Reading Enrichment Unit

SLMS: Nathan Miller

Instructor: Jennifer Wooten

Title: Corduroy
Grade Level: 1st Grade
Subject/Topic: Language Arts

Standards Correlation:
ELA1R5 The student acquires and uses grade-level words to
communicate effectively. The student
a. Reads and listens to a variety of texts and uses new words in oral and
written language.
b. Recognizes grade-level words with multiple meanings.
c. Identifies words that are opposites (antonyms) or have similar
meanings (synonyms).

ELA1R6 The student uses a variety of strategies to understand

and gain meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle-end, setting, characters, problems, events, resolution)
of a read-aloud or independently read text.
d. Retells stories read independently or with a partner.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text
read or heard.
h. Self-monitors comprehension and rereads when necessary.
i. Recognizes cause-and-effect relationships in text.
l. Recognizes plot, setting, and character within texts, and compares and
contrasts these elements among texts.
m. Recognizes and uses graphic features and graphic organizers to
understand text.

ELA1W1 The student begins to understand the principles of

writing. The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to
make corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and
declarative/interrogative).
j. Begins to use common rules of spelling.
k. Begins to use a variety of resources (picture dictionaries, the Internet,
books) and strategies to gather information to write about a topic.
l. Uses appropriate end punctuation (period and question mark) and
correct capitalization of initial words and common proper nouns (e.g.,
personal names, months).

ELA1W2 The student writes in a variety of genres, including

narrative, informational, persuasive and response to literature.
The student will write a narrative that:
a. Begins to capture a reader’s interest by writing a personal story.
b. Begins to maintain a focus.
c. Adds details to expand a story.
d. Begins to use organizational structures ( beginning, middle, end, and
sequence of events) and strategies (transition words and time cue words).
e. Begins to develop characters and setting through dialogue and
descriptive adjectives.
f. Begins to develop a sense of closure.
g. May include oral or written pre-writing (graphic organizer).
h. May include a draft that is revised and edited.
i. May be published.

ELA1LSV1 The student uses oral and visual strategies to

communicate. The student
a. Follows three-part oral directions.
b. Recalls information presented orally.
c. Responds appropriately to orally presented questions.
d. Increases vocabulary to reflect a growing range of interests and
knowledge.
e. Communicates effectively when relating experiences and retelling
stories read, heard, or viewed.
f. Uses complete sentences when speaking

Evaluating/Checking for Understanding:

Each activity will be checked for completion.
As a class, we will review all the themes and activities.

Introduction:
I will begin the unit by sharing a real life past experience about my
childhood explaining to students that at one time in my life I was their
age and I had a favorite teddy bear, and his/her name was……I will
explain to students why this bear was so special to me, where I bought
it from, and what it looked like. (Optional: You could bring the teddy
bear to show students or one similar to it for students to get a visual of
what you are talking about. After sharing a story about my cherish able
teddy bear, I hope to have gotten their attention on bears, I will then
read the story “Corduroy”.

Day 1: Beginning Middle & End

Modes of Language:
 Speaking
 Reading
 Viewing
 Visually Representing

Georgia Performance Standards:

ELA1R6 The student uses a variety of strategies to understand
and gain meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle-end, setting, characters, problems, events, resolution)
of a read-aloud or independently read text.
d. Retells stories read independently or with a partner.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.

ELA1W2 The student writes in a variety of genres, including

narrative, informational, persuasive and response to literature.
The student will write a narrative that:
a. Begins to capture a reader’s interest by writing a personal story.
b. Begins to maintain a focus.
c. Adds details to expand a story.
d. Begins to use organizational structures ( beginning, middle, end, and
sequence of events) and strategies (transition words and time cue words).
e. Begins to develop characters and setting through dialogue and
descriptive adjectives.

Materials & Resources:

 Instrutional Graphics
 Instructional Graphics Worksheet
 Sequence of pictures from Corduroy

Step-By-Step Procedures:
1. Discuss how Corduroy feels and why he feels that way in these
situations: (Speaking) (Viewing)
a. Lisa's mother said she couldn't buy Corduroy.
b. The security guard was looking for Corduroy.
c. Lisa bought Corduroy and brought him home.
2. Ask the students to cut out and match three sentences to the
corresponding bear face depicting these feelings (see INSTRUCTIONAL
GRAPHICS):
a. Corduroy is happy.
b. Corduroy is afraid.
C. Corduroy is sad.
Ask the students to draw what is missing on Corduroy, using the
worksheet. (See INSTRUCTIONAL GRAPHICS.)
3. Use the sequence pictures of Corduroy's adventures as a worksheet
for cutting and pasting, or use as cards for sequencing. (See
INSTRUCTIONAL GRAPHICS.) (Visual) (Visual Representing)
a. Corduroy sitting on a train.
 b. Corduroy in a pile of beach balls.
c. Corduroy with his paws on the raft.
d. Corduroy pulling at a button on a mattress.

Day 2: Nouns (Person, Places, Things)

Georgia Performance Standards:

ELA1W1 The student begins to understand the principles of
writing. The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to
make corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and
declarative/interrogative).
j. Begins to use common rules of spelling.
k. Begins to use a variety of resources (picture dictionaries, the Internet,
books) and strategies to gather information to write about a topic.
l. Uses appropriate end punctuation (period and question mark) and
correct capitalization of initial words and common proper nouns (e.g.,
personal names, months).
m. Uses commas in a series of items.

ELA1R6 The student uses a variety of strategies to understand

and gain meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle-end, setting, characters, problems, events, resolution)
of a read-aloud or independently read text.
d. Retells stories read independently or with a partner.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text
read or heard.
h. Self-monitors comprehension and rereads when necessary.
i. Recognizes cause-and-effect relationships in text.
j. Identifies word parts to determine meanings.
k. Begins to use dictionary and glossary skills to determine word
meanings.
l. Recognizes plot, setting, and character within texts, and compares and
contrasts these elements among texts.
m. Recognizes and uses graphic features and graphic organizers to
understand text.

Modes of Language:
 Visually Representing
 Listening
 Viewing
 Speaking

Materials & Resources:

 Dry erase board
 Corduroy flashcards
 Classification worksheet
 Crayons

Step-By-Step Procedures:
1. I will explain to students that today we are going to be talking
about nouns. I will explain to students what a noun is by talking
about the characters throughout the story, the places that were
visited, and the things in the book. (Speaking) (Listening)
2. After explaining what nouns are, I will have already made three
columns on the dry-erase board. One being the label of person,
the next being places, and the third being things. (Viewing)
3. With flashcards that contain each of these throughout the story I
will do a class game by asking students to raise their hand when
they want to give their answer about the photo I hold up. I will
ask students to remember what we said a noun is a person,
place, thing or idea before giving their answer. Once the
student/s guess the answer correctly I will have them take the
flashcard and put it on the board under its correct classification.
(Viewing) (Visually Representing)
4. After the class game/discussion of nouns I will have students
complete a worksheet on classification by looking at pictures to
decide whether the pictures are dolls, animals, or other toys.
(Viewing)
-First, the students will cut out the headings: dolls, toys, and
animals.
-Next, students will cut out each picture and glue it to a piece of
construction paper under its correct classification.
-Last, after students have finished classifying each picture, students
will color their pictures.
Day 3: Writing/Describing

Georgia Performance Standards:

ELA1R6 The student uses a variety of strategies to understand
and gain meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle-end, setting, characters, problems, events, resolution)
of a read-aloud or independently read text.
d. Retells stories read independently or with a partner.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text
read or heard.
h. Self-monitors comprehension and rereads when necessary.
i. Recognizes cause-and-effect relationships in text.

ELA1W1 The student begins to understand the principles of

writing. The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to
make corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and
declarative/interrogative).
j. Begins to use common rules of spelling.
k. Begins to use a variety of resources (picture dictionaries, the Internet,
books) and strategies to gather information to write about a topic.
l. Uses appropriate end punctuation (period and question mark) and
correct capitalization of initial words and common proper nouns (e.g.,
personal names, months).
m. Uses commas in a series of items.

Modes of Language:
 Listening
 Reading
 Writing
 Viewing
  Visually Representing

Materials & Resources:

 Teddy bear
 Journal paper

Step-By-Step Procedures:
1. I will share a real life past experience about my childhood by
explaining to students that at one time in my life I was their age
and I had a favorite teddy bear, and her name was …….. I will
explain to students why this bear was so special to me, where I
bought it from, and what it looked like. (Optional: you could bring
the teddy bear to show students or one similar to it for students
to get a visual of what you are talking about). (Listening)
(Speaking) (Visually Representing)
2. I will talk to students about a teddy bear of their own, or perhaps
another stuffed animal that they cherish. I will have students
write a brief description on their circle piece of notebook paper
that has already been provided from me of their stuffed
animal/toy, including its name, what kind of animal or doll it is,
where they got it, and any special characteristics it possesses.
(Speaking) (Writing)

Day 4: Compare and Contrast

Georgia Performance Standards:

ELA1R6 The student uses a variety of strategies to understand
and gain meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle-end, setting, characters, problems, events, resolution)
of a read-aloud or independently read text.
d. Retells stories read independently or with a partner.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text
read or heard.
h. Self-monitors comprehension and rereads when necessary.
i. Recognizes cause-and-effect relationships in text.

Modes of Language:
 Listening
 Reading
  Viewing
 Visually Representing

Materials/Resources:
 Non-fiction book about bears
 Corduroy (the book)
 Compare/Contrast chart
 Flannel chart board
 Chart board paper

Step-By-Step Procedures:
1. Explain to students that the book about Corduroy is a non-fiction
book. A nonfiction book means that the book is make believe or
not real. I will give some examples of make believe such as a
bear does not talk, walk, etc. (Speaking) (Listening)
2. After explaining to students about make believe from the book, I
will read a non-fiction book about bears. I will explain to students
that a non-fiction book means that its real information, it’s not
made up or make believe. It gives facts. After reading the non-
fiction book on bears I will give some examples that make the
book non-fiction such as: bears do not talk, they live in the
mountains, they do not talk but roar, etc. (Reading) (Viewing)
3. After reviewing over the book Corduroy and the non-fiction book
on bears, students will go to the back of the room on the room
and look at the flannel chart that has been designed for them. I
explain to students what the three circles represent. One being
for Corduroy only, the other side being for the non-fiction book
only, and the middle which consists of the similarities (same)
that both of the stories consist of. (Visual) (Visually
Representing)

Day 5: Circle Maps

Georgia Performance Standards:

ELA1R6 The student uses a variety of strategies to understand
and gain meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
c. Asks and answers questions about essential narrative elements (e.g.,
beginning-middle-end, setting, characters, problems, events, resolution)
of a read-aloud or independently read text.
d. Retells stories read independently or with a partner.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text
read or heard.
h. Self-monitors comprehension and rereads when necessary.
i. Recognizes cause-and-effect relationships in text.

ELA1R5 The student acquires and uses grade-level words to

communicate effectively. The student
a. Reads and listens to a variety of texts and uses new words in oral and
written language.
b. Recognizes grade-level words with multiple meanings.
c. Identifies words that are opposites (antonyms) or have similar
meanings (synonyms).

Modes of Language:
 Listening
 Speaking
 Reading
 Writing
 Viewing
 Visually Representing

Materials & Resources:

 Chart board paper
 Corduroy (the book)
 Non-fiction book about bears (of your preference)
 Several description words
 Picture of Corduroy
 Picture of Nonfiction bear/s

Step-By-Step Procedures:
1. I will explain to students that since we have been talking about
bears we are going to do two different circle maps. I will explain
to them what a circle map is, as well as what it consists of.
(Speaking) (Listening) (Visually Representing)
2. The first circle map will have a picture of Corduroy in the center
of it, and I will then ask the students as a whole what are some
words that we talked about throughout the story about Corduroy
that describe him, such as: fluffy, brown, etc. (Visual) (Visually
Representing)
3. The second circle map that will be done will be on the non-fiction
book. I will ask students to recall what we talked about from the
previous day about a real life bear. I will place a picture of a real
bear in the center, and have students again as a whole describe
 the real bear/s throughout the non-fiction book. (Visual) (Visually
Representing)

Day 6: Vocabulary

Georgia Performance Standards:

ELA1LSV1 The student uses oral and visual strategies to
communicate. The student
a. Follows three-part oral directions.
b. Recalls information presented orally.
c. Responds appropriately to orally presented questions.
d. Increases vocabulary to reflect a growing range of interests and
knowledge.
e. Communicates effectively when relating experiences and retelling
stories read, heard, or viewed.
f. Uses complete sentences when speaking.

Modes of Language:
 Listening
 Speaking
 Viewing
 Visually Representing

Materials & Resources:

 Chalkboard
 Vocabulary words
 Various pictures throughout the book (department
store,bedroom,etc.)
 Flash cards
 Tape
 Paper bags

Step-By-Step Procedure:
1. I will write the following words on the chalkboard. I will explain to
students that the words written on the chalkboard are words that were
found throughout the book “Corduroy”. (Listening) (Visually
Representing) (Speaking)

Words:
department
overalls
sighed
enormous
escalator
Definitons:
huge
breath deeply
moving staircase
pants with straps
sales area

2. After talking about the words and their definitions I will place
students in groups to practice matching the words with a picture
provided to help students find the correct term to match. (Visually
Representing) (Viewing)

Day 7: Fun Day (Cooking & Making a “Corduroy” Bear)

Georgia Performance Standards:

ELA1W2 The student writes in a variety of genres, including
narrative, informational, persuasive and response to literature.
The student will write a narrative that:
a. Begins to capture a reader’s interest by writing a personal story.
b. Begins to maintain a focus.
c. Adds details to expand a story.
d. Begins to use organizational structures ( beginning, middle, end, and
sequence of events) and strategies (transition words and time cue words).
e. Begins to develop characters and setting through dialogue and
descriptive adjectives.

ELA1W1 The student begins to understand the principles of

writing. The student
a. Writes texts of a length appropriate to address a topic and tell a story.
b. Describes an experience in writing.
c. Rereads writing to self and others, revises to add details, and edits to
make corrections.
d. Prints with appropriate spacing between words and sentences.
e. Writes in complete sentences with correct subject-verb agreement.
f. Uses nouns (singular and plural) correctly.
g. Begins to use personal pronouns (e.g., I, me, we, us) in place of nouns.
h. Uses singular possessive pronouns.
i. Begins to write different types of sentences (e.g., simple/compound and
declarative/interrogative).
j. Begins to use common rules of spelling.
k. Begins to use a variety of resources (picture dictionaries, the Internet,
books) and strategies to gather information to write about a topic.
l. Uses appropriate end punctuation (period and question mark) and
correct capitalization of initial words and common proper nouns (e.g.,
personal names, months).
m. Uses commas in a series of items.

Modes of Language:
 Writing
 Viewing
 Visually Representing

Materials & Resources:

 Journal paper
 Corduroy cut out
 Wiggle eyes
 Crayons
 Glue
 Glitter
 Icing
 Cookies
 Sprinkles

Step-By-Step Procedure:
1. Students will finish writing their brief description from Day 3 if they
have not already done so. (Writing)
2. Students will also cut out their Corduroy bear and glue and paste
together the pieces. Once students have put their bear together they
will decorate their bear with various decorations (wiggle eyes, glitter,
buttons, etc.) depending on what the teacher prefers. (Viewing)
(Visually Representing)
3. Once students have decorated their bear I will then assist them in
putting their description of their bear/ stuffed animal with their
decorated bear to be displayed in the hallway along with the standard.
(Visually Representing) (Viewing)
4. While students are continuing to finish their craft/brief description I
will allow them to go to the back table in the classroom to decorate
(put icing, sprinkles, etc. on their baked sugar cookie. (Visually
Representing)
5. At last, once everyone has had a chance to finish their work and
decorate their edible bear, I will then allow all students to eat their
“Corduroy” cookies.