First Grade
Reading Pacing
Guide
First Grade
The Literacy Pacing Guide is constructed from 2010 Arizona English Language Arts Standards. The 2010 Arizona ELA
Standards are broken down into comprehensible instructional periods that increase in complexity. The ELA should be
integrated across all content domains.
Reading
Reading Pacing Guide First Grade
Reading Standards: Foundational Skills
Instructional Period 1
Instructional Period 2
Print Concepts
1.RF.1. Demonstrate understanding
of the organization and basic
features of print.
Print Concepts
1.RF.1. Demonstrate understanding
of the organization and basic
features of print.
1.RF.1a. Recognize the
distinguishing features of a sentence
(e.g., first word, capitalization,
ending punctuation).
Phonemic Awareness
1.RF.2. Demonstrate understanding
of spoken words, syllables, and
sounds (phonemes).
1.RF.1a. Recognize the
distinguishing features of a sentence
(e.g., first word, capitalization,
ending punctuation).
Phonemic Awareness
1.RF.2. Demonstrate understanding
of spoken words, syllables, and
sounds (phonemes).
1.RF.2a. Distinguish long from short
vowel sounds in spoken singlesyllable words.
1.RF.2b. Orally produce singlesyllable words by blending sounds
(phonemes), including consonant
blends.
1.RF.2b. Orally produce singlesyllable words by blending sounds
(phonemes), including consonant
blends.
1.RF.2c. Isolate and pronounce
initial, medial vowel, and final
sounds (phonemes) in spoken
single-syllable words.
1.RF.2d. Segment spoken singlesyllable words into their complete
sequence of individual sounds
(phonemes).
2
1.RF.2c. Isolate and pronounce
initial, medial vowel, and final
sounds (phonemes) in spoken
single-syllable words.
1.RF.2d. Segment spoken singlesyllable words into their complete
sequence of individual sounds
(phonemes).
 4 phonemes (e.g. kind)
 5 phonemes (e.g. splat)
Glendale Elementary School District 2/9/2016
Instructional Period 3
Phonemic Awareness
1.RF.2. Demonstrate understanding
of spoken words, syllables, and
sounds (phonemes).
1.RF.2a. Distinguish long from short
vowel sounds in spoken singlesyllable words.
1.RF.2b. Orally produce singlesyllable words by blending sounds
(phonemes), including consonant
blends.
1.RF.2c. Isolate and pronounce
initial, medial vowel, and final
sounds (phonemes) in spoken
single-syllable words.
1.RF.2d. Segment spoken singlesyllable words into their complete
sequence of individual sounds
(phonemes).
Instructional Period 4
Instructional Period 5
Reading Pacing Guide First Grade
Phonics and Word Recognition
1.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
Phonics and Word Recognition
1.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
Phonics and Word Recognition
1.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
Phonics and Word Recognition
1.RF.3. Know and apply gradelevel phonics and word analysis
skills in decoding words.
Phonics and Word Recognition
1.RF.3. Know and apply grade-level
phonics and word analysis skills in
decoding words.
1.RF.3a. Know the spelling-sound
correspondences for common
consonant digraphs.
ch
sh
wh
th
1.RF.3c. Know final –e and
common vowel team conventions for
representing long vowel sounds.
Jobs of e
 Job 1– e lets the vowel say its
name in reading and writing
 Job 2 – English words do not
end with u or v,
 Job 3: to make c and g say the
second sound
 Job 4: so that every syllable
has a vowel
 Job 5 – no job e
1.RF.3d. Use knowledge that every
syllable must have a vowel sound
to determine the number of
syllables in a printed word.
*GESD Read and write the 65
phonograms accurately and automatically
 Handwriting
1.RF.3b. Decode regularly spelled
one-syllable words.
1.RF.3c. Know final –e and common
vowel team conventions for
representing long vowel sounds.
ee ou oo oe
ai
oa ea
Jobs of e
 Job 1– e lets the vowel say its
name in reading and writing
 Job 2 – English words do not
end with u or v
 Job 5 – no job e
Rule 4: a, e, o, and u usually say a,
e, o, and u at the end of a syllable
Jobs of e
 Job 1– e lets the vowel say its
name in reading and writing
 Job 2 – English words do not
end with u or v,
 Job 3: to make c and g say
the second sound
 Job 4: so that every syllable
has a vowel
 Job 5 – no job e.
Teach and Apply Syllable
Patterns:
Pattern 2: In a vowel –consonant –
vowel (vcv) pattern, the word is
divided after the first vowel (open
syllable) (e.g., o-ver, be- long, ba-by,
pa-per, ze-ro).
Pattern 6: In a vowel-consonantconsonant-vowel (vccv) pattern the
word is usually divided between the
consonants (e.g., yel-low, win-ter,
let-ter, din-ner, hap-py).
*GESD Writes, decodes, and
fluently reads words from Extended
Ayres Word List.
 10 words per week
(approximately)
 Ayres Word List: Section H
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Glendale Elementary School District 2/9/2016
1.RF.3d. Use knowledge that every
syllable must have a vowel sound to
determine the number of syllables in
a printed word.
1.RF.3e. Decode two-syllable words
following basic patterns by breaking
the words into syllables.
Teach and Apply Syllable
Patterns:
Pattern 1: In a consonant + le
pattern (c+le), the word is divided
before the consonant plus le. There
are ten possible combinations: ble,
cle, dle, fle, gle, kle, ple, sle, tle, and
zle. (e.g., lit-tle, ap-ple, a-ble, gentle, un-cle)
Pattern 4: Compound words are
divided between the base word
(e.g.,in-to, to-day, Sun-day, in-side)
Rule 19: Vowels i and o may say i
and o if followed by two consonants
(find, old).
1.RF.3e. Decode two-syllable
words following basic patterns by
breaking the words into syllables.
Teach and Apply Syllable
Patterns:
Pattern 2: In a vowel –consonant
–vowel (vcv) pattern, the word is
divided after the first vowel (open
syllable) (e.g., o-ver, be- long, baby, pa-per, ze-ro)
1.RF.3g. Recognize and read
grade-appropriate irregularly
spelled words.
 10-15 words per week
(approximately)
 Ayres Word List: Section K
a
f
w
d
l
z
ck
oe
oi
or
aw
dge
ui
c
m
n
qu
r
sh
ee
ay
ng
ar
au
eigh
kn
g
t
e
b
v
th
ow
ai
ea
ur
ed
ph
gn
o
i
p
j
x
ch
ou
oy
er
ear
igh
gu
ough
s
h
u
k
y
wh
oo
oa
ir
wor
wr
ew
ey
Teach and Apply Syllable Patterns:
Pattern 3: In a consonant-vowelconsonant (cvc) or vowel-consonant vc)
pattern, the word is divided after the
consonant that follows the vowel. (e.g.,
riv-er, ver-y, sev-en, cov-er, an-y). A
vowel followed by a consonant (closed),
usually says its first (short) sound.
Pattern 5: Multiletter phonograms
(digraphs/dipthongs/r-controlled vowels)
are not divided regardless of other
patterns, such as vcv or vccv (e.g., mother, oth-er, au-thor, broth-er, flow-er).
Reading Pacing Guide First Grade
*GESD Read and write the 47
phonograms accurately and
automatically
 Handwriting
a
f
w
d
l
z
ck
oe
oi
or
c
m
n
qu
r
sh
ee
ay
ng
ar
g
t
e
b
v
th
ow
ai
ea
o
i
p
j
x
ch
ou
oy
er
s
h
u
k
y
wh
oo
oa
ir
*GESD Writes, decodes, and fluently
reads words from Extended Ayres
Word List.
 10 words per week not
including the first three weeks
of school (approximately)
 Ayres Word List: Sections A-G
Rule 4: a, e, o, and u usually say a,
e, o, and u at the end of a syllable
e. Decode two-syllable words
following basic patterns by breaking
the words into syllables.
1.RF.3f. Read words with inflectional
endings (e.g., -ed, s, ing).
*GESD The phonogram -ed has
three sounds and is used to form the
past tense of verbs.
ed
1.RF.3g Recognize and read gradeappropriate irregularly spelled words.
*GESD Read and write the 55
phonograms accurately and
automatically
 Handwriting
ur
aw
ear
au
wor
aw
*GESD Writes, decodes, and fluently
reads words from Extended Ayres
Word List.
 10 words per week
(approximately)
 Ayres Word List: Section H
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Glendale Elementary School District 2/9/2016
1.RF.3f. Read words with inflectional
endings (e.g., s, ed, ing).
1.RF.3g. Recognize and read gradeappropriate irregularly spelled words.
*GESD The phonogram -ed has three
sounds and is used to form the past
tense of verbs.
ed
*GESD Writes, decodes, and fluently
reads words from Extended Ayres
Word List.
 10-15 words per week
(approximately)
 Ayres Word List: Section K/L
1.RF.3g. Recognize and read gradeappropriate irregularly spelled words.
*GESD Read and write the 65
phonograms accurately
and automatically
 Handwriting
dge eigh ph
gu
ew
ui
kn gn ough
*GESD Writes, decodes, and fluently
reads words from Extended Ayres
Word List.


10-15 words per week
(approximately)
Ayres Word List: Section J
Language Standards
Reading Pacing Guide First Grade
Vocabulary Acquisition and Use
1.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 1 reading and content,
choosing flexibly from an array of
strategies.
Vocabulary Acquisition and Use
1.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 1 reading and content,
choosing flexibly from an array of
strategies.
1.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
1.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
1.L.4c. Identify frequently occurring
root words (e.g., look, child, act, elect,
take, assist, exam, light) and their
inflectional forms (e.g., looks, looked,
and looking).
1.L.4b. Use frequently occurring
affixes as a clue to the meaning of a
word.
unpreremiddisbi-
1.L.5. With guidance and support
from adults, demonstrate
understanding of word relationships
and nuances in word meanings.
1.L.4c. Identify frequently occurring
root words (e.g., look, child, act,
elect, take, assist, exam, light) and
their inflectional forms (e.g., looks,
looked, and looking).
1.L.5a. Sort words into categories
(e.g., colors, clothing) to gain a sense
of the concepts the categories
represent.
1.L.5a. Sort words into categories
(e.g., colors, clothing) to gain a sense
of the concepts the categories
represent.
1.L.5b. Define words by category
and by one or more key attributes
(e.g., a duck is a bird that swims; a
dove is a bird that flies; a tiger is a cat
with stripes; a cheetah is a cat with
spots).
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Glendale Elementary School District 2/9/2016
Vocabulary Acquisition and Use
1.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 1 reading and content,
choosing flexibly from an array of
strategies.
.
1.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
Vocabulary Acquisition and Use
1.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 1 reading and content,
choosing flexibly from an array of
strategies.
Vocabulary Acquisition and Use
1.L.4. Determine or clarify the
meaning of unknown and multiplemeaning words and phrases based
on grade 1 reading and content,
choosing flexibly from an array of
strategies.
1.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
1.L.4a. Use sentence-level context
as a clue to the meaning of a word or
phrase.
 Synonyms
 Antonyms
 Definition/description
 Example
1.L.4b. Use frequently occurring
affixes as a clue to the meaning of a
word.
-ly
-y
-ing
-ish
1.L.4b. Use frequently occurring
affixes as a clue to the meaning of a
word.
-est
-er
-ness
-less
1.L.4c. Identify frequently occurring
root words (e.g., look, child, act, elect,
take, assist, exam, light) and their
inflectional forms (e.g., looks, looked,
and looking).
1.L.4c. Identify frequently occurring
root words (e.g., look, child, act, elect,
take, assist, exam, light) and their
inflectional forms (e.g., looks, looked,
and looking).
1.L.4b Use frequently occurring
affixes as a clue to the meaning of a
word.
-ment
-ful
-ous
-ship
1.L.5a. Sort words into categories
(e.g., colors, clothing) to gain a sense
of the concepts the categories
represent.
1.L.5a. Sort words into categories
(e.g., colors, clothing) to gain a sense
of the concepts the categories
represent.
1.L.5b. Define words by category
and by one or more key attributes
(e.g., a duck is a bird that swims; a
dove is a bird that flies; a tiger is a cat
with stripes; a cheetah is a cat with
spots).
1.L.5c. Identify real-life connections
between words and their use (e.g.,
note places at home that are cozy).
1.L.5. With guidance and support
from adults, demonstrate
understanding of word relationships
and nuances in word meanings.
1.L.5c. Identify real-life connections
between words and their use (e.g.,
note places at home that are cozy).
Reading Pacing Guide First Grade
1.L.5c. Identify real-life connections
between words and their use (e.g.,
note places at home that are cozy).
1.L.6. Use words and phrases
acquired through conversations,
readings and being read to, and
responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g.,
because).
Fluency
1.RF.4. Read with sufficient accuracy and fluency to support comprehension.
1.RF.4a. Read on-level text with purpose and understanding.
1.RF.4b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
1.RF.4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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Glendale Elementary School District 2/9/2016
1.L.5d. 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.
1.L.5d. 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.
1.L.6. Use words and phrases
acquired through conversations,
readings and being read to, and
responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g.,
because).
1.L.6. Use words and phrases
acquired through conversations ,
readings and being read to, and
responding to texts, including using
frequently occurring conjunctions to
signal simple relationships (e.g.,
because).
Reading Pacing Guide First Grade
Reading Standards for Literature
Instructional Period 1
Instructional Period 2
Instructional Period 3
Instructional Period 4
Instructional Period 5
Key Ideas and Details
1.RL.1. Ask and answer questions
about key details in a text.
Key Ideas and Details
1.RL.1. Ask and answer questions
about key details in a text.
Key Ideas and Details
1.RL.1. Ask and answer questions
about key details in a text.
Key Ideas and Details
1.RL.1. Ask and answer questions
about key details in a text.
Key Ideas and Details
1.RL.1. Ask and answer questions
about key details in a text.
1.RL.3. Describe characters,
setting, and major events in a story,
using key details.
1.RL.3. Describe characters,
setting, and major events in a story,
using key details.
Craft and Structure
1.RL.4. Identify words and phrases
in stories or poems that suggest
feelings or appeal to the senses.
1.RL.2. Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
Craft and Structure
1.RL.4. Identify words and phrases
in stories or poems that suggest
feelings or appeal to the senses.
1.RL.3. Describe characters,
setting, and major events in a story,
using key details.
Craft and Structure
1.RL.4. Identify words and phrases
in stories or poems that suggest
feelings or appeal to the senses.
1.RL.2. Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
Craft and Structure
1.RL.4. Identify words and phrases
in stories or poems that suggest
feelings or appeal to the senses.
1.RL.5. Explain major differences
between books that tell stories and
books that give information, drawing
on a wide reading of a range of text
types.
1.RL.5. Explain major differences
between books that tell stories and
books that give information, drawing
on a wide reading of a range of text
types.
1.RL.5. Explain major differences
between books that tell stories and
books that give information, drawing
on a wide reading of a range of text
types.
1.RL.5. Explain major differences
between books that tell stories and
books that give information, drawing
on a wide reading of a range of text
types.
1.RL.5. Explain major differences
between books that tell stories and
books that give information, drawing
on a wide reading of a range of text
types.
Integration of Knowledge and
Ideas
1.RL.7. Use illustrations and details
in a story to describe its characters,
setting and events.
1.RL.6. Identify who is telling the
story at various points in a text.
Integration of Knowledge and
Ideas
1.RL.7. Use illustrations and details
in a story to describe its characters,
setting and events.
1.RL.6. Identify who is telling the
story at various points in a text.
Integration of Knowledge and
Ideas
1.RL.7. Use illustrations and details
in a story to describe its characters,
setting and events.
1.RL.6. Identify who is telling the
story at various points in a text.
Integration of Knowledge and
Ideas
1.RL.7. Use illustrations and details
in a story to describe its characters,
setting and events.
1.RL.6. Identify who is telling the
story at various points in a text.
Integration of Knowledge and
Ideas
1.RL.7. Use illustrations and details
in a story to describe its characters,
setting and events.
1.RL.9. Compare and contrast the
adventures and experiences of
characters in stories.
1.RL.9. Compare and contrast the
adventures and experiences of
characters in stories.
1.RL.9. Compare and contrast the
adventures and experiences of
characters in stories.
Range of Reading and Level of Text Complexity
1.RL.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.
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Glendale Elementary School District 2/9/2016
Craft and Structure
1.RL.4. Identify words and phrases
in stories or poems that suggest
feelings or appeal to the senses.
Reading Standards for Informational Text
Reading Pacing Guide First Grade
Key Ideas and Details
1.RI.1. Ask and answer questions
about key details in a text.
Key Ideas and Details
1.RI.1. Ask and answer questions
about key details in a text.
Key Ideas and Details
1.RI.1. Ask and answer questions
about key details in a text.
Key Ideas and Details
1.RI.1. Ask and answer questions
about key details in a text.
Key Ideas and Details
1.RI.1. Ask and answer questions
about key details in a text.
1.RI.2. Identify the main topic and
retell key details of a text.
1.RI.2. Identify the main topic and
retell key details of a text.
1.RI.2. Identify the main topic and
retell key details of a text.
1.RI.2. Identify the main topic and
retell key details of a text.
1.RI.2. Identify the main topic and
retell key details of a text.
Craft and Structure
1.RI.4. Ask and answer questions to
help determine or clarify the meaning
of words and phrases in a text.
1.RI.3. Describe the connection
between two individuals, events,
ideas, or pieces of information.
Craft and Structure
1.RI.4. Ask and answer questions to
help determine or clarify the meaning
of words and phrases in a text.
1.RI.3. Describe the connection
between two individuals, events,
ideas, or pieces of information.
Craft and Structure
1.RI.4. Ask and answer questions to
help determine or clarify the meaning
of words and phrases in a text.
1.RI.3. Describe the connection
between two individuals, events,
ideas, or pieces of information.
Craft and Structure
1.RI.4. Ask and answer questions to
help determine or clarify the meaning
of words and phrases in a text.
1.RI.5. Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
1.RI.5. Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
1.RI.5. Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
1.RI.5. Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
1.RI.6. Distinguish between
information provided by pictures or
other illustrations and information
provided by the words in a text.
Integration of Knowledge and
Ideas
1.RI.7. Use the illustrations and
details in a text to describe its key
ideas.
1.RI.6. Distinguish between
information provided by pictures or
other illustrations and information
provided by the words in a text.
Integration of Knowledge and
Ideas
1.RI.7. Use the illustrations and
details in a text to describe its key
ideas.
1.RI.6. Distinguish between
information provided by pictures or
other illustrations and information
provided by the words in a text.
Integration of Knowledge and
Ideas
1.RI.7. Use the illustrations and
details in a text to describe its key
ideas.
1.RI.6. Distinguish between
information provided by pictures or
other illustrations and information
provided by the words in a text.
Integration of Knowledge and
Ideas
1.RI.7. Use the illustrations and
details in a text to describe its key
ideas.
1.RI.8. Identify the reasons an
author gives to support points in a
text.
1.RI.8. Identify the reasons an
author gives to support points in a
text.
1.RI.8. Identify the reasons an
author gives to support points in a
text.
1.RI.9. Identify basic similarities in
and differences between two texts
on the same topic (e.g., in
illustrations, descriptions, or
procedures).
1.RI.9. Identify basic similarities in
and differences between two texts
on the same topic (e.g., in
illustrations, descriptions, or
procedures).
1.RI.9. Identify basic similarities in
and differences between two texts
on the same topic (e.g., in
illustrations, descriptions, or
procedures).
Craft and Structure
1.RI.4. Ask and answer questions
to help determine or clarify the
meaning of words and phrases in a
text.
1.RI.5. Know and use various text
features (e.g., headings, tables of
contents, glossaries, electronic
menus, icons) to locate key facts or
information in a text.
Integration of Knowledge and
Ideas
1.RI.7. Use the illustrations and
details in a text to describe its key
ideas.
Range of Reading and Level of Text Complexity
1.RI.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.
AZ.1.RI.10a. With prompting and support read functional texts including history/social studies, science, and technical texts, appropriately complex for grade 1.
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Glendale Elementary School District 2/9/2016
Reading Pacing Guide First Grade
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Glendale Elementary School District 2/9/2016