ELA Pacing Guide
Time Frame: September – October
First Grade
Unit 1: Beginnings
Genres: Realistic Fiction (narrative reading), Personal Narrative (narrative writing)
Definitions – Realistic fiction: a classification of literature containing stories that could happen in the real world, in a time and setting that is possible, and with
characters that are true to life, yet drawn from the writer’s imagination. Experts define categories of realistic fiction using aspects of theme. Personal narrative: a
personal narrative, written in first person, documents a person’s experience. It could tell of a single life shaping event, or simply a mundane daily experience.
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
READING
WORD RECOGNITION AND
WORD STUDY
Phonemic Awareness
R.WS.01.01 Demonstrate
phonemic awareness by the wide
range of sound manipulation
competencies including sound
blending and deletion.
R.WS.01.02 Recognize that
words are composed of sounds
blended together and carry
meaning.
Phonics
R.WS.01.03 Understand the
alphabetic principle, that sounds
in words are expressed by the
letters of the alphabet.
R.WS.01.04 Use structural cues
to recognize one-syllable words,
blends, and consonant digraphs
Common Core
Essential
Questions
FOUNDATIONAL SKILLS
Phonological Awareness
RF1.2 Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
a. Distinguish long from short
vowel sounds in spoken singlesyllable 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 singlesyllable words.
d. Segment spoken single-syllable
words into their complete
sequence of individual sounds
(phonemes).
What are
words used
for?
Phonological Awareness
RF1.2 Demonstrate understanding of
spoken words, syllables, and sounds
(phonemes).
a. Distinguish long from short
vowel sounds in spoken singlesyllable words.
b. Orally produce single-syllable
words by blending sounds
What sound
does each
letter make?
What are
ways to
sound out
words?
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Assessment
Vocabulary
Before:
Onset/rhyme games
Vowels
Long vowels
Short vowels
Consonants
Syllable
During:
Blending/
segmenting games
Resources
After:
MLPP assessments
(phonics and
phonemic
awareness)
Before:
Alphabet Matching
Onset/Rhyme
games/activities
Syllable games
Blends
Digraphs
Word
families
Silent e
http://pbskids.org/lions/games/
ears.html Sound identification
game
www.starfall.com A website
with lots of letter recognition
and handwriting activities.
1
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
including: letter-sound, onset and
rimes, whole word chunks, word
families, digraphs th, ch, sh.
Common Core
Essential
Questions
(phonemes), including consonant
blends.
c. Isolate and pronounce initial,
medial vowel, and final sounds
(phonemes) in spoken singlesyllable words.
d. Segment spoken single-syllable
words into their complete
sequence of individual sounds
(phonemes).
Phonics and Word Recognition
RF.1.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Know the spelling-sound
correspondences for common
consonant digraphs.
b. Decode regularly spelled onesyllable 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 gradeappropriate irregularly spelled
words.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Assessment
Vocabulary
Resources
During:
Matching books to
phonics features
Observation
Blending/segments
games
After:
Oral assessment on
sounds
2
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Word Recognition
R.WS.01.05 Automatically
recognize frequently encountered
words in and out of context with
the number of words that can be
read fluently increasing steadily
across the school year.
R.WS.01.06 Make progress in
automatically recognizing the 220
Dolch basic sight words and 95
common nouns for mastery in
third grade.
R.WS.01.07 Use strategies to
identify unknown words and
construct meaning by using initial
letters/sounds (phonics), patterns
of language (syntactic), picture
clues (semantic), and applying
context clues to select between
alternative meanings.
R.WS.01.08 Use syntactic and
semantic cues including picture
clues, word chunks, and the
structure of book language to
determine the meaning of words
in grade-appropriate texts.
R.WS.01.09 Know the meanings
of words encountered frequently
in grade-level reading and oral
language contexts.
Common Core
Phonics and Word Recognition
RF.1.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Know the spelling-sound
correspondences for common
consonant digraphs.
b. Decode regularly spelled onesyllable 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 gradeappropriate irregularly spelled
words.
Essential
Questions
Why do we
need to
recognize
sight words?
How do you
read a word
you do not
know?
Can other
words help
you with a
word you
don’t know?
Assessment
Vocabulary
Resources
Before:
Oral and written
assessment on
frequently
encountered words
100 common
sight words
High
frequency
words
Strategies
Word chunks
Frequently
http://tinyurl.com/5dr5zp
Website has lots of different
literacy games (phonics, word
study, etc.)
Word hunts
Dolch sight word list
During:
Sight word
games/practice
Think alouds
After:
Oral and written
assessment on
frequently
encountered words
Word maps
LANGUAGE
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the
meaning of unknown and multiplemeaning 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
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
3
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
or phrase.
c. Identify frequently occurring root
words (e.g., look) and their
inflectional forms (e.g., looks,
looked, looking).
Vocabulary
R.WS.01.10 In context, determine
the meaning of words and phrases
including objects, actions,
concepts, content vocabulary, and
literary terms, using strategies and
resources including context clues,
mental pictures, and questioning.
NARRATIVE TEXT
Craft and Structure
RL.1.4 Ask and answer questions to
help determine or clarify the
meaning of words and phrases in a
text.
How do you
find the
meaning of a
word?
DRA leveled books
AR leveled books
Classroom word wall
4 Blocks teacher guide
FOUNDATIONAL SKILLS
Fluency
RF.1.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
LANGUAGE
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the
meaning of unknown and multiplemeaning words and phrases being
used on grade 1 reading and content,
choosing flexibly from an array of
strategies.
a. Use sentence-level context as a
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
4
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
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).
Fluency
R.FL.01.01 Automatically
recognize and fluently read
identified grade-level high
frequency words in or out of
context.
NARRATIVE TEXT
R.NT.01.01 Recognize how
various cultures and our common
heritage are represented in classic,
multicultural, and contemporary
literature that is recognized for
quality and literary merit.
R.NT.01.02 Identify and describe
the basic form and purpose of a
variety of narrative genre
Fluency
FOUNDATIONAL SKILLS
Fluency
RF1.4 Read with sufficient accuracy
and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
NARRATIVE TEXT
Craft and Structure
RL1.5 Explain major differences
between books that tell stories and
books that give information, drawing
on a wide reading of a range of text
types.
Key Ideas and Details
RL1.1 Ask and answer questions
about key details in a text.
RL1.3 Describe characters, settings,
What is
realistic
fiction?
What are the
beginning,
middle, and
end?
Do authors
use the title
to help us
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Before:
KWL
Predictions
Discussion
During:
Participation
Story Grammar
Summarizing/
Questioning
Question/Answer
Culture
Heritage
Realistic
fiction
Fantasy
Folktales
Problem/
solution
Transitional
words
Beginning
Middle
Suggested Books for
Realistic Fiction:
Our Teacher’s Having a Baby,
Eve Bunting, 2001. ISBN-13:
9780618111381
Knuffle Bunny, Mo Williams,
2004. ISBN-13:
9780786818709
Emily’s Art, Peter Catalanotto,
2006. ISBN-13:
5
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
including realistic fiction,
fantasy, and folktales.
R.NT.01.03 Identify
problem/solution, sequence of
events, and sense of story
(beginning, middle, and end).
R.NT.01.04 Identify how authors/
illustrators use literary devices
including illustrations to support
story elements and transitional
words including before, after,
now, and finally to indicate a
sequence of events and sense of
story.
R.NT.01.05 Respond to
individual and multiple texts by
finding evidence, discussing,
illustrating, and/or writing to
reflect, make connections, take a
position, and/or show
understanding.
Common Core
Essential
Questions
and major events in a story, using
key details.
understand
the story?
Craft and Structure
RL.1.6 Identify who is telling the
story at various points in a text.
How does an
author help
us to
understand
the main
idea?
Integration of Knowledge and
Ideas
RL.1.7 Use illustrations and details
in a story to describe its characters,
setting, or events.
Assessment
After:
Conference
Graphic organizers
Retell stories using
puppets,
illustrations, tell a
friend
Discussion/
Observation
Vocabulary
End
Title
Author
Illustrator
Sequence
Resources
9781416926887
Not Norman: A Goldfish
Story, Kelly Bennett, 2008.
ISBN-13: 9780763627638
The Wednesday Surprise, Eve
Bunting, 1990. ISBN-13:
9780395547762
Bootsie Barker Bites, Barbara
Bottner, 1997. ISBN-13: 9780698114272
Range of Reading and Level of
Text Complexity
RL1.10 With prompting and
support, read prose and poetry of
appropriate complexity for grade 1.
Key Ideas and Details
RL.1.3 Describe characters, settings,
and major events in a story, using
key details.
Craft and Structure
RL.1.4 Identify words and phrases in
stories or poems that suggest feelings
or appeal to the senses.
Integration of Knowledge and
Ideas
RL.1.7 Use illustrations and details
in a story to describe its characters,
setting, or events.
Key Ideas and Details
RL1.1 Ask and answer questions
about key details in a text.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
6
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
RL.1.3 Describe characters, settings,
and major events in a story, using
key details.
COMPREHENSION
R.CM.01.01 Make text-to-self
and text-to-text connections and
comparisons by activating prior
knowledge and connecting
personal knowledge and
experience to ideas in text through
oral and written responses.
NARRATIVE TEXT
Craft and Structure
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.
How is your
life like this
book?
R.CM.01.03 Compare and
contrast relationships among
characters, events, and key ideas
within and across texts to create a
deeper understanding by mapping
story elements, graphically
representing key ideas and details,
and asking questions as they read.
Key Ideas and Details
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.
Graphic
organizer
Sequence
During:
Think-aloud
After:
Write about how
the book relates to
your life.
INTEGRATION OF
KNOWLEDGE AND IDEAS
RL.1.9 Compare and contrast the
adventures and experiences of
characters in stories.
R.CM.01.02 Retell in sequence
up to three important ideas and
details of familiar simple oral and
written text.
Before:
Discussion of topic
What books
have you
read that are
the same?
Before:
Sequencing
activities
Discussion
In those
books that
are the same
how are the
characters
same and
different?
During:
Discussion
Summarizing
Question/Answer
Sequence events of
a story
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
After:
Story retelling
grid/graphic
organizer
7
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
Venn diagram two
characters or two
stories.
METACOGNITION
R.MT.01.01 Self-monitor
comprehension by recognizing
when meaning is breaking down
and use simple fix-up strategies
including making credible
predictions based on a preview of
the book cover and pictures to
increase comprehension when
reading or listening to text.
Integration of Knowledge and
Ideas
RL.1.7 Use illustrations and details
in a story to describe its characters,
settings, or events.
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.
R.MT.01.02 Self-monitor
comprehension by using strategies
FOUNDATIONAL SKILLS
including asking questions before,
Fluency
during, and after reading and
RF.1.4 Read with sufficient
discussing the most important
accuracy and fluency to support
ideas and themes in a text.
comprehension.
a. Red on-level text with purpose
R.MT.01.03 Plan, monitor,
and understanding
regulate, and evaluate skills,
c. Use context to confirm or selfstrategies, and processes to
correct word recognition and
construct and convey meaning
understanding, rereading as
and discuss which comprehension
necessary.
strategies worked and did not
work.
NARRATIVE TEXT
Key Ideas and Details
R.MT.01.04 Self-monitor
RL.1.1 Ask and answer questions
comprehension by using a graphic about key details in a text.
organizer to sequence events, sort
and order information, or identify
Range of Reading and Level of
author’s perspective.
Text Complexity
RL.1.10 With prompting and
support, read prose and poetry of
appropriate complexity for grade 1.
Does the
cover of the
book help
you
understand
what the
book is
about?
What is
happening in
the story so
far?
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Before:
Anticipation guide
During:
Questioning
Ending:
Written or oral
assessment on what
happened before,
during, and after
the story
8
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
Key Ideas and Details
RL.1.2 Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
READING ATTITUDE
R.AT.01.01 Be enthusiastic about
reading and learning how to read.
Range of Reading and Level of
Text Complexity
R.L. 1.10 With prompting and
support, read prose and poetry of
appropriate complexity for grade 1.
What books
do you like to
read?
WRITING
WRITING GENRE
W.GN.01.01 Write a personal
narrative using illustrations and
transitional words, such as before,
after, now, or finally to indicate a
sequence of events, sense of story
(beginning, middle, and end), and
physical descriptions.
WRITING
Text Types and Purposes
W.1.3 Write narratives in which they
recount two or more appropriately
sequenced events, include some
details regarding what happened, use
temporal words to signal event order,
and provide some sense of closure.
What is a
personal
narrative?
Before:
Sequencing
activities
Why do you
need to tell
about
yourself?
During:
Think-Pair-Share
Suggested Personal
Narrative Books:
The Bag I’m Taking to
Grandma’s, Shirley Neitzel,
1998. ISBN-13: 9780688158408
Ending:
Write a personal
narrative
Me on the Map, Joan
Sweeney, 1998. ISBN-13:
978-0517885574
WRITING PROCESS
W.PR.01.01 With teacher
support, set a purpose, consider
audience, and incorporate literary
language when writing a
narrative or informational piece;
begin to use specific strategies
including graphic organizers
when planning.
WRITING
Text Types and Purposes
W.1.3 Write narratives in which they
recount two or more appropriately
sequenced events, include some
details regarding what happened, use
temporal words to signal event order,
and provide some sense of closure.
What is the
writing
process?
Before:
Think-Pair-Share
How do you
brainstorm?
W.PR.01.02 Draft focused ideas
using multiple connected sentences
with appropriate grammar, usage,
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
During:
Story Sequence
Ending:
Rubric
personal
narrative
Writing
process
Rough draft
Final draft
Proofreading
Editing
Brainstormin
g
Publishing
Main idea
Sequencing
Paragraph
Sentence
http://www.canteach.ca/eleme
ntary/prompts.html Website
with a list of writing prompts.
4 Blocks writing
6 Plus One Traits of Writing
9
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
mechanics, and temporary
spellings when composing a
narrative or informational piece.
W.PR.01.03 Attempt to revise
draft based on reading it aloud to
clarify meaning for their intended
audience (e.g., using strong verbs
or precise nouns, and adding
needed information).
W.PR.01.04 Attempt to proofread
and edit writing/pictures using
appropriate resources including a
word wall and a class-developed
checklist, both individually and in
groups.
Common Core
Production and Distribution of
Writing
W.1.5 With guidance and support
from adults, focus on a topic,
respond to questions and suggestions
from peers, and add details to
strengthen writing as needed.
Essential
Questions
Assessment
Vocabulary
Resources
What is
proofreading
?
What is
editing?
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.
WRITING ATTITUDE
W.AT.01.01 Be enthusiastic
about writing and learning to
write.
Text Types and Purposes
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.
LISTENING AND VIEWING
Conventions
L.CN.01.01 Understand, restate
and follow two-step directions.
SPEAKING AND LISTENING
Comprehension and Collaboration
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.
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).
What do you
like to write
about?
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Before:
Think-Pair-Share
During:
Listening activities
After:
Observation
10
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
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.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
11
ELA Pacing Guide
Time Frame: November – January
First Grade
Unit 2: Growth
Genres: Magazine (informational reading), Informational Piece with Focus Question (informational writing)
Definitions – Magazine: a magazine is a periodical (published regularly) containing short, miscellaneous pieces (articles, stories, poems, pictures, and other
entries) on single themes or specialized topics connected to the disciplines, such as, science, social studies, the arts, math, or English language arts. Informational
piece with focus question: writing that conveys nonfiction information in a variety of forms. These texts elaborate ideas, facts and principles that are related to
the physical, biological or social world.
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
READING
WORD RECOGNITION AND
WORD STUDY
Word Recognition
R.WS.01.05 Automatically
recognize frequently encountered
words in and out of context with
the number of words that can be
read fluently increasing steadily
across the school year.
R.WS.01.06 Make progress in
automatically recognizing the 220
Common Core
FOUNDATIONAL SKILLS
Phonics and Word Recognition
RF.1.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Know the spelling-sound
correspondences for common
consonant digraphs.
b. Decode regularly spelled onesyllable 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 gradeappropriate irregularly spelled
words.
Essential
Questions
Assessment
Vocabulary
What are
some of the
sight words?
Oral assessment on
frequently
encountered words
Strategies
Word chunks
LANGUAGE
Conventions of Standard English
L.1.1 Demonstrate command of the
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Resources
www.kidport.com website
with activities for writing,
reading and phonics.
DRA Reading
score
STAR –
Accelerated Reader
Test
Assess meaning of
frequently
encountered words.
12
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Dolch basic sight words and 95
common nouns for mastery in
third grade.
R.WS.01.07 Use strategies to
identify unknown words and
construct meaning by using initial
letters/sounds (phonics), patterns
of language (syntactic), picture
clues (semantic), and applying
context clues to select between
alternative meanings.
R.WS.01.08 Use syntactic and
semantic cues including picture
clues, word chunks, and the
structure of book language to
determine the meaning of words
in grade-appropriate texts.
R.WS.01.09 Know the meanings
of words encountered frequently
in grade-level reading and oral
language contexts.
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
conventions of Standard English
grammar and usage when writing
or speaking.
b. Use common, proper, and
possessive nouns.
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the
meaning of unknown and multiplemeaning 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 or phrase.
c. Identify frequently occurring root
words (e.g., look) and their
inflectional endings (e.g., looks,
looked, looking).
How do you
read a word
you do not
know?
What happens
when you
can’t sound a
word out?
Can other
words help
you with a
word you
don’t know?
L.1.5 With guidance and support
from adults, demonstrate
understanding of word relationships
and nuances in word meanings.
c. Identify real-life connections
between words and their use
(e.g., note places at home that are
cozy).
d. Distinguish shades of meaning
among verbs differing in manner
(e.g., large, gigantic) by defining
or choosing them or by acting
out the meanings.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
13
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Vocabulary
R.WS.01.10 In context, determine
the meaning of words and phrases
including objects, actions,
concepts, content vocabulary, and
literary terms, using strategies and
resources including context clues,
mental pictures, and questioning.
Common Core
FOUNDATIONAL SKILLS
Fluency
RF.1.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Essential
Questions
Assessment
How do you
find the
meaning of a
word?
Oral and written
assessment on
frequently
encountered words
Vocabulary
Resources
LANGUAGE
Vocabulary Acquisition and Usage
L.1.4 Determine or clarify the
meaning of unknown and multiplemeaning 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
or phrase.
L.1.5 With guidance and support
from adults, demonstrate
understanding of word relationships
and nuances in word meanings.
a. Sort words into categories (e.g.,
colors, clothing) to gain a sense of
the concepts the categories represent.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
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Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
b. Define words by category and by
one or more key attributes (e.g., duck
is a bird that swims; a tiger is a large
cat with stripes)
Fluency
R.FL.01.01 Automatically
recognize and fluently read
identified grade-level high
frequency words encountered in
our out of context.
R.FL.01.02 Use punctuation cues
(periods and question marks)
when reading aloud with
intonation, pauses, and emphasis.
READING
INFORMATIONAL TEXT
R.IT.01.01 Identify and describe
the basic form, features, and
purpose of a variety of
informational genre including
simple “how-to” books, science
and social studies magazines.
FOUNDATIONAL SKILLS
Print Concepts
RF.1.1 Demonstrate understanding
of the organization and basic features
of print.
a. Recognize the distinguishing
features of a sentence (e.g., first
word, capitalization, ending
punctuation).
Fluency
RF.1.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
INFORMATIONAL TEXT
Craft and Structure
RI.1.5 Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
What is a
magazine?
What topics
are covered
in
magazines?
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Answer
organizational
questions regarding
informational text.
Put the story in
order from
beginning to end.
Focus
question
Magazines:
Weekly Reader
www.weeklyreader.com
Your Big Backyard – National
Wildlife Federation
Scholastic News
15
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
R.IT.01.02 Discuss informational
text patterns including
descriptive, sequential, and
enumerative.
Common Core
Integration of Knowledge and
Ideas
RI.1.8 Identify the reasons an author
gives to support points in a text
Essential
Questions
What can
magazines
tell us?
Assessment
Vocabulary
Resources
www.scholastic.com
Time For Kids
www.timeforkids.com
Ranger Rick
www.rangerrick.com
R.IT.01.03 Explain how authors
use text features including
headings, titles, labeled
photographs, and illustrations to
enhance the understanding of key
and supporting ideas.
ZooBooks
www.zoobooks.com
Click
http://www.cricketmag.com//
ProductList.aspx?type=M
National Geographic Kids
www.nationalgeographic.com
Highlights High Five
Key Ideas and Details
RI.1.2 Identify the main topic and
retell key details of a text.
Craft and Structure
RI.1.5 Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
What is the
difference in
writing a
story and a
magazine?
RI.1.6 Distinguish between
information provided by pictures or
other illustrations and information
provided by the words in a text.
Integration of Knowledge and
Ideas
RI.1.7 Use the illustrations and
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
16
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
details in a text to describe its key
ideas.
RI.1.8 Identify the reasons an author
gives to support points in a text.
R.IT.01.04 Respond to individual
and multiple texts by finding
evidence, discussing, illustrating,
and/or writing to reflect, make
connections, take a position,
and/or show understanding.
Key Ideas and Details
RI.1.1 Ask and answer questions
about key details in a text.
RI.1.3 Describe the connection
between two individuals, events,
ideas, or pieces of information in a
text.
How do titles
and pictures
help us
understand
the story?
Craft and Structure
RI.1.6 Distinguish between
information provided by pictures or
other illustrations and information
provided by the words in a text.
COMPREHENSION
R.CM.01.04 Apply significant
knowledge from grade-level
science, social studies, and
mathematics texts.
INFORMATIONAL TEXT
Range of Reading and Level of
Text Complexity
RI.1.10 With prompting and
support, read informational texts
appropriately complex for grade
1.
METACOGNITION
R.MT.01.01 Self-monitor
comprehension by recognizing
when meaning is breaking down
and use simple fix-up strategies
including making credible
INFORMATIONAL TEXT
Craft and Structure
RI.1.4 Ask and answer questions to
help determine or clarify the
meaning of words and phrases in a
text.
Does the
cover of the
book help
you
understand
what the
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Complete
nonfiction graphic
organizers.
http://www.eduplace.com/grap
hicorganizer/
An extensive website for
graphic organizers
Complete graphic
organizer on what
17
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
predictions based on a preview of
the book cover and pictures to
increase comprehension when
reading or listening to text.
Common Core
Key Ideas and Details
RI.1.1 Ask and answer questions
about key details in a text.
R.MT.01.02 Self-monitor
Range of Reading and Level of
comprehension by using strategies
Text Complexity
including asking questions before, RI.1.10 With prompting and support,
during, and after reading and
read informational texts
discussing the most important
appropriately complex for grade.
ideas and themes in a text.
INFORMATIONAL TEXT
R.MT.01.03 Plan, monitor,
Key Ideas and Details
regulate, and evaluate skills,
RI.1.1 Ask and answer questions
strategies, and processes to
about key details in a text.
construct and convey meaning
and discuss which comprehension
WRITING
strategies worked and did not
Research to Build and Present
work.
Knowledge
W.1.8 With guidance and support
R.MT.01.04 Self-monitor
from adults, recall information from
comprehension by using a graphic experiences or gather information
organizer to sequence events, sort from provided sources to answer a
and order information, or identify question.
author’s perspective.
WRITING
WRITING GENRE
W.GN.01.03 Write an
informational piece that addresses
a focus question (e.g., What is a
family?) using descriptive,
enumerative, or sequence patterns
that may include headings, titles,
labels, photographs, or
illustrations to enhance the
understanding of central ideas.
Essential
Questions
book is
about?
Assessment
Vocabulary
Resources
has happened
before, during and
after the reading
What is
happening in
the story so
far?
WRITING
Text Types and Purposes
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.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Write an
informational piece
about a life cycle
(see Science
GLCEs).
Suggested texts for
informational piece writing
(tied to science unit):
Is That a Fact? Teaching Nonfiction Writing K-3, Tony
Stead, 2001. ISBN-13:
9781571103314
I Wonder Why Trees Have
Leaves, Andrew Charman,
2003. ISBN-13:
9780753456637
18
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
Why Do Leaves Change Color?
Betsy Maestro, 1996. ISBN-13:
9780694700806
WRITING PROCESS
W.PR.01.01 With teacher
support, set a purpose, consider
audience, and incorporate literary
language when writing a narrative
or informational piece; begin to
use specific strategies including
graphic organizers when
planning.
W.PR.01.02 Draft focused ideas
using multiple connected
sentences with appropriate
grammar, usage, mechanics, and
temporary spellings when
composing a narrative or
informational piece.
W.PR.01.03 Attempt to revise
draft based on reading it aloud to
clarify meaning for their intended
audience (e.g., using strong verbs
or precise nouns, and adding
needed information).
W.PR.01.04 Attempt to proofread
and edit writing/pictures using
appropriate resources including a
word wall and a class-developed
checklist, both individually and in
groups.
Text Types and Purposes
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.
Research to Build and Present
Knowledge
W.1.7 Participate in shared research
and writing projects (e.g., explore a
number of “how-to” books on a
given topic and use them to write a
sequence of instructions).
W.1.8 With guidance and support
from adults, recall information from
experiences or gather information
from provided sources to answer a
question.
Production and Distribution of
Writing
W.1.5 With guidance and support
from adults, focus on a topic,
respond to questions and suggestions
from peers, and add details to
strengthen writing as needed.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
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Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
GRAMMAR AND USAGE
W.GR.01.01 In the context of
writing, correctly use the
complete simple sentences
beginning with a capital letter and
ending with a period, question
mark, or exclamation point and
capitalize first and last names and
the pronoun I.
Common Core
FOUNDATIONAL SKILLS
Print Concepts
RF.1.1 Demonstrate understanding
of the organization and basic features
of print.
a. Recognize the distinguishing
features of a sentence (e.g., first
word, capitalization, ending
punctuation).
Essential
Questions
Why do you
capitalize the
first letter of
a sentence?
Assessment
Vocabulary
Resources
http://www.mytestbook.com/#
Has links to grammar
worksheets.
Why do you
use a period
or question
mark?
LANGUAGE
Conventions of Standard English
L.1.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a. Capitalize dates and names of
people.
b. Use end punctuation for
sentences.
c. Use commas in dates and to
separate single words in a series.
d. Use conventional spelling for
words with common spelling
patterns and for frequently
occurring irregular words.
e. Spell untaught words
phonetically, drawing on
phonemic awareness and spelling
conventions.
L.1.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
a. Capitalize dates and names of
people.
b. Use end punctuation for
sentences.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
20
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
SPELLING
W.SP.01.01 In the context of
writing, correctly spell frequently
encountered one-syllable words
from common word families.
HANDWRITING
W.HW.01.01 Legibly write upper
and lower case manuscript letters.
SPEAKING
CONVENTIONS
S.CN.01.01 Use common
grammatical structures correctly
when speaking including singular
and plural nouns, singular
possessive pronouns, simple
contractions, and conjunctions to
express relationships (e.g.,
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
LANGUAGE
Conventions of Standard English
L.1.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
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.
FOUNDATIONAL SKILLS
Print Concepts
RF.1.1 Demonstrate understanding
of the organization and basic features
of print.
Why is it
important to
print your
letters
correctly?
LANGUAGE
Conventions of Standard English
L.1.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
a. Print all upper- and lowercase
letters
SPEAKING AND LISTENING
Presentation of Knowledge and
Ideas
SL.1.6 Produce complete sentences
when appropriate to task and
situation.
Before:
Think-Pair-Share
During:
Hand signals
After:
Observation
Grammar test on
nouns and
contractions
Nouns
Contractions
Conjunctions
LANGUAGE
Conventions of Standard English
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
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Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
because, if, after, and inflected
endings).
S.CN.01.02 Explore and use
language to communicate with a
variety of audiences and for
different purposes including
making requests, solving
problems, looking for solutions,
constructing relationships, and
expressing courtesies.
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
L.1.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing
and speaking.
b. Use common, proper, and
possessive nouns.
c. Use singular and plural nouns
with matching verbs in basic
sentences (e.g., He hops; We
hop).
d. Use personal, possessive, and
indefinite pronouns (e.g., I, me,
my; they, them, their, anyone,
everything).
e. Use verbs to convey a sense of
past, present, and future (e.g.,
Yesterday I walked home; Today I
walk home; Tomorrow I will walk
home).
f. Use frequently occurring
adjectives.
g. Use frequently occurring
conjunctions (e.g., and, but, or,
so, because).
h. Use determiners (e.g., articles,
demonstratives).
i. Use frequently occurring
prepositions (e.g., during, beyond,
toward).
Knowledge of Language
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 she nibbles too much
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
22
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
because she likes that).
SPEAKING AND LISTENING
Comprehension and Collaboration
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.
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 topics and texts
under discussion.
Show and tell
presentations
SL.1.3 Ask and answer questions
about what a speaker says in order to
gather additional information or
clarify something that is not
understood.
Presentation of Knowledge and
Ideas
SL.1.4 Describe people, places,
things, and events with relevant
details, expressing ideas and feelings
clearly.
LANGUAGE
Knowledge of Language
L.1.6 Use words and phrases
acquired through conversations,
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
23
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
reading and being read to, and
responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g.,
because she nibbles too much
because she likes that).
DISCOURSE
S.DS.01.03 Respond to multiple
text types by reflecting, making
meaning, and making
connections.
SPEAKING AND LISTENING
Comprehension and Collaboration
SL.1.3 Ask and answer questions
about what a speaker says in order to
gather additional information or
clarify something that is not
understood.
Presentation of Knowledge and
Ideas
SL.1.6 Produce complete sentences
when appropriate to task and
situation. (See grade 1 Language
standards 1 and 3 on page 26 for
specific expectations.)
SL.1.5 Add drawings or other visual
displays to descriptions when
appropriate to clarify ideas, thoughts,
and feelings.
LISTENING AND VIEWING
RESPONSE
L.RP.01.03 Respond to multiple
text types listened to or viewed
knowledgeably, by discussing,
illustrating, and/or writing in
order to reflect, make meaning,
and make connections.
INFORMATIONAL TEXT
Integration of Knowledge and
Ideas
RI.1.8 Identify the reasons an author
gives to support points in a text.
SPEAKING AND LISTENING
Comprehension and Collaboration
SL.1.1 Participate in collaborative
conversations with diverse partners
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
24
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
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 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.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
25
ELA Pacing Guide
Time Frame: February – March
First Grade
Unit 3: The World Around Me
Genres: Fantasy (narrative reading), Folktale (narrative reading)
Definitions – Fantasy: fiction contains unrealistic or unworldly elements and magical adventure. Six basic motifs are covered: magic, secondary worlds, good vs.
evil, heroism, special character types, and fantastic objects. Folktale: ancient stories originally composed and told for all age groups that have been passed down
orally from generation to generation to explain the natural and spiritual worlds, as well as to entertain and to indoctrinate their members. Folktales express
relationships among human beings and their fears and desires, reflecting the values and cultural patterns of the particular group from which they come. Folktales,
also known as folklore, encompass fables, myth, legend, tall tales and fairy tales.
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
READING
WORD RECOGNITION AND
WORD STUDY
Word Recognition
R.WS.01.06 Make progress in
automatically recognizing the
220 Dolch basic sight words and
95 common nouns for mastery in
third grade.
R.WS.01.07 Use strategies to
identify unknown words and
construct meaning by using
initial letters/sounds (phonics),
patterns of language (syntactic),
picture clues (semantic), and
applying context clues to select
between alternative meanings.
R.WS.01.08 Use syntactic and
semantic cues including picture
clues, word chunks, and the
structure of book language to
determine the meaning of words
in grade-appropriate texts.
R.WS.01.09 Know the meanings
of words encountered frequently
Common Core
LANGUAGE
Conventions of Standard English
L.1.1 Demonstrate command of the
conventions of Standard English
grammar and usage when writing
or speaking.
b. Use common, proper, and
possessive nouns.
Essential
Questions
Assessment
Vocabulary
Resources
How do sight
words help us to
read?
FOUNDATIONAL SKILLS
Phonics and Word Recognition
RF.1.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Know the spelling-sound
correspondences for common
consonant digraphs.
b. Decode regularly spelled onesyllable 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
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
26
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
in grade-level reading and oral
language contexts.
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
breaking the words into syllables.
f. Read words with inflectional
endings.
g. Recognize and read gradeappropriate irregularly spelled
words.
LANGAUGE
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the
meaning of unknown and multiplemeaning 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).
How do you read
a word you do
not know?
Strategies
What do you do
when you don’t
know a word?
What happens
when you can’t
sound a word
out?
Can other words
help you with a
word you don’t
know?
L.1.5 With guidance and support
from adults, demonstrate
understanding of word relationships
and nuances in word meanings.
d. Distinguish shades of meaning
among verbs differing in manner
(e.g., look, peek, glance, stare,
glare, scowl) and adjectives
differing in intensity (e.g., large,
gigantic) by defining or choosing
them or by acting out the
meanings.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
27
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Vocabulary
R.WS.01.10 In context,
determine the meaning of words
and phrases including objects,
actions, concepts, content
vocabulary, and literary terms,
using strategies and resources
including context clues, mental
pictures, and questioning.
Common Core
FOUNDATIONAL SKILLS
Fluency
RF.1.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Essential
Questions
Assessment
Vocabulary
Resources
How do you find
the meaning of a
word?
LANGUAGE
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the
meaning of unknown and multiplemeaning 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.
L.1.5 With guidance and support
from adults, demonstrate
understanding of word relationship
and nuances in word meanings.
a. Sort words into categories (e.g.,
colors, clothing) to gain a sense
of the concepts the categories
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
28
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
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).
Fluency
R.FL.01.03 Read aloud
unfamiliar text with a minimum
90% accuracy in word
recognition at an independent
reading level.
FOUNDATIONAL SKILLS
Fluency
RF1.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
NARRATIVE TEXT
R.NT.01.01 Recognize how
various cultures and our common
heritage are represented in
classic, multicultural, and
contemporary literature that is
recognized for quality and
literary merit.
NARRATIVE TEXT
Craft and Structure
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.
R.NT.01.02 Identify and describe
the basic form and purpose of a
variety of narrative genre
including realistic fiction,
fantasy, and folktales.
RL.1.4 Identify words and phrases
in stories or poems that suggest
feelings or appeal to the senses.
What is a fantasy? Complete a graphic
organizer on
What is a folktale? setting, characters,
etc.
What is a setting?
Discuss characters
Who are
and setting after
characters?
reading books.
What comes first,
second, third?
RL.1.10 With prompting and
support, read prose and poetry of
appropriate complexity for grade 1.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Fantasy
Folktale
Setting
Characters
Prediction
Suggested fantasy books:
Duck in the Truck, Jez
Alborough, 2005. ISBN-13:
9781929132836
Click, Clack, Moo: Cows
That Type, Doreen Cronin,
2000. ISBN-13:
9780689832130
Owen, Kevin Henkes, 1993.
ISBN-13: 9780688114497
Miss Smith’s Incredible
Storybook, Michael Garland,
2005. ISBN-13:
29
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
R.NT.01.03 Identify
problem/solution, sequence of
events, and sense of story
(beginning, middle, and end).
R.NT.01.04 Identify how
authors/ illustrators use literary
devices including illustrations to
support story elements and
transitional words including
before, after, now, and finally to
indicate a sequence of events and
sense of story.
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
Key Ideas and Details
RL.1.2 Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
9780142402825
RL.1.3 Describe characters,
settings, and major events in a story,
using key details.
Sweet Tooth, Margie Palatini,
2004. ISBN-13: 9780689851599
Integration of Knowledge and
Ideas
RL.1.7 Use illustrations and details
in a story to describe its characters,
setting, or events.
Suggested folktale titles:
Stone Soup, Marcia Brown,
1947. ISBN-13:
9780689711039
My Lucky Day, Keiko Kasza,
2005. ISBN-13: 9780142404560
R.NT.01.05 Respond to
individual and multiple texts by
finding evidence, discussing,
illustrating, and/or writing to
reflect, make connections, take a
position, and/or show
understanding.
The Three Little Havelinas,
Susan Lowell, 1992. ISBN13: 9780873585422
Prince Cinders, Babette Cole,
1997. ISBN-13: 9780698115545
Where’s the Big Bad Wolf?
Eileen Christelow, 2002.
ISBN-13: 978-0618181940
Falling for Rapunzel, Leah
Wilcox, 2005. ISBN-13: 9780439750462
Key Ideas and Details
RL.1.1 Ask and answer questions
about key details in a text.
How is your life
like this book?
RL.1.3 Describe characters,
settings, and major events in a story,
using key details.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
30
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
Craft and Structure
RL.1.6 Identify who is telling the
story at various points in a text.
COMPREHENSION
R.CM.01.01 Make text-to-self
and text-to-text connections and
comparisons by activating prior
knowledge and connecting
personal knowledge and
experience to ideas in text
through oral and written
responses.
R.CM.01.02 Retell in sequence
up to three important ideas and
details of familiar simple oral and
written text.
R.CM.01.03 Compare and
contrast relationships among
characters, events, and key ideas
within and across texts to create a
deeper understanding by mapping
story elements, graphically
representing key ideas and
details, and asking questions as
they read.
METACOGNITION
R.MT.01.01 Self-monitor
comprehension by recognizing
when meaning is breaking down
and use simple fix-up strategies
including making credible
What books have
you read that are
the same?
NARRATIVE TEXT
Craft and Structure
RL.1.5 Explain major differences
between books that tell stories and
books that give information,
drawing on a wide reading of a
range of text types.
INTEGRATION OF
KNOWLEDGE AND IDEAS
RL.1.9 Compare and contrast the
adventures and experiences of
characters in stories.
Key Ideas and Details
RL.1.2 Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
In those books
that are the same
how are the
characters same
and different?
Integration of Knowledge and
Ideas
RL.1.9 Compare and contrast the
adventures and experiences of
characters in stories
Does the cover of
the book help you
understand what
the book is
about?
Integration of Knowledge and
Ideas
RL.1.7 Use illustrations and details
in a story to describe its characters,
settings, or events.
What is
happening in the
story so far?
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
31
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
predictions based on a preview of
the book cover and pictures to
increase comprehension when
reading or listening to text.
R.MT.01.02 Self-monitor
comprehension by using
strategies including asking
questions before, during, and
after reading and discussing the
most important ideas and themes
in a text.
R.MT.01.03 Plan, monitor,
regulate, and evaluate skills,
strategies, and processes to
construct and convey meaning
and discuss which
comprehension strategies worked
and did not work.
R.MT.01.04 Self-monitor
comprehension by using a
graphic organizer to sequence
events, sort and order
information, or identify author’s
perspective.
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
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.
FOUNDATIONAL SKILLS
Fluency
RF.1.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with
purpose and understanding.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
NARRATIVE TEXT
Key Ideas and Details
RL.1.1 Ask and answer questions
about key details in a text.
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.
Key Ideas and Details
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.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
32
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
Integration of Knowledge and
Ideas
RL.1.9 Compare and contrast the
adventures and experiences of
characters in stories.
Key Ideas and Details
RL.1.2 Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
READING ATTITUDE
R.AT.01.02 Do substantial
reading and writing on their own
during free time in school and at
home.
Range of Reading and Level of
Text Complexity
R.L. 1.10 With prompting and
support, read prose and poetry of
appropriate complexity for grade 1.
SPEAKING
CONVENTIONS
S.CN.01.05 Understand,
providing examples of how
language differs from storybooks
and classroom as a function of
linguistic and cultural group
membership.
No Common Core
DISCOURSE
S.DS.01.01 Engage in
substantive conversations,
remaining focused on subject
matter, with interchanges
building on prior responses in
literature discussions, paired
conversations, or other
interactions.
How do we speak
in front of an
audience?
SPEAKING AND LISTENING
Comprehension and
Collaboration
SL.1.3 Ask and answer questions
about what a speaker
says in order to gather additional
information or clarify something
that is not understood.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
33
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
S.DS.01.02 Tell or retell familiar
stories (e.g., realistic fiction,
fantasy, folktale), using a
problem/solution pattern,
appropriate story grammar, and
proper sequence while
maintaining appropriate posture
and eye contact, using a prop for
support.
Presentation of Knowledge and
Ideas
SL.1.4 Describe people, places,
things, and events with relevant
details, expressing ideas and
feelings clearly.
LISTENING
CONVENTIONS
L.CN.01.04 Understand how the
source of the message affects the
receiver’s response
(student/student, student/teacher,
student/parent).
SPEAKING AND LISTENING
Comprehension and
Collaboration
SL.1.3 Ask and answer questions
about what a speaker says in order
to gather additional information or
clarify something that is not
understood.
Essential
Questions
Assessment
Vocabulary
Resources
L.CN.01.05 Begin to evaluate
messages they experience from a
variety of media and differentiate
between sender, receiver, and
message.
RESPONSE
L.RP.01.01 Listen to or view
knowledgeably and discuss a
variety of genre.
L.RP.01.02 Select, listen to or
view knowledgeably, and
respond thoughtfully to both
classic and contemporary texts
recognized for quality and
NARRATIVE TEXT
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.
SPEAKING AND LISTENING
Comprehension and
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
34
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
literary merit.
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
Collaboration
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.
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.
SL.1.2 Ask and answer questions
about key details in a text read
aloud or information presented
orally or through other media.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
35
ELA Pacing Guide
Time Frame: April – June
First Grade
Unit 4: Change
Genres: How-To Book (informational reading), Poetry (narrative writing), Research Project (informational writing)
Definitions – How-to book: how to books for children convey procedures for breaking down a process into sequential steps to direct thoughts for accomplishing
an action or achieving a planned result. Poetry: literature expressed in various, metrical forms, structures and arrangements that is traditionally characterized by
rhythmical patterns of language. Research project: a nonfiction inquiry project requiring an inquiry process and final report. Includes the selection of a topic, the
development (and narrowing) of research questions, reading and recording selectively, designing research strategies, organizing information, synthesizing
information, a written report, and a presentation of the report to a larger audience.
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
READING
WORD RECOGNITION AND
WORD STUDY
Word Recognition
R.WS.01.06 Make progress in
automatically recognizing the 220
Dolch basic sight words and 95
common nouns for mastery in
third grade.
Common Core
Essential
Questions
LANGUAGE
Conventions of Standard English
L.1.1 Demonstrate command of the
conventions of Standard English
grammar and usage when writing
or speaking.
b. Use common, proper, and
possessive nouns.
What are
some of the
sight words?
FOUNDATIONAL SKILLS
Phonics and Word Recognition
RF.1.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
a. Know the spelling-sound
correspondences for common
consonant digraphs.
b. Decode regularly spelled onesyllable words.
R.WS.01.08 Use syntactic and
c. Know final -e and common
semantic cues including picture
vowel team conventions for
clues, word chunks, and the
representing long vowel sounds.
structure of book language to
d. Use knowledge that every
determine the meaning of words in
syllable must have a vowel sound
grade-appropriate texts.
to determine the number of
syllables in a printed word.
R.WS.01.09 Know the meanings
e. Decode two-syllable words
of words encountered frequently
following basic patterns by
What do you
do when you
don’t know a
word?
R.WS.01.07 Use strategies to
identify unknown words and
construct meaning by using initial
letters/sounds (phonics), patterns
of language (syntactic), picture
clues (semantic), and applying
context clues to select between
alternative meanings.
Assessment
Vocabulary
Resources
How do you
read a word
you do not
know?
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
36
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
in grade-level reading and oral
language contexts.
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
breaking the words into syllables.
f. Read words with inflectional
endings.
g. Recognize and read gradeappropriate irregularly spelled
words.
LANGAUGE
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 1 reading and content,
choosing flexibly from an array of
strategies.
d. Use sentence-level context as a
clue to the meaning of a word or
phrase.
e. Use frequently occurring affixes
as a clue to the meaning of a
word.
f. Identify frequently occurring root
words (e.g., look) and their
inflectional forms (e.g., looks,
looked, looking).
What
happens
when you
can’t sound a
word out?
Can other
words help
you with a
word you
don’t know?
L.1.5 With guidance and support
from adults, demonstrate
understanding of word relationships
and nuances in word meanings.
d. Distinguish shades of meaning
among verbs differing in manner
(e.g., look, peek, glance, stare,
glare, scowl) and adjectives
differing in intensity (e.g., large,
gigantic) by defining or choosing
them or by acting out the
meanings.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
37
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Vocabulary
R.WS.01.10 In context, determine
the meaning of words and phrases
including objects, actions,
concepts, content vocabulary, and
literary terms, using strategies and
resources including context clues,
mental pictures, and questioning.
Common Core
FOUNDATIONAL SKILLS
Fluency
RF.1.4 Read with sufficient
accuracy and fluency to support
comprehension.
a. Read on-level text with purpose
and understanding.
b. Read on-level text orally with
accuracy, appropriate rate, and
expression on successive
readings.
c. Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Essential
Questions
Assessment
Vocabulary
Resources
How do you
find the
meaning of a
word?
LANGUAGE
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 1 reading and content,
choosing flexibly from an array of
strategies.
c. Use sentence-level context as a
clue to the meaning of a word or
phrase.
d. Use frequently occurring affixes
as a clue to the meaning of a
word.
L.1.5 With guidance and support
from adults, demonstrate
understanding of word relationship
and nuances in word meanings.
a. Sort words into categories (e.g.,
colors, clothing) to gain a sense
of the concepts the categories
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
38
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
represent.
b. Define words by category and by
one or more key attributes (e.g., a
duck is a bird that swims; a tiger
is a large cat with stripes).
INFORMATIONAL TEXT
R.IT.01.01 Identify and describe
the basic form, features, and
purpose of a variety of
informational genre including
simple “how-to” books, science
and social studies magazines.
R.IT.01.02 Discuss informational
text patterns including descriptive,
sequential, and enumerative.
INFORMATIONAL TEXT
Craft and Structure
RI.1.5 Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
Integration of Knowledge and
Ideas
RI.1.8 Identify the reasons an author
gives to support points in a text
What topics
are covered
in how-to
books?
What can
how-to books
tell us?
R.IT.01.03 Explain how authors
use text features including
headings, titles, labeled
photographs, and illustrations to
enhance the understanding of key
and supporting ideas.
R.IT.01.04 Respond to individual
and multiple texts by finding
evidence, discussing, illustrating,
and/or writing to reflect, make
connections, take a position,
and/or show understanding.
What kind of
information
is included in
how-to
books?
How-to
books
Informational
text
Research
Labels
Poetry
Rhyme
Suggested “how-to” books:
How a Book Is Made, Aliki,
1988. ISBN-13:
9780064460859
The Furry News: How to
Make a Newspaper, Loreen
Leedy, 1990. ISBN-13:
9780823407934
Clay Art with Gloria Elliott,
Susan Canizares, 1998. ISBN13: 978-0439045957
Building a House, Byron
Barton, 1990. ISBN-13: 9780688093563
Key Ideas and Details
RI.1.2 Identify the main topic and
retell key details of a text.
Craft and Structure
RI.1.5 Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
What is the
difference in
a how-to
book and a
magazine?
How do titles
and pictures
help us
understand
the story?
RI.1.6 Distinguish between
information provided by pictures or
other illustrations and information
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
39
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
provided by the words in a text.
Integration of Knowledge and
Ideas
RI.1.7 Use the illustrations and
details in a text to describe its key
ideas.
RI.1.8 Identify the reasons an author
gives to support points in a text.
Key Ideas and Details
RI.1.1 Ask and answer questions
about key details in a text.
RI.1.3 Describe the connection
between two individuals, events,
ideas, or pieces of information in a
text.
Craft and Structure
RI.1.6 Distinguish between
information provided by pictures or
other illustrations and information
provided by the words in a text.
COMPREHENSION
R.CM.01.04 Apply significant
knowledge from grade-level
science, social studies, and
mathematics texts.
INFORMATIONAL TEXT
Range of Reading and Level of
Text Complexity
RI.1.10 With prompting and
support, read informational texts
appropriately complex for grade
1.
METACOGNITION
R.MT.01.01 Self-monitor
comprehension by recognizing
INFORMATIONAL TEXT
Craft and Structure
RI.1.4 Ask and answer questions to
Does the
cover of the
book help
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
40
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
when meaning is breaking down
and use simple fix-up strategies
including making credible
predictions based on a preview of
the book cover and pictures to
increase comprehension when
reading or listening to text.
R.MT.01.02 Self-monitor
comprehension by using strategies
including asking questions before,
during, and after reading and
discussing the most important
ideas and themes in a text.
R.MT.01.03 Plan, monitor,
regulate, and evaluate skills,
strategies, and processes to
construct and convey meaning and
discuss which comprehension
strategies worked and did not
work.
R.MT.01.04 Self-monitor
comprehension by using a graphic
organizer to sequence events, sort
and order information, or identify
author’s perspective.
CRITICAL STANDARDS
R.CS.01.01 Develop and discuss
shared standards and begin to
assess the quality and accuracy of
their own writing and the writing
of others with teacher guidance.
Common Core
help determine or clarify the
meaning of words and phrases in a
text.
Essential
Questions
Assessment
Vocabulary
Resources
you
understand
what the
book is
about?
Key Ideas and Details
RI.1.1 Ask and answer questions
about key details in a text.
Range of Reading and Level of
Text Complexity
RI.1.10 With prompting and
support, read informational texts
appropriately complex for grade.
INFORMATIONAL TEXT
Key Ideas and Details
RI.1.1 Ask and answer questions
about key details in a text.
WRITING
Research to Build and Present
Knowledge
W.1.8 With guidance and support
from adults, recall information from
experiences or gather information
from provided sources to answer a
question.
WRITING
Text Types and Purposes
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.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
Look for frequently
used words in
students’ writing.
41
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
WRITING
WRITING GENRE
W.GN.01.02 Approximate poetry
based on reading a wide variety of
grade-appropriate poetry.
W.GN.01.04 Use a teacherselected topic to write one
research question; locate and
begin to gather information from
teacher-selected resources;
organize the information and use
the writing process to develop a
project.
Common Core
No Common Core Match
Essential
Questions
What is
poetry?
Text Types and Purposes
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.
W.PR.01.02 Draft focused ideas
using multiple connected
sentences with appropriate
grammar, usage, mechanics, and
temporary spellings when
Vocabulary
Resources
Write poetry based
on a pattern.
Suggested books for research
project:
How a Seed Grows, Helene J.
Jordan, 1992. ISBN-13: 9780064451079
Needs and Wants, Susan Ring,
2003. ISBN-13:
9780736820288
Research to Build and Present
Knowledge
W.1.7 Participate in shared research
and writing projects (e.g., explore a
number of “how-to” books on a
given topic and use them to write a
sequence of instructions).
The Magic School Bus and the
Missing Tooth, Joanna Cole,
2007. ISBN-13: 9780439801072
W.1.8 With guidance and support
from adults, recall information from
experiences or gather information
from provided sources to answer a
question.
PROCESS
W.PR.01.01 With teacher support,
set a purpose, consider audience,
and incorporate literary language
when writing a narrative or
informational piece; begin to use
specific strategies including
graphic organizers when planning.
Assessment
101 Science Poems & Songs
for Young Learners (Grades 13). Meish Goldish, 1999.
ISBN-10: 0590963694
Text Types and Purposes
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.
What is the
writing
process?
Production and Distribution of
Writing
W.1.7 Participate in shared research
and writing projects (e.g., explore a
number of “how-to” books on a
given topic and use them to write a
sequence of instructions).
What should
I write about?
How do you
brainstorm?
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
42
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
composing a narrative or
informational piece.
W.PR.01.03 Attempt to revise
draft based on reading it aloud to
clarify meaning for their intended
audience (e.g., using strong verbs
or precise nouns, and adding
needed information).
W.PR.01.04 Attempt to proofread
and edit writing/ pictures using
appropriate resources including a
word wall and a class-developed
checklist, both individually and in
groups.
PERSONAL STYLE
W.PS.01.01 Develop personal
style in oral, written, and visual
messages in both narrative (e.g.,
natural language, specific action,
emotion) and informational
writing (e.g., sequence, specific
vocabulary, visual representation).
SPELLING
W.SP.01.02 In the context of
writing, correctly spell less
frequently encountered words
using structural cues (letter/sound,
rimes) and environmental sources
(word walls, word lists).
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
W.1.8 With guidance and support
from adults, recall information from
experiences or gather information
from provided sources to answer a
question.
Production and Distribution of
Writing
W.1.5 With guidance and support
from adults, focus on a topic,
respond to questions and
suggestions from peers, and add
details to strengthen writing as
needed.
What is
editing?
What is
proofreading?
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.
LANGUAGE
Conventions of Standard English
L.1.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
d. Use conventional spelling for
words with common spelling
patterns and for frequently
occurring irregular words.
e. Spell untaught words
phonetically, drawing on
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
43
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
phonemic awareness and
spelling conventions.
SPEAKING
CONVENTIONS
S.CN.01.03 Speak effectively
maintaining appropriate posture,
eye contact, and position using
props such as photographs or
illustrations in narrative and
informational presentations.
S.CN.01.04 Present in standard
American English if it is their first
language. (Students whose first
language is not English will
present in their developing version
of standard American English.)
DISCOURSE
S.DS.01.04 Plan and deliver
presentations using an
informational organizational
pattern (e.g., descriptive,
enumerative, or sequential)
providing several facts and details
to make their point while
maintaining appropriate posture
and eye contact using a prop.
SPEAKING AND LISTENING
SL.1.6 Produce complete sentences
when appropriate to task and
situation. (See grade 1 Language
standards 1 and 3 on page 26 for
specific expectations.)
LANGUAGE
Conventions of Standard English
L.1.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
SPEAKING AND LISTENING
Comprehension and
Collaboration
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.
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.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
44
Processes, Content Statements
& Expectations
(Disciplinary Knowledge)
LISTENING
CONVENTIONS
L.CN.01.02 Ask appropriate
questions for clarification and
understanding during a
presentation or report.
L.CN.01.03 Listen to or view
knowledgeably while
demonstrating appropriate social
skills of audience behaviors (e.g.,
eye contact, attentive, supportive)
in small and large group settings;
listen to the comments of a peer
and respond on topic adding a
connected idea.
Common Core
Essential
Questions
Assessment
Vocabulary
Resources
SL.1.2 Ask and answer questions
about key details in a text read aloud
or information presented orally or
through other media.
SPEAKING AND LISTENING
Comprehension and
Collaboration
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.
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.
SL.1.2 Ask and answer questions
about key details in a text read aloud
or information presented orally or
through other media.
SL.1.3 Ask and answer questions
about what a speaker says in order
to gather additional information or
clarify something that is not
understood.
First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011
K-2 Literacy CCSS – ELA GLCE Alignment – June 2010
45