Grade 1 Guided Reading - Scholastic · Grade 1 Guided Reading Title and Text Type Level Synopsis Text Features High-frequency Words levels A–G Comprehension Focus Working with Words

Grade 1 Guided ReadingTitle and Text Type

Level Synopsis Text Features High-frequency Words levels A–G

Comprehension Focus Working with Words Focus

Oral Language and Writing Connections

LPEY TextConnections

Cross-curricularConnections

Making ThingsNon-fiction: description—account

A See the different things kids can make.

a, can, I, make analyzing: picture details making connections:text to self

• tracking print and using print concepts

• using a known high-frequency word to support tracking

• using picture cues to support word solving

• making rhyming words

Oral: discussing Writing: I Can Make booklet

accounts: What Can Dogs Do? (A); The Ants Go Home (B); What Colour Is This Fish? (B); A Hot Day (C); Big and Small (C); Hair (C); Up and Down (C); What Do I Need? (C); What I Wear (C); To the Rescue (E); What’s for Breakfast? (F); A Pod for a Baby Orca (H)

the arts (visual arts): elements of design

My PictureNon-fiction: description—personal account

A A girl describes her drawing. • artwork is child’s own a, cat, dog, here, is, my inferring: using pictures making connections: text to self


• using known high-frequency words to monitor matching (finger/voice matching)

• using initial consonants for word predictions

• building rhyming words

Oral: discussingWriting: book modelled on text

art: Making Things (A); My Collage (C); I Can Draw (D); Snowflakes (D); How to Draw a Sitting Cat (F); Let’s Make Cards (F); Paint a Mouse Face (F)

the arts (visual art): communicating information; visually documenting activities, people; representing own culture and community

SaladNon-fiction: description —personal account

A A boy makes a salad. I, like analyzing: title and covermaking connections: text to self

• using picture cues to support word recognition

• using initial consonants to support and check word recognition

• building high-frequency words

Oral: discussingWriting: modelling the text; building sentences

food: What’s for Breakfast? (F); Mmm, Lemon! (G)

social studies: needs and wantshealth and phys ed:healthy eating habits/ food choices

What Can Dogs Do?Info-fiction: description —account

A Descriptions of what various dogs can do.

can, dog, jump, run, this predicting: informationmaking connections: text to self

• using picture cues to read unfamiliar words

• using beginning sounds to confirm word predictions

• word part “tch”• building words

Oral: discussingWriting: sentences

dogs: Same and Different (E); Go Home, Daisy (F); True or False: Finding Out About Newfoundland Dogs (H);Come Home, Bailey (I)animals: The Emperor’s Egg(RA); Is This a Moose? (BB);Is It Alive? (B); What ColourIs This Fish? (B); Lost Cat (D);What Can Walk on Walls? (D);Winter Animals are Sleeping(E); A Pod for a Baby Orca (H)

science: characteristics of living things

The Ants Go HomeFiction: description —account

B Follow a group of ants as they carry home crumbs of cake.

go, home, over, the, up inferring: using illustrationsand prior knowledgeevaluating: giving opinions


• building words

Oral: discussing, role-playingWriting: sentences

position and direction:Up and Down (C)

social studies:natural and constructed features of the environment/community

Is It Alive?Non-fiction: description—comparison

B Which animals are alive?Which animals are not alive?

• consistent placement of text• question marks

cat, is, not, this making connections: comparing predicting: making andconfirming predictions

• using photo cues to support word recognition and word solving

• using initial letters/sounds to read unfamiliar words


Oral: discussing, sharing ideasWriting: What Can These Animals Do BLM

comparisons: Daytime, Nighttime (BB); How Times Change (School Days); What Can Float? (B); Same and Different (E)animals: The Emperor’s Egg (RA); Is This a Moose? (BB);What Can Dogs Do? (A); WhatColour Is This Fish? (B); WhatCan Walk on Walls? (D); SameAnd Different (E); WinterAnimals Are Sleeping (E); GoHome, Daisy (F); A Pod for aBaby Orca (H); True or False: Finding Out About Newfoundland Dogs (H); Come Home, Bailey (I)


1© Scholastic Canada Ltd., 2013 Literacy Place for the Early Years (NL) – Grade One







What Can Float? Non-fiction: description –comparison

B Comparing objects that float with objects that do not float.

• two repeated language patterns

• change of language pattern on page 8

• consistent placement of texts and photos

• water line showing objects above/below water

can, I self-monitoring: asking questionsanalyzing: photos and finding facts

• identifying high-frequency words

• using initial letter to confirm word identification

Oral: discussingWriting: label drawings

comparisons: Daytime, Nighttime (BB); How Times Change (School Days); Is It Alive (B); We are Different (D); Same and Different (E)

science: characteristics of objects

What Colour Is This Fish? Non-fiction: description —account

B Fish can be different colours. blue, green, is, red, this, what, yellow

analyzing: photographs predicting: textmaking connections: text to self

• using photo cues to aid with recognition of unfamiliar words

• attending to beginning letters/letter sounds to solve unfamiliar words


Oral: discussing, sharingdrawingsWriting: labelling

colours: I Can Draw (D) animals: The Emperor’s Egg (RA); Is This a Moose? (BB); What Can Dogs Do? (A); Is It Alive? (B); What Can Walk OnWalls? (D); Same and Different (E); Winter Animals Are Sleeping (E); Go Home, Daisy (F); A Pod for a Baby Orca (H); True or False: Finding Out About Newfoundland Dogs (H); Come Home, Bailey (I)


A Hot DayFiction: description —account

C How different animals–and people–cool down on a hot day.

am, dog, I, now, said, so, the, we

making connections: text to self analyzing: problem/solution

• using picture cues and initial letters to solve unfamiliar words

• using known high-frequency words to support matching one-to-one

Oral: discussingWriting: labels

accounts: Making Things (A); What Can Dogs Do? (A); The Ants Go Home (B); What Colour Is This Fish? (B); Up and Down (C); What Do I Need? (C); What I Wear (C); To the Rescue (E); What’s for Breakfast? (F); A Pod for a Baby Orca (H)

science: daily and seasonal changes

Big and Small Non-fiction: description —account

C Size is relative–sometimes things look big, sometimes things look small.

• consistent placement of text• question marks

big, I, the, what making connections: comparinginferring: using text and illustrations to make inferences

• using the details in illustrations to aid and/or confirm word recognition

• using initial letters, letter clusters, and sounds to figure out unfamiliar words

• self-monitoring, using the repeated language pattern

• rhyming words

Oral: discussing, explainingWriting: story

accounts: Making Things (A); What Can Dogs Do? (A); TheAnts Go Home (B); What Colour Is This Fish? (B); A Hot Day (C); Hair (C); Up and Down (C); What Do I Need? (C); What I Wear (C); To the Rescue (E); What’s for Breakfast? (F); A Pod for a Baby Orca (H)

science: characteristics of living thingsmath: measurement terms and concepts; comparing measurements

HairNon-fiction: description —account

C Descriptions of hair. • back-cover text• question marks• exclamation marks

black, have, I, is, it, long, no, red, very

making connections: text to self; comparing

• using initial letter clusters to support recognition of colour words

• using picture information to aid word solving

• word families: colour words

Oral: discussing, sharing with a partnerWriting: illustrated booklet

accounts: Making Things (A); What Can Dogs Do? (A); The Ants Go Home (B); What Colour Is This Fish? (B); A Hot Day (C); Up and Down(C); What Do I Need? (C); What I Wear (C); To the Rescue (E); What’s for Breakfast? (F); A Pod for a Baby Orca (H)

health and phys ed:physical characteristics that make them similar to and different from others

Home Run Fiction: narrative —realistic story

C A boy playing T-ball keeps trying to hit a home run.

• page numbers placed within the shape of a ball

big, brother, friend, home, I, it, little, mom, my, no, one, run, the

inferring: reading the pictures; reasons, feelingsevaluating: the story and illustrations

• using picture and context cues to aid in reading of unfamiliar words

• using beginning letters and sounds to solve unfamiliar words

• building words with “un”

Oral: discussing, giving reasonsWriting: writing from another character’s perspective

leisure activities with family: On Saturday (D); Here Comes the Parade (E); Going Swimming (F); Buses, Cars, and Trucks (F)

social studies: interactions in family and communityhealth and phys ed: games, fair play








I Play Soccer Fiction: retell —personal account

C A girl plays soccer with friends. • environmental print at, I, my, play, run, the, with making connections: text to selfpredicting: story events

• using picture details to support word solving

• using picture and text cues to self-monitor

• word-building: words that rhyme with play

Oral: discussing, answering questions, role-playingWriting: sentence

personal accounts: HelpingGrandma (SR); My Picture (A); Salad (A); My Collage (C); I Can Draw (D); On Saturday (D); Paint a Mouse Face (F)

health and phys. ed.: personal interests

My CollageNon-fiction: description—personal account

C Sensory description of objects used to make a collage.

• consistent placement of text• repeated language pattern

is, it, my synthesizing: illustrations andinformation


• using photos and contextual cues to support word recognition

• using first letters for word identification

• generating rhyming words

Oral: discussing, retelling sequence, oral rhymingWriting: T-chart of descriptive words

art: Making Things (A); My Picture (A); I Can Draw (D); Snowflakes (D); How to Drawa Sitting Cat (F); Let’s Make Cards (F); Paint a Mouse Face (F)personal accounts: HelpingGrandma (SR); My Picture (A); Salad (A); I Play Soccer (C); I Can Draw (D); On Saturday (D); Paint a Mouse Face (F)

the arts (visual art):elements of design

Spring Is Here!Non-fiction: description—magazine article

C A duck’s journey past signs of spring.

• sequenced photographs with captions

• repeated sentence “Spring is here.”

• exclamation mark

a, is, the, we synthesizing: to form a conclusion

• using first letters and initial consonants for word recognition

• using photographs and contextual clues to support word recognition


• generating rhyming patterns

Oral: discussing, oral explanation, dramatizingWriting: create a poster

seasons: What Do You Do in the Cold? (BB); What Do You See? A Book About the Seasons (D)magazine articles: Winter Animals Are Sleeping (E); How to Draw a Sitting Cat (F)

science: seasonal cycles

Up and DownNon-fiction: description—account

C Things that go up and down. and, down, the, up predicting: making and confirming predictionsmaking connections: text to world


• using a known high-frequency word to monitor matching one-to-one

• beginning to use initial letters for word predictions

Oral: discussingWriting: descriptions

position and direction:The Ants Go Home (B)

What Do I Need?Non-fiction: description—account

C Clothes worn and items used in different kinds of weather.

• question-and-answer format• repetitive sentence patterns• consistent placement of text

(except page 12)• punctuation marks (question

marks, periods, exclamation marks)

do, I, is, it, my predicting: making and confirming predictions


• using question-and-answer format for word prediction

• using photo and contextual cues to support word recognition

• using first/last letters to confirm word identification

Oral: discussing, answering questions, role-playing

weather: A Hot Day (C); SomeStorm (G) clothing: What I Wear (C); Going Swimming (F)


What I WearNon-fiction: description—account

C See how kids dress for different activities.

am, going, I, is, this, to, what making connections: text to selfanalyzing: photographs

• tracking print• using photo cues to solve

unfamiliar words• building high-frequency

words

Oral: discussing, role-playingWriting: sentence

clothing: What Do I Need? (C); Going Swimming (F)

I Can DrawFiction: description—personal account

D How different elements come together to form a picture.

• inset illustrations are, at, big, blue, can, go, here, I, like, little, look, me, red, the, to, yellow

predicting: using textsequencing: retelling

• recalling high-frequency words to support reading of text

• using picture information to read unfamiliar words

Oral: discussing, retelling, following instructions

art: My Picture (A); My Collage (C); Snowflakes (D); How to Draw a Sitting Cat (E); Let’s Make Cards (F); Paint a Mouse Face (F)colours: What Colour is This Fish? (B)

the arts (visual art): elements of designmath: describe and compare figures and shapes








Lost CatNon-fiction: persuasive—flyer

D A flyer requests help in finding a missing cat.

• large headline• supportive photograph• print above and below

photograph• star-shaped inset text• punctuation marks (question

mark, periods, exclamation mark)

a, and, is, she, we evaluating: to form an opinion • using first letters and initial consonant clusters for word identification

• using photo and contextual clues to support word recognition



Oral: discussing, explaining, dramatizing, telling a storyWriting: thank you flyer

persuasive: Hey, Little Ant (RA); How to be an Eco Class (BB); The Best Pet (BB); Mmm, Lemon! (G)flyer: School Bus Rules (E)animals: The Emperor’s Egg (RA); Is This a Moose? (BB); What Can Dogs Do? (A); Is It Alive? (B); What Colour Is This Fish? (B); What Can Walk on Walls? (D); Same and Different (E); Winter Animals Are Sleeping (E); Go Home, Daisy (F); A Pod for a Baby Orca (H); True or False: Finding Out About Newfoundland Dogs (H); Come Home, Bailey (I)

social studies:interactions in family and community

My ShowFiction: description—humorous story

D A boy puts on a funny show for family and friends.

• environmental print a, and, big, blue, cat, come, I, is, my, red, see, this, to, will, yellow

sequencing: eventsinferring: using illustrations

• using picture cues to solve unfamiliar words

• word solving and building: using beginning sounds to solve unfamiliar words

• building rhyming words

Oral: discussing, retelling, sharing opinionsWriting: story

humour: Birthday Party Pandamonium (BB); The Trouble With Geese (I)poetry/rhyme: Birthday Party Pandamonium (BB); Bubblegum, Books, and Bugs (BB); Bug Hotel (BB); Hey Diddle Diddle (BB); Come Home, Bailey (I)

On SaturdayFiction: narrative—personal account

D Things a girl does with her dad on Saturday from morning to night.

• consistent placement of text• two lines of text on each page• punctuation (question mark,

exclamation mark, periods)

a, at, down, go, house, I, like, my, play, the, to, we

self-monitoring: asking questions


• finding small words in larger words

• using beginning sounds to read unfamiliar words

• recognizing high-frequency words

Oral: discussing (partner and whole group), dramatizingWriting: sentences to accompany drawing

leisure activities with family: Helping Grandma (SR); Home Run (C); Here Comes the Parade (E); Going Swimming (F); Buses, Cars, and Trucks (F)personal account: My Picture (A); Salad (A); I Play Soccer (C); My Collage (C); I Can Draw (D); Paint a Mouse Face (F)

social studies:individuals as members of a family; interactions in family and community

SnowflakesNon-fiction: description—placemat

D Set of instructions for making a paper snowflake.

• consistent placement of text• supportive photos• labels for required materials• commas

a, am, and, can, I, made, make, the, to, you, your

sequencing: to understand a procedure

• using photographic cues and background knowledge to support word recognition


• building compound words

Oral: explaining steps, discussing

procedure: Making Ice Cream (BB); School Bus Rules (E); How to Draw a Sitting Cat (F); Let’s Make Cards (F); Paint a Mouse Face (F); Plant a Seed (H)art: Making Things (A); My Picture (A); My Collage (C); I Can Draw (D); How to Draw a Sitting Cat (F); Let’s Make Cards (F); Paint a Mouse Face (F)

the arts (visual arts):elements of design

Trucks in ActionNon-fiction: description—placemat

D Six different trucks and the work each truck does.

• consistent placement of text• repeated language patterns• verb change in last box:

holds/pulls

as, is, it, this making connections/ evaluating: relate to background knowledge and form an opinion



Oral: discussing, expressing an opinion, explainingWriting: completing sentence starters

vehicles: I Can Ride (A); To the Rescue (E); Buses, Cars, and Trucks (F)

social studies:interactions in the community








We Are DifferentNon-fiction: description—comparison

D Friends can all be different. • consistent placement of text• repeated sentence pattern• supportive photographs

and, can, like, we evaluating: to form an opinionself-monitoring: word prediction


• using knowledge of oral language patterns to solve unfamiliar words

• using photographs and contextual cues to support word recognition

• using initial letters to predict and confirm word identification

Oral: discussing (partner and whole group)Writing: chart

comparison: Daytime, Nighttime (BB); How Times Change (School Days); Is It Alive? (B); What Can Float? (B); Same and Different (E)

health and phys. ed.:friendship; personal interests

What Can Walk on Walls?Non-fiction: description—question and answer

D Some animals can walk on walls, and some can't.

• comparison chart a, can, no on, we, yes predicting: making and confirming predictionsmaking connections: comparing

• using picture cues to determine the meaning of unfamiliar words

• using beginning sounds and letter clusters to read unfamiliar words

• building new vocabulary words

Oral: discussing, sharing opinionsWriting: sentences

Q & A format: Whose Teeth Are These? (RA); Is This a Moose? (BB); What Do You Do in the Cold? (BB)


What Do You See? A Book About the SeasonsNon-fiction: description—report

D Follow two trees through the seasons. What else do you see in each season?

• table of contents• inset magnified photos• flow diagram

can, do, I, in, is, it, on, red, see, the, what, you

making connections: text to selfsequencing: flow chart

• using pictures to solve unfamiliar words

• rhyming words (spring, fall)

Oral: discussing, dramatizingWriting: picture graph

reports: The Emperors Egg (RA); Make It Move (E); True or False: Finding Out About Newfoundland Dogs (H)

science: seasonal cycles

The AccidentFiction: narrative—realistic story

E Four friends break their teacher's special mug.

a, and, can, could, day, do, down, first, for, had, he, her, I, is, it, make, my, no, said, some, the, they, this, to, up, want, was, we, went, what, you

inferring: supporting inferencesevaluating: giving opinions

• using picture and context cues to solve unfamiliar words


• “ed” endings

Oral: discussing, sharing opinionsWriting: flip book, card, sentence starters

problem solving: The Trouble With Geese (I)

social studies: interactions in family and community; rules and responsibilities health and phys. ed.: games, fair play

Here Comes the ParadeFiction: narrative—realistic story

E The parade is coming, but Ben can't always see. Why?

a, and, can, come, dad, down, he, here, I, is, it, look, mom, said, see, the, up, where, yes, you

inferring: supporting inferences with illustrations and textpredicting: characters and plot

• using illustrations to assist with recognition of unfamiliar words


• building new vocabulary words

Oral: discussing, supporting ideas, sharing and discussing their writingWriting: personal experiences

families help each other: Who Did Jake’s Chores? (F); The Birthday Surprise (G)leisure activities with family: Helping Grandma (SR); Home Run (D); On Saturday (D); Going Swimming (F); Buses, Cars, and Trucks (F)

social studies: interactions in family and community

I SeeFiction: description—realistic story

E A boy sees much more than everyone else in his family.

a, an, brother, but, dad, do, does, family, I, in, mom, my, on, see, the, what, you

synthesizing: drawing conclusionsinferring: visualizing events in the text

• using initial letters and picture cues to read unfamiliar words

Oral: discussing, supporting opinionWriting: story

realistic story: Art for the Birds (BB); Home Run (C); The Accident (E); Here Comes the Parade (E); Buses, Cars, and Trucks (F); Go Home, Daisy (F); Going Swimming (F); Who Did Jake’s Chores? (F); The Birthday Surprise (G); Come Home, Bailey (I)

social studies:interactions in family and community

Make It MoveNon-fiction: description—report

E Different toys and how you can move them.

• labelled photographs a, and, are, can, down, go, here, how, make, many, more, on, the, them, up, you

inferring: extending learningmaking connections: text to self

• using known words/word parts to solve unfamiliar words

• using picture cues to solve unfamiliar words

• building compound words

Oral: discussing, sharing opinionsWriting: writing sentences

reports: The Emperor’s Egg (RA); What Do You See? A Book About the Seasons (D); True or False: Finding Out About Newfoundland Dogs (H)

science: characteristicsof objects








Same and DifferentNon-fiction: description—comparison

E Identifying physical similarities and differences between a child and a puppy.

• labels• chart

a, are, has, have, how, I, is, my, one, the, this, two, we

making connections: comparing, text to self

• using photo cues to aid in recognition of unfamiliar words


• building words with “ow”

Oral: discussingWriting: Cat Parts BLM

comparison: Daytime, Nighttime (BB); How Times Change (School Days); Is It Alive? (B); What Can Float? (B); We Are Different (D)dogs: What Can Dogs Do? (A); Go Home, Daisy (F); True or False: Finding Out About Newfoundland Dogs (H); Come Home, Bailey (I)

science: characteristics of living thingshealth and phys. ed.:parts of the human body

School Bus RulesNon-fiction: procedure—flyer

E Rules for riding on the school bus.

• consistent placement of text• supportive illustrations

a, an, and, at, away, down, find, for, from, get, in, not, off, one, or, the, time, to, you, your

evaluating: to form an opinion • using picture and beginning sounds to support word recognition



Oral: sharing experiences, discussing, dramatizing, interviewingWriting: flyer

procedure: Making Ice Cream (BB), Snowflakes (D); How to Draw a Sitting Cat (F); Let’s Make Cards (F); Paint a Mouse Face (F); Plant a Seed (H)

social studies: rules andresponsibilities; interactions in the community

To the RescueInfo-fiction: description—account

E Different kinds of fire trucks come to the rescue when there is a fire.

• fact sheet• labelled photographs

and, are, big, can, day, for, have, here, I, is, it, more, people, see, the, there, they, to, who, you

analyzing: finding factssynthesizing: integrating new information

• recognizing plurals• checking other sources to

help in word recognition

Oral: discussingWriting: retelling

vehicles: I Can Ride (A); Trucks in Action (D); Buses, Cars, and Trucks (F)

social studies: interactions in the community, people in the community

Winter Animals Are SleepingNon-fiction: description—magazine article

E Some animals that sleep in winter.

• text in boxes• repeated language patterns• supportive illustration• irregular placement of text on page

a, in, is, it, the synthesizing: new information with prior knowledge


• using picture cues and initial/final letters for word identification


Oral: discussing (partner and whole group)Writing: facts to accompany an illustration

magazine articles: Spring Is Here (C); How to Draw a Sitting Cat (F)animals: The Emperor’s Egg (RA); Is This a Moose? (BB); What Can Dogs Do? (A); Is It Alive? (B); What Colour Is This Fish? (B); Lost Cat (D); What Can Walk on Walls? (D); Same and Different (E); Go Home, Daisy (F); A Pod for a Baby Orca (H); True or False: Finding Out About Newfoundland Dogs (H); Come Home, Bailey (I)

science: characteristics of living things; daily and seasonal changes

Buses, Cars, and TrucksFiction: narrative—realistic story

F Jacob likes looking at buses, cars, trucks, and any other vehicles he can find.

a, and, at, but, day, did, do, I, look, love, more, no, said, saw, say, school, so, the, then, they, this, to, went, would, yes, you

inferring: characters’ appreciationpredicting: using cover illustration

• using pictures cues and letter-sound knowledge to read unfamiliar words

• using known word parts to read unfamiliar words

Oral: discussing, dramatizing the storyWriting: finishing sentence starters

vehicles: I Can Ride (A); Trucks in Action (D); To the Rescue (E) leisure activities with family: Helping Grandma (SR); On Saturday (D); Home Run (C); Here Comes the Parade (E); Going Swimming (F)

social studies: people and places in the community; interactions in family and community

How to Draw a Sitting CatNon-fiction: procedure—magazine article

F Instructions for how to draw a sitting cat.

• numbered steps• supportive illustrations• directional words and phrases

a, are, cat, each, from, here, how, is, of, on, one, put, the, there, three, to, two, will, you, your

self-monitoring/sequencing: to understand a procedure

• using picture clues and word parts to support word recognition


Oral: discussing (partners and whole group), explainingWriting: instructions

art: Making Things (A); My Picture (A); My Collage (C); I Can Draw (D); Snowflakes (D); Let’s Make Cards (F); Paint a Mouse Face (F) procedure: Making Ice Cream (BB); Snowflakes (D); School Bus Rules (E); Let’s Make Cards (F); Paint a Mouse Face (F); Plant a Seed (H)magazine articles: Spring Is Here (C); Winter Animals Are Sleeping (E)

the arts (visual art):elements of design math: 2-D shapes








Go Home, DaisyFiction: narrative—realistic story

F Daisy the dog keeps running after things that move, but she knows the way home.

a, after, all, and, at, away, dad, dog, for, go, get, he, her, home, in, into, is, it, long, mom, no, of, out, said, school, stop, the, to

synthesizing: new information with prior knowledgemaking connections: text to self

• using picture cues to assist with recognition of unfamiliar words


Oral: discussing, sharing and discussing their writingWriting: dog commands; how Ray felt; Illustrated Story BLM

dogs: What Can Dogs Do? (A); Same and Different (E); True or False: Finding Out About Newfoundland Dogs (H); Come Home, Bailey (I)pets: The Best Pet (BB); Lost Cat (D); Come Home, Bailey (I)

Going SwimmingFiction: narrative—realistic story

F Zoe and Mom go swimming.Does Zoe have everything she needs?

a, and, by, do, have, her, here, is, mom, my, on, put, said, the, went, yes, you, your

predicting: story ending synthesizing: informationmaking connections: text to self

• using known words and onsets to read unfamiliar words

• using word parts to read unfamiliar words

• filling in missing letters

Oral: discussing, dramatizingWriting: sentences

leisure activities with family: Helping Grandma SR); Home Run (C); On Saturday (D); Here Comes the Parade (E); Buses, Cars, and Trucks (F)

social studies: significant places in the communityhealth and phys. ed.:safety skills, safe practices

Let's Make CardsNon-fiction: procedure—instructions

F Learn to make and decorate three kinds of cards.

• table of contents a, back, can, in, make, of, on, out, some, the, to, will, you, your

making connections: text to selfsequencing: steps

• using picture cues and beginning letters (blends) to solve unfamiliar words

Oral: discussingWriting: procedure

procedure: Making Ice Cream (BB); Caring for Speedy (School Days); Snowflakes (D); School Bus Rules (E); How to Draw a Sitting Cat (H); Paint a Mouse Face (F); Plant a Seed (H)

the arts (visual arts):elements of design, communicating informationmath: sequencing

Paint a Mouse FaceNon-fiction: retell, procedure—personal account

F Watch as a girl has a mouse face painted on.

• labels a, am, black, each, first, from, going, here, I, is, me, my, of, on, red, she, the, then, to, what, white, will

sequencing: stepsinferring: making and supporting inferences


• using initial letters to read unfamiliar words

• transition words• consonant blends

Oral: discussing, reader’s theatre, sharing proceduresWriting: Paint a Face BLM

procedure: Making Ice Cream (BB); Caring for Speedy (School Days); Snowflakes (D); School Bus Rules (E); How to Draw a Sitting Cat (F); Let’s Make Cards (F); Plant a Seed (H)

the arts (visual arts):elements of designmath: sequencing

What's for Breakfast?Non-fiction: description—account

F Different kids and what they eat for breakfast.

• inset photos a, an, and, do, for, have, I, in, like, my, the, them, to, what, with, you

analyzing: finding factsmaking connections:comparing, text to self

• using word parts to solve unfamiliar words

• using picture clues to solve unknown words

• “br” blends

Oral: discussingWriting: chart, sentences

food: Salad (A); Mmm, Lemon! (G)

health and phys. ed.:healthy eating habits/ food choices

Who Did Jake's Chores?Fiction: narrative—realistic story

F Jake's family surprises him by doing all of his chores on his birthday.

• environmental print a, and, are, brother, but, dad, did, dog, for, had, he, his, I, in, is, it, mom, my, on, out, said, saw, sister, the, there, they, to, up, was, we, went, who, your

predicting: confirming or changing predictionsmaking connections: text to self

• using picture cues and known word parts to help read unfamiliar words

• use picture and context cues to solve challenging vocabulary

• high-frequency words

Oral: discussing, retellingWriting: thank-you note, sentences

families help each other: On Saturday (D); Here Comes the Parade (E); The Birthday Surprise (G) birthdays: Birthday Party Pandamonium (BB); The Birthday Surprise (G)

social studies: interactions in family and community; needs and wants

The Birthday SurpriseFiction: narrative—realistic story

G Alejandro makes a piñata as a present for a friend's birthday.

• environmental print a, all, and, at, big, can, come, could, for, have, he, help, his, how, I, in, into, is, it, long, make, me, my, now, on, one, other, out, put, said, so, the, then, they, time, to, up, was, when, will, with, yes, you

inferring: emotionspredicting: ending


• using letter cues across the word (initial, final, and medial) for word predictions

• recognizing contractions• word family: “ow”• word endings “ed”

Oral: discussing, sharing drawingsWriting: list, sentences

birthdays: Birthday Party Pandamonium (BB); Who Did Jake’s Chores? (F)

social studies: interactions in family and communityhealth and phys. ed.: friendship

Mmm, Lemon!Fiction: persuasive—brochure

G Reasons for eating lemons and suggestions for how to enjoy them.

• accordion-fold layout• check boxes• numbered procedure• supportive illustrations• exclamation marks

a, and, are, if, it, love, that, will, you

evaluating: to form an opinion • using pictures to support word solving

• using beginning sounds and word parts to read unfamiliar words

Oral: discussing, oral explanationWriting: one-page brochure

persuasive: Hey, Little Ant (RA); How to be an Eco Class (BB); The Best Pet (BB); Lost Cat (D) food: Salad (D); What’s for Breakfast? (F)








Some StormFiction: narrative—comic book

G Two brothers experience some of the problems that a storm can cause.

• captions and speech bubbles• supportive illustrations• varying fonts• exclamation marks

a, big, brother, came, come, got, here, his, how, in, into, it, jump, just, look, my, now, of, on, over, school, so, some, that, the, there, was, we, were, what

synthesizing: main ideas • using picture and contextual cues and prior knowledge to read unknown words


Oral: discussing (partners and whole group), dramatic readingWriting: 3-frame comic, story map

narrative: Rain (RA); Art for the Birds (BB); Home Run (C); On Saturday (D); Here Comes the Parade (E); The Accident (E); Go Home, Daisy (F); Going Swimming (F); Who Did Jake’s Chores? (F); The Birthday Surprise (G); Come Home, Bailey (I); Giant at the Gate (I); The Trouble with Geese (I) weather: A Hot Day (C); What Do I Need? (C)


A Pod for a Baby OrcaNon-fiction: retell—account

H Scientists help a lost baby orca whale rejoin her pod.

• epilogue• photos of the real whale at

the end of the book

analyzing: probleminferring: emotions

• using letter cues across words to make predictions


• using word parts to solve unfamiliar words

• word families: “ale” and “od”

Oral: discussing, retelling, sharing with a partnerWriting: retell

retell: Pipaluk and the Whales (RA); All Pigs Are Beautiful (RA) animals: The Emperor’s Egg (RA); Is This a Moose? (BB); What Can Dogs Do? (A); Is It Alive? (B); What Colour Is This Fish? (B); What Can Walk on Walls? (D); Same and Different (E); Winter Animals Are Sleeping (E); Go Home, Daisy (F); True Or False: Finding Out About Newfoundland Dogs (H); Come Home, Bailey (I)

science: characteristics/ needs of living things social studies: interactions in the community

Plant a SeedNon-fiction: procedure—instructions

H How to plant and grow radishes.

• headings• labels• inset photos• thought balloon

sequencing: stepsanalyzing: locating information

• using word parts and photos to aid in reading unfamiliar words


Oral: discussingWriting: procedure

procedure: Making Ice Cream (BB); Caring for Speedy (School Days); Snowflakes (D); School Bus Rules (E); How to Draw a Sitting Cat (F); Let’s Make Cards (F); Paint a Mouse Face (F)

science: characteristics/ needs of living things math: sequencing

True or False: Finding Out About Newfoundland DogsNon-fiction: description—report

H A true-and-false book about Newfoundland dogs.

• chart• inset photographs

predicting: confirm or change predictionsanalyzing: facts

• using root words and word parts to read unfamiliar words with “s,” “ed,” and “ing” endings

• word endings: “s,” “ed,” “ing”

Oral: discussingWriting: facts

dogs: What Can Dogs Do? (A); Same and Different (E); Go Home, Daisy (F); Come Home, Bailey (I) reports: The Emperor’s Egg (RA); Is This a Moose? (BB); What Do You See? A Book About the Seasons (D); Make It Move (E)

science: characteristics/ needs of living things

Come Home, BaileyFiction: narrative—realistic story

I Bailey the dog likes to wander, but he always comes back home.

• environmental print• map

inferring: reasons for actionssequencing: story events

• predicting words based on rhyming text

• recognizing words that are repeated

• word building: contractions

Oral: discussing strategies, sharing and discussing their storiesWriting: story, map of their neighbourhood

dogs: What Can Dogs Do? (A); Same and Different (E); Go Home, Daisy (F); True or False: Finding Out About Newfoundland Dogs (H); map: To School and Back (School Days)poetry/rhyme: Birthday Party Pandamonium (BB); Bubblegum, Books, and Bugs (BB); Bug Hotel (BB); Hey Diddle Diddle (BB); My Show (D)

social studies: interactions in family and community, people and places in the community








Giant at the GateFiction: narrative—fantasy story

I A giant comes to town offering to work for food and gets different reactions from the townspeople.

• varying type size and colour• ellipsis and quotation marks

evaluating: to form an opinion • using picture cues and word parts to support word solving

• identifying contractions and compound words


Oral: discussingWriting: conversation with quotation marks, caption to accompany an illustration

fantasy: Give Me Back My Dad (RA); Muncha! Muncha! Muncha! (RA); The Best Pet (BB); Not Another Dinosaur (School Days); Some Storm (G)

social studies: interactions in the community

The Trouble With GeeseFiction: narrative—humorous story

I The geese keep getting in the horses’ way. What can the horses do about it?

• environmental print inferring: problem/solutionpredicting: characters and plot development

• identifying special names for animals

• using word parts to read unfamiliar words

• vocabulary: animal names• action words with “ed”

endings

Oral: discussing, sharing reading strategies, sharing ideas, giving opinionsWriting: Problem/Solution BLM; signs

humour: Birthday Party Pandamonium (BB); My Show (D)problem solving: The Accident (E)

science: characteristics/ needs of living things


Documents

Grade 1 Guided Reading - Scholastic · Grade 1 Guided Reading Title and Text Type Level Synopsis Text Features High-frequency Words levels A–G Comprehension Focus Working with Words