Roosevelt UFSD Harcourt Pacing Guide Grade 1 English ... · 3 Language: Conventions RF.1.1...
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1 Roosevelt UFSD Harcourt Pacing Guide Grade 1 English Language Arts Ms. M. Hazelton, Assistant to the Superintendent for Curriculum PreK-Grade 5 ELA Curriculum Specialists Ms. O. Iwuoha Mrs. J. Pagnotta Mrs. A. Wagner
Transcript of Roosevelt UFSD Harcourt Pacing Guide Grade 1 English ... · 3 Language: Conventions RF.1.1...
1
Roosevelt UFSD
Harcourt Pacing Guide
Grade 1
English Language Arts
Ms. M. Hazelton, Assistant to the Superintendent for Curriculum PreK-Grade 5
ELA Curriculum Specialists
Ms. O. Iwuoha Mrs. J. Pagnotta Mrs. A. Wagner
2
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 1: Follow Me
Essential Question: What makes you happy?
Dates:
September 10-14, 2012
Less
on
1
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RL.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 text.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Comprehension
Skill: Make Predictions
Strategy: Answer questions
Paired Selection/Genre: “Let’s
Tap!”/Nonfiction
“Wag, Hop, Hide!”/Poetry
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: bothered,
distance, form, instruct, perform,
supportive
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonological Awareness
Word segmentations
Phonics/Word Study
Short vowel /a/a
Inflection -s
High Frequency Words
who, help, let’s, now
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Accuracy
B M E
NWF-CLS 27+ 43+ 58+
NWF-WWR 1+ 8+ 13+
DIBELS NWF
-Progress Monitoring
-Running Records
3
Language: Conventions
RF.1.1 Demonstrate understanding of the organization and basic
features of print.
RF.1.1a Recognize the distinguishing features of a sentence (e.g., first
word, capitalization, ending punctuation).
Grammar
Sentences
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Labels
Trait: Conventions
-Student draft
4
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 1: Follow Me
Essential Question: How are people and animals alike?
Dates:
September 19-25, 2012
Less
on
2
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RL.1.1 Ask and answer questions about key details in a text.
RL.1.7 Use illustrations and details in a story to describe its characters,
setting or events.
RI.1.4 Ask and answer questions to help determine or clarify the meaning
of words and phrases in text.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Comprehension
Skill: Make Predictions
Strategy: Use Thinking Maps
Paired Selection/Genre: “The
Van”/Fantasy
“People Movers”/Nonfiction
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: nearby, fright,
escape, cram, solution, strategy
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonological Awareness
Segment/Blend Syllables
Segment/Blend Onset-Rime
Phonics/Word Study
Short vowel /a/a
Phonograms –ap, -at, -ag, -and
High Frequency Words
in, no, too
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Accuracy
DIBELS NWF
-Progress Monitoring
5
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Grammar
Word Order
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Sentences
Trait: Conventions
-Student draft
6
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 1: Follow Me
Essential Question: Where have you traveled? How did you get there?
Dates:
Sept. 27-Oct. 5, 2012
Less
on
3
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
L.1.5 With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word meanings.
L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of
the concepts the categories represent.
RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Comprehension
Skill: Classify/Categorize
Strategy: Monitor Comprehension:
Make Inferences
Paired Selection/Genre: “Big
Rigs”/Nonfiction
“Trailer Truck”/Poetry
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: sensed,
especially, memorize, capacity,
proud, haul
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2d Use conventional spelling for words with common spelling
patterns and for frequently occurring irregular words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonological Awareness
Rhyme recognition and production
Phonics/Word Study
Short vowel /i/i
Contractions ‘s
High Frequency Words
get, hold, home, so, soon
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Punctuation
DIBELS NWF
-Progress Monitoring
7
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Grammar
Naming parts of sentences
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Sentences about me
Trait: Voice
-Student draft
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Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 2: One For All
Essential Question: What might you see on a farm?
Dates:
October 9-12, 2012
Less
on
4
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
Comprehension
Skill: Beginning, Middle, Ending
Strategy: Summarize
Paired Selection/Genre: “Get Up,
Rick!”/Fantasy
“Cock-a-Doodle-Do!”/Nonfiction
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: pouted, ambled,
politely, routine, considerate,
unexpected
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3a Know the spelling-sound correspondences for common
consonant digraphs.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonological Awareness
Phoneme Isolation
Phonics/Word Study
Digraph /k/ck
Phonograms –ick, -ink, -ill
High Frequency Words
late, oh, yes
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Accuracy
DIBELS NWF
-Progress Monitoring
9
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Grammar
Telling parts of sentences
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Caption Sentences
Trait: Ideas
-Student draft
10
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 2: One For All
Essential Question: Why do you think people have pets?
Dates:
October 15-19, 2012
Less
on
5
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
RL.1.7 Use illustrations and details in a story to describe its characters,
setting or events.
Comprehension
Skill: Characters
Strategy: Recognize Story Structure
Paired Selection/Genre: “Dot and
Bob”/Realistic Fiction
“Trees Help”/Nonfiction
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: horrible,
invigorated, presented, sweltering,
aid, persistent
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3a Know the spelling-sound correspondences for common
Phonological Awareness
Phoneme Categorization
Phonics/Word Study
Short Vowel /o/o
Inflections –ed, -ing (no spelling
change)
High Frequency Words
find, much, thank
-Weekly Spelling
11
consonant digraphs.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Accuracy
DIBELS NWF
-Progress Monitoring
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Grammar
Telling sentences
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Sentences about things
Trait: Word choice
-Student draft
12
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 2: One For All
Essential Question: Who is a person you would like to meet? Why?
Dates:
October 22-26, 2012
Less
on
6
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
L.1.5 With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word meanings.
L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of
the concepts the categories represent.
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
Comprehension
Skill: Classify/Categorize
Strategy: Monitor Comprehension:
Adjust Reading Rate
Paired Selection/Genre: “All on the
Map”/Nonfiction
“Roads”/Poetry
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: commotion,
muffle, overflowing, symbol, search,
locate
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
Phonological Awareness
Review
Isolation, Identification and
-Weekly Spelling
13
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Categorization
Phonics/Word Study
Variant vowel /b/ a (all)
Contractions n’t, ‘s
High Frequency Words
how, make, of, some
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Punctuation
DIBELS NWF
-Progress Monitoring
Language: Conventions
RF.1.1 Demonstrate understanding of the organization and basic
features of print.
RF.1.1a Recognize the distinguishing features of a sentence (e.g., first
word, capitalization, ending punctuation).
Grammar
Questions
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Sentences about places
Trait: Word choice
-Student draft
14
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Themes 1 and 2: Review Dates:
November 7-16, 2012
**Due to school closure,
dates have been adjusted**
The
me
s 1
an
d 2
Re
vie
w
We
ek
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT Review of standards Comprehension
Skill Review: Make Predictions,
Classify/Categorize,
Beginning/Middle/Ending,
Characters
Strategy Review: Answer Questions,
Ask Questions, Make Inferences,
Summarize, Recognize Story
Structure, Adjust Reading Rate
Vocabulary
Review Lessons 1-6
Theme Assessment
Written Response
Publish Writing
15
Standards Across the Theme Reading Literature:
RL.1.1 Ask and answer questions about key details in a text.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading Informational Text:
RI.1.1 Ask and answer questions about key details in a text.
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
Reading Foundational Skills:
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4c Use context to confirm or self-correct words recognition and understanding, rereading as necessary.
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 a model.
Speaking and Listening:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.
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.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.
Language:
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary:
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.
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
**All Standards Across the Theme are embedded in many lessons and not taught in isolation**
16
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 3: Turning Corners
Essential Question: What is a special thing you like to do? Why?
Dates:
November 26-30, 2012
Less
on
7
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RL.1.1 Ask and answer questions about key details in a text.
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.1.9 Compare and contrast the adventures and experiences of
characters in stories.
SL.1.2 Ask and answer questions about key details in a text read aloud or
Comprehension
Skill: Compare and Contrast
Strategy: Answer Questions
Paired Selection/Genre: “Little Red
Hen Gets Help”/Fantasy
“Let’s Make Tortillas!”/Recipe
-Weekly Comprehension
-Written Response
-Running Records
17
information presented orally or through other media.
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: chorus, odor,
shoved, assemble, consume,
enthusiastic
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonemic Awareness
Phoneme Blending
Phonics/Word Study
Short Vowel /e/e
High Frequency Words
day, eat, first, said, time, was
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
Fluency
Expression
B M E
NWF-CLS 27+ 43+ 58+
NWF-WWR 1+ 8+ 13+
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
RF.1.1 Demonstrate understanding of the organization and basic
features of print.
RF.1.1a Recognize the distinguishing features of a sentence (e.g., first
word, capitalization, ending punctuation).
Grammar
Exclamations
-Weekly Grammar
18
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Writing
Form: Sentences About Events
Trait: Ideas
-Student draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 3: Turning Corners
Essential Question: What job would you like to have? Why?
Dates:
December 3-7, 2012
L e s s o n 8
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
19
Reading Literature
RL.1.1 Ask and answer questions about key details in a text.
RL.1.7 Use illustrations and details in a story to describe its characters,
setting or events.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
RI.1.4 Ask and answer questions to help determine or clarify the meaning
of words and phrases in text.
Comprehension
Skill: Details
Strategy: Use Appropriate Thinking
Maps
Paired Selection/Genre: “Beth’s
Job”/Realistic Fiction
“Flowers Grow”/Nonfiction
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: applauded,
chatty, gather, duty, envy, resent
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonemic Awareness
Phoneme Blending
Phonics/Word Study
Digraph /th/ th
Short vowel /e/ e
Initial blends with s
High Frequency Words
don’t, her, line, Mr., new, says, water
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
Fluency
Expression
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
RF.1.1 Demonstrate understanding of the organization and basic
features of print.
Grammar
Nouns: People or Places
-Weekly Grammar
20
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.1j Produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory sentences in
response to prompts.
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Writing
Form: Questions
Trait: Conventions
-Student draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1
21
Theme 3: Turning Corners
Essential Question: What is your favorite kind of plant?
Dates:
December 10-14, 2012
Less
on
9
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.5 Know the 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.1.10 With prompting and support, read informational texts
appropriately complex for grade 1.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings
or appeal to the senses.
Comprehension
Skill: Details
Strategy: Monitor Comprehension:
Adjust Reading Rate
Paired Selection/Genre: “Plants
Can’t Jump”/Nonfiction
“Cornfield Leaves”/Poetry
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: claimed, dine,
groaned, function, nutritious, classify
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonemic Awareness
Phoneme Blending
Phonics/Word Study
Short vowel /u/ u
Short vowel /e/ e
Initial blends with r
High Frequency Words
be, does, food, grow, live, many
-Weekly Spelling
22
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
RF.1.4c Use context to confirm or self-correct words recognition and
understanding, rereading as necessary.
Fluency
Phrasing
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Grammar
Nouns: Animals or Things
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Lists
Trait: Organization
-Student draft
23
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 3: Turning Corners
Essential Question: Think about sports and games. Which sport or game is your favorite?
Dates:
December 17-21, 2012
Less
on
10
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.5 Know the 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.1.10 With prompting and support, read informational texts
appropriately complex for grade 1.
Comprehension
Skill: Plot
Strategy: Recognize Story Structure
Paired Selection/Genre: “Soccer
Song”/Realistic Fiction
“Now You Know About
Soccer”/Nonfiction
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: ashamed,
mused, soared, athletic, awkward,
superb
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
Phonemic Awareness
Phoneme Segmentation
Phonics/Word Study
Contraction ‘ll
High Frequency Words
arms, every, feet, head, school, use,
way, your
-Weekly Spelling
24
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Phrasing
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.1c Use singular and plural nouns with matching verbs in basic
sentence (e.g., He hops; We hop).
Grammar
One and More Than One
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Dialogue
Trait: Voice
-Student draft
25
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 3: Turning Corners
Essential Question: What do you think it is like deep down in the ocean?
Dates:
January 2-11, 2013
Less
on
11
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.5 Know the 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.1.10 With prompting and support, read informational texts
appropriately complex for grade 1.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings
or appeal to the senses.
Comprehension
Skill: Compare and Contrast
Strategy: Monitor Comprehension:
Make Inferences
Paired Selection/Genre: “Land of
Ice”/Nonfiction
“My Father’s Feet”/Poetry
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: nuzzled,
pranced, raging, adapt, intriguing,
inhabit
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
Phonemic Awareness
Review Blending and Segmentation
Phonics/Word Study
-Weekly Spelling
26
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
r- controlled vowel /or/ or, ore
High Frequency Words
animals, cold, fish, from, their, under,
very
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
RF.1.4c Use context to confirm or self-correct words recognition and
understanding, rereading as necessary.
Fluency
Phrasing
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.1.2a Capitalize dates and names of people.
Grammar
Special Names and Titles for People
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Interview Questions
Trait: Organization
-Student draft
27
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 3: Turning Corners
Essential Question: Why would it be good to be wise? Why would it be
good to be strong?
Dates:
January 14-18, 2013
Less
on
12
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.5 Know the 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.1.10 With prompting and support, read informational texts
appropriately complex for grade 1.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings
or appeal to the senses.
Comprehension
Skill: Setting
Strategy: Ask Questions
Paired Selection/Genre: “King Midas
and His Gold”/Myth
“Gold and Money”/Nonfiction Article
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: reward,
handsomely, cruel, greedy,
consequences, regret
-Weekly Vocabulary
28
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonemic Awareness
Review Blending and Segmentation
Phonics/Word Study
Digraph: /sh/ sh, /th/ th
High Frequency Words
came, could, gold, happy, made,
night, saw, were
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Expression
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.1.2a Capitalize dates and names of people.
Grammar
Special Names of Places
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Writing
Form: Riddles
Trait: Conventions
-Student draft
29
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Themes 3: Turning Corners Dates: January 22-25, 2013
The
me
3 R
ev
iew
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT Review of standards Comprehension
Skill Review: Compare and Contrast,
Details, Story Elements: Plot, Setting
Strategy Review: Answer Questions,
Use Thinking Maps, Adjust Reading
Rate, Recognize Story Structure,
Make Inferences, Ask Questions
Vocabulary
Review Lessons 7-12
Theme Assessment
Written Response
Publish Writing
Standards Across the Theme Reading Literature:
RL.1.1 Ask and answer questions about key details in a text.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading Informational Text:
RI.1.1 Ask and answer questions about key details in a text.
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
Reading Foundational Skills:
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4c Use context to confirm or self-correct words recognition and understanding, rereading as necessary.
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 a model.
30
Speaking and Listening:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.
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.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.
Language:
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Vocabulary:
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.
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
**All Standards Across the Theme are embedded in many lessons and not taught in isolation**
31
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 4: Wild and Wonderful
Essential Question: Would you rather be a caterpillar or a butterfly? Why?
Dates:
January 28-Feb. 1, 2013
Less
on
13
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.3 Describe the connection between two individuals, events, ideas or
pieces of information in a text.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Comprehension
Skill: Sequence
Strategy: Use Thinking Maps
Paired Selection/Genre: “A Butterfly
Grows”/Nonfiction
“Caterpillars”/Poetry
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: astonishing,
continue, doubt, transform, examine,
devour
-Weekly Vocabulary
32
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
RF.1.2d Segment spoken single-syllable words into their complete
sequence of individual sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3a Know the spelling-sound correspondences for common
consonant digraphs.
Phonemic Awareness
Phoneme Deletion (initial and
medial)
Phonics/Word Study
Digraph: /ch/ ch, tch
High Frequency Words
air, fly, friends, grew, need, play, rain,
watch
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
Fluency
Intonation
B M E NWF-CLS 27+ 43+ 58+
NWF-WWR 1+ 8+ 13+
Fluency 23 47
Accuracy 78 90
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.1.2a Capitalize dates and names of people.
Grammar
Names of Days and Months
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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.
Writing
Form: Sequence Story
Trait: Organization
-Student draft
33
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 4: Wild and Wonderful
Essential Question: Would you feel nervous if you were acting on stage? Why or why not?
Dates:
February 4-8, 2013
Less
on
14
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RI.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate
understanding of their central message or lesson.
RL.1.7 Use illustrations and details in a story to describe its characters,
setting or events.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Comprehension
Skill: Author’s purpose/point of view
Strategy: Summarize
Paired Selection/Genre: “Mark’s Big
Day”/Realistic Fiction
“Putting on a Play”/Nonfiction
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
Vocabulary
Robust Vocabulary: approached,
energetic, pace, blunder, reassure,
excel
-Weekly Vocabulary
34
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3b Decode regularly spelled one-syllable words.
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
Phonemic Awareness
Review Blending and Deletion
Phonics/Word Study
r- controlled vowel /ar/ ar
Inflections –ed, -ing (no spelling
change)
High Frequency Words
again, feel, house, know, loud, Mrs.,
put, say
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
Fluency
Intonation
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.1.2a Capitalize dates and names of people.
Grammar
Nouns: Names of Holidays
-Weekly Grammar
Writing
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
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.
Writing
Form: Email
Trait: Conventions
-Student draft
35
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 4: Wild and Wonderful
Essential Question: What kind of books do you like to read?
Dates:
February 11-15, 2013
Less
on
15
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.5 Know the 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.1.10 With prompting and support, read informational texts
appropriately complex for grade 1.
RL.1.4 Identify words and phrases in stories or poems that suggest feelings
or appeal to the senses.
Comprehension
Skill: Sequence
Strategy: Ask Questions
Paired Selection/Genre: “Tomas
Rivera”/Biography
“I Can”/ Poetry
-Weekly Comprehension
-Written Response
-Running Records
36
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: cozily,
interrupted, triumphantly,
accomplishment, ambition, admire
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.2d Segment spoken single-syllable words into their complete
sequence of individual sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3a Know the spelling-sound correspondences for common
consonant digraphs.
RF.1.3f Read words with inflectional endings.
Phonemic Awareness
Review Segmentation and Deletion
Phonics/Word Study
Digraphs /kw/ qu, /hw/ wh
Inflections –ed, -ing (double final
consonant)
High Frequency Words
about, books, family, name, read,
work, writing, people
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
RF.1.4c Use context to confirm or self-correct words recognition and
understanding, rereading as necessary.
Fluency
Reading Rate
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.2d Use personal, possessive, and indefinite pronouns (e.g., I, me, my;
they, them, their; anyone, everything).
Grammar
Nouns: Using I and Me
-Weekly Grammar
37
Writing
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.
SL.1.4 Describe people, places, things, and events, with relevant details,
expressing ideas and feelings clearly.
Writing
Form: Personal Narrative
Trait: Voice
-Student draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 4: Wild and Wonderful
Essential Question: Think about your friends. How would you describe what a friend is?
Dates:
February 25-March 1, 2013
Less
on
16
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
RL.1.1 Ask and answer questions about key details in a text.
RL.1.10 With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.6 Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
Comprehension
Skill: Main Idea
Strategy: Summarize
Paired Selection/Genre: “One More
Friend”/Fantasy
“Good Friends”/Nonfiction
-Weekly Comprehension
-Written Response
-Running Records
38
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: captured,
mercy, struggling, compatible,
amiable, relax
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
RF.1.2d Segment spoken single-syllable words into their complete
sequence of individual sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3c Know final –e and common vowel team conventions for
representing long vowel sounds.
Phonemic Awareness
Review Blending, Segmentation and
Deletion
Phonics/Word Study
r- controlled vowels /ur/ er, ir, ur
Inflections –er, -est
High Frequency Words
always, by, cow’s, join, nice, please,
room
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
RF.1.4c Use context to confirm or self-correct words recognition and
understanding, rereading as necessary.
Fluency
Reading Rate
DIBELS NWF
-Progress Monitoring
-Running Records
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.2c Use singular and plural nouns with matching verbs in basic
Grammar
Using he, she, it and they
-Weekly Grammar
39
sentence (e.g., He hops; We hop).
Writing
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.
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
Writing
Form: Invitation
Trait: Ideas
-Student draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 4: Wild and Wonderful
Essential Question: Would you like to play with an elephant? What would you do
together?
Dates:
March 4-8, 2013
L e s s o n 1 7
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
40
Reading Literature
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.1.10 With prompting and support, read prose and poetry of
appropriate complexity for grade 1.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.6 Distinguish between information provided by pictures or other
illustrations and information provided by the words in a text.
Comprehension
Skill: Main Idea
Strategy: Monitor Comprehension:
Reread
Paired Selection/Genre: “Can
Elephants Paint?”/Nonfiction
“An Elephant’s Three T’s”/Nonfiction
Article
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: agreement,
unnoticed, unthinkable, rejoice,
predicament, extraordinary
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable
words.
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
RF.1.2d Segment spoken single-syllable words into their complete
sequence of individual sounds (phonemes).
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3c Know final –e and common vowel team conventions for
representing long vowel sounds.
Phonemic Awareness
Phoneme Substitution (initial and
medial)
Phonics/Word Study
Syllable –le
Inflections –ed, -ing (double final
consonant)
High Frequency Words
buy, carry, money, other, paint,
paper would
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
Fluency
Intonation
DIBELS NWF
-Progress Monitoring
-Running Records
41
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
RF.1.4c Use context to confirm or self-correct words recognition and
understanding, rereading as necessary.
Language: Conventions
L.1.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my;
they, them, their; anyone, everything).
Grammar
Possessives (‘s and pronouns)
-Weekly Grammar
Writing
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.
SL.1.4 Describe people, places, things, and events, with relevant details,
expressing ideas and feelings clearly.
Writing
Form: Friendly Letter
Trait: Voice
-Student draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1 Theme 4: Wild and Wonderful
Essential Question: What are some different ways to play in the snow?
Dates:
March 11-15, 2013
42
Less
on
18
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT
Reading Literature
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.
RI.1.2 Identify the main topics and retell key details of a text.
RI.1.8 Identify the reasons an author gives to support points in a text.
Comprehension
Skill: Author’s Point of View/Point of
View
Strategy: Monitor Comprehension:
Make Inferences
Paired Selection/Genre: “Snow
Surprise”/Realistic Fiction
“Snowflake Man”/Nonfiction
-Weekly Comprehension
-Written Response
-Running Records
Language: Vocabulary
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
L.1.4c 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.
L.1.6 Use words and phrases acquired through conversations, reading
and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
Vocabulary
Robust Vocabulary: bulged, jostled,
argue, command, labored, wary
-Weekly Vocabulary
Reading Foundational Skills
RF.1.2 Demonstrate understanding of spoken words, syllables and sounds
(phonemes).
RF.1.2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
RF.1.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
RF.1.3c Know final –e and common vowel team conventions for
representing long vowel sounds.
Phonemic Awareness
Review Blending and Substitution
Phonics/Word Study
Long Vowel /o/ ow, oa
Phonograms –ow, -oat, -own, -oast
High Frequency Words
mouse, our, over, pretty, surprise,
three
-Weekly Spelling
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support
comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
Fluency
Reading Rate
DIBELS NWF
-Progress Monitoring
-Running Records
43
RF.1.4c Use context to confirm or self-correct words recognition and
understanding, rereading as necessary.
Language: Conventions
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.
L.1.4a Use sentence-level context as a clue to the meaning of a word or
phrase.
Grammar
Troublesome Words: Homophones
-Weekly Grammar
Writing
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.
L.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Writing
Form: Thank You Letter
Trait: Word Choice
-Student draft
Roosevelt UFSD Story Town Curriculum Pacing Guide
Grade 1
44
Themes 4: Wild and Wonderful Dates: March 18-22, 2013 Th
em
e 4
Re
vie
w
COMMON CORE STATE STANDARD CURRICULUM ASSESSMENT Review of standards Comprehension
Skill Review: Sequence, Author’s
Purpose/Point of View, Main Idea
Strategy Review: Use Thinking Maps,
Summarize, Ask Questions, Reread,
Make Inferences
Vocabulary
Review Lessons 13-18
Theme Assessment
Written Response
Publish Writing
Standards Across the Theme Reading Literature:
RL.1.1 Ask and answer questions about key details in a text.
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading Informational Text:
RI.1.1 Ask and answer questions about key details in a text.
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
Reading Foundational Skills:
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
RF.1.4a Read grade-level text with purpose and understanding.
RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
RF.1.4c Use context to confirm or self-correct words recognition and understanding, rereading as necessary.
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 a model.
Speaking and Listening:
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.
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.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.
Language:
L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
45
Vocabulary:
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.
L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently
occurring conjunctions to signal simple relationships (e.g., because).
**All Standards Across the Theme are embedded in many lessons and not taught in isolation**
46
Fundations Common Core State Standards Correlations
Grade 1 Reading Standards for Literature Reading Standards for Informational Text Fundations Level 1
Key Ideas and Detail RL.1.1 Ask and answer questions about key details in a
text.
RI.1.1 Ask and answer questions about key details
in a text. Storytime (units 3-14)
RL.1.2 Retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
RI.1.2 Identify the main topics and retell key
details of a text. Storytime (units 3-14)
RL.1.3 Describe characters, settings and major events in
a story, using key details.
RI.1.3 Describe the connection between two
individuals, events, ideas or pieces of
information in a text.
Storytime (units 3-14)
Craft and Structure RL.1.4 Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses.
RI.1.4 Ask and answer questions to help determine
or clarify the meaning of words and phrases
in text.
Storytime (units 3-14)
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.
RI.1.5 Know the various text features (e.g.,
headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts
or information in a text.
Storytime (units 3-14)
RL.1.6 Identify who is telling the story at various points in a
text.
RI.1.6 Distinguish between information provided
by pictures or other illustrations and
information provided by the words in a text.
Storytime (units 3-14)
Integration of Knowledge and Ideas RL.1.7 Use illustrations and details in a story to describe its
characters, setting or events.
RI.1.7 Use the illustrations and details in a text to
describe its key ideas. Storytime (units 3-14)
RL.1.8 (Not applicable to literature) RI.1.8 Identify the reasons an author gives to
support points in a text. Storytime (units 3-5, 11, 14)
RL.1.9 Compare and contrast the adventures and
experiences of characters in stories.
RI.1.9 Identify basic similarities in and differences
between two texts on the same topic (e.g.,
in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity RL.1.10 With prompting and support, read prose and
poetry of appropriate complexity for grade 1.
RI.1.10 With prompting and support, read
informational texts appropriately complex
for grade 1.
47
Integration of Knowledge and Ideas RL.1.11 Make connections between self, text and the
world around them (text, media, and social
interaction).
Fundations Common Core State Standards Correlations
Grade 1 Reading Standards: Foundational Skills Fundations Level 1
Print Concepts
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).
a. Story Time, Word Play, Introduce New Concepts (units 2-14)
Phonological Awareness
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).
a. Introduce New Concepts, Word of the Day, Word Talk, Echo
Find Words, Dictation words/sentences
b. Introduce New Concepts, Word Talk, Word of the Day,
Word Play (short vowels- units 2-13; long vowels- unit 14)
c. Echo Find letters/words, Dictation, Make it Fun (units 2-14)
d. Echo Find Words, Dictation words/sentences (units 2-14)
Phonics and Word Recognition
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.
a. Echo Find, Drill Sounds, Letter-Keyword-Sound, Make it Fun
(unit 3)
b. Word Talk, Word of the Day, Storytime, Introduce New
Concepts (all units)
c. Drill Sounds, Letter-Keyword-Sound (beginning in unit 8
vowel teams, final- 3 unit 14)
d. Introduce New Concepts, Word Talk, Word of the Day,
Word Play, Dictation Words/Sentences, Echo Find Words
(units 11-14)
e. Introduce New Concepts, Word Talk, Word of the Day,
Word Play, Dictation Words/Sentences (units 11-14)
f. Introduce New Concepts, Word Talk, Word of the Day,
Storytime (units 10-14)
g. Trick words (units 2-14)
Fluency
4. Read with sufficient accuracy and fluency to support comprehension. a. Storytime (units 2-14)
48
a. Read grade-level text with purpose and understanding.
b. Read grade-level text orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct words recognition and
understanding, rereading as necessary.
Fundations Common Core State Standards Correlations
Grade 1 Writing Standards Fundations Level 1
Text Types and Purposes W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure. Storytime (units 11, 14)
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. Storytime (units 7, 8, 10)
Production and Distribution of Writing W.1.4 (Begins in grade 3) W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from
peers, and add details to strengthen writing as a model. Storytime (units 11, 14)
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.
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 introductions). Storytime (units 11, 14)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question. Storytime (all units)
W.1.9 (Begins in grade 4)
Range of Writing W.1.10 (Begins in grade 3)
Responding to Literature W.1.11 Create and present a poem, dramatization, art work, or personal response to a particular author or
theme studied in class, with support as needed.
49
Fundations Common Core State Standards Correlations
Grade 1 Speaking and Listening Standards Fundations Level 1
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups.
a. Follow agreed upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of
others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under
discussion.
d. Seek to understand and communicate with individuals from different
cultural backgrounds.
2. Ask and answer questions about key details in a text read aloud or information
presented orally or through other media. Storytime (units 3-14)
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
4. Describe people, places, things, and events, with relevant details, expressing
ideas and feelings clearly.
5. Add drawings or other visual displays to descriptions when appropriate to
clarify ideas, thoughts and feelings.
6. Produce complete sentences when appropriate to task and situation.
50
Fundations Common Core State Standards Correlations
Grade 1 Language Standards Fundations Level 1
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
a. Print all upper- and lowercase letters.
b. Use common, proper, and possessive nouns.
c. Use singular and plural nouns with matching verbs in basic sentence (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).
j. Produce and expand complete simple and compound declarative,
interrogative, imperative, and exclamatory sentences in response to prompts.
a. Dictation Dry-Erase, Dictation Composition Book (all
units), Skywrite-Letter Formation (Orientation and unit 1)
b. Word of the Day, Word Talk, Storytime (all units)
c. Word of the Day, Word Play (all units: focus Unit 6, 12)
d. Word of the Day, Word Play (all units)
e. Word of the Day, Word Play (all units, focus unit 13)
f. (f-i) Word of the Day, Word Play, Storytime (all units)
j. Word of the Day, Word Play, Storytime (all units)
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.
a. (a-b) Dictation Dry Erase, Dictation Composition Book
(all units) Storytime (units 4, 9-12)
d. Dictation Dry Erase, Dictation Composition Book, Trick
Words (all units), Storytime (units 4, 9-12)
e. Echo Find Words, Dictation Dry Erase, Dictation
Composition Book (all units)
Knowledge of Language
51
3. (Begins grade 2)
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 1 reading and content, choosing flexibly from an array of
strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms
(e.g., looks, looked, looking).
a. Storytime (all units)
b. (b-c) Storytime, Word Play, Word Talk (units 6-14)
Vocabulary Acquisition and Use
5. With guidance and support from adults, demonstrate understanding of word
relationships and nuances in word meanings.
a. Sort words into categories (e.g., colors, clothing) to gain a sense of the
concepts the categories represent.
b. Define words by category and by one or more key attributes (e.g., a duck is a
bird that swims; a tiger is a large cat with stripes).
c. Identify real-life connections between words and their use (e.g., note places at
home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look,
peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g.,
large, gigantic) by defining or choosing them or by acting out the meanings.
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).
Storytime (all units)
