ELA Pacing Guide Time Frame: September – October First Grade Unit 1: Beginnings Genres: Realistic Fiction (narrative reading), Personal Narrative (narrative writing) Definitions – Realistic fiction: a classification of literature containing stories that could happen in the real world, in a time and setting that is possible, and with characters that are true to life, yet drawn from the writer’s imagination. Experts define categories of realistic fiction using aspects of theme. Personal narrative: a personal narrative, written in first person, documents a person’s experience. It could tell of a single life shaping event, or simply a mundane daily experience. Processes, Content Statements & Expectations (Disciplinary Knowledge) READING WORD RECOGNITION AND WORD STUDY Phonemic Awareness R.WS.01.01 Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion. R.WS.01.02 Recognize that words are composed of sounds blended together and carry meaning. Phonics R.WS.01.03 Understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet. R.WS.01.04 Use structural cues to recognize one-syllable words, blends, and consonant digraphs Common Core Essential Questions FOUNDATIONAL SKILLS Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken singlesyllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). What are words used for? Phonological Awareness RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken singlesyllable words. b. Orally produce single-syllable words by blending sounds What sound does each letter make? What are ways to sound out words? First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Assessment Vocabulary Before: Onset/rhyme games Vowels Long vowels Short vowels Consonants Syllable During: Blending/ segmenting games Resources After: MLPP assessments (phonics and phonemic awareness) Before: Alphabet Matching Onset/Rhyme games/activities Syllable games Blends Digraphs Word families Silent e http://pbskids.org/lions/games/ ears.html Sound identification game www.starfall.com A website with lots of letter recognition and handwriting activities. 1 Processes, Content Statements & Expectations (Disciplinary Knowledge) including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh. Common Core Essential Questions (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled onesyllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read gradeappropriate irregularly spelled words. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Assessment Vocabulary Resources During: Matching books to phonics features Observation Blending/segments games After: Oral assessment on sounds 2 Processes, Content Statements & Expectations (Disciplinary Knowledge) Word Recognition R.WS.01.05 Automatically recognize frequently encountered words in and out of context with the number of words that can be read fluently increasing steadily across the school year. R.WS.01.06 Make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade. R.WS.01.07 Use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings. R.WS.01.08 Use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts. R.WS.01.09 Know the meanings of words encountered frequently in grade-level reading and oral language contexts. Common Core Phonics and Word Recognition RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled onesyllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read gradeappropriate irregularly spelled words. Essential Questions Why do we need to recognize sight words? How do you read a word you do not know? Can other words help you with a word you don’t know? Assessment Vocabulary Resources Before: Oral and written assessment on frequently encountered words 100 common sight words High frequency words Strategies Word chunks Frequently http://tinyurl.com/5dr5zp Website has lots of different literacy games (phonics, word study, etc.) Word hunts Dolch sight word list During: Sight word games/practice Think alouds After: Oral and written assessment on frequently encountered words Word maps LANGUAGE Vocabulary Acquisition and Use L.1.4 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 3 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources or phrase. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Vocabulary R.WS.01.10 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. NARRATIVE TEXT Craft and Structure RL.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. How do you find the meaning of a word? DRA leveled books AR leveled books Classroom word wall 4 Blocks teacher guide FOUNDATIONAL SKILLS Fluency RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. LANGUAGE Vocabulary Acquisition and Use L.1.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases being used on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 4 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Fluency R.FL.01.01 Automatically recognize and fluently read identified grade-level high frequency words in or out of context. NARRATIVE TEXT R.NT.01.01 Recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit. R.NT.01.02 Identify and describe the basic form and purpose of a variety of narrative genre Fluency FOUNDATIONAL SKILLS Fluency RF1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. NARRATIVE TEXT Craft and Structure RL1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Key Ideas and Details RL1.1 Ask and answer questions about key details in a text. RL1.3 Describe characters, settings, What is realistic fiction? What are the beginning, middle, and end? Do authors use the title to help us First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Before: KWL Predictions Discussion During: Participation Story Grammar Summarizing/ Questioning Question/Answer Culture Heritage Realistic fiction Fantasy Folktales Problem/ solution Transitional words Beginning Middle Suggested Books for Realistic Fiction: Our Teacher’s Having a Baby, Eve Bunting, 2001. ISBN-13: 9780618111381 Knuffle Bunny, Mo Williams, 2004. ISBN-13: 9780786818709 Emily’s Art, Peter Catalanotto, 2006. ISBN-13: 5 Processes, Content Statements & Expectations (Disciplinary Knowledge) including realistic fiction, fantasy, and folktales. R.NT.01.03 Identify problem/solution, sequence of events, and sense of story (beginning, middle, and end). R.NT.01.04 Identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story. R.NT.01.05 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding. Common Core Essential Questions and major events in a story, using key details. understand the story? Craft and Structure RL.1.6 Identify who is telling the story at various points in a text. How does an author help us to understand the main idea? Integration of Knowledge and Ideas RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Assessment After: Conference Graphic organizers Retell stories using puppets, illustrations, tell a friend Discussion/ Observation Vocabulary End Title Author Illustrator Sequence Resources 9781416926887 Not Norman: A Goldfish Story, Kelly Bennett, 2008. ISBN-13: 9780763627638 The Wednesday Surprise, Eve Bunting, 1990. ISBN-13: 9780395547762 Bootsie Barker Bites, Barbara Bottner, 1997. ISBN-13: 9780698114272 Range of Reading and Level of Text Complexity RL1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Key Ideas and Details RL.1.3 Describe characters, settings, and major events in a story, using key details. Craft and Structure RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Integration of Knowledge and Ideas RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Key Ideas and Details RL1.1 Ask and answer questions about key details in a text. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 6 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources RL.1.3 Describe characters, settings, and major events in a story, using key details. COMPREHENSION R.CM.01.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. NARRATIVE TEXT Craft and Structure RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. How is your life like this book? R.CM.01.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. Key Ideas and Details RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. Graphic organizer Sequence During: Think-aloud After: Write about how the book relates to your life. INTEGRATION OF KNOWLEDGE AND IDEAS RL.1.9 Compare and contrast the adventures and experiences of characters in stories. R.CM.01.02 Retell in sequence up to three important ideas and details of familiar simple oral and written text. Before: Discussion of topic What books have you read that are the same? Before: Sequencing activities Discussion In those books that are the same how are the characters same and different? During: Discussion Summarizing Question/Answer Sequence events of a story First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 After: Story retelling grid/graphic organizer 7 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources Venn diagram two characters or two stories. METACOGNITION R.MT.01.01 Self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text. Integration of Knowledge and Ideas RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events. Range of Reading and Level of Text Complexity RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. R.MT.01.02 Self-monitor comprehension by using strategies FOUNDATIONAL SKILLS including asking questions before, Fluency during, and after reading and RF.1.4 Read with sufficient discussing the most important accuracy and fluency to support ideas and themes in a text. comprehension. a. Red on-level text with purpose R.MT.01.03 Plan, monitor, and understanding regulate, and evaluate skills, c. Use context to confirm or selfstrategies, and processes to correct word recognition and construct and convey meaning understanding, rereading as and discuss which comprehension necessary. strategies worked and did not work. NARRATIVE TEXT Key Ideas and Details R.MT.01.04 Self-monitor RL.1.1 Ask and answer questions comprehension by using a graphic about key details in a text. organizer to sequence events, sort and order information, or identify Range of Reading and Level of author’s perspective. Text Complexity RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Does the cover of the book help you understand what the book is about? What is happening in the story so far? First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Before: Anticipation guide During: Questioning Ending: Written or oral assessment on what happened before, during, and after the story 8 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources Key Ideas and Details RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. READING ATTITUDE R.AT.01.01 Be enthusiastic about reading and learning how to read. Range of Reading and Level of Text Complexity R.L. 1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. What books do you like to read? WRITING WRITING GENRE W.GN.01.01 Write a personal narrative using illustrations and transitional words, such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions. WRITING Text Types and Purposes W.1.3 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. What is a personal narrative? Before: Sequencing activities Why do you need to tell about yourself? During: Think-Pair-Share Suggested Personal Narrative Books: The Bag I’m Taking to Grandma’s, Shirley Neitzel, 1998. ISBN-13: 9780688158408 Ending: Write a personal narrative Me on the Map, Joan Sweeney, 1998. ISBN-13: 978-0517885574 WRITING PROCESS W.PR.01.01 With teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning. WRITING Text Types and Purposes W.1.3 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. What is the writing process? Before: Think-Pair-Share How do you brainstorm? W.PR.01.02 Draft focused ideas using multiple connected sentences with appropriate grammar, usage, First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 During: Story Sequence Ending: Rubric personal narrative Writing process Rough draft Final draft Proofreading Editing Brainstormin g Publishing Main idea Sequencing Paragraph Sentence http://www.canteach.ca/eleme ntary/prompts.html Website with a list of writing prompts. 4 Blocks writing 6 Plus One Traits of Writing 9 Processes, Content Statements & Expectations (Disciplinary Knowledge) mechanics, and temporary spellings when composing a narrative or informational piece. W.PR.01.03 Attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information). W.PR.01.04 Attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups. Common Core Production and Distribution of Writing W.1.5 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. Essential Questions Assessment Vocabulary Resources What is proofreading ? What is editing? W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. WRITING ATTITUDE W.AT.01.01 Be enthusiastic about writing and learning to write. Text Types and Purposes W.1.3 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. LISTENING AND VIEWING Conventions L.CN.01.01 Understand, restate and follow two-step directions. SPEAKING AND LISTENING Comprehension and Collaboration SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). What do you like to write about? First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Before: Think-Pair-Share During: Listening activities After: Observation 10 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 11 ELA Pacing Guide Time Frame: November – January First Grade Unit 2: Growth Genres: Magazine (informational reading), Informational Piece with Focus Question (informational writing) Definitions – Magazine: a magazine is a periodical (published regularly) containing short, miscellaneous pieces (articles, stories, poems, pictures, and other entries) on single themes or specialized topics connected to the disciplines, such as, science, social studies, the arts, math, or English language arts. Informational piece with focus question: writing that conveys nonfiction information in a variety of forms. These texts elaborate ideas, facts and principles that are related to the physical, biological or social world. Processes, Content Statements & Expectations (Disciplinary Knowledge) READING WORD RECOGNITION AND WORD STUDY Word Recognition R.WS.01.05 Automatically recognize frequently encountered words in and out of context with the number of words that can be read fluently increasing steadily across the school year. R.WS.01.06 Make progress in automatically recognizing the 220 Common Core FOUNDATIONAL SKILLS Phonics and Word Recognition RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled onesyllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read gradeappropriate irregularly spelled words. Essential Questions Assessment Vocabulary What are some of the sight words? Oral assessment on frequently encountered words Strategies Word chunks LANGUAGE Conventions of Standard English L.1.1 Demonstrate command of the First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Resources www.kidport.com website with activities for writing, reading and phonics. DRA Reading score STAR – Accelerated Reader Test Assess meaning of frequently encountered words. 12 Processes, Content Statements & Expectations (Disciplinary Knowledge) Dolch basic sight words and 95 common nouns for mastery in third grade. R.WS.01.07 Use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings. R.WS.01.08 Use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts. R.WS.01.09 Know the meanings of words encountered frequently in grade-level reading and oral language contexts. Common Core Essential Questions Assessment Vocabulary Resources conventions of Standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. Vocabulary Acquisition and Use L.1.4 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word or phrase. c. Identify frequently occurring root words (e.g., look) and their inflectional endings (e.g., looks, looked, looking). How do you read a word you do not know? What happens when you can’t sound a word out? Can other words help you with a word you don’t know? L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 13 Processes, Content Statements & Expectations (Disciplinary Knowledge) Vocabulary R.WS.01.10 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. Common Core FOUNDATIONAL SKILLS Fluency RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. Essential Questions Assessment How do you find the meaning of a word? Oral and written assessment on frequently encountered words Vocabulary Resources LANGUAGE Vocabulary Acquisition and Usage L.1.4 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word or phrase. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 14 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources b. Define words by category and by one or more key attributes (e.g., duck is a bird that swims; a tiger is a large cat with stripes) Fluency R.FL.01.01 Automatically recognize and fluently read identified grade-level high frequency words encountered in our out of context. R.FL.01.02 Use punctuation cues (periods and question marks) when reading aloud with intonation, pauses, and emphasis. READING INFORMATIONAL TEXT R.IT.01.01 Identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, science and social studies magazines. FOUNDATIONAL SKILLS Print Concepts RF.1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Fluency RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. INFORMATIONAL TEXT Craft and Structure RI.1.5 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. What is a magazine? What topics are covered in magazines? First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Answer organizational questions regarding informational text. Put the story in order from beginning to end. Focus question Magazines: Weekly Reader www.weeklyreader.com Your Big Backyard – National Wildlife Federation Scholastic News 15 Processes, Content Statements & Expectations (Disciplinary Knowledge) R.IT.01.02 Discuss informational text patterns including descriptive, sequential, and enumerative. Common Core Integration of Knowledge and Ideas RI.1.8 Identify the reasons an author gives to support points in a text Essential Questions What can magazines tell us? Assessment Vocabulary Resources www.scholastic.com Time For Kids www.timeforkids.com Ranger Rick www.rangerrick.com R.IT.01.03 Explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas. ZooBooks www.zoobooks.com Click http://www.cricketmag.com// ProductList.aspx?type=M National Geographic Kids www.nationalgeographic.com Highlights High Five Key Ideas and Details RI.1.2 Identify the main topic and retell key details of a text. Craft and Structure RI.1.5 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. What is the difference in writing a story and a magazine? RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas RI.1.7 Use the illustrations and First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 16 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources details in a text to describe its key ideas. RI.1.8 Identify the reasons an author gives to support points in a text. R.IT.01.04 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding. Key Ideas and Details RI.1.1 Ask and answer questions about key details in a text. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. How do titles and pictures help us understand the story? Craft and Structure RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. COMPREHENSION R.CM.01.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts. INFORMATIONAL TEXT Range of Reading and Level of Text Complexity RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. METACOGNITION R.MT.01.01 Self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible INFORMATIONAL TEXT Craft and Structure RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Does the cover of the book help you understand what the First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Complete nonfiction graphic organizers. http://www.eduplace.com/grap hicorganizer/ An extensive website for graphic organizers Complete graphic organizer on what 17 Processes, Content Statements & Expectations (Disciplinary Knowledge) predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text. Common Core Key Ideas and Details RI.1.1 Ask and answer questions about key details in a text. R.MT.01.02 Self-monitor Range of Reading and Level of comprehension by using strategies Text Complexity including asking questions before, RI.1.10 With prompting and support, during, and after reading and read informational texts discussing the most important appropriately complex for grade. ideas and themes in a text. INFORMATIONAL TEXT R.MT.01.03 Plan, monitor, Key Ideas and Details regulate, and evaluate skills, RI.1.1 Ask and answer questions strategies, and processes to about key details in a text. construct and convey meaning and discuss which comprehension WRITING strategies worked and did not Research to Build and Present work. Knowledge W.1.8 With guidance and support R.MT.01.04 Self-monitor from adults, recall information from comprehension by using a graphic experiences or gather information organizer to sequence events, sort from provided sources to answer a and order information, or identify question. author’s perspective. WRITING WRITING GENRE W.GN.01.03 Write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas. Essential Questions book is about? Assessment Vocabulary Resources has happened before, during and after the reading What is happening in the story so far? WRITING Text Types and Purposes W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Write an informational piece about a life cycle (see Science GLCEs). Suggested texts for informational piece writing (tied to science unit): Is That a Fact? Teaching Nonfiction Writing K-3, Tony Stead, 2001. ISBN-13: 9781571103314 I Wonder Why Trees Have Leaves, Andrew Charman, 2003. ISBN-13: 9780753456637 18 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources Why Do Leaves Change Color? Betsy Maestro, 1996. ISBN-13: 9780694700806 WRITING PROCESS W.PR.01.01 With teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning. W.PR.01.02 Draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when composing a narrative or informational piece. W.PR.01.03 Attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information). W.PR.01.04 Attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups. Text Types and Purposes W.1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Research to Build and Present Knowledge W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Production and Distribution of Writing W.1.5 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. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 19 Processes, Content Statements & Expectations (Disciplinary Knowledge) GRAMMAR AND USAGE W.GR.01.01 In the context of writing, correctly use the complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names and the pronoun I. Common Core FOUNDATIONAL SKILLS Print Concepts RF.1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Essential Questions Why do you capitalize the first letter of a sentence? Assessment Vocabulary Resources http://www.mytestbook.com/# Has links to grammar worksheets. Why do you use a period or question mark? LANGUAGE Conventions of Standard English L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 20 Processes, Content Statements & Expectations (Disciplinary Knowledge) SPELLING W.SP.01.01 In the context of writing, correctly spell frequently encountered one-syllable words from common word families. HANDWRITING W.HW.01.01 Legibly write upper and lower case manuscript letters. SPEAKING CONVENTIONS S.CN.01.01 Use common grammatical structures correctly when speaking including singular and plural nouns, singular possessive pronouns, simple contractions, and conjunctions to express relationships (e.g., Common Core Essential Questions Assessment Vocabulary Resources LANGUAGE Conventions of Standard English L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. FOUNDATIONAL SKILLS Print Concepts RF.1.1 Demonstrate understanding of the organization and basic features of print. Why is it important to print your letters correctly? LANGUAGE Conventions of Standard English L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper- and lowercase letters SPEAKING AND LISTENING Presentation of Knowledge and Ideas SL.1.6 Produce complete sentences when appropriate to task and situation. Before: Think-Pair-Share During: Hand signals After: Observation Grammar test on nouns and contractions Nouns Contractions Conjunctions LANGUAGE Conventions of Standard English First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 21 Processes, Content Statements & Expectations (Disciplinary Knowledge) because, if, after, and inflected endings). S.CN.01.02 Explore and use language to communicate with a variety of audiences and for different purposes including making requests, solving problems, looking for solutions, constructing relationships, and expressing courtesies. Common Core Essential Questions Assessment Vocabulary Resources L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). e. 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). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). Knowledge of Language L.1.6 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 (e.g., because she nibbles too much First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 22 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources because she likes that). SPEAKING AND LISTENING Comprehension and Collaboration SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about topics and texts under discussion. Show and tell presentations SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. LANGUAGE Knowledge of Language L.1.6 Use words and phrases acquired through conversations, First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 23 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because she nibbles too much because she likes that). DISCOURSE S.DS.01.03 Respond to multiple text types by reflecting, making meaning, and making connections. SPEAKING AND LISTENING Comprehension and Collaboration SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. LISTENING AND VIEWING RESPONSE L.RP.01.03 Respond to multiple text types listened to or viewed knowledgeably, by discussing, illustrating, and/or writing in order to reflect, make meaning, and make connections. INFORMATIONAL TEXT Integration of Knowledge and Ideas RI.1.8 Identify the reasons an author gives to support points in a text. SPEAKING AND LISTENING Comprehension and Collaboration SL.1.1 Participate in collaborative conversations with diverse partners First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 24 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 25 ELA Pacing Guide Time Frame: February – March First Grade Unit 3: The World Around Me Genres: Fantasy (narrative reading), Folktale (narrative reading) Definitions – Fantasy: fiction contains unrealistic or unworldly elements and magical adventure. Six basic motifs are covered: magic, secondary worlds, good vs. evil, heroism, special character types, and fantastic objects. Folktale: ancient stories originally composed and told for all age groups that have been passed down orally from generation to generation to explain the natural and spiritual worlds, as well as to entertain and to indoctrinate their members. Folktales express relationships among human beings and their fears and desires, reflecting the values and cultural patterns of the particular group from which they come. Folktales, also known as folklore, encompass fables, myth, legend, tall tales and fairy tales. Processes, Content Statements & Expectations (Disciplinary Knowledge) READING WORD RECOGNITION AND WORD STUDY Word Recognition R.WS.01.06 Make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade. R.WS.01.07 Use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings. R.WS.01.08 Use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts. R.WS.01.09 Know the meanings of words encountered frequently Common Core LANGUAGE Conventions of Standard English L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. Essential Questions Assessment Vocabulary Resources How do sight words help us to read? FOUNDATIONAL SKILLS Phonics and Word Recognition RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled onesyllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 26 Processes, Content Statements & Expectations (Disciplinary Knowledge) in grade-level reading and oral language contexts. Common Core Essential Questions Assessment Vocabulary Resources breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read gradeappropriate irregularly spelled words. LANGAUGE Vocabulary Acquisition and Use L.1.4 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). How do you read a word you do not know? Strategies What do you do when you don’t know a word? What happens when you can’t sound a word out? Can other words help you with a word you don’t know? L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. d. 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. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 27 Processes, Content Statements & Expectations (Disciplinary Knowledge) Vocabulary R.WS.01.10 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. Common Core FOUNDATIONAL SKILLS Fluency RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. Essential Questions Assessment Vocabulary Resources How do you find the meaning of a word? LANGUAGE Vocabulary Acquisition and Use L.1.4 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. L.1.5 With guidance and support from adults, demonstrate understanding of word relationship and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 28 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources represent. b. 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 with stripes). Fluency R.FL.01.03 Read aloud unfamiliar text with a minimum 90% accuracy in word recognition at an independent reading level. FOUNDATIONAL SKILLS Fluency RF1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. NARRATIVE TEXT R.NT.01.01 Recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit. NARRATIVE TEXT Craft and Structure RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. R.NT.01.02 Identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales. RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. What is a fantasy? Complete a graphic organizer on What is a folktale? setting, characters, etc. What is a setting? Discuss characters Who are and setting after characters? reading books. What comes first, second, third? RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Fantasy Folktale Setting Characters Prediction Suggested fantasy books: Duck in the Truck, Jez Alborough, 2005. ISBN-13: 9781929132836 Click, Clack, Moo: Cows That Type, Doreen Cronin, 2000. ISBN-13: 9780689832130 Owen, Kevin Henkes, 1993. ISBN-13: 9780688114497 Miss Smith’s Incredible Storybook, Michael Garland, 2005. ISBN-13: 29 Processes, Content Statements & Expectations (Disciplinary Knowledge) R.NT.01.03 Identify problem/solution, sequence of events, and sense of story (beginning, middle, and end). R.NT.01.04 Identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story. Common Core Essential Questions Assessment Vocabulary Resources Key Ideas and Details RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 9780142402825 RL.1.3 Describe characters, settings, and major events in a story, using key details. Sweet Tooth, Margie Palatini, 2004. ISBN-13: 9780689851599 Integration of Knowledge and Ideas RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Suggested folktale titles: Stone Soup, Marcia Brown, 1947. ISBN-13: 9780689711039 My Lucky Day, Keiko Kasza, 2005. ISBN-13: 9780142404560 R.NT.01.05 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding. The Three Little Havelinas, Susan Lowell, 1992. ISBN13: 9780873585422 Prince Cinders, Babette Cole, 1997. ISBN-13: 9780698115545 Where’s the Big Bad Wolf? Eileen Christelow, 2002. ISBN-13: 978-0618181940 Falling for Rapunzel, Leah Wilcox, 2005. ISBN-13: 9780439750462 Key Ideas and Details RL.1.1 Ask and answer questions about key details in a text. How is your life like this book? RL.1.3 Describe characters, settings, and major events in a story, using key details. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 30 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources Craft and Structure RL.1.6 Identify who is telling the story at various points in a text. COMPREHENSION R.CM.01.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses. R.CM.01.02 Retell in sequence up to three important ideas and details of familiar simple oral and written text. R.CM.01.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. METACOGNITION R.MT.01.01 Self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible What books have you read that are the same? NARRATIVE TEXT Craft and Structure RL.1.5 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 RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Key Ideas and Details RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. In those books that are the same how are the characters same and different? Integration of Knowledge and Ideas RL.1.9 Compare and contrast the adventures and experiences of characters in stories Does the cover of the book help you understand what the book is about? Integration of Knowledge and Ideas RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events. What is happening in the story so far? First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 31 Processes, Content Statements & Expectations (Disciplinary Knowledge) predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text. R.MT.01.02 Self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text. R.MT.01.03 Plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work. R.MT.01.04 Self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective. Common Core Essential Questions Assessment Vocabulary Resources Range of Reading and Level of Text Complexity RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. FOUNDATIONAL SKILLS Fluency RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. NARRATIVE TEXT Key Ideas and Details RL.1.1 Ask and answer questions about key details in a text. Range of Reading and Level of Text Complexity RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Key Ideas and Details RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3 Describe characters, settings, and major events in a story, using key details. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 32 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources Integration of Knowledge and Ideas RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Key Ideas and Details RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. READING ATTITUDE R.AT.01.02 Do substantial reading and writing on their own during free time in school and at home. Range of Reading and Level of Text Complexity R.L. 1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. SPEAKING CONVENTIONS S.CN.01.05 Understand, providing examples of how language differs from storybooks and classroom as a function of linguistic and cultural group membership. No Common Core DISCOURSE S.DS.01.01 Engage in substantive conversations, remaining focused on subject matter, with interchanges building on prior responses in literature discussions, paired conversations, or other interactions. How do we speak in front of an audience? SPEAKING AND LISTENING Comprehension and Collaboration SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 33 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core S.DS.01.02 Tell or retell familiar stories (e.g., realistic fiction, fantasy, folktale), using a problem/solution pattern, appropriate story grammar, and proper sequence while maintaining appropriate posture and eye contact, using a prop for support. Presentation of Knowledge and Ideas SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. LISTENING CONVENTIONS L.CN.01.04 Understand how the source of the message affects the receiver’s response (student/student, student/teacher, student/parent). SPEAKING AND LISTENING Comprehension and Collaboration SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Essential Questions Assessment Vocabulary Resources L.CN.01.05 Begin to evaluate messages they experience from a variety of media and differentiate between sender, receiver, and message. RESPONSE L.RP.01.01 Listen to or view knowledgeably and discuss a variety of genre. L.RP.01.02 Select, listen to or view knowledgeably, and respond thoughtfully to both classic and contemporary texts recognized for quality and NARRATIVE TEXT Range of Reading and Level of Text Complexity RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. SPEAKING AND LISTENING Comprehension and First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 34 Processes, Content Statements & Expectations (Disciplinary Knowledge) literary merit. Common Core Essential Questions Assessment Vocabulary Resources Collaboration SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 35 ELA Pacing Guide Time Frame: April – June First Grade Unit 4: Change Genres: How-To Book (informational reading), Poetry (narrative writing), Research Project (informational writing) Definitions – How-to book: how to books for children convey procedures for breaking down a process into sequential steps to direct thoughts for accomplishing an action or achieving a planned result. Poetry: literature expressed in various, metrical forms, structures and arrangements that is traditionally characterized by rhythmical patterns of language. Research project: a nonfiction inquiry project requiring an inquiry process and final report. Includes the selection of a topic, the development (and narrowing) of research questions, reading and recording selectively, designing research strategies, organizing information, synthesizing information, a written report, and a presentation of the report to a larger audience. Processes, Content Statements & Expectations (Disciplinary Knowledge) READING WORD RECOGNITION AND WORD STUDY Word Recognition R.WS.01.06 Make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade. Common Core Essential Questions LANGUAGE Conventions of Standard English L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. What are some of the sight words? FOUNDATIONAL SKILLS Phonics and Word Recognition RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled onesyllable words. R.WS.01.08 Use syntactic and c. Know final -e and common semantic cues including picture vowel team conventions for clues, word chunks, and the representing long vowel sounds. structure of book language to d. Use knowledge that every determine the meaning of words in syllable must have a vowel sound grade-appropriate texts. to determine the number of syllables in a printed word. R.WS.01.09 Know the meanings e. Decode two-syllable words of words encountered frequently following basic patterns by What do you do when you don’t know a word? R.WS.01.07 Use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings. Assessment Vocabulary Resources How do you read a word you do not know? First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 36 Processes, Content Statements & Expectations (Disciplinary Knowledge) in grade-level reading and oral language contexts. Common Core Essential Questions Assessment Vocabulary Resources breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read gradeappropriate irregularly spelled words. LANGAUGE Vocabulary Acquisition and Use L.1.4 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. d. Use sentence-level context as a clue to the meaning of a word or phrase. e. Use frequently occurring affixes as a clue to the meaning of a word. f. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). What happens when you can’t sound a word out? Can other words help you with a word you don’t know? L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. d. 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. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 37 Processes, Content Statements & Expectations (Disciplinary Knowledge) Vocabulary R.WS.01.10 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. Common Core FOUNDATIONAL SKILLS Fluency RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. Essential Questions Assessment Vocabulary Resources How do you find the meaning of a word? LANGUAGE Vocabulary Acquisition and Use L.1.4 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. c. Use sentence-level context as a clue to the meaning of a word or phrase. d. Use frequently occurring affixes as a clue to the meaning of a word. L.1.5 With guidance and support from adults, demonstrate understanding of word relationship and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 38 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources represent. b. 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 with stripes). INFORMATIONAL TEXT R.IT.01.01 Identify and describe the basic form, features, and purpose of a variety of informational genre including simple “how-to” books, science and social studies magazines. R.IT.01.02 Discuss informational text patterns including descriptive, sequential, and enumerative. INFORMATIONAL TEXT Craft and Structure RI.1.5 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 RI.1.8 Identify the reasons an author gives to support points in a text What topics are covered in how-to books? What can how-to books tell us? R.IT.01.03 Explain how authors use text features including headings, titles, labeled photographs, and illustrations to enhance the understanding of key and supporting ideas. R.IT.01.04 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding. What kind of information is included in how-to books? How-to books Informational text Research Labels Poetry Rhyme Suggested “how-to” books: How a Book Is Made, Aliki, 1988. ISBN-13: 9780064460859 The Furry News: How to Make a Newspaper, Loreen Leedy, 1990. ISBN-13: 9780823407934 Clay Art with Gloria Elliott, Susan Canizares, 1998. ISBN13: 978-0439045957 Building a House, Byron Barton, 1990. ISBN-13: 9780688093563 Key Ideas and Details RI.1.2 Identify the main topic and retell key details of a text. Craft and Structure RI.1.5 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. What is the difference in a how-to book and a magazine? How do titles and pictures help us understand the story? RI.1.6 Distinguish between information provided by pictures or other illustrations and information First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 39 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources provided by the words in a text. Integration of Knowledge and Ideas RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.8 Identify the reasons an author gives to support points in a text. Key Ideas and Details RI.1.1 Ask and answer questions about key details in a text. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. COMPREHENSION R.CM.01.04 Apply significant knowledge from grade-level science, social studies, and mathematics texts. INFORMATIONAL TEXT Range of Reading and Level of Text Complexity RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. METACOGNITION R.MT.01.01 Self-monitor comprehension by recognizing INFORMATIONAL TEXT Craft and Structure RI.1.4 Ask and answer questions to Does the cover of the book help First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 40 Processes, Content Statements & Expectations (Disciplinary Knowledge) when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text. R.MT.01.02 Self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text. R.MT.01.03 Plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work. R.MT.01.04 Self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective. CRITICAL STANDARDS R.CS.01.01 Develop and discuss shared standards and begin to assess the quality and accuracy of their own writing and the writing of others with teacher guidance. Common Core help determine or clarify the meaning of words and phrases in a text. Essential Questions Assessment Vocabulary Resources you understand what the book is about? Key Ideas and Details RI.1.1 Ask and answer questions about key details in a text. Range of Reading and Level of Text Complexity RI.1.10 With prompting and support, read informational texts appropriately complex for grade. INFORMATIONAL TEXT Key Ideas and Details RI.1.1 Ask and answer questions about key details in a text. WRITING Research to Build and Present Knowledge W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. WRITING Text Types and Purposes W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 Look for frequently used words in students’ writing. 41 Processes, Content Statements & Expectations (Disciplinary Knowledge) WRITING WRITING GENRE W.GN.01.02 Approximate poetry based on reading a wide variety of grade-appropriate poetry. W.GN.01.04 Use a teacherselected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project. Common Core No Common Core Match Essential Questions What is poetry? Text Types and Purposes W.1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.PR.01.02 Draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when Vocabulary Resources Write poetry based on a pattern. Suggested books for research project: How a Seed Grows, Helene J. Jordan, 1992. ISBN-13: 9780064451079 Needs and Wants, Susan Ring, 2003. ISBN-13: 9780736820288 Research to Build and Present Knowledge W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). The Magic School Bus and the Missing Tooth, Joanna Cole, 2007. ISBN-13: 9780439801072 W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. PROCESS W.PR.01.01 With teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning. Assessment 101 Science Poems & Songs for Young Learners (Grades 13). Meish Goldish, 1999. ISBN-10: 0590963694 Text Types and Purposes W.1.2 Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. What is the writing process? Production and Distribution of Writing W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). What should I write about? How do you brainstorm? First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 42 Processes, Content Statements & Expectations (Disciplinary Knowledge) composing a narrative or informational piece. W.PR.01.03 Attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information). W.PR.01.04 Attempt to proofread and edit writing/ pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups. PERSONAL STYLE W.PS.01.01 Develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representation). SPELLING W.SP.01.02 In the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists). Common Core Essential Questions Assessment Vocabulary Resources W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Production and Distribution of Writing W.1.5 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. What is editing? What is proofreading? W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. LANGUAGE Conventions of Standard English L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 43 Processes, Content Statements & Expectations (Disciplinary Knowledge) Common Core Essential Questions Assessment Vocabulary Resources phonemic awareness and spelling conventions. SPEAKING CONVENTIONS S.CN.01.03 Speak effectively maintaining appropriate posture, eye contact, and position using props such as photographs or illustrations in narrative and informational presentations. S.CN.01.04 Present in standard American English if it is their first language. (Students whose first language is not English will present in their developing version of standard American English.) DISCOURSE S.DS.01.04 Plan and deliver presentations using an informational organizational pattern (e.g., descriptive, enumerative, or sequential) providing several facts and details to make their point while maintaining appropriate posture and eye contact using a prop. SPEAKING AND LISTENING SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) LANGUAGE Conventions of Standard English L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SPEAKING AND LISTENING Comprehension and Collaboration SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others’ through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 44 Processes, Content Statements & Expectations (Disciplinary Knowledge) LISTENING CONVENTIONS L.CN.01.02 Ask appropriate questions for clarification and understanding during a presentation or report. L.CN.01.03 Listen to or view knowledgeably while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive) in small and large group settings; listen to the comments of a peer and respond on topic adding a connected idea. Common Core Essential Questions Assessment Vocabulary Resources SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SPEAKING AND LISTENING Comprehension and Collaboration SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. First Grade ELA Pacing Guide Aligned with Common Core Standards – Revised June 2011 K-2 Literacy CCSS – ELA GLCE Alignment – June 2010 45