ela pacing guide - addison community schools€¦ · web viewteaching non-fiction writing k-3,...

ELA Pacing GuideTime Frame: September – October First GradeUnit 1: BeginningsGenres: Realistic Fiction (narrative reading), Personal Narrative (narrative writing)Definitions – Realistic fiction: a classification of literature containing stories that could happen in the real world, in a time and setting that is possible, and with characters that are true to life, yet drawn from the writer’s imagination. Experts define categories of realistic fiction using aspects of theme. Personal narrative: a personal narrative, written in first person, documents a person’s experience. It could tell of a single life shaping event, or simply a mundane daily experience.

Processes, Content Statements & Expectations

(Disciplinary Knowledge)Common Core Essential

Questions Assessment Vocabulary Resources

READINGWORD RECOGNITION AND

WORD STUDYPhonemic Awareness

R.WS.01.01 Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.

R.WS.01.02 Recognize that words are composed of sounds blended together and carry meaning.

FOUNDATIONAL SKILLSPhonological Awareness

RF1.2 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).

What are words used for?

What are ways to sound out words?

Before: Onset/rhyme games

During: Blending/segmenting games

After:MLPP assessments (phonics and phonemic awareness)

Vowels Long vowelsShort vowelsConsonantsSyllable

PhonicsR.WS.01.03 Understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

R.WS.01.04 Use structural cues to recognize one-syllable words, blends, and consonant digraphs

Phonological Awareness RF1.2 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

What sound does each letter make?

Before:Alphabet Matching

Onset/Rhyme games/activities

Syllable games

BlendsDigraphsWord

familiesSilent e

http://pbskids.org/lions/games/ears.html Sound identification game

www.starfall.com A website with lots of letter recognition and handwriting activities.

First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 1K-2 Literacy CCSS – ELA GLCE Alignment – June 2010

http://www.starfall.com/

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

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




including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh.

(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).

Phonics and Word RecognitionRF.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.

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.

During:Matching books to phonics features

Observation

Blending/segments games

After:Oral assessment on sounds





Word RecognitionR.WS.01.05 Automatically recognize frequently encountered words in and out of context with the number of words that can be read fluently increasing steadily across the school year.

R.WS.01.06 Make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.

R.WS.01.07 Use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.

R.WS.01.08 Use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts.

R.WS.01.09 Know the meanings of words encountered frequently in grade-level reading and oral language contexts.

Phonics and Word RecognitionRF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound








LANGUAGEVocabulary 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

Why do we need to recognize sight words?

How do you read a word you do not know?

Can other words help you with a word you don’t know?

Before:Oral and written assessment on frequently encountered words

Word hunts

During:Sight word games/practice

Think alouds

After:Oral and written assessment on frequently encountered words

Word maps

100 common sight words

High frequency words

StrategiesWord chunksFrequently

http://tinyurl.com/5dr5zp Website has lots of different literacy games (phonics, word study, etc.)

Dolch sight word list


http://tinyurl.com/5dr5zp




or phrase.c. Identify frequently occurring root

words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

VocabularyR.WS.01.10 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning.

NARRATIVE TEXTCraft and Structure

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

FOUNDATIONAL SKILLSFluency

RF.1.4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose

and understanding.b. Read on-level text orally with

accuracy, appropriate rate, and expression on successive readings.

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


L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases being used on grade 1 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a

How do you find the meaning of a word?

DRA leveled books

AR leveled books

Classroom word wall

4 Blocks teacher guide






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).

FluencyR.FL.01.01 Automatically recognize and fluently read identified grade-level high frequency words in or out of context.


RF1.4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose




Fluency

NARRATIVE TEXT

R.NT.01.01 Recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

R.NT.01.02 Identify and describe the basic form and purpose of a variety of narrative genre


RL1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Key Ideas and DetailsRL1.1 Ask and answer questions about key details in a text.RL1.3 Describe characters, settings,

What is realistic fiction?

What are the beginning, middle, and end?

Do authors use the title to help us

Before:KWLPredictionsDiscussion

During: ParticipationStory GrammarSummarizing/

QuestioningQuestion/Answer

CultureHeritageRealistic

fictionFantasyFolktalesProblem/

solutionTransitional

words BeginningMiddle

Suggested Books for Realistic Fiction:Our Teacher’s Having a Baby, Eve Bunting, 2001. ISBN-13: 9780618111381

Knuffle Bunny, Mo Williams, 2004. ISBN-13: 9780786818709

Emily’s Art, Peter Catalanotto, 2006. ISBN-13:





including realistic fiction, fantasy, and folktales.

R.NT.01.03 Identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).

R.NT.01.04 Identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.

R.NT.01.05 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

and major events in a story, using key details.

Craft and StructureRL.1.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas

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

Range of Reading and Level of Text Complexity

RL1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Key Ideas and DetailsRL.1.3 Describe characters, settings, and major events in a story, using key details.

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



Key Ideas and DetailsRL1.1 Ask and answer questions about key details in a text.

understand the story?

How does an author help us to understand the main idea?

After:ConferenceGraphic organizersRetell stories using

puppets, illustrations, tell a friend

Discussion/Observation

EndTitleAuthorIllustratorSequence

9781416926887Not Norman: A Goldfish Story, Kelly Bennett, 2008. ISBN-13: 9780763627638

The Wednesday Surprise, Eve Bunting, 1990. ISBN-13: 9780395547762

Bootsie Barker Bites, Barbara Bottner, 1997. ISBN-13: 978-0698114272





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

COMPREHENSIONR.CM.01.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.01.02 Retell in sequence up to three important ideas and details of familiar simple oral and written text.

R.CM.01.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.


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.

INTEGRATION OF KNOWLEDGE AND IDEAS

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

How is your life like this book?

Before:Discussion of topic

During:Think-aloud

After:Write about how the book relates to your life.

Graphic organizer

Sequence

Key Ideas and DetailsRL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.


What books have you read that are the same?

In those books that are the same how are the characters same and different?

Before:Sequencing

activitiesDiscussion

During: DiscussionSummarizingQuestion/AnswerSequence events of

a story

After:Story retelling

grid/graphic organizer





Venn diagram two characters or two stories.

METACOGNITIONR.MT.01.01 Self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.

R.MT.01.02 Self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.

R.MT.01.03 Plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work.

R.MT.01.04 Self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective.


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


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


RF.1.4 Read with sufficient accuracy and fluency to support comprehension.a. Red on-level text with purpose

and understandingc. Use context to confirm or self-

correct word recognition and understanding, rereading as necessary.

NARRATIVE TEXTKey Ideas and Details

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



Does the cover of the book help you understand what the book is about?

What is happening in the story so far?

Before: Anticipation guide

During: Questioning

Ending:Written or oral assessment on what happened before, during, and after the story






READING ATTITUDER.AT.01.01 Be enthusiastic about reading and learning how to read.


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

What books do you like to read?

WRITINGWRITING GENRE

W.GN.01.01 Write a personal narrative using illustrations and transitional words, such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions.

WRITINGText Types and Purposes

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

What is a personal narrative?

Why do you need to tell about yourself?

Before: Sequencing activities

During:Think-Pair-Share

Ending: Write a personal narrative

personal narrative

Suggested Personal Narrative Books:The Bag I’m Taking to Grandma’s, Shirley Neitzel, 1998. ISBN-13: 978-0688158408

Me on the Map, Joan Sweeney, 1998. ISBN-13: 978-0517885574

WRITING PROCESSW.PR.01.01 With teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.

W.PR.01.02 Draft focused ideas using multiple connected sentences with appropriate grammar, usage,


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.

What is the writing process?

How do you brainstorm?

Before:Think-Pair-Share

During:Story Sequence

Ending:Rubric

Writing process

Rough draftFinal draftProofreadingEditingBrainstormin

gPublishingMain ideaSequencingParagraphSentence

http://www.canteach.ca/elementary/prompts.html Website with a list of writing prompts.

4 Blocks writing6 Plus One Traits of Writing


http://www.canteach.ca/elementary/prompts.html

http://www.canteach.ca/elementary/prompts.html




mechanics, and temporary spellings when composing a narrative or informational piece.

W.PR.01.03 Attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information).

W.PR.01.04 Attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups.

Production and Distribution of Writing

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.

What is proofreading?

What is editing?

WRITING ATTITUDEW.AT.01.01 Be enthusiastic about writing and learning to write.

Text Types and PurposesW.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.

What do you like to write about?

LISTENING AND VIEWINGConventions

L.CN.01.01 Understand, restate and follow two-step directions.

SPEAKING AND LISTENINGComprehension and CollaborationSL.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).


During:Listening activities

After:Observation





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.


ELA Pacing GuideTime Frame: November – January First GradeUnit 2: GrowthGenres: Magazine (informational reading), Informational Piece with Focus Question (informational writing)Definitions – Magazine: a magazine is a periodical (published regularly) containing short, miscellaneous pieces (articles, stories, poems, pictures, and other entries) on single themes or specialized topics connected to the disciplines, such as, science, social studies, the arts, math, or English language arts. Informational piece with focus question: writing that conveys nonfiction information in a variety of forms. These texts elaborate ideas, facts and principles that are related to the physical, biological or social world.





WORD STUDYWord Recognition

R.WS.01.05 Automatically recognize frequently encountered words in and out of context with the number of words that can be read fluently increasing steadily across the school year.

R.WS.01.06 Make progress in automatically recognizing the 220

FOUNDATIONAL SKILLSPhonics and Word Recognition

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








What are some of the sight words?

Oral assessment on frequently encountered words

DRA Reading score

STAR – Accelerated Reader Test

StrategiesWord chunks

www.kidport.com website with activities for writing, reading and phonics.

LANGUAGEConventions of Standard English

L.1.1 Demonstrate command of the

Assess meaning of frequently encountered words.


http://www.kidport.com/




Dolch basic sight words and 95 common nouns for mastery in third grade.



R.WS.01.09 Know the meanings of words encountered frequently in grade-level reading and oral language contexts.

conventions of Standard English grammar and usage when writing or speaking.

b. Use common, proper, and possessive nouns.

Vocabulary Acquisition and UseL.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


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

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

L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 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., large, gigantic) by defining or choosing them or by acting out the meanings.


What happens when you can’t sound a word out?












LANGUAGEVocabulary Acquisition and UsageL.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


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

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.


Oral and written assessment on frequently encountered words





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

FluencyR.FL.01.01 Automatically recognize and fluently read identified grade-level high frequency words encountered in our out of context.

R.FL.01.02 Use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis.

FOUNDATIONAL SKILLSPrint Concepts

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).

FluencyRF.1.4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose




READINGINFORMATIONAL TEXT

R.IT.01.01 Identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, science and social studies magazines.

INFORMATIONAL TEXTCraft and Structure

RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

What is a magazine?

What topics are covered in magazines?

Answer organizational questions regarding informational text.

Put the story in order from beginning to end.

Focus question

Magazines:Weekly Reader www.weeklyreader.com

Your Big Backyard – National Wildlife Federation

Scholastic News First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 15K-2 Literacy CCSS – ELA GLCE Alignment – June 2010

http://www.weeklyreader.com/




R.IT.01.02 Discuss informational text patterns including descriptive, sequential, and enumerative.

R.IT.01.03 Explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas.


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

What can magazines tell us?

www.scholastic.com

Time For Kids www.timeforkids.com

Ranger Rick www.rangerrick.com

ZooBooks www.zoobooks.com

Click http://www.cricketmag.com// ProductList.aspx?type=M National Geographic Kids www.nationalgeographic.com Highlights High Five

Key Ideas and DetailsRI.1.2 Identify the main topic and retell key details of a text.

Craft and StructureRI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


RI.1.7 Use the illustrations and

What is the difference in writing a story and a magazine?


http://www.nationalgeographic.com/

http://www.cricketmag.com//%20ProductList.aspx?type=M

http://www.cricketmag.com//%20ProductList.aspx?type=M

http://www.zoobooks.com/

http://www.rangerrick.com/

http://www.timeforkids.com/

http://www.scholastic.com/




details in a text to describe its key ideas.

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

R.IT.01.04 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

Key Ideas and DetailsRI.1.1 Ask and answer questions about key details in a text.

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

Craft and StructureRI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

How do titles and pictures help us understand the story?

COMPREHENSIONR.CM.01.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

INFORMATIONAL TEXT Range of Reading and Level of

Text ComplexityRI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

METACOGNITIONR.MT.01.01 Self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible

INFORMATIONAL TEXT Craft and Structure

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

Does the cover of the book help you understand what the

Complete nonfiction graphic organizers.

Complete graphic organizer on what

http://www.eduplace.com/graphicorganizer/ An extensive website for graphic organizers


http://www.eduplace.com/graphicorganizer/

http://www.eduplace.com/graphicorganizer/




predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.






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

book is about?


has happened before, during and after the reading

INFORMATIONAL TEXTKey Ideas and Details

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

WRITINGResearch to Build and Present

KnowledgeW.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.


W.GN.01.03 Write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas.


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.

Write an informational piece about a life cycle (see Science GLCEs).

Suggested texts for informational piece writing (tied to science unit):Is That a Fact? Teaching Non-fiction Writing K-3, Tony Stead, 2001. ISBN-13: 9781571103314

I Wonder Why Trees Have Leaves, Andrew Charman, 2003. ISBN-13: 9780753456637





Why Do Leaves Change Color? Betsy Maestro, 1996. ISBN-13: 9780694700806

WRITING PROCESSW.PR.01.01 With teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.

W.PR.01.02 Draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when composing a narrative or informational piece.

W.PR.01.03 Attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information). W.PR.01.04 Attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups.

Text Types and PurposesW.1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Research to Build and Present Knowledge

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 asequence 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.







GRAMMAR AND USAGEW.GR.01.01 In the context of writing, correctly use the complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names and the pronoun I.


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).


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.

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.

Why do you capitalize the first letter of a sentence?

Why do you use a period or question mark?

http://www.mytestbook.com/# Has links to grammar worksheets.


http://www.mytestbook.com/#




SPELLINGW.SP.01.01 In the context of writing, correctly spell frequently encountered one-syllable words from common word families.


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


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

HANDWRITINGW.HW.01.01 Legibly write upper and lower case manuscript letters.


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


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

Why is it important to print your letters correctly?


During:Hand signals

After:Observation

SPEAKINGCONVENTIONS

S.CN.01.01 Use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g.,

SPEAKING AND LISTENINGPresentation of Knowledge and

IdeasSL.1.6 Produce complete sentences when appropriate to task and situation.


Grammar test on nouns and contractions

NounsContractions Conjunctions





because, if, after, and inflected endings).

S.CN.01.02 Explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies.

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

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).

Knowledge of LanguageL.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 she nibbles too much





because she likes that).

SPEAKING AND LISTENINGComprehension and CollaborationSL.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



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

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.

Presentation of Knowledge and Ideas

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

LANGUAGEKnowledge of Language

L.1.6 Use words and phrases acquired through conversations,

Show and tell presentations





reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because she nibbles too much because she likes that).

DISCOURSES.DS.01.03 Respond to multiple text types by reflecting, making meaning, and making connections.

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


SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

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

LISTENING AND VIEWINGRESPONSE

L.RP.01.03 Respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make meaning, and make connections.

INFORMATIONAL TEXTIntegration of Knowledge and

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

SPEAKING AND LISTENINGComprehension and CollaborationSL.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



c. Ask questions to clear up any confusion about 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.


ELA Pacing GuideTime Frame: February – March First GradeUnit 3: The World Around MeGenres: Fantasy (narrative reading), Folktale (narrative reading)Definitions – Fantasy: fiction contains unrealistic or unworldly elements and magical adventure. Six basic motifs are covered: magic, secondary worlds, good vs. evil, heroism, special character types, and fantastic objects. Folktale: ancient stories originally composed and told for all age groups that have been passed down orally from generation to generation to explain the natural and spiritual worlds, as well as to entertain and to indoctrinate their members. Folktales express relationships among human beings and their fears and desires, reflecting the values and cultural patterns of the particular group from which they come. Folktales, also known as folklore, encompass fables, myth, legend, tall tales and fairy tales.









R.WS.01.09 Know the meanings of words encountered frequently


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








e. Decode two-syllable words following basic patterns by

How do sight words help us to read?





in grade-level reading and oral language contexts.

breaking the words into syllables.f. Read words with inflectional

endings.g. Recognize and read grade-

appropriate irregularly spelled words.

LANGAUGE 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



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.

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.


What do you do when you don’t know a word?



Strategies












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



L.1.5 With guidance and support from adults, demonstrate understanding of word relationship 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).

FluencyR.FL.01.03 Read aloud unfamiliar text with a minimum 90% accuracy in word recognition at an independent reading level.


RF1.4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose




NARRATIVE TEXTR.NT.01.01 Recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.

R.NT.01.02 Identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales.



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


What is a fantasy?

What is a folktale?

What is a setting?

Who are characters?

What comes first, second, third?

Complete a graphic organizer on setting, characters, etc.

Discuss characters and setting after reading books.

FantasyFolktaleSettingCharactersPrediction

Suggested fantasy books:Duck in the Truck, Jez Alborough, 2005. ISBN-13: 9781929132836

Click, Clack, Moo: Cows That Type, Doreen Cronin, 2000. ISBN-13: 9780689832130

Owen, Kevin Henkes, 1993. ISBN-13: 9780688114497

Miss Smith’s Incredible Storybook, Michael Garland, 2005. ISBN-13:





R.NT.01.03 Identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).

R.NT.01.04 Identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.

R.NT.01.05 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.





9780142402825

My Lucky Day, Keiko Kasza, 2005. ISBN-13: 978-0142404560

Sweet Tooth, Margie Palatini, 2004. ISBN-13: 978-0689851599

Suggested folktale titles:Stone Soup, Marcia Brown, 1947. ISBN-13: 9780689711039

The Three Little Havelinas, Susan Lowell, 1992. ISBN-13: 9780873585422

Prince Cinders, Babette Cole, 1997. ISBN-13: 978-0698115545

Where’s the Big Bad Wolf? Eileen Christelow, 2002. ISBN-13: 978-0618181940

Falling for Rapunzel, Leah Wilcox, 2005. ISBN-13: 978-0439750462

Key Ideas and DetailsRL.1.1 Ask and answer questions about key details in a text.


How is your life like this book?





Craft and StructureRL.1.6 Identify who is telling the story at various points in a text.

COMPREHENSIONR.CM.01.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.

R.CM.01.02 Retell in sequence up to three important ideas and details of familiar simple oral and written text.

R.CM.01.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read.



INTEGRATION OF KNOWLEDGE AND IDEAS


What books have you read that are the same?



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

In those books that are the same how are the characters same and different?

Does the cover of the book help you understand what the book is about?

METACOGNITIONR.MT.01.01 Self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible


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






predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.







RF.1.4 Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with

purpose and understanding.c. Use context to confirm or self-

correct word recognition and understanding, rereading as necessary.

NARRATIVE TEXTKey Ideas and Details

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












READING ATTITUDER.AT.01.02 Do substantial reading and writing on their own during free time in school and at home.


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

SPEAKINGCONVENTIONS

S.CN.01.05 Understand, providing examples of how language differs from storybooks and classroom as a function of linguistic and cultural group membership.

No Common Core How do we speak in front of an audience?

DISCOURSES.DS.01.01 Engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions.

SPEAKING AND LISTENINGComprehension and

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





S.DS.01.02 Tell or retell familiar stories (e.g., realistic fiction, fantasy, folktale), using a problem/solution pattern, appropriate story grammar, and proper sequence while maintaining appropriate posture and eye contact, using a prop for support.


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

LISTENINGCONVENTIONS

L.CN.01.04 Understand how the source of the message affects the receiver’s response (student/student, student/teacher, student/parent).

L.CN.01.05 Begin to evaluate messages they experience from a variety of media and differentiate between sender, receiver, and message.


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

RESPONSEL.RP.01.01 Listen to or view knowledgeably and discuss a variety of genre.

L.RP.01.02 Select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and

NARRATIVE TEXTRange of Reading and Level of

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






literary merit. CollaborationSL.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






ELA Pacing GuideTime Frame: April – June First GradeUnit 4: ChangeGenres: How-To Book (informational reading), Poetry (narrative writing), Research Project (informational writing)Definitions – How-to book: how to books for children convey procedures for breaking down a process into sequential steps to direct thoughts for accomplishing an action or achieving a planned result. Poetry: literature expressed in various, metrical forms, structures and arrangements that is traditionally characterized by rhythmical patterns of language. Research project: a nonfiction inquiry project requiring an inquiry process and final report. Includes the selection of a topic, the development (and narrowing) of research questions, reading and recording selectively, designing research strategies, organizing information, synthesizing information, a written report, and a presentation of the report to a larger audience.









R.WS.01.09 Know the meanings of words encountered frequently


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








e. Decode two-syllable words following basic patterns by

What are some of the sight words?


What do you do when you don’t know a word?





in grade-level reading and oral language contexts.

breaking the words into syllables.f. Read words with inflectional

endings.g. Recognize and read grade-

appropriate irregularly spelled words.

LANGAUGE 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.d. Use sentence-level context as a


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

f. 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.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.1.4 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.c. Use sentence-level context as a


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

L.1.5 With guidance and support from adults, demonstrate understanding of word relationship 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).

INFORMATIONAL TEXTR.IT.01.01 Identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, science and social studies magazines.

R.IT.01.02 Discuss informational text patterns including descriptive, sequential, and enumerative.

R.IT.01.03 Explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas.

R.IT.01.04 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding.

INFORMATIONAL TEXTCraft and Structure

RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.


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

What kind of information is included in how-to books?

What topics are covered in how-to books?

What can how-to books tell us?

How-to books

Informational text

ResearchLabelsPoetryRhyme

Suggested “how-to” books:How a Book Is Made, Aliki, 1988. ISBN-13: 9780064460859

The Furry News: How to Make a Newspaper, Loreen Leedy, 1990. ISBN-13: 9780823407934

Clay Art with Gloria Elliott, Susan Canizares, 1998. ISBN-13: 978-0439045957

Building a House, Byron Barton, 1990. ISBN-13: 978-0688093563

Key Ideas and DetailsRI.1.2 Identify the main topic and retell key details of a text.

Craft and StructureRI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

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

What is the difference in a how-to book and a magazine?

How do titles and pictures help us understand the story?





provided by the words in a text.


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

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


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

Craft and StructureRI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

COMPREHENSIONR.CM.01.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts.

INFORMATIONAL TEXT Range of Reading and Level of

Text ComplexityRI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

METACOGNITIONR.MT.01.01 Self-monitor comprehension by recognizing

INFORMATIONAL TEXT Craft and Structure

RI.1.4 Ask and answer questions to

Does the cover of the book help





when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.




help determine or clarify the meaning of words and phrases in a text.

you understand what the book is about?



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

INFORMATIONAL TEXTKey Ideas and Details

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

WRITINGResearch to Build and Present

KnowledgeW.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

CRITICAL STANDARDSR.CS.01.01 Develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others with teacher guidance.


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.

Look for frequently used words in students’ writing.






W.GN.01.02 Approximate poetry based on reading a wide variety of grade-appropriate poetry.

W.GN.01.04 Use a teacher-selected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project.

No Common Core Match What is poetry?

Write poetry based on a pattern.


Research to Build and Present Knowledge

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).


Suggested books for research project:How a Seed Grows, Helene J. Jordan, 1992. ISBN-13: 978-0064451079

Needs and Wants, Susan Ring, 2003. ISBN-13: 9780736820288

The Magic School Bus and the Missing Tooth, Joanna Cole, 2007. ISBN-13: 978-0439801072

101 Science Poems & Songs for Young Learners (Grades 1-3). Meish Goldish, 1999. ISBN-10: 0590963694

PROCESSW.PR.01.01 With teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.

W.PR.01.02 Draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when



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).

What is the writing process?

How do you brainstorm?

What should I write about?





composing a narrative or informational piece.

W.PR.01.03 Attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information).

W.PR.01.04 Attempt to proofread and edit writing/ pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups.




What is editing?

What is proofreading?

PERSONAL STYLEW.PS.01.01 Develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representation).

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.

SPELLINGW.SP.01.02 In the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists).


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


e. Spell untaught words phonetically, drawing on





phonemic awareness and spelling conventions.

SPEAKINGCONVENTIONS

S.CN.01.03 Speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations.

S.CN.01.04 Present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.)

SPEAKING AND LISTENINGSL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)


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

DISCOURSES.DS.01.04 Plan and deliver presentations using an informational organizational pattern (e.g., descriptive, enumerative, or sequential) providing several facts and details to make their point while maintaining appropriate posture and eye contact using a prop.


CollaborationSL.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


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







LISTENINGCONVENTIONS

L.CN.01.02 Ask appropriate questions for clarification and understanding during a presentation or report.

L.CN.01.03 Listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to the comments of a peer and respond on topic adding a connected idea.


CollaborationSL.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





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.


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