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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1
2014 Core Knowledge Foundation 1
The Listening & Learning strand of the Core Knowledge Language Arts program is designed to help students build thebackground knowledge and vocabulary critical to listening and reading comprehension. Through introducing, presenting,and discussing read-alouds in each domain, teachers build students listening and reading comprehension and oral
language skills. For a Unit-by-Unit Alignment of Listening & Learning objectives to the Common Core State Standards,please visithttp://www.engageny.org/resource/grade-1-english-language-arts .
Each domain anthology is comprised of daily lessons, pausing points, a domain review, a domain assessment, andculminating activities.
Pausing Points: opportunities to review, reinforce, or extend the content taught thus far. Both the decision to pauseand the length of the pause are optional and should be determined by each individual teacher based on the particularclasss performance.
Domain Review:an opportunity to review and reinforce the material (e.g., core content and vocabulary) in the domainin order to help students prepare for the domain assessment.
Domain Assessment:evaluates students understanding and retention of academic vocabulary words and the corecontent targeted in the domain. The results should guide review and remediation the following day.
Culminating Activit ies:provide remediation and/or enrichment for individual students, small groups, or the whole classbased on the results of the Domain Assessment and students Tens scores.
Table of Contents:
Domain 1:Fables and Stories
Domain 2:The Human Body
Domain 3:Different Lands, Similar Stories
Domain 4:Early World Civilizations
Domain 5:Early American Civilizations
Domain 6:Astronomy
Domain 7:The History of the Earth
Domain 8:Animals and Habitats
Domain 9:Fairy Tales
Domain 10:A New Nation: American Independence
Domain 11: Frontier Explorers
http://www.engageny.org/resource/grade-1-english-language-artshttp://www.engageny.org/resource/grade-1-english-language-artshttp://www.engageny.org/resource/grade-1-english-language-artshttp://www.engageny.org/resource/grade-1-english-language-arts -
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 1
2014 Core Knowledge Foundation Back to Table of Contents 2
Fables and Stories10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 Days)
This domain will introduce students to fables and stories that have delighted generations of people. By listening to these classics,students will increase their vocabulary and reading comprehension skills, learn valuable lessons about ethics and behavior, becomefamiliar with the key elements and parts of a story, and acquire cultural literacy.
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Theseobjectives areconsistentlyaddressedthroughout thedomain
Ask and answer questionsrequiring literal recall andunderstanding
Ask and answer questionsthat require making
interpretations, judgments, orgiving opinions about what isheard in a read-aloud
Make predictions prior to andduring read-alouds
Use agreed-upon rules forgroup discussion
Carry on and participate in aconversation over at least 6turns
Ask and answer questionsrequiring literal recall andunderstanding
Produce complete sentenceswhen appropriate
Identify real-life connectionsbetween words and their use
Use words and phrasesacquired throughconversations, reading and
being read to, and respondingto texts
Lesson 1: TheBoy Who CriedWolf
Identify character, plot, andsetting and explain thoseterms as they apply to TheBoy Who Cried Wolf
Identify and explain in theirown words the moral of TheBoy Who Cried Wolf
Retellthe fable The BoyWho Cried Wolf includingkey details
Describe how the shepherdboy in The Boy Who CriedWolf is lonely at thebeginning of the fable
Explain that The Boy WhoCried Wolf is fiction and why
Identify words and phrasesthat suggest feelings orappeal to the senses
Distinguish fantasy frominformational or realistic text
Perform the story The BoyWho Cried Wolf for anaudience using eye contact,appropriate volume, and clearenunciation
Identify new meanings forfamiliar words and apply themaccurately
Word Work: startled
Multiple Meaning WordActivity: company
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 1
2014 Core Knowledge Foundation Back to Table of Contents 3
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 2: TheMaid and theMilk Pail
Retellthe fable The Maidand the Milk Pail includingkey details
Identify the moral of the fableThe Maid and the Milk Pail
Identify the literary termscharacters and plot,andexplain those terms as theyapply to the fable The Maidand the Milk Pail
Explain how the milkmaidsfeelings changed from thebeginning to the end of The
Maid and the Milk Pail
Explain that The Maid andthe Milk Pail is fictionbecause it was made up toteach a lesson
Clarify information about TheMaid and the Milk Pail byasking questions that beginwith where
Prior to listening to The Maidand the Milk Pail, identifyorally what they know andhave learned about fables
Word Work: balanced
Lesson 3: TheGoose and theGolden Eggs
Retellthe fable The Gooseand the Golden Eggsincludingkey details
Identify the moralof thefable The Goose and theGolden Eggs
Identify the literary term
characters,and explain thatterm as it applies to the fableThe Goose and the GoldenEggs
Identify that the farmer in thefable The Goose and theGolden Eggs is greedy
Explain that The Goose andthe Golden Eggs is fiction
because it was made up toteach a lesson
Orallycompare and contrast
the milkmaid in The Maid andthe Milk Pail with the farmerin The Goose and the GoldenEggs
Prior to listening to TheGoose and the Golden Eggs,identify orally what they knowand have learned about thefable The Maid and the MilkPail
Identify new meanings forfamiliar words, such as rock,and apply them accurately
Word Work: greedy
Multiple Meaning WordActivity:rock
Revise the fable The Gooseand the Golden Eggs orallyor in writing by changing theending
Write and illustrate a newending to the fable The
Goose and the Golden Eggsand discuss with one or morepeers
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 1
2014 Core Knowledge Foundation Back to Table of Contents 4
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 4: TheDog in theManger
Describe the actionsof theanimals in The Dog in theManger
Identify the moralof thefable The Dog in the Manger
Identify the literary termsplot and setting, and explainthose terms as they apply tothe fable The Dog in theManger
Describe the feelingsof theoxen in the fable The Dog inthe Manger
Explain that The Dog in theManger is fiction because itwas made up to teach alesson
Clarify information about TheDog in the Manger by askingquestions that begin with why
Prior to listening to The Dogin the Manger, identify orallywhat they know and havelearned about characters fromother fables they have heard
Word Work: budge With assistance, make a T-Chart to categorize andorganize things that animalscan and cannot do
Lesson 5: TheWolf in SheepsClothing
Identify the moralof thefable The Wolf in SheepsClothing
Identify the literary termcharacters, and explain theterm as it applies to the fableThe Wolf in SheepsClothing
Explain that The Wolf inSheeps Clothing is fictionbecause it was made up toteach a lesson
Prior to listening to The Wolfin Sheeps Clothing, identifyorally what they know andhave learned aboutcharacteristics of fables
Orally use determiners, suchas a and the, and apply themaccurately
Explain the meaning of a wolfin sheeps clothing and use inappropriate contexts
Word Work: disguise
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 1
2014 Core Knowledge Foundation Back to Table of Contents 5
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 6: TheFox and theGrapes
Retellthe fable, The Fox andthe Grapes including keydetails
Identify the moralof thefable The Fox and theGrapes
Identify the characters andplot of the fable, The Foxand the Grapes and thecharacters, plot, and setting ofa favorite fable
Identify that sour grapesrefers to how someone might
feel about not gettingsomething they wanted
Explain that The Fox and theGrapes is fiction because itwas made up to teach alesson
Sequence pi cturesillustrating eventsfrom afiction read-aloud
Clarify information about TheFox and the Grapes byasking questions that beginwith what
Clarify directions by askingclassmates about the order inwhich they should perform thetask of drawing a favoritefable
Add a drawing to clarifydescription of a favorite fable
Prior to listening to The Foxand the Grapes, identify
orally what they know andhave learned about the use ofcommon phrases in fables
Explain the meaning of thecommon phrase sour grapesand use in appropriatecontexts
Word Work: bunch
Draw pictures, dictate, or writesimple sentences to representdetails or information from afavorite fable, includinginformation
about at least one character,the setting, and the beginningmiddle, or end of the fable
Create a story map thatidentifies characters, setting,and plot for a specific fable
Pausing Point
Lesson 7: TheLittle Half-Chick(Medio Pollito)
Retellorally the Spanishfolktale The Little Half-Chick(Medio Pollito), including thecentral messageor lesson
Distinguish The Little Half-Chick (Medio Pollito) fromrealistic text by explaining thatthe fire, water, and windcannot perform some of thehuman actions they do in thestory
Clarify directions by askingclassmates about the order inwhich they should perform thetask of drawing the beginning,middle, and end of The LittleHalf-Chick (Medio Pollito)
Explain the meaning of dounto others as you wouldhave them do unto you anduse in appropriate contexts
Word Work: waste
Draw the beginning, middle,and end of The Little Half-Chick (Medio Pollito) basedon multistep, oral directions
Lesson 8: TheCrowded,Noisy House
Retell The Crowded, NoisyHouse including characters,plot, and setting
Clarify information about TheCrowded, Noisy House byasking questions that begin
with whatPerform The Crowded, NoisyHouse for an audience usingeye
contact, appropriate volume,and clear enunciation
Word Work: advice Discuss personal responsesto cold weather and connectthose to the way in which the
characters in The Crowded,Noisy House respond to coldweather
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 1
2014 Core Knowledge Foundation Back to Table of Contents 6
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 9: TheTale of PeterRabbit
Retellthe story of The Taleof Peter Rabbit withcharacters, setting, andplot, including a beginning,middle, and end
Word Work: mischief Write, tell, and/or draw anoriginal fable with characters,setting, and plot, including abeginning, middle, and end
With guidance and supportfrom adults, explore a varietyof digital tools to produce andpublish a class book of newtales
Lesson 10: AllStories AreAnansis
Retell the folktale All StoriesAre Anansis including keydetails
Identify All Stories AreAnansis as fiction becauseanimals cannot talk or act likepeople
Clarify information about AllStories Are Anansis byasking questions that beginwith who
Perform All Stories AreAnansis for an audienceusing eye contact, appropriatevolume, and clear enunciation
Identify the correct usage ofsatisfied anddissatisfied andexplain that they areantonyms
Word Work: satisfied
Domain Review
Domain Assessment
Culminating Activities
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 2
2014 Core Knowledge Foundation Back to Table of Contents 7
The Human Body10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 days)
This domain provides students with a basic introduction to the human body. Students will be introduced to a network of body systems,comprised of organs that work together to perform a variety of vitally important jobs. Students will learn about the fundamental partsand functions of five body systems: skeletal, muscular, digestive, circulatory, and nervous. This domain also focuses on care andmaintenance of the human body. Students will learn how germs can cause disease, as well as how to help stop the spread of germs.
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Theseobjectives areconsistentlyaddressedthroughout thedomain
Ask and answer questions
(e.g., who, what, where,when), orally or in writing,requiring literal recall and
understanding of the detailsand/or facts of anonfiction/informational read-aloud
Answer questions that requiremaking interpretations,
judgments, or giving opinionsabout what is heard in anonfiction/informational read-aloud, including answeringwhy questions that requirerecognizing cause/effectrelationships
Use agreed-upon rules forgroup discussion, e.g., look atand listen to the speaker,raise hand to speak, taketurns, say excuse me orplease, etc.
Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of thesame age
Ask questions to clari fy
information about the topic ina fiction or nonfiction/
informational read-aloud
Identify real-life connectionsbetween words and their use(e.g., note places at homethat are cozy)
Lesson 1:Everybody Hasa Body
Describe the connectionbetween organs, systems,and networks in the humanbody
Describe an illu strationofdiverse people and usepictures and details inEverybody Has a Body todescribe the read-alouds keyideas
Identify new meanings for theword organs and apply themaccurately
Word Work: systems
Multiple Meaning WordActivity: organs
Generate questions andgather information to add to aKWL (KnowWonder Learn)Chart pertaining to TheHuman Body
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 2
2014 Core Knowledge Foundation Back to Table of Contents 8
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 2: TheBodysFramework
Describe the connectionbetween the skeleton and theability to move ones body
Ask and answer wherequestions orally, requiringliteral recall andunderstanding of the details orfacts of The Bodys
Framework
Add drawings to descriptionsof the skeletal system toclarify ideas and thoughts
Prior to listening to TheBodys Framework, orallyidentify what they know andhave learned about body
organs, systems, and
networks
Word Work: support With assistance, categorizeand organize facts about theskeletal system to answerquestions
Generate questions andgather information to add to aKWL Chart pertaining to TheHuman Body
Share writing with others
Lesson 3:MarvelousMovingMuscles
Describe the connectionbetween the muscular systemand the
skeletal system
Describe an illu strationof asmiling child and use picturesand details in MarvelousMoving Muscles to describethe read-alouds
key ideas
Add drawings to descriptionsof the muscular system toclarify ideas and thoughts
Prior to listening toMarvelous Moving Muscles,orally identify
what they know and havelearned about the skeletalsystem
Prior to listening toMarvelous Moving Muscles,orally predict
what one muscle in thehuman body is necessary forlife and then compare theprediction with the actualoutcome
Sort the words voluntary andinvoluntary into categories togain a sense of the conceptsthey represent
Word Work: voluntary
With assistance, categorizeand organize facts about themuscular system to answerquestions
Generate questions andgather information to add to aKWL Chart pertaining to TheHuman Body
Share writing with others
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 2
2014 Core Knowledge Foundation Back to Table of Contents 9
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 4:Chew,Swallow,Squeeze, andChurn
Describe the connectionbetween the parts of the bodyassociated with the digestiveprocess
Describe an illu strationoffood and use pictures anddetails in Chew, Swallow,Squeeze, and Churn todescribe the read-alouds
key ideas
Ask and answer whatquestions orally, requiringliteral recall andunderstanding of the details orfacts of Chew, Swallow,
Squeeze, and Churn
Add drawings to descriptionsof the digestive system toclarify ideas and thoughts
Prior to listening to Chew,Swallow, Squeeze, andChurn, identify orally whatthey know and have learned
about the skeletal andmuscular systems
Prior to listening to Chew,Swallow, Squeeze, andChurn, orally predict howlong it takes a human body todigest food, and thencompare the actual outcometo the prediction
Sort the words digestion andindigestion into categories togain a sense of the conceptsthey represent
Word Work:digestion
With assistance, categorizeand organize facts about thedigestive system to answerquestions
Generate questions andgather information to add to aKWL Chart pertaining to TheHuman Body
Share writing with others
Lesson 5: TheBodysSuperhighway
Describe an illu strationofthe circulatory system anduse pictures and details in
The Bodys Superhighway todescribe the read-alouds keyideas
Add drawings to descriptionsof the circulatory system toclarify ideas and thoughts
Prior to listening to TheBodys Superhighway,identify orally what they knowand have learned about thebodys skeletal,
muscular, and digestivesystems
Word Work: heart With assistance, categorizeand organize factsabout thecirculatory system to answer
questionsGenerate questions andgather information to add to aKWL Chart pertaining to TheHuman Body
Share writing with others
Lesson 6:Control Central:The Brain
Describe the connectionbetween the brain and the fivesenses
Ask and answer whatquestions orally, requiringliteral recall andunderstanding of the details orfacts of Control Central: The
BrainAdd drawings to descriptionsof the nervous system toclarify ideas and thoughts
Prior to listening to ControlCentral: The Brain, identifyorally what they know andhave learned about theskeletal, muscular, digestive,and circulatory systems
Word Work:nerves With assistance, categorizeand organize facts about thenervous system to answerquestions
Generate question sand
gather information to add to aKWL Chart pertaining to TheHuman Body
Share writing with others
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 2
2014 Core Knowledge Foundation Back to Table of Contents 10
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Pausing PointLesson 7: Dr.WelbodysHeroes
Describe the connectionbetween Edward Jenner andLouis Pasteur and theircontributions to modernmedicine
Describe an illu strationofgerms and use pictures anddetails in Dr. WelbodysHeroes to describe the read-alouds key ideas
Compare and contrastEdward Jenner and LouisPasteur
Prior to listening to Dr.Welbodys Heroes, identifyorally what they know andhave learned about diseasesand vaccinations
Word Work: di seases With assistance, categorizeand organize facts andinformation from Dr.Welbodys Heroes to answerquestions
Lesson 8: FiveKeys to Health
Describe the connectionbetween healthy habits and ahealthy body
Describe an illu strationofunhealthy foods and usepictures and details in FiveKeys to Health to describethe read-alouds key ideas
Sort nutritious and nonnutritious foods into thosecategories to gain a sense ofthe concepts the categoriesrepresent
Identify new meanings for theword brush and apply themaccurately
Word Work: nutritious
Lesson 9: The
Pyramid Pantry
Ask and answer what
questions orally, requiringliteral recall andunderstanding of the details orfacts of The Pyramid Pantry
Add drawings to descriptionsof a favorite meal to clarifyideas
and thoughts about abalanced diet
Prior to listening to ThePyramid Pantry, identifyorally what they know andhave learned about five keys
to good health
Explain the meaning of an
apple a day keeps the doctoraway and use in appropriatecontexts
Word Work: balanced diet
With assistance, categorize
and organize facts andinformation about a balanceddiet in a My Plate graphicorganizer
Share writing with others
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 2
2014 Core Knowledge Foundation Back to Table of Contents 11
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 10:What aComplicatedNetwork!
Describe the connectionsbetween the five systems ofthe body
Prior to listening to What aComplicated Network!identify orally what they knowand have learned about thebodys five
systems
Perform a poem withmovements about theinterconnectedness of bodysystems for an audience,using eye contact, appropriatevolume, and clear enunciation
Word Work: complicated
Domain Review
Domain Assessment
Culminating Activities
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 3
2014 Core Knowledge Foundation Back to Table of Contents 12
Different Lands, Similar Stories9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)
This domain will introduce students to three themes in folktales that have been told to children for generations, using variations fromdifferent lands or countries. By listening to these stories, students will increase their vocabulary and reading comprehension skills, beexposed to different places and cultures from around the world, and learn valuable universal lessons.
Text Analysis forClose Reading /Comprehension
Speaking & Listening Language & Vocabulary Writing
Theseobjectives areconsistentlyaddressedthroughout the
domain
Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the details,
and/or facts of a fiction read-aloud
Answer questions that requiremaking interpretations,
judgments, or giving opinionsabout what is heard in afiction read-aloud, includinganswering why questions thatrequire recognizingcause/effect relationships
Use narrative language todescribe (orally or in writing)characters, setting, things,
events, actions, a scene, orfacts from a fiction read-aloud
Use agreed-upon rules forgroup discussion, e.g., look atand listen to the speaker,raise hand to speak, taketurns, say excuse me or
please, etc.Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of thesame age
Identify real-life connectionsbetween words and their use(e.g., note places at homethat are cozy)
Use words and phrases
acquired throughconversations, reading andbeing read to, and respondingto texts, including usingfrequently occurringconjunctions to signal simplerelationships (e.g., because)
Lesson 1:Cinderella
Identify how Cinderella feelswhen she is not allowed to goto the ball in Cinderella
Describe characters,settings, and eventsin areenactment of Cinderella
Discuss personalresponses to eventsinCinderella
Prior to listening toCinderella, identify orallywhat they know and havelearned about other folktales
Word Work:worthy
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 3
2014 Core Knowledge Foundation Back to Table of Contents 13
Lesson 2: TheGirl with theRed Slippers
Sequence p icturesillustrating events in The Girlwith the Red Slippers
Orallycompare and contrastsimilar stories from different
cultures, such as Cinderellaand The Girl with the RedSlippers
Ask and answer whoquestions orally, requiringliteral recall andunderstanding of the details of
The Girl with the RedSlippers
Describe characters, settings,and events as depicted indrawings of one of the scenesfrom The Girl with the RedSlippers
Prior to listening to The Girlwith the Red Slippers,identify orally what they knowand have learned aboutCinderella
Identify multiple meanings ofduck and use them inappropriate contexts
Word Work: cautiously
Multiple Meaning WordActivity: duck
Draw and describe one ofthe scenes from The Girlwith the Red Slippers
Lesson 3: BillyBeg
Orallycompare and contrastsimilar stories from different
cultures, such as Cinderella,The Girl with the RedSlippers, and Billy Beg
Prior to listening to Billy Beg,orally predict what will happenin the read-aloud based on apicture and previous storiesand then compare the actualoutcome to the prediction
Word Work:monstrous Which Fairy Tale? VennDiagram
Lesson 4: TomThumb
Demonstrate understanding ofthe central message or lessonin Tom Thumb
Recount and identify thelessonin folktales fromdiverse cultures, such asTom Thumb
Discuss personalresponsesto how they wouldfeel if they were so small theycould fit into the palm ofsomeones hand
Describe characters, settings,and events in a reenactmentof Tom Thumb
Perform Tom Thumb for anaudience using eye contact,appropriate volume, and clearenunciation
Explain the meaning oftheres no place like homeand use in appropriatecontexts
Word Work: commotion
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 3
2014 Core Knowledge Foundation Back to Table of Contents 14
Lesson 5:Thumbelina
Demonstrate understanding ofthe central message or lessonin Thumbelina
Recount and identify thelesson in folktales fromdiverse cultures, such asThumbelina
Identify how the molestreatment of Thumbelinamight make her feel
Describe illustrationsof alily pad and a mole inThumbelina, using theillustrations to check andsupport comprehension of theread-aloud
Orallycompare and contrastsimilar stories from differentcultures, such as TomThumb and Thumbelina
Ask and answer whoquestions orally, requiringliteral recall andunderstanding of the details of
Thumbelina
Discuss personal responsesto having a toad for a spouse
Prior to listening toThumbelina, identify orallywhat they know and havelearned about folktales andTom Thumb
Word Work: scarcely Create a variation of a littlepeople story withcharacters, different settings,new plot events, and a new
ending
Lesson 6:Issun Boshi:One-Inch Boy
Demonstrate understanding ofthe central message or lessonin Issun Boshi: One-InchBoy
Recount and identifythelesson in folktales fromdiverse cultures, such asIssun Boshi: One-Inch Boy
Orallycompare and contrastsimilar stories from different
cultures, such as TomThumb, Thumbelina, andIssun Boshi: One-Inch Boy
Describe characters, settings,and events as depicted indrawings
of one of the scenes fromIssun Boshi: One-Inch Boy
Add sufficient detail to adrawing of a scene fromIssun Boshi: One-Inch Boy
Prior to listening to IssunBoshi: One-Inch Boy, identifyorally what they know andhave learned about folktales,Tom Thumb andThumbelina
Word Work: deeds Draw and describe one ofthe scenes from IssunBoshi: One-Inch Boy
Pausing Point
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 3
2014 Core Knowledge Foundation Back to Table of Contents 15
Lesson 7:Little RedRiding Hood
Demonstrate understanding ofthe central message or lessonin Little Red Riding Hood
Recount and identifythelesson in folktales fromdiverse cultures, such asLittle Red Riding Hood
Describe an illu strationofthe wolf disguising himself asthe grandmother in Little RedRiding Hood, using theillustration to
check and supportcomprehension of the read-aloud
Sequence p ictures
illustrating events in LittleRed Riding Hood
Describe characters, settings,and events as depicted indrawings of one of the scenesfrom Little Red Riding Hood
Add sufficient detail to adrawing of a scene from LittleRed Riding Hood
Identify multiple meanings ofleft and use them inappropriate contexts
Word Work: cherished
Multiple Meaning WordActivity: left
Draw and describe one ofthe scenes from Little RedRiding Hood
Lesson 8:Hu Gu Po
Demonstrate understanding ofthe central message or lessonin Hu Gu Po
Recount and identifythelesson in folktales fromdiverse cultures, such as HuGu Po
Orallycompare and contrastsimilar stories from different
cultures, such as Little Red
Riding Hood and Hu Gu Po
Prior to listening to Hu GuPo, identify orally what theyknow and have learned aboutfolktales and Little RedRiding Hood
Word Work: cunning Venn Diagram
Lesson 9:Tselane
Demonstrate understanding ofthe central message or lessonin Tselane
Recount and identifythelesson in folktales fromdiverse cultures, such asTselane
Orallycompare and contrastsimilar stories from different
cultures, such as Little RedRiding Hood, Hu Gu Po,
and Tselane
Prior to listening to Tselane,identify orally what they knowand have learned about LittleRed Riding Hood and Hu GuPo
Use determiners orally, suchas the demonstratives this,that, these, and those
Word Work: fright Venn Diagram
Domain Review
Domain Assessment
Culminating Activities
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 4
2014 Core Knowledge Foundation Back to Table of Contents 16
Early World Civilizations16 Lessons, 2 Pausing Points, Domain Review, Domain Assessment, and Culminating Activities (21 Days)
This domain will introduce students to the development of early civilizations by examining the fundamental features of civilizations,including the advent of farming, establishment of cities and government, and creation of other practices, such as writing and religion. Itshould be noted that the word civilization, as used in this domain, is not meant to convey a value judgment but to indicate that a groupof people collectively established and shared these practices. Starting in the ancient Middle East, students will study Mesopotamia.They will learn about the importance of the Tigris and Euphrates rivers, the development of cuneiform as the earliest-known form ofwriting, the first codification of laws known as the Code of Hammurabi, and the significance of gods and goddesses in the cradle ofcivilization. Students will then explore ancient Egypt and be able to compare and contrast Mesopotamia and Egypt. They will learnabout the importance of the Nile River; the use of hieroglyphs; the rise of pharaohs, including Tutankhamun and Hatshepsut; thebuilding of the Sphinx and pyramids; and the significance of mummification and the afterlife for ancient Egyptians
Text Analysis forClose Reading /
Comprehension Speaking & Listening Language & Vocabulary Writing
Theseobjectives areconsistentlyaddressedthroughoutthe domain
During the read-alouddiscussion, students will:
Ask and answer questionsabout key details in a text
Produce complete sentences
Describe with relevant details,expressing ideas and feelingsclearly
During the read-aloud andword work, students will:
Identify connections betweenwords and their use
Lesson 1AFather and
His Son inMesopotamia
Describe the connectionbetween the location of
Mesopotamia near the Tigrisand Euphrates rivers and theability to farm.
Describe an illus trationof adesert and use pictures anddetails in A Father and HisSon in Mesopotamia todescribe the read aloudskey ideas
Students will listen to l earnthe names of two rivers in
Mesopotamia and why theywere important to the peoplewho lived in this area.
Word Work: Trade
Identify new meanings for the
MMW: banks
Create class chartaboutcharacteristics of civilizations:
With assistance, categorizeand organize facts andinformation from A Fatherand His Son in Mesopotamiato answer questions
Lesson 2Writing inMesopotamia
Identify the main topicandretell key details of Writing inMesopotamia
Make connectionsbetweenCode of Hammurabi andclass rules.
Students will listen to findou twhat Mesopotamianwriting looked like and howpeople used it, as well as
what else King Hammurabidid for Mesopotamia.
Think Pair Share:How wasMesopotamian writingdifferent from ours? Are thereany ways in which it was thesame?
Word Work: symbols
Learn the meaning ofcommon sayings and phrases(the golden rule)
Add to c lass char taboutcharacteristics of civilizations
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 4
2014 Core Knowledge Foundation Back to Table of Contents 17
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 3
The Religionof Babylon
Describe an illus trationof aziggurat and use pictures anddetails in The Religion ofBabylon to describe theread-alouds key ideas.
Make connectionsbetweengods and goddesses and theways Mesopotamiansdescribed natural events
Students will listen to findou twho the gods andgoddesses were and howthey were important to thepeople of Mesopotamia.
Think Pair Share: If youcould trade places with Amurfor a day, what would you liketo do or see?
Word Work: religion With guidance and supportfrom adults, respond toquestions and suggestionsfrom peers on an interactiveillustration and sentencefocusing on facts from TheReligion of Babylon to adddetails and to strengthenwriting as needed
Complete chartaboutcharacteristics of civilizations
Lesson 4 The
HangingGardens ofBabylon
Identify who is narrating
The Hanging Gardens ofBabylon at various points inthe story
Describe the connectionbetween KingNebuchadnezzar and theHanging Gardens of Babylon.
Describe an illus trationof acaravan of travelers and usepictures and details in TheHanging Gardens of Babylontodescribe the read-aloudskey ideas.
Students will listen to listen to
find out what changes haveoccurred in Babylon over theyears and to find out moreabout the new king who ruledBabylon at that time.
Think Pair Share:Whatquestion
Word work: caravan Create class timeline:
categorize and organize factsand information from TheHanging Gardens of Babylonin a chart and in a timeline toanswer questions
Create own ci vilizationschart:Make personalconnections, in writing,between the way students livein the present and the waypeople lived in the time ofHammurabi andNebuchadnezzar
Pausing Point
Lesson 5People of theNile
Make and confirmpredictionsabout life inEgypt.
Describe the connectionbetween the annual floodingof the Nile River and theability of Egyptians to farmand settle in the area
Compare and contrastMesopotamia and ancientEgypt
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Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 4
2014 Core Knowledge Foundation Back to Table of Contents 18
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 6Writing inAncient Egypt
Describe the connectionbetweena written languageand the ability to accuratelyrecord information.
Describe an illustrationofhieroglyphs and use picturesand details in Writing inAncient Egypt to describethe read-alouds key ideas
Compare and contrastwriting in Mesopotamia withwriting in ancient Egypt
Make personal con nectionsbetween the role of writing inown lives with writing inancient Egypt.
Produce complete sentences Identify connections betweenwords and their use
Lesson 7
Amon-Ra andthe Gods ofAncient Egypt
Describe the connectionbetween Egyptian beliefs andtheir gods and goddesses
Describe an illus trationofEgyptian gods and usepictures and details in Amon-Ra and the Gods of AncientEgypt to describe the read-alouds key ideas
Compare and contrastgods/goddesses in ancientEgypt with those inMesopotamia
Ask an d answer whatquestions orally, requiringliteral recall and
understanding of thedetails or factsof Amon-Raand the Gods of AncientEgypt
Identify connections betweenwords and their use
Lesson 8
Approachingthe GreatPyramid
Produce complete sentences Identify new meanings for theMMW steps
Lesson 9 TheSphinx
Make and confirmpredictionsabout the Sphinx
Produce complete sentences Identify connections betweenwords and their use
Syntactic Awareness Activity:
Subject pronouns I, you, he,she, we, they
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Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 4
2014 Core Knowledge Foundation Back to Table of Contents 19
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 10The Story ofHatsheput
Make and confirmpredictionsabout whatmakes Hatshepsut from otherEgyptian leaders.
Describe an illus trationoffarmers working near the Nileand use pictures and detail inThe Story of Hatshepsut todescribethe read-aloudskey ideas
Compare and contrastHatshepsut with otherEgyptian pharaohs.
Produce complete sentences Identify connections betweenwords and their use
Use words and phrasesacquired throughconversations and being readto
Use words and phrasesacquired throughconversations about
The Story of Hatshepsut,including using frequentlyoccurring conjunctions to
signal simple relationships ina Somebody Wanted But SoThen chart
With assistance, categorizeand organize facts andinformation from The Story ofHatshepsut to answerquestions
Lesson 11Tutankhamun,The GoldenPharaoh,Part I
Produce complete sentences Identify connections betweenwords and their use
Lesson 12
Tutankhamun,The GoldenPharaoh,
Part II
Make and confirmpredictionsabout whatHoward Carter found in KingTuts tomb
Produce complete sentences Identify connections betweenwords and their use
Pausing Point
Lesson 13Three WorldReligions
Produce complete sentences Identify connections betweenwords and their use
Identify meaning of the wordpart mono
Create 3 column chart: Withassistance, categorize andorganize facts andinformation about Judaism,Christianity, and Islam toanswer questions.
Lesson 14
Judaism
Produce complete sentences Identify connections betweenwords and their use
Add to 3 column chart:Judaism, Christianity, andIslam.
Lesson 15
Christianity
Compare and contrastJudaism and Christianity
Produce complete sentences Identify connections betweenwords and their use
Complete 3 column chart:With assistance, categorizeand organize facts andinformation from Christianityto answer questions
Lesson 16
Islam
Make and confirmpredictionsabout whether ornot they think Islam has a keyfigure. Like Judaism andChristianity.
Produce complete sentences Identify connections betweenwords and their use
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Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 4
2014 Core Knowledge Foundation Back to Table of Contents 20
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Domain Review
Domain Assessment
Culminating Activities
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 5
2014 Core Knowledge Foundation Back to Table of Contents 21
Early American Civili zations (1115 days)11 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (15 Days)
The domain includes a study of the Maya, Aztec, and Inca civilizations, exposing students to the gradual development of cities.Students will examine the fundamental features of the Maya, Aztec, and Inca, including farming, the establishmentof cities and government, as well as religion. Students will be encouraged to compare and contrast each of these societies andtheir elements.
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Theseobjectives areconsistentlyaddressed
throughout thedomain
Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall and
understanding of the detailsand/or facts of anonfiction/informational read-aloud
Answer questions that requiremaking interpretations,
judgments, or giving opinionsabout what is heard in anonfiction/informational read-aloud, including answeringwhy questions that requirerecognizing cause/effectrelationships
Ask and answer questionsabout unknown words andphrases in nonfiction/informational read-alouds anddiscussions
Listen to and demonstrateunderstanding of nonfiction/informational read-alouds ofappropriate complexity forGrades 13
Use agreed-upon rules for
group discussion, e.g., look atand listen to the speaker,raise hand to speak, take
turns, say excuse me orplease, etc.
Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of thesame age
Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the
details, and/or facts of afiction ornonfiction/informational read-aloud
Produce complete sentenceswhen appropriate to task andsituation
Identify real-life connections
between words and their use
(e.g., note places at homethat are cozy)
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 5
2014 Core Knowledge Foundation Back to Table of Contents 22
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 1: TheMaya: AHarvest and aHurricane
Compare and contrastorallyand in writing culturalelements of the Maya with thenomads and today
Distinguish that read-aloudThe Maya: A Harvest and aHurricane describes eventsfrom long ago
Prior to listening to TheMaya: A Harvest and aHurricane, identify orallywhat they know and havelearned about nomads andhow nomadic tribes, such asthe Lakota Sioux, obtainedfood
While listening to The Maya:A Harvest and a Hurricane,orally predict what willhappenin the next read-aloud and then compare the
actual outcome to theprediction
Explain the meaning of Themore the merrier and use in
appropriate contexts
Word Work: harvest
With assistance, create andinterpret a timeline thatbegins with a timeapproximately three thousandyears ago, ends with today,and includes a marker for theMaya between 1000 BCE
and 1542 CE
With assistance, categorizeand organize informationabout aspects of the Mayaculture into a civilizationschart
Generate questions andgather information from atimeline and civilization chartto answer questions about theMaya culture
Discuss personal responsesabout how they get food andhow the hunters got food
Lesson 2: TheMaya: Journeyto Baakal
Clarify informationaboutThe Maya: Journey toBaakalby asking q uestionsthat begin with what
Prior to listening to TheMaya: Journey to Baakal,identify orally what they knowand have learned aboutMayan culture
Identify the correct usage ofnoiselessly andnoisily andexplain that they areantonyms
Identify new meanings forfamiliar words, such asstrained, and apply themaccurately
Word Work: noiselessly
Multiple Meaning WordActivity: strained
With assistance, create andinterpret a timeline thatbegins with a timeapproximately three thousand
years ago, ends with today,and includes a marker for theMaya between 1000 BCE
and 1542 CE
With assistance, categorizeand organize informationabout aspects of the Mayaculture into a civilizationschart
Generate questions andgather information from atimeline and civilization chartto answer questions about theMaya culture
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 5
2014 Core Knowledge Foundation Back to Table of Contents 23
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 3: TheMaya: KingPakals Tomb
Describe the ch aractersand settingin the story TheMaya: Journey to Baakal
Compare and contrastorallythe leaders and pyramidsfrom the Mayan culture withthose in the Egyptian culture
Clarify information about TheMaya: King Pakals Tomb byasking questions that beginwith where
Prior to listening to TheMaya: King Pakals Tomb,identify orally what they knowand have learned aboutMayan culture and city life
While listening to The Maya:King Pakals Tomb, orallypredict what will happen inthe next read-aloud and then
compare the actual outcometo the prediction
Word Work: market Write and illustrate importantdetails about the Maya anddiscuss with one or morepeers
With assistance, categorizeand organize informationabout aspects of the Mayaculture into a civilizationschart
Lesson 4: TheMaya: TheFestival of theFirst Star
Compare and contrastorallyand in writing culturalelements of the Maya
With assistance, categorizeand organize informationabout aspects of the Mayaculture into a civilizationschart
Draw and describe a scenefrom the read-aloud TheMaya: The Festival of theFirst Star
Draw three details from The
Maya: The Festival of theFirst Star based on multi-step, oral directions
Prior to listening to TheMaya: The Festival of theFirst Star, identify orally whatthey know and have learnedabout the geographic area inwhich the Maya lived
Prior to listening to TheMaya: The Festival of theFirst Star, orally predict whatwill happen in the read-aloud
based on previous read-alouds and the title of theread-aloud and then comparethe actual outcome to theprediction
Identify the correct usage ofaccurateand inaccurateandexplain that they areantonyms
Word Work: accurate
Write and illustrate threedetails from The Maya: TheFestival of the First Star anddiscuss with one or morepeers
With assistance, categorizeand organize informationabout aspects of the Mayaculture into a civilizationschart
Pausing Point
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2014 Core Knowledge Foundation Back to Table of Contents 24
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 5: TheAztec: TheLegend of theEagle and theSerpent
Sequence five p icturesillustrating the read-aloud ofThe Aztec: The Legend ofthe Eagle and the Serpent
Compare and contrastorallyand in writing culturalelements of the Maya and theAztec
While listening to The Aztec:The Legend of the Eagle andthe Serpent, orally predictwhat will happen in the read-aloud based on a picture andprevious knowledge of Aztecgeography and then comparethe actual outcome to theprediction
Word Work: legend With assistance, categorizeand organize informationabout aspects of the Aztecculture into a civilizationschart
Lesson 6: TheAztec: TheFloatingGardens of
Xochimilco
Describe an illu strationthatdepicts Aztec farming withchinampas
Compare and contrastorallyand in writing culturalelements of the Maya and theAztec
Clarify information about TheAztec: The Floating Gardensof Xochimilco by askingquestions that begin with
where
Use object pronouns orally
Identify new meanings forfamiliar words, such as wing,and apply them accurately
Word Work: stationary
Discuss personal responsesto whether they would preferthe farming style of the Mayaor the Aztec
With assistance, categorizeand organize informationabout aspects of the Aztecculture into a civilizationschart
Lesson 7: TheAztec: In thePalace of anEmperor
Draw pictures, dictate, orwrite simple sentences torepresent three detailsorinformation from The Aztec:In the Palace of an Emperor
Describe an illustration ofMoctezuma
Compare and contrastorally, and in writing, culturalelements of the Maya and theAztec
Clarify information about TheAztec: In the Palace of anEmperor by asking questionsthat begin with why
Clarify directions by askingclassmates about thedirections for an activity in
which they are drawingdetails from The Aztec: In thePalace of an Emperor
Word Work: emperor Write and illustrate threedetails from The Aztec: In thePalace of an Emperor anddiscuss with one or morepeers
With assistance, categorizeand organize information
about aspects of the Aztecculture into a civilizationschart
With assistance, create andinterpret a timeline thatbegins with a timeapproximately three thousandyears ago, ends with today,includes a marker for theMaya between 1000 BCE and
1542 CE, and indicates thatMoctezuma livedapproximately five hundred
years ago
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Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 5
2014 Core Knowledge Foundation Back to Table of Contents 25
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 8: TheAztec: CortssLetter
Draw pictures, dictate, orwrite simple sentences torepresent detailsorinformation about the Azteccivilization
Describe an illu strationthatdepicts Tenochtitian
Compare and contrast,orally and in writing, culturalelements of the Maya and theAztec
Distinguish shades ofmeaning among adjectivesdiffering in intensity, such asenormousandbig
Word Work: enormous
With assistance, categorizeand organize informationabout aspects of the Mayaand Aztec cultures into aCivilizations Chart
Lesson 9: The
Inca: WhoWere the Inca?
Word Work: possessions With assistance, create and
interpret a timeline thatbegins with a timeapproximately three thousandyears ago, ends with today,includes a marker for theMaya between 1000 BCE and1542 CE, indicates thatMoctezuma livedapproximately five hundredyears ago, and indicates thatthe Inca existed at the sametime as the Aztec andMoctezuma
With assistance, categorizeand organize informationabout aspects of the Maya,Aztec, and Inca cultures intoa Civilizations Chart
Lesson 10:The Inca: TheRunner
Draw pictures, dictate, orwrite simple sentences aboutfarming with the taclla
Describe an illustration thatdepicts conquistadors
Compare and contrast,orally and in writing, culturalelements of the Maya, theAztec, and the Inca
Distinguish the read-aloudThe Inca: The Runner,describes events long ago
Clarify informationaboutThe Inca: The Runner byasking questions that beginwith who
While listening to The Inca:The Runner, orally predictwhat will happenin the read-aloud based on previous
read-alouds and thencompare the actualoutcome to the prediction
Word Work:forbidden Discuss personal responsesabout running and connectthose to the character in theread-aloud
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 5
2014 Core Knowledge Foundation Back to Table of Contents 26
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 11:The Inca:MachuPicchuALuckyDiscovery
Retellorally important factsand informationfrom TheInca: Machu PicchuA LuckyDiscovery
Compare and contrastorallyand in writing culturalelements of the Maya, theAztec, and the Inca
Prior to listening to The Inca:Machu PicchuA LuckyDiscovery, identify orallywhat they know and havelearned about the parts ofSouth America in which theInca lived
Word Work: trek Draw pictures, dictate, orwrite simple sentences torepresent details orinformation about the Incancivilization
Add information to acivilization chart about theInca based on multi-step, oraldirections
With assistance, create andinterpret a timeline thatbegins with a timeapproximately three thousand
years ago, ends with today,includes a marker for theMaya between 1000 BCE and
The Inca: Machu Picchu heInca: Machu Picchu ALucky Discovery LuckyDiscovery 11124 EarlyAmerican Civilizations 11 |The Inca: Machu PicchuALucky Discovery 1542 CE,indicates that Moctezumalived approximately fivehundred years ago, indicates
that the Inca existed at thesame time as the Aztec andMoctezuma, and indicatesthat Hiram Bingham locatedMachu Picchu in 1900
With assistance, categorizeand organize informationabout aspects of the Maya,Aztec, and Inca culture into aCivilizations Chart
Domain Review
Domain Assessment
Culminating Activities
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 6
2014 Core Knowledge Foundation Back to Table of Contents 27
Astronomy9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)
In this domain, students will be introduced to the solar systemour home in space. They will learn that Earth, the planet on which welive, is just one of many different celestial bodies within the solar system. They will learn how the sun, the stars, the moon, and theother planets relate to the earth (given its position in space). In the early read-alouds, students will learn that the sun is a giant star aswell as a source of light, heat, and energy for the earth. They will also learn about the earths orbit around the sun, and how the earthsown rotation on its axis leads to the phenomenon of day and night. Part of this domain is focused on the history of space explorationand the missions to the moon. Students will learn about NASA, the Space Race, the Apollo missions, and what it takes to be anastronaut.
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
These
objectives areconsistentlyaddressedthroughout thedomain
Ask and answer questions
(e.g., who, what, where,
when),orally or in writing,requiring literal recall andunderstanding of the detailsand/or facts of anonfiction/informational read-aloud
Answer questions that
require making
interpretations, judgments,
or giving opinionsaboutwhat is heard in anonfiction/informational read-
aloud, including answeringwhy questions that require
recognizing cause/effect
relationships
Ask and answer questions
about unknown words and
phrasesinnonfiction/informational read-alouds and discussions
Listen to and demonstrateunderstanding ofnonfiction/informational read-alouds of appropriatecomplexity for Grades 13
Use agreed-upon rules for
group discussion, e.g., look atand listen to the speaker,raise hand to speak, taketurns, say excuse me orplease, etc.
Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of thesame age
Ask questions to clarifyinformation about the topic ina fiction ornonfiction/informational read-aloud
Produce complete sentenceswhen appropriate to task andsituation
Identify real-life connections
between words and their use(e.g., note places at homethat are cozy)
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 6
2014 Core Knowledge Foundation Back to Table of Contents 28
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 1:Introduction tothe Sun andSpace
Ask an d answer whatquestions orally, requiringliteral recall andunderstanding of thedetails or factsfromIntroduction to the Sun andSpace
Describe the sun withrelevant details, expressingideas and feelings clearly
Add drawings to descriptionsof Earths atmosphere andouter space to clarify theconcepts
Sort words into categories togain of sense of the conceptsof atmosphere and outerspace
Word Work: gas With assistance, categorizeand organize informationabout what things are locatedin Earths atmosphere andwhat things are located inouter space
Lesson 2: TheEarth and theSun
Ask an d answer wherequestions orally, requiringliteral recall andunderstanding of thedetails or factsfrom TheEarth and the Sun
Describe the causes for night
and day on Earth withrelevant details, expressingideas and feelings clearly
Explain the meaning of AMand PM and use inappropriate contexts
Word Work: horizon
Lesson 3:Stars
Listen to and understandpoetry about stars, such asStar Light, Star Bright andThe Star
Describe the connectionbetween meteors and Earthsatmosphere
Describe what is seen in thesky at dusk
Add drawings to descriptionsof what can be seen in thesky at dusk to clarify theconcepts
Prior to listening to Stars,identify orally what they knowand have learned about
Earth, planets, and stars
Accurately apply themeanings of the antonymsduskand dawn
Word Work:dusk
With assistance, categorizeand organize informationabout what things can beseen at dusk
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Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 6
2014 Core Knowledge Foundation Back to Table of Contents 29
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 4:Stargazing andConstellations
Ask and answer whoquestions orally, requiringliteral recall andunderstanding of the detailsor facts from Stargazing andConstellations
Ask questions to clarifydirections for an activity inwhich students are creating amodel of the Big Dipper
Add drawings to descriptionsthe Big Dipper to clarify theconcept
Accurately apply themeanings of the antonymsancient and modern, and theantonyms majorandminor
Explain the meaning of hitthe nail on the head and usein appropriatecontexts
Word Work: ancient
Lesson 5: TheMoon
Describe the connectionbetween the orbit of the moonaround the earth and itsappearance at variousphases of the orbit
Describe an illus trationofthe moon and the source ofits illumination and usepictures and detail in TheMoon to describethe read-alouds key ideas
Describe an illus trationof
the moon and the source ofits illumination and usepictures and detail in TheMoon to describethe read-alouds key ideas
Ask an d answer whenquestions orally, requiringliteral recall andunderstanding of thedetails or factsfromIntroduction to the Sun andSpace
Prior to listening to TheMoon, identify orally whatthey know and have learnedabout the earth, sun, andmoon
Word Work: appearance
Pausing Point
Lesson 6:History ofSpaceExplorationand Astronauts
Describe the connectionbetween the United Statesand the Soviet Union withrespect to the Space Race
Describe the way in which theChinese launched earlyrockets
Add drawings to descriptionsof various types of rockets
Prior to listening to History ofSpace Exploration andAstronauts, orally predictwhat the read-aloud is about,and then compare the actualoutcomes to predictions
Word Work: launch
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Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 6
2014 Core Knowledge Foundation Back to Table of Contents 30
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 7:Exploration ofthe Moon
Describe the connectionbetween unmanned andmanned missions to the moon
Ask questions to clarifydirections for an activity inwhich students are creating asketch and written statementabout what they might do,see, or feel if they went to themoon
Describe the moon withrelevant details, expressingideas and feelings clearly
Add drawings to descriptionsof the moon to clarify theconcepts
Use possessive pronounsorally
Word Work: determined Make personal connections tothe concerns the firstastronauts may have feltbefore heading in to space,and about what they wouldsee, do, or feel if they went tothe moon as an astronaut
With assistance, categorizeand organize informationabout what would be seenand experienced on thesurface of the moon
Lesson 8: TheSolar System,Part I
Describe the connectionbetween the sun and the firstinner Planets
Describe an illus trationofthe moon and use picturesand detail in The SolarSystem, Part I to describethe read-alouds key ideas
Compare and contrastMercury, Venus, Earth, andMars
Ask and answer whatquestions orally, requiringliteral recall andunderstanding of the detailsor facts from The SolarSystem, Part I
Prior to listening to The SolarSystem, Part I, identify orallywhat they know and havelearned about the difference
between planets and stars
Accurately apply themeanings of the antonymsabundantand scarce
Word Work: abundant
With assistance, categorizeand organize informationabout Mercury, Venus, Earth,and Mars
Lesson 9: TheSolar System,Part II
Describe the connectionbetween the sun and thereason the last four planetsare referred to as the outerplanets
Describe what is uniqueabout each of the eightplanets with relevant details,expressing ideas and feelingsclearly
Prior to listening to The SolarSystem, Part II, identify orallywhat they know about the fourinner planets
Word Work: categorize With assistance, categorizeand organize informationabout the eight planets
Domain Review
Domain Assessment
Culminating Activities
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Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 7
2014 Core Knowledge Foundation Back to Table of Contents 31
The History of the Earth8 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (12 Days)
In this domain, students will learn about the geographical features of the earths surface. They will also learn about the inside of theearth and characteristics of its various layers. Students will learn about the shape of the earth, the North and South Poles, and theequator. Students will also learn the names of the layers of the earththe crust, the mantle, and the coreand characteristics of eachlayer. Students will learn how occurrences such as volcanoes and geysers give information about the layers of the earth.
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Theseobjectives areconsistentlyaddressedthroughout thedomain
Ask and answer quest ions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the detailsand/or facts of anonfiction/informational read-aloud
Answer questions that requiremaking interpretations,
judgments, or giving opinionsabout what is heard in anonfiction/informational read-aloud, including answeringwhy questions that requirerecognizing cause/effectrelationships
Ask and answer quest ionsabout unknown words andphrases innonfiction/informational read-alouds and discussions
Use illustrations and details ina nonfiction/ informationalread-aloud to describe its keyideas
Listen to and demonstrateunderstanding of
nonfiction/informational read-alouds of appropriatecomplexity for Grades 13
Use agreed-upon rules forgroup discussion, e.g., look atand listen to the speaker,raise hand to speak, taketurns, say excuse me orplease, etc.
Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of thesame age
Ask questions to clarify
information about the topic ina fiction ornonfiction/informational read-aloud
Identify real-life connectionsbetween words and their use(e.g., note places at homethat are cozy)
Use words and phrasesacquired throughconversations, reading andbeing read to, andresponding to texts, includingusing frequently occurringconjunctions to signal simplerelationships (e.g., because)
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 7
2014 Core Knowledge Foundation Back to Table of Contents 32
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 1: OurHome, Earth
Draw pictures and writesimple sentences to depictdetails from the read-aloudOur Home, Earth
Write and illustrate detailsfrom the read-aloud OurHome, Earth and discusswith one or more peers
Discuss personalresponsesto what is insidethe earth
Identify new meanings offamiliar words, such as stick,and apply them accurately
Word Work: surface
Multiple Meaning WordActivity: stick
Draw pictures and writesimple sentences to depictdetails from the read-aloudOur Home, Earth
Lesson 2: The
Earth Inside-Out, Part I
Clarify informationabout
The Earth Inside-Out, Part I,by asking questions thatbegin with what
Orally retell important factsand information from TheEarth Inside-Out, Part I
Word Work: layer With assistance, categorize
and organize informationabout the earths crust
Lesson 3: TheEarth Inside-Out, Part II
Orally retell important factsand informationfrom TheEarth Inside-Out, Part II
Use frequently occurringconjunctions, such as and
Word Work: solid
Write and illustrate a diagramof the layers of the earth,based on the read-aloud TheEarth Inside-Out, Part II, anddiscuss with one or morepeers
Lesson 4: TheEarth Inside-Out, Part III
Orally compare andcontrastgeysers andvolcanoes
Clarify information about TheEarth, Inside-Out, Part III, byasking questions that beginwith what
Orally retell important factsand information from TheEarth Inside-Out, Part III
Word Work: destructive
Pausing Point
Lesson 5:Minerals
Compare and contrastdifferent types of rocks
Describe different kinds ofrocks in detail
Write and illustrate detaileddescriptions of different types
of rocks and discuss with oneor more peers
Word Work:characteristics Draw pictures and writesentences todescribe the
characteristicsof aclassmate
With assistance, categorize,and organize facts andinformation within a givendomain to answer questions
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 7
2014 Core Knowledge Foundation Back to Table of Contents 33
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 6: TheThree Types ofRocks
Compare and contrastthethree types of rocks
Clarify information about TheThree Types of Rocks, byasking questions that beginwith what
Orally retell important factsand information from TheThree Types of Rocks
Word Work: sediments With assistance, categorizeand organize rocks into thefollowing categories: igneous,sedimentary, andmetamorphic
Lesson 7:Fossils
Describe the connectionbetween layers of sedimentand sedimentary rock andfossils
Evaluate and select read-
alouds on the basis ofpersonal choice for rereading
Clarify information aboutFossils, by asking questionsthat begin with what
Write and illustrate detailsfrom the read-aloud Fossils
and discuss with one or morepeers
Use frequently occurringconjunctions, such as or
Word Work: preserved
Write and illustrate detailsabout something the studentthinks should be preservedand explain the reason for hisor her choice
Lesson 8:Dinosaurs
Describe the connectionbetween layers of sediment,sedimentary rock, fossils, anddinosaurs
Compare and contrastdifferent types of dinosaurs
Write and illustrate detailsfrom the read-aloudDinosaurs and discuss withone or more peers
Identify new meanings offamiliar words, such as plate,and apply them accurately
Word Work: extinct
Write and illustrate detailsabout a favorite dinosaur andexplain the reason for theirchoice
Domain Review
Domain Assessment
Culminating Activities
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 8
2014 Core Knowledge Foundation Back to Table of Contents 34
Animals and Habi tats9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)
This domain will introduce students to the wonder of the natural world, focusing on the interconnectedness of all living thingswith their physical environment and with one another. Students will learn what a habitat is and will also learn to identify specifictypes of habitats and their related characteristics. They will learn to recognize different plants and animals as being indigenousto specific habitats and will begin to develop an understanding of several fundamental principles of nature. They will learn, forexample, that animals and plants typically live in those habitats to which they are best suited, often developing unique characteristicsor features that enable them to specifically adapt to the climate and conditions of a given environment. They will also beintroduced to simple classifications of animals according to the types of food they eat and will begin to understand the notion of afood chain.
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Theseobjectives areconsistentlyaddressedthroughout thedomain
Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the detailsand/or facts of anonfiction/informational read-aloud
Answer questions that requiremaking interpretations,judgments, or giving opinionsabout what is heard in anonfiction/informational read-
aloud, including answeringwhy questions that requirerecognizing cause/effectrelationships
Describe the connectionbetween two individuals,events, ideas, or pieces ofinformation in anonfiction/informational read-aloud
Ask and answer questionsabout unknown words andphrases in nonfiction/informational read-alouds anddiscussions
Listen to and demonstrateunderstanding ofnonfiction/informational read-alouds of appropriatecomplexity for Grades 13
Use agreed-upon rules forgroup discussion, e.g., look atand listen to the speaker,raise hand to speak, taketurns, say excuse me orplease, etc.
Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of the
same age
Ask questions to clarifyinformation about the topic ina fiction ornonfiction/informational read-aloud
Produce complete sentenceswhen appropriate to task andsituation
Identify real-life connectionsbetween words and their use(e.g., note places at homethat are cozy)
Use words and phrasesacquired throughconversations, reading andbeing read to, and respondingto texts, including usingfrequently occurringconjunctions to signal simplerelationships (e.g., because)
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 8
2014 Core Knowledge Foundation Back to Table of Contents 35
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 1:What Is aHabitat?
Describe an illus trationofan alley habitat and usepictures and detail in What Isa Habitat? to describe theread-alouds key ideas
Compare and contraststudents habitats with thealley habitat described inWhat Is a Habitat?
Describe Rattenboroughshabitat in What Is a Habitat?with relevant details,expressing ideas and feelingsclearly
Sort words and ideas into thecategories of livingandnonlivingto gain a sense ofthe concepts the categoriesrepresent
Word Work: shelter
Make personal connectionsto the habitats described inWhat Is a Habitat?
With assistance, categorizeand organize informationabout the food and shelterseen in their habitat
Lesson 2:Animals of theArctic Habitat
Describe an illus trationofthe Arctic landscape and usepictures and detail in Animals
of the Arctic Habitat todescribe theread-aloudskey ideas
Describe the Arctic habitatand plants and animals thatare found in that habitat with
relevant details, expressingideas and feelings clearly
Add drawings to descriptionsof the Arctic tundra and theArctic
Ocean to clarify ideas,thoughts, and feelings
Prior to listening to Animalsof the Arctic Habitat, orallyidentify what they know andhave learned about habitats
Word Work: exposed With assistance, categorizeand organize informationabout the plants and animals
in the Arctic habitatShare writing with others
Lesson 3:
Animals of theSonoranDesert Habitat
Describe an illus trationof a
saguaro cactus and usepictures and detail in Animalsof the Sonoran DesertHabitat to describetheread-alouds key ideas
Compare and contrasttheArctic and the SonoranDesert habitats
Ask and answer where
questions orally, requiringliteral recall andunderstanding of the detailsor facts from Animals of theSonoran Desert Habitat
Describe the Sonoran Deserthabitat in Animals of theSonoran Desert Habitat withrelevant details, expressingideas and feelings clearly
Prior to listening to Animalsof the Sonoran DesertHabitat, orally identify what
they know and have learnedabout habitats and adaptation
Prior to listening to Animalsof the Sonoran DesertHabitat, orally predictwhether animals that live inthe desert are similar toanimals that live in the Arctic
Sort words and ideas into the
categories of herbivore,carnivore, and omnivore togain a sense of the conceptsthe categories represent
Define the words herbivore,carnivore, and omnivorebycategory and by one or morekey attributes
Identify new meanings for theword fanand apply themaccurately
Word Work: camouflage
With assistance, categorize
and organize informationabout herbivores,carnivores, and omnivores
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 8
2014 Core Knowledge Foundation Back to Table of Contents 36
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 4:Animals of theEast AfricanSavannaHabitat
Describe an illustration of theAfrican savanna habitat anduse pictures and detail inAnimals of the East AfricanSavanna
Habitat to describe the read-alouds key ideas
Compare and contrastthesavanna with the desert andArctic habitats
Describe the East AfricanSavanna habitat with relevantdetails, expressing ideas andfeelings clearly
Prior to listening to Animalsof the East African SavannaHabitat, orally identify whatthey know and have learnedabout the Arctic and SonoranDesert habitats and animals
Word Work: prickly With assistance, categorizeand organize informationabout the Arctic andSonoran habitats and theanimals that live in thosehabitats
Lesson 5:Animals of the
TemperateDeciduousForest Habitat
Compare and contrastthetemperate deciduous forest
habitat with the Arctic,Sonoran, and East Africansavanna habitats
Ask and answer whatquestions orally, requiring
literal recall andunderstanding of the detailsor facts from Animals of theTemperate Deciduous ForestHabitat
Describe the temperatedeciduous forest habitat withrelevant details, expressingideas and feelings clearly
Identify new meanings for theword barkand apply them
accuratelyWord Work: store
Multiple Meaning WordActivity: bark
With assistance, categorizeand organize information
about certain animals andthe habitat in which they live
Pausing Point
Lesson 6:Animals of the
TropicalRainforestHabitat
Compare and contrastthetropical rainforest habitat with
the temperate deciduousforest habitat
Describe the tropicalrainforest habitat with relevant
details, expressing ideas andfeelings clearly
Add drawings to descriptionsof animals in the tropicalrainforest habitat to clarifyideas, thoughts, and feelings
Use frequently occurringconjunctions, such as but
Word Work: canopy Draft an informative text thatpresents information learned
about animals in Animals ofthe Tropical RainforestHabitat that includesmention of a topic, somefacts about the topic, andsome sense of closure
Lesson 7:Animals of theFreshwaterHabitat
Describe an illus trationof abullfrog and use pictures anddetail in "Animals FreshwaterHabitat" to describethe
read-aloud's key ideas
Describe a freshwater habitatwith relevant details,expressing ideas and feelingsclearly
Explain the meaning of a fishout of water and use inappropriate contexts
Word Work: float
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 8
2014 Core Knowledge Foundation Back to Table of Contents 37
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 8:Animals of theSaltwaterHabitat
Ask and answer whatquestions orally, requiringliteral recall andunderstanding of the detailsor facts from Animals of theSaltwater Habitat
Describe the ocean withrelevant details, expressingideas and feelings clearly
Prior to listening to Animalsof the Saltwater Habitat,orally identify what they knowand have learned aboutfreshwater habitats
Accurately identifyshallow/deep, cool/warm, anddark/light as antonyms, andprovide other examples ofcommon antonyms
Word Work: shallow
With assistance, categorizeand organize informationabout the various habitatsand the animals that live ineach habitat
Lesson 9:HabitatDestructionandEndangeredSpecies
Identify the reasons theauthor of Habitat Destructionand Endangered Speciesgives for the classification ofbald eagles as anendangered species
Ask an d answer whenquestions orally, requiringliteral recall andunderstanding of thedetails or facts from HabitatDestruction and EndangeredSpecies
Prior to listening to HabitatDestruction and EndangeredSpecies, orally identify howanimals have adapted to
various habitats
Word Work:destroy
Domain Review
Domain Assessment
Culminating Activities
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 9
2014 Core Knowledge Foundation Back to Table of Contents 38
Fairy Tales9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)
This domain will introduce students to fairy tales that have been favorites with children for generations. Students will learn aboutthe elements of fairy tales that distinguish them from other types of fiction. They will also learn that fairy tales have the elements ofcharacter, plot, and setting that are found in other types of fiction. By becoming familiar with particular fairy tales, students will beable to add these tales to their repertoire of stories that they are able to retell orally. Reading these fairy tales will help first-gradestudents develop a strong foundation for the understanding of other fictional stories in later grades.
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Theseobjectives areconsistently
addressedthroughout thedomain
Ask and answer questions(e.g., who, what, where,when), orally or in writing,
requiring literal recall andunderstanding of the detailsand/or facts of anonfiction/informational read-aloud
Answer questions thatrequire makinginterpretations, judgments, orgiving opinions about what isheard in anonfiction/informational read-aloud, including answeringwhy questions that require
recognizing cause/effectrelationships
Listen to, understand, andrecognize a variety of texts,including fictional stories,fairy tales, fables, historicalnarratives, informational text,nursery rhymes, and poems,describing the differencesbetween books that tellstories and books that giveinformation
Talk about the illustrations
and details from a fictionread-aloud to describe itscharacters, setting, or events
Use agreed-upon rules forgroup discussion, e.g., lookat and listen to the speaker,
raise hand to speak, taketurns, say excuse me orplease, etc.
Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of thesame age
Ask questions to clarifyinformation about the topic in
a fiction ornonfiction/informational read-aloud
Produce complete sentenceswhen appropriate to task andsituation
Identify real-life connectionsbetween words and their use(e.g., note places at home
that are cozy)Use words and phrasesacquired throughconversations, reading andbeing read to, andresponding to texts, includingusing frequently occurringconjunctions to signal simplerelationships (e.g., because)
With assistance, categorizeand organize facts andinformation within a given
domain to answer question
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Core Knowledge Language Arts
Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 9
2014 Core Knowledge Foundation Back to Table of Contents 39
Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing
Lesson 1:Sleeping Beauty Describe, orally or inwriting, the setting,characters, facts, events,and elements of magic inSleeping Beauty
Describe how the thirteenthfairy feels when she is notinvited to the feast usingwords and phrases thatsuggest feelings
Distinguish fantasy fromrealistic text by explainingthat certain events in the
story could not havehappened in real life
Prior to listening to SleepingBeauty, identify orally whatthey know and have learnedabout fairy tales
Explain the meaning of thephrase Land of Nod anduse in appropriate contexts
Word Work: wisdom
Lesson 2:Rumpelstiltskin
Describe, orally or inwriting, the setting,characters, facts, events,and elements of magic inRumpelstiltskin
Describe how the king feltgreed for more gold usingwords and phrases thatsuggest feelings
Distinguish fantasy from
realistic text by explainingthat certain events in thestory Rumpelstiltskin couldnot have happened in real life
Compare and contrast,orally and in writing,similarities and differencesbetween Rumpelstiltskinand Sleeping Beauty
Clarify directions by askingclassmates about the order inwhich they should performthe task of drawing theirfavorite fairy tale characterfrom Sleeping Beauty orRumpelstiltskin
Prior to listening toRumpelstiltskin, identifyorally what they know andhave learned aboutcharacteristics of fairy tales
Explain that denyandadmitare antonyms and useproperly
Word Work: succeed
Write about and illustratetheir favorite character fromSleeping Beauty orRumpelstiltskin and explainwhy it is th