Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Unit Title:
Month(s): August and September
Upon entering First Grade individual assessments may determine a need to review letter/sound recognition for mastery in this time period. It may
also be necessary to review Kindergarten sight words.
Content Standards:
RF.1.4a
Read on-level text with purpose and understanding.
RI.1.1
Ask and answer questions about key details in a text.
RI.1.4
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.7
Use the illustrations and details in a text to describe its key ideas.
RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.
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.
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
SL.1.1
SL.1.1a
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
groups.
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).
SL.1.1b
Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.2
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
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.
1
Huron School District
Core Curriculum Guide
L.1.1
L.1.1j
L.1.2
Grade Level:
First
Content Area:Reading
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory
sentences in response to prompts.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
L.1.2b
Use end punctuation for sentences.
RL.1.1
Ask and answer questions about key details in a text.
SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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).
RL.1.1
Ask and answer questions about key details in a text.
RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.7
Use illustrations and details in a story to describe its characters, setting, or events.
SL.1.1
SL.1.1a
L.1.4
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups.
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).
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content,
2
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
choosing flexibly from an array of strategies.
L.1.4a
L.1.5d
Use sentence-level context as a clue to the meaning of a word or phrase.
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.
Essential Questions:
 What do good readers do? How does the story connect to self?
 Am I clear about what I just read? How do I know?
 What do good writers do?
 What makes collaboration meaningful? (rules for speaking and listening)
Skills
Students Will Be Able To…
Essential Vocabulary
Decode using phonemes of short a and short I words
Term short vowels ,letter recognition, letter
sounds
Build words with isolated letter sounds
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Understand the meaning of high frequency sight words in the
context of unit reading.
word automaticity demonstrated with 5 or more
words taught
Assessment
How will you know if students have
learned?
Word family worksheets, SMART board ,I pad, computer
activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Word building with cubes or letters
Spell in print
NWEA
Dibels
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch)
Dibels
3
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Identify setting, characters ,title ,author and illustrator
Recognize each element’s meaning
Setting, Character ,Author ,Illustrator
Point to the elements in a reading sample
Use interactive retell activity(beach ball, visual organizer)
DRAs or running records
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
DRAs, running records, leveled readers ,think pair-share
activity
NWEA
4
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Unit Title:
Month(s): September/October
Content Standards:
 1.R.1.1 Students can decode words using short vowel sounds
 1.R.1.3 Students can blend sounds of words to read text.
 1.R.1.6 Students can interpret vocabulary when reading independently.
 1.R.1.7 Students can read high-frequency words in text.
 1.R.2.1 Students can comprehend text by applying reading strategies.
 1.R.2.2 Students can utilize comprehension strategies.
 1.R.2.3 Students can read fluently to comprehend text.
 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.
Essential Questions:

Skills
Students Will Be Able To…
Essential Vocabulary
Decode using phonemes of short o and short e words
Term short vowels ,letter recognition, letter
sounds
Build words with isolated letter sounds
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Understand the meaning of high frequency sight words in the
context of unit reading.
word automaticity demonstrated with 5 or more
words taught
Assessment
How will you know if students have
learned?
Word family worksheets, SMART board ,I pad, computer
activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Word building with cubes or letters
Spell in print
NWEA
Dibels
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch)
Dibels
5
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Identify literary genres when in the context of a reading activity
Recognize written text as could happen, could not
happen, or rhymes/poems
Individual assessment with skills checklist
Group response activity (apples, peaches ,pumpkin pie…)
NWEA
Dibels
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
DRAs, running records, leveled readers, think pair-share
Accurately read at an appropriate rate with
expression when comprehending text
Small group read aloud, read and record into I pad apps.
Dibels
Fluently read text
activity
NWEa
6
Huron School District
Core Curriculum Guide
Grade Level:
Unit Title:
Content Standards:
 1.R.1.1 Students can decode words using short vowel sounds
 1.R.1.3 Students can blends sounds of words to read text.
 1.R.1.6 Students can interpret vocabulary when reading independently.
 1.R.1.7 Students can read high-frequency words in text.
 1.R.2.1 Students can comprehend text by applying reading strategies.
 1.R.2.2 Students can utilize comprehension strategies.
 1.R.2.3 Students can read fluently to comprehend text.
 1.R.3.1 Students can identify major literacy elements in text.
Essential Questions:

Skills
Students Will Be Able To…
First
Month(s): October/November
Essential Vocabulary
Decode using phonemes of short u words and review all short vowel
word patterns
Term short vowels ,letter recognition, letter
sounds
Build words with isolated letter sounds
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Understand the meaning of high frequency sight words in the
context of unit reading
word automaticity demonstrated with 5 or more
words taught
Content Area:Reading
Assessment
How will you know if students have
learned?
Word family worksheets, SMART board ,I pad, computer
activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Word building with cubes or letters
Spell in print
NWEA
Dibels
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch)
Dibels
7
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Identify setting, characters ,title ,author and
illustrator,problem,solution
Recognize each element’s meaning
Setting, Character ,Author ,Illustrator problem
,solution
Point to the elements in a reading sample
Use interactive retell activity(beach ball, visual organizer)
DRAs or running records
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
DRAs, running records, leveled readers ,think pair-share
Accurately read at an appropriate rate with
expression when comprehending text
Small group read aloud, read and record into I pad apps.
Fluently read text
activity
NWEA
8
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Unit Title:
Month(s): November/December
Content Standards:
 1.R.1.1 Students can decode words using short vowel sounds
 1.R.1.3 Students can blend sounds of words to read text.
 1.R.1.6 Students can interpret vocabulary when reading independently.
 1.R.1.7 Students can read high-frequency words in text.
 1.R.2.1 Students can comprehend text by applying reading strategies.
 1.R.2.2 Students can utilize comprehension strategies.
 1.R.2.3 Students can read fluently to comprehend text.
 1.R.1.2 Students can read text by decoding word parts.
 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.
Essential Questions:

Skills
Students Will Be Able To…
Essential Vocabulary
Decode using phonemes of all short vowel word patterns mixed
together
Term short vowels ,letter recognition, letter
sounds
Build words with isolated letter sounds
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Understand the meaning of high frequency sight words in the
context of unit reading
word automaticity demonstrated with 5 or more
words taught
Assessment
How will you know if students have
learned?
Word family worksheets, SMART board ,I pad, computer
activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Word building with cubes or letters
Spell in print
NWEA
Dibels
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch)
Dibels
9
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Decode multisyllabic words and compound words
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Chunking
Word building with cubes or letters
Spell in print
NWEA
Dibels
Identify literary genres when in the context of a reading activity
Recognize written text as could happen, could not
happen, or rhymes/poems
Individual assessment with skills checklist
Group response activity (apples, peaches ,pumpkin pie…)
NWEA
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
DRAs, running records, leveled readers ,think pair-share
Fluently read text
Accurately read at an appropriate rate with
expression when comprehending text
Small group read aloud, read and record into I pad apps.
activity
NWEA
10
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Unit Title:
Month(s): December/January
Content Standards:
 1.R.1.1 Students can decode words using short vowel sounds
 1.R.1.3 Students can blend sounds of words to read text.
 1.R.1.6 Students can interpret vocabulary when reading independently.
 1.R.1.7 Students can read high-frequency words in text.
 1.R.2.1 Students can comprehend text by applying reading strategies.
 1.R.2.2 Students can utilize comprehension strategies.
 1.R.2.3 Students can read fluently to comprehend text.
 1.R.1.2 Students can read text by decoding word parts.
 1.R.3.2 Students can identify similarities and differences in text written by the same author.
Essential Questions:

Skills
Students Will Be Able To…
Essential Vocabulary
Decode using phonemes of all short vowel word patterns mixed
together. Incorporate Long a silent e pattern words.
Term short vowels vs. long vowels
Silent e
Build words with isolated letter sounds. Blend initial digraphs to
hear sounds (sh,ch,th,wh)
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Understand the meaning of high frequency sight words in the
context of unit reading
word automaticity demonstrated with 5 or more
words taught
Assessment
How will you know if students have
learned?
Word family worksheets, SMART board ,I pad, computer
activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Word building with cubes or letters
Spell in print
NWEA
Dibels
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch)
Dibels
11
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
DRAs, running records, leveled readers ,think pair-share
Fluently read text
Accurately read at an appropriate rate with
expression when comprehending text
Small group read aloud, read and record into I pad apps.
DIBELS
Compare two texts from the same author
Show similarities and differences
Compare ,Contrast
Venn diagrams, Oral response, student drawings, I pad
technology
activity
NWEA
DIBELS
12
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Unit Title:
Month(s): January/February
Content Standards:
 1.R.1.1 Students can decode words using short vowel sounds
 1.R.1.3 Students can blend sounds of words to read text.
 1.R.1.6 Students can interpret vocabulary when reading independently.
 1.R.1.7 Students can read high-frequency words in text.
 1.R.2.1 Students can comprehend text by applying reading strategies.
 1.R.2.2 Students can utilize comprehension strategies.
 1.R.2.3 Students can read fluently to comprehend text.
 1.R.1.2 Students can read text by decoding word parts.
 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.
 1.R.5.2 Students can alphabetize words to the first letter.
Essential Questions:

Skills
Students Will Be Able To…
Essential Vocabulary
Assessment
How will you know if students have
learned?
Decode using phonemes of all short vowel word patterns mixed
together. Incorporate Long e silent e pattern words. Chunk words
with ing,ed verb tense endings. Decode initial blends with l
consonants (gl, fl,bl…)
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Word building with cubes or letters
Spell in print
NWEA
Dibels
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
DRAs, running records, leveled readers ,think pair-share
Accurately read at an appropriate rate with
expression when comprehending text
Small group read aloud, read and record into I pad apps.
Fluently read text
activity
NWEA
DIBELS
DIBELS
13
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Identify literary genres when in the context of a reading activity
Recognize written text as could happen, could not
happen, or rhymes/poems
Individual assessment with skills checklist
Group response activity (apples, peaches ,pumpkin pie…)
NWEA
Organize a minimum of 5 words by initial letter in alphabetical order
Write words, put words, ABC model, alphabetize,
Alphabetical order
Individual assessment, intervention central.org. ,SMART
board/I pad technology, cut/paste sheets
Understand the meaning of high frequency sight words in the
context of unit reading
State a contextual definition of vocab. words
word automaticity demonstrated with 5 or more
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch),dictionary sources
Dibels
words taught ,define
14
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Unit Title:
Month(s): February/March
Content Standards:
 1.R.1.1 Students can decode words using short vowel sounds
 1.R.1.3 Students can blend sounds of words to read text.
 1.R.1.6 Students can interpret vocabulary when reading independently.
 1.R.1.7 Students can read high-frequency words in text.
 1.R.2.1 Students can comprehend text by applying reading strategies.
 1.R.2.2 Students can utilize comprehension strategies.
 1.R.2.3 Students can read fluently to comprehend text.
 1.R.1.2 Students can read text by decoding word parts.
 1.R.4.1 Students can compare text from different cultures as read aloud by teacher.
 1.R.5.1 Students can locate utilize a table of contents.
Essential Questions:

Skills
Students Will Be Able To…
Essential Vocabulary
Assessment
How will you know if students have
learned?
Decode using phonemes of all short vowel word patterns mixed
together. Incorporate Long I silent e pattern words. Decode initial
blends with s consonants(sp,sl,sm…) Decode contractions
(it’s,we’ll,don’t…)
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Word building with cubes or letters
Spell in print
NWEA
Dibels
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
Define word meanings within the text read
DRAs, running records, leveled readers ,think pair-share
Accurately read at an appropriate rate with
expression when comprehending text
Small group read aloud, read and record into I pad apps.
Fluently read text
activity
NWEA
DIBELS
DIBELS
15
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Compare texts from two different cultures with a read aloud by the
teacher
Similarities and differences, Compare and
contrast,
Venn diagrams, oral response, student drawings, I pad
technology
Locate table of contents in on level reading material
Table of contents, title page ,locate, find, utilize
Teacher observation, small group assessment, checklist
Understand the meaning of high frequency sight words in the
context of unit reading
State a contextual definition of vocab. words
word automaticity demonstrated with 5 or more
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch),dictionary sources
Dibels
words taught ,define
16
Huron School District
Core Curriculum Guide
Grade Level:
Unit Title:
Content Standards:
 1.R.1.1 Students can decode words using short vowel sounds
 1.R.1.3 Students can blend sounds of words to read text.
 1.R.1.6 Students can interpret vocabulary when reading independently.
 1.R.1.7 Students can read high-frequency words in text.
 1.R.2.1 Students can comprehend text by applying reading strategies.
 1.R.2.2 Students can utilize comprehension strategies.
 1.R.2.3 Students can read fluently to comprehend text.
 1.R.1.2 Students can read text by decoding word parts.
 1.R.5.1 Students can locate and use a table of contents.
First
Content Area:Reading
Month(s): March/April
Essential Questions:

Skills
Students Will Be Able To…
Essential Vocabulary
Assessment
How will you know if students have
learned?
Decode using phonemes of all short vowel word patterns mixed
together. Incorporate Long o and usilent e pattern words. Decode
initial blends with r consonant (pr,fr,gr,dr,tr)
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Word building with cubes or letters
Spell in print
NWEA
Dibels
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
Define word meanings within the text read
DRAs, running records, leveled
Fluently read text
Accurately read at an appropriate rate with
expression when comprehending text
Small group read aloud, read and record into I pad apps.
activity
NWEA
DIBELS
readers ,think pair-share
DIBELS
17
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Locate table of contents in on level reading material
Table of contents, title page ,locate, find, utilize
Teacher observation, small group assessment, checklist
Understand the meaning of high frequency sight words in the
context of unit reading
State a contextual definition of vocab. words
word automaticity demonstrated with 5 or more
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch),dictionary sources
Dibels
words taught ,define
18
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Unit Title:
Month(s): April/May
Content Standards:
 1.R.1.1 Students can decode words using short vowel sounds
 1.R.1.3 Students can blend sounds of words to read text.
 1.R.1.6 Students can interpret vocabulary when reading independently.
 1.R.1.7 Students can read high-frequency words in text.
 1.R.2.1 Students can comprehend text by applying reading strategies.
 1.R.2.2 Students can utilize comprehension strategies.
 1.R.2.3 Students can read fluently to comprehend text.
 1.R.1.2 Students can read text by decoding word parts.
 1.R.5.1 Students can locate and use a table of contents.
 1.R.4.1 Students can compare text from different cultures as read aloud by the teacher.
Essential Questions:

Skills
Students Will Be Able To…
Essential Vocabulary
Assessment
How will you know if students have
learned?
Decode using phonemes of short and long vowel patterns mixed
together. Decode final blends and digraphs in words (st,ng,ch…)
Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Word building with cubes or letters
Spell in print
NWEA
Dibels
Comprehend text
Understand or make sense of materials read in
whole class, small group and individual text
Explain strategy used when comprehending
Define word meanings within the text read
DRAs, running records, leveled readers ,think pair-share
Accurately read at an appropriate rate with
expression when comprehending text
Small group read aloud, read and record into I pad apps.
Fluently read text
activity
NWEA
DIBELS
DIBELS
19
Huron School District
Core Curriculum Guide
Grade Level:
First
Content Area:Reading
Locate table of contents in on level reading material
Table of contents, title page ,locate, find, utilize
Teacher observation, small group assessment, checklist
Compare texts from two different cultures with a read aloud by the
teacher
Similarities and differences, Compare and
contrast,
Venn diagrams, oral response, student drawings, I pad
technology
Understand the meaning of high frequency sight words in the
context of unit reading
State a contextual definition of vocab. words
word automaticity demonstrated with 5 or more
Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or
word sketch),dictionary sources
Dibels
words taught ,define
20