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2014-15 Common Core State Standards for English Language Arts Planning Guides

KSD Instructional Planning for ELA Draft 6/18/2014

Common Core State Standards English Language Arts

Instructional Planning Grade 1

Year At A Glance, Pacing Guides, Instructional Suggestions & Resources

2014-2015

Kent School District 415

2014-15 Common Core State Standards for English Language Arts Planning Guides

KSD Instructional Planning for ELA Draft 6/18/2014

Table of Contents

Balanced Literacy Model

Year At A Glance

ELA Pacing Guides Reading Foundational Skills Reading, Writing, Speaking/Listening, Language: Quarter 1 Reading, Writing, Speaking/Listening, Language: Quarter 2 Reading, Writing, Speaking/Listening, Language: Quarter 3 Reading, Writing, Speaking/Listening, Language: Quarter 4

Differentiated Formative Assessment Options

Instructional Resources

Unpacked Standards & Questions Stems

Graphic Organizers Writing Rubrics: Informational; Opinion; Narrative

https://stafflink.kent.k12.wa.us/ILSTPub/CC%20ELA%20Elementary%20%20Instructional%20Planning/1st%20gr.Informative.Rubric.NW12.2012.doc

https://stafflink.kent.k12.wa.us/ILSTPub/CC%20ELA%20Elementary%20%20Instructional%20Planning/1st%20gr.%20KSD%20Opinion%20Rubric.doc

Kent School District K-2 Balanced Literacy Instructional Block

K-2 Balanced Literacy Instructional Block pg. 1 KSD Instructional Planning for ELA Draft 6/18/2014

Monday Tuesday Wednesday Thursday Friday

Phonological Awareness: 5-7 min.

K: All year 1: Until January 2: Intervention

Phonological Awareness Focus Skill Introduction

Focus Skill Whole Group Practice

Focus Skill Pairs Practice

Focus Skill Pairs Practice Focus Skill Pairs practice

Phonics: 15-20 min.

Introduction to sound-spelling correspondence

Making Words

Making Words

Word Sorts/Phonics Poem/Passage-Application

and Fluency Work

Phonics Poem/Passage- Application and Fluency

Work

Phonics Poem/Passage- Application and Fluency

Work

Sight Words: 5-7 min K-1: All year

2: Small groups Sight Words Introduction Practice Practice with White Boards Practice with White Boards Independent Practice

Interactive Read Aloud: 30 min

Interactive Read Aloud Word Work: Vocabulary

Interactive Read Aloud Word Work: Vocabulary

Close Listening/Reading Sentence Frames

Close Reading Sentence Frames

Close Reading Sentence Frames

Independent Reading (100 Book

Challenge)/Guided Reading/Conferring: 30

min. (5x/week)

Accountable Independent Reading: 30 minutes. Students respond to

reading orally/written (5-10 minutes)

Guided Reading: Teacher

pulls small groups/ one on one targeting foundational skills/ comprehension skills

















Writer’s Workshop: 30 min.

Mini-lesson: 10 min Work Time: 15 min

Share/Reflect: 5 min

Modeled Writing: writing form intentionally chosen

to meet narrative, informational, and opinion writing as well as language

standards.

Accountable Independent Writing/ Guided Writing

Students share, give

feedback, and self-reflect.

Modeled Writing: writing form intentionally chosen


standards.




Shared Writing: writing form intentionally chosen


standards.






standards.






standards.




Return to Table of Contents

Standards Assessments Success Criteria Resources Print Concepts Phonological

Awareness Phonics & Word Recognition

Fluency

RF 4 Read with Students will be able to:


K-2 Balanced Literacy Instructional Block p. 2 KSD Instructional Planning for ELA Draft 6/18/2014

Content Standard

Level of Support

Description Time

Recommendations

Foundational Skills

“I DO” students

Phonological Awareness includes explicitly teaching students how to identify when sounds are similar/ different, segment sounds orally,

and blend sounds orally.

K: 5 time/wk (5-10 min/wk) 1st: 5 time/wk (5-10 min/wk) Until January 2nd: Intervention only

Teacher Student

Uses picture cards to help students learn the progressions of phonological awareness

Intentionally chooses a focus skill for students to master based on class’ demonstrated needs

Intentionally pairs students to work together while pulling small groups who need additional support

Actively engage through listening, orally breaking words into component phonemes, sorting picture cards, etc.

Works with partners or in small groups to practice the focus skill

Recommended Links: Progression of Phonological Awareness Skills

Classroom Videos: Introducing New Sounds

Standards: RF 2




Fluency

Unit 10 2-3 weeks

Syllabification

RF 4 Read with sufficient accuracy and fluency to support comprehension: Levels I-J RF 4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Students will be able to:

Read Level I books with appropriate accuracy (95%+) and rate (50 WCPM+) (4b)

Retell Level I books including major events in the beginning, middle, and end OR explain the important points from the text RF (4a)

While reading, student attends to the meaning, structure/syntax, and visual cues in text to read accurately or make self-corrections: Does it make sense (meaning)?, Does it look right (visual)?, Does it sound right (syntax)? ( 4c)

Spiral Up Units 1-3


http://vimeo.com/coreknowledge/review/71841388/c75e28a52d



Content Standard

Level of Support

Description Time

Recommendations

Foundational Skills

“I DO” students

Introduction to Making Words includes purposefully selecting words that clearly demonstrate the sound-spelling correspondence and

being explicit about explaining irregularities to students.

1 time/wk (5-10 min/wk)

Teacher Student

Says words aloud

Allows students to repeat word, chunk word into phonemes or syllables

Charts the words made and keep chart up for student reference

Actively engage through listening, orally breaking words into component phonemes, making words with letter cards

Uses the charts to help with writing/ reading

Recommended Links:

Word Wizard Between the Lions: Alphabet Soup

Classroom Videos:

Introducing Sound-Spelling Correspondences:K-1 Introducing Alternative Sound-Spelling Correspondences: 1-2

Standards: RF 3




Fluency

Unit 10 2-3 weeks

Syllabification

RF 4 Read with sufficient accuracy and fluency to support comprehension: Levels I-J RF 4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary


Read Level I books with appropriate accuracy (95%+) and rate (50 WCPM+) (4b)

Retell Level I books including major events in the beginning, middle, and end OR explain the important points from the text RF (4a)

While reading, student attends to the meaning, structure/syntax, and visual cues in text to read accurately or make self-corrections: Does it make sense (meaning)?, Does it look right (visual)?, Does it sound right (syntax)? ( 4c)

Spiral Up Units 1-3


http://pbskids.org/lions/games/soup.html

http://vimeo.com/coreknowledge/review/71843361/e7cb13b8cf

http://vimeo.com/coreknowledge/review/71889027/ad7e75287c




Content Standard

Level of Support

Description Time

Recommendations

Foundational Skills

“WE DO” students using manipulatives

Making Words includes purposefully selecting words that clearly demonstrate the sound-spelling correspondence; students are practicing

manipulating sounds to form words.

2-3 times/wk (30-45 min/wk)

Teacher Student

Makes sure that every student has letter cards for making words

Says words aloud

Allows students to repeat word, make word with letter cards

Watches students for common misconceptions/ errors

Has students check word against word on the board

Charts the words made and keep chart up for student reference

Actively engage through listening, orally breaking words into component phonemes, making words with letter cards

Checks word against the master list

Uses the charts from previous weeks to help with writing/ reading

Recommended Links:

Classroom Videos: Making Words Lesson

Standards: RF 3

http://www.youtube.com/watch?v=7nxljktf-Hw




Content Standard

Level of Support

Description Time

Recommendations

Foundational Skills

“I DO/WE DO/YOU DO” teacher demonstration, class participation, independent practice

Phonics Application/Fluency Practice with Poems/Passages includes used the poems and passages from Benchmark Phonics to

help students identify and apply their knowledge of the sound-spelling correspondence to continuous text.


Teacher Student

Ensures that all students have a copy of the text; displays the text centrally

Models fluent reading

Leads echo reading

Leads cloze reading

Leads choral reading

Provides time for students practice reading fluently in a whisper voice

Listens to students reading independently, taking formative assessment notes

Actively engage in echo, cloze, choral reading

Practices reading fluently and independently for 3-5 minutes

Identifies words that follow the highlighted sound-spelling correspondence

Recommended Links:

Foundational Skills Instructional Strategies: K Foundational Skills Instructional Strategies: 1st Foundational Skills Instructional Strategies: 2nd

Classroom Videos:

Standards: RF 3

http://www.fcrr.org/studentactivities/kg.htm

http://www.fcrr.org/studentactivities/01.htm

http://www.fcrr.org/studentactivities/02.htm




Content Standard

Level of Support

Description Time

Recommendations

Foundational Skills

“I DO/WE DO/YOU DO” teacher demonstration, class participation, independent practice

Sight Words includes teacher explicitly teaching sight words (also known as Power Words, Tricky Words, and Outlaws within the IRLA);

students are taught to read through the word as a chunk of text as opposed to sounding out

Small group instruction: 5-7 min/meeting

Teacher Student

Shows students how the word is said

Leads students in activities such as write the word in the air, clap out the word, write the word on the carpet

Teaches students to read the word fast

Leads students in writing the word on the white board-models writing the word as a continuous chunk

Provides students with additional practice with sight words such as: sight word bingo, flash cards, go fish, etc.

Actively engage in kinesthetic sight word activities

Learns to write words fast on the white board

Identifies sight words in print

Recommended Links: Effective Strategies for Teaching Sight Words Introducing Sight Words

Classroom Videos: Sample Sight Word Introduction

Standards: RF 3

http://www.k12reader.com/sight-word-teaching-strategies/

http://www.youtube.com/watch?v=PSSbhgpOYDY

http://vimeo.com/coreknowledge/review/71889028/3c1a21a6df




Content Standard

Level of Support

Description Time

Recommendations

Reading

“I DO” teacher demonstration

Interactive Read Aloud includes purposefully selected texts that clearly support learning objectives to provide access to increasingly

complex text.


Teacher Student

Read aloud text above students’ independent reading level.

Model fluent and expressive reading

“Think Aloud” to model comprehension strategies (I do).

Pose planned questions that provide student time for strategy practice (We do).

Actively engage through listening, thinking, responding.

Engage in accountable talk or discussion related to text. (Think-Pair-Share, small group discussion)

Recommended Links:

Research Support for Interactive Read Aloud

Planning for ELA/Literacy Instruction K-2 Sample Unit Plans for Building Knowledge through Reading

Classroom Videos:

Standards: RI/RL1-10, depending on reading strategy focus SL 1-3

http://www.fisherandfrey.com/wp-content/uploads/2010/01/rt-read-alouds.pdf

http://www.louisianabelieves.com/docs/teacher-toolbox-resources/guide---how-to-plan-for-grades-k-2.pdf?sfvrsn=3

http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/2014-ela-k-2-guidebook.pdf?sfvrsn=2




Content Standard

Level of Support Description

Time Recommendations

Reading

“WE DO” Shared Teacher -Student Demonstration “WE DO” Guided Student Practice

Close Reading emphasizes engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically,

encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole. (PARCC, 2011, p. 7)

3 times/wk (90 min/wk)

Teacher Student

Model fluent and expressive reading.

Select portions of text that students may read independently.

Guide close reading process, including repeated readings of a text that focus on increasingly more complex thinking about the text.

Provides questions that lead students to thinking about text on multiple levels.

Provides students with sentence stems in order to scaffold students answering questions in an intellectually rigorous way.

Revisit specific vocabulary and its impact on the meaning of the text.

Read selected portions of text chorally or independently.

Actively engage (reading, listening, thinking, responding orally or through writing)

Engage in accountable talk or discussion related to text (Think-Pair-Share, small group discussion).

Uses sentence stems to frame answer in an intellectually rigorous way

Use evidence from the text to support their argument.

Make annotations in the text using note-taking strategies such as: post-its, organizers, highlighters, margin notations, etc.

Recommended Links:

Close Reading in Elementary School Sample Lessons: Achieve the Core

Classroom Videos: 1st Grade Example of Close Listening/Reading

Standards: RI/RL1-9, depending on reading strategy focus SL 1-3

http://mhreadingwonders.com/wp-content/themes/readingwonders/docs/9430_Fisher_Author_9-4.pdf

http://achievethecore.org/page/752/featured-lessons

http://www.youtube.com/watch?v=WgQYvj2U4Kw




Content Standard



Reading

“WE DO” Guided Student Practice

Guided Reading includes small group instruction targeted at students’ instructional needs. Differentiate instruction in order to support

students in developing reading proficiency. May be used to pre-teach, clarify, or re-teach.

This should occur simultaneously with accountable independent reading.

2-3 times/wk (40-60 min/wk) Teacher Student

Select reading instruction to support students’ needs

Guide students to become proficient readers by: o Introducing the text o Pre-reading the text o Pre-teaching vocabulary o Discussing the text o Shared annotations of the text o Rereading or revisiting the text o Extending the text

Read selected portions of text chorally or independently

Actively engage by reading, listening, thinking, & responding

Engage in accountable talk or discussion related to text (Think-Pair-Share, small group discussion)

Use evidence from the text to support their argument

Make annotations in the text using note-taking strategies such as: post-its, organizers, highlighters, margin notations, etc.

Recommended Links: Guided Reading in the CCSS Discussion About Role of Guided Reading in CCSS video

Classroom Videos:

Standards: RI/RL 1-10, depending on reading strategy focus RF3,4 SL 1-3

http://www.engageny.org/english-language-arts

http://www.engageny.org/resource/guided-reading-and-the-common-core-state-standards




Content Standard

Level of Support

Description Time

Recommendations

Reading

“YOU DO” independent student practice

Accountable Independent Reading provides time for students to silently read self-selected texts. Teacher provides guidance in text

selection in order to insure that the text promotes practice with the target reading strategy focus and appropriate level. This should occur simultaneously with guided reading.

5 times/wk (150 min/wk)

Teacher Student

Promote a positive attitude toward reading

Check and track students’ self-selected texts

Independently practice of reading strategy modeled during interactive read aloud or close reading (You do)

Produce evidence demonstrating reading strategy practice by using reading logs, reader response (You do)

Recommended Links: Accountable Independent Reading Role in CCSS Ideas for Accountable Independent Reading pp.13-17

Standards: RI/RL 1-10, depending on reading strategy focus W 1,2,4,9

http://www.engageny.org/english-language-arts

http://www.engageny.org/sites/default/files/resource/attachments/independentreading3-5.pdf




Content Standard

Level of Support

Description Time

Recommendations

Language, Reading

(Vocabulary)

“I DO” teacher demonstration

Word Work: Vocabulary instruction includes intentionally selected Academic vocabulary words or tier 2 words (based on Beck &

McKeown, 1985). Introduce the tier 2 word, present a student-friendly explanation, illustrate the word with examples/non-examples, and periodically, revisit vocabulary.

Teacher Student

Select Academic Vocabulary from text

Using explicit instruction, introduce the vocabulary by: o providing student friendly definitions o demonstrating the word in context

providing pictures, illustrations, and realia for the word o exploring related words, such as synonyms and

antonyms

Explain the meaning of similes, metaphors, and idioms that relate to the text

Revisit vocabulary words in whole group and small groups throughout the year by: o incorporating the vocabulary into classroom

vocabulary. (oral/written) o revisiting vocabulary when it appears in different

context to help students make connection

Discuss examples and non-examples of the word

Keep a record of the words using an organizer such as the Frayer Model, Venn diagram, Box and T chart, Cloud Cluster, etc. o Draw a sketch illustrating the meaning of the word o Use the word meaningfully in sentences

(oral/written) o Create concept maps that link new vocabulary to

known vocabulary



Word Work: Vocabulary guided practice includes opportunities for students to discuss the terms with one another, activities that

help students add to their knowledge of vocabulary terms, and opportunities to play with the terms.

Teacher Student

Revisit vocabulary words in whole group and small groups throughout the year by: o incorporating the vocabulary into classroom vocabulary.

(oral/written) o revisiting vocabulary when it appears in different context

to help students make connections

Discuss examples and non-examples of the word

Keep a record of the words using an organizer such as the Frayer Model, Venn diagram, Box and T chart, Cloud Cluster, etc. o Draw a sketch illustrating the meaning of the word o Use the word meaningfully in sentences (oral/written) o Create concept maps that link new vocabulary to known

vocabulary

Recommend Links: Discussion about Academic Vocabulary in CCSS

Classroom Videos: 6th Grade Explicit Vocabulary Instruction Anita Archer

Standards: RI/L 4 L 4-6

http://explicitinstruction.org/?page_id=317




Content Standard



Writing, Speaking & Listening, &

Language


Sentence Frames or Sentence Stems provide students with the language tools (vocabulary and syntax) necessary to

discuss the topic using complete sentences. Sentence frames provide a scaffold for students to use and internalize academic language in useful context. Group and partner activities provide an opportunity for dialogue about the text.

Daily

Teacher Student

Plans sentence frames that provide support for students as they respond to questions about the text.

Models the use of the sentence frame.

Uses sentence frames as they speak and or write in response to the text.

Uses complete sentences with academic language in both speaking and writing to respond to text dependent questions.

Recommended Links: Research Support for Sentence Frames

Classroom Videos:

Standards: W 1-4 SL 1-3

http://kms.sdcoe.net/getvocal/77.html




Content Standard

Level of Support Description Time

Recommendations

Writing Language

“I DO” Teacher demonstration

Modeled Writing provides explicit demonstrations and teaching by a proficient writer, and shows the:

• process of writing; • revision and crafting that can make writing better; • conventions that improve the writing for the reader; • preparation of a piece of writing for publication; • different kinds of writing for different purposes and audiences; • metacognitive process of reflecting on what was done well and how it was done.

Grammar Instruction includes explicit and guided instruction in whole or small groups that target essential grammar and

convention skills to support student in developing writing proficiency.

Teacher Student

Plan questions and prompts related to target comprehension standards

Provides a protocol in which students discuss their responses to the questions and cite evidence from the text

Explicitly model the criteria for an effective response by exploring exemplar responses

Provide time for students to write responses independently or in guided groups depending on instructional need

Use explicit instruction to model the use of grammar and conventions (e.g., grammar: nouns, adjectives, verb tenses; conventions: commas, quotation marks, etc.) to write fluently (I do)

Plan guided practice for students to apply the concept

Actively engage by reading, listening, thinking, responding

Discuss their responses using text based evidence

Use success criteria (specific to the type of prompt) to craft a response

Reflect on the success criteria as they revise response

Use knowledge of spelling, grammar, and punctuation to edit the response


Recommended Links: Modeled Writing (pp. 30-33) Sample Writing from Achieve the Core

Classroom Videos:

Standards: W1-5,8-10 L 1-3 SL 1-3

http://www.eworkshop.on.ca/edu/resources/guides/Guide_Lit_456_Vol_6_Writing.pdf

http://achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/507/in-common-effective-writing-for-all-students-list-pg




Content Standard


Recommendations

Writing Language

“WE DO” Teacher demonstration

Shared Writing whole group, small groups, pairs engage in writing a piece, guided by the teacher but written by students;

students practice: • process of writing; • revision and crafting that can make writing better; • conventions that improve the writing for the reader; • preparation of a piece of writing for publication; • different kinds of writing for different purposes and audiences; • metacognitive process of reflecting on what was done well and how it was done.

Teacher Student

Plan questions and prompts related to target comprehension standards or type of writing.

Provides a protocol in which students discuss their ideas and ensure that all contribute to the writing.

Explicitly model the criteria for effective writing by exploring exemplar responses

Provide time for students to write in small groups or pairs, sharing within the whole group.

Small group or pairs may be facilitated by the teacher depending on the level of support needed.

Actively engage by reading, listening, thinking, responding.

Use protocol to contribute to shared writing and to ensure that others ideas are valued and accepted.

Use success criteria (specific to the type of prompt) to craft a response.

Reflect on the success criteria as they revise writing

Use knowledge of spelling, grammar, and punctuation to edit the response.


Recommended Links: Modeled Writing (pp. 30-33)

Classroom Videos: Shared and Guided Writing

Standards: W1-5,8-10 L 1-3 SL 1-3


https://www.teachingchannel.org/videos/guided-writing-workshop




Content Standard


Recommendations

Writing & Language


Guided Writing enables the teacher to work with small, temporary groups of writers and provide explicit instruction based on

the students’ needs at a particular point in time. During the small group writing sessions the teacher:

discusses the key learning from the mini-lesson on writing;

guides, supports, and gives feedback to students in the group;

suggests and explains possibilities;

teaches the writer’s craft, strategies, and skills;

makes ongoing observations and assesses students’ progress.

Teacher Student

Select writing or grammatical instruction to support students’ needs

Guide students to become proficient writers by: o Modeling in small group the grammar or writing

concept o Providing scaffolded practice

Actively engage by reading, listening, thinking, & responding

Engage in accountable talk or discussion related to content (Think-Pair-Share, small group discussion)

Use evidence to support their oral and written responses

Apply new concept to independent writing.


Recommended Links: Guided Writing pp.34-35

Classroom Videos: Shared and Guided Writing

Standards: W1-5,8-10 L 1-3 SL 1-3


https://www.teachingchannel.org/videos/guided-writing-workshop




Content Standard


Recommendations

Writing Language

“YOU DO” independent student practice

Accountable Independent Writing provides students time to do the writing themselves, drawing on the knowledge and

skills learned during the modeled, shared, and guided lessons, as well as from feedback received from the teacher. Independent Writing Process includes:

1. Brainstorming 2. Planning the draft 3. Revising to change the content and quality 4. Editing to improve grammar 5. Publishing the piece to share it with intended audience

Collaborative writing experience where the teacher and students negotiate what they want to write and they share the pen to construct the message.


Teacher Student

Model stages of the writing process in whole or small group, using the gradual release model

Use exemplar texts to demonstrate the criteria for a successful piece of writing

Provide genre-specific success criteria that will support students in their writing.

Provide students with feedback related to the success criteria

Write for a specific purpose, with clear goals, and specific audience

Think through a topic, focus, organization, and audience

Choose helpful tools (webs, t-charts, sketches, etc.)

Understand that a writer rereads and revises while drafting (recursive process)

Bring the piece to closure with an ending or final statement

Arouse reader interest with a strong lead

Create paragraphs that group related ideas

Maintain central idea or focus across paragraphs

Add and delete information to make the piece clearer or more interesting

Edit for spelling, punctuation, paragraphing, spacing, grammar, etc.

Use dictionary, thesaurus, spell check, grammar check as appropriate

Recommended Link: Guidelines for Independent Writing (pp. 35-36)

Classroom Videos:

Standards: W 4-7, 10 L 1-3 SL 1-3





Blend & segment Individual

phonemes

Onset Rime Blending &

Segmentation.

More Complex Activities

Syllable Segmentation and

Blending

Sentence Segmentation

Rhyming Songs

Less Complex Activities Chard, Dickson, 1999

Grade 1 KSD Instructional Planning for ELA Draft 6/18/2014

Planning Resources Year At A Glance & Pacing Guides


2014-15 English Language Arts Year At A Glance: Grade 1

Grade 1 KSD Instructional Planning for ELA Draft 6/18/2014


First Quarter August 28-October 31, 2014

Second Quarter November 3, 2014- January 23, 2015

Third Quarter January 27- April 14, 2015

Fourth Quarter April 15- June 17, 2015

Re

adin

g

Key Details (Claim 1: Targets 1/8)

Ask & answer questions about key details in text. RL 1.1, RI 1.1

Use illustrations & details in text to describe key ideas. RI 1.7

Central Ideas (Claim 1: Targets 2/9)

Identify main topic in text. RL 1.2, RI 1.2 Vocabulary (Claim1: Targets 3/10)

Ask & answer questions to help determine or clarify the meaning of words and phrases in a text. RL 1.4, RI 1.4

Range of Reading

Read/comprehend texts for grade 1. RL 1.10, RI 1.10

Reasoning & Evidence (Claim1:Targets 4/11)

Describe connections between 2 events/ideas/information in text. RL 1.3, RI 1.3

Distinguish between information in illustrations and information provided in text. RL 1.6, RI 1.6


Identify reasons an author gives to support points in text. RI 1.8

Identify similarities/differences between 2 texts on the same topic. RI 1.9

Range of Reading


Analysis Within/Across Texts (Claim 1: Target 5/12)

Describe characters, settings, and major events in a story, using key details. RL 1.3

Describe connection between two individuals/events/ideas in text. RI 1.3

Distinguish between information in illustrations and information provided in text. RI 1.6

Compare and contrast the adventures and experiences of characters in stories. RL 1.9

Language Use (Claim 1: Targets 7/14)

Identify words/phrases in stories/poems that suggest feelings or appeal to the senses. RL 1.4

Ask & answer questions to help determine or clarify the meaning of words and phrases in a text. RI 1.4

Range of Reading


Integration of Knowledge & Ideas

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL 1.5

Use text to locate key facts or information in text. RI 1.5

Range of Reading


See Reading Foundations Year At A Glance

Spe

akin

g &

List

en

ing

Comprehension and Collaboration

Participate in collaborative conversations w/peers & adults. SL 1.1a-b

Presentation of Knowledge and Ideas

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL 1.4



Ask/answer questions about key details in text presented orally or through other media. SL 1.2 Presentation of Knowledge and Ideas

Add drawings or visual displays to descriptions to clarify ideas, thoughts, & feelings. SL 1.5


Ask/answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL 1.3

Presentation of Knowledge and Ideas

Produce complete sentences. SL 1.6

Wri

tin

g

Compose Narrative Texts: (Claim 2: Target 1/2)

Recount 2 or more sequenced events, include some details regarding what happened and provide some sense of closure. W 1.3

Production/Distribution: (Claim 2: Target 9)

Focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed, w/support. W 1.5

Use digital tools to produce/publish writing, w/support. W 1.6

Compose Informative/Expository Texts: (Claim 2: Target 3/4)

Name topic with some facts & a sense of closure. W 1.2

Production/Distribution: (Claim 2: Target 9)

Compose Opinion Texts: (Claim 2: Target 6/7)

Introduce topic or book, state opinion with reason for the opinion, & a sense of closure. W 1.1

Research to Build & Present Knowledge(Claim4: Target 1)

Participate in shared research/writing projects. W.1.7

Recall information from experiences or gather information from provided sources to answer a question, w/support. W.1.8

Type of Writing (Informative/Expository or Opinion)

Introduce topics & opinions supported with points/reasons. W 1.1, W 1.2


Lan

guag

e

Conventions of Standard English

Print all upper and lowercase letters. L 1.1a

Use common, proper, & possessive nouns. L 1.1b

Capitalize names of people & dates. L 1.2a

Use end punctuation for sentences. L 1.2b Vocabulary Acquisition/Use

Use sentence context clue to determine meaning of unknown words & phrases. L 1.4a


Match singular & plural nouns with verbs. L 1.1c

Use personal, possessive, & indefinite pronouns. L 1.1d

Use commas in dates & single words in series. L 1.2c

Vocabulary Acquisition/Use

Use common affixes as clue for word meaning. L 1.4b

Demonstrate understanding of word relationships and nuances in word meanings. L 1.5a-b


Use past, present & future verb tenses. L 1.1e

Use common adjectives, conjunctions, & determiners, & prepositions. L 1.1f, g, h, i

Generalize spelling patterns in writing. L 1.2d Vocabulary Acquisition/Use

Identify common root words & their inflectional forms. L 1.4c


Create simple & compound sentences in response to prompts. L 1.1j

Spell untaught words phonetically, by using phonemic awareness & spelling conventions. L 1.2e


Use words & phrases acquired through conversations, reading/being read to, while responding to texts, by using adjectives & adverbs to describe. L 1.6

2014-15 Reading Foundational Skills Pacing Guide: Grade 1

Grade 1 Reading Foundational Skills pg.1 KSD Instructional Planning for ELA Draft 6/18/2014

Wk Dates #days

Skill Focus Print Concepts

(RF 1.1)

Phonological Awareness

(RF 1.2)

Phonics: Power Words

(RF 1.3)

Phonics: Making Words

(RF 1.3)

Fluency (RF 1.4 a, b, c)

Notes

1 8/28-8/29 (2)

Review CVC: short a, short i

Identify the features of a sentence: first word capital, ending punctuation (RF 1.1a)

Identify the initial, medial, OR final sounds (RF 1.2c)

Review 1G Power Words

at, cat, fat, mat, fit, mit, sit, sip, an, ban, fan, fin, pin, lip, lap, tap, etc.

Teach read to self with purpose and understanding.

2 9/2-9/5 (4)

Review CVC: short o



Review 1G Power Words

am, ham, bam, pam, map, log, dog, lot, pot, not, hot, rat, rot, etc.

Teach read to self with purpose and understanding. Begin leveling students (after training).

DIBELS Testing

3 9/8-9/12* (5)

Review CVC: short u



into, his, jump, going, as

rug, bug, lug, run, bun, fun, fin, fan, nut, not, nit, dog, dig, dug, etc.

Teach read to self with purpose and understanding. Level students (after training).

4 9/15-9/19 (5)

Review CVC short e


Segment words into the complete sequence of sounds (RF 1.2d)

make, by, stop, under, did

get, let, net, den, pen, pet, beg, leg, log, fog, fig, big, pig, bag, bet, lag, fun, etc.


5 9/22-9/26 (5)

l-family blends



got, then, ran, girl, boy

flag, flap, clap, clan, sled, glad, blot, plan, plum, blip, flat plot, glum


6 9/29-10/3* (5)

r-family blends



day, from, give, came, take

crab, drab, frog, brag, drip, prod, trim, crop, trot, brim, drug, prop

Read 2 Green level texts with purpose, accuracy, and understanding (RF 1.4a, b, c)




Fluency

RF 4 Read with sufficient accuracy and fluency to


Read Level I books with appropriate accuracy (95%+) and



Wk Dates #days


(RF 1.1)


(RF 1.2)


(RF 1.3)


(RF 1.3)


Notes

7 10/6-10/10 (4)

s-family blends

ALL students know where to start, where to go, return sweep, one to one, and can identify the features of a sentence. (RF K.1a,c RF 1.1a)


goes, fun, eat, good, house

snug, slid, spot, span, stop, slip, swim, swam, skip, snap, stem

8 10/13-10/17 (5)

Final s-family blends

Explicit teaching of print concepts moves to intervention.

Blend sounds together to make a word, including consonant blends (RF 1.2b)

your, off, saw, now, him

nest, mask, past, crisp, gasp, just, risk, must, list, grasp, brisk, clasp, last, task

9 10/20-10/24 (5)

Final consonant clusters (nd, nk, ng, nt)

Blend sounds together to make a word, including consonant blends (RF 1.2b)

her, would, happy, but, gave

sing, ring, bring, fling, ink, pink, drink, bank, crank, plant, ant, trunk, stand, bland, hand

Conference Week

10 10/27-10/31 (5)

Final consonant clusters (ft, lp, lt, mp)

Blend sounds together to make a word, including consonant blends

oh, not, how, them, does

melt, wilt, left, jump, gift, yelp, raft, help, gulp, damp, lamp, lift, belt

End Q1

11 11/3-11/7 (5)

3-letter blends

Distinguish long from short vowels in spoken words (RF 1.2a)

beside, new, many, home, if

scram, splint, scrap, squid, splat, strap, sprint, scrub, strum, splash, squint

12 11/10-11/14 (3)

CVCe long a Distinguish long from short vowels in spoken words (RF 1.2a)

animal, too, says, our, put

cake, lane, late, drape, name, tape, blame, make, cape, plane, plate, game

13 11/17-11/21 (5)

CVCe long o Distinguish long from short vowels in spoken words (RF 1.2a)

over, some, these, were, could

stone, note, dome, joke, hope, pole, globe, zone, slope, vote, home, broke

Read 1 Blue level texts with purpose, accuracy, and understanding


e of Contents




Wk Dates #days


(RF 1.1)


(RF 1.2)


(RF 1.3)


(RF 1.3)


Notes

14 11/24-11/28 (3)

CVCe long i Distinguish long from short vowels in spoken words (RF 1.2a)

about, or, out, when** ALL students know 2G Power Words at Flash Speed

time, ride, pride, dime, smile, glide, prize, vine, side, mile, kite, fine, twice, price, ice

Thanks-giving

15 12/1-12/5* (5)

Open vowels


after, buy, every, long, people

me, he, we, be, so, go, no, she

16 12/8-12/12 (5)

Final digraph -ck


other, night, those, very, word

rock, back, neck, truck, quack, trick, quick, pack, block, struck, speck, track

17 12/15-12/19 (5)

Digraphs ch, sh


again, color, help, old, party

chin, chase, shack, ship, champ, shade, shop, push, crash, rush, dish, shack, inch, lunch, such

DIBELS Testing

Winter Break

18 1/5-1/9 (5)

Digraphs th, wh

ALL students should be able to: blend spoken sounds into words/ segment spoken words into sound.

pull, read, work, light, away

this, thin, think, then, than, thank, thump, whip, when, while, whale, white, bath, with, path

19 1/12-1/16* (5)

Long a digraphs (ai, ay)

ALL students should be able to: distinguish between long and short vowels in spoken words.

any, because, first, school, might

may, clay, play, day, delay, sway, spray, bay, wait, chain, paint, braid, maid, gain, brain, faint




Fluency

RF 4 Read with sufficient accuracy


Read Level I books with



Wk Dates #days


(RF 1.1)


(RF 1.2)


(RF 1.3)


(RF 1.3)


Notes

20 1/19-1/23 (4)

Long o digraphs (ow, oe, oa, old)

Explicit teaching of phonological awareness skills moves from core to intervention.

much, found, before, catch, both

row, low, snow, grow, moan, roam, boat, coat, toad, doe, toe, tow, told, old, sold, cold, gold

End Q2

21 1/26-1/30 (4)

Long e digraphs (ee, ea)

birthday, funny, hello, own, pretty, write

seed, keep, feed, week, cheek, feel, see, bee, speak, neat, dream, eat, scream, team, meat

22 2/2-2/6* (5)

Long i patterns (ie, igh, ye, ind, ild, int)

walk, today, another, whose, right, laugh

pie, die, lie, tie, might, night, bright, fright, right, wild, mild, find, mind, kind, pint, eye, dye (die), bye

23 2/9-2/13 (5)

Y as a vowel myself, never, full, always, count, friend

dry, fly, shy, try, my, sky, why, tiny, happy, baby, funny, penny, lucky

Conference Week

Mid-winter Break

24 2/23-2/27 (5)

Variant vowel /ar/: ar

fight, only, please, something, their, begin

arm, farm, yard, mark, star, yarn, part, bark, start, charm, sharp, jar, shark

25 3/2-3/6* (5)

Variant vowel /ur/: er, ir, ur

become, find, know, surprise, which, beautiful** ALL students know 1B Power Words

fern, term, her, firm, dirt, first, shirt, hurt, slurp, curl, turn, skirt, spur

Read 2 Blue level texts with purpose, accuracy, and understanding (RF 1.4a, b, c)




Fluency

RF 4 Read with sufficient accuracy


Read Level I books with



Wk Dates #days


(RF 1.1)


(RF 1.2)


(RF 1.3)


(RF 1.3)


Notes

26 3/9-3/13 (4)

Variant vowel /or/: or, oor, oar

friendly, gone, behind, tiny, page, story, world

fork, sort, torn, north, short, storm, horse, porch, floor, door, boor, soar, roar, board

27 3/16-3/20 (5)

r-controlled digraphs: eer, ear

young, carry, build, quiet, more, heard, later

deer/dear, cheer, steer, peer, sneer, sheer, veer, fear, clear, hear, year, near, beard

28 3/23-3/27 (5)

Variant vowel /ar/: air, are, ear

guess, body, tomorrow, ready, Mr., honey, being

glare, mare, spare, scare, blare, share, pear/pair, swear, bear/bare, wear, flair, chair, air, hair

29 3/30-4/3 (5)

Variant vowel /oo/: oo, ew, ue, uCe

Mrs., noise, often, bear, tough, quit, money

pool, room, spool, moon, tooth, glue, true, clue, blue/ blew, crew, drew, threw, rule, flute, spruce, truce, cute

Spring Break

30 4/13-4/17 (5)

Variant vowel /o/: au, aw, al, ough

mountain, group, eye, answer, bought, until, shoe

vault, maul, fault, fraud, cause, yawn, lawn, law, draw, straw, crawl, squawk, scald, talk, salt, call, bought, thought

End Q3

31 4/20-4/24* (5)

Variant vowel /oo/: oo, ou, u

spring, noisy, lamb, hurry, lost, picture, teacher

book, foot, crook, wood, good, took, would, should, could




Fluency



Wk Dates #days


(RF 1.1)


(RF 1.2)


(RF 1.3)


(RF 1.3)


Notes

32 4/27-5/1 (5)

Diphthong /ou/: ou, ow

sure, trouble, watch, nothing, cent, earth, giant

brown, howl, crowd, town, how, growl, prowl, out, sprout, trout, count, loud, round, mouth

33 5/4-5/8 (5)

Diphthong /oi/: oi, oy

calf, enough, upon, while, phone, million, high

toy, boy, joy, soy, point, oil, boil, broil, soil, spoil, join, foil

34 5/11-5/15* (5)

Soft c, g large, children, woman, thought, push, living, once

gem, germ, page, large, change, magic, fringe, city, face, mice, cent, rice, voice, prince,

35 5/18-5/22 (5)

Silent letters open, listen, carried, neighbor, quite, really, sugar, monkey

wrap, write, wrist, wreath, wreak, know, knee, knot, knock, knight, climb, thumb, limb, lamb, comb, gnaw

Transitioning to Level 1 Red: reading with purpose, accuracy, and understanding (RF 1.4a,b,c)

36 5/25-5/29 (4)

child, learn, sentence, together, special, leave, caught, squirrel

37 6/1-6/5 (5)

ALL students know 2B Tricky Words at flash speed

38 6/8-6/12 (5)

39 6/15-6/17 (3)

End Q4


2014-15 English Language Arts Pacing Guide: Grade 1

Grade 1 Quarter 1 KSD Draft 6/18/2014

Quarter 1

Standards (Click on Standard for Question Stems)

Academic Vocabulary Strategy/Lesson

Suggestions Formative Assessment Suggestions

KSD Suggested Resources

Au

gust

28

- O

cto

be

r 3

1, 2

01

4

Re

adin

g Claim 1: Targets 1/8: Key Details

Ask & answer questions about key details in text. RL 1.1, RI 1.1


Claim 1: Targets 2/9 Central Ideas

Identify main topic in text. RL 1.2, RI 1.2 Claim1: Targets 3/10 Word Meaning

Ask & answer questions to help determine or clarify the meaning of words and phrases in a text. RL 1.4, RI 1.4

Range of Reading


RL 1.1 question, text, answer, details RI 1.1 question, answer, identify, ask, detail, learn, events RL 1.2 retell, main events, story, problem, resolution/ending, message, lesson, moral, solve, sequence (beginning, middle, end) RI 1.2 main topic, key details, important RL 1.4 story, poems, word, identify, senses, feeling, poetry, phrase, sentence RI 1.4 clarify, determine, unknown, words, clue, context, re-read, decode

Key Details: RL 1.1, RI 1.1

Model “wonderings” about story/text. During read aloud, students share “wonderings,” including questions about characteristics/details/motive.

Use Key Detail Map or Detail Wheel to record.

Central Ideas: RL 1.2, RI 1.2 Retell/recount story with details as a play or news report. Use Story Map to organize thinking. Word Meaning: RL 1.4, RI 1.4 During interactive read aloud:

infer the meanings of words & record student inferences on Word Inference Chart.

distinguish words that indicate emotions & senses in the text..

Key Details: RL 1.1, RI 1.1, RI 1.7 Differentiation Options

Students work with partners to match questions with key details about a text.

Students use key details in text to recount the text. Central Ideas: RL 1.2, RI 1.2

After reading a story, have students create a film strip with sequenced events/key details from story. Later, students write central message/ main topic on the back.

Word Meaning: RL 1.4, RI 1.4 Differentiation Options

Students act out a story showing the emotions of the characters in the text.

Students create original illustrations for a story (read aloud or story w/no illustrations) that depict the characters emotions and senses.

Range of Reading RL1.10, RI 1.10

Take anecdotal notes on students’ ability to independently read grade-level text.

American Reading

Company, resources Making

Meaning

Online Resources

Leveled Book Room

School Library Instructional

Resources

Wri

tin

g

Claim 2: Targets 1/2 Compose Narrative Texts

Recount 2 or more sequenced events, include some details regarding what happened and provide some sense of closure. W 1.3

Claim 2: Target 9 Production/Distribution

Focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed, w/support. W 1.5

Use digital tools to produce/publish writing, w/support. W 1.6

W 1.3 sequence, event, time, order W 1.5 focus, details, revise, edit, improve, sequence W 1.6 computer, keyboard, monitor/screen, information

Compose Narrative Texts W1.3 Use mentor texts, & modeled writing to model the writing process for narrative writing. Students use Story Map or Story Graphic Organizer. Production/Distribution W 1.5 Teacher models/guides writing conference, demonstrating & guiding the use of questioning to improve student writing.

Compose Narrative Texts W 1.3 Differentiation Options Students generate a narrative from a prompt or independently that:

uses temporal words to signal a sequence of 2 or more events,

includes some details about events

provides a sense of closure

uses grade level conventions/spelling.

Units of Study Write Source

Spe

akin

g &

Lis

ten

ing Comprehension & Collaboration


Presentation of Knowledge & Ideas

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL 1.4

SL 1.1 conversation, partner, listen carefully, interrupting, inside voices, take turns SL 1.4 details, character, person, people, places, things, happened, describe

Comprehension & Collaboration SL 1.1a-b Provide a discussion protocol to use during discussions. Presentation of Knowledge & Ideas SL 1.4 Provide expectations for how students present to a group.

Comprehension & Collaboration SL 1.1a-b Differentiation Options Take anecdotal notes on student participation during discussion with peers. Presentation of Knowledge & Ideas SL 1.4 Differentiation Options Students describe:

ideas about the texts

their narratives.

American Reading


Meaning

Online Resources

Leveled Book Room

School Library

Lan

guag

e


Print all upper and lowercase letters. L 1.1a

Use common, proper, & possessive nouns. L 1.1b

Capitalize names of people & dates. L 1.2a

Use end punctuation for sentences. L 1.2b Vocabulary Acquisition/Use

Use sentence context clue to determine meaning of unknown words & phrases. L 1.4a

L 1.1 uppercase/lowercase, proper noun, common noun, possessive noun L 1.2 capitalize, date, correctly, punctuate, sentence, period, question mark, exclamation mark L 1.4 picture, meaning, understand

Conventions of Standard English L 1.1, L 1.2 Use Gradual Release to support noun, capitalizations and end punctuation usage. Vocabulary Acquisition/Use L 1.4

Conventions of Standard English L 1.1, L 1.2 Differentiation Options Use reading/writing pieces to collect evidence of capitalization, end punctuation and noun usage. Vocabulary Acquisition/Use L 1.4 Use reading to observe student using context clues to determine meaning of unknown words/ phrases.

Write Source Build Up


http://online.tarleton.edu/fdi/Documents/Burdick_Handout4.pdf



Quarter 2





No

vem

ber

3-

Jan

uar

y 2

3, 2

01

5

Re

adin

g Claim1:Targets 4/11 Reasoning & Evidence

Describe connections between 2 events /ideas/information in text. RL 1.3, RI 1.3

Distinguish between information in illustrations and information provided in text. RL 1.6, RI 1.6


Identify reasons author uses to support points in text. RI 1.8

Identify similarities/differences between 2 texts on the same topic. RI 1.9

Claim 1: Target 12 Analysis Within or Across Texts

Describe connection between two individuals/events/ideas in text. RI 1.3

Distinguish between information in illustrations and information provided in text. RI 1.6

Range of Reading


RL1.3 identify, characters, setting, plot RI 1.3 graphics, illustrations, photograph, diagram, labels, details, information RL 1.6 narrator, dialogue, author, author’s voice, quotations RI 1.6 author, illustrator, illustration, distinguish RI 1.7 describe, relationship, person, place, idea, depict, shows, tells RI 1.8 reasons, author, explain, tells, writing, support, points RI 1.9 similarities, differences, illustration, text

Reasoning & Evidence RL 1.3, RI 1.3, RL 1.6, RI 1.6 Use Character Map to trace character development in text. RI 1.7, RI 1.8 Read text w/students. Record info in Key Details Graphic Organizer. RL 1.9, RI 1.9 Use Venn Diagram or Comparison Graphic Organizer to compare 2 or more texts.

Reasoning & Evidence RL 1.3, RL 1.6, RL 1.9 Differentiation Options

Students describe a character as it changes throughout the story.

RI 1.3, RI 1.6, RI 1.7, RI 1.8, RI 1.9

Students use illustrations and text to describe the key details.

After reading 2 or more versions of text, students explain the similarities & differences between the texts.

Analysis Within or Across Texts RI 1.3, RI 1.6 Differentiation Options

Students generate a timeline of events, people, and ideas. Share out connections about how different events and people affect others..

Range of Reading RL 1.10, RI 1.10

Take anecdotal notes on students’ ability to independently read grade-level text

American Reading


Meaning

Online Resources

Leveled Book Room

School Library

Wri

tin

g

Claim 2: Target 3/4 Compose Informative/Expository Texts:

Name topic with some facts & a sense of closure. W 1.2

Claim 2: Target 9 Production/Distribution:

W 1.2 information, facts, explanation, write, details

Compose Informative/Expository W 1.2 Use mentor texts, & modeled writing to model the writing process for informative/ explanatory writing. Students use Detail Map to plan writing.

Compose Informative/Expository W 1.2 Differentiation Option: Students compose an informative/explanatory letter from a prompt or independently that:

Introduces the topic

answers the question in the prompts

provides examples

provides a concluding sentence

uses grade level conventions/spelling.


Spe

akin

g &

Lis

ten



Ask/answer questions about key details in text presented orally or through other media. SL 1.2

Presentation of Knowledge & Ideas

Add drawings or visual displays to descriptions to clarify ideas, thoughts, & feelings. SL 1.5

SL 1.2 title, story, ask, author, retell, partner, video, text, details SL 1.5 voice, topic, speaking, illustration, clarify, express, ideas, feelings, description, clarify, thoughts

Comprehension & Collaboration SL1.1, 1.2 Provide a discussion protocol to use during text discussions. Presentation of Knowledge & Ideas SL 1.5 Following read aloud, provide opportunities for students to generate illustrations or visual displays to clarify or convey ideas, thoughts & feelings in the text.

Comprehension & Collaboration SL 1.1a-b , SL 1.2 Differentiation Options Take anecdotal notes on student participation during discussion group.

American Reading


Meaning

Online Resources

Leveled Book Room

School Library

Lan

guag

e


Match singular & plural nouns with verbs. L 1.1c

Use personal, possessive, & indefinite pronouns. L 1.1d

Use commas in dates & single words in series. L 1.2c


Use common affixes as clue for word meaning. L 1.4b

Demonstrate understanding of word relationships and nuances in word meanings. L 1.5a-b

L 1.1 nouns, singular, plural, verb, subject/predicate, pronoun, personal, possessive L 1.2 comma, series, date L1.4 prefix, suffix, affix L 1.5 synonym, antonym, powerful, explanation

Conventions of Standard English L 1.1, L 2.2 Use Gradual Release to support noun/verb agreement, pronoun, and comma usage. Vocabulary Acquisition/Use L 1.5

Conventions of Standard English L 1.1, L 1. 2 Differentiation Options Use reading/writing pieces to collect evidence of subject/verb & comma usage. Vocabulary Acquisition/Use L 1.5 Use reading to observe student using varied vocabulary that shows an understanding of relationships and nuances in words.






Quarter 3





Jan

uar

y 2

6-

Ap

ril 1

4, 2

01

5

Re

adin

g Claim 1: Target 5 Analysis Within or Across Texts

Describe characters, settings, and major events in a story, using key details. RL.1.3

Describe the connection between two individuals, events, ideas, pieces of info in a text. RI.1.3

Compare and contrast the adventures and experiences of characters in stories. RL.1.9

Identify basic sim/diff between two texts on the same topic (e.g., in illustrations, descriptions, or procedures.) RI.1.9

Claim 1: Targets 7/14 Language Use

Identify words/phrases in stories/poems that suggest feelings or appeal to the senses. RL.1.4

Ask/answer questions to help determine/clarify the meaning of works/phrases in a text. RI.1.4

Ask & answer questions to help determine or clarify the meaning of words and phrases in a text. RI 1.4, RI.1.4

Range of Reading

Read/comprehend texts appropriately complex for grade 1. RL.1.10, RI.1.10

RL.1.3 identify, characters, setting, plot RI.1.3 graphics, illustrations, photograph, diagram, labels, details, information RL.1.4 story, poems, word, identify, senses, feeling, poetry, phrase, sentence RI.1.4 clarify, determine, unknown, clue, context, re-read, dictionary, digital dictionary RL.1.9 compare, contrast, adventures, experiences

Analysis Within or Across Texts RL.1.3 Use Story Map to record key details in the text. RL.1.9 Use Venn Diagram, Compare/Contrast Chart or Character Comparison to gather info about 2 or more characters RI.1.3, RI.1.6 Use Text/Illustration Graphic Organizer to record textual info. Then, show illustrations; record differences. Language Use RL.1.4, RI.1.4 During read aloud use Word Inference Chart to distinguish words that indicate emotions/senses in text. Use information to illustrate texts.

Analysis Within or Across Texts RL.1.3, RL.1.9 Differentiation Options Students create a tri-fold brochure to compare/contrast 2 characters from different stories.

Decorate front to represent each character.

Inside flaps, write each character’s name (on opposite sides of paper), with a list of experiences specific to the character.

Inside middle, include info common to both characters. Language Use RL.1.4, RI.1.4 Collect evidence from students reading & writing to demonstrate that students distinguish between words referring to feeling and senses. Range of Reading RL.1.10, RI.1.10


American Reading


Meaning

Online Resources

Leveled Book Room

School Library

Wri

tin

g

Claim 2: Targets 6/7 Compose Opinion Texts

Introduce topic or book, state opinion with reason for the opinion, & a sense of closure. W.1.1


Participate in shared research/writing projects. W.1.7

Recall information from experiences or gather information from provided sources to answer a question, w/support. W.1.8

W.1.1 opinion, reasons, topic, details, title, ask & answer W.1.7 research, directions, sequence, instruction, fact, fiction W.1.8 collect, gather, select, recall, retell, describe, sources, non-fiction, expository, magazine, article, encyclopedia

Compose Opinion Texts W.1.1 Use mentor texts, & modeled writing to model the writing process for opinion writing. Students use Key Details Graphic Organizer to plan writing. Research to Build & Present Knowledge W.1.7, W.1.8 Students work together to research the answer to a question about a topic using both text & digital sources. Use graphic organizers to record

evidence.

Compose Opinion Texts W.1.1 Differentiation Options Student writes an opinion piece about a topic/book that:

introduces the topic/book

states an opinion about the topic

provides reasons & explanations to support opinion

provides a concluding statement

uses grade level conventions/spelling. Research to Build & Present Knowledge W.1.7, W.1.8 Differentiation Options Students collaboratively create a shared writing piece that:

introduces the question and topic

uses text evidence to answer the question

provides concluding statement

uses grade-level conventions/spelling.


Spea

kin

g &

Lis

ten


Ask/answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.3

SL.1.3 speaker, information, important, understand, describe, detail

Comprehension & Collaboration SL.1.3 Provide a discussion protocol to use during discussions.

Comprehension & Collaboration SL.1.3 Differentiation Options Take anecdotal notes on student participation during discussion group.

American Reading


Meaning

Online Resources

Leveled Book Room

School Library

Lan

guag

e


Use past, present & future verb tenses. L.1.1e

Use common adjectives, conjunctions, & determiners, & prepositions. L.1.1f-i

Generalize spelling patterns in writing. L.1.2d Vocabulary Acquisition/Use

Identify common root words & their inflectional forms. L.1.4c

L.1.1 verb tense, past, present, future, adjectives, conjunction L.1.2 spelling patterns L.1.4 root word, meaning, understanding

Conventions of Standard English L 1.1, L 1.2 Use Gradual Release to support verb tense, adjective, conjunction, determiner & preposition usage. Vocabulary Acquisition/Use L 1.4 Use Gradual Release to support use of grade-appropriate root words & inflectional forms.

Conventions of Standard English L.1.1, L.1.2 Differentiation Options Use reading/writing pieces to collect evidence of verb tense, adjective, conjunction, determiner & preposition usage. Vocabulary Acquisition/Use L.1.4 Use reading to observe students applying knowledge of root words and their inflectional forms.






Quarter 4





Ao

ril-

15-

Jun

e 1

7, 2

01

5

Re

adin

g Integration of Knowledge & Ideas

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL 1.5

Use text to locate key facts or information in text. RI 1.5

Range of Reading


RL 1.5 explain, difference, information, narrative, expository, fiction, non-fiction RI 1.5 different, parts, explain, meaning, table of contents, glossary, headings

Integration of Knowledge & Ideas RL 1.5 Use Text and Illustration Graphic Organizer to guide student in determining how text and illustrations support each other. RI 1.5 Use a Text Feature Chart to track text features in informational texts. Have students determine the use and value of different text features.

Integration of Knowledge & Ideas RL 1.5 Teacher shares fiction and non-fiction books on related topic. Then, asks students to tell 3 things that make the book fiction/nonfiction. RI 1.5 Teacher provides informational texts to students.

In pairs, students create posters about the nonfiction topic that include text features to organize the poster.

Range of Reading RL 1.10, RI 1.10


American Reading


Meaning

Online Resources

Leveled Book Room

School Library

Wri

tin

g

Type of Writing (Informative/Expository or Opinion)

Produce complete sentences. SL 1.6 Claim 4: Target 1 Research to Build & Present Knowledge

W 1.1 opinion, reasons, topic, details, title, ask and answer W 1.2 information, facts, explanation, write, details W .1.7 research, directions, sequence, instruction, fact, fiction W 1.8 collect, gather, select, recall, retell, describe, sources, non-fiction, expository, magazine, article, encyclopedia

Compose Informative/Opinion Writing W 1.1, W 1.2 Use mentor texts, & modeled writing to model the writing process for informative/explanatory & opinion writing. Students use Key Details Graphic Organizer to plan writing

Compose Informative/Opinion Writing W 1.1, W 1.2 Student writes an opinion piece about a topic/book that:

introduces the topic/book

states an opinion about the topic

provides reasons & explanations to support opinion

provides a concluding statement

uses grade level conventions/spelling. Research to Build & Present Knowledge W 1.7, W.1.8 Differentiation Options Students collaboratively create a shared writing piece that:

introduces the question and topic

uses text evidence to answer the question

provides concluding statement

uses grade-level conventions/spelling.


Spea

kin

g &

Lis

ten

ing Presentation of Knowledge & Ideas

Produce complete sentences. SL 1.6

SL 1.6 share, topic, event, important, voice

Presentation of Knowledge & Ideas SL 1.6

Presentation of Knowledge & Ideas SL 1.6 Students create a visual or audio display from a personal experience (i.e. Book Talk, Illustrating a poem, a brochure recounting and illustrating a field trip)

American Reading


Meaning

Online Resources

Leveled Book Room

School Library

Lan

guag

e


Create simple & compound sentences in response to prompts. L 1.1j

Spell untaught words phonetically, by using phonemic awareness & spelling conventions. L 1.2e


Use words & phrases acquired through conversations, reading/being read to, while responding to texts, by using adjectives & adverbs to describe. L 1.6

L 1.1 simple sentence, compound sentence L 1.6 retell, details, important, event, problem, solution, differently

Conventions of Standard English L 1.1, L 1.2 Use Gradual Release to support writing simple/compound sentences. & dictionary usage. Vocabulary Acquisition/Use L 1.6

Conventions of Standard English L 1.1, L 1.2 Use reading/writing pieces to collect evidence of students using simple and compound sentences. Vocabulary Acquisition/Use L 1.6 Use reading /writing/speaking to observe student usage adjective and adverbs to describe events/characters/ideas.



Draft 6/18/2014

Differentiation for English Language Learners


2014-15 English Language Arts Formative Assessment Suggestions: Grade 1

Grade 1 Differentiated Assessments pg.1

The following recommended differentiated Formative Assessment Strategies are based on the WA English Language Proficiency (ELP) Standards with Correspondences to K-12 Practices and Common Core State Standards for ELA. The level 1-5 descriptors, below, describe targets for ELL performance by the end of each ELP level at a particular point in time. However, students may demonstrate a range of abilities within each ELP level. By describing the end of each ELP level for ELP standard, the levels 1-5 descriptors reflect a linear progression across the proficiency level of an aligned set of knowledge, skills, and abilities. *Note: The new ELP descriptors correspond to current WELPA levels as follows:

Standards Suggested Differentiated Formative Assessment

ELL Levels Acceleration

ELP 1.1

RL 1.1, RI 1.1, RL 1.2, RI 1.2, RL 1.3, RI 1.3, RL 1.7, RI 1.7

Level 1 Level 2 Level 3 Level 4 Level 5 With prompting and support (including context and visual aids), use a very limited set of strategies to: • identify a few key words in read-alouds, picture books, and oral presentations.

use an emerging set of strategies to: • identify some key words and phrases in read-alouds, picture books, and oral presentations.

use a developing set of strategies to: • identify the main topic • answer questions about

key details retell some key details or

events from read-alouds, simple written texts, and oral presentations.

use an increasing range of strategies to: • identify main topics • ask and answer

questions about an increasing number of key details

• retell familiar stories or episodes of stories

from read-alouds, written texts, and oral presentations.

use a wide range of strategies to: identify main topics; • ask and answer

questions about key details

• retell stories, including key details

from read-alouds, written texts, and oral communications.

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration

ELP 1.2

W 1.6

SL 1.1

listen to short conversations

• respond to simple yes/no and some wh- questions

about familiar topics.

participate in short conversations

• take turns • respond to simple

yes/no and wh- questions


participate in short discussions, conversations, and short written exchanges

• follow rules for discussion

• ask and answer simple questions


participate in discussions, conversations, and written exchanges

• follow the rules for discussion

• ask and answer questions

• respond to the comments of others

make comments of his or her own.

about a variety of topics and texts.

participate in extended discussions, conversations, and written exchanges

follow the rules for discussion

ask and answer questions

build on the ideas of others

• express his/her own ideas

about a variety of texts and topics.


ELP Descriptors Current WELPA Levels

Level 1 and Level 2 Level 1 (Newcomer + Advanced Beginner)

Level 3 Level 2

Level 4 Level 3

Level 5 Level 4





ELP 1.3

W 1.2 W 1.3

SL 1.4 SL 1.5

Level 1 Level 2 Level 3 Level 4 Level 5 communicate simple

information or feelings about familiar topics or experiences.

deliver simple oral presentations

compose written texts about familiar texts, topics, experiences, or events

deliver short oral presentations

compose written narratives

compose informational texts

about familiar texts, topics, experiences, or events.

deliver short oral presentations

compose written narratives

compose informational texts

about a variety of texts, topics, experiences, or events.

with some details, • deliver oral presentations • compose written narratives • compose informational texts about a variety of texts, topics, experiences, or events.

ELP 1.4

W 1.1

SL 1.6

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration

express a preference or opinion about a familiar topic.

express an opinion about a familiar topic.

express an opinion about a familiar topic or story

give a reason for the opinion.

express opinions about a variety of texts and topics

give a reason for the opinion.

express opinions about a variety of texts and topics

introduce the topic

give a reason for the opinion provide a sense of closure

ELP 1.5

W 1.7 W 1.8

SL 1.4 SL 1.5

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration with prompting and support from adults, • participate in shared research projects • gather information • label information from provided sources.

with prompting and support from adults, • participate in shared research projects • gather information • summarize some key information From provided sources.

with prompting and support from adults, • participate in shared research projects • gather information • summarize information from provided sources.

with prompting and support from adults, • participate in shared research projects • gather information • summarize information • answer a question from provided sources.

with prompting and support from adults, • participate in shared research projects • gather information • summarize information • answer a question from provided sources.





ELL Level Acceleration

ELP 1.6

RI 1.8

W 1.1

SL 1. 3

Level 1 Level 2 Level 3 Level 4 Level 5 [Standard introduced at Level 2.]

with prompting and support, • identify a reason an author or a speaker gives to support a point.

• identify one or two reasons an author or a speaker gives to support the main point.

• identify reasons an author or a speaker gives to support the main point.

• identify reasons an author or a speaker gives to support the main point

ELP 1.7

W 1.5

SL 1.6

L 1.6

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration [Standard introduced at Level 3.]

[Standard introduced at Level 3.]

• show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

• show awareness of differences between informal “playground” speech and language appropriate to the classroom • use some words learned through conversations, reading, and being read to.

• shift appropriately between informal “playground” speech and language appropriate to the classroom most of the time • use words learned through conversations, reading, and being read to.

ELP 1.8

RL 1.4 RI 1.4

SL 1.2

L 1.4 L 1.5

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration with prompting and support (including context and visual aids), • recognize the meaning of a few frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

with prompting and support (including context and visual aids), • answer and sometimes ask simple questions to help determine the meaning of frequently occurring words and phrases in simple oral presentations and read-alouds about familiar topics, experiences, or events.

using sentence-level context and visual aids, • answer and sometimes ask questions to help determine the meaning of some less frequently occurring words and phrases in oral presentations, read-alouds, and simple texts about familiar topics, experiences, or events.

using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms, • answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events.

using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as -ed, -ing, and some common prefixes), • answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions in oral presentations and written texts about a variety of topics, experiences, or events.






ELP 1.9

W 1.2 W 1.3

SL 1.4 SL 1.6

Level 1 Level 2 Level 3 Level 4 Level 5 [Standard introduced at Level 2.]

with support (including visual aids and modeled sentences), • retell an event • present simple information with emerging control of some frequently occurring linking words.

with support (including modeled sentences), • retell (in speech or writing) a simple sequence of events in the correct order • present simple information with developing control of some frequently occurring linking words (e.g., and, so) and temporal words (e.g., first, then).

• recount two or three events in sequence • present simple information about a topic with increasingly independent control of some temporal words (e.g., next, after),and some frequently occurring linking words (and, so).

• recount a more complex sequence of events in the correct order • introduce a topic • provide some facts about a topic using temporal words to signal event order and using frequently occurring conjunctions (linking words or phrases).

ELP 1.10

L 1.1

Level 1 Level 2 Level 3 Level 4 Level 5 Acceleration with support (including context and visual aids), • understand and use a small number of frequently occurring nouns and verbs, • understand and use very simple sentences • respond to simple questions

with support (including visual aids and sentences) • recognize and use frequently occurring nouns, verbs, prepositions, and conjunctions (e.g., and, but, or) • produce simple sentences

with support (including modeled sentences), • use some singular and plural nouns • use verbs in the present and past tenses • use frequently occurring prepositions and conjunctions • produce and expand simple sentences in response to prompts.

• use an increasing number of singular and plural nouns, and verbs • use present and past verb tenses with appropriate subject-verb agreement • use frequently occurring prepositions and conjunctions • produce and expand simple and some compound sentences in response to prompts.

• use singular and plural nouns with matching verbs, • use past, present, and future verb tenses • use frequently occurring prepositions and conjunctions • produce and expand simple and compound sentences in response to prompts



Instructional Resources Unpacked Standards & Question Stems


2014-15 English Language Arts Instructional Suggestions: Grade 1

Grade 1 Instructional Resources pg. 1 KSD Draft 6/18/2014


Key Ideas and Details Determines Key Ideas and Details

College and Career Readiness Anchor Standards for Reading 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Q1 Q2 Q3 Q4 Common Core Standard—Reading Literature

X X X X RL 1.1 Ask and answer questions about key details in a text.

X X X X RL 1.2 Retell stories, including key details, and demonstrating understanding of their central message or lesson.

X X X RL 1.3 Describe characters, settings, and major events in a story, using key details.

Unpacking: What does this standard mean that a student will know and be able to do?

First grade students continue to build on the skill of asking and answering questions about key details in a text. At this level, students use key

details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements.

Q1 Q2 Q3 Q4 Common Core Standard—Reading Informational Text

X X X X RI 1.1 Ask and answer questions about key details in a text.

X X X X RI 1.2 Identify the main topic, and retell key details in a text.

X X X RI 1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.


First grade students continue to build on the skill of asking and answering questions about key details in a text. At this level, students should be

able to identify the main idea and retell the key details in their own words. They should also be able to tell how two individuals, events, ideas or

pieces of information are linked together.



Key Ideas and Details

Common Core Standard—Reading Literature Common Core Standard—Reading Informational Text Use question stems and prompts such as: RL 1.1

Who was the story about?

What was the story about?

What happened in the story?

What happened at the beginning, middle end of story?

Ask your partner to share a detail from the text. RL 1.2

Retell what happened in the story.

What is this story mainly about?

What problems did the characters have?

How did the characters solve their problem?

What lessons were learned in the story? RL 1.3

Who are the characters in the story?

Who is the main character in the story?

What is the setting of the story?

What is the problem or plot in the story?

How do the characters in the story solve their problem?

What happens at the beginning, middle, and end of the story?

How are the characters behaving, or feeling, at the beginning,

middle, and end of the story?

How do we know the characters are feeling _____, or are going to

do ________?

Use question stems and prompts such as: RI 1.1

What is this story about?

How do we know___?

What is the most important idea or part of this text?

What can we learn from this book?

What details help us know how _____ does _____?

Where can we find _____?

What details were important?

What events happened first, second, third?

Can you identify the main event?

How do you know this is the main event? RI 1.2

Tell me what we can learn about from this text?

What is this book mostly about? How do you know?

What are the important details about _____in the text?

Can you retell the story to a friend?

What were the important details that your partner needs to know? RI 1.3

What can we learn for this text?

How are _______ and _______ connected in this text?

Do these illustrations/graphics/pictures give you a hint to what will

happen next? How do you know?

What are the main events in the text?

What happened first, next, last?

What caused ___ to happen?

How do you know? What information tells ______?

What did the characters in the text do next?

What details in the story give you information about the characters? Return to Table of Contents



Craft and Structure Understands Author’s Use of Language (Craft) and Structure

College and Career Readiness Anchor Standards for Reading 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.


X X X X RL 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

X RL 1.5 Explain major differences between books that tell stories and books that give information, drawing on a

wide reading of a range of text types.

X X X RL 1.6 Distinguish their own point of view from that of the narrator or those of the characters.

Unpacking: What does this standard mean that a student will know and be able to do? First grade students begin to look at how words are used in a text by naming words and phrases that contribute to the feeling of the poem

or story. They should understand the difference between books that tell stories and books that provide information. First grade students

should be able to name who is telling the story.

Q1 Q2 Q3 Q4 Common Core Standard— Reading Informational Text

X X X X RI 1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

X RI 1.5 Know and use various text structures (e.g., sequence) and text features (e.g., headings, tables of contents,

glossaries, electronic menus, icons) to locate key facts or information in a text.

X X X RI 1.6 Distinguish between information provided by pictures or other illustrations and information provided by

the words in a text.

Unpacking: What does this standard mean that a student will know and be able to do? First grade students should use the skill of asking and answering questions to help them understand what words and phrases mean in the text.

Students at this level should understand how to use text features to help them understand the text and be able to tell the difference between what

information can be gained by examining the pictures and what can be gained from examining the words.




Craft and Structure Common Core Standard—Reading Literature Common Core Standard—Reading Informational Text

Use question stems and prompts such as: RL 1.4

How does this story or poem make you feel when you read it?

Does the character use his/her five senses in this story?

How do we know the character feels happy, sad, or angry?

Identify what the character hears, sees, …

What words in the story tell us what the setting looks like?

Is this a story or a poem? How do you know? RL 1.5

Is this a book that tells a story or gives information? How do you

know?

Explain if it is fiction or non-fiction

What is this book about?

What information can we gather from this book?

What can we learn from this book?

Who are the characters?

Where does the story take place?

What happens in the story?

RL 1.6

Who is telling the story?

What does the narrator of a story do?

What does an author do?

Who is talking? How do we know?

How many characters are in the story?

What are the names of the characters?

What are the characters in the story saying?

Who is the story about?


What can you do when you get to word you don’t know?

Is this a word/phrase you know or have heard?

What can you do when you get to an unknown word?

What can you do to help yourself?

Look at the picture, graphic, illustration; is there something there to

help you figure out what the word is?

Re-read the sentence; do the other words help you understand? RI 1.5

Can you identify the different parts of this book?

Can you explain how the different parts are used?

If you wanted to find the meaning of a word in this book, where

would you look?

Look in the table of contents and find the page number for

___________________.

RI 1.6

What does the author do?

What does the illustrator do?

Do you think they would work together on a book?

Why would a book need an illustrator and an author?

What do the illustrations tell us about the words?

What do the words tell us about the illustrations?




Integration of Knowledge and Ideas Integrates Knowledge and Ideas

College and Career Readiness Anchor Standards for Reading 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


X X X X RL 1.7 Use illustrations and details in a story to describe its characters, settings, or events.

(RL 1.8 not applicable to literature)

X X RL 1.9 Compare and contrast the adventures and experiences of characters in stories.


Students are required to use pictures and details in a story to tell about characters, setting, and events. They continue to build on character development by looking at similarities and differences in characters’ experiences in stories.

Q1 Q2 Q3 Q4 Common Core Standard— Reading Informational Text

X X X X RI 1.7 Use the illustrations and details in a text to describe its key ideas.

X X X RI 1.8 Identify the reasons an author gives to support points in a text.

X X X RI 1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,

descriptions, or procedures).


Students will understand how illustrations help explain the text. At this level, students should also develop the ability to recognize the

author’s reasoning by finding support within the text. Students will look for similarities and differences in two texts that share the

same main idea.




Integration of Knowledge and Ideas Common Core Standard—Reading Literature Common Core Standard—Reading Informational Text Use question stems and prompts such as: RL 1.7

What is an illustration?

Where can we look to find details about the story characters (ex.

How they look, where they live)?

How do illustrations help us understand the events in the story?

Describe details from illustrations.

Where does the story take place (setting)? How do we know? RL 1.8 (not applicable for reading literature) RL 1.9

How is ____ similar to _____ in a story?

How are ________ and ______ different?

What adventures did ______ have in the story?

What experiences did _____ and ______ have in the story?

How are their adventures similar? How are they different?

How are their experiences similar (compare)?

How are their experiences different (contrast)?


What can you learn from the illustrations?

What do you think the writer is trying to say? What in the picture

helps you think that?

Why do you think the illustrator put in that picture?

Does the illustration match what the writer is trying to say?

Do you think the story and the picture are connected?

Describe how the picture helps you understand what the author has

written. RI 1.8

What does the writer think about this problem?

Why do you think the author wrote that?

Were there any reasons why you think the author…?

What in the writing made you think that?

What were the reasons the author wrote this piece?

How and where did the author support his reasoning?

What important points does the author make? RI 1.9

What can we learn from this text?

We read two books, what is different about them? What is the

same?

Can you fill in the Thinking Map showing the similarities and

differences of the two texts?

Do both books have illustrations? How were they used in both

books?

What did the illustrations in the books tell you?




Range of Reading and Level of Text Complexity Reads and Comprehends a Range of Grade Level Texts

College and Career Readiness Anchor Standards for Reading 10. Read and comprehend complex literary and informational texts independently and proficiently.


X X X X RL 1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

a. Activate prior knowledge related to the information and events in texts.

b. Confirm predictions about what will happen next in text.

Unpacking: What does this standard mean that a student will know and be able to do? With assistance, students are required to read prose and poetry at the text complexity for grade 1. Prose is writing that is not poetry. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, which are essential to their future success.” Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students.

Q1 Q2 Q3 Q4 Common Core Standard—Reading Informational Text

X X X X RI 1.10 With prompting and support, read informational texts appropriately complex for grade 1.

a. Activate prior knowledge related to the information and events in texts.

b. Confirm predictions about what will happen next in text.

Unpacking: What does this standard mean that a student will know and be able to do? With assistance, students are required to read informational text at the appropriate complexity for grade 1. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade ‘staircase’ of increasing text complexity that rises from beginning reading to the college and career readiness level.




Range of Reading and Level of Text Complexity Common Core Standard—Reading Literature Common Core Standard—Reading Informational Text Use question stems and prompts such as: RL 1.10 Retell the text (prose/poetry).

Does this story/poem remind you of any other stories/poems we

have read?

Compare this piece to other pieces of text you have read.

Identify similarities between the two pieces.

What other stories or poems have you read about ___?

Predict what you think will happen next in the story?

What makes you think that will happen?

How do you know?

Use question stems and prompts such as: RI 1.10 Talk to your partner about______________.

Help your partner. . . . .

Everyone needs to take a turn talking about what is happening on

the page in the book.

What do you think will happen next?

What clues gave you that idea?

What does your partner think


*This KSD support document is adapted from North Carolina DPI, Iredell-Statesville Schools and the Tulare County Office of Education.

http://www.ncpublicschools.org/acre/standards/common-core-tools/

http://iss.schoolwires.com/Page/38303

http://www.tcoe.org/ERS/CCSS/ELA/Bookmarks_01.pd






Reading Foundational Skills Knows and Applies Print Concepts and Phonological Awareness

College and Career Readiness Anchor Standards for Reading Foundations Q1 Q2 Q3 Q4 Common Core Standard— Reading Foundations

RF 1.1 Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Unpacking: What does this standard mean that a student will know and be able to do? Students will understand how a sentence is organized.

Q1 Q2 Q3 Q4 Common Core Standard—Reading Foundations

RF 1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single-syllable words.

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).


Common Core Standard— Reading Foundations Use question stems and prompts such as: RF 1.1

Show me the first word of the sentence.

Where does the period (question mark, etc) go?

Show me the capital letter.

How does a sentence begin?

What goes at the end of a sentence?

RF 1.2

Does this word have a long or short vowel sound?

Say each sound you hear in this word slowly.

What do you hear at the beginning of this word? What do you hear next? At the end?




Reading Foundational Skills Knows and Applies Phonics and Word Recognition

College and Career Readiness Anchor Standards for Reading Foundations Q1 Q2 Q3 Q4 Common Core Standard— Reading Foundations

RF 1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound)..

b. Decode regularly spelled one-syllable words.

c. Know final -e and common vowel team conventions for representing long vowel sounds.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

e. Decode two-syllable words following basic patterns by breaking the words into syllables.

f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

Unpacking: What does this standard mean that a student will know and be able to do? Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling ability, and vocabulary development. Use question stems and prompts such as: RF 1.3

Does that sound right? • Does that look right? • Does that make sense? • Look at the word, does it look like…? • You said…does it look like…? What do these two letters sound like together (sh, th, ch) in this word? • Can you clap the syllables in this word? • What does this final e tell you about this word? • Look at the beginning of that word, can you get it started?




Reading Foundational Skills Knows and Applies Phonics and Word Recognition

College and Career Readiness Anchor Standards for Reading Foundations Q1 Q2 Q3 Q4 Common Core Standard—Reading Foundations

RF 1.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level text orally with accuracy, appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unpacking: What does this standard mean that a student will know and be able to do? Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage benefit from opportunities to read texts multiple times at an independent level.

Common Core Standard— Reading Foundations RF 1.4

Use questions and prompts such as:

Make your reading sound like the characters are talking.

Make your voice sound like the words are together.

Make your voice go up when you see the question mark at the end.

Make your voice go down when you see the period at the end.

Go back and reread when it doesn’t sound or look like you think it should.











Text Types and Purposes Writes Opinion Pieces, Informative Texts, and Narratives with Purpose

College and Career Readiness Anchor Standards for Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Q1 Q2 Q3 Q4 Common Core Standard—Writing: Text Types and Purposes

W 1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion,

supply a reason for the opinion, and provide some sense of closure.

W 1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some

sense of closure.

W 1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure

Unpacking: What does this standard mean that a student will know and be able to do? First grade students should be able to express their opinion and demonstrate the ability to share their opinion with others. In first grade, students write opinion pieces that clearly state their preferences and supply a reason for their thinking. In doing so, students need multiple opportunities to express opinions and develop writing behaviors. Students need to engage in behaviors (turn and talk, small group discussion, and emergent writing and speaking learning centers) that lead to the expression of ideas both verbally and in writing: Students will also need a purposeful focus on choice-making throughout ELA.

• For example, in this grade students are expected to be able to select a reason that supports their opinion and be able to share their thinking.

First grade students are required to include both an introduction and a sense of closure or a closing statement in their writing. Students will need to build

strategies for introducing concepts (such as beginning with a fact or question) and concluding their thoughts (learning to write a summary statement) when

writing. They will begin to use temporal words (now, when, then) to show order of events.




Production and Distribution of Writing Uses a Writing Process for Publication

College and Career Readiness Anchor Standards for Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.


W 1.4 (Begins in grade 3)

W 1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to

strengthen writing as needed.

W 1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration

with peers.

Unpacking: What does this standard mean that a student will know and be able to do? With assistance from adults and peers, students should focus their writing on a topic and be able to respond to questions and suggestions. In order to do so, students need to understand how to add descriptive words to their writing to strengthen their piece. They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (during conferences and peer editing). With assistance, students will use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology). At this grade level, students will need to be able to “log on” to programs, computer stations, and hand-held devises to engage with digital media.




*This KSD support document is adapted from North Carolina DPI, Iredell-Statesville Schools and the Tulare County Office of Education. http://www.ncpublicschools.org/acre/standards/common-core-tools/



Research to Build and Present Knowledge College and Career Readiness Anchor Standards for Writing 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.


W 1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use

them to write a sequence of instructions).

W 1.8 With guidance and support from adults, recall information from experiences or gather information from provided

sources to answer a question.

W 1.9 (begins in grade 4)

Unpacking: What does this standard mean that a student will know and be able to do? First grade students are required to participate in shared research projects. Students will need to understand their role (job on the team) and how they will contribute (work they will do) on the project from beginning to end. Items, such as, task charts, check sheets, and graphic organizers will be helpful to students as they learn to work together. At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge the pieces they need to answer research questions and take notes. Students do this work with prompting and support.

Range of Writing Writes Routinely Over Time for a Range of Tasks, Purposes, and Audiences

College and Career Readiness Anchor Standards for Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W 1.10 (Begins in grade 3)





Comprehension and Collaboration Engages in Collaborative Discussions and Comprehends the Ideas of Others

College and Career Readiness Anchor Standards for Speaking and Listening 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others‟ ideas and expressing their

own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


SL 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion)

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

c. Ask questions to clear up any confusion about the topics and texts under discussion.

SL 1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL 1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.


Students in grade one will engage in conversations about grade-appropriate topics and texts. In order to do so, students will need ample opportunities to

take part in a variety of rich, structured conversations. Students actively engage as part of a whole class, in small groups, and with a partner, sharing the

roles of participant, leader, and observe. Students at this level should engage in collaborative conversations (such as book groups, literature circles,

buddy reading), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speakers’ idea,

sharing the floor, etc). First grade students will also ask and answer questions about key details of a text read aloud or information presented in multiple

formats.

First grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard. Students need to

ask questions and understand and answer questions asked of them in order to clarify or gain more information.




Presentation of Knowledge and Ideas Presents Knowledge and Ideas on a Topic, Text, or Opinion

College and Career Readiness Anchor Standards for Speaking and Listening 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


X SL 1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

X SL 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

X SL 1.6 Produce complete sentences when appropriate to task and situation.

Unpacking: What does this standard mean that a student will know and be able to do? First grade students should be able to report facts and relevant details about an experience. This should be done orally, with some detail, and with clarity of thought and emotions. They should be able to add visual displays to illuminate chosen facts or details. In order to do so, students will need multiple opportunities to present information to others and develop behaviors that will lead to the ability to add appropriate visual displays. Students will need to engage in behaviors (turn and talk, small group discussion, and listening and speaking learning centers) that lead to the expression of complete ideas both verbally and in writing. Students will also need a purposeful focus throughout ELA on choice-making.

• For example, first grade students need to be able to choose visual displays that add to and support their thinking about a topic. Students must be able to articulate their ideas in complete sentences when appropriate to the audience.











Conventions of Standard English Applies Conventions of Standard English Grammar and Punctuation

College and Career Readiness Anchor Standards for Language 1. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Q1 Q2 Q3 Q4 Common Core Standard—Language: Conventions of Standard English grammar & usage.

X X X L 1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print all upper- and lowercase letters.

b. Use common, proper, and possessive nouns.

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

X X X g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h. Use determiners (e.g., articles, demonstratives).

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences

in response to prompts.

Unpacking: What does this standard mean that a student will know and be able to do? An understanding of language is essential for effective communication. “The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking, listening, and viewing; indeed, they are inseparable from such contexts.”

First grade students must have a command of the grammar and usage of spoken and written standard English. Standards that are related to conventions are appropriate to formal spoken English as they are to formal written English.

At this level, emphasis expands to include verb tense, possessives, pronouns, adjectives, conjunctions, and more complex sentences. With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and spelling unknown words phonetically.




College and Career Readiness Anchor Standards for Language

2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

Q1 Q2 Q3 Q4 Common Core Standards—Language: Conventions of Standard English capitalization, punctuation, & spelling

L 1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.

b. Use end punctuation for sentences.

c. Use commas in dates and to separate single words in a series.

d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Unpacking: What does this standard mean that a student will know and be able to do? At this level, emphasis is on using complete sentences, forming questions, using plurals, and the more commonly used prepositions. With conventions, students are becoming adept at ending punctuation, capitalizing (I), and spelling simple words.

Knowledge of Language

College and Career Readiness Anchor Standards for Writing 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L 1.3 (Begins in grade 2)





Knowledge of Language Varies Language for Audience and Purpose in Writing, Speaking, Reading and Listening

College and Career Readiness Anchor Standards for Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general

and specialized reference materials, as appropriate

5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and

career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Q1 Q2 Q3 Q4 Common Core Standard—Language: Vocabulary Acquisition and Use

L 1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and

content, choosing flexibly from an array of strategies.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L 1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives

differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

L 1.5 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

L 1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Unpacking: What does this standard mean that a student will know and be able to do? As students at this level focus on word acquisition and use, the intent of the CCSS is to introduce grammatical knowledge in basic ways that will be relearned in more sophisticated contexts in the upper grades.

The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes.

Learning words at this stage includes exploring different shades of the same verb (run/sprint) inflections, common concepts/objects, words with multiple meanings, opposites, and how words are used in “real-life.”

Grade 1

Instructional Resources: Graphic Organizers

2014-15 English Language Arts Graphic Organizers: Grade 1

Grade 1 Graphic Organizers pg. 1 KSD Draft 6/18/2014

Story Map RL 1.1, 1.2, 1.7 W 1.1 Return to Table of Contents

Beginning

End

Middle



Beginning

Middle

End

Characters Setting

Story Graphic Organizer RL 1.1, 1.2, 1.7, RI 1.7 1.1, 1.2, 1.7 W 1.1 Return to Table of Contents



Genre and Title of Story Author:

Describe the Setting:

Describe the Characters:

Major Event 1: Key Details for Event 1:



Conclusion of the Story:

Story Map RL 1.3




Word What We Infer It Means What Helped Us

Word Meaning Chart RI 1.4 (Harvey & Goudyis, 2000)




Text Feature Comparison Chart RL 1.5, RI 1.5 Return to Table of Contents

Fiction Title __________________________________ Nonfiction Title _______________________________



Text Illustration

Text/Illustration Graphic Organizer RL 1.6 RI 1.6





Character Map RL 1.7

Characters Setting Events

Words in Text

Illustrations in Text



Detail Graphic Organizer RL 1.7, RI 1.7 W 1.1. W 1.2 Return to Table of Contents

Detail

Detail

Detail

Detail

Main Idea

Detail



Detail Wheel RL 1.7, RI 1.7


Label each section. Then write or draw ideas in each section.



Venn Diagram RL 1.9, RI 1.3, 1.9


Subject 1 Subject 2



Differences Similarities Differences

Character Comparison Graphic Organizer RL 1.9, RI 1.9



What items do you want to compare? What characteristics do you want to compare? How are the items similar and different based on the characteristics?

Characteristics

Things To Be Compared

Text #1

Text #2

Place an 'X' in the box to indicate if an item possesses that characteristic.

How are they alike? How are they different?

Compare & Contrast Table RI 1.9 Return to Table of Contents



Definitions

Characteristics

Word

Examples Non-examples

Frayer Model RL 1.4, RI 1.4, L 1.4, 1.5
