english language arts curriculum - wjhsd. web viewenglish language arts: first grade. ... cc.1.1.1.d...

2015 - 2016

English Language Arts: First GradeIn first grade, students will learn to read sight words and apply phonics skills when reading words in isolation and in

context. At the end of the year, students will be able to read and comprehend fiction and nonfiction grade-level text independently. The students will also independently write a narrative using proper sentence structure and grammar.

Course Information:Frequency & Duration: Daily for 180 minutesText: Treasures (2011), McGraw Hill

Items that are in italics are suggested supplemental readings; they are not required.

1

English Language Arts: First Grade v. 2015-2016Duration: August/ September (2 weeks)

Foundational Literacy Skills Story Elements Writing

Content Review of consonants, short vowels, and digraphs ck, qu

Story structure Retell Comprehension

Sentence structure

Essential Question: How do sounds make words? What makes a story? What is a sentence?

Skills:

Phoneme blending and segmenting

Identify consonant sounds and digraphs ck, qu

Identify short vowels Read high frequency words Automatic letter and sound

recognition

Identify characters, setting, problem, solution

Verbally retell a story read by teacher

Write a complete sentence

Assessment:

The students will individually identify letters and sounds in isolation

The students will orally manipulate sounds in words, blend, and read CVC words as well as Smart Start high frequency words

The students will be informally assessed during class discussions

Given a prompt and sentence frame, the students will write a complete sentence (Ex: I like __.)

Resources: Treasures Smart Start Treasures Smart Start Teacher created prompts

2

English Language Arts: First Grade v. 2015-2016

Standards:

CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC.1.1.1.D Know and apply grade‐level phonics and word analysis skills in decoding words.CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and larger groups.CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking an answering questions about key details and requesting clarification if something is not understood.CC.1.5.1.C Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.CC.1.5.1.D Describe people, places, things, and events with relative details, expressing ideas and feeling clearly.CC.1.5.1.F Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings.

CC.1.3.1.C Describe characters, settings, and major events in a story, using key details.CC.1.3.1.K Read and comprehend literature on grade level, reading independently and proficiently.CC.1.2.1.B Ask and answer questions about key details in a text.

CC.1.1.1.B Demonstrate understanding of the organization and basic features of print.

Comments:Optional reading: Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault

3

English Language Arts: First Grade v. 2015-2016Duration: September/ October (5 weeks)


Content Short vowels Consonant blends

Story structure Sequence of Events Retell Author’s Purpose Comprehension

Sentence structure Narrative Descriptive sentences

Essential Question: How do sounds make words?

What makes a story?

What kind of information can we learn from reading a text?

How do I use written words to express my thoughts?

Skills:

Rhyme, phoneme isolation, blending and segmenting, alliteration, phoneme categorization, contrast vowels sounds, substitution

Short a, i L blends Final consonant blends Read high frequency words


Sequence main story events

Identify the author’s purpose

Retell a story verbally and by using a graphic organizer

Write a shared narrative Write descriptive sentences Sentence punctuation Sentence types (statements,

questions)

Assessment:

The students will orally manipulate sounds in words

The students will blend and read words with short vowel sounds and consonant blends in isolation and in context

The students will read Unit 1 high frequency words

The students will complete comprehension graphic organizers

The students will complete a post-test

With guidance and support from the teacher, students will write a narrative with two complete, descriptive sentences

The students will use correct sentence structure to write a statement and question

4


Resources: Treasures Unit 1 Treasures Unit 1Teacher created narrative prompts

Treasures Unit 1 for grammar components

Standards: CC.1.1.1.CCC.1.1.1.DCC.1.1.1.E Read with accuracy and fluency tosupport comprehension.CC.1.5.1.ACC.1.5.1.BCC.1.5.1.CCC.1.5.1.DCC.1.5.1.F

CC.1.3.1.CCC.1.2.1.G Use the illustrations and details in a text to describe its key ideas.CC.1.2.1.H Identify the reasons an authorgives to support points in a text.CC.1.3.1.A Retell stories, including keydetails, and demonstrate understanding oftheir central message or lesson.CC.1.3.1.KCC.1.2.1.L Read and comprehend literarynonfiction and informational text on gradelevel, reading independently and proficiently.CC.1.2.1.B

CC.1.1.1.B.CC.1.4.1.M Write narratives to develop real orimagined experiences or events.CC.1.4.1.N Establish who and what thenarrative will be about.CC.1.4.1.O Include thoughts and feelings to describe experiences and events.CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of closure.CC.1.4.1.Q Use a variety of words and phrases.CC.1.4.1.R Demonstrate a grade-appropriate command of the conventions ofstandard English grammar, usage,capitalization, punctuation, and spelling.CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.CC.1.4.1.U With guidance and support use a variety of digital tools to produce and publish writing

5

English Language Arts: First Grade v. 2015-2016including in collaboration with peers.

Comments:Optional Readings:Splat the Cat by Rob Scotton

6

English Language Arts: First Grade v. 2015-2016Duration: November/ December (6 weeks)


Content Short vowels Consonant blends Consonant digraphs

Main Idea and Details Retell Story Structure

Sentence structure Narrative Parts of Speech


What makes a story?What kind of information can we learn from reading a text?


Skills:

Rhyme, phoneme isolation, blending and segmenting, alliteration, phoneme categorization, contrast vowels sounds, substitution, phoneme identity, phoneme addition

Short e, o, u R and S blends Consonant digraphs (sh, th, -

ng) Read high frequency words


Identify the main idea and details in a story


Write a narrative with prompt and guidance

Sentence punctuation Nouns, plural nouns, irregular

plural nous, proper nouns

Assessment:


The students will blend and read words with short vowel sounds, consonant blends, and digraphs in isolation and in context




With some guidance and support from the teacher, students will write a narrative with three complete, descriptive sentences

*Keep for writing portfolio

7


Resources: Treasures Unit 2 Treasures Unit 2

Teacher created narrative prompt


Standards:

CC.1.1.1.CCC.1.1.1.DCC.1.1.1.ECC.1.5.1.ACC.1.5.1.BCC.1.5.1.CCC.1.5.1.DCC.1.5.1.F

CC.1.3.1.CCC.1.2.1.GCC.1.3.1.ACC.1.2.1.A Identify the main idea and retell key details of text.CC.1.3.1.KCC.1.2.1.LCC.1.2.1.BCC.1.2.1.I Identify basic similarities in and differences between two texts on the same topic.CC.1.3.1.I Determine of clarify the meaning of unknown and multiple meaning words and phrases based on grade level reading and content.CC.1.3.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.

CC.1.1.1.BCC.1.4.1.MCC.1.4.1.NCC.1.4.1.OCC.1.4.1.PCC.1.4.1.QCC.1.4.1.RCC.1.4.1.TCC.1.4.1.U

Comments:Optional Reading:A Frog in the Bog by Karma WilsonThe True Story of the Three Little Pigs by Jon ScieszkaThe Three Little Pigs and the Somewhat Bad Wolf by Mark Teague Different versions of The Little Red Hen

8

English Language Arts: First Grade v. 2015-2016Duration: January/ February (5 weeks)


Content Long vowels Consonant blends Consonant digraphs

Retell Making predictions Main Idea and Details Drawing Conclusions Compare and Contrast

Sentence structure Opinion writing Parts of Speech

Essential Question

:How do sounds make words?

What makes a story?



Skills:

Rhyme, phoneme isolation, blending and segmenting, identify and generate alliteration, phoneme categorization, contrast vowels sounds, substitution, phoneme identity, phoneme addition and deletion

Long a, e, i, o, u (CVCe) Three letter blends Soft c and g Consonant digraphs (ch, tch,

wh, ph) Silent letters (kn, gn, wr) Read high frequency words

Identify the main idea and details in a story


Make predictions Draw conclusions using story

clues Compare and contrast

characters and texts

Shared opinion writing Past, present, and future tense

verbs Contractions with not Is and are

Assessment:


The students will blend and read words with long vowels, consonant blends, digraphs, and silent letters in isolation and in context



With guidance and support from the teachers, the students will write an opinion piece

The students will employ the correct verb tense when writing sentences

The students will identify and read 9

English Language Arts: First Grade v. 2015-2016The students will read Unit 3 high frequency words contractions in context


Teacher created opinion prompt


Standards:

CC.1.1.1.CCC.1.1.1.DCC.1.1.1.ECC.1.5.1.ACC.1.5.1.BCC.1.5.1.CCC.1.5.1.D.CC.1.5.1.E Produce complete sentences when appropriate to task and situation.CC.1.5.1.F

CC.1.2.1.GCC.1.3.1.ACC.1.2.1.ACC.1.3.1.H Compare and contrast theadventures and experiences of characters instories.CC.1.3.1.KCC.1.2.1.BCC.1.2.1.L

CC.1.1.1.BCC.1.4.1.G Write opinion pieces on familiartopics.CC.1.4.1.H Form an opinion by choosing among given topics.CC.1.4.1.I Support the opinion with reasonsrelated to the opinion.CC.1.4.1.J Create an organizational structure that includes reasons and provides some sense of closure.CC.1.4.1.K Use a variety of words and phrases.CC.1.4.1.L Demonstrate a grade‐appropriate command of the conventions ofstandard English grammar, usage, capitalization,punctuation, and spelling.

Comments:Optional Reading: Here Comes Silent E! by Anna Jane Hays

10

English Language Arts: First Grade v. 2015-2016Duration: February/ March (5 weeks)


Content Long vowels Making predictions Story structure Retell

Sentence structure Personal narrative Parts of Speech

Essential Question

:How do sounds make words?

What makes a story?



Skills:


Long a (ai, ay) Long e (ee, ea, ie, e, y, ey) Long o (o, oa, oe, ow) Long i (i, ie, igh, y) Read high frequency words


Make predictions Identify characters, setting,

problem, and solution

Subject/verb agreement Adverbs Write a personal narrative

Assessment:


The students will blend and read words with long vowels




With some guidance and support from the teacher, students will write an opinion piece with two complete, descriptive sentences

The students will employ the correct verb tense when writing sentences

11



Teacher created opinion prompt


Standards:

CC.1.1.1.CCC.1.1.1.DCC.1.1.1.ECC.1.5.1.ACC.1.5.1.BCC.1.5.1.CCC.1.5.1.DCC.1.5.1.ECC.1.5.1.F

CC.1.2.1.GCC.1.3.1.ACC.1.2.1.ACC.1.3.1.HCC.1.3.1.KCC.1.2.1.BCC.1.2.1.LCC.1.2.1.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade level reading and content.

CC.1.1.1.BCC.1.4.1.GCC.1.4.1.HCC.1.4.1.ICC.1.4.1.JCC.1.4.1.KCC.1.4.1.L

Comments:Optional Reading:Snail Brings the Mail by Russell PunterFrog and Toad are Friends by Arnold LobelFrog and Toad All Year by Arnold LobelDays With Frog and Toad by Arnold LobelFrog and Toad Together by Arnold Lobel

12

English Language Arts: First Grade v. 2015-2016Duration: March/ April (6 weeks)


Content R-controlled vowels Vowel diphthongs

Cause and effect Inferencing Compare and contrast Sequence of Events

Informative/explanatory writing

Parts of Speech


What makes a story?



Skills:


R-controlled vowels (ir, er, ur, ar, or, oar, ore)

Vowel diphthongs (ou, ow, oi, oy)

Read high frequency words

Identify cause and effect relationships

Make inferences based on text clues

Compare and contrast characters and texts

Sequence main story events

Shared informative/explanatory writing (one paragraph)

Adjectives Synonyms/Antonyms Prepositions

Assessment:


The students will blend and read words with r-controlled vowels and vowel diphthongs




With guidance and support, students will write an informative/explanatory piece

Students will identify and write adjectives and prepositions in sentences

The students will identify the difference between synonyms and antonyms

13



Teacher created informative/explanatory prompt


Standards:

CC.1.1.1.CCC.1.1.1.DCC.1.1.1.ECC.1.5.1.A.CC.1.5.1.BCC.1.5.1.CCC.1.5.1.DCC.1.5.1.ECC.1.5.1.FCC.1.5.1.G Demonstrate command of conventions of standard English when speaking, based on Grade 1 level and content.

CC.1.3.1.HCC.1.3.1.KCC.1.2.1.LCC.1.2.1.GCC.1.3.1.CCC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or appeal to thesenses.CC.1.3.1.D Identify who is telling the story atvarious points in a text.CC.1.2.1.BCC.1.2.1.E Use various text features and search tools to locate key facts or information in a text.

CC.1.1.1.BCC.1.4.1.A Write informative/explanatory text to explain a topic and convey ideas and information.CC.1.4.1.B Identify and write about one specific topic.CC.1.4.1.C Develop a topic with two or more facts.CC.1.4.1.D Group information and provide some sense of closure.CC.1.4.1.E Choose words and phrases for effect.CC.1.4.1.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.CC.1.4.1.V Participate in individual or shared research and writing projects.

Comments:Optional Readings:Cookie’s Week by Cindy Ward

14

English Language Arts: First Grade v. 2015-2016Duration: April/ May/ June (6 weeks)


Content Vowel Digraphs Two-syllable words Prefixes

Fantasy vs. Reality Inferencing Classify and Categorize Predicting Story Structure

Narrative Parts of Speech


What makes a story?



Skills:


Vowel digraphs (/oo/ foot /oo/ boot) (a, au, aw, augh)

Two-syllable words with prefixes re- and un-

Two-syllable words (open and closed syllables)

Final stable syllables Read high frequency words

Make inferences based on text clues

Make predictions Identify characters and

setting Classify and categorize

information from a story Identify the difference

between fantasy and reality

Write a narrative (one paragraph)

Subjects and Predicates Pronouns Using I and me Adverbs that tell how

Assessment:


The students will blend and read words with r-controlled vowels and vowel diphthongs



With some guidance and support from the teacher, students will write a narrative with three complete, descriptive sentences

*Keep for writing portfolio

15

English Language Arts: First Grade v. 2015-2016The students will read Unit 4 high frequency words

The students will write sentences with proper sentence structure and grammar


Teacher created narrative prompt


Standards:

CC.1.1.1.CCC.1.1.1.DCC.1.1.1.ECC.1.5.1.ACC.1.5.1.BCC.1.5.1.CCC.1.5.1.DCC.1.5.1.ECC.1.5.1.FCC.1.5.1.G

CC.1.3.1.KCC.1.2.1.LCC.1.2.1.GCC.1.3.1.CCC.1.3.1.FCC.1.2.1.C Describe the connection between two individuals, events, ideas, or pieces of information in a text.CC.1.2.1.BCC.1.3.1.E Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text types.CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.CC.1.2.1.J Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases.

CC.1.1.1.BCC.1.4.1.MCC.1.4.1.NCC.1.4.1.OCC.1.4.1.PCC.1.4.1.QCC.1.4.1.RCC.1.4.1.TCC.1.4.1.UCC.1.4.1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Comments:Optional Readings:

16

English Language Arts: First Grade v. 2015-2016Additional titles from the Olivia series by Ian FalconerA Letter to Amy by Ezra Jack Keats

17

english language arts curriculum - wjhsd. web viewenglish language arts: first grade. ... cc.1.1.1.d...

Documents