Grade 1
Essential Question, Concept or Theme: A. Develop the necessary skills of phonetic
analysis and structural analysis to enable the student to become an independent reader that
will enable him/her to apply strategies to comprehend, organize, analyze, synthesize and
evaluate texts to construct meaning.
Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F
Benchmark/Skills
READING
1. Student is acquiring word recognition
skills and strategies.
a) Recognizes both upper and lower case
letters in the alphabet.
b) Demonstrates understanding that spoken
words consist of a sequences of phonemes.
c) Understands that the sequence of letters in
a written word represents the sequence of
sounds (phonemes) in a spoken word.
d) Demonstrates understanding that spoken
words consist of a sequences of phonemes.
e) Merges spoken segments into a meaningful
target word.
f) Recognizes and completes predictable
language patterns.
g) Acquires a sight vocabulary by identifying
rhymes and word families and reading
them in context.
h) Decodes orally regular, one-syllable words
and nonsense words.
i) Uses letter-sound correspondence
knowledge to sound out unknown words
when reading text.
j) Counts the number of syllables in a word.
k) Recognizes and has mastered the following
sound-symbol correspondences: all
consonants, all short vowels and their
spellings, all long vowels and their
spellings.
l) Begins to recognize all digraphs, all
diphthongs, and all variant vowels.
7/02
Approx. Time Allotment:
Assessment
Required Assessments:
(See Reading/Language Arts Assessment
Addenda)
Optional Assessments (See Addendum)







Teacher Observation
Worksheets
Dictation
Spelling Tests (weekly) addressing
sounds/words introduced during the week;
including high frequency words (see
Spelling Binder)
Word Building Activities (Open Court)
Workshops/Centers
Teacher prepared as needed
Aligned Materials/
Resources/Technology

Spotlight on Literacy
Materials-Macmillan
/McGraw-Hill, 1997Guides, Reading
Books, Related
Readings
 Open Court Phonics,
1995- MaterialsWorkbooks, Step-ByStep Practice Books,
Mini Books
 Phonemic Awareness
in Young Children
M.J. Adams etal.
 D’Nealian
Handwriting, Scott
Foresman
 On-Line Research
Materials
 Pizza Hut Book-It
Program
100 Book Challenge
CD’s
Children’s Personal
Materials
Class Libraries
Class Encyclopedias
Class Dictionaries
Classroom Sets of
Literature
The Rain Forest-Helen
Instructional Strategies
























Big Books
Book Talks
Buddy Reading
Cloze Activities
Dictation
Discuss Prior Knowledge
Dramatizations
Silent Reading
Flash Cards
Flexible Grouping
Games
Group Discussions
Journals
KWL
Language Experience
Stories/Books
Learning Centers
Modeling
Peer Tutors
Reading Aloud
Story Mapping
Story Retelling
Tape Recorded Readings
Think/Pair/Share
Word Walls/Folders
Grade 1
m) Applies structural analysis skills and
picture and context clues to decode and
understand new words.
n) Recognizes basic sight words in isolation
and in context.
o) Recognizes required contractions and the
words they represent.
p) Recognizes required homophones.
7/02
Cowcher (IL)
Nature’s Green UmbrellaGail Gibbons (IL)
Frog and Toad are
Friends-Arnold Loebel
(IL and RT)
 Weekly Readers
 Words I Use
Grade 1
Essential Question, Concept or Theme: A. Develop the necessary skills of phonetic
analysis and structural analysis to enable the student to become an independent reader that
will enable him/her to apply strategies to comprehend, organize, analyze, synthesize and
evaluate texts to construct meaning.
Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F
Benchmark/Skills
READING
2. Student is constructing meaning.
a) Previews illustrations and makes
predictions.
b) Recognizes story genre.
c) Differentiates among various types of
genre.
d) Reads with accuracy and
comprehension at his/her reading level.
e) Monitors his/her reading and
self/corrects when an incorrectly
identified word does not fit with cues
provided by the letters in the word or
the context surrounding the word.
f) Generates the necessary vocal
expression to confirm understanding of
the text.
g) Answers simple oral and written
comprehension questions based on
material read.
h) Describes new information gained from
texts in own words.
i) Identifies literary elements in stories--main idea, details, setting, and
characters.
j) Sequentially summarizes the events in a
story.
k) Differentiates the dialogue in plays and
stories.
l) Responds to literature through
illustrations and writing.
7/02
Assessment
Required Assessments:
(See Reading/Language Arts
Assessment Addenda)
Optional Assessments (See
Addendum)
 Teacher Observation
 Comprehension Worksheets
that accompany each story
 Oral Story Retelling
 Response Journals-Use
suggested response questions
from the manuals
 Book Reports
 Class Participation
 Performance Tasks
 Teacher made tests, quizzes,
worksheets
 Unit Reading Tests that
accompany each level
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
100 Book Challenge
CD’s
Children’s Personal Materials
Class Libraries
Class Encyclopedias
Class Dictionaries
Classroom Sets of Literature
The Rain Forest-Helen Cowcher
(IL)
Nature’s Green Umbrella-Gail
Gibbons (IL)
Frog and Toad are FriendsArnold Loebel (IL and RT)
 D’Nealian Handwriting,
Scott Foresman
 On-Line Research Materials
 Open Court Phonics, 1995Materials-Workbooks, StepBy-Step Practice Books,
Mini Books
 Pizza Hut Book-It Program
 Spotlight on Literacy
Materials-Macmillan
/McGraw-Hill, 1997-Guides,
Reading Books, o. Related
Readings
 Weekly Readers
 Words I Use
Instructional Strategies
























Big Books
Book Talks
Buddy Reading
Cloze Activities
Dictation
Discuss Prior Knowledge
Dramatizations
Silent Reading
Flash Cards
Flexible Grouping
Games
Group Discussions
Journals
KWL
Language Experience Stories/Books
Learning Centers
Modeling
Peer Tutors
Reading Aloud
Story Mapping
Story Retelling
Tape Recorded Readings
Think/Pair/Share
Word Walls/Folders
Grade 1
Essential Question, Concept or Theme: A. Develop the necessary skills of
phonetic analysis and structural analysis to enable the student to become an
independent reader that will enable him/her to apply strategies to comprehend,
organize, analyze, synthesize and evaluate texts to construct meaning.
Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F
Benchmark/Skills
READING
3. Student is beginning to read
orally at an appropriate flow and
rhythm.
a) Demonstrates fluency and
accuracy while reading orally.
b) Reads aloud with accuracy and
comprehension at his/her reading
level.
c) Self-corrects his/her reading.
d) Generates the necessary
expression to confirm
understanding of the text.
7/02
Assessment
Required Assessments:
(See Reading/Language Arts
Assessment Addenda)
Optional Assessments (See Addendum)
 Tape recordings
 Teacher observations
 Oral Participation
 Self-Evaluations
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
100 Book Challenge
CD’s
Children’s Personal Materials
Class Libraries
Class Encyclopedias
Class Dictionaries
Classroom Sets of Literature
The Rain Forest-Helen Cowcher
(IL)
Nature’s Green Umbrella-Gail
Gibbons (IL)
Frog and Toad are FriendsArnold Loebel (IL and RT)
 D’Nealian Handwriting,
Scott Foresman
 On-Line Research Materials
 Open Court Phonics, 1995Materials-Workbooks, StepBy-Step Practice Books,
Mini Books
 Pizza Hut Book-It Program
 Spotlight on Literacy
Materials-Macmillan
/McGraw-Hill, 1997-Guides,
Reading Books, o. Related
Readings
 Weekly Readers
 Words I Use
Instructional Strategies
























Big Books
Book Talks
Buddy Reading
Cloze Activities
Dictation
Discuss Prior Knowledge
Dramatizations
Silent Reading
Flash Cards
Flexible Grouping
Games
Group Discussions
Journals
KWL
Language Experience Stories/Books
Learning Centers
Modeling
Peer Tutors
Reading Aloud
Story Mapping
Story Retelling
Tape Recorded Readings
Think/Pair/Share
Word Walls/Folders
Grade 1
Essential Question, Concept or Theme: A. Develop the necessary skills of
phonetic analysis and structural analysis to enable the student to become an
independent reader that will enable him/her to apply strategies to comprehend,
organize, analyze, synthesize and evaluate texts to construct meaning.
Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F
Benchmark/Skills
READING
4. Student continues to develop an
interest in print.
a) Selects reading materials
independently.
b) Shows enthusiasm by sharing
reading selections with others.
c) Requests additional reading time.
d) Recognizes environmental print.
7/02




Approx. Time Allotment:
Assessment
Aligned Materials/
Resources/Technology
Teacher Observation
Student/Teacher
Conferences
Self-Evaluations
Self-Selection of reading
materials
100 Book Challenge
CD’s
Children’s Personal Materials
Class Libraries
Class Encyclopedias
Class Dictionaries
Classroom Sets of Literature
The Rain Forest-Helen Cowcher (IL)
Nature’s Green Umbrella-Gail Gibbons
(IL)
Frog and Toad are Friends-Arnold Loebel
(IL and RT)
 D’Nealian Handwriting, Scott
Foresman
 On-Line Research Materials
 Open Court Phonics, 1995- MaterialsWorkbooks, Step-By-Step Practice
Books, Mini Books
 Pizza Hut Book-It Program
 Spotlight on Literacy MaterialsMacmillan /McGraw-Hill, 1997Guides, Reading Books, o. Related
Readings
 Weekly Readers
 Words I Use
Instructional Strategies
























Big Books
Book Talks
Buddy Reading
Cloze Activities
Dictation
Discuss Prior Knowledge
Dramatizations
Silent Reading
Flash Cards
Flexible Grouping
Games
Group Discussions
Journals
KWL
Language Experience Stories/Books
Learning Centers
Modeling
Peer Tutors
Reading Aloud
Story Mapping
Story Retelling
Tape Recorded Readings
Think/Pair/Share
Word Walls/Folders
Grade 1
Essential Question, Concept or Theme: A. Develop the necessary skills of phonetic
analysis and structural analysis to enable the student to become an independent reader that
will enable him/her to apply strategies to comprehend, organize, analyze, synthesize and
evaluate texts to construct meaning.
Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F
Adaptations/Inclusion
Techniques
READING
 Additional Practice
 Alternate Assignments
 Audio-Taped Books
 Buddy System
 Flash Cards
 Hands-On Activities
 Highlighted Instruction
 Large Print Books
 Learning Centers
 Manipulatives
 Modify Assignments
 One-To-One
Instruction
 Organizers
 Preferential Seating
 Unlimited Time
 Use of an EZC Reader
Bookmark
 Tutors
 Visual/Verbal Clues
 Wait Time
7/02
Enrichment
Strategies






AG/Classroom Teacher
Cooperation
CD Programs
Contracts
Independent Studies
Learning Centers
Tiered Assignments
Approx. Time Allotment:
Remediation
Strategies
Some strategies would include: small group
instruction, one to one instruction,
preferential seating, reading tutors, modified
worksheets, untimed tasks, trained
parent volunteers, pending technology, repeated
readings, home work and reading
packets, peer tutoring, word games, supplemental
leveled reader.
Teachers should preview assessment materials to
determine final goals required for
reading.
Multicultural/
Interdisciplinary Connection









Artist-in-residence
Assemblies/speakers
Author studies
Community awareness/projects
Field trips
Fine arts presentations
Holiday recognitions
Integrated curriculum
Interdisciplinary units (Frogs,
Rain Forest)
 Pen pal correspondence/e-mail
 Theater
 Use of folk tales from other
countries
Grade 1
Essential Question, Concept or Theme: B. Develop the necessary skills to produce quality
writing in a variety of forms such as journals, stories, letters, poems, and reports,
demonstrating effective use of language skills.
Standards: 1.4.1 A-B, 1.5.1 C, E, F
Benchmark/Skills
WRITING
1. Recognizes and uses steps of the writing
process.
a) Uses relevant illustrations when appropriate.
b) Labels or annotates an original illustration of
a content-area topic.
c) Transfers sound-symbol correspondences to
a written word.
d) Uses invented spelling/phonics-based
knowledge to spell independently.
e) Shows spelling consciousness or sensitivity
to conventional spelling.
f) Spells with accuracy most of the required
first-grade spelling words.
g) Uses legible writing.
h) Uses an appropriate strategy to plan for their
writing (graphic organizer found in program
materials.)
i) Writes a series of related sentences with one
central idea and specific purpose.
j) Writes with a recognizable beginning,
middle, and end.
k) Edits writing using conventions of language
as specified in the Scope and Sequence:
l) Spells common, frequently-used words.
m) Uses capital letters correctly.
n) Uses proper punctuation marks- periods,
question marks, and exclamation marks.
o) Uses complete sentences.
p) Publishes and/or shares writing.
7/02
Approx. Time Allotment:
Assessment
Required Assessments:
(See First Grade Writing Portfolio
Guidelines)
Additional Required Assessments:
 Spelling Tests (weekly) addressing
sounds/words introduced that
week; including high frequency
words (see spelling binder)
Other Assessments:
 Teacher Observations (ongoing)
 Daily journal writing
 Daily edits (see sample)
 Handwriting Samples (ongoing)
 Written alphabet sample
(September)
 Daily practice
 End of the year sample (to be
placed in cumulative folder)
 Dictation (ongoing)
 Open Court provided
 Teacher created
 Capitalization and Punctuation
Aligned Materials/
Resources/Technology



Macmillan/McGraw-Hill
Materials
Open Court Materials
D’Nealian Handwriting, Scott
Foresman
Instructional Strategies













Dictation
Flexible Grouping
Graphic Organizers
Group Discussions
Journals
KWL
Language
Experience Stories
Modeling
Peer Tutors
Pen Pals
Publishing Books
Think/Pair/Share
Word Walls/Folders
Grade 1
Essential Question, Concept or Theme: B. Develop the necessary skills to produce quality
writing in a variety of forms such as journals, stories, letters, poems, and reports,
demonstrating effective use of language skills.
Standards: 1.4.1 A-B, 1.5.1 C, E, F
Benchmark/Skills
WRITING
2. Student begins to write for a
variety of purposes.
a) Identifies and writes a complete
sentence both declarative and
interrogative.
b) Responds to nonfiction and
fiction works of literature
through illustrations and writing.
c) Writes a couplet (rhyme
phrase/sentence.)
d) Writes a narrative piece from
personal experience with a
minimum of three sentences.
e) Writes an informational sentence
about a topic discussed in content
area.
f) Writes a personal letter.
g) Writes a personal opinion.
7/02
Approx. Time Allotment:
Assessment
Required Assessments:
(See First Grade Writing Portfolio Guidelines)
Other Assessments:
 Teacher Observations (ongoing)
 Daily journal writing
 Daily edits
 Dictation (ongoing)
 Story Responses (second semester) eg. book
reports, story reactions, alternative story
starters and endings
Aligned Materials/
Resources/Technology



Macmillan/McGrawHill Materials
Open Court Materials
D’Nealian
Handwriting
Instructional Strategies













Dictation
Flexible Grouping
Graphic Organizers
Group Discussions
Journals
KWL
Language Experience Stories
Modeling
Peer Tutors
Pen Pals
Publishing Books
Think/Pair/Share
Word Walls/Folders
Grade 1
Essential Question, Concept or Theme: B. Develop the necessary skills to produce
quality writing in a variety of forms such as journals, stories, letters, poems, and reports,
demonstrating effective use of language skills.
Standards: 1.4.1 A-B, 1.5.1 C, E, F
Benchmark/Skills
WRITING
3. Student recognizes the need for
proper mechanics and
conventions of writing.
a) Writes from top to bottom, left to
right, and front to back.
b) Places spaces between words.
c) Edits writing using conventions
of language as specified in the
Scope and Sequence:
d) Spells common, frequently-used
words.
e) Uses capital letters correctly.
f) Uses proper punctuation marksperiods, question marks, and
exclamation marks.
g) Uses complete sentences.
7/02
Assessment
Required Assessments:
(See First Grade Writing
Portfolio Guildelines)
Other Assessments:
 Teacher Observations
 Daily journal writing
 Daily edits
 Dictation
 Open Court provided
 Teacher created
 Written Tests (spring)
 Capitalization
 Punctuation
 Handwriting Samples
Approx. Time Allotment:
Aligned Materials/
Resources/Technology



Macmillan/McGraw-Hill Materials
Open Court Materials
D’Nealian Handwriting, Scott
Foresman
Instructional Strategies













Dictation
Flexible Grouping
Graphic Organizers
Group Discussions
Journals
KWL
Language Experience Stories
Modeling
Peer Tutors
Pen Pals
Publishing Books
Think/Pair/Share
Word Walls/Folders
Grade 1
Essential Question, Concept or Theme: B. Develop the necessary skills to produce
quality writing in a variety of forms such as journals, stories, letters, poems, and reports,
demonstrating effective use of language skills.
Standards: 1.4.1 A-B, 1.5.1 C, E, F
Adaptations/Inclusion
Techniques
WRITING
 Additional Practice
 Alternate Assignments
 Audio-Taped Books
 Buddy System
 Flash Cards
 Hands-On Activities
 Highlighted Instruction
 Large Print Books
 Learning Centers
 Manipulatives
 Modify Assignments
 One-To-One
Instruction
 Organizers
 Preferential Seating
 Unlimited Time
 Use of an EZC Reader
Bookmark
 Tutors
 Visual/Verbal Clues
 Wait Time
7/02
Enrichment
Strategies





AGP/Classroom Teacher
Cooperation
CD Programs
Contracts
Writing Centers
Tiered assignments
Approx. Time Allotment:
Remediation
Strategies






Additional Practice
Writing Centers
Modify Assignments
One-to-One Instruction
Graphic Organizers
Unlimited Time
Multicultural/
Interdisciplinary Connection









Artist-in-residence
Assemblies/speakers
Author studies
Community awareness/projects
Field trips
Fine arts presentations
Holiday recognitions
Integrated curriculum
Interdisciplinary units (Frogs, Rain
Forest)
 Pen pal correspondence/e-mail
 Theater
 Use of folk tales from other
countries
Grade 1
Essential Question, Concept or Theme: C. Develop the necessary skills to listen
actively for a variety of purposes, as well as speak and respond using effective
communication skills to promote understanding.
Standards: 1.6.1 A-E
Benchmark/Skills
LISTENING AND SPEAKING
1. Begins to develop age
appropriate listening skills.
a) Listens attentively to others
without interrupting.
b) Listens to selections of literature.
c) Listens to and discusses content
of all types of literature and
genre.
d) Listens to and compares orally a
variety of literature.
e) Able to follow a sequence of
directions
7/02
Approx. Time Allotment:
Assessment



Teacher Observations
Response Journals
Oral Readings
Aligned Materials/
Resources/Technology







CD’s
Class libraries
Classroom sets of literature
Open Court materials
Mini books
Macmillan/Mcgraw-Hill
materials
Weekly Readers
Instructional Strategies


















Big Books
Book Talks
Buddy Reading
Cloze Activities
Dictation
Dramatizations
Flexible Grouping
Games
Journal
Language Experience
Stories/Books
Modeling
Publishing books
Reading Aloud
Reading with children
Reading by children
Story Retelling
Tape Recorded Readings
Think/Pair/Share
Grade 1
Essential Question, Concept or Theme: C. Develop the necessary skills to
listen actively for a variety of purposes, as well as speak and respond using
effective communication skills to promote understanding.
Standards: 1.6.1 A-E
Benchmark/Skills
LISTENING AND SPEAKING
2. Begins to develop age
appropriate speaking skills.
a) Speaks using appropriate speech
and language skills.
b) Participates in small and large
group discussions.
c) Respond to speakers in a variety
of ways (ask questions, think
aloud, contribute ideas, retell
what is heard)
d) Respond to speakers in a variety
of ways (ask questions, think
aloud, contribute ideas, retell
what is heard)
7/02
Approx. Time Allotment:
Assessment



Teacher Observations
Response Journals
Oral Readings
Aligned Materials/
Resources/Technology







CD’s
Class libraries
Classroom sets of literature
Open Court materials
Mini books
Macmillan/Mcgraw-Hill materials
Weekly Readers
Instructional Strategies


















Big Books
Book Talks
Buddy Reading
Cloze Activities
Dictation
Dramatizations
Flexible Grouping
Games
Journal
Language Experience
Stories/Books
Modeling
Publishing books
Reading Aloud
Reading with children
Reading by children
Story Retelling
Tape Recorded Readings
Think/Pair/Share
Grade 1
Essential Question, Concept or Theme: C. Develop the necessary skills to listen actively
for a variety of purposes, as well as speak and respond using effective communication
skills to promote understanding.
Standards: 1.6.1 A-E
Adaptations/Inclusion
Techniques
LISTENING AND SPEAKING
 Additional Practice
 Alternate Assignments
 Audio-Taped Books
 Buddy System
 Flash Cards
 Hands-On Activities
 Highlighted Instruction
 Large Print Books
 Learning Centers
 Manipulatives
 Modify Assignments
 One-To-One Instruction
 Organizers
 Preferential Seating
 Unlimited Time
 Use of an EZC Reader Bookmark
 Tutors
 Visual/Verbal Clues
 Wait Time
7/02
Enrichment
Strategies






AG/Classroom
Teacher
Cooperation
CD Programs
Contracts
Independent
Studies
Learning Centers
Tiered
Assignments
Approx. Time Allotment:
Remediation
Strategies




One-to-One Instruction
Additional Practice
Modify Assignments
Additional Time
Multicultural/
Interdisciplinary Connection









Artist-in-residence
Assemblies/speakers
Author studies
Community awareness/projects
Field trips
Fine arts presentations
Holiday recognitions
Integrated curriculum
Interdisciplinary units (Frogs,
Rain Forest)
 Pen pal correspondence/e-mail
 Theater
 Use of folk tales from other
countries
Grade 1
Essential Question, Concept or Theme: D. Develop the necessary skills to be able to
conduct and document age-appropriate research using a variety of multimedia resources.
Standards: 1.8.1 A-C
Benchmark/Skills
RESEARCH
1. Begins to develop age appropriate Library
and Research Skills.
a) Demonstrates appropriate listening skills
during group reading experiences.
b) Demonstrates interest in reading as a
recreational activity.
c) Locates and retrieves a specific book on the
Library Media Center shelves.
d) Checks in and checks out materials using
established Library Media Center procedures.
e) Demonstrates proper care in the handling of
print and non-print resources.
f) Asks a question to solve an information
problem.
g) Determines if a fiction or nonfiction book is
needed to solve the information problem.
h) Develops follow-up question(s) to solve the
information problem
i) Uses his/her own words or phrases to record
response(s) to information problem(s).
j) Writes or states a simple citation (title and
author) to indicate the information source.
k) Shares findings with a group.
l) Uses the OPAC (with the support of teacher,
librarian, or other student) to find a book by its
subject or title.
m) Uses the mouse, space bar, enter, delete, and
arrow keys to perform basic computer
functions.
n) Navigates age-appropriate multimedia
resources.
7/02
Approx. Time Allotment:
Assessment




Teacher Observations
Projects
Group Work
Performance Tasks
Aligned Materials/
Resources/Technology





Class libraries
School libraries
Computers
Learning centers
Field Trips
Instructional Strategies






Modeling
Computer programs
Internet sites
Cooperative groups
Flexible groups
Graphic organizers
Grade 1
Essential Question, Concept or Theme: D. Develop the necessary skills to be able to
conduct and document age-appropriate research using a variety of multimedia resources.
Standards: 1.8.1 A-C
Adaptations/Inclusion
Techniques
RESEARCH
 Additional Practice
 Alternate Assignments
 Audio-Taped Books
 Buddy System
 Flash Cards
 Hands-On Activities
 Highlighted Instruction
 Large Print Books
 Learning Centers
 Manipulatives
 Modify Assignments
 One-To-One Instruction
 Organizers
 Preferential Seating
 Unlimited Time
 Use of an EZC Reader Bookmark
 Tutors
 Visual/Verbal Clues
 Wait Time
7/02
Enrichment
Strategies






AG/Classroom Teacher
Cooperation
CD Programs
Contracts
Independent Studies
Learning Centers
Tiered Assignments
Approx. Time Allotment:
Remediation
Strategies





Writing Centers
Modify Assignments
One-to-One Instruction
Graphic Organizers
Unlimited Time
Multicultural/
Interdisciplinary Connection









Artist-in-residence
Assemblies/speakers
Author studies
Community awareness/projects
Field trips
Fine arts presentations
Holiday recognitions
Integrated curriculum
Interdisciplinary units (Frogs, Rain
Forest)
 Pen pal correspondence/e-mail
 Theater
 Use of folk tales from other
countries
Grade 1
7/02