GRADE/COURSE:
|GRADE/COURSE: First Grade/Language Arts |GRADING PERIOD: 1st Six Weeks |
|Time Frame |Unit/ |Objective |Resources |Assessments |
| |Lesson | | | |
| | |The student will: |Printed |Technology | |
| |Review |Read kindergarten high frequency words |Student Textbook |Website— |Spelling Test |
| | |Practice reading strategies with read alouds |Workbook | | |
| | |Practice writing letters Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz | | | |
| | |Consonants | | | |
| | |Signs | | | |
| | |Venn Diagram | | | |
| | |Naming Part and Action Part | | | |
| | |Rhyming | | | |
| | |Syllables | | | |
| |Theme 1, Lesson |Sequence the most important events of a selection |Student Textbook |Website— |Spelling Test |
| |1: Mac the Cat |Make and adjust predictions and inferences while reading |Workbook | | |
| | |Read decodable text and high frequency words | | | |
| | |Shape Words | | | |
| | |Blend phonemes | | | |
| | |Spell/review words with m, s, c, t, and short a | | | |
| | |Leave a space between words while writing | | | |
| |Theme 1, Lesson |Use only the most important events to summarize the selection |Student Textbook |Website— and Brain Pop |Spelling Test |
| |2: A Day at |Read decodable text and high frequency words |Workbook | | |
| |School |Blend phonemes | | | |
| | |Spell/review words with n, f, p, and short a | | | |
| | |Sentences | | | |
| | |Word Wall | | | |
| | |Questions | | | |
| | |Words with feelings | | | |
| | |Shapes | | | |
| | |Compare and contrast alike events (Text-to-Self) | | | |
| |Theme 1, Lesson |Identify cause and effect of events in the selection |Student Textbook |Website— and Brain Pop |Spelling Test |
| |3: Pigs in a Rig|Read decodable text and high frequency words |Workbook | | |
| | |Spell/review words with b, r, h, g, and short i | | | |
| | |Use punctuation at the end of every sentence | | | |
| | |Number Words | | | |
| | |Compare and Contrast | | | |
| | |The writing process | | | |
| | |Ask and answer questions before, during, and after reading |Student Textbook |Website— and Brain Pop |Spelling Test |
| |Theme 2, Lesson |Note important details while reading and asking and answering questions |Workbook | | |
| |1: A Party for |Read decodable text and high frequency words | | | |
| |Bob |Blend phonemes | | | |
| | |Spell/review words with d, w, l, x, and short o | | | |
| | |Capitalize names while writing | | | |
| | |Put words in order to form a complete, coherent sentence | | | |
| | |Character Education Respect | | | |
| | |Drafting, Revising and Proofreading | | | |
|CONTENT STANDARD(S) Addressed: |
|Reading: Literature |
|CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. |
|CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
|CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. |
|Reading: Foundational Skills |
|CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. |
|CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
|CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. |
|CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. |
|CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. |
|CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words. |
|Writing |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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). |
|CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
|Speaking and Listening |
|CCSS.ELA-Literacy.SL.1.1a 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). |
|Language |
|CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|CCSS.ELA-Literacy.L.1.1a Print all upper- and lowercase letters. |
|CCSS.ELA-Literacy.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). |
|CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences. |
|CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. |
|CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. |
|ESLRs Addressed: |
|We Are Academic Achievers Who: |
|Practice effective study skills and take responsibility for our own learning, now and in the future |
| |
|We Are Critical Thinkers Who: |
|Work collaboratively to develop and appreciate potentially different solutions, while developing both leadership and teamwork skills |
|Utilize technology appropriately to gain, analyze, and communicate information |
|GRADE/COURSE: First Grade/Language Arts |GRADING PERIOD: 2nd Six Weeks |
|Time Frame |Unit/ |Objective |Resources |Assessments |
| |Lesson | | | |
| | |The student will: |Printed |Technology | |
| |Theme 2, Lesson|Identify the main elements of the story (characters, setting, problem, and |Student Textbook |Website— and Brain Pop |Fluency Test and Spelling Test|
| |3: A Surprise |solution) |Workbook | | |
| |for Zig Bug |Use only the most important details to summarize the selection | | | |
| | |Read decodable text and high frequency words | | | |
| | |Riddles | | | |
| | |Alphabetical Order | | | |
| | |Spell/review words with q, j, z, and short u | | | |
| | |Use action words while writing sentences | | | |
| | |Put words in order to form a complete, coherent sentence | | | |
| |Theme 3, Lesson|Identify the topic and main idea of a selection |Student Textbook |Website— and Brain Pop |Comprehension and Spelling Test|
| |1: Seasons |Evaluate the selection |Workbook | | |
| | |Understand key vocabulary in the selection | | | |
| | |Read decodable text and high frequency words | | | |
| | |Blend and segment phonemes | | | |
| | |Naming yourself last | | | |
| | |Spell short a words | | | |
| | |Define, identify and write complete sentences | | | |
| | |Journal (write) focusing on only one topic | | | |
| |Theme 3, Lesson|Take a picture walk and make predictions before reading |Student Textbook |Website— and Brain Pop |Comprehension and Spelling Test|
| |2: Miss Jill’s |Plurals |Workbook | |and |
| |Ice Cream Shop |Fact and Opinion | | |Independent writing |
| | |Make inferences and adjust predictions while reading | | | |
| | |Read decodable text and high frequency words | | | |
| | |Blend and segment phonemes | | | |
| | |Spell short i words | | | |
| | |Identify the naming part of a sentence | | | |
| | |Main Idea and Summarizing | | | |
| | |Journal (write) focusing on only one topic | | | |
|CONTENT STANDARD(S) Addressed: |
|Reading: Literature |
|CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text. |
|CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |
|Reading: Informational Text |
|CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. |
|CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
|CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. |
|Reading: Foundational Skills |
|CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. |
|CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). |
|CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. |
|CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). |
|CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. |
|CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs. |
|CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. |
|CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words. |
|CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. |
|CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding. |
|Writing |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|Speaking and Listening |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |
|CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. |
|CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. |
|CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.) |
|Language |
|CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). |
|CCSS.ELA-Literacy.L.1.1e 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). |
|CCSS.ELA-Literacy.L.1.2a Capitalize dates and names of people. |
|CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences. |
|CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. |
|CCSS.ELA-Literacy.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. |
|CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
|CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. |
|CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). |
|CCSS.ELA-Literacy.L.1.5d 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. |
| |
|ESLRs Addressed: |
|We Are Academic Achievers Who: |
|Listen actively and communicate our ideas and thoughts clearly in both English and Armenian languages |
|Practice effective study skills and take responsibility for our own learning, now and in the future |
| |
|We Are Critical Thinkers Who: |
|Work collaboratively to develop and appreciate potentially different solutions, while developing both leadership and teamwork skills |
|Utilize technology appropriately to gain, analyze, and communicate information |
|GRADE/COURSE: First Grade/Language Arts |GRADING PERIOD: 3rd Six Weeks |
|Time Frame |Unit/ |Objective |Resources |Assessments |
| |Lesson | | | |
| | |The student will: |Printed |Technology | |
| |Theme 4, Lesson|Use story elements to summarize the selection |Student Textbook |Website— and Brain Pop |Sight word test and Spelling |
| |1: Go Away, |Use events from the selection to draw and support conclusions |Workbook | |Test and |
| |Otto! |Character education Compassion | | |Independent writing |
| | |Understand key vocabulary in the selection | | | |
| | |Read decodable text and high frequency words | | | |
| | |Blend and segment phonemes | | | |
| | |Spell short o words | | | |
| | |Differential between complete and incomplete sentences | | | |
| |Theme 4, Lesson|Compare and contrast characters in the selection |Student Textbook |Website— and Brain Pop |Comprehension and Spelling Test|
| |2: Two Best |Read decodable text and high frequency words |Workbook | |Independent writing |
| |Friends |Understand key vocabulary in the selection | | | |
| | |Blend and segment phonemes | | | |
| | |Spell short e words | | | |
| |Theme 4, Lesson|Monitor understand and clarify (ask questions, reread, use pictures) |Student Textbook |Website— and Brain Pop |Comprehension Test and Spelling|
| |3: Dog School |Read decodable text and high frequency words |Workbook | |Test |
| | |Blend and segment phonemes | | | |
| | |Spell short u words | | | |
| | |Write asking sentences | | | |
| | |Poems, Puzzles, ABC order | | | |
| | |Spelling Patterns | | | |
| | |Character Education Caring | | | |
| | |Identify and sequence the main events in the selection | | | |
|CONTENT STANDARD(S) Addressed: |
|Reading: Literature |
|CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text. |
|Reading: Literature |
|CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. |
|Reading: Informational Text |
|CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. |
|CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
|CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
|Reading: Foundational Skills |
|CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. |
|CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). |
|CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. |
|CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. |
|CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
|Writing |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
|Speaking and Listening |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
|CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
|CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.) |
|Language |
|CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns. |
|CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). |
|CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives. |
|CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). |
|CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives). |
|CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. |
|CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. |
| |
|ESLRs Addressed: |
|We Are Academic Achievers Who: |
|Listen actively and communicate our ideas and thoughts clearly in both English and Armenian languages |
|Practice effective study skills and take responsibility for our own learning, now and in the future |
|Have a strong foundation in all grade-level content areas |
| |
|We Are Critical Thinkers Who: |
|Identify problems and formulate solutions by applying a wide variety of decision-making and problem solving skills |
|Utilize technology appropriately to gain, analyze, and communicate information |
|GRADE/COURSE: First Grade/Language Arts |GRADING PERIOD: 4th Six Weeks |
|Time Frame |Unit/ |Objective |Resources |Assessments |
| |Lesson | | | |
| | |The student will: |Printed |Technology | |
| | |Use events from the selection to make and support generalizations |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |Theme 5, Lesson|Summarize the selection using all major story elements |Workbook | |Comprehension and Spelling Test|
| |2: Me on the |Understand key vocabulary in the selection | | | |
| |Map |Read decodable text and high frequency words | | | |
| | |Segment phonemes | | | |
| | |Spell long a words (a_e) | | | |
| | |Differential between asking and telling sentences | | | |
| | |Write a personal narrative | | | |
| | |Monitor understand and clarify (ask questions, reread, use pictures, think |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |Theme 5, Lesson|about schema) |Workbook | |Comprehension and Spelling Test|
| |3: The Kite |Determine cause and effect of major events in the selection | | | |
| | |Read decodable text and high frequency words | | | |
| | |Spell long i words (i_e) | | | |
| | |Determine and practice when to use I or me in a sentence | | | |
| | |Independently write a personal narrative | | | |
| | |Use story elements to summarize selection |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |Theme 6, Lesson|Understand key vocabulary in the selection |Workbook | |Comprehension and Spelling Test|
| |1: The Sleeping|Read decodable text and high frequency words | | | |
| |Pig |Put words in alphabetical order to second letter | | | |
| | |Spell long o and long u words | | | |
| | |Identify nouns that name people and animals | | | |
| | |Write a letter to persuade | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| |Theme 6, Lesson| | |Website— and Brain Pop |Sight word test, Fluency test, |
| |2: EEK! There’s|Note and use details to ask questions while reading |Student Textbook | |Comprehension and Spelling Test|
| |a Mouse in the |Read decodable text and high frequency words |Workbook | | |
| |House |Count sounds in words | | | |
| | |Generate lists of rhyming words | | | |
| | |Spell long e words (ee, ea) | | | |
| | |Identify nouns that name places and things | | | |
| | | | | | |
| | | | | | |
|CONTENT STANDARD(S) Addressed: |
|Reading: Literature |
|CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. |
|Reading: Informational Text |
|CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. |
|CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
|CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
|Reading: Foundational Skills |
|CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. |
|CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). |
|CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. |
|CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. |
|CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
|Writing |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
|Speaking and Listening |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
|CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
|CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.) |
|Language |
|CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns. |
|CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). |
|CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives. |
|CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). |
|CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives). |
|CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. |
|CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. |
| |
|ESLRs Addressed: |
|We Are Academic Achievers Who: |
|Listen actively and communicate our ideas and thoughts clearly in both English and Armenian languages |
|Practice effective study skills and take responsibility for our own learning, now and in the future |
|Have a strong foundation in all grade-level content areas |
| |
|We Are Critical Thinkers Who: |
|Identify problems and formulate solutions by applying a wide variety of decision-making and problem solving skills |
|Utilize technology appropriately to gain, analyze, and communicate information |
|GRADE/COURSE: First Grade/Language Arts |GRADING PERIOD: 5th Six Weeks |
|Time Frame |Unit/ |Objective |Resources |Assessments |
| |Lesson | | | |
| | |The student will: |Printed |Technology | |
| | |Identify problems and recognize solutions |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |Theme 7, Lesson|Use story elements to summarize the selection |Workbook | |Comprehension and Spelling Test|
| |1: |Read decodable text and high frequency words | | | |
| |That Toad is |Segment phonemes | | | |
| |Mine! |Spell long o words (oa, ow) | | | |
| | |Identify and write proper nouns for people and animals | | | |
| | |Write an opinion including supporting details | | | |
| | |Monitor, understand, and clarify (ask questions, reread, use pictures) |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |Theme 7, Lesson|Sequence the most important events of the selection |Workbook | |Comprehension and Spelling Test|
| |2: Lost! |Read decodable text and high frequency words | | | |
| | |Spell oo words | | | |
| | |Identify and write proper nouns for places and things | | | |
| | |Write an opinion including supporting details | | | |
| |Theme 7, Lesson|Distinguish between fantasy and realism in the selection |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |3: If You Give |Use story elements to ask questions |Workbook | |Comprehension and Spelling Test|
| |a Pig a Pancake|Read decodable text and high frequency words | | | |
| | |Segment phonemes | | | |
| | |Spell long i words (ie, igh) | | | |
| |Theme 8, Lesson|Replace nouns with pronouns | | | |
| |1: The Forest | | | | |
| | | | |Website— and Brain Pop | |
| | |Use story elements to summarize the selection | | |Sight word test, Fluency test, |
| | |Understand key vocabulary in the selection |Student Textbook | |Comprehension and Spelling Test|
| |Theme 8, Lesson|Read compound and high frequency words |Workbook | | |
| |2: Butterfly |Review long vowel word patterns | | | |
| | |Adding s to naming words | | | |
| | |Categorize and classify | | | |
| | | | |Website— and Brain Pop | |
| | | | | |Sight word test, Fluency test, |
| | |Identify the topic and main idea of a selection | | |Comprehension and Spelling Test|
| | |Evaluate the selection and determine the author’s purpose |Student Textbook | | |
| | |Read decodable text and high frequency words |Workbook | | |
| | |Count sounds in words | | | |
| | |Spell long e words (ee, ea) | | | |
| | |Write using present tense verbs | | | |
|CONTENT STANDARD(S) Addressed: |
|Reading: Literature |
|CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text. |
|CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. |
|Key Ideas and Details |
|CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text |
|CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas. |
|CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text. |
|CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. |
|Reading: Foundational Skills |
|CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
|CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. |
|CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. |
|CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. |
|CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings. |
|CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words. |
|CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. |
|CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding. |
|CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. |
|CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.1a 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). |
|CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |
|CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. |
|CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
|CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns. |
|CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). |
|CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). |
|CCSS.ELA-Literacy.L.1.1e 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). |
|CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives. |
|CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). |
|CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives). |
|CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward). |
|CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. |
|CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|CCSS.ELA-Literacy.L.1.2c Use commas in dates and to separate single words in a series. |
|CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. |
|CCSS.ELA-Literacy.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. |
|CCSS.ELA-Literacy.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). |
|CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings |
| |
|ESLRs Addressed: |
|We Are Academic Achievers Who: |
| |
|Practice effective study skills and take responsibility for our own learning, now and in the future |
|Have a strong foundation in all grade-level content areas |
| |
|We Are Critical Thinkers Who: |
|Identify problems and formulate solutions by applying a wide variety of decision-making and problem solving skills |
|Utilize technology appropriately to gain, analyze, and communicate information |
| |
|GRADE/COURSE: First Grade/Language Arts |GRADING PERIOD: 6th Six Weeks |
|Time Frame |Unit/ |Objective |Resources |Assessments |
| |Lesson | | | |
| | |The student will: |Printed |Technology | |
| | |Monitor understand and clarify (ask questions, reread, use pictures) |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |Theme 9, Lesson |Note details in the selection |Workbook | |Comprehension and Spelling Test|
| |1: |Make Text-to-Self connection | | | |
| |When I Am Old |Read decodable text and high frequency words | | | |
| |with You |Spell long i words spelled with y | | | |
| | |Correctly use the verbs is and are in sentences | | | |
| | |A Friendly Letter | | | |
| |Theme 9, Lesson |Identify the main elements of the story structure |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |2: |Evaluate the selection and determine the author’s purpose |Workbook | |Comprehension and Spelling Test|
| |The New Friend |Understand key vocabulary in the selection | | | |
| | |Read un-, re-, and high frequency words | | | |
| | |Spell words ending in es and ies | | | |
| | |Identify and use synonyms to improve writing | | | |
| |Theme 9, Lesson |Compare and contrast birds |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |3: |Use details to ask questions that aid understanding |Workbook | |Comprehension and Spelling Test|
| |The Surprise |Read decodable text and high frequency words | | | |
| |Family |Spell words with suffixes –ful, -ly, -y | | | |
| | |Include adjectives in sentences when writing | | | |
| | |Book Report | | | |
| |Theme 10, Lesson|Take a picture walk and make predictions before reading |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |1: |Evaluate/revise prediction and make inferences while reading |Workbook | |Comprehension and Spelling Test|
| |Two Greedy Bears|Read ordinal words and high frequency words | | | |
| | |Manipulate phonemes | | | |
| | |Spell r controlled words | | | |
| | |Include adjectives while speaking writing | | | |
| | | | | | |
|CONTENT STANDARD(S) Addressed: |
|Reading: Literature |
|CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
|CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. |
|CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |
|CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. |
|Reading: Informational Text |
|CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. |
|CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
|CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. |
|Reading: Foundational Skills |
|CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). |
|CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. |
|CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). |
|CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs. |
|CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings. |
|CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words. |
|CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. |
|CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding. |
|CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. |
|CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
|Writing |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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). |
|Speaking and Listening |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.1a 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). |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. |
|Language |
|CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). |
|CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives. |
|CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). |
|CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives) |
|CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward). |
|CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. |
|CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences. |
|CCSS.ELA-Literacy.L.1.2c Use commas in dates and to separate single words in a series. |
|CCSS.ELA-Literacy.L.1.5b 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). |
|CCSS.ELA-Literacy.L.1.5d 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. |
|CCSS.ELA-Literacy.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). |
|ESLRs Addressed: |
|We Are Academic Achievers Who: |
|Practice effective study skills and take responsibility for our own learning, now and in the future |
|Have a strong foundation in all grade-level content areas |
| |
| |
|We Are Critical Thinkers Who: |
|Work collaboratively to develop and appreciate potentially different solutions, while developing both leadership and teamwork skills |
|Utilize technology appropriately to gain, analyze, and communicate information |
|Identify problems and formulate solutions by applying a variety of decision-making and problem-solving skills |
| |
|GRADE/COURSE: First Grade/Language Arts |GRADING PERIOD: Final Weeks |
|Time Frame |Unit/ |Objective |Resources |Assessments |
| |Lesson | | | |
| | |The student will: |Printed |Technology | |
| | |Identify and sequence the main events in the selection |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |Theme 10, Lesson|Use the story elements to summarize the selection |Workbook | |Comprehension and Spelling Test|
| |2: |Understand key vocabulary in the selection | | | |
| |Fireflies for |Read dis-, re- and high frequency words | | | |
| |Nathan |Manipulate phonemes | | | |
| | |Spell r controlled words (ar) | | | |
| | |Write using present tense verbs | | | |
| |Theme 10, Lesson|Identify the cause and effect of events in the selection |Student Textbook |Website— and Brain Pop |Sight word test, Fluency test, |
| |3: |Monitor understand and clarify (ask questions, reread, use pictures, think about |Workbook | |Comprehension and Spelling |
| |The Hat |schema) | | |Test, Year-End Testing |
| | |Manipulate phonemes | | | |
| | |Read -ly and high frequency words | | | |
| | |Spell –er and –est words | | | |
| | |Write using adjectives that compare | | | |
| |Review as Needed| | | | |
| |Review as Needed| | | | |
| | | | | | |
|CONTENT STANDARD(S) Addressed: |
|Reading: Literature |
|CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. |
|CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
|CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. |
|CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text. |
|CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |
|CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. |
|CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. |
|Reading: Informational Text |
|CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. |
|CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. |
|CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
|CCSS.ELA-Literacy.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. |
|CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas. |
|CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text. |
|CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
|CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. |
|Reading: Foundational Skills |
|CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. |
|CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). |
|CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
|CCSS.ELA-Literacy.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. |
|CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. |
|CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. |
|CCSS.ELA-Literacy.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). |
|CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. |
|CCSS.ELA-Literacy.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs. |
|CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words. |
|CCSS.ELA-Literacy.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. |
|CCSS.ELA-Literacy.RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. |
|CCSS.ELA-Literacy.RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. |
|CCSS.ELA-Literacy.RF.1.3f Read words with inflectional endings. |
|CCSS.ELA-Literacy.RF.1.3g Recognize and read grade-appropriate irregularly spelled words. |
|CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. |
|CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding. |
|CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. |
|CCSS.ELA-Literacy.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
|Writing |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.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). |
|CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
|Speaking and Listening |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.1a 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). |
|CCSS.ELA-Literacy.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. |
|CCSS.ELA-Literacy.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. |
|CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
|CCSS.ELA-Literacy.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. |
|CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
|CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. |
|CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.) |
|Language |
|CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
|CCSS.ELA-Literacy.L.1.1a Print all upper- and lowercase letters. |
|CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns. |
|CCSS.ELA-Literacy.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). |
|CCSS.ELA-Literacy.L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). |
|CCSS.ELA-Literacy.L.1.1e 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). |
|CCSS.ELA-Literacy.L.1.1f Use frequently occurring adjectives. |
|CCSS.ELA-Literacy.L.1.1g Use frequently occurring conjunctions (e.g., and, but, or, so, because). |
|CCSS.ELA-Literacy.L.1.1h Use determiners (e.g., articles, demonstratives). |
|CCSS.ELA-Literacy.L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward). |
|CCSS.ELA-Literacy.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. |
|CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
|CCSS.ELA-Literacy.L.1.2a Capitalize dates and names of people. |
|CCSS.ELA-Literacy.L.1.2b Use end punctuation for sentences. |
|CCSS.ELA-Literacy.L.1.2c Use commas in dates and to separate single words in a series. |
|CCSS.ELA-Literacy.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. |
|CCSS.ELA-Literacy.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. |
|CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
|CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. |
|CCSS.ELA-Literacy.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. |
|CCSS.ELA-Literacy.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). |
|CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
|CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. |
|CCSS.ELA-Literacy.L.1.5b 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). |
|CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). |
|CCSS.ELA-Literacy.L.1.5d 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. |
|CCSS.ELA-Literacy.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). |
|ESLRs Addressed: |
| |
|We Are Academic Achievers Who: |
|Have a strong foundation in all grade-level content areas |
|Practice effective study skills and take responsibility for our own learning, now and in the future |
| |
|We Are Critical Thinkers Who: |
|Identify problems and formulate solutions by applying a variety of decision-making and problem-solving skills |
|Work collaboratively to develop and appreciate potentially different solutions, while developing both leadership and teamwork skills |
|Utilize technology appropriately to gain, analyze, and communicate information |
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