(First Grade) Reading Pacing Guide 2009-2010
End of Quarter 1
(by November 6)
PS1: 1.1.2
Understand and
apply
phonological
awareness and
phonemic
awareness
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PS 2: 1.1.4 Apply
understanding of
phonics
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PS 3: 1.2.2 Apply
vocabulary
strategies in
grade-level text
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End of Quarter 2
(by January 28)
Rhyme (model and
practice)
Initial, medial, and
final positions in a
word (model and
practice)
Onset and rime/word
families (model and
practice)
Syllables (model)
Segment and blend
(model and practice)
Letters and sounds
(independently)
Onset and rime/
word families (model
and practice)
Common vowel
patterns (model and
practice)
Reads inflectional
endings (model and
practice)
Contractions (model
and practice)
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Context clues (model
and practice)
Prior knowledge
(model and practice)
Picture clues (model
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End of Quarter 3
(by April 16)
Rhyme (practice and
generate)
Initial, medial, and
final positions in a
word (independent)
Onset and rime/word
families (practice
independently)
Syllables (practice)
Segment and blend
(practice
independently)
Onset and rime/
word families (model,
practice, and
generate)
Common vowel
patterns (model and
practice)
Reads inflectional
endings (model and
practice)
Contractions (model
and practice)
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Context clues (model
and practice)
Prior knowledge
(model and practice)
Re-read to self
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End of Quarter 4
(by June 23)
Rhyme (practice and
generate)
Syllables
Segment and blend
Multi-syllabic words and
compound words
(model and practice)
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Onset and rime/ word
families (model, practice,
and generate)
Common vowel patterns
(model and practice)
Reads inflectional
endings (model and
practice)
Contractions (model and
practice)
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Context clues (model and
practice)
Prior knowledge (model
and practice)
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Rhyme (generate
independently)
Syllables
Segment and blend
Multi-syllabic words and
compound words
(independent practice)
Onset and rime/ word
families (model and
practice independently)
Common vowel patterns
(model and practice
independently)
Reads inflectional
endings (model and
practice independently)
Contractions (model and
practice independently )
Context clues (model and
practice)
Prior knowledge (model
and practice)
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PS 4: 1.4.1 Know
common sight
words
appropriate to
grade level
PS 5: 2.1.1
Understand how
to use
questioning when
reading
PS 6: 2.1.2
Understand how
to create mental
imagery
PS 7: 2.1.5
Understand how
to infer/predict
meaning
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and practice
independently)
Re-read to self
correct (model)
Reads sight words
(practice and
independent)
correct (model)
Re-read to self correct
(model)
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Re-read to self correct
(model)
Apply inflectional
endings for word
meaning (model and
practice)
Reads sight words
(practice and
independent)
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Reads sight words
(practice and
independent)
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Reads sight words
(practice and
independent)
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Questioning (model)
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Questioning (model and
practice)
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Questioning (model and
practice)
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Mental imagery
(model and practice)
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Mental imagery
(model and practice)
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Mental imagery
(practice)
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Mental imagery
(practice)
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Prior knowledge
(model and practice)
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Prediction (model
and practice)
Inferences (model
and practice)
Prior knowledge
(model and practice)
Story structure
(model and practice)
Story Elements
(model and practice)
Character (model and
practice)
Setting (model and
practice)
Important events
(model and practice)
Main idea (model and
practice)
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Prediction (model and
practice)
Inferences (model and
practice)
Prior knowledge
(practice independently)
Story structure (model
and practice)
Story Elements
(practice)
Character (independent)
Setting (independent)
Important events
(practice)
Main idea (practice)
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Prediction (practice
independently)
Inferences (model and
practice)
Prior knowledge
(practice independently)
Story structure
(Independent)
Story Elements
(independent)
Important events
(independent)
Main idea (independent)
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PS 8: 2.2.3
Understand story
elements
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PS 9: 2.4.1
Understand how
to give personal
or text-based
responses and
make connections
to text
PS 10: 3.1.1
Understand that
resources answer
questions and
solve problems
PS 11: 4.1.1
Understand how
to monitor own
reading progress
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Sight words (teacher
guidance)
 Books read/minutes
read (teacher
guidance)
 Consonant
blends/diagraphs
(teacher guidance)
 Fluency passages and
graphs (teacher
guidance)
 Independent and
instructional levels
(practice)
 Favorite books
(independent)
 Reasons for books
choice (practice)
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PS 12: 4.2.1
Understand how
readers choose
books
Text to self
connections (model
and practice)
Text to text
connections (model
and practice)
Directions (model
and practice)
Cover, title page, page
numbers (practice)
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Directions (model)
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Cover, title page, page
numbers (model)
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Environmental print
and labels (practice)
Letter sounds
(teacher guidance)
Sight words (teacher
guidance)
Books read/minutes
read (teacher
guidance)
Fluency passages and
graphs (teacher
guidance)
Independent and
instructional levels
(teacher guidance)
Favorite books
(teacher guidance)
Reasons for books
choice (teacher
guidance)
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Text to self connections
(independent)
Text to text connections
(practice)
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Text to text connections
(independent)
Directions (model and
practice)
Cover, title page, page
numbers (practice)
Informational/expository
text (model/practice)
Sight words (teacher
guidance)
Books read/minutes read
(teacher guidance)
Consonant
blends/diagraphs
(teacher guidance)
Fluency passages and
graphs (teacher
guidance)

Directions (model and
practice)
Cover, title page, page
numbers (practice)
Informational/expository
text (model/practice)
Sight words (teacher
guidance)
Books read/minutes read
(teacher guidance)
Consonant
blends/diagraphs
(teacher guidance)
Fluency passages and
graphs (teacher
guidance)
Independent and
instructional levels
(practice)
Favorite books
(independent)
Reasons for books choice
(practice)
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Independent and
instructional levels
(practice)
Favorite books
(independent)
Reasons for books choice
(practice)