Orange Board of Education
___________________ (ELA First Grade)
Unit I:
Topic:
CCSS:
(e.g., What
is a Pal)
RF 1.1.a
SL.1.5
Journey TE
Unit 1
L1.1.a
L1.2a
L.1.2.b
L.1.2.e
W1.3; L1.2.d
L.1.1e
SL.1.1.f
L 1.1.f
L.1.6
L.1.6
RF 1.2.a
RF 1.3.b,d
RF 1.3.g
RF 1.2.b
RF 1.2 c
RL.1.1
RL.1.3; RL. 1.7
RI 1.7
W1.8
Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)
Recognize a sentence begins with a capital letter and ends with a punctuation mark.
Add illustrations that represent descriptions of characters, places, or events for
clarification.
Use upper and lower case letters correctly in writing.
Capitalize names people and dates.
Use correct ending punctuation.
Apply developmental spelling or phonics-based knowledge to write unfamiliar words.
Organize ideas and information for writing showing a progression and chronological
narrative recounting two events using temporal words and a closing sentence.
Use verbs that depict past, present, and future (e.g., walk, walked, will walk) appropriately.
Share and extend accountable talk with others using proper rules when speaking (e.g.,
listening to others with care, speaking one at a time about grade 1 topics and text under
discussion) and asking questions for clarification.
Use adjectives when describing people, places, things, and events.
Use words and phrases acquired through conversations, reading and being read to.
Use frequently occurring conjunctions to signal simple relationships (e.g., because, and, or)
Distinguish long and short vowel sounds in a spoken single-syllable word
Decode basic CVC (e.g., pin) and CVCC (e.g., back) and VC (e.g., it) words.
Identify and read grade-level high frequency/irregular words in and out of context.
Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends.
Orally segment and identify phonemes in a single-syllable word, identifying initial, medial
vowel and final sounds (e.g., top: /t/-/o/-/p/).
Answer questions about key details in a text.
Use illustrations and key details in a story to describe characters and settings.
Use resources (e.g. charts, photographs) in a text for describing key ideas.
With guidance and support, listen to, discuss, and compare published stories/texts written
by various authors to answer a question.
Projected # of
days
35
Orange Board of Education
___________________ (ELA First Grade)
RF 1.4.a,b
Establish a purpose for reading and adjust reading rate to support accuracy, appropriate
rate, and expression in grade-level text (e.g., looking at illustrations, activating prior
knowledge, and predicting the outcome of the selection).
RF 1.4.c
Monitor reading using context clues (e.g., word patterns, stories/texts written by various
authors to answer a question.
RF 1.4.a.b
Establish a purpose for reading and adjust reading rate to support accuracy, appropriate
rate, and expression in grade-level text (e.g., looking at illustrations, activating prior
knowledge, and predicting the outcome of the selection).
RF 1.4.c
Monitor reading using context clues (e.g., word patterns, story structure, illustrations) to
support accuracy, rate and comprehension.
Essential Questions: How do I figure out a word I do not know? What clues tell you how a character feels? Why is the order of story events
important? What information do words and pictures give? How does the setting make a story interesting? How do good writers express
themselves?
Enduring Understandings: Readers use language structure and context clues to identify the intended meaning of words and phrases as they are
used in the text. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.
Assessments:
Formative: anecdotal records of students in
Summative: Model Curriculum Benchmark
Authentic: Published narrative writing
small group center/activities, one to one
Assessment for unit 1, guided reading
pieces, writing pieces created in centers, oral
conferencing, whole group
analysis, CVC word assessment
recording of children reading their writing
instruction/discussions, guided reading, and
piece
narrative writing samples, talk moves/turn
and talk, and in-progress writing samples
Interdisciplinary Connections/Social Studies Connection: SL.1.1.F Building a Classroom Community, Read Aloud: What is a Pal Selection found
in T33 in Journeys TE. Additional resources could include books on friendships, caring, sharing and being responsible. Students can discuss the
importance of building a community with partners, small group and whole group. Teacher can chart responses to make a class charter. Students
can respond to texts orally and in writing.
Technology Integration: www.starfall.com for reading fluency and word work, www.spellingcity.com for practice with CVC/CVCC vocabulary
acquisition, word spelling games and sight word recognition, http://pbskids.org/rogers/buildBuild.html for SS integration,
http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELA
Key Vocabulary: chatter, steady, canvas, important, rhythm, combinations, ease, worried, subways, alleys, space, ferry, dash, sealed (taken from
Unit 1 in Journeys)
Useful Sites: www.thinkcentral.com for unit 1 activities, www.clicompass.org for Message Time Plus Module/writing ideas and child friendly
rubrics,
(http://traitspace.scholastic.com in username enter (traits) and password enter (writing) for writing rubrics and songs to help
Orange Board of Education
___________________ (ELA First Grade)
children remember writing strategies, http://www.scholastic.com/bookwizard/ to help level classroom books
Helpful Read Alouds: Click Clack Moo Cows that Type , Owl Moon, A Chair for my Mother
Text Crosswalk: T160 Writing About Us Activity and T393 Shared Writing Piece for writing standard, T19 Guided Practice of CVC words for
Reading Foundation Standard, T145 Daily Vocabulary Boost Activity for Speaking and Listening Standard, T214 Sequence of Events Activity for
Reading Standards.
* ELLs: Look in the Journeys TE for ELLs Tab to assist
Orange Board of Education
___________________ (ELA First Grade)
Unit 2:
Topic:
CCSS:
(e.g.,
Sharing
Time)
W 10.3; L1.2a
W 1.5
Journeys TE W 1.6
Unit 2
W 1.8
SL 1.5
L 1.2b; RF 1.1a
L 1.2e
SL 1.1.a,b,c
L.1.5.b
RF 1.2.c
RF 1.2.d
RF 1.3.a
RF 1.3.g
RL. 1.1; L.1.6,
SL, 1.3
RL.1.2
RL.1.3; RL.1.7
RL.1.4
RL.1.9
Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)
Write narratives organizing ideas and information for writing including two or more
sequenced events using temporal words and a sense of closure.
With guidance, focus on a topic, respond to questions and suggestions from peers, and add
details to strengthen writing.
With assistance, compose and publish a variety of productions (e.g., stories, letters, and
simple poems) in collaboration with peers using technology.
With guidance and support, recall experiences or gather information from provided sources
to answer questions.
Add visual displays describing characters, places or events to descriptions for clarification.
Use varied ending punctuations (e.g., period or exclamation mark) and capitalization for
dates, names and the beginning of a sentence appropriately when writing.
Apply developmental spelling or phonics-based knowledge to write unfamiliar words.
Engage in collaborative conversations about grade one topics and texts (e.g., book groups,
literature circles, and buddy reading) following agreed-upon rules for listening and group
discussions (e.g., looking at the speaker, turn talking, linking ideas to the speakers’ idea,
sharing the floor) and asking questions for clarification.
With guidance and support, define words by category and bu one or more key attributes
(e.g., duck is a bird that swims).
Identify and pronounce the initial, medial vowel, and final sounds (phonemes) in a spoken
one-syllable word.
Orally segment and identify phonemes in a single-syllable word e.g., top: /t/-/o/-/p/).
Decode words with common consonant digraphs (e.g., fish, lunch)
Identify and read grade–level high frequency /irregular words in and out of context.
Ask questions posed about key details in a text for clarification using an array of familiar
words.
Retell stories, including key details learned from text into logical order.
Use illustrations and key details in a story to describe major events.
Name words and phrases in a poem or story that suggest feelings or appeal to the senses.
Compare and contrast characters’ adventures and experiences in stories.
Projected # of
days
38
Orange Board of Education
___________________ (ELA First Grade)
RL.1.10
RI.1.7
RF.1.4.a,b
With prompting and support, read prose and poetry of grade-level complexity.
Use resources (e.g., charts, photographs) in a text to describe key ideas.
Use reading strategies to establish a purpose for reading and to answer comprehension
questions about the grade-level text while adjusting reading rate to support accuracy,
appropriate rate, and expression (e.g., looking at illustrations, activating prior knowledge,
and predicting the outcome of the selection).
RF.1.4.c
Monitor reading using context clues and re-reading (e.g., word patterns, story structure,
illustrations) to support accuracy, rate and comprehension.
Essential Questions: How does understanding a text’s structure help me better understand its meaning? What lessons can you learn from
story characters? Why is the order of story events important? How do words and pictures help tell a story? How do the parts of a story work
together? How do writers develop a well written product?
Enduring Understandings: Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of
the text. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences
and contexts.
Assessments:
Formative: anecdotal records of students in
Summative: Model Curriculum Unit 2
Authentic: Published writing piece for
small group center/activities, one to one
Assessment, assessment on CVC /CVCC
narrative writing, letter writing, poetry
conferencing, whole group
words, running records to see reading
writing and story writing)
instruction/discussions, guided reading, inprogress/ comprehension skills
progress writing samples, talk moves and
turn and talk.
Interdisciplinary Connections/Science RL.1.10 children read weekly leveled readers entitled Dogs, Animals at Night, and Animals Talk found in
T103 in Journeys. Extension: Class project children choose an animal to research and write about.
Technology Integration: www.spellingcity.com spelling and word recognition games www.starfall.com for independent reading and phonics
games http://kids.nationalgeographic.com/kids/littlekids/ kid friendly topics children can respond to in writing http://www.kidsclick.org/ a
safe search engine for kids created by librarians to conduct research, http://www.studyisland.com/web/index/ for students to reinforce CCSS in
ELA
Key Vocabulary: Worried, suddenly, sneak, dashing, agreement, discussed, important, figure, faraway, village, crisp, smudge, peeked, enemies,
must forests, predators forest,
Useful Sites: : www.thinkcentral.com for unit 2 activities, www.clicompass.org go to Intentional Read Aloud Module for ideas that meet RL
Standards, (http://traitspace.scholastic.com in username enter (traits) and password enter (writing) for writing rubrics and songs to help
children remember writing strategies
Text Crosswalk: T305 Write to Describe activity for Writing Standard, T323 Oral Language Guided Retelling activity for Speaking and Listening
Orange Board of Education
___________________ (ELA First Grade)
Standard, T394 Phonemic Awareness and Phonics activity for Reading Foundation Standard, T316 Develop Comprehension activity for Reading
Informational Standard
* ELLs: Look in the Journeys TE for ELLs Tab to assist
Orange Board of Education
___________________ (ELA First Grade)
Unit 3:
Topic:
CCSS:
Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)
(e.g.,
Nature
Near and
Far )
W.1.2
Write an informational/explanatory text naming the topic, including facts and
concluding sentences.
With guidance and support, rewrite sentences, adding details and incorporating
suggestions from peers.
With guidance and support, compose and publish a variety of productions (e.g.,
“how-to”, letters, and simple poems) in collaboration with peers using technology.
Participate in shared research and writing projects.
With guidance and support, recall personal experiences or gathered information from
provided sources (e.g., books, computer) to answer questions.
Use varied end punctuations (e.g., exclamation mark) appropriately when writing
sentences.
Use nouns and verbs in complete sentences.
Use pronouns (personal, possessive, and indefinite), frequently occurring
conjunctions, determiners (e.g., articles, demonstratives), and frequently occurring
prepositions to form and complete sentences when speaking and writing.
Place commas where needed in sentences that contain dates or series of single words.
Distinguish the difference between a long vowel and short vowel sound in a spoken
single-syllable word (e.g., hat, cake).
Blend phonemes of single-syllable words containing consonants and short vowels,
and including consonant blends.
Orally segment, identify, and pronounce phonemes in a single-syllable word (e.g.,
top: /t/-/o/-/p/) isolating and promoting initial, medial vowel and final sounds.
W.1.5
Journeys TE W.1.6
Unit 3
W.1.7
W.1.8
L.1.2.b
SL.1.6
L.1.1.d,g,h,i
L.1.2.c
RF.1.2.a
RF.1.2.b
RF.1.2.c,d
Projected # of
days
36
Orange Board of Education
RF.1.3.a,b
RF.1.3.c
RF.1.3.f
RF.1.3.g
L.1.4.c
RI.1.1; RI.1.4
RI.1.2
RI.1.3
RI.1.5; RI.1.7
RI.1.6
RI.1.8
RI.1.9
RI.1.10
RL.1.5
RF.1.4.a,b
___________________ (ELA First Grade)
Decode basic CVC (e.g., pin, mail, meet) and CVCC (e.g., wind) and VC (e.g., in)
words and words with common consonant digraphs.
Decode words with final –e (e.g., make, time, home) and words with common vowel
teams (e.g., play, mail, team, seed).
Read words with inflectional endings (e.g., likes, liked, waits, waited, waiting).
Identify and read grade-level high-frequency /irregular words in and out of context.
Identify frequently occurring root words (e.g., look) and their inflectional forms
(e.g., looks, looked, looking).
Ask and answer questions about key details to determine or clarify the meaning of
words and phrases in a text.
Identify the main topic of a text and key details
Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
Utilize text features (e.g., charts, diagrams, time lines, maps) and details in texts to
obtain information and locate key details.
Tell the difference between information provided by pictures or illustrations and
information provided by words in a text.
Identify the key points an author makes in informational text and identify the textual
evidence to support these points.
Compare and contrast two texts on the same topic (e.g., illustrations, descriptions, or
procedures).
With prompting and support, read informational texts of appropriate grade-level
complexity.
Explain major differences between books that tell stories and books that give
information, drawing on a wide reading of a range of text types.
Establish a purpose for reading and answer comprehension questions about the text
while adjusting reading rate to support accuracy and expression (e.g., looking at
illustrations, activating prior knowledge, and predicting the outcome of the selection)
in grade-level text.
Orange Board of Education
RF.1.4.c
SL.1.2
L.1.4.a
___________________ (ELA First Grade)
Monitor reading using context clues and re-reading (e.g., word patterns, story
structure, illustrations) to support accuracy, rate and comprehension.
Ask and answer key questions about read alouds (e.g., main idea, character, setting)
or information presented orally or through other media.
Use sentence-level context to determine the meaning of unknown words or phrases.
Essential Questions: How do I figure out a word I do not know? Why do authors write stories? Why is the order of story events important?
What changes do different seasons cause? What clues help you figure out why events happen? How are animals the same and different? How
do rules of language affect communication?)
Enduring Understandings: Readers use language structure and context clues to identify the intended meaning of words and phrases as they are
used in text. Rules, conventions of language, help readers understand what is being communicated.
Assessments:
Formative: Anecdotal records of students in
Summative: Model Curriculum Unit 3
Authentic: Published writing piece for
small group center/activities, one to one
Assessment, assessment on silent “e” ending informational/explanatory, how to writing,
conferencing, whole group instruction/MTP,
words and vowel team words such as “ai,”
poetry writing, oral presentations and book
guided reading, in progress writing samples,
“ee,” and “ay” words, running records to see reviews)
turn/ talk, and talk moves
reading progress/ comprehension skills,
writing prompt samples
Interdisciplinary Connections: RI 1.9, RI 1.10, Compare and Contrast informational texts on various places such as parks, states or countries.
Children discuss their ideas with a partner. Children can write about the different places they read about.
Technology Integration: www.spellingcity.com, for continuous word work practice www.starfall.com for reading practice
www.timesforkids.com and www.discoverykids.com resource for students to find informational text to compare and contrast
http://www.ipl.org/ a search engine that is safe for kids, used by librarians, http://www.studyisland.com/web/index/ for students to reinforce
CCSS in ELA
Key Vocabulary: must, wonder, sneak, eases, frisky, shiver, spied, tumbled, view, adventure, vines, plow, burst, glows, alert, sensitive, swivel,
directions, sensitive
Useful Sites: www.thinkcentral.com for unit 3 activities, www.clicompass.org for videos on writing area and anchor charts
Text Crosswalk: T23 Write to Inform activity for Writing Standard, T40 Develop Comprehension activity for Speaking and Listening Standard,
T115 Guided Practice Activity for Reading Foundational Standards, T322 Develop Comprehension Activity for Reading Standards
* ELLs: Look in the Journeys TE for ELLs Tab to assist
Orange Board of Education
___________________ (ELA First Grade)
Unit 4:
Topic:
CCSS:
(e.g.,
Exploring
Together)
W.1.1; L.1.2.d,e
Journeys TE
Unit 4
W.1.5; L.1.2.b
W.1.8
SL.1.5
L.1.1.b
Goals: (This section should contain the standards that are to be mastered by the end of
the unit.)
Apply the writing process to write an opinion piece in which the topic or book they are
writing about is introduced and which includes a statement of their opinion, a reason for
their opinion, and closing statement. Use phonemic awareness and spelling conventions to
write untaught words, words with common spelling patterns, and frequently occurring
irregular words.
With guidance and support, focus on a topic, respond to questions and suggestions from
peers, and add details and correct end punctuation (e.g., exclamation marks) to sentences.
With guidance and support, use personal experiences or information gathered from
provided sources (e.g., books, computers) to answer a question.
Clarify ideas, thoughts, and feelings by creating visual displays or drawings to add
information and detail to a description.
Use common, proper, and possessive nouns appropriately when writing or speaking.
L.1.1.c
Use singular and plural nouns with matching verbs in basic sentences. (e.g., He jumps; We
jump) when writing or speaking.
L.1.1.e
Use verbs to convey a sense of past, present, and future (e.g., jump, jumped, will jump)
when writing or speaking.
RF.1.3.a,b
RF.1.3.c
Decode basic CVC (e.g., met, trail, treat, wheat) and CVCC (e.g., wind) and VC (e.g., at)
words and words with common digraphs (e.g., th, sh, ch, wh, ck).
Decode words with final –e (e.g., ate, name) and words with common vowel teams (e.g.,
Projected # of
days
36
Orange Board of Education
RF.1.3.f
RF.1.3.g
RL.1.1
RI.1.1
RL.1.2
RI.1.2
RL.1.3
RI.1.3
RL.1.9
RI.1.9
RI.1.5
RL 1.10;
RI.1.10
RF.1.4.a,b
RF.1.4.c
L.1.1.e
L.1.1.f
___________________ (ELA First Grade)
mail, clay, read, seed, pie, boat, toe).
Read words with grade-appropriate inflectional endings (e.g., likes, liked, waits, waited,
waiting).
Identify and read grade-level high-frequency/irregular words in and out of context.
Ask and answer questions about key details in literature and informational text.
Ask and answer questions about key details in informational text.
Retell key details identifying the central message or lesson in literature texts.
Retell key details identifying the main topic in informational texts.
Use key details to describe characters, settings, and major events in a story.
Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
Compare and contrast characters’ adventures and experiences in stories.
Identify similarities and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Know and utilize text features (e.g., graphs, charts) in a text to locate key facts or
information.
With prompting and support, read prose, poetry and informational text of appropriate
grade-level complexity.
Use reading strategies to read with purpose and comprehension while adjusting
reading rate to support accuracy, fluency and expression (e.g., looking at
illustrations, activating prior knowledge, and predicting the outcome of the selection)
in grade-level texts.
Monitor reading using context clues and re-reading (e.g., word patterns, story
structure, illustrations) to support accuracy, rate and comprehension.
Use verbs to convey a sense of past, present, and future (e.g., jump, jumped, will
jump) when writing or speaking.
Use frequently occurring adjectives when writing or speaking (e.g., happy, nice,
Orange Board of Education
___________________ (ELA First Grade)
big).
L.1.4.b
Learn frequently occurring affixes and their meanings (e.g., dis-means “not” or “opposite
of” so dislike means “not to like”) and use as clues to the meaning of a word.
Essential Questions: What do readers do when they do not understand everything in a text? What is important to know about the moon? How
are ways to travel the same and different? Why do authors write non-fiction? What clues help you figure out how characters feel? What makes
a story funny? How can discussion increase our knowledge and understanding of an idea(s)?
Enduring Understandings: Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply
strategies to enhance their comprehension. Oral discussion helps to build connections to others and create opportunities for learning.
Assessments:
Formative: Anecdotal records of students in
Summative: Model Curriculum Unit 4
Authentic: Published writing piece for
small group center/activities, one to one
Assessment, assessment on CVC /CVCC words opinion writing, response to text orally
conferencing, whole group instruction/MTP,
and sight words, running records to see
(recording) or in writing, center activity work
guided reading, in-progress writing samples,
reading progress/ comprehension skills,
samples
turn/ talk, and talk moves
Interdisciplinary Connections: Students can research and write about an animal, state, country, sport, or important person and write an opinion
piece stating facts and reasons why they think what they learned is interesting and/or important.
Technology Integration: www.spellingcity.com for continuous word work http://www.abcya.com/first_grade_computers.htm for sight
word recognition practice and spelling practice http://www.funbrain.com/books/tesstree/book.html online kid friendly books for reading
practice, http://kids.nationalgeographic.com/kids/littlekids/ or http://kids.nationalgeographic.com/kids, http://www.timeforkids.com/ for
finding kid friendly topics children can read and respond to in writing http://www.ipl.org/ a search engine that is safe for kids, used by
librarians, http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELA
Key Vocabulary: Atmosphere, surface, miniature, vast, landscape, decision, shelter, delighted, complain, pleaded, lonely, horizon, eagerly,
scampered, slippery, spotted, disappointed, fancy, author, permission, signature, exactly, incomplete, welcomed, meadow calf, wade, rippled,
flooded, swarm.
Useful Sites: www.thinkcentral.com for unit 4 activities, www.clicompass.org for videos on writing area and anchor charts
www.unitedstreaming.com for ideas in integrating science and social,
http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=3 for resources
on comprehension strategies
Orange Board of Education
___________________ (ELA First Grade)
Text Crosswalk: T45 Your Turn Activity for Language Standard (the students can also write an opinion piece using the book discussed , T145 for
Writing Standard Write to Narrative Activity, children can also write an opinion piece of whether or not they liked the story T215 for Reading
Foundational Standard Guided Practice Activity to help children with decoding and blending strategies
Orange Board of Education
___________________ (ELA First Grade)
Unit 5:
Topic:
CCSS:
Goals: (This section should contain the standards that are to be mastered by
the end of the unit.)
(e.g., Watch Us
Grow)
W.1.3
Use the writing process: show a progressing and chronological
narrative recounting two or more events using temporal words,
including some details and a closing sentence.
Journeys TE
Unit 5
W.1.5
W.1.8
With guidance and support, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as
needed.
With guidance and support, use personal experiences or gathered
information from provided sources (e.g., magazines, educational
websites) to answer a question.
SL.1.5
Add drawings, models, or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
L.1.1.d,g,h,i
Use pronouns (personal, possessive, and indefinite), frequently
occurring conjunctions, demonstratives (e.g., this, that, these) and
appropriate prepositions to form and complete sentences when
speaking and writing.
L.1.2.c
Use commas where needed in sentences that contain a series of single
words or dates.
RF.1.2.b
Blend phonemes of single-syllable words containing consonants and
short vowels (e.g., sit).
RF.1.2.c,d
Orally segment, identify phonemes in a single-syllable word, and
Projected # of days
38
Orange Board of Education
RF.1.3.a,b
RF.1.3.c
RF.1.3.f
RF.1.3.g
RL.1.2; RI.1.2
RL.1.3; RL.1.7
RL.1.6
RL.1.9
RL.1.10
RI.1.1; RI.1.4
RF.1.4.a,b
RF.1.4.c
___________________ (ELA First Grade)
pronounce (e.g., meet: /m/-/ee/-/t/).
Decode basic CVC (e.g., met, trail, treat, wheat) and CVCC (e.g., wind,
knock) and VC (e.g., at) words and words with common consonant
digraphs.
Decode words with final –e (e.g., ate, name) and words with common
vowel teams (e.g., pie, high, boat, toe, bow, blue, suit).
Read words with inflectional endings (e.g., waits, waited, waiting,
smaller, smallest).
Identify and read grade-level high-frequency /irregular words in and
out of context.
Retell key details identifying the central message or lesson in literature
texts and the main topic in informational texts.
Describe settings, characters, and major events using key details with
support from illustrations in literature.
Identify words that indicate who is telling the story at different points in
the text.
Compare and contrast characters’ experiences and adventures in stories.
With prompting and support, read prose and poetry of appropriate
complexity for grade one.
Ask and answer questions about the key details and for determining or
clarifying the meaning of words and phrases in a text.
Establish a purpose for reading and use reading strategies to answer
comprehension questions about the text while adjusting reading rate to
support accuracy and expression (e.g., looking at illustrations, activating
prior knowledge, and predicting the outcome of the selection).
Monitor reading using context clues and re-reading (e.g., word patterns,
story structure, illustrations) to support accuracy rate and
Orange Board of Education
___________________ (ELA First Grade)
comprehension.
L.1.4.a,b
Use sentence-level context and frequently occurring affixes (e.g., dis-)
as a clue to determine the meaning of a word or phrase.
Essential Questions: How do readers construct meaning form text? What do characters do when there is a problem? What clues tell you why
animals look as they do? What causes events in a story to happen? Why do authors put events in certain order? What clues tell you what a
character is like? How does a listener understand a message?)
Enduring Understandings: Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply
strategies to enhance their comprehension. Effective listeners are able to interpret and evaluate increasingly complex messages.)
Assessments:
Formative: Anecdotal records of students in
Summative: Model Curriculum Unit 5
Authentic: Published writing piece for
small group center/activities, one to one
Assessment, assessment on CVC /CVCC/final
opinion/informative writing, student created
conferencing, whole group instruction/MTP,
–e and vowel team words, running records to play (recording) or in writing, and writing
guided reading, in-progress writing samples,
see reading progress/ comprehension skills,
center work samples
turn/ talk, and talk moves
Interdisciplinary Connections: SS and/or Science students decide on a topic they want to research and write about it. Children will create a
report and present it to their classmates
Technology Integration: www.timesforkids.com and www.discoverykids.com to help students research writing topics for informational
writing, http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELA
Key Vocabulary: whispered, clues, detectives, clever, poked, sneaky, roamed, sparkling, misty, promised, received, slender, behave, sizzling,
translated, accent, gooey, siesta, gentle, completely, settle, reflection, lonely, recognized, blossoms, cavern, shady, ledge, lugging, shallow
Useful Sites: http://www.readinga-z.com/ to help with guided reading/retelling rubrics for informational and fiction texts
http://www.readinglady.com/index.php?module=documents&JAS_DocumentManager_op=viewDocument&JAS_Document_id=9&MMN_positi
on=34:34 to help with reader’s theatre ideas
Text Crosswalk: T19 for Reading Foundational Standard Guided Practice Activity to help students with decoding strategies, T30 for Reading
Standard Introduce Comprehension Activity to help students describe story details, T43 for Language Standard Your Turn Activity to help
Orange Board of Education
___________________ (ELA First Grade)
students enrich language, T45 for Writing Standard Guided Writing Activity
*Differentiation: www.marzanoresearch.com/free_resources/itembank.aspx
* ELLs: Look in the Journeys TE for ELLs Tab to assist
Orange Board of Education
___________________ (ELA First Grade)
Additional Resources:
Strategies That Support Comprehension and Fluency
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Uses illustrations to solve unknown words and make meaning
Establishes purpose for reading
Activates prior knowledge
Makes meaningful predictions
Uses sentence level context clues to confirm or self-correct (e.g., Does it make sense?)
Makes meaningful connections to the text (text to text/text to self/text to world)
Makes inferences
Reads in a grammatical and linguistically reasonable manner so it sounds the same as oral speech (e.g., Does it sound right?)
Phonics and Word Analysis Skills
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Gets mouth ready for first letter and thinks about what makes sense
Uses graphophonic cues (Sound it out.)
Looks for “chunks” in words such as word endings, known syllables, etc.
Orange Board of Education
___________________ (ELA First Grade)
Matching Students to Text Levels
Independent Level – Students develop fluency as they read these easy and/or familiar books. They increase speed of reading as
well as expression as a result. Use these books for independent reading and reading aloud.
Instructional Level – Students are reading books that require them to use strategies but they are fluent enough at this level to make
meaning. These books are “just right” for guided reading with the teacher or parent at home. They provide some challenges, so the
children can practice using strategies and skills.
Frustrational Level - This level of text is too difficult for the student. At this level, reading is choppy and does not sound fluent.
Move to a lower-level book so the student can read with success and me.
Leveling Resources
http://www.readinga-z.com/
http://www.readinga-z.com/basalsearch/
http://www.scholastic.com/bookwizard/
http://lexile.com/fab/
Matching Books to Readers by Fountas and Pinnell
Growing Readers – by Collins
DRA/Guided Reading/ Grade Level Correlation Guide
Reading Series Correlation
Search 50,000 books by book level
Lexiles
Orange Board of Education
___________________ (ELA First Grade)
Recommended Children’s Literature List
Informational Books: Kindergarten & First Grade
Title
Author
Topic
Animals/Insects
About Birds: A Guide for Children
Amazing Butterflies and Moths. Eyewitness Juniors series
Are You a Ladybug? Backyard Books series
Be a Friend to Trees. Let’s-Read-and-Find-Out, Stage 2
series
Bugs Are Insects (Let's Read-And-Find-Out Science)
Bugs! Bugs! Bugs!
Frogs
From Tadpole to Frog
The Magic School Bus: Inside a Beehive
Bodies, Staying Healthy & Senses
Bones: Our Skeletal System
Cuts, Breaks, Bruises and Burns: How Your Body Heals
Healthy Habits
Let’s Find Out About Toothpaste
Me and My Amazing Body
Me and My Senses
My First Body Book
My Five Senses
Skin You Live In
The Brain: Our Nervous System
The Heart: Our Circulatory System
The Magic School Bus: Inside the Human Body
Throw Your Tooth on the Roof: Tooth Traditions from
C. Sill
J. Still
J. Allen
P. Lauber
Anne F. Rockwell
Bob Barner
Nic Bishop
W. Pfeffer
Joanna Cole
S. Simon
J. Cole
Rebecca Weber
K. Barabas
Joan Sweeney
Joan Sweeney
Christopher Rice
Aliki
Michael Tyler
S. Simon
S. Simon
J. Cole
S. Beeler
Orange Board of Education
Around the World
Your Insides
Your Skin Holds You In
Diversity & Family
Charlie Parker Played Bebop
Everybody Cooks Rice
Families
Hats, Hats, Hats
Houses and Homes
I Like to Play
Moonshow: The Flight of Apollo 11
The librarian of Basra
Any books from the Grandmother Series e.g.,
Grandmother Esther Remembers
Any books from the “That’s Our School Series” e.g.,
That’s Our Nurse
___________________ (ELA First Grade)
J. Cole
Becky Baines
Chris Raschka
Nora Dooley
Ann Morris
Ann Morris
Ann Morris
Marla Stewart Konrad
Brian Focca
J. Winter
Ann Morris
Ann Morris
Orange Board of Education
Title
Topic
Food/Gardens
A Cool Drink of Water
Apples
Apples and Pumpkins
Apples for Everyone
Blueberries Grow on a Blueberry Bush
Bread, Bread, Bread or any book by author
Busy day at Mr. Kang’s Grocery Store
Carrots Grow Underground
Extra Cheese, Please!: Mozzarella’s journey from
cow to pizza
Lettuce Grows on the Ground
How Did That Get in my Lunchbox? : The story of
food
Market!
Pumpkins
Pumpkin Pumpkin
Seed, Soil, Sun
Seed, Sprout, Pumpkin, Pie
Tomatoes Grow on a Vine
Watch Them Grow
Jobs/Community
10 Things I Can Do to Help My World
Career Day
City Signs
Everybody Works
Firefighters A to Z:Alphabet
From Cement to Bridge.
Helpers in my Community
___________________ (ELA First Grade)
Author
Barbra Kerley
G. Gibbons
Anne Rockwell
Jill Esbaum
Mari Schuh
Ann Morris
A. Flanagan
Mari Schuh
C. Peterson
Mari Schuh
Christine Butterworth
T. Lewin
Ken Robbins
Jeanne Titherington
Cris Peterson
Jill Esbaum
Mari Schuh
Linda Martin
Melanie Walsh
Anne Rockwell
Zoran Milich
Rotner,Shelly & Ken Kreisler
Chis L. Demarest
A. Mitgutsch
Bobbie Kalman
Orange Board of Education
Jobs Around my Neighborhood / Oficios en mi
vecindario
Museums
My Visit to the Aquarium
Shadows and Reflections
To be an Artist
Whose Coat is This? : A Look at How Workers Cover
Up--Jackets, Smocks, and Robes
Whose Gloves are These? : A Look at Gloves Workers
Wear--Leather, Cloth, and Rubber
___________________ (ELA First Grade)
Gladys Rosa-Mendoza
J. Cooper
Aliki
Tana Hoban
Maya Ajmera & John D. Ivanko
Laura Purdie Salas,
Laura Purdie Salas
Orange Board of Education
Title
Topic
What happens at a supermarket? / Que pasa en un
supermercado?
Work
Money
If You Made a Million
In the Money : A Book About Banking
What is Money, Anyway? : Why Dollars and Coins Have
Value
Miscellaneous
The Important Book
First the Egg
Click! A Book About Cameras and Taking Pictures
Into the Woods: John James Audubon Lives His Dream
First to Fly: How Wilbur and Orville Wright Invented the
Airplane
The Way Things Work
Hot, Cold, Shy, Bold
Do You Know Which Ones Will Grow?
National Geographic Little Kids First Big Book of Why
___________________ (ELA First Grade)
Author
Amy Hutchings
Ann Morris
D. Schwartz
Nancy Loewe
Jennifer S. Larson
Margaret Wise Brown
Laura Vaccaro Seeger
G. Gibbons
R. Burleigh
D. Craig
David Macaulay
Pamela Harris
Susan A. Shea
Amy Shields
Orange Board of Education
___________________ (ELA First Grade)
Recommended Children’s Literature List
Books Commonly Found in Classrooms
Title
Author
Category
In the Tall, Tall Grass
Miss Mary Mack
Mouse Mess
Sam Sheep Can’t Sleep
Sheep, Sheep, Sheep
Silly Sally
Alligators All Around
Alphabears
Alphabeasts
Animalia
Chicka Chicka Boom Boom
Eating the Alphabet
Miss Bindergarten Stays Home From
Kindergarten
Pignic: An Alphabet Book in Rhymes
26 Letters and 99 Cents
Apples and Pumpkins
Black Cat, White Cat: A Book of Opposites
Bread, Bread, Bread or any book by author
Gilberto and the Wind
It Looked Like Spilled Milk
M & M Counting Book
My Five Senses
Outside, Inside
Pumpkin Pumpkin
Red Leaf Yellow Leaf
Rosie’s Walk
I Know an Old Lady Who Swallowed a Fly
The House That Jack Built
The Napping House Wakes Up
The Rose in My Garden
Denise Flemming
Mary Ann Hoberman
Linnea Riley
Phil Cox
A. Alba
Audrey Woods
M. Sendak
M. Hague
W. Edwards
G. Base
Bill Martin, John Archambault
Lois Ehlert
J. Slate
Alliteration
Alliteration
Alliteration
Alliteration
Alliteration
Alliteration
Alphabet
Alphabet
Alphabet
Alphabet
Alphabet
Alphabet
Alphabet
A. Miranda
T. Hoban
Anne Rockwell
Chuck Murphy
Ann Morris
Marie Hall Ets
Charles G. Shaw
Barbara Barbieri McGrath
Aliki
Kathleen Fain
Jeanne Titherington
Lois Ehlert
Pat Hutchins
Sims Taback
E. Guifoile
Audrey Wood
Arnold Lobel
Alphabet
Alphabet/Numbers
Concepts
Concepts
Concepts
Concepts
Concepts
Concepts
Concepts
Concepts
Concepts
Concepts
Concepts
Cumulative Pattern
Cumulative Pattern
Cumulative Pattern
Cumulative Pattern
Orange Board of Education
___________________ (ELA First Grade)
The Very Quiet Cricket
Too Much Noise
Are You My Mother?
Blueberries For Sal
Goodnight Moon or any book by author
It’s Not Easy Being Big!
More More More Said the Baby
The Very Hungry Caterpillar
Yo! Yes?
A Chair for My Mother
Bear Snores On
Click Clack Moo
Epossumondas
Go Away, Big Green Monster
Goldilocks and the Three Bears
Hannah’s Collections
I Like Things
Jacket I Wear in the Snow
Eric Carle
Ann McGovern
P. D. Eastman
Robert McCloskey
Margaret Wise Brown
Stephanie St. Pierre
Vera B. Williams
Eric Carle
Chris Raschka
Vera B. Williams
Karma Wilson
Doreen Cronin
Colleen Salley
Ed Emberly
J. Marshall
Marthe Jocelyn
Margaret Hillert
Shirley Neitzel
Cumulative Pattern
Cumulative Pattern
Easy To Read
Easy To Read
Easy to Read
Easy To Read
Easy To Read
Easy To Read
Easy To Read
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Title
Author
Category
Josephina: The Great Collector
Maebelle’s Suitcase
Mouse Paint
Tar Beach
The Button Box
The Carrot Seed
The Grouchy Ladybug or any book by author
The Puddle Pail
The Three Billy Goats Gruff
Little Blue and Little Yellow
Shoes From Grandpa
Stone Soup
The True Story of the Three Little Pigs
The Three Bears
Whistle for Willie or any book by author
A Bug in a Rug
A My Name is Alice
Diana Engel
Tricia Tusa
Ellen Stoll Walsh
Faith Ringgold
Marguerite Reid
Ruth Krauss
Eric Carle
Elisa Kleven
Paul Galdone
Leo Lionni
Mem Fox
M. Brown
Jon Scieszka
Paul Galdone
Ezra Jack Keats
G. Patrick
Jane Bayer
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Narrative
Phonological
Phonological
Orange Board of Education
Big Pig on a Dig
Click, Clack, Moo
Dan The Flying Man
May I Stay Home Today?
The Flea’s Sneeze
Toad Makes a Road
Duck in the Truck
Good-Night Owl
If You Give a Mouse a Cookie
Little Red Riding Hood
Mrs. Wishy-Washy
The Wheels on the Bus
The Gingerbread Boy
Brown Bair, Brown Bear, What Do You See?
Caps for Sale
Chicken Little
Happy Birthday, Moon
Miss Spider’s Tea Party
Over in the Meadow
The Doorbell Rang
The Mitten
The Three Little Pigs
This Old Man or Joseph Had a Little Overcoat
We’re Going on a Bear Hunt
Who Took the Cookies from the Cookie Jar?
A House is a House For Me
A Pig Is Big
Down By the Bay
Honey, I Love
How Does the Wind Walk?
I Can’t, Said The Ant
Is Your Mama a Llama?
The Itsy Bitsy Spider
James and the Rain
Miss Polly Has A Dolly
Mooses Come Walking
___________________ (ELA First Grade)
Phil Cox
Doreen Cronin
J. Cowley
A. Butler, P. Neville
Lynn Downey
Phil Cox
J. Alborough
P. Hutchins
Laura Joffe Numeroff
Paul Galdone
J. Crowley, J. Melser
M. Kovalski
P. Galdone
Bill Martin
Esphyr Slobodkina
Laura Rader
Frank Asch
Dave Kirk
John Langstaff
Pat Hutchins
Jan Brett
Paul Galdone
Sims Taback
Michael Rosen
Bonnie Philemon,Lass Sturges
M. A. Hoberman
Douglas Florian
Raffi
Eloise Greenfield
Nancy White Carlstrom
P. Cameron
Deborah Guarino
Iza Trapani
Karla Kuskin
Pamela Duncan Edwards
Arlo Guthrie
Phonological
Phonological
Phonological
Phonological
Phonological
Phonological
Predictable
Predictable
Predictable
Predictable
Predictable
Predictable
Predictable
Repetition
Repetition
Repetition
Repetition
Repetition
Repetition
Repetition
Repetition
Repetition
Repetition
Repetition
Repetition
Rhyme
Rhyme
Rhyme
Rhyme
Rhyme
Rhyme
Rhyme
Rhyme
Rhyme
Rhyme
Rhyme
Orange Board of Education
Sheep in a Jeep
The Cat in the Hat or any book by author
The Wind Blew
Tortillitas Para Mama & Other Nursery Rhyme
Nancy Shaw
Dr. Seuss
Pat Hutchins
Margot C. Griego
___________________ (ELA First Grade)
Rhyme
Rhyme
Rhyme
Rhyme
Recommended Children’s Literature List
Recent Books
Title
Author
A Pocket Full of Kisses
A-Tisket, A-Tasket
Alphabet Mystery
And Here’s To You
Bear Wants More
Black All Around
Boom Chicka Rock
Dance
Diary of a Worm
Don’t Let the Pigeon Drive the Bus
Drat That Fat Cat
Epossumondas
Four Friends Together
Giraffes Can’t Dance
Go Track a Yak!
Hey, Little Ant
Just Enough and Not Too Much
Little Quack
Lunchtime for a Purple Snake
Mary Smith
Moo Who?
Mr. Seahorse
Audrey Penn, Barbara Leonard Gibson
Ella Fitzgerald
Audrey Wood
David Elliott
Karma Wilson
Patricia Hubbell
John Archambault
Bill T. Jones, Susan Kuklin
Doreen Cronin
Mo Willems
Pat Thomas
Colleen Salley
Sue Heap
Giles Andreae, Guy Parker-Rees
Tony Johnston
Phillip Hoose, Hannah Hoose
Kaethe Zemach
Lauren Thompson
Harriet Ziefert
Andrea U’Ren
Margie Palatini
Eric Carle
Orange Board of Education
Mrs. Chicken and the Hungry Crocodile
Mrs. Mooley
My Lucky Day
Paper Parade
Pepito The Brave
Roller Coaster
Stand Tall Molly Lou Mellon
The Dot
The Other Side
The Pigeon Finds a Hot Dog
The Tiger Who Came To Tea
Wild About Books
___________________ (ELA First Grade)
Won-Ldy Paye, Margaret H. Lippert
Jack Kent
Keiko Kasza
Sarah Weeks
Scott Beck
Marla Frazee
Patty Lovell
Peter H. Reynolds
Jacqueline Woodson
Mo Willems
Judith Kerr
Judy Sierra