, Lesson 24, students answer text-dependent questions: "What trait can you infer from both actions to describe Pear Blossom’s character? Identify one action of Pear Blossom’s. What trait can you infer from that action?"

Examples of text-dependent tasks from Module 2 include:

• In Module 2, students participate in Think-Pair-Share to answer, "What do you notice about this fable?"

• In Module 2, students talk about The Hare & the Tortoise and generate questions in small groups using the Question Cube.

• In Module 2, students participate in Think-Pair-Share about the parts of the hare or rabbit that need to be included in a drawing.

The instructional materials reviewed for Grade 1 meet expectations for materials containing sets of high-quality sequences of text-dependent questions and activities that build to a culminating task. Every module offers an End-of-Module (EOM) Task. The lessons, questions, and tasks leading up to the EOM Task offer support to complete the task.

For example, students include the text from the lessons in Module 1 to write and illustrate a narrative about a character whose life has changed because of books. In Module 2, students use evidence gathered during shared class research to write an informative paragraph about an animal’s unique features. The associated tasks described in the lesson plans and in each module include the following:

• An Essential Question that guides the overall work of the module

• A Focusing Question for each set of lessons associated with the anchor text selections and is aligned to the expectations for the End-of-Module Task and the Essential Question

• A Content Framing Question that guides each lesson 

• A Vocabulary Deep Dive lesson that focuses on the complex vocabulary of the anchor text

• A New Read Assessment and a Socratic Seminar that contains elements that support success on EOM Task

Examples include:

• In Module 2, Creature Features, the Essential Question is, “What can we discover about animals’ unique features?” Focusing questions throughout the module include: "What lessons can we learn through stories about animals? How did Jane Goodall make discoveries about animals? How do seahorses use their unique features? How do animals use the same feature in unique ways? How do animals use their unique features in unexpected ways? What can we discover about animals’ unique features?" At the end of the module, students complete the EOM Task and create a super-sized animal trading card.

• In Module 4, Cinderella Stories, the Essential Question is, “Why do people around the world admire Cinderella?” Focusing questions throughout the module include: "Why do people admire Perrault’s Cinderella? Why do people admire Rough-Face Girl and Ella? Why do people admire Adelita and Pear Blossom? Why do people around the world admire Cinderella?" At the end of the module, students complete the EOM Task and write an opinion paragraph about the Cinderella character that is most admired using a graphic organizer.

The instructional materials for Grade 1 meet expectations that materials provide frequent opportunities and protocols for evidence-based discussions that encourage the modeling and use of academic vocabulary and syntax.  

In the majority of the lessons, there are discussion protocols for turn-and-talks, whole group discussions, and small group discussions. There are opportunities in all of these routines for students to speak and listen about what they read. Collaborative routines are included in the daily lessons along with protocol explanations and discussion structures. This is found in the Implementation Guide: A Guide for Teachers.

Instructional routines are included through lessons for students to Think-Pair-Share which allows students to individually process their thoughts about a question, then collaboratively discuss the question with peers. Question Corners allows students to express their ideas and opinions in response to a question by moving to and standing in an area assigned to a specific response or point of view. Mix and Mingle allows students to circulate around the room. On a cue (e.g., stop music, chant, call out directions), students stand back to back with a partner, listen to the question, think, then turn around and discuss the question. Socratic Seminars allow students to prepare for and participate in a structured, text-based, academic conversation. Students apply the skills of speaking and listening to express what they have learned from their reading and writing. Examples include:

• In Module 1, Lesson 2, during the Vocabulary Deep Dive, students use the Wonder Wheel to wonder and ask questions about vocabulary words in Tomás and the Library Lady. The teacher models asking a question about a vocabulary word. Students Think-Pair-Share about what they think the word means. Students share their thinking using the following sentence frames: "What does _____mean? How does _____work? What is _____?"

• In Module 1, Lesson 4, pairs take turns orally retelling the story, Tomás and the Library Lady, making sure to include key details about the problem and resolution. 

• In Module 2, Lesson 4, students read "The Ants and the Grasshopper" and Think-Share-Pair about the question, “What are some key details that might support the lesson 'Plan ahead and work hard'?”

• In Module 3, Lesson 22, students Think-Share-Pair about the question, “What are sensory words?”. The teacher uses Equity Sticks to call on pairs to share their responses.

• In Module 4, Lesson 17, the teacher displays the Speaking and Listening Anchor Chart and students Think-Share-Pair about the question, “What did you notice about Adelita?”, and use the anchor chart to guide their conversations. 

The instructional materials for Grade 1 meet expectations that materials support students’ listening and speaking about what they are reading and studying/researching with relevant follow-up questions and supports.

Each module provides an Essential Question, Focusing Questions, and Content Framing Questions within groups of lessons to guide student understanding and synthesis of the content. Students discuss questions within each daily lesson plan. Additionally, each of the four modules include Socratic Seminars allowing students to prepare for and participate in a structured, text-based, academic conversation. 

In Module 1, Lesson 1, a Speaking and Listening Anchor Chart is developed with students to meet the speaking and listening goals set for the module and align to the CCSS Speaking and Listening Standards. This chart is reviewed and used to give structure to whole group, small group, and partner discussions throughout the course of the year.  Lessons also require students to interact with the text to complete text-dependent activities. 

Examples of discussion questions and tasks include: 

• In Module 1, students participate in the following Socratic Seminars: 

  • Respond to what others say in a Socratic Seminar on the Focusing Question: How does the packhorse librarian change life for Cal?

  • Respond to what others say in a Socratic Seminar on the Focusing Question: How can books change my life?

  • Respond to what others say in a Socratic Seminar on the Essential Question: How do books change lives around the world?

• In Module 1, Lesson 1, the teacher is provided with relevant follow-up questions to guide student discussions: “If students respond with irrelevant evidence, read aloud a small section of text that answers the question. Ask more specific questions that relate to the student-generated one. For example, read the first and fourth sentences on page 18 and ask, 'What is Tomás doing? Where is he?'”

• In Module 2, students participate in the following Socratic Seminars:

  • Respond to what others say in a Socratic Seminar on the following questions: What lessons did you learn from these fables? What do the lessons of fables teach you about your own life?

  • Respond to what others say in a Socratic Seminar on the Focusing Question: In what different ways does the text Sea Horse teach readers about the sea horse’s unique features?

  • Respond to what others say in a Socratic Seminar on the Essential Question: What have we discovered about animals’ unique features?

• In Module 2, Lesson 8, students Think-Pair-Share about the following questions: “Do you agree with the lesson we came up with as a class or the one in the fable? Which lesson has more key details to support it?” The teacher is also provided follow-up questions: “How are they similar? How are they different?”

• In Module 3, students participate in the following Socratic Seminars:

  • Ask for more information from a speaker in a Socratic Seminar to answer the question: Is science or magic more important to William?

• In Module 4, students participate in the following Socratic Seminars: 

  • Evaluate the various characters in Cinderella stories to answer the following question: What do you admire about the characters in the Cinderella stories?

• In Module 4, Lesson 34, teachers are provided with follow-up question for the Socratic Seminar to support students in their discussions: "What do Cinderella stories around the world have in common? Which letter did I give myself, and why?"

The instructional materials for Grade 1 meet expectations that materials include a mix of on-demand and process writing (e.g. multiple drafts, revisions over time) and short, focused projects, incorporating digital resources where appropriate.

Throughout the Modules, students have multiple opportunities for on-demand writing, as well as process writing. Students have opportunities to learn about the writing process through Craft Lessons where students work to revise and edit their drafts. Students use Response Journals to record their writing.  Focusing Question Tasks provide students with opportunities for on-demand writing. 

For example:

• In Module 1, the Focusing Question Task 1 prompt states: “Write and draw to retell the story of Tomás and the Library Lady, including character, setting, and problem/resolution.”

• In Module 1, Lesson 10, students write a sentence in their Response Journals about Ana using student-generated words from the chart.

• In Module 1, The Focusing Question Task 2 prompt states: “Write and draw to retell the story Waiting for the Biblioburro, including character, setting, and problem/resolution. Use complete sentences and end punctuation.”

• In Module 1, Lesson 28, students plan for giving and receiving useful peer feedback on writing.

• In Module 1, Lesson 29, students use Knowledge Journals to record learning in a two-column chart labeled, “What I Know: What did you learn from our lessons on My Librarian Is a Camel? What did you learn about our Essential Question?” and “What I Can Do: What did you learn to do as a writer? What did you learn to do as a reader?”

• In Module 2, Lesson 5, students use a Topic Sandwich Chart to help them craft an informative paragraph to include sequence of events about “The Hare & the Tortoise.”

• In Module 2, Lesson 14, students learn how to revise their topic statements using the Informative Writing Anchor Chart. 

• In Module 2, Lesson 19, students respond to the Focusing  Question, “How do seahorses use their unique features?”

• In Module 3, Lesson 11, students use the Narrative Writing Checklist to review and revise their writing. 

• In Module 3, Lesson 25, students respond to the Focusing Question, “How does Irene respond to the powerful force of the wind?” 

• In Module 4, Lesson 9, students respond to the Focusing Question, “Why do people admire Perrault’s Cinderella?”

• In Module 4, Lesson 24, students use the Opinion Writing Checklist to revise their opinion paragraphs about which Cinderella characters they most admire. 

The instructional materials for Grade 1 meet the expectation that materials provide opportunities for students to address different text types of writing that reflect the distribution required by the standards. 

A variety of prompts include the distribution of opinion, narrative, and informative/explanatory writings as required by Grade 1 standards. Module materials focus on different text types of writing throughout the year. Focusing Question Tasks require specific writing skills and each of these Focusing Question Tasks scaffolds the level of skill needed to complete the task successfully. These skills culminate and are assessed with the End-of-Module (EOM) Task within each module. 

The primary writing focus of Module 1 is narrative writing. The primary focus of Module 2 is informative writing. The focus of Module 3 is informative and then later moves to narrative. In Module 4, the primary writing focus is opinion writing. In each module, students begin by unpacking prompts and learning to respond, orally and in writing. 

For example, 

• In Module 1, Focus Question Task 1, students write and draw to retell the story of Tomás and the Library Lady, including character, setting, and problem/resolution.  In the EOM Task, students write and illustrate a narrative about a character whose life has changed because of books.

• In Module 2, Lesson 9, students write an informative paragraph about the lesson of Seven Blind Mice. They are instructed to include a topic statement that names the text and states the lesson, two or more details from the text that support the lesson, a conclusion, complete sentences that begin with a capital letter and end with a punctuation mark.

• In Module 3, Lesson 7, students write an informative paragraph for the prompt: “What does the wind do during a Hurricane?” Students are instructed to include all the parts of a Topic Sandwich informative paragraph, research from two or more sources, verbs that match their subjects, and a detailed illustration. In Lesson 13, students learn how to write a problem for their story using a Story Map. 

• In Module 4, Lesson 6, students use the Opinion Sandwich Chart to learn the structure of an opinion paragraph. In Lesson 9, students use what they have learning about the opinion paragraph structure to write an opinion paragraph about what they admire most about Cinderella. In Lesson 13, students use the Opinion Writing Chart to help guide them in writing a reason that supports their opinion statement with evidence from the text.

The instructional materials reviewed for Grade 1 meet the expectations for the materials including frequent opportunities for evidence-based writing to support recall of information, opinions with reasons, and clear information appropriate for the grade level. 

Over the course of a year, students have multiple opportunities for evidence-based writing during daily lessons. Students use sticky notes to annotate texts, complete graphic organizer, and record knowledge they learned from the text in their Knowledge Journals. Additionally, each lesson utilizes Focusing Question Tasks that build to an End-of-Module (EOM) Task that incorporate written and oral responses to text-based questions/prompts. 

Examples include:

• In Module 1, students build their understanding of literary texts alongside the skills they need to execute their own retelling of the stories. Through this work of using Sentence Frames for structure, practicing conventions to create complete sentences, and sequencing events, students gain the skills to structure and begin to develop narrative writing. In their EOM original narrative, students apply what they have learned through the sequenced retelling of stories to compose a narrative about how a character’s life is changed by books, set in one of the countries from My Librarian Is a Camel.

• In Module 1, Focusing Question Task 12, students answer, “Write and draw to retell the story Waiting for the Biblioburro, including character, setting, and problem/resolution. Use complete sentences and end punctuation.”

• In Module 1, Lesson 4, students use a Story Map to identify characters, setting, problem, and resolution about the text, Tomás and the Library Lady.

• In Module 2, Focusing Question Task 1, students write an informative paragraph about the lesson of the text, Seven Blind Mice.

• In Module 2, Focusing Question Task 3, students apply their knowledge learned from Sea Horse: The Shyest Fish in the Sea to write an information paragraph to answer, “How do seahorses use their unique features?”

• In Module 2, Lesson 25, students record in their knowledge journals and answer, “What new information about animal features did you learn from What Do You Do With A Tail Like This?”

• In Module 3, Lesson 11, students use sticky notes to annotate the text, Feelings, for evidence to support the essential meaning. 

• In Module 3, Lesson 19, students use sticky notes to annotate “The Guest” for evidence to support the central message.

• In Module 4, Lesson 3, students complete a Story Map and identify the characters, setting, problem, and resolution in Cinderella. 

• In Module 4, Lesson 21, students record the knowledge they gained Adelita in their Knowledge Journals.

The instructional materials for Grade 1 meet expectations that materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application in and out of context. 

Language standards are addressed throughout each module in the Deep Dive Style and Conventions portion of module lessons. The instructional strategies of the lessons include teacher modeling, Think Aloud, use of sentence frames, Anchor Charts and Think-Pair-Share. Students are supported in their use of the grammar and convention focus through speaking and writing in their Response Journals. Over the course of the year, students have opportunities to apply grammar and convention skills to context. 

Example include: 

Students have opportunities to print all upper- and lowercase letters. For example: 

• In Module 4, Lesson 30, during Style and Conventions Deep Dive, the teacher asks, “What are some resources in the room that help you write letter correctly?” Students share ideas. Students use the alphabet chart to form the letters correctly when they write the title of their favorite Cinderella story.

Students have opportunities to use common, proper and possessive nouns. For example: 

• In Module 1, Lesson 1, during Style and Conventions Deep Dive, the teacher explains that nouns tell people, places, things, and objects. The teacher displays the Nouns Chart for common nouns, and students help fill in the categories of people, places, and things.

Students have opportunities to use singular and plural nouns with matching verbs in basic sentences. For example: 

• In Module 3, Lesson 4, during Style and Conventions Deep Dive, the teacher displays a T-Chart for singular and plural nouns. Students help fill in the T-Chart. The teacher displays a chart for verbs. Student help fill in the chart. The teacher shows: “Rainstorms blow in the wind.” Students observe the sentence and share noticings. The teacher explains that when a noun ends with an s, the verb does not. Students view two sentences and determine if the verbs agree. 

Students have opportunities to use personal, possessive, and indefinite pronouns. For example: 

• In Module 4, Lesson 12, during Style and Conventions Deep Dive, the teacher shows the Pronoun Chart. The teacher explains that pronouns are words that replace nouns. Students practice replacing nouns for pronouns in the following sentence: “But the prince loved nature best.”

• In Module 4, Lesson 13, during Style and Conventions Deep Dive, the teacher shows the Personal Pronoun Chart. The teacher explains that personal pronouns replace people. The teacher shows personal pronouns such as she, he, and me. Students work with a partner to determine personal pronouns to replace nouns in sentences.

• In Module 4, Lesson 19, during Style and Conventions Deep Dive, the teacher displays the Indefinite Pronoun Anchor Chart. The teacher explains that indefinite pronouns are words used to talk about people, places, and things without saying who, what, or where they are. Student complete Handout 19B to identify indefinite pronouns. 

Students have opportunities to use verbs to convey a sense of past, present, and future. For example: 

• In Module 1, Lesson 7, during Style and Conventions Deep Dive, the teacher displays the following words on the board: dream, wait, walk, work, read, and write. After a Think-Pair-Share, students learn that the words are actions or things that can be done. Students help fill in a Verb Chart for present verbs.

• In Module 4, Lesson 5, students determine the meaning of verbs using context clues. Students Think-Pair-Share about the question, “Why are the endings –ing and –ed occasionally added to verbs? For example, jump can be jumping or jumped.” Students then contribute to a Words and Definitions chart using past tense verbs from Cinderella. 

Students have opportunities to use frequently occurring adjectives. For example: 

• In Module 1, Lesson 17, during Style and Conventions Deep Dive, the teacher explains that describing words are called adjectives and often tell “what kind.” Students help make a list of adjectives that could complete the sentence, “I see the ____ jewelry.”

• In Module 1, Lesson 20, during Style and Conventions Deep Dive, the teacher explains that adjectives tell how something/someone feels. The teacher shows a chart, and students help create a list of adjectives.

Students have opportunities to use frequently occurring conjunctions. For example: 

• In Module 4, Lesson 2, during Style and Conventions Deep Dive, the teacher displays the Conjunction Anchor Chart. The teacher displays sentences containing conjunctions. Students listen to the sentences and do a Nonverbal Signal to show if the sentences are glued together. 

Students have opportunities to use determiners. For example: 

• In Module 2, Lesson 10, during Style and Conventions Deep Dive, the teacher explains that determine means “to decide something.” The teacher explains that determiners are words used before nouns to help a reader determine which noun is being talked about. Students identify determiners in sentences.

Students have opportunities to use frequently occurring prepositions. For example:

• In Module 2, Lesson 21, during Style and Conventions, the teacher displays a preposition chart. The teacher puts in prepositions that students already know. The students for prepositions in What Do You Do With a Tail Like This?.

Students have opportunities to produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. For example: 

• In Module 1, Lesson 13, the teacher displays the Craft Question: "What makes a declarative sentence complete?" The teacher then displays and reads the Complete Sentence Anchor Chart. The teacher then models creating a complete sentence using a noun and a verb and explains that this is a declarative sentence because it gives someone information. Students work in pairs choosing nouns and verbs from the Nouns and Verbs Chart to create declarative sentences. 

• In Module 1, Lesson 23, during Style and Conventions Deep Dive, the teacher displays interrogative sentences. The students observe and identify similar features of interrogative sentences. Students complete Handout 23: Mixed Sentences, and students circle interrogative sentences.

• In Module 1, Lesson 25, during Style and Conventions Deep Dive, the teacher posts the following sentences: Eat them! Try them., and You may, I say. Students observe the sentences. Students share what they notice. Students complete Handout 25 and circle the sentences. 

• In Module 2, Lesson 9, the teacher displays the Craft Question, "How do I improve my writing with end punctuation?". The teacher then displays a Punctuation and Type of Sentence Chart with definitions of declarative, interrogative, and exclamatory punctuation. The teacher then models how to edit a piece of writing for punctuation. Students then apply knowledge and edit their Focusing Question Task for punctuation. 

Students have opportunities to capitalize dates and names of people. For example: 

• In Module 4, Lesson 20, during Style and Conventions Deep Dive, the teacher displays the Capitalization Chart. The teacher explains that names of places, people, things, days of the week, and months of the year are capitalized. Students add examples to the chart such as Monday, Sarah, and January.

Students have opportunities to use end punctuation for sentences. For example: 

• In Module 1, Lesson 10, the teacher shows the following: Ana ran to the village. Using a Think Aloud and the Complete Sentence Anchor Chart, the teacher models checking the sentence. Students write a sentence in their Response Journals about Ana, and students check the sentence with the Complete Sentence Chart. 

• In Module 2, Lesson 4, during Vocabulary Deep Dive, the teacher asks students: “What are the different types of end punctuation we have learned about?” Students share. Students use the period card from Handout 4A to show when they see a statement that needs a period.

Students have opportunities to use commas in dates and to separate single words in a series. For example:

• In Module 4, Lesson 6, during Style and Conventions Deep Dive, the teacher shows three separate sentences about Cinderella. Students learn that compound sentences combine two or more simples sentence into one sentence. Students learn to place a comma in a series of things in a sentence.

• In Module 4, Lesson 33, students complete a New Read Assessment. The teacher displays a date with no capitalization or a comma and students correctly write the date with capitalization and a comma.

Students have opportunities to use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. For example: 

• In Module 4, Lesson 23, during Style and Conventions Deep Dive, the teacher asks students, “What resources do you use to help you spell words?” Students share resources. The teacher displays sentences with spelling errors and has students help identify the spelling errors. 

Students have opportunities to spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. For example: 

• In Module 2, Lesson 19, the teacher reads aloud the following question: “How do I use phonetic spelling in my writing?” Students are reminded to use the following spelling strategies: "Say the word. Say the word slowly and count the sounds you hear. Write lines for each sound that you write the letters for the sounds."