Hazleton Area School District
Literacy Curriculum
Aligned to PA Core Standards and
English Language Proficiency Standards
First Grade
First Grade
Page 1
The ELA (K-8) Curriculum Committee
Dr. Christopher J. Lake, Chairperson
Jennifer Angeli
Michael Balay
Danielle Bernstein
Debbie Boyle
Randi Chapin
Catherine Carrell
Ann Marie Corrado
Linda DeCosmo
Kelly Fegley
Ann Franzosa
Catherine Frumkin
Patricia Galloway
Janice Kelly
Christine LaMonica
Elizabeth Sannie
First Grade
Page 2
What is a Curriculum Framework?
A Curriculum Framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards of what
the student should know and be able to do.
A Curriculum Framework is part of standards aligned system. The framework is the first step, defining clear, high standards which will be achieved
by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. When the standards are reached,
there will be no achievement gap where some groups are allowed to score lower than others. All will meet world class standards and be career and
college ready.
A Curriculum Framework includes the Enduring Understandings, which will lead to life-long learning; Essential Questions that guide student
learning; Grade Level Skills that students are to master in order to meet the overarching standards; Resources and Materials for teachers and
students to utilize to develop, master, and practice the skills, and Assessments, or opportunities, for students to demonstrate their level of achieving
the standards.
A Curriculum Framework is not a textbook. A textbook is one tool or resource used to deliver a Curriculum Framework. Likewise, a series is one of
many resources used to develop students’ skills and understanding of the world around them. A Curriculum Framework is not a unit plan or
collection of daily lesson plans for a teacher to follow. From the Curriculum Framework, teachers create lessons and units to meet each individual
student’s needs. A Curriculum Framework should allow a teacher to include differentiation through multiple resources, learning opportunities, and
assessments. Choice and creativity for teachers and students are very important, and a Curriculum Framework should allow for both, yet focus on the
standards.
A Curriculum Framework is a living document that must grow and develop with time and experience. It would behoove the committee to think that
this document is complete. Administrators, teachers, parents, and students will continue to revise the Curriculum Framework to continue to meet the
needs of the students in the Hazleton Area School District.
Aligning with PA Core Standards, this English/Language Arts curriculum focuses on the four domains of literacy: Speaking, Listening, Reading and
Writing. It is the intent that that the four domains are taught through an integrated approach, including vocabulary, spelling, syntax, grammar, and
conventions. Students demonstrate their understanding of the content and mastery of the literacy skills through speaking and/or writing assessments
about what they have heard and/or read. Research supports this approach of integrating all four domains of literacy as opposed to teaching each in
isolation. Even in the case when language arts may be taught by a teacher different from the teacher who teaches reading, integration is vital for
students’ language development.
First Grade
Page 3
PA Core Standards for First Grade
Foundational Skills
1.1 Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions.
Phonological Awareness
 Distinguish long and short vowel sounds in spoken single-syllable words
 Count, pronounce, blend and segment syllables in spoken and written words
 Orally produce single-syllable words, including consonant blends and digraphs
 Isolate and pronounce the initial, medial vowel and final sounds in spoken words
 Add or subtract individual sounds in one-syllable words to make new words
Phonics and Word Recognition
 Identify common consonant diagraphs, final –e, and vowel teams
 Decode one and two-syllable words with common patterns
 Read grade-level words with inflectional endings
 Read grade-appropriate irregularly spelled words
Fluency
 Read on-level text with purpose and understanding
 Read on-level text orally with accuracy, appropriate rate, and expression on successive readings
 Use context to confirm or self-correct word recognition and understanding, rereading as necessary
First Grade
Page 4
Reading
1.2 Students read, understand, and respond to informational text—with emphasis on comprehension, making connections
among ideas and between texts with focus on textual evidence.
1.3 Students read and respond to works of literature—with emphasis on comprehension, making connections among ideas
and between texts with focus on textual evidence.
Reading Informational Text
Reading Literature
Key Ideas and Details
 Identify main idea and retell key details independently
 Ask and answer questions about key details
 Describe connection between two individuals, events,
ideas, or information in a text
Key Ideas and Details
 Retell familiar stories with key details and identify central
message
 Ask and answer questions about key details
 Describe characters, settings, and major events in a
story, using key details
Craft and Structure
 Use text features (graphs, illustrations, font, etc.) to
locate key information
 Ask and answer questions to help clarify word/phrase
meaning
Craft and Structure
 Identify narrator(s)
 Explain differences between books that tell stories and
those that give information
 Identify words and phrases that suggest feelings and
appeal to senses
Integration of Knowledge and Ideas
 Use illustrations to describe text’s key ideas
 Identify reasons an author gives to support points in
the text
 Find likenesses and differences between two texts on
same topic
Integration of Knowledge and Ideas
 Use illustrations to describe characters, setting and
events
 Compare and contrast adventures and experiences of
characters in stories
First Grade
Page 5
Vocabulary Acquisition and Use
 Use words and phrases acquired through
conversations, reading, and being read, and
responding to text, including words that signal
connections and relationships between words and
phrases.
 Determine or clarify the meaning of unknown or
multiple-meaning words and phrases
Vocabulary Acquisition and Use
 Use words and phrases acquired through conversations,
reading, and being read, and responding to text,
including words that signal connections and relationships
between words and phrases.
 Determine or clarify the meaning of unknown or
multiple-meaning words and phrases
Writing
1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined
perspective and appropriate content.
Informative
Identify and write about one
specific topic
Develop the topic with two or
Content
more facts
Organization Group information and provide
some sense of closure
Focus
Style
Conventions
First Grade
Choose words and phrases for
effect
Capitalize dates and name of
people
Use end punctuation
Use commas in dates and words
in series
Spell words drawing on common
Argumentative
Narrative
Form an opinion by choosing among
given topics
Support opinion with reasons related to
the opinion
Create an organizational structure that
includes reasons and provides some
sense of closure
Use a variety of words and phrases
Establish “who” and “what’ the narrative
will be about
Include thoughts and feelings to describe
experiences and events
Recount two or more sequences of events
using temporal words and provide some
sense of closure
Use a variety of words and phrases
Capitalize dates and name of people
Use end punctuation
Use commas in dates and words in series
Spell words drawing on common spelling
patterns, phonemic awareness and
spelling conventions
Capitalize dates and name of people
Use end punctuation
Use commas in dates and words in series
Spell words drawing on common spelling
patterns, phonemic awareness and
spelling conventions
Page 6
spelling patterns, phonemic
awareness and spelling
conventions
Grammar




Identify and write complete declarative, interrogative and exclamatory sentences with a subject and predicate
Divide a sentence between the complete subject and complete predicate
Use correct past tense for irregular verbs
Form singular and plural regular nouns
Production and Distribution of Writing
Writing Process
With guidance and support,
 Respond to questions and suggestions from peers
 Add details
 Focus on a topic
Technology and Publication

Explore a variety of digital tools in collaboration with peers
Conducting Research

Participate in individual or shared research and writing projects
Credibility, Reliability, and Validity of Sources
 With guidance and support, recall information from experience or gather information from provided sources to answer a question.
First Grade
Page 7
Speaking and Listening
1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or
in group discussion.
Comprehension and Collaboration
Collaborative Discussion

Participate in collaborative conversations in small and larger groups
Critical Listening

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is not understood
Evaluating Information

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
Purpose, Audience, and Task

Describe people, places, things and events with relevant details, expressing ideas and feelings clearly
Context

Produce complete sentences when appropriate to task and situation
Integration of Knowledge and Ideas
Multimedia

Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings
Conventions of Standard English

First Grade
Demonstrate command of the conventions of standard English when speaking based on Grade 1 level and content
Page 8
Socialization Skills
For the Hazleton Area School District, the ELA Curriculum Committee (2014) has combined literacy with socialization skills
for its curriculum development. Through a thematic approach, students will learn important social skills to be a good citizen
while learning the Pennsylvania standards for literacy. Each year, students will focus on one overarching social goal which will
build upon the previous year’s goal. Kindergarten will develop CARING KIDS; First Grade, COOPERATIVE WORKERS;
Second Grade, INDEPENDENT LEARNERS; Third Grade, PROBLEM SOLVERS; Fourth Grade, RESPONSIBLE
STUDENTS; Fifth Grade, DECISION MAKERS; Sixth Grade, TOLERANT THINKERS; Seventh Grade; CONFIDENT
INDIVIDUALS; and Eighth Grade, WORLDLY THINKERS. These skills and overarching goals will develop accepting and
understanding global thinkers for the 21st Century.
First Grade: Goal: Cooperative Workers
Students are moving from caring kids to being cooperative workers. Developmentally, six and seven year old students are
becoming more social. They are making connections and distinctions between feelings, thoughts, and actions, and forming
friendships. When given opportunities to work with peers, students can begin to discover learning outcomes.
Theme One: Exploring Differences in Each Other and Our Community (MH- Units 1 and 2)
Theme Two: Changes Outside My Door (MH – Unit 3)
Theme Three: Figuring Out (Discovering) the World Around Us (MH – Unit 4)
Theme Four: Together We Can Figure Out How to Build a Community (MH – Units 5 and 6)
First Grade
Page 9
Theme 1: Exploring Differences in Each Other and Our Community
Enduring Understanding:
Students are beginning to understand that the world doesn’t consist of only me. Students need to start thinking of others and how they can interact in
the community.
Essential Questions:
What makes you special?
What do you do at your school?
What is it like where you live?
What makes a pet special?
What do friends do together?
How does your body move?
How does your community affect you?
How can you become involved in your community?
How does our culture and background affect your community?
Are we more different or alike?
Cumulative Assessment:
Students will create a Venn Diagram, draw a picture, or role-play to reflect on one of their own friendships and how they are like their friends and
how they are different with at least one connection to a piece of thematic work.
First Grade
Page 10
Reading
Informational Text
Reading Literature
Ask and Answer
questions about key
details
Use text features
(graphs,
illustrations, font,
etc.) to locate key
information
Ask and Answer
questions about key
details
Describe characters,
setting, and events
Make predictions
Foundational skills,
Writing, Speaking
and Listening
Identify rhyme
Assessment(s)
*=nonnegotiable
“I Am Six” by Ann
Morris (Big Book,
Houghton Mifflin)
Phoneme isolation/
blending/
segmentation
“To Be a Kid” by
Maya Ajmera (Big
Book, Houghton
Mifflin)
Make predictions
Short vowels
Retell familiar
stories and identify
the central message
Identify Main Idea
Use illustrations to
describe text’s key
ideas
Use illustrations to
describe characters,
setting, and events
in a story
Use new vocabulary
(see Appendix C)
Use new vocabulary
(see Appendix C)
Differentiate
between sentence
fragments and
complete sentences
Color the complete
sentence
Student Writing
Model – A Friendly
Letter (Houghton
Mifflin Theme 9)
Noun sort
Produce singular
and plural nouns (-s)
Look through
magazines for nouns
Possessive Nouns
Double-final
consonants
Add/Substitute
individual sounds in
one-syllable words
to make new words
Given a picture of
one/more than one
object, students will
write correct form
of noun
Read grade level
present and past
Student Writing
Model- A Personal
Narrative (Houghton
Mifflin – Theme 5)
Student Writing
Model – A Story
(Houghton Mifflin
Theme 7)
Wonders Units 1
and 2
Suggested
Resources for
teachers
www.marisalware.c
om/2014/01/17/fun
-with-endpunctuation/ Punctuation
www.teachingideas.
co.uk/english/conte
nts_writinginspiratio
n.htm - Writing
Inspiration Pictures
http://thefirstgrad
efairytales.blogspo
t.com/2012/11/lott
o-pigeons-4-typesof-sentences.html Types of Sentences
http://commoncore
sheets.com/Senten
ce_Types.php -
Academic
Vocabulary
Events
Illustration
Punctuation
Author
Bold Print
Sequence
Consonant
Label
Publish
Evaluate
Rhyme
Diagram
First, Last, Next
Brainstorm
End, Middle
Apostrophe
Dialog
Presentation
Draft
Repetition
Highlight
Imaginary
Blog
Various
Types of Sentences
http://commoncore
sheets.com/Partsof
Speech.php - Parts
Beginning
Consonant Blends (l, r-, s-)
First Grade
Suggested Materials
*=nonnegotiable
After reading text,
students will circle
all past tense verbs
ending in -ed
of Speech
Page 11
tense of verbs (-ed)
Capitalize dates and
proper nouns
Contractions with ‘s
contraction word
sort
Produce plural
nouns with –es
Are You My Mother?
by P.D. Eastman
Final consonant
blends
Read grade level
words with
inflectional endings
(-ing)
A Weed is a Flower:
The Life of George
Washington Carver
by Aliki
(informational text)
Digraphs
Personal Narrative
Write a Narrative
text:
* establish who and
what the narrative
will be about
* include
thoughts/feelings to
describe
experiences/events
* recount two or
more sequences of
events using
temporal words
*provide some
sense of closure
* use a variety of
words and phrases
First Grade
Fix the friendly
letter
http://www.youtub
e.com/watch?v=_3u
QSIrbDp0 CVC
videos
Write a friendly
letter
Given a topic,
students will write
about an experience
The Jolly Postman or
Other People’s
Letters by Janet and
Allan Ahlberg
http://www.youtub
e.com/watch?v=V__
JP2QFLws – Digraph
Video
Frog and Toad by
Arnold Lobel
http://www.savethe
comma.com/game/
- Comma Game
Page 12
Capitalization and
Punctuation (period,
question, and
exclamation marks)
Use commas in
dates and in a word
series
http://www.brainpo
pjr.com/readingand
writing/word/plural
nouns/matching/ Plural noun /
Singular Noun
Memory Game
Write plural nouns
using –s and -es
Apostrophe with
possessive nouns
Common and Proper
Nouns
Produce irregular
plural nouns
Intonation/
Expression
Appropriate
phrasing
First Grade
Page 13
Theme 2: Changes Outside My Door
Enduring Understanding:
At this time of the year, students are moving from dependency with teachers and parents, to a more independent stage where they are exploring
learning and gaining an understanding of how to work independently. They can now look at the community and determine the changes that are
taking place outside their door.
Essential Questions:
What can happen over time?
How do we measure time?
How do plants change as they grow?
How is life different than it was long ago?
What changes do you see occurring outside your door?
How can we make our world better?
Cumulative Assessment:
Students will create a timeline using photographs or words to determine the changes that are happening within themselves or their communities with
at least one connection to a piece of thematic work.
First Grade
Page 14
Reading
Informational Text
Reading Literature
Make and Confirm
Predictions
Make and Confirm
Predictions
Understand Purpose
of Quotation Marks
Sequence of Events
Cause and Effect
Character, plot,
setting
Compare and
Contrast–
connections
between two texts
Compare and
Contrast –
Connections within
text
Use new vocabulary
(see Appendix C)
Use new
vocabulary (see
Appendix C)
Understand Purpose
of Quotation Marks
Foundational Skills,
Writing, Speaking
and Listening
Quotation Marks
Contractions with
not (aren’t, isn’t)
Identify and produce
final –e and
common vowel
teams
Suggested Materials
*=nonnegotiable
“Moving Day” by
Robert Kalan
(Houghton Mifflin
Reading Series
Theme 5)
“Lost” by David
McPhail (Houghton
Mifflin Theme 7)
Alliteration
Soft c and g
Inflectional endings
–ed, -ing (drop final
e/double the
consonant)
CVCe syllables
(reptile)
Prefixes (re-, un-,
pre-)
Inflectional endings
(change y to i)
Punctuation within
sentences
Phoneme deletion
and addition
First Grade
Assessment(s)
*=nonnegotiable
Wonders Unit 2
Suggested
Resources for
teachers
www.teachingideas.
co.uk/more/timefille
r/tictactoegame.htm
- Past Tense Verbs
www.freestoriesfork
ids.com – Short
stories for children
Academic
Vocabulary
Capitalization
Rubric
Time Table
Audience
Element
Style
Proofreader’s Marks
Process and Product
http://www.teacher
spayteachers.com/P
roduct/I-WannaIguana-OpinionWriting-Template1089156 Argumentative
Writing Template
http://www.teacher
spayteachers.com/P
roduct/OpinionWriting-GraphicOrganizers-Freebie1093954 - Opinion
Writing Graphic
Organizers
http://www.teacher
spayteachers.com/P
roduct/OpinionWriting-Activities885895 - Opinion
Writing Graphic
Organizers
Page 15
Read on level text
with purpose and
understanding (23+
wpm, 78% accuracy)
DIBELS
Read on level text
orally with accuracy,
appropriate rate,
and expression on
successive readings
(23+ wpm, 78%
accuracy)
Yours Truly
Goldilocks by Alma
Flor Ada
Tattlin’ Madeline by
Carol Cummings
http://www.youtub
e.com/watch?v=c3o
A4wfUBak – CVCe
Video
Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary
http://www.pinteres
t.com/tanzb/persua
sive-writing/ Pinterest Everything
Argumentative
Past and Future
Tense Verbs
Commas in a word
series and in dates
Analyze character,
setting, and plot
I Wanna Iguana by
Karen Kaufman
Orloff and David
Catrow
After reading text,
students will circle
all past tense verbs
ending in –ed
Circle the correct
verb form in a
sentence
http://bogglesworld
esl.com/irregular_ve
rbs.htm Irregular
Past Tense Verbs worksheets and
flashcards
Analyze cause and
effect
Recognize State of
Being verbs (am, is,
First Grade
Page 16
are, will, was, were,
have, has, had) and
use correctly
Analyze connections
within text:
Compare and
Contrast
Write an
argumentative text:
* form an opinion by
choosing among
given topics
* support opinion
with reasons related
to opinion
* create an
organizational
structure that
includes reasons and
provides sense of
closure
* use a variety of
words/phrases
Given a series of
words, students will
write sentence,
placing commas in
correct places
After reading “That
Toad is Mine” and
looking at
illustrations,
students will write
an opinion and cite
evidence of which
character is
right/wrong.
“That Toad is Mine”
by Barbara Shook
Hazen (Houghton
Mifflin Anthology
Theme 7)
Analyze main idea
and key details
Analyze point of
view
Adverbs that tell
when
Analyze connection
with text sequence
First Grade
www.marisalware.c
om/2014/01/17/fun
-with-endpunctuation/
Punctuation
Page 17
Appropriate
phrasing
Participate in
conversations using
correct intonation
and expression
First Grade
Page 18
Theme 3: Figuring Out (Discovering) the World Around Us
Enduring Understanding:
As students are beginning to mature, they can start to develop ways to discover how the world works and how it influences them. Animals make
adaptations to survive in their climate. Students learn at different rates and modalities.
Essential Questions:
How can we make sense of the world around us?
How can we classify and categorize things?
How do animals help each other?
How do animals survive in nature?
What insects do you know about, and how are they alike and different?
How to people work with animals?
Cumulative Assessment:
Students will create a newspaper article or a diorama depicting how animals survive in nature with at least two connections to a piece of thematic
work.
First Grade
Page 19
Reading
Informational Text
Reading Literature
Ask and answer
questions to
determine word
phrase/meaning
Ask and answer
questions
Main idea and key
detail
Problem and
solution
Use of captions,
illustrations,
photographs,
headings to identify
information in a text
Use new vocabulary
(see appendix C)
Plot sequence
Foundational Skills,
Writing,
Speaking/Listening
Long a: a, ay, ai
Long e: e, ee, ea, ie
Long o: o, oa, ow,
oe
Long i: I, y, igh, ie
Assessment(s)
*=nonnegotiable
Suggested Materials
*=nonnegotiable
“At the Aquarium”
by Norbert Wu
(Houghton Mifflin
Theme 3)
“Me on the Map” by
Joan Sweeney
(Houghton Mifflin
Theme 5)
Alphabetical order –
two letters
Prefixes re-, un-,
preInflectional endings
– change y to i
Compound words
“Red-Eyed Tree
Frog” by Joy Cowley
(Houghton Mifflin
Theme 6)
Suggested
Resources for
teachers
Earthworms by
Claire Llewellyn
(informational text)
Amazing Whales! by
Sarah L. Thomson
(informational text)
http://www.youtub
e.com/watch?v=o84
ndBQU6vQ – Vowel
Team Video
Academic
Vocabulary
Image
Tradition
Accomplish
Cooperate
Investigate
Logical Order
Experience
Scene
Alike
Edit
Narrator
Graphic Organizer
Series
Tasks
Point of view
Use new vocabulary
(see appendix C)
Read on level text
with purpose and
understanding (35+
wpm, 84% accuracy)
Read on level text
orally with accuracy,
appropriate rate,
and expression on
successive readings
(35+ wpm, 84%
accuracy)
Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
First Grade
DIBELS
“The Forest” by
Isidro Sanchez
(Houghton Mifflin
Theme 8)
“Butterfly” by Mary
Ling (Houghton
Mifflin Theme 8)
“Johnny Appleseed”
by Patricia Demuth
(Houghton Mifflin
Theme 8)
Wonders Unit 4
Page 20
necessary
Using was, were,
have, has, go, do,
see, saw
Commas in a series
Apostrophe with
contractions
Analyze plot
sequence
Analyze main idea
and key details
Analyze point of
view
Adverbs that tell
when
Capitalize proper
nouns
Underline book
titles
Analyze connection
within text –
problem and
solution
Students will choose
an animal and
create a tri-fold
book with 2 details
and a closing
sentence.
Informative Text
Write an informative
text:
* Identify and write
First Grade
Page 21
about one specific topic
* develop the topic with
two or more facts
* group information and
provide some sense of
closure
* choose words and
phrases for the effect
* capitalize dates and
names of people
*use end punctuation
* use commas in dates
and words in a series
* spell words drawing on
common spelling
patterns, phonemic
awareness, and spelling
conventions
Participate in
conversations using
correct intonation
and
expression
First Grade
Page 22
Theme 4: Together We Can Figure Out How to Build a Community
Enduring Understanding:
Students have a sense of belonging to a group and can start to assume responsibility and leadership. The students will take these qualities with them
as they progress to their second grade learning environment, where they will develop to become independent thinkers.
Essential Questions:
How can we make sense of the world around us?
How can we classify and categorize things?
What can you see in the sky?
What inventions do you know about?
What sounds can you hear? How are they made?
How to things get built?
How does teamwork help us?
How can we work together to make our lives better?
Who helps you?
What traditions do you know about?
Why do we celebrate holidays?
What qualities make a good community leader?
What can you do to be a responsible leader in your community?
Cumulative Assessment:
Students will work in groups to complete one of the following projects: build a community using materials (Legos, clay, construction paper, etc.),
give a presentation, or create a comic strip with at least two connections to a piece of thematic work.
First Grade
Page 23
Reading
Informational Text
Reading Literature
Make and confirm
predictions
Make and confirm
predictions
Connections within
text: problem and
solution
Plot: Cause and
Effect
Foundational Skills,
Writing,
Speaking/Listening
r-controlled vowels
ar, er, ir, ur, or, ore,
oar, air, are, ear
Author’s purpose
Plural (irregular)
Inflectional endings
–er, -ed, -ing
Visualize
Abbreviations
Point of view
Diphthongs ou, ow,
oi, oy
Assessment(s)
*=nonnegotiable
“The Sleeping Pig”
by Carmen Tafolla
and Jan Epton Seale
(Houghton Mifflin
Theme 6)
“EEK! There’s a
Mouse in the
House” by
Wong Herbert Yee
(Houghton Mifflin
Theme 6)
Author’s purpose
Visualize
Point of view
Use new
vocabulary (see
Appendix C)
Use new vocabulary
(see Appendix C)
Connections within
a text: problem and
solution
Comparative
inflectional endings
–er, -est
Final stable syllables
Variant vowel
spellings with
digraphs oo, u, u_e,
ew, ue, ui, ou, a, aw,
au, augh, ai
Suffixes –ful, -less
Silent letters wr, kn,
gn
Three letter blends
scr, spl, spr, str, thr,
shr
First Grade
Suggested Materials
*=nonnegotiable
Create a foldable in
3 sections and
illustrate
comparative
adjectives
“The New Friend” by
Maria Puncel
(Houghton Mifflin
Theme 9)
Wonders Units 5
and 6
Suggested
Resources for
teachers
Fire! Fire! by Gail
Gibbons
(informational text)
Academic
Vocabulary
Categorize
Collaborate
Directions
Disagreement
Error
Places in My
Length
Community by
Revision
Bobbie Kalman
Reasonable
(Nonfiction)
Enthusiasm
Admire
http://timvandevall. Excitement
com/blank-comicInterview
strip-templates-free- Observe
printable-pdfs/ Intonation
Comic Strip
Alliteration
Template
Affect
Change
Closing
Robot
Tornado
Emphasis
Celebrate
Favorite
Greeting
Realistic
Signature
Sound Effect
Holiday
Demonstrate
Origins
Magazine
Phrasing
Reorder
Page 24
Read on level text
with purpose and
understanding (47+
wpm, 90% accuracy)
Read on level text
orally with accuracy,
appropriate rate and
expression on
successive readings
(47+ wpm, 90%
accuracy)
Additional Websites:
DIBELS
http://www.sheppar
dsoftware.com/gra
mmar/punctuation.
htm - Grammar
Games
Use context to
confirm or selfcorrect word
recognition and
understanding,
reread as necessary
Capitalize proper
nouns, days,
months, holidays,
capitals and periods
with Mr., Ms., Dr., I
Conjunctions
Analyze point of
view; theme
Use complete
sentences; varying
length of sentences
http://www.softsch
ools.com/language_
arts/ Language Arts
– games and quizzes
http://languagearts.
pppst.com/comma.h
tml - Everything LA
- power pt, games,
clip art
Students will make a
calendar and add
holidays and special
birthdays
www.turtlediary.co
m/grade-1games.html - Variety
of Games
http://www.fcrr.org
/curriculum/pdf/gk1/p_final_part5.pdf
71 pages of activities
for high frequency
words – Florida
Center
Adjectives
Analyze plot: cause
First Grade
Page 25
and effect, problem
and solution,
author’s purpose
Time order words
Using a, an, the
Prepositions
Pronouns,
possessive pronouns
Using I and me
correctly
Adverbs
Create and present
research on a topic of
interest
* research is focused,
legible, and organized on
one topic with 2 or more
details
* provide a sense of
closure
* add drawings or other
visual displays to clarify
thoughts
* demonstrate command
of the convections of
standard English when
speaking based on Grade
1 level and content
*produce complete
sentences
* use technology to
acquire information
*respond to questions
from peers
*use appropriate volume
when presenting
First Grade
Research report
Student Writing
Model – Research
Report (Houghton
Mifflin Theme 8)
Additional
Assessments:
Tests
Quizzes
Class participation
Formative
assessments
Journal writing
Class discussions
Page 26
Participate in
conversations using
correct intonation
and expression
First Grade
Page 27
PA English Language Proficiency Standards: Classroom/Formative Framework
Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting.
Grade Level: First Grade
Speaking
Writing
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Standard or
Anchor
Follow sequence from
multiple oral directions
(such as: “Write your name
on the top left-hand
side of the paper, then put
the date on the top righthand side”).
Position manipulatives or
realia according to one-step
oral commands to show
spatial relations (such as: “Put
the books on the table”).
Position manipulatives or
realia according to multiple
oral commands to show
spatial relations (such as: “Put
the cubes in a row across the
paper”).
Follow oral directions
verifying requests with cues
from teachers or peers
(such as: “Fold the paper in
half and place it on your
table the long way”).
Follow simple oral
directions with visual or
nonverbal support (such
as: “Write your name on
the top left-hand side of the
paper”).
Respond to icons, pictures,
and/or words on board games
or in activities.
Respond to words and/or
phrases on board games or
in activities.
Follow written directions
supported visually.
Follow written directions,
with peer or teacher
assistance.
Follow high frequency
written directions.
Give and ask for permission
or make requests using
gestures as needed.
Share feelings and emotions,
likes or dislikes using visual
supports.
Discuss interests,
opinions, or preferences
working with a partner.
Persuade peers to join in
activities or games by
working within a small
group.
Negotiate solutions to
problems, interpersonal
misunderstandings and/or
disputes working with a
partner.
Illustrate personal
experiences working with a
partner.
Label illustrations of personal
experiences with phrases
and short sentences working
with a partner.
Participate in a shared
writing activity about a
common experience
(such as: a field trip or
guest speaker).
Write an email message
using a picture dictionary.
Write in a dialogue journal
about personal
experiences.
Level 6- Reaching
Reading
Listening
Level 1
Entering
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
First Grade
Page 28
Standard 2: English language learners communicate in English for Language Arts purposes within the school setting.
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Standard or
Anchor
Listening
Point to illustrations during
teacher’s reading of picture
books.
Sort pictures of short
segments of a read aloud
using a graphic organizer.
Sequence pictures from a
read-aloud using a
graphic organizer.
Respond to a read-aloud
by role-playing working
with a partner.
Draw conclusions from a
read-aloud using a
graphic organizer.
1.6.3B
Reading
Retell stories using a series
of pictures.
Match sentence strips to
illustrations in a story.
Sequence a series of
illustrated sentence strips
to tell a story.
Identify phrases or
sentences in a story that
support the main idea
working with a partner.
Participate in a reading/
literature circle to draw
conclusions about grade
level text.
R3.A1.3
Speaking
Answer WH-questions
based on illustrations in
response to stories, chants
or poems.
Describe a character from an
illustrated story to a partner.
Retell a story using
picture prompts with a
partner.
Discuss reasons for a
character’s actions
working with a partner.
Justify reasons for a
character’s actions with
visual supports.
1.6D
1.6E
Label family members in a
drawing or picture using a
word wall.
Write short sentences about
a family picture or drawing
using a word wall.
Write a journal entry about
a family event using a
picture dictionary or
word wall.
Write a paragraph
describing a family trip
using a guided model.
Write a letter to a friend
describing a family
vacation using a guided
model.
1.4.3A
Level 6- Reaching
Level 1
Entering
Writing
Grade Level: First Grade
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
First Grade
Page 29