1st Grade Reading Map
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Reading District Curriculum Map Grade 1 September Themes & Essential Questions Standards-based Essential Skills Formative/Summative Assessments Content/ Materials NJ Core Curriculum Content Standards What is reading? Understanding how print works? Read Aloud, Shared Reading (anthology),Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Exposure to various authors -Develop Reading Strategies to figure out unknown words: Picture Clues Chunking What makes sense? Getting your mouth ready? -Using Context Clues -Understanding Concepts of Print - Working with short vowel words -Attaining phonological awareness (an understanding of all sound/syllable relationships(letter/sounds) -Recognizing and using rhyming words to reinforce decoding skills -Hearing beginning sounds in words and using appropriate sound symbol associations -Following simple oral directions SALAD- Sound and Letter Awareness Dictation Formal DRA- Developmental Reading Assessment See Attached List 3.1A , 3.1B, 3.1C, 3.1E, 3.3A, 3.3B, 3.3D, 3.4A, 3.4B, 3.5A October Why do we read and write? What is Reading Workshop? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Exposure to various authors -Setting up leveled reading book bags -Establishing Word Wall activities -Creating a Reading Behavior Rubric for independent and partner reading Story Elements: Title, Author, Illustrator -Choosing “Just Right Books” -Hearing beginning and ending sounds in words -Recognizing high frequency words -Word families-making connections amongst words - short vowel word work -Introduced Sustained Silent Reading -Beginning blends -Sequencing ideas Write alphabet from a-z checking for the correct formation of letters One on one informal reading assessments Teacher observations Anecdotal notes See Attached List 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.3A, 3.3B, 3.3D, 3.4A, 3.4B, 3.5A, 3.5B Themes & Essential Questions Standards-based Essential Skills Formative/Summative Assessments Content/ Materials NJ Core Curriculum Content Standards Reading District Curriculum Map Grade 1 November How do story elements help me to understand a story better? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Beginning Home/School Reading “Just Right Book” -Beginning to use a basic writing process to develop writing -Story Elements: Character, Setting -Making Predictions -Deciphering between Reality/Fantasy -Identifying Cause and Effect -Recognizing beginning blends/digraphs -plural s/es -Increasing Sustained Silent Reading -Working with short vowel words -Sequencing ideas/retelling One on One informal Reading Assessment Teacher observations Anecdotal notes See Attached List 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1G, 3.3A, 3.3B, 3.3D, 3.4A, 3.4B, 3.5A, 3.5B December How do story elements help me to understand a story better? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Story Elements: Problem, Solution -Beginning weekly spelling word/test -Making connections; Text/text Text/self Text/world -Identifying similarities and differences -Understanding alphabetical order -Working with words with short vowels -Continuing Sustained Silent Reading One on One informal Reading Assessment Teacher observations Anecdotal notes See Attached List 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1G, 3.3A, 3.3B, 3.3D, 3.4A, 3.4B, 3.5A, 3.5B Themes & Essential Questions Standards-based Essential Skills Formative/Summative Assessments Content/ Materials NJ Core Curriculum Content Standards Reading District Curriculum Map Grade 1 January How do story elements help me to understand a story better? How to become a more effective reader/Writer? Does my reading/writing make sense? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Establish a purpose for reading/writing Story Elements: Main Idea -Synonyms -Contractions -Use graphic organizers to build on experiences and extend learning -Continuing Sustained Silent Reading One on One informal Reading Assessment Teacher observations Anecdotal notes Monitor Student Reader Response Journals See Attached List 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.3A, 3.3B, 3.3D, 3.4A, 3.4B, 3.5A February How do story elements help me to understand a story better? How to become a more effective reader/Writer? Does my reading/writing make sense? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Exposure to various Authors -Story Elements: Strengthen previously learned skills -Retell, reenact, or dramatize stories or parts of stories heard and read -nouns -Fiction/Non Fiction -Long vowel word work -Compound Words -Continuing Sustained Silent Reading One on One informal Reading Assessment Teacher observations Anecdotal notes Monitor Student Reader Response Journals See Attached List 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.1H, 3.3A, 3.3B, 3.3C, 3.3D, 3.4A, 3.4B, 3.5A Themes & Essential Questions Standards-based Essential Skills Formative/Summative Assessments Content/ Materials NJ Core Curriculum Content Standards Reading District Curriculum Map Grade 1 March How do story elements help me to understand a story better? How to become a more effective reader/writer? Does my reading/writing make sense? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Exposure to various authors -Asking and answering various types of questions -Interviewing people around us -suffixes- ed/ing -working with long vowel word -Reading with Fluency and Expression -Identifying and using adjectives -Continuing Sustained Silent Reading One on One informal reading assessment Teacher observations Anecdotal notes Monitor Student Reader Response Journals See Attached List 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.1H, 3.3A, 3.3B, 3.3C, 3.3D, 3.4A, 3.4B, 3.5A April How do story elements help me to understand a story better? How to become a more effective reader/writer? Does my reading/writing make sense? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Exposure to various authors -Identifying Antonyms -Continuing Sustained Silent Reading - Working with short/long vowel words -Identifying and utilizing verbs One on One informal Reading Assessment Teacher observations Anecdotal notes Monitor Student Reader Response Journals See Attached List 3.1A, 3.1B, 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.1H, 3.3A, 3.3B, 3.3C, 3.3D, 3.4A, 3.4B, 3.5A Themes & Essential Questions Standards-based Essential Skill Formative/Summative Assessments Content/ Materials NJ Core Curriculum Content Standards Reading District Curriculum Map Grade 1 May How do story elements help me to understand a story better? How to become a more effective reader/Writer? Does my reading/writing make sense? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Exposure to various Authors -Continuing Sustained Silent Reading -Working with short/long vowel words One on One informal Reading Assessment Teacher observations Anecdotal notes Monitor Student Reader Response Journals Formal DRA- Developmental Reading Assessment See Attached List 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.1H, 3.3A, 3.3B, 3.3C, 3.3D, 3.4A, 3.4B, 3.5A June How do story elements help me to understand a story better? How to become a more effective reader/writer? Does my reading/writing make sense? Build upon prior months knowledge Read Aloud, Shared Reading (anthology), Choral Reading, Independent reading, Big Books, Poetry, Songs and Finger Plays, Videos -Exposure to various authors -Continuing Sustained Silent Reading -Working with short/long vowel words One on One informal Reading Assessment Teacher observations Anecdotal notes Monitor Student Reader Response Journals Formal DRA- Developmental Reading Assessment See Attached List 3.1C, 3.1D, 3.1E, 3.1F, 3.1G, 3.1H, 3.3A, 3.3B, 3.3C, 3.3D, 3.4A, 3.4B, 3.5A
