Grade 1English Language Arts Curriculum Map
May 2012
Week #
Reading:
Literature/Informational Text
1
(Std. 1.5)KG
Assessment I Can: Identify the front cover,
Prior
back cover, and title page of a
Knowledge book.
2
RL3
I Can: Identify characters,
setting and major events
(Correct sequence) in a story.
3
R L .3
I Can:
Identify characters, setting and
major events
(Correct sequence) in a story.
4
RL1
Identify characters, setting and
major events
(Correct sequence) in a story.
Foundational Skills
Writing/Language
Speaking/Listening
Std. # RF 1.2KG
I Can: Recognize and name all
26 alphabet letters /sounds in
initial, medial and final
positions.
RF 4
I Can: Read emergent reader
text with
purpose/understanding.
RF .2a
I Can: Recognize and distinguish
short vowels in a word with one
syllable.
1.1a Recognize a sentence;
made of words, with capital
letters and punctuation.
4. a. Read on-level text with
purpose and understanding.
RF 2a
I Can: Recognize and distinguish
short vowels in a word with one
syllable.
1.1a Recognize a sentence;
made of words, with capital
letters and punctuation.
W 1.1a KG
I Can: Print all upper and
lower case letters
SL 1a
I Can: Participate in
collaborative conversations
using agreed-upon rules for
discussions
W1.2
I Can: Compose a simple
sentence with correct
capitalization and punctuation
SL 3
I Can: Ask and answer
questions to clarify something
that is not understood.
W 1.2
I Can: Use drawing and
writing to produce a writing
piece.
L 5a I Can: Sort words into
categories (colors, clothing) to
make sense of represented
categories.
SL 1a
I Can: Participate in
collaborative conversations
using agreed-upon rules for
discussions
RF 2a
I Can: Recognize and distinguish
short vowels in a word with one
syllable.
W 2a
I Can: Compose a simple
sentence with correct
capitalization and punctuation
SL 3
I Can: Ask and answer
questions to clarify something
that is not understood.
.
5
RL1
Identify characters, setting and
major events
(Correct sequence) in a story.
RL4
I Can: Identify words/phrases in
stories or poems that suggest
feelings or senses.
6
RL 1
Identify characters, setting and
major events
(Correct sequence) in a story.
RF 2c I Can: Isolate and
pronounce initial, medial, and
final sounds (1 syllable).
1.1a Recognize a sentence;
made of words, with capital
letters and punctuation.
RF 2a I Can: Recognize and
distinguish short vowels in a
word with one syllable.
RF 2c I Can: Isolate and
pronounce initial, medial, and
final sounds (1 syllable).
L 5 b: Define words by
category using one or more
attributes.
.
W 2a
I Can: Compose a simple
sentence with correct
capitalization and
punctuation.
SL 1a
I Can: Participate in
collaborative conversations
using agreed-upon rules for
discussions
L
RF2 d Segment spoken singlesyllable words into individual
sounds
RF1.1a Recognize a sentence;
made of words, with capital
letters and punctuation.
RF 2a I Can: Recognize and
distinguish short vowels in a
word with one syllable.
RF 2c I Can: Isolate and
pronounce initial, medial, and
final sounds (1 syllable).
RF2 d Segment spoken singlesyllable words into individual
sounds
1.1a Recognize a sentence;
made of words, with capital
letters and punctuation.
RF 2a I Can: Recognize and
distinguish short vowels in a
word with one syllable.
W 2 b/c
I Can: Compose a simple
sentence with nouns, verbs,
correct capitalization and
punctuation.
SL 3
I Can: Ask and answer
questions to clarify something
that is not understood.
.
L1b
I Can: Identify/use nouns in a
sentence
SL 2
I Can: Ask and answer
questions about key details in
7
Assessment
Stds from
previous 6
weeks
8
RL /I 9
I Can: Identify cause and effect
in a story with prompting and
support.
RL /I 9
I Can: Identify cause and effect
in a story with prompting and
support.
R L 10
I Can: with prompting and
support, read prose and poetry
of appropriate grade level.
9
RI6
I Can: Determine if the text
supports the information
provided by a
picture/illustration.
RI&L 8
I Can: Identify author’s purpose
for writing a text.
RF2 d Segment spoken singlesyllable words into individual
sounds
RF 1.1a Recognize a sentence;
made of words, with capital
letters and punctuation.
4. a. Read on-level with purpose
and understanding.
4. b Read on-level text orally
with accuracy, appropriate rate,
and expression.
RF 2a
I Can:
Recognize and distinguish short
/long vowels in a word with one
syllable.
RIF 1.2b I Can: Recognize initial
blends
RF
1.1a Recognize a sentence;
made of words, with capital
letters and punctuation.
RF 2a
I Can: Recognize and distinguish
short /long vowels in a word
with one syllable.
RIF 1.2b Recognize consonant
diagraphs
RIF 1.1a
I Can: Recognize a sentence;
made of words, with capital
letters and punctuation.
L.6
I Can: Use words and phrases
acquired through
conversations, reading and
being read to and responding
to texts, including using
frequently occurring
conjunctions to signal simple
relationships (eg., because)
L 1g I Can: Identify, with
support, frequently occurring
conjunctions(and ,but, or, so,
because)
L1c
I Can: Identify/use singular/
plural nouns in a sentence
with matching verbs, in basic
sentences.
L 1g I Can: Identify, with
support, frequently occurring
conjunctions(and ,but, or, so,
because)
a text read aloud.
SL 2
I Can: Ask and answer
questions about key details in
a text read aloud.
SL 2
I Can: Ask and answer
questions about key details in
a text read aloud.
RI7
I Can: Use illustrations/text to
describe key details
10
11
12
RL&I1
I Can: Ask and answer questions
about key details in a text.
RL/I 1
I Can: Ask and answer questions
about key details in a text; with
support identify main
idea/topic.
RL/I 1
I Can: Ask and answer
questions about key details in a
text; with support identify main
idea/topic.
RF 2a
I Can: Recognize and distinguish
short /long vowels in a word
with one syllable.
RIF 1.2b
I Can :Recognize consonant
diagraphs.
RF 3g
I Can: Recognize and read
irregularly spelled
words.(compound/contractions)
I Can: Recognize and distinguish
short /long vowels in a word
with one syllable.
RF 3a
Know and apply spelling/sound
correspondence for common
consonant diagraphs
RIF 2 b
I Can: Recognize and orally
produce single-syllable
consonant blend words.
RF 2a
I Can: Recognize and distinguish
short /long vowels in a word
with one syllable.
RIF 2 b
I Can: Recognize and orally
produce single-syllable
consonant blend words.
L1d
I Can: Identify possessive
nouns in a sentence
SL 4
I Can: Describe people and
places with details.
L 1g I Can: Identify frequently
occurring conjunctions(and,
but, or, so,because)
L1b
I Can: Identify/use proper
nouns in a sentence.
SL 4
I Can: Describe people, things
and places with details.
L 1g I Can: Use frequently
occurring conjunctions(and
,but, or, so,
because) in a sentence.
L 1 b.
L2a
I Can: Identify/use proper
nouns in a sentence.
SL 4/5
I Can: Describe people, things,
and places with details
expressing ideas and feelings.
13
All stds. from prior weeks
Assessment
All stds.
from prior
12 weeks
14
15
RL/I 5
I Can: Recognize and
understand differences
between books that are
fiction/nonfiction.
R I 10
I Can: Recognize and
understand differences
between books that are
fiction/nonfiction (with
support); drawing on a wide
range of text types.
RL/I 5
I Can: Recognize and
understand differences
between books that are
fiction/nonfiction, drawing on a
wide range of text types.
All stds. from prior weeks
W 1 I Can: Write an opinion
(with support) giving reasons
for my opinion.
SL 4/5
I Can: Describe people, places,
things, and events with
relevant details expressing
ideas and feelings clearly
through the use of
drawings/visual displays.
RF 2 a
I Can: Recognize and distinguish
long vowels in a word with one
syllable.
RF 3 b Decode regularly spelled
one-syllable words.
3 d. Use knowledge that every
syllable must have a vowel
sound to determine the number
of syllables in a printed word.
W 1 I Can: Write an opinion
(with support) giving reasons
for my opinion.
SL 1b I Can: With support,
appropriately build on others’
talk in conversations.
RF 3 e
I Can: Decode two-syllable
words by breaking the word
into syllables.
RF 3f
I Can: Read words with
inflectional endings.
W 1 I Can: Write and give
reasons for my opinion.
RF 3 e
I Can: With support, decode
two-syllable words by breaking
the word into syllables.
RF 3f
I Can: With support, read words
with inflectional endings
L 1 e I Can: Use verbs to
convey a sense of past,
present, and future.
RF 4 a/b.
I Can: Read on-level text orally
with purpose and
understanding; with accuracy,
appropriate rate, and
expression.
L 1 e I Can: Use verbs to
convey a sense of past,
present, and future.
SL 1b I Can: With support,
appropriately build on others’
talk in conversations.
L 4c Identify frequently
occurring root words and
their inflectional forms.
W 1 I Can: Write and give
reasons for my opinion and
provide a closing that
summarizes my opinion.
SL 1b I Can: Appropriately build
on others’ talk in
conversations.
17
18
19
Assessment
All stds
from
Prior 18
weeks
20
R-I 5
I Can: Know and use (with
support) various text features
(headings, table of contents,
glossary, electronic menus,
icons, captions) to locate key
facts or information.
RF 3 e I Can: Decode two-able
words by breaking the word
into syllables.
R-I 5
I Can: Know and use (with
support) various text features
(headings, table of contents,
glossary, electronic menus,
icons, captions) to locate key
facts or information.
RF 3 e
I Can: Decode two-syllable
words by breaking the word
into syllables.
R-I 5
I Can: Know and use various
text features (headings, table of
contents, glossary, electronic
menus, icons, captions) to
locate key facts or information.
R L &I 2
I Can: With support, retell story
including key details and, main
idea of a text.
RF 3f
I Can: Read words with
inflectional endings
RF 3f
I Can: Read words with
inflectional endings
RIF 4 a/b.
I Can:Read on-level text orally
with purpose and
understanding; with accuracy,
appropriate rate, and
expression.
RF3c
I Can: Know final –e and
common vowel team
conventions for representing
long vowel sounds.
W2
I Can: With support, write an
informative text in which I
name a topic and supply some
facts.
L1f
I Can: Identify frequently
occurring adjectives in
text(color,number,size,shape,
feelings, comparative)
W2
I Can: Write an informative
text in which I name a topic
and supply some facts.
L1f
I Can: Identify frequently
occurring adjectives in
text(color, number, size,
shape ,feelings, comparative)
W 2 and W 5
I Can: With support, write an
informative text in which I
name a topic and supply some
facts and provide some sense
of closure.
L1f
I Can: With support, identify
frequently occurring
adjectives in text(color,
number, size, shape ,feelings,
comparative
W2
I Can: With support, write an
informative text in which I
name a topic and supply some
facts and provide some sense
SL 1b I Can: Appropriately build
on others’ talk in
conversations.
SL 1b I Can: Appropriately build
on others’ talk in
conversations.
SL 1b/c
I Can: Appropriately build on
others’ talk in conversations
and ask questions to clear up
confusion.
Continue to review and build
on skills addressed in SL
standards.
of closure.
L1f
I Can :Use frequently
occurring adjectives in writing
(color, number, size, shape
,feelings, comparative)
21
RL&I 2
I Can: With support, retell story
including key details and, main
idea of a text.
RF 3
I Can: Know and apply common
vowel team conventions
representing long vowel sounds.
RF 4 a
I Can: Read on-level text with
purpose and understanding.
22
R L &I 2
I Can: Retell story including key
details and main idea of a text.
RF 3 g
I Can: Recognize and read grade
appropriate irregularly spelled
words.
W2
I Can: Write an informative
text in which I name a topic
and supply some facts and
provide some sense of
closure.
W7 I Can: Write a “how-to”
piece on a given topic, after
participating in shared
research.
L2d
I Can: Use conventional
spelling for words with
common spelling patterns and
frequently occurring irregular
words.
L 2 e I Can: Spell untaught
words phonetically drawing
on phonemic awareness and
spelling conventions.
L 1 j I Can: Produce and
Continue to review and build
expand complete, simple, and on skills addressed in SL
compound
standards.
sentences(declarative,
Interrogative ,imperative,
explanatory)
23
RL6
I Can: Identify who is telling a
story.
24
RI3
I Can: Describe the connection
between two individuals,
events, ideas or pieces of
information in a text.
25
RI3
I Can: Describe the connection
between two individuals,
events, ideas or pieces of
information in a text.
26
RI3
I Can: Describe the connection
between two individuals,
events, ideas or pieces of
information in a text.
RI8
I Can: Identify Author’s purpose
RF 4 a,b & c
I Can: Read on-level text with
purpose and understanding,
with accuracy, appropriate rate,
and expression (using context to
confirm or self-correct word
recognition and understanding,
rereading if necessary).
RF 4 a b &c
I Can: Read on-level text with
purpose and understanding,
with accuracy, appropriate rate,
and expression ( using context
to confirm or self-correct word
recognition and understanding,
rereading if necessary).
RF 4 a,b &c
I Can: Read on-level text with
purpose and understanding,
with accuracy, appropriate rate,
and expression (using context to
confirm or self-correct word
recognition and understanding,
rereading if necessary).
RF 4 a,b &c
I Can: Read on-level text with
purpose and understanding,
with accuracy, appropriate rate,
and expression ( using context
to confirm or self-correct word
recognition and understanding,
rereading if necessary).
RF 4a,b,&c
I Can: Read on-level text with
W3
I Can: With support, write a
narrative that recounts two or
more sequenced events
(include details, using
transition words to signify
event order and provide
sense of closure.)
W3
I Can: With support, write a
narrative that recounts two or
more sequenced events.
Continue to review and build
on skills addressed in SL
standards.
Continue to review and build
on skills addressed in SL
standards.
W 3 I Can: With support, write Continue to review and build
a narrative that recounts two on skills addressed in SL
or more sequenced events,
standards.
including details.
W 3 I Can: Write a narrative
that recounts two or more
sequenced events with
details.
W 3 I Can: With support, write
a narrative that recounts two
Continue to review and build
on skills addressed in SL
standards.
27
28
29
30
31
and the reasons an author gives
to support points in a text.
purpose and understanding,
with accuracy, appropriate rate,
and expression (using context to
confirm or self-correct word
recognition and understanding,
rereading if necessary).
RI8
RF 4 a,b,&c
I Can: Identify Author’s purpose I Can: Read on-level text with
and the reasons an author gives purpose and understanding,
to support points in a text.
with accuracy, appropriate rate,
and expression ( using context
to confirm or self-correct word
recognition and understanding,
rereading if necessary).
RF 4 a,b,& c
RL9
I Can: Read on-level text with
I Can : Compare and contrast
purpose and understanding,
characters and events in stories. with accuracy, appropriate rate,
and expression (using context to
confirm or self-correct word
recognition and understanding,
rereading if necessary).
RI9
RF 4 a,b,& c
I Can: Identify basic similarities
I Can: Read on-level text with
and differences between two
purpose and understanding,
texts about the same
with accuracy, appropriate rate,
topic(illustrations, descriptions, and expression (using context to
procedures)
confirm or self-correct word
recognition and understanding,
rereading if necessary).
RL9
RF 4 a,b,& c
I Can : Compare and contrast
I Can: Read on-level text with
characters and events in stories purpose and understanding,
RI9
with accuracy, appropriate rate,
I Can: Identify basic similarities
and expression (using context to
and differences between two
confirm or self-correct word
or more sequenced events
including details, using
transition words to signify
event order.
Continue to review and build
on skills addressed in SL
standards.
W 3 I Can: With support, write Continue to review and build
a narrative that recounts two on skills addressed in SL
or more sequenced events
standards.
(include details, using
transition words to signify
event order and provide
sense of closure.)
W 3 I Can: Write a narrative
that recounts two or more
sequenced events (include
details, using transition words
to signify event order and
provide sense of closure.)
Continue to review and build
on skills addressed in SL
standards.
W 3 I Can: With support, write Continue to review and build
a narrative that recounts two on skills addressed in SL
or more sequenced events
standards.
including details, using
transition words to signify
event order and provide
sense of closure.
W 3 I Can: With support, write Continue to review and build
a narrative that recounts two on skills addressed in SL
or more sequenced events
standards.
including details, using
transition words to signify
event order and provide
texts about the same
topic(illustrations, descriptions,
procedures)
32
33
34
Assessment
RL9
I Can : Compare and contrast
characters and events in stories
RI9
I Can: Identify basic similarities
and differences between two
texts about the same
topic(illustrations, descriptions,
procedures)
RL9
I Can : Compare and contrast
characters and events in stories
RI9
I Can: Identify basic similarities
and differences between two
texts about the same
topic(illustrations, descriptions,
procedures)
RI9
I Can: Identify basic similarities
and differences between two
texts about the same
topic(illustrations, descriptions,
procedures)
Stds. From prior weeks
recognition and understanding,
rereading if necessary).
I Can: Read on-level text with
purpose and understanding,
with accuracy, appropriate rate,
and expression ( using context
to confirm or self-correct word
recognition and understanding,
rereading if necessary).
RF 4 a,b &c
I Can: Read on-level text with
purpose and understanding,
with accuracy, appropriate rate,
and expression ( using context
to confirm or self-correct word
recognition and understanding,
rereading if necessary).
sense of closure.
RF 4 a,b &c
W 3 Write a narrative that
recounts two or more
sequenced events including
details, using transition words
to signify event order and
provide sense of closure.
I Can: Read on-level text with
purpose and understanding,
with accuracy, appropriate rate,
and expression ( using context
to confirm or self-correct word
recognition and understanding,
rereading if necessary).
RF 4 a,b,c
I Can: Read on-level text with
purpose and understanding,
W 3 I Can: With support, write
a narrative that recounts two
or more sequenced events
Continue to review and build
including details, using
on skills addressed in SL
transition words to signify
standards.
event order and provide
sense of closure.
Continue to review and build
on skills addressed in SL
standards.
W 6 I Can: With guidance and
support, from adults, use a
variety of digital tools, to
produce, and publish
writing.(including
collaboration with peers)
W 6 I Can: With guidance and
support, from adults, use a
variety of digital tools, to
Continue to review and build
on skills addressed in SL
standards.
35
Stds. From prior weeks
Assessment
36
Stds.for year
Assessment
with accuracy, appropriate rate,
and expression ( using context
to confirm or self-correct word
recognition and understanding,
rereading if necessary).
Stds. From prior weeks
Stds.for year
produce, and publish
writing.(including
collaboration with peers)
W 6 I Can: With guidance and
support, from adults, use a
variety of digital tools, to
produce, and publish
writing.(including
collaboration with peers)
W 6 I Can: With guidance and
support, from adults, use a
variety of digital tools, to
produce, and publish
writing.(including
collaboration with peers)
Continue to review and build
on skills addressed in SL
standards.
Continue to review and build
on skills addressed in SL
standards.