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Huron School DistrictCore Curriculum Guide Grade Level: First Content Area:Reading

Unit Title: Month(s): August and SeptemberUpon entering First Grade individual assessments may determine a need to review letter/sound recognition for mastery in this time period. It may also be necessary to review Kindergarten sight words. Content Standards:

RF.1.4a

Read on-level text with purpose and understanding.

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

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

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

RI.1.10

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

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

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

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

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

SL.1.1a

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).

SL.1.1b

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

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

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

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W.1.3Write 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.

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

L.1.1jProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

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

L.1.2b Use end punctuation for sentences.

RL.1.1

Ask and answer questions about key details in a text.

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

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

L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.6Use 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).

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

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

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

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

SL.1.1a

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).

L.1.4Determine 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.

L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.5dDistinguish 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.

Essential Questions: What do good readers do? How does the story connect to self? Am I clear about what I just read? How do I know? What do good writers do? What makes collaboration meaningful? (rules for speaking and listening)

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SkillsStudents Will Be Able To… Essential Vocabulary

AssessmentHow will you know if students have

learned?Decode using phonemes of short a and short I words Term short vowels ,letter recognition, letter

soundsWord family worksheets, SMART board ,I pad, computer activities with a checklist or rubricIndividual oral reading of word patternsNWEADibels

Build words with isolated letter sounds Word Parts - Onset and rimesBlend – Put togetherSeparate – Break apart

Word building with cubes or lettersSpell in printNWEADibels

Understand the meaning of high frequency sight words in the context of unit reading.

word automaticity demonstrated with 5 or more words taught

Individual recall with flashcards or a listNWEA, websites like Intervention Central.orgInteractive demonstration of word meaning(pantomime or word sketch)Dibels

Identify setting, characters ,title ,author and illustrator Recognize each element’s meaning

Setting, Character ,Author ,Illustrator Point to the elements in a reading sampleUse interactive retell activity(beach ball, visual organizer)DRAs or running records

Comprehend text Understand or make sense of materials read in whole class, small group and individual textExplain strategy used when comprehending

DRAs, running records, leveled readers ,think pair-share activityNWEA

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Unit Title: Month(s): September/October Content Standards:

1.R.1.1 Students can decode words using short vowel sounds 1.R.1.3 Students can blend sounds of words to read text. 1.R.1.6 Students can interpret vocabulary when reading independently. 1.R.1.7 Students can read high-frequency words in text. 1.R.2.1 Students can comprehend text by applying reading strategies. 1.R.2.2 Students can utilize comprehension strategies. 1.R.2.3 Students can read fluently to comprehend text. 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.

Essential Questions:

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learned?Decode using phonemes of short o and short e words Term short vowels ,letter recognition, letter

soundsWord family worksheets, SMART board ,I pad, computer activities with a checklist or rubricIndividual oral reading of word patternsNWEADibels



Understand the meaning of high frequency sight words in the context of unit reading.



Identify literary genres when in the context of a reading activity Recognize written text as could happen, could not happen, or rhymes/poems

Individual assessment with skills checklistGroup response activity (apples, peaches ,pumpkin pie…)NWEADibels


DRAs, running records, leveled readers, think pair-share activityNWEa

Fluently read text Accurately read at an appropriate rate with expression when comprehending text

Small group read aloud, read and record into I pad apps. Dibels

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Unit Title: Month(s): October/NovemberContent Standards:

1.R.1.1 Students can decode words using short vowel sounds 1.R.1.3 Students can blends sounds of words to read text. 1.R.1.6 Students can interpret vocabulary when reading independently. 1.R.1.7 Students can read high-frequency words in text. 1.R.2.1 Students can comprehend text by applying reading strategies. 1.R.2.2 Students can utilize comprehension strategies. 1.R.2.3 Students can read fluently to comprehend text. 1.R.3.1 Students can identify major literacy elements in text.


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learned?Decode using phonemes of short u words and review all short vowel word patterns

Term short vowels ,letter recognition, letter sounds

Word family worksheets, SMART board ,I pad, computer activities with a checklist or rubricIndividual oral reading of word patternsNWEADibels



Understand the meaning of high frequency sight words in the context of unit reading



Identify setting, characters ,title ,author and illustrator,problem,solutionRecognize each element’s meaning

Setting, Character ,Author ,Illustrator problem ,solution

Point to the elements in a reading sampleUse interactive retell activity(beach ball, visual organizer)DRAs or running records




Small group read aloud, read and record into I pad apps.

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Unit Title: Month(s): November/DecemberContent Standards:

1.R.1.1 Students can decode words using short vowel sounds 1.R.1.3 Students can blend sounds of words to read text. 1.R.1.6 Students can interpret vocabulary when reading independently. 1.R.1.7 Students can read high-frequency words in text. 1.R.2.1 Students can comprehend text by applying reading strategies. 1.R.2.2 Students can utilize comprehension strategies. 1.R.2.3 Students can read fluently to comprehend text. 1.R.1.2 Students can read text by decoding word parts. 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.


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learned?Decode using phonemes of all short vowel word patterns mixed together

Term short vowels ,letter recognition, letter sounds







Decode multisyllabic words and compound words Word Parts - Onset and rimesBlend – Put togetherSeparate – Break apartChunking



Individual assessment with skills checklistGroup response activity (apples, peaches ,pumpkin pie…)NWEA




Small group read aloud, read and record into I pad apps.

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Unit Title: Month(s): December/JanuaryContent Standards:

1.R.1.1 Students can decode words using short vowel sounds 1.R.1.3 Students can blend sounds of words to read text. 1.R.1.6 Students can interpret vocabulary when reading independently. 1.R.1.7 Students can read high-frequency words in text. 1.R.2.1 Students can comprehend text by applying reading strategies. 1.R.2.2 Students can utilize comprehension strategies. 1.R.2.3 Students can read fluently to comprehend text. 1.R.1.2 Students can read text by decoding word parts. 1.R.3.2 Students can identify similarities and differences in text written by the same author.


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learned?Decode using phonemes of all short vowel word patterns mixed together. Incorporate Long a silent e pattern words.

Term short vowels vs. long vowels Silent e


Build words with isolated letter sounds. Blend initial digraphs to hear sounds (sh,ch,th,wh)

Word Parts - Onset and rimesBlend – Put togetherSeparate – Break apart






DRAs, running records, leveled readers ,think pair-share activityNWEADIBELS


Small group read aloud, read and record into I pad apps. DIBELS

Compare two texts from the same author Show similarities and differences Compare ,Contrast

Venn diagrams, Oral response, student drawings, I pad technology

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Unit Title: Month(s): January/FebruaryContent Standards:

1.R.1.1 Students can decode words using short vowel sounds 1.R.1.3 Students can blend sounds of words to read text. 1.R.1.6 Students can interpret vocabulary when reading independently. 1.R.1.7 Students can read high-frequency words in text. 1.R.2.1 Students can comprehend text by applying reading strategies. 1.R.2.2 Students can utilize comprehension strategies. 1.R.2.3 Students can read fluently to comprehend text. 1.R.1.2 Students can read text by decoding word parts. 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry. 1.R.5.2 Students can alphabetize words to the first letter.


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learned?Decode using phonemes of all short vowel word patterns mixed together. Incorporate Long e silent e pattern words. Chunk words with ing,ed verb tense endings. Decode initial blends with l consonants (gl, fl,bl…)








Individual assessment with skills checklistGroup response activity (apples, peaches ,pumpkin pie…)NWEA

Organize a minimum of 5 words by initial letter in alphabetical order Write words, put words, ABC model, alphabetize,Alphabetical order

Individual assessment, intervention central.org. ,SMART board/I pad technology, cut/paste sheets

Understand the meaning of high frequency sight words in the context of unit readingState a contextual definition of vocab. words

word automaticity demonstrated with 5 or more words taught ,define

Individual recall with flashcards or a listNWEA, websites like Intervention Central.orgInteractive demonstration of word meaning(pantomime or word sketch),dictionary sourcesDibels

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Unit Title: Month(s): February/MarchContent Standards:

1.R.1.1 Students can decode words using short vowel sounds 1.R.1.3 Students can blend sounds of words to read text. 1.R.1.6 Students can interpret vocabulary when reading independently. 1.R.1.7 Students can read high-frequency words in text. 1.R.2.1 Students can comprehend text by applying reading strategies. 1.R.2.2 Students can utilize comprehension strategies. 1.R.2.3 Students can read fluently to comprehend text. 1.R.1.2 Students can read text by decoding word parts. 1.R.4.1 Students can compare text from different cultures as read aloud by teacher. 1.R.5.1 Students can locate utilize a table of contents.


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learned?Decode using phonemes of all short vowel word patterns mixed together. Incorporate Long I silent e pattern words. Decode initial blends with s consonants(sp,sl,sm…) Decode contractions (it’s,we’ll,don’t…)



Comprehend text Understand or make sense of materials read in whole class, small group and individual textExplain strategy used when comprehendingDefine word meanings within the text read




Compare texts from two different cultures with a read aloud by the teacher

Similarities and differences, Compare and contrast,

Venn diagrams, oral response, student drawings, I pad technology

Locate table of contents in on level reading material Table of contents, title page ,locate, find, utilize Teacher observation, small group assessment, checklist




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Unit Title: Month(s): March/AprilContent Standards:

1.R.1.1 Students can decode words using short vowel sounds 1.R.1.3 Students can blend sounds of words to read text. 1.R.1.6 Students can interpret vocabulary when reading independently. 1.R.1.7 Students can read high-frequency words in text. 1.R.2.1 Students can comprehend text by applying reading strategies. 1.R.2.2 Students can utilize comprehension strategies. 1.R.2.3 Students can read fluently to comprehend text. 1.R.1.2 Students can read text by decoding word parts. 1.R.5.1 Students can locate and use a table of contents.


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learned?Decode using phonemes of all short vowel word patterns mixed together. Incorporate Long o and usilent e pattern words. Decode initial blends with r consonant (pr,fr,gr,dr,tr)











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Unit Title: Month(s): April/MayContent Standards:

1.R.1.1 Students can decode words using short vowel sounds 1.R.1.3 Students can blend sounds of words to read text. 1.R.1.6 Students can interpret vocabulary when reading independently. 1.R.1.7 Students can read high-frequency words in text. 1.R.2.1 Students can comprehend text by applying reading strategies. 1.R.2.2 Students can utilize comprehension strategies. 1.R.2.3 Students can read fluently to comprehend text. 1.R.1.2 Students can read text by decoding word parts. 1.R.5.1 Students can locate and use a table of contents. 1.R.4.1 Students can compare text from different cultures as read aloud by the teacher.


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learned?Decode using phonemes of short and long vowel patterns mixed together. Decode final blends and digraphs in words (st,ng,ch…)








Compare texts from two different cultures with a read aloud by the teacher

Similarities and differences, Compare and contrast,

Venn diagrams, oral response, student drawings, I pad technology




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