Elementary Reading Grade 1
Adopted Textbook: Florida Treasures
Macmillan McGraw Hill
Smart Start/ Unit 1
Weeks
Benchmark/
Content (Target)
LA.1.2.1.1
Plot Development:
Character
1-3
LA.1.2.3.2
Sequence of Events
LA.1.2.1.1
Plot Development:
Character, Setting
1
LA.1.2.1.2
Text Features:
Photographs
LA.1.2.3.2
Retell Events
2
LA.1.1.1.1
Text Feature: Labels
LA.1.1.4.2
Retell Events
3
LA.1.1.2.1
Text Structures
Benchmark
Reading Process
LA.1.3.1.2
Phonemic Awareness

Segmentation
Onset/ Rime
LA.1.3.2.1
LA.1.3.2.2
Phonics

Initial Short Vowels

Initial and Final
Consonants
LA.1.3.1.2
Phonemic Awareness

Blending

Rhyme

Phoneme isolation
LA.1.3.2.1
LA.1.3.2.5
Phonics/ Word Knowledge

Short vowels

Inflected Ending
LA.1.3.1.1
Phonemic Awareness

Blending

Onset/ Rhyme
LA.1.3.2.1
Phonics

Short vowels
LA.1.3.1.1
Phonemic Awareness

Rhyme

Onset
LA.1.3.2.1
Phonics

Short vowels
Core Selections &
Activities
Resources
Smart Start- Week 1-3
Animal Alphabet
(Literature)
Phonics/ Phonemic Awareness
Support
www.starfall.com
NOTE:
SMART START can be taught
with flexible pacing.
FCRR
http://www.fcrr.org/SCASearch/SCA_S
earch.aspx
Assessment



FAIR
DOLCH
Running Record



Fluency Assessment
Weekly Selection Test
Phonics Dictation



Fluency Assessment
Weekly Selection Test
Phonics Dictation



Fluency Assessment
Weekly Selection Test
Phonics Dictation
http://rd.collier.k12.fl.us/lms
Unit 1- Week 1
Pam and Sam
(Literature)
Big Book
That Big Cat!
(Literature)
Unit 1- Week 2
I Can, Can You?
(Literature)
Run, Jump, Swim!
(Informational)
Big Book
From Head to Toe
Unit 1- Week 3
How You Grew
(Informational)
Big Book
Growing Up
(Informational)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/pamand-sam
Research and Inquiry support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book1/unit1/pamand-sam/what-i-do-best
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/i-cancan-you
Research and Inquiry Support:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/i-cancan-you/moving-animals
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/timefor-kids-how-you-grew
Research and Inquiry Support:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/timefor-kids-how-you-grew/growing-up
LA.1.2.1.1
Plot Development:
Character, Setting
4
LA.1.1.2.1
LA.1.1.2.2
Author’s Purpose
Text Structure
5
LA.1.1.4.1
Non-fiction text
LA.1.1.4.2
Retell main events
LA.1.3.1.3
Phonemic Awareness

Phoneme Deletion
Unit 1- Week 4
Pet Tricks
(Literature)
LA.1.3.2.1
Phonics

consonant blends
Big Book
Along Came Toto
(Literature)
LA.1.3.1.1
LA.1.3.1.2
Phonemic Awareness

Blending

Segment
Unit 1- Week 5
Soccer
(Informational)
LA.1.3.2.1
Phonics

Final Blends
Big Book
Team Work
(Informational)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/pettricks
Research and Inquiry Support:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/pettricks/unusual-pets
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/soccer
Research and Inquiry Support:
http://treasures.macmillanmh.com/flori
da/students/grade1/book1/unit1/soccer
/team-work



Fluency Assessment
Weekly Selection Test
Phonics Dictation

Spiral Review
Show What You Know
Weekly Selection
Phonics Dictation
FCAT Unit Assessment



Know: definition of plot development Understand that: story structure helps with plot development Be Able To: tell about how story
structure helps with plot development
Essential Question: How can I use story structure to help me with plot development?
Week
Benchmark
Content(skill)
Comprehension
Unit 1 LA.1.2.1.3
Week 1 Plot Development
The student will
identify the
characters and
settings in a story
Benchmark
Process (strategy)
LA.1.1.7.1
Story Structure
The students will
identify text
features and
establish a purpose
for reading
Phonics
phoneme blending
isolation
inflectional
endings
short /a/
Vocabulary
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced
and taught
directly
high
frequency
words
jump
not
up
down
Texts
Pam and Sam
(fiction)
Big Book
That Big Cat!
(fiction)
Resources
Phonics/ Phonemic Awareness
Support
www.starfall.com
FCRR
http://www.fcrr.org/SCASearch/SC
A_Search.aspx
http://rd.collier.k12.fl.us/lms
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/pam-and-sam
Research and Inquiry support:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book1/unit1/p
am-and-sam/what-i-do-best
Assessments
Running
Records
Weekly
assessments
pg. 9-18
Know: definition of Retelling Understand that: story structure helps with retelling Be Able To: use story structure to retell events in
the story
Essential Question: How can I use story structure to help me with retelling events in the story?
Week
Benchmark
Content(skill)
Comprehension
Unit 1 LA.1.2.1.2
Week 2 Retelling events in
order
The students will
retell the main
events in a story
Benchmark
Process (strategy)
LA.1.1.7.1
Story Structure
The students will
identify text
features and
establish a purpose
for reading
Phonics
phoneme blending
isolation
inflectional
endings
short a
Vocabulary
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced
and taught
directly
high
frequency
words
over, it,
yes ,too
Texts
I Can, Can You?
(fiction)
Run, Jump Swim!
(non-fiction)
Big Book
From Head to Toe
(non-fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/i-can-can-you
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/i-can-can-you/moving-animals
Assessments
Running
Records
Weekly
assessments
pg. 19-28
Know: definition of Retelling Understand that: story structure can help me with retelling Be Able To: use story structure to retell
events in a story
Essential Question: How can I use story structure to help me with retelling?
Week
Benchmark
Content(skill)
Comprehension
Unit 1 LA.1.2.1.2
Week 3
Retelling events in
order
The students will
retell the main
events in a story
Benchmark
Process (strategy)
LA.1.1.7.1
Story Structure
The students will
identify text
features and
establish a purpose
for reading
Phonics
phoneme blending
double final
consonants
short vowels /i/
Vocabulary
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced
and taught
directly
high
frequency
words
run, ride, be
Texts
How You Grew
(non-fiction)
Big Book
Growing Up
(non-fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/time-for-kids-how-you-grew
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/time-for-kids-how-yougrew/growing-up
Assessments
Running
Records
Weekly
assessments
pg. 29-38
Know: definition of plot development Understand that: story structure helps me with plot development
story structure helps with plot development
Be Able To: tell about how
Essential Question: How can I use story structure to help me with plot development?
Week
Benchmark
Content(skill)
Comprehension
Unit 1 LA.1.2.1.3
Week 4
Plot Development
The student will
identify the
characters and
settings in a story
Benchmark
Process (strategy)
Vocabulary
LA.1.1.6.1
Vocabulary
Story Structure
The students
The students will
will use new
identify text
vocabulary
features and
establish a purpose that is
introduced
for reading
and taught
Phonics
phoneme
directly
segmentation
high
deletions
possessives
frequency
blends/r/
words
LA.1.1.7.1
come, good,
on, that
Texts
Pet Tricks
(fiction)
Big Book
Along came Toto
(fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/pet-tricks
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/pet-tricks/unusual-pets
Assessments
Running
Records
Weekly
assessments
pg. 39-48
Know: definition of author’s purpose Understand that: story structure helps us with author’s purpose
structure helps with author’s purpose
Be Able To: tell how story
Essential Question: How can I use story structure to help me with author’s purpose?
Week
Benchmark
Content(skill)
Comprehension
Unit 1 LA.1.1.7.8
Week 5 Author’s Purpose
The students will
identify the authors
purpose in text and
ask clarifying
questions
Benchmark
Process (strategy)
LA.1.1.7.1
Story Structure
The students will
identify text
features and
establish a purpose
for reading
Phonics
phoneme
manipulation
Final blends,
nd,,st,,nt,nk
Vocabulary
Texts
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced
and taught
directly
Soccer
(non-fiction)
high
frequency
words
very ,use,
help, now
Big Book
Team Work
(non-fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/soccer
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book1/unit1
/soccer/team-work
Show What You KnowReview
Assessments
Running
Records
Weekly
assessments
pg. 49-58
Know: definition of main idea Understand that: summarizing helps with main idea
with main idea
Be Able To: tell about how summarizing helps
Essential Question: How can I use summarizing to me with the main idea?
Week
Benchmark
Content(skill)
Comprehension
Unit 2 LA.1.1.7.3
Week 1 Main Idea
The students will
retell the main idea
or essential
message
Benchmark
Process (strategy)
Vocabulary
L.A.1.1.7.1
Summarize
The students will
identify text
features and other
information to
understand and
remember what
they read short
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced
and taught
directly
Phonics
Short /o/
vowels,
blending,
onset
rhyme
high
frequency
words
one ,two, they,
her ,does
Texts
Animal Moms and
Dads
(non-fiction)
Big Book
Hello, Hello
(non-ficiton)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/animal-moms-and-dads
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/animal-moms-and-dads/babyanimals
Assessments
Running
Records
Weekly
assessments
pg. 59-68
Know: definition of retelling Understand that: summarizing helps retelling Be Able To: tell about how summarizing helps with
retelling events in order
Essential Question: How can I use summarizing to help me with retelling?
Week
Benchmark
Content(skill)
Comprehension
Unit 2 LA.1.2.1.2
Week 2
Retelling events in
order
The students will
retell the main
events in a story
Benchmark
Process (strategy)
L.A.1.1.7.1
Summarize
The students will
identify text
features and other
information to
understand and
remember what
they read
Phonics
Short /e/
Phoneme
Blending
Contractions n’t
Plural nouns
Vocabulary
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced
and taught
directly
high
frequency
words
who
some
of
no
eat
Texts
The Little Red
Hen
(fiction)
Big Book
Mama’s Coming
Home
(fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/little-red-hen
Research and Inquiry Support:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book2/unit2/li
ttle-red-hen/work-together
Assessments
Running
Records
Weekly
assessments
pg. 69-78
Know: definition of main idea Understand that: summarizing helps to identify the main idea Be Able To: tell about how summarize
helps with the main idea
Essential Question: How can I use summarizing to help me with the main idea?
Week
Benchmark
Content(skill)
Comprehension
Unit 2 LA.1.1.7.3
Week 3 Main Idea
The students will
retell the main idea
or essential
message
Benchmark
Process (strategy)
Vocabulary
L.A.1.1.7.1
Summarize
The students will
identify text
features and other
information to
understand and
remember what
they read
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced
and taught
directly
Phonics
Manipulate
phonemes
/Sh/ /Th/
ing
high
frequency
words
live, many,
into, out
Texts
A Prairie Dog
Home
(non-fiction)
Big Book
Red-Eyed Tree
Frog
(nonfiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/time-for-kids-a-prairie-dog-home
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/time-for-kids-a-prairie-doghome/animals-everywhere
Assessments
Running
Records
Weekly
assessments
pg. 79-88
Know: definition of retelling Understand that: visualization helps with retelling Be Able To: retell the story using visualization
Essential Question: How can I use visualizing to help me with retelling the events in a story?
Week
Benchmark
Content(skill)
Comprehension
Unit 2 LA.1.2.1.2
Week 4 Retelling events in
order
The students will
retell the main
events in a story
Benchmark
Process (strategy)
Vocabulary
LA.1.1.7.9
Visualization
The students will
self monitor
comprehension
and reread when
necessary
LA.1.1.5.2
The students
will recognize
high
frequency and
familiar words
in isolation
and in text
high
frequency
words
Phonics
short /u/
Contractions ‘s
Phoneme
blending,
isolation
want
make
show
under
three
put
Texts
The Fun Kids
Band
(fiction)
Big Book
Rap a TAP TAP
(fiction)
Make Sounds
(non-fiction)
Resources
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/the-fun-kids-band
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/the-fun-kids-band/rhythm-andmusic
Assessments
Running
Records
Weekly
assessments
pg. 89-98
Know: definition of retelling Understand that: visualization helps with retelling Be Able To: using visualization to retell events in
order
Essential Question: How can I use visualization to help me retell the story?
Week
Benchmark
Content(skill)
Comprehension
Unit 2 LA.1.2.1.2
Week 5 Retelling events in
order
The students will
retell the main
events in a story
Benchmark
Process (strategy)
Vocabulary
LA.1.1.7.9
Visualization
The students will
self monitor
comprehension
and reread when
necessary
LA.1.1.5.2
The students
will recognize
high
frequency and
familiar words
in isolation
and in text
high
frequency
words
Phonics
Phoneme
Blending,
Segmentation
today
way,
school
late
away
why
Texts
On My Way to
School
(fiction)
Big Book
If you Take A
Mouse To School
(fiction)
Signs We See
(non-fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/on-my-way-to-school
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book2/unit2
/on-my-way-to-school/riddles
Assessments
Running
Records
Weekly
assessments
pg. 99-108
Spiral
Review
Unit 2
Week 6
Pg. 150-151
Know: definition of plot development/making predictions Understand that: analyzing story structure helps with plot development:
making predictions Be Able To: analyze story structure to make predictions in the plot development
Essential Question: How can I use story structure to help me with plot development?
Week
Benchmark
Content(skill)
Comprehension
Unit 3 LA.1.1.7.7
Week 1 Plot Development
Make Predictions
The student will
identify the text
structure an author
uses
Benchmark
Process (strategy)
Vocabulary
LA.1.17.1
Analyze Story
Structure
The students will
identify text
features
LA.1.1.5.2
Vocabulary
The students
will recognize
high
frequency and
familiar words
in isolation
and in text
Phonics
Blending
/a/a-/e/
high
frequency
words
hello
could
walk
pull
all
oh
Texts
Kate’s Game
(fiction)
Big Book
A Friend for Little Bear
(Fiction)
When You Mail a
Letter
(non-fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book3/unit3
/kates-game
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book3/unit3
/kates-game/when-you-mail-aletter
Assessments
Running
Records
Weekly
assessments
Pg. 109-118
Know: definition of compare and contrast Understand that: story structure helps with comparing and contrasting
analyze story structure to compare and contrast.
Be Able To:
Essential Question: How can I use story structure to help me with comparing and contrasting?
Week
Benchmark
Content(skill)
Comprehension
Unit 3 LA.1.1.7.7
Week 2 Compare and
Contrast
The students will
identify the text
structures an author
uses (compare,
contrast)
Benchmark
Process (strategy)
Vocabulary
LA.1.17.1
Analyze Story
Structure
The students will
identify text
features
LA.1.1.5.2
Vocabulary
The students
will recognize
high
frequency and
familiar words
in isolation
and in text
Phonics
Blending
/s/
high
frequency
words
boy
girl
people
when
together
Texts
Kids Can Help
(Non-fiction)
Big Book
To Be a Kid
(Non-fiction)
Kids Poems from
Around the World
(fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book3/unit3/k
ids-can-help
Research and Inquiry Support:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book3/unit3/k
ids-can-help/poems-from-around-theworld
Assessments
Running
Records
Weekly
assessments
Pg. 119-128
Know: definition of main idea and details Understand that: summarizing can help with main idea and details
summarize to help with main idea and details
Be Able To:
Essential Question: How can I use summarizing to help me with main idea and details?
Week
Benchmark
Content(skill)
Comprehension
Unit 3 LA.1.1.7.3
Week 3 Main Idea and
Details
The students will
retell the main idea
or essential
message and
identify the
supporting details
Benchmark
Process (strategy)
Vocabulary
L.A.1.1.7.1
Summarize
The students will
identify text
features and other
information to
understand and
remember what
they read
LA.1.1.5.2
Vocabulary
The students
will recognize
high
frequency and
familiar words
in isolation
and in text
Phonics
blending
segmenting
/0/
endings /es/
diagraphs /ch/
high
frequency
words
our
again
would
your
light
Texts
Short Shadows,
Long Shadows
(non-fiction)
The Sun
(non-fiction)
Big Book
Guess Who’s
Shadow?
(non-fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book3/unit3/t
ime-for-kids-short-shadows-longshadows
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book3/unit3
/time-for-kids-short-shadows-longshadows/shadows-and-thesun%E2%80%99s-position
Assessments
Running
Records
Weekly
assessments
Pg. 129-138
Know: definition of main idea and details Understand that: summarizing can help with main idea and details
summarize to help with main idea and details
Be Able To:
Essential Question: How can I use summarizing to help me with main idea and details?
Week
Benchmark
Content(skill)
Comprehension
Unit 3 LA.1.1.7.3
Week 4 Main Idea and
Details
The students will
retell the main idea
or essential
message and
identify the
supporting details
Benchmark
Process (strategy)
Vocabulary
L.A.1.1.7.1
Summarize
The students will
identify text
features and other
information to
understand and
remember what
they read
LA.1.1.5.2
Vocabulary
The students
will recognize
high
frequency and
familiar words
in isolation
and in text
Phonics
Long /i/i-e/
Endings /ed/ing/
high
frequency
words
call
how
more
funny
there
so
Texts
Smile, Mike
(fiction)
Healthy Eating
(non-fiction)
Big Book
The Stray Dog
(fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book3/unit3/s
mile-mike
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book3/unit3
/smile-mike/family-fun
Assessments
Running
Records
Weekly
assessments
Pg. 139-148
Know: definition of plot development: characters and setting Understand that: generating questions can help with plot development
Be Able To: generate questions to help with plot development
Essential Question: How can I use generating questions to help me with plot development?
Week
Benchmark
Content(skill)
Comprehension
Unit 3 LA.1.2.1.3
Week 5 Plot Development
Characters and
Setting
The students will
identify characters
and setting in a
story
Benchmark
Process (strategy)
Vocabulary
LA.1.1.7.8
Generate
Questions
The students will
identify the
authors purpose in
text and ask
clarifying
questions if the
meaning is unclear
LA.1.1.5.2
Vocabulary
The students
will recognize
high
frequency and
familiar words
in isolation
and in text
Phonics
consonant blends
/skr/scr/spl/spr/str
high
frequency
words
say
says
about
give
read
were
Texts
Gram and Me
(fiction)
Celebrate Chinese
New Year
(fiction)
Big Book
When I Am Old
With You
(fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book3/unit3/g
ram-and-me
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book3/unit3
/gram-and-me/chinese-new-year
Assessments
Running
Records
Weekly
assessments
Pg. 149-158
Spiral
Review
Unit 3
Week 6
Pg. 156-157
Know: definition of plot development: making inferences Understand that: generating questions can help with plot development
Able To: generate questions to help with plot development
Be
Essential Question: How can I use generating questions to help me with plot development?
Week
Benchmark
Content(skill)
Comprehension
Unit 4 LA.1.1.7.8
Week 1 Plot Development
Making
Inferences
The students will
identify the authors
purpose in text and
ask clarifying
questions if the
meaning is unclear
Benchmark
Process (strategy)
Vocabulary
LA.1.1.7.8
Generate
Questions
The students will
identify the
authors purpose in
text and ask
clarifying
questions if the
meaning is unclear
LA.1.1.5.2
Vocabulary
The students
will recognize
high
frequency and
familiar words
in isolation
and in text
Phonics
Long/o/o-e/
Ending /er/est/
high
frequency
every
any
saw
soon
opened
Texts
Resources
Pelican was Hungry
(non-fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book4/unit4/p
elican-was-hungry
Seagull
(fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book4/unit4
/pelican-was-hungry/groundedbirds
Assessments
Running
Records
Weekly
assessments
Pg. 197-204
Know: definition of plot development: drawing conclusions Understand that: generating questions can help with plot development
Able To: generate questions to help with plot development and drawing conclusions
Be
Essential Question: How can I use generate questions to help me with plot development?
Week
Benchmark
Content(skill)
Comprehension
Unit 4 LA.1.1.7.2
Week 2 Plot Development
Drawing
Conclusions
The students will
use background
knowledge and
supporting details
to verify the
accuracy of what is
read in text to draw
conclusions
Benchmark
Process (strategy)
LA.1.1.7.8
Generate
Questions
The students will
identify the
authors purpose in
text and ask
clarifying
questions if the
meaning is unclear
Phonics
Long/u/u-e/
segmenting
CvCe patterns
Vocabulary
LA.1.1.5.2
Vocabulary
The students will
recognize high
frequency and
familiar words in
isolation and in
text
high
frequency
words
find
after
done
old
new
work
terrific
creation
Texts
June Robot Cleans
Up
(fiction)
A Bottle Takes a
Trip
(non-fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book4/unit4/p
elican-was-hungry
Research and Inquiry Support:
http://treasures.macmillanmh.com/f
lorida/students/grade1/book4/unit4
/pelican-was-hungry/groundedbirds
Assessments
Running
Records
Weekly
assessments
Pg. 213-220
Know: definition of compare and contrast Understand that: rereading helps with comparing and contrasting Be Able To: reread to
compare and contrast
Essential Question: How can I use rereading to help me with compare and contrast?
Week
Unit 4
Week 3
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA. 1.1.7.7
Compare and
Contrast
The students will
identify the text
structures an
author uses
including compare
and contrast
LA.1.1.7.9
Reread
The students
will self monitor
comprehension
and reread when
necessary
LA.1.1.5.2
Stormy Weather
(non-fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florida/stud
ents/grade1/book4/unit4/time-for-kids-stormyweather
Running
Records
Phonics
Long /a/ay/ai
Vocabulary
The students
will
recognize
high
frequency
and familiar
words in
isolation and
in context
High
frequency
words
warm
cold
sound
great
know
there
extreme
predict
Dangerous
Storms
(non-fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florida/stu
dents/grade1/book4/unit4/time-for-kidsstormy-weather/let-it-snow
Weekly
Assessment
Pg. 221228
Know: definition of author’s purpose Understand that: summarizing can help with author’s purpose Be Able To: summarize to
help with author’s purpose
Essential Question: How can I use summarizing to help me with author’s purpose?
Week
Unit 4
Week 4
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
LA. 1.1.7.8
Author’s
Purpose:
Making
Inferences
The students will
identify the
author’s purpose
in text and ask
clarifying
questions to make
inferences
LA.1.5.2.5
Summarize
The students
will
communicate
effectively when
relating the
essential
message,
experiences and
retelling what is
read and heard
in text
LA.1.1.5.2
Meet Ben
Franklin
(non-fiction)
Running
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/fl Records
orida/students/grade1/book4/unit4/m
Weekly
eet-ben-franklin
Phonics
CVVC
Long /e/ee/ea
high
frequency
words
knew
king
house
friends
far
by
Vocabulary
The students
will
recognize
high
frequency
and familiar
words in
isolation and
in context
A Close Look
(non-fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/fl
orida/students/grade1/book4/unit4/m
eet-ben-franklin/i-see
Assessments
Assessment
Pg. 189-198
Know: definition of plot development Understand that: summarizing can help with plot development Be Able To: summarize to
help with plot development
Essential Question: How can I use summarizing to help me with plot development?
Week
Unit 4
Week 5
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA.1.1.7.8
Plot
Development
The students will
identify the
authors purpose
in text and ask
clarifying
questions if the
meaning is
unclear
LA.1.5.2.5
Summarize
The students
will
communicate
effectively when
relating the
essential
message,
experiences and
retelling what is
read and heard
in text
LA.1.1.5.2
Little Rabbit
(fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book4/unit4/littlerabbit
Running
Records
Phonics
CVVC
Long /e/y/
inflectional
endings/es/
Vocabulary
The students
will
recognize
high
frequency
and familiar
words in
isolation and
in context
high
frequency
words and
vocabulary
before
happen
begin
told
heard
falls
glared
haste
Henny Penny
(fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book4/unit4/littlerabbit/koala-little
Weekly
Assessment
Pg. 199-208
Spiral
Review
Unit 4
Week 6
Pg. 142143
Know: definition of compare and contrast Understand that: visualizing helps with compare and contrast Be Able To: visualize to
help with compare and contrast in the story
Essential Question: How can I use visualizing to help me with compare and contrast?
Week
Unit 5
Week 1
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA. 1.1.7.7
Compare and
Contrast
The students will
identify the text
structures an
author uses
including compare
and contrast
reality and fantasy
LA.1.1.7.9
Visualize
The students
will self monitor
comprehension
and reread when
necessary
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced and
taught directly
high
frequency
words and
vocabulary
always
mother
try
father
love
firm
supposed
Unit 5- Week 1
Olivia
(fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/olivia
Running
Records
Shapes in Art
(nonfiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/olivia/cat
s-in-art-0
Phonics
Long /o/oa/ow
Weekly
Assessment
Pg. 261-268
Know: definition of problem and solution Understand that: visualizing helps with problem and solution Be Able To: visualize to
help with problem and solution
Essential Question: How can I use visualizing to help me with problem and solution?
Week
Unit 5
Week 2
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA.1.1.7.7
Problem and
Solution
The students will
identify text
structures an
author uses
(problem and
solution)
LA.1.1.7.9
Visualize
The students
will self monitor
comprehension
and reread when
necessary
LA.1.1.6.1
Vocabulary
The students
will use new
vocabulary
that is
introduced and
taught directly
high
frequency
word sand
vocabulary
ball
head
should
shout
laughter
meadow
perhaps
The Kite
(fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/the-kitefrom-i-days-with-frog-and-toad-i-
Running
Records
Phonics
Long /i/y/igh
Toys that Fly
(non-fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/the-kitefrom-i-days-with-frog-and-toad-i/watch-it-move
Weekly
Assessment
Pg. 213-220
Know: definition of cause and effect Understand that: visualizing helps with cause and effect Be Able To: visualize how to help
with cause and effect
Essential Question: How can I use visualizing to help me with cause and effect?
Week
Unit 5
Week 3
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
L.A.1.1.7.5
Cause and Effect
The students will
distinguish cause
from effect
LA.1.1.7.9
Visualize
The students
will self monitor
comprehension
and reread when
necessary
LA.1.1.7.5
Vocabulary
The students
will use
context clues
to figure out
words
high
frequency
words and
vocabulary
better
children
round
better
or
discovery
machine
Phonics
r-controlled /ar/
Texts
Resources
Assessments
Kid’s Inventions
(non-fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florida/stu
dents/grade1/book5/unit5/time-for-kids-kidsinventions
Running
Records
Helping Driver’s
See
(non-fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florida/stu
dents/grade1/book5/unit5/time-for-kids-kidsinventions/inventions
Weekly
Assessment
Pg. 285-300
Know: definition of plot development Understand that: generating questions helps with plot development Be Able To: generate
questions to help with plot development
Essential Question: How can I visualizing to help me with problem and solution?
Week
Unit 5
Week 4
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
L.A.1.2.1.2
Plot Development
Making
Inferences
The students will
retell the main
events in a story
LA.1.1.7.8
Generate
Questions
The students
will identify the
authors purpose
in text and ask
clarifying
questions if the
meaning is
unclear
LA.1.1.6
The student
uses multiple
strategies to
develop grade
level
vocabulary
Whistle for Wille
(fiction)
Phonics
r-controlled /or/
high
frequency
words and
vocabulary
early
thought
nothing
along
errand
instead
suddenly
A Winning
Athlete
(non-fiction)
Resources
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/whistlefor-willie
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/whistlefor-willie/you-can-do-it
Assessments
Running
Records
Weekly
Assessment
Pg. 239-248
Know: definition of compare and contrast Understand that: generating questions helps with compare and contrast Be Able To:
generate questions to compare and contrast
Essential Question: How can I use generating questions to help me with compare and contrast?
Week
Unit 5
Week 5
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA. 1.1.7.7
Compare and
Contrast
The students will
identify the text
structures an
author uses
including compare
and contrast
reality and fantasy
LA.1.1.7.8
Generate
Questions
The students
will identify the
authors purpose
in text and ask
clarifying
questions if the
meaning is
unclear
LA.1.1.5.2
A Fruit is a
Suitcase for Seed
(non-fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/whistlefor-willie
Running
Records
Phonics
r-controlled
/ur/ir/er/
prefix un,re
Vocabulary
The students
will
recognize
high
frequency
and familiar
words in
isolation and
in context
high
frequency
words and
vocabulary
places
ground
animals
from
beautiful
Flowers at Night
(fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/whistlefor-willie/you-can-do-it
Weekly
Assessment
Pg. 249-258
Spiral
Review
Unit 5
Week 6
Pg. 156157
Know: definition of plot development Understand that: rereading helps with plot development Be Able To: reread to help with plot
development
Essential Question: How can I use rereading to help me with plot development?
Week
Unit 6
Week 1
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA. 1.2.1.2
Plot
Development:
Illustrations
The students will
retell the main
events by looking
at the pictures
LA.1.1.7.3
Reread
The students
will reread and
retell the main
idea or essential
message
LA.1.1.7.5
Vocabulary
The students
will use
context clues
to figure out
words
high
frequency
words and
vocabulary
been
gone
other
searching
cues
invisible
A Fruit is a
Suitcase for Seed
(non-fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/whistlefor-willie
Running
Records
Phonics
/ou/ow
Flowers at Night
(fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit5/whistlefor-willie/you-can-do-it
Weekly
Assessment
Pg. 325-332
Know: definition of plot development Understand that: rereading helps with plot development Be Able To: reread to help with plot
development
Essential Question: How can I use rereading to help me with plot development?
Week
Unit 6
Week 2
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
LA. 1.2.1.2
Plot
Development:
Making
Predictions
The students will
retell the main
events
LA.1.1.7.3
Monitor
Comprehension
Reread
The students
will reread and
retell the main
idea or essential
message
LA.1.1.7.5
Vocabulary
The students
will use
context clues
to figure out
words
high
frequency
words and
vocabulary
bear
birds
earth
table
fooling
guess
helmet
space
Phonics
Variant vowel
/u/oo/
Texts
Blue Jay Finds a
Way
(fiction)
Meet Ellen
Ochoa
(non-fiction)
Resources
Assessments
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florida/stu
dents/grade1/book5/unit6/little-bear-goes-tothe-moon-from-i-little-bear-i-
Running
Records
Research and Inquiry Support:
http://treasures.macmillanmh.com/florida/stu
dents/grade1/book5/unit6/little-bear-goes-tothe-moon-from-i-little-bear-i-/to-the-moon
Weekly
Assessment
Pg. 341-348
Know: definition of compare and contrast Understand that: monitoring comprehension helps with compare and contrast Be Able
To: reread to help with compare and contrast
Essential Question: How can I use rereading to help me to compare and contrast?
Week
Unit 6
Week 3
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA. 1.1.7.7
Compare and
Contrast
The students will
identify the text
structures an
author uses
including compare
and contrast
reality and fantasy
LA.1.1.7.3
Monitor
Comprehension
Reread
The students
will reread and
retell the main
idea or essential
message
LA.1.1.6.3
Vocabulary
The students
will use
context clues
to figure out
unknown
words
high
frequency
words and
vocabulary
ever
goes
laugh
only
interesting
ordinary
Cool Jobs
(non-fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit6/time-forkids-cool-jobs
Running
Records
Phonics
Variant vowel
blend
manipulate
/u/oo/
Jobs at School
(non-fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit6/time-forkids-cool-jobs/out-of-the-ordinary
Weekly
Assessment
Pg. 285-292
Know: definition of compare and contrast Understand that: summarizing helps with compare and contrast Be Able To: summarize
to help with compare and contrast
Essential Question: How can I use summarizing to help me to compare and contrast?
Week
Unit 6
Week 4
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA. 1.1.7.7
Compare and
Contrast
The students will
identify the text
structures an
author uses
including compare
and contrast
reality and fantasy
LA.1.5.2.5
Summarize
The students
will
communicate
effectively when
relating the
essential
message,
experiences and
retelling what is
read and heard
in text
LA.1.1.6.3
Vocabulary
The students
will use
context clues
to figure out
unknown
words
high
frequency
words and
vocabulary
across
air
enough
eyes
learn
cub
wild
A Tiger Cub
Grows Up
(non-fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit6/a-tigercub-grows-up
Running
Records
Phonics
Variant vowel
blend
manipulate
/o/au/aw
The Tiger
(fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit6/a-tigercub-grows-up/the-tiger
Weekly
Assessment
Pg. 365-372
Know: definition of cause and effect Understand that: summarizing helps with cause and effect Be Able To: summarize to help
with cause and effect
Essential Question: How can I use summarizing to help me with cause and effect?
Week
Unit 6
Week 5
Benchmark
Content(skill)
Comprehension
Benchmark
Process
(strategy)
Vocabulary
Texts
Resources
Assessments
LA.1.1.7.5
Cause and Effect
The students will
distinguish fact
from fiction and
cause from effect
LA.1.5.2.5
Summarize
The students
will
communicate
effectively when
relating the
essential
message,
experiences and
retelling what is
read and heard
in text
LA.1.1.6.1
The students
will use new
vocabulary
that is
introduced and
taught directly
high
frequency
words and
vocabulary
circle
toward
leave
grew
toppled
wreck
welcoming
Sand Castle
(fiction)
Oral Language, Vocabulary:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit6/sandcastle
Running
Records
Phonics
Diphthong
/oi/oy/
Build with Sand
and Ice
(non-fiction)
Research and Inquiry Support:
http://treasures.macmillanmh.com/florid
a/students/grade1/book5/unit6/sandcastle/ice-castles-sand-castles
Weekly
Assessment
Pg. 373-380
Spiral
Review
Unit 6
Week 6
Pg. 312313