2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
10/06/14
Pacing
5/10
Days
Standards/Pacing
[ 1.R.RF.01] I can recognize and
use the features of a sentence
including beginning capital and
ending punctuation.
Demonstrate understanding of
the organization and basic
features of print. Recognize the
distinguishing features of a
sentence (e.g., first word,
capitalization, ending
punctuation).
5/10
Days
"I can recognize and use the
features of a sentence
including beginning capital
and ending punctuation."
[ 1.L.05ab] I can sort words into
categories and define them by
attributes.
ELP Standards
II-R-1:B-2
distinguishing between printed letters,
words, sentences, and paragraphs.
II-R-1:HI-3
identifying features of a sentence
(capitalization, commas, quotation marks,
and ending punctuation).
II-L-2:HI-1(v)
classifying words into conceptual
categories and providing rationale.
Sort words into categories (e.g.,
colors, clothing) to gain a sense
of the concepts the categories
represent. Define words by
category and by one or more key
attributes (e.g., a duck is a bird
that swims; a tiger is a large cat
1
Chinle Unified School District, No. 24
September 2014
Resources
Stage II ELP Standards
Stage II ELP/Common Core
Crosswalk
BT Unwrapped 1.R.RF.01
BT Unwrapped 1.L.05ab
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
with stripes).
10/13/14
10/10
Days
"I can sort words into
categories and define them by
attributes."
[ G1.1R.C1.PO1] I can put words II-R-1:HI-5(PC)
in ABC order using the first letter alphabetizing a series of words to the
of each word.
second letter with instructional support.
Alphabetize a series of words to
the first letter.
"I can put words in ABC order
using the first letter of each
word."
1 Day
[ G1.W.AD.04] Additional
Standards
1.L.01c. Use singular and plural
nouns with matching verbs in
basic sentences (e.g., He hops;
we hop).
"I can use singular and plural
nouns with the correct verb."
1.L.02c. Use commas in dates
II-L-1:HI-2 (n)
producing sentences using a subject and a
verb, with subject-verb agreement.
(S-V)
II-L-1:HI-3 (n)
converting a given singular noun into plural
noun, including irregular.
II-L-1:HI-6(v)
producing declarative, negative, and
interrogative sentences using present
2
Chinle Unified School District, No. 24
September 2014
BT Unwrapped G1.1R.C1.PO1
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
and to separate single words in
a series.
progressive tense verbs with subject-verb
agreement.
"I can use commas in dates
and to separate single words
in a series."
II-L-1:HI-7(v)
producing declarative, negative, and
interrogative sentences using simple past
tense regular verbs with subject-verb
agreement.
1.W.05. With guidance and
support from adults, focus on a
topic, respond to questions and
suggestions from peers, and add
details to strengthen writing as
needed.
1.W.06. With guidance and
support from adults, use a
variety of digital tools to produce
and publish writing, including in
collaboration with peers.
"I can use the writing proces
to publish my writing with my
teacher’s help."
1.W.08. With guidance and
support from adults, recall
information from experiences or
gather information from provided
II-L-1:HI-8(v)
using simple past tense irregular verbs: to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb
agreement).
II-W-3:HI-1
generating ideas through student-led
prewriting activities (e.g., advanced graphic
organizers, etc.) and student recording of
the ideas.
II-W-3:HI-3
writing a student generated draft with a
main idea and supporting details in a
logical sequence.
II-W-3:HI-4
3
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
sources to answer a question.
ELP Standards
Resources
re-reading a student generated draft orally
for clarity and changing or adding relevant
details as needed.
II-W-3:HI-5
evaluating a student generated draft for the
use of word choice and organization with
the assistance of teacher, peer, a checklist,
or a rubric.
II-W-3:HI-6
using simple resources (e.g., word walls,
primary dictionaries, conventions
checklists, etc.) for reviewing and
correcting conventions in a student
generated draft.
5 Days
[ 1.L.01k] I can write sentences
in order to support a main idea
or story.
II-L-1:HI-2 (SC)
producing sentences using a subject and a
verb, with subject-verb agreement.
(S-V)
Write multiple sentences in an
order that supports a main idea
or story.
"I can write sentences in order
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Chinle Unified School District, No. 24
September 2014
BT Unwrapped 1.L.01k
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
10/20/14
Pacing
5/10
Days
Standards/Pacing
ELP Standards
to support a main idea or
story."
[ G1.1R.C1.PO1] I can put words II-R-1:HI-5(PC)
in ABC order using the first letter alphabetizing a series of words to the
of each word.
second letter with instructional support.
Resources
BT Unwrapped G1.1R.C1.PO1
Alphabetize a series of words to
the first letter.
"I can put words in ABC order
using the first letter of each
word."
5 Days
[ 1.W.03] I can write a narrative.
Write narratives in which they
recount two or more
appropriately sequenced events,
include some details regarding
what happened, use temporal
words to signal event order, and
provide some sense of closure.
"I can write a narrative."
II-W-1:HI-1
writing a narrative or short story that
includes a main idea, character, setting
and a sequence of events.
II-W-1:HI-7
writing a response to a literary selection
that identifies the characters, setting, and
sequence of events, main idea, problem
and solution.
II-W-4:HI-1
writing student generated text that
expresses a main idea.
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Chinle Unified School District, No. 24
September 2014
BT Unwrapped 1.W.03
BT UNwrapped ER.DFA1.1.W.03
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
II-W-4:HI-2
writing relevant details that support the
main idea in a student generated text.
10/27/14
10/10
Days
[ 1.R.RF.03de] I can name the
number of syllables in a word
and read the word.
Use knowledge that every
syllable must have a vowel
sound to determine the number
of syllables in a printed word.
Decode two syllable words
following basic patterns by
breaking the words into
syllables.
II-W-4:HI-3
organizing student generated text to
include a clear beginning, middle, and end.
II-W-4:HI-4
organizing a student generated text using
transitional words to indicate a beginning,
middle, and end.
II-R-2:HI-9
BT Unwrapped 1.R.RF.03de
reading regularly spelled multi-syllable
words by applying the most common lettersound correspondences, including the
sounds represented by single letters,
consonant blends, consonant/vowel
digraphs (th, sh, ck) and diphthongs (ea, ie,
ee) and r-controlled vowels.
II-R-2:HI-11
reading multi-syllabic words, using
syllabication rules.
"I can name the number of
syllables in a word and read
the word."
6
Chinle Unified School District, No. 24
September 2014
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
1 Day
Standards/Pacing
[ G1.W.AD.05] Additional
Standards
1.L.05d. Distinguish shades of
meaning among verbs differing
in manner (e.g., look, peek,
glance, stare, glare, scowl) and
adjectives differing in intensity
(e.g., large, gigantic) by defining
or choosing them or by acting
out the meanings.
ELP Standards
II-L-2:HI-11 (vocab)
clarifying word meaning by applying
knowledge of synonyms and antonyms to
enhance vocabulary.
"I can tell the different
meanings between similar
verbs or adjectives.
1.W.05. With guidance and
support from adults, focus on a
topic, respond to questions and
suggestions from peers, and add
details to strengthen writing as
needed.
1.W.06. With guidance and
support from adults, use a
variety of digital tools to produce
and publish writing, including in
7
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
collaboration with peers.
"I can use the writing proces
to publish my writing with my
teacher’s help."
11/03/14
5/10
Days
1.W.08. With guidance and
support from adults, recall
information from experiences or
gather information from provided
sources to answer a question.
[ 1.R.RF.03de] I can name the
number of syllables in a word
and read the word.
Use knowledge that every
syllable must have a vowel
sound to determine the number
of syllables in a printed word.
Decode two syllable words
following basic patterns by
breaking the words into
syllables.
5 Days
"I can name the number of
syllables in a word and read
the word."
[ 1.L.01f] I can use adjectives.
II-R-2:HI-9
BT Unwrapped 1.R.RF.03de
reading regularly spelled multi-syllable
words by applying the most common lettersound correspondences, including the
sounds represented by single letters,
consonant blends, consonant/vowel
digraphs (th, sh, ck) and diphthongs (ea, ie,
ee) and r-controlled vowels.
II-R-2:HI-11
reading multi-syllabic words, using
syllabication rules.
II-L-1:HI-1 (adj)
BT Unwrapped 1.L.01f
8
Chinle Unified School District, No. 24
September 2014
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
Use frequently occurring
adjectives.
"I can use adjectives."
ELP Standards
producing a series of adjectives in the
correct order.
II-L-1:HI-2 (adj)
using nouns as modifiers.
II-L-1:HI-3 (adj)
using sensory/personality adjectives.
II-L-1:HI-4 (adj)
using singular and plural possessive
adjectives (my, your, his, her, its, our,
their).
II-L-1:HI-1 (ph/cl)
using noun phrases in a complete
sentence.
II-L-1:HI-7 (sc)
producing sentences with S-V-C
construction with an adjective as the
complement, with subject-verb agreement.
II-L-1:HI-8 (sc)
producing sentences in the negative
(S-V-C) construction, with a subject, “to be”
and adjective as a complement, with
subject-verb agreement.
9
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
II-L-1:HI-9 (sc)
producing sentences using a subject + “to
be” + prepositional phrase, with subjectverb agreement.
II-L-1:HI-3 (Q)
producing Yes/No questions beginning with
“to be” and containing a complement in a
variety of verb tenses.
11/10/14
10/10
Days
[ 1.R.RF.02a] I can tell the
difference between long and
short vowels sounds in a word.
II-R-2:B-3
distinguishing between long and short
vowel sounds in orally stated singlesyllable words.
BT Unwrapped 1.R.RF.02a
II-R-2:B-3
distinguishing between long and short
vowel sounds in orally stated singlesyllable words.
BT Unwrapped 1.R.RF.02a
Distinguish long from short
vowel sounds in spoken singlesyllable words.
11/17/14
5/10
Days
"I can tell the difference
between long and short
vowels sounds in a word."
[ 1.R.RF.02a] I can tell the
difference between long and
short vowels sounds in a word.
Distinguish long from short
vowel sounds in spoken single-
10
Chinle Unified School District, No. 24
September 2014
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
syllable words.
11/24/14
15/15
Days
"I can tell the difference
between long and short
vowels sounds in a word."
[ 1.R.RF.03c] I can identify final e and common vowel teams in
words.
N/A
BT Unwrapped 1.R.RF.03c
II-R-2:HI-12
identifying inflectional endings
(-s, -ed, -ing) and their functions (tense,
plurality, comparison and part of speech).
BT Unwrapped 1.R.RF.03f
N/A
BT Unwrapped 1.R.RF.03c
Know final -e and common
vowel team conventions for
representing long vowel sounds.
12/01/14
10/10
Days
"I can identify final -e and
common vowel teams in
words."
[ 1.R.RF.03f] I can read words
with inflectional endings. (-ing, s, -ed)
Read words with inflectional
endings.
10/15
Days
"I can read words with
inflectional endings. (-ing, -s, ed)"
[ 1.R.RF.03c] I can identify final e and common vowel teams in
11
Chinle Unified School District, No. 24
September 2014
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
words.
Know final -e and common
vowel team conventions for
representing long vowel sounds.
1 Day
"I can identify final -e and
common vowel teams in
words."
[ G1.W.AD.06] Additional
Standards
1.L.01e. Use verbs to convey a
sense of past, present, and
future (e.g., Yesterday I walked
home; Today I walk home;
Tomorrow I will walk home).
"I can use verbs to show past,
present, and future."
1.W.05. With guidance and
support from adults, focus on a
topic, respond to questions and
suggestions from peers, and add
details to strengthen writing as
needed.
II-L-1:LI-1(v)
identifying the infinitive form of physical
action, mental action, and state of being (to
be) verbs.
II-L-1:HI-2(v)
differentiating between past, present,
present progressive, and future verb
tenses.
II-L-1:HI-4(v)
using simple present tense irregular verbs:
to be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences.
II-L-1:HI-5(v)
producing declarative, negative, and
interrogative sentences using simple
12
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
1.W.06. With guidance and
support from adults, use a
variety of digital tools to produce
and publish writing, including in
collaboration with peers.
"I can use the writing proces
to publish my writing with my
teacher’s help."
1.W.08. With guidance and
support from adults, recall
information from experiences or
gather information from provided
sources to answer a question.
ELP Standards
present tense verbs with subject-verb
agreement.
II-L-1:HI-6(v)
producing declarative, negative, and
interrogative sentences using present
progressive tense verbs with subject-verb
agreement.
II-L-1:HI-7(v)
producing declarative, negative, and
interrogative sentences using simple past
tense regular verbs with subject-verb
agreement.
II-L-1:HI-8(v)
using simple past tense irregular verbs: to
be, to have, to do, and to go to produce
declarative, negative, and interrogative
simple sentences (subject-verb
agreement).
II-L-1:HI-9(v)
producing declarative, negative, and
interrogative sentences using irregular
simple past tense verbs with subject-verb
agreement.
13
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
II-W-3:HI-1
generating ideas through student-led
prewriting activities (e.g., advanced graphic
organizers, etc.) and student recording of
the ideas.
II-W-3:HI-3
writing a student generated draft with a
main idea and supporting details in a
logical sequence.
II-W-3:HI-4
re-reading a student generated draft orally
for clarity and changing or adding relevant
details as needed.
II-W-3:HI-6
using simple resources (e.g., word walls,
primary dictionaries, conventions
checklists, etc.) for reviewing and
correcting conventions in a student
generated draft.
12/08/14
5 Days
5/10
Days
Benchmark #2
[ 1.R.RF.03f] I can read words
with inflectional endings. (-ing, s, -ed)
II-R-2:HI-12
identifying inflectional endings
(-s, -ed, -ing) and their functions (tense,
plurality, comparison and part of speech).
14
Chinle Unified School District, No. 24
September 2014
BT Unwrapped 1.R.RF.03f
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
Read words with inflectional
endings.
5/15
Days
"I can read words with
inflectional endings. (-ing, -s, ed)"
[ 1.R.RF.03c] I can identify final e and common vowel teams in
words.
N/A
BT Unwrapped 1.R.RF.03c
Know final -e and common
vowel team conventions for
representing long vowel sounds.
"I can identify final -e and
common vowel teams in
words."
12/15/14
1 Day
[ G1.W.AD.07] Additional
Standards
1.L.01d. Use personal,
possessive, and indefinite
pronouns (e.g., I, me; they,
them, their; anyone, everything).
II-L-1:HI-1 (PRO)
using personal singular subjective
pronouns (I, you, he, she, it) and plural
subjective pronouns (we, they).
II-L-1:HI-2 (PRO)
using singular and plural personal objective
pronouns (me, you, him, her, it, us, them).
15
Chinle Unified School District, No. 24
September 2014
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
"I can use personal,
possessive, and indefinite
pronouns."
1.W.05. With guidance and
support from adults, focus on a
topic, respond to questions and
suggestions from peers, and add
details to strengthen writing as
needed.
1.W.06. With guidance and
support from adults, use a
variety of digital tools to produce
and publish writing, including in
collaboration with peers.
"I can use the writing proces
to publish my writing with my
teacher’s help."
1.W.08. With guidance and
support from adults, recall
information from experiences or
gather information from provided
sources to answer a question.
ELP Standards
II-L-1:HI-3 (PRO)
using singular and plural personal
possessive pronouns (mine, yours, his,
hers, its, ours, theirs).
II-L-1:HI-4 (PRO)
differentiating between subjective,
objective, possessive pronouns, and their
placement in sentences.
II-L-1:HI-1 (SC)
selecting a subject (singular or plural) to
complete a given sentence.
II-L-1:HI-2 (SC)
producing sentences using a subject and a
verb, with subject-verb agreement.
(S-V)
II-L-1:HI-3 (SC)
producing sentences with negative S-V
construction, with subject-verb agreement.
II-L-1:HI-4 (SC)
producing sentences with S-V-C
construction, using a pronoun as the
16
Chinle Unified School District, No. 24
September 2014
Resources
ELD Methodologies
2014 Quarter Two Grade 01 ELA/Writing
Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10
Week
Pacing
Standards/Pacing
ELP Standards
Resources
ELD Methodologies
subject, with subject-verb agreement.
II-W-5:HI-1
formulating and writing questions about a
topic or event in order to gather research
for a report.
II-W-5:HI-2
gathering information to answer questions
about a topic or event for a report.
II-W-5:HI-3
writing a three paragraph report including a
title and three facts based on collected
data about objects, people or events.
Yearly Standards:
1.R.RF.03bg Decode regularly spelled one syllable words, recognize and read grade-appropriate irregularly spelled words. 1. R.RF.03 BT Unwrapped Document
II-R-2:HI-9 reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant
blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.
1.R.RF.04a Read on level text with purpose and understanding. 1.R.RF.04a BT Unwrapped
1.R.RF.04b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.R.RF.04b BT Unwrapped
II-R-3:HI-1 reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.
1.R.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. 1.R.RI.10 BT Unwrapped
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Chinle Unified School District, No. 24
September 2014