Language Arts Curriculum Map Grade 1



Language Arts Pacing Guide

Grade 1

To successfully complete first grade the learner will

Core Standard 1: Word Recognition, Fluency, and Vocabulary Development

• Read aloud smoothly and easily in familiar text.

• Build a reading vocabulary of common sight words.

• Use increasing semantic, phonetic, and structural skills to become an effective reader. Have command of phonemic awareness skills: identify, manipulate, blend, and delete letter sounds.

• See and translate letter patterns, having both long and short vowel sounds, into spoken language.

Essential Question:

• What do good readers do to figure out words they don’t know?

|1.1.15 Read aloud smoothly and easily in familiar text. |

| |

|1.1.11 Read common sight words (words that are often seen and heard). |

|1.1.14 Read common word patterns (-ite, -ate). |

| |

|1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. |

|1.1.16 Use context (the meaning of the surrounding text) to understand word and sentence meanings. |

|1.1.12 Use phonic and context clues as self-correction strategies when reading. |

| |

|1.1.4 Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel sound). |

|1.1.5 Recognize different vowel sounds in orally stated single-syllable words. |

|1.1.6 Recognize that vowels’ sounds can be represented by different letters. |

|1.1.8 Add, delete, or change sounds to change words. |

|1.1.9 Blend two to four phonemes (sounds) into recognizable words. |

|1.1.10 Generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those sounds into |

|recognizable words. |

|1.1.13 Read words by using knowledge of vowel digraphs (two vowels that make one sound such as the ea in eat) and knowledge of how vowel sounds change when followed by the letter r (such as the ea in |

|the word ear). |

| |

|LEARNING GOALS |

|Concepts: Need to Know |Skills: Be Able to Do |

|Declarative Knowledge |(Procedural Knowledge) |

|1.1.15 |1.1.15 |

|Fluency, Accuracy, Voice, Expression |Accurately read grade level text: |

| |Total number of words read correct divided by Total words read (correct or corrected + uncorrected |

| |errors). |

| |Interpretation: 99% Correct: Independent Level Reading 95% Correct: Instructional Level Reading |

| |Winter 10-30 words per minute |

| |Spring 30-60 words per minute |

| | |

| |1.1.11 |

|1.1.11 |Read common sight words |

|Sight Words | |

| |1.1.14 |

|1.1.14 |Identify and use word patterns. |

|Word Patterns | |

| |1.2.5 |

|1.2.5 |Use context (the meaning of the surrounding text) to understand word and sentence meanings. |

|Context | |

| |1.1.16 |

| |Use context (the meaning of the surrounding text) to understand word and sentence meanings |

|1.1.16 |1.1.12 |

|Compound Words and Contractions |Use phonic and context clues as self-correction strategies when reading. |

| | |

|1.1.12 |1.1.4 |

|Self-corrections strategies |Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel|

| |sound). |

| | |

|1.1.4 |1.1.5 |

|Beginning, middle, and ending sounds and single-syllable words |Recognize different vowel sounds in orally stated single-syllable words. |

| | |

| |1.1.6 |

|1.1.5 and 1.1.6 |Recognize that vowels’ sounds can be represented by different letters |

|Vowels sounds |1.1.8 |

| |Add, delete, or change sounds to change words. |

| | |

| |1.1.9 |

| |Blend two to four phonemes (sounds) into recognizable words. |

| | |

|1.1.8 |1.1.10 |

|Words are made of sounds |Generate the sounds from all the letters and from a variety of letter patterns, including consonant |

| |blends and long- and short-vowel patterns (a, e, i, o, u), and blend those sounds into recognizable |

|1.1.9 |words. |

|Phonemes (sound) |1.1.13 |

| |Read words by using knowledge of vowel digraphs (two vowels that make one sound such as the ea in |

|1.1.10 |eat) and knowledge of how vowel sounds change when followed by the letter r (such as the ea in the |

|Letter patterns, consonant blends, long and short vowel patterns |word ear). |

| | |

| | |

| | |

|1.1.13 | |

|Vowel diagraphs. Knowledge of how vowel sounds change after the letter R | |

|Key Vocabulary |

|Identify • Compound words |

|Sentences • Contractions • Punctuation |

|Blends • Root words • Question mark |

|Signs & symbols • Exclamation point • Period |

|Sight words, word wall words |

|Context clues |

Core Standard 2: Informational Text: Structure, Comprehension, and Analysis

• Independently read grade appropriate text.

• Find title, author, illustrator, and table of contents for both informational and literary texts.

Essential Question:

• What do good readers do to understand and explain the information they are reading?

|1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection. |

|1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read. |

|1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. |

|1.2.7 Relate prior knowledge to what is read. |

| |

|LEARNING GOALS |

|Concepts: Need to Know |Skills: Be Able to Do |

|Declarative Knowledge |(Procedural Knowledge) |

|1.2.1 |1.2.1 |

|Title, author, illustrator, table of contents |Identify the title, author, illustrator, and table of contents of a reading selection. |

| |1.2.3 |

|1.2.3 |Respond to who, what, when, where, why, and how questions and recognize the main idea of what is |

|Question words, main idea |read. |

| |1.2.5 |

|1.2.5 |Use context (the meaning of the surrounding text) to understand word and sentence meanings. |

|Context, word and sentence meanings | |

| |1.2.7 |

| |Relate prior knowledge to what is read. |

|1.2.7 | |

|Prior knowledge | |

| | |

|Key Vocabulary |

|Illustrator • Conclusion |

|Table of Contents • Prediction |

|Sequence • Prior knowledge |

|Main idea |

Core Standard 3: Literary Text: Comprehension and Analysis

• Identify setting, main characters, and the beginning, middle, and end of story.

• Confirm predictions about what will happen next in a story.

Essential Question:

• How do good readers use story elements to make sense of the stories they are reading?

|1.3.1 Identify and describe the plot, setting, and character(s) in a story. Retell a story’s beginning, middle, and ending. |

|1.3.3 Confirm predictions about what will happen next in a story. |

|1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how). |

| |

| |

|1.3.4 Distinguish fantasy from reality. |

|(This is not a Core Indicator, although it supports a Core Indicator.) |

| |

|LEARNING GOALS |

|Concepts: Need to Know |Skills: Be Able to Do |

|Declarative Knowledge |(Procedural Knowledge) |

| | |

|1.3.1 |1.3.1 |

|Plot, setting, character and beginning, middle and end of story |Identify and describe the plot, setting, and character(s) in a story. Retell a story’s beginning, |

| |middle, and ending. |

|1.3.3 |1.3.3 |

|Predictions |Confirm predictions about what will happen next in a story. |

| | |

|1.3.5 |1.3.5 |

|Question words |Understand what is read by responding to questions (who, what, when, where, why, how). |

| |1.3.4 |

|1.3.4 |Distinguish fantasy from reality. |

|Fantasy, reality | |

|Key Vocabulary |

|Plot |

Core Standard 4: Writing: Informational, Research, and Persuasive Texts

• Discuss and select a topic for expository writing.

• Write for different audiences and purposes.

• Revise writing for others to read.

Essential Questions:

• How do good writers decide what to write about?

• How do good writers use the writing process to make their writing better?

|1.4.1 Discuss ideas and select a focus for group stories or other writing. |

|1.4.4 Begin asking questions to guide topic selection and ask how and why questions about a topic of interest. |

|1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and document the sources (titles). |

|1.4.6 Organize and classify information by constructing categories on the basis of observation. |

| |

|1.5.4 Use descriptive words when writing. |

|1.5.5 Write for different purposes and to a specific audience or person. |

|1.6.2 Write in complete sentences. |

| |

|1.4.3 Revise writing for others to read. |

| |

|LEARNING GOALS |

|Concepts: Need to Know |Skills: Be Able to Do |

|Declarative Knowledge |(Procedural Knowledge) |

| | |

|1.4.1 |1.4.1 |

| |Discuss ideas and select a focus for group stories or other writing. |

| | |

| |1.4.4 |

|1.4.4 |Begin asking questions to guide topic selection and ask how and why questions about a topic of |

|Topic, how and why questions |interest. |

| | |

| |1.4.5 |

|1.4.5 |Identify a variety of sources of information (books, online sources, pictures, charts, tables of |

|A variety of resources |contents, diagrams) and document the sources (titles). |

| | |

|1.4.6 |1.4.6 |

|Classify, categories, observe, organize |Organize and classify information by constructing categories on the basis of observation. |

| | |

| |1.5.4 |

| |Use descriptive words when writing. |

|1.5.4 | |

|Descriptive words |1.5.5 |

| |Write for different purposes and to a specific audience or person. |

|1.5.5 | |

|Purpose and audience for writing |1.6.2 |

| |Write in complete sentences. |

| | |

|1.6.2 |1.4.3 |

|Sentence structure |Revise writing for others to read. |

| | |

| | |

|1.4.3 | |

|Revision | |

|Key Vocabulary |

|Classify |

Core Standard 5: Writing: Literary Text

• Write multiple, complete sentences, using English language conventions and descriptive words, on a given topic.

• Begin to demonstrate sentence sense and reflect logical flow of words and ideas in narrative writing.

• Write for different audiences and purposes.

Essential Question:

• How do good writers use writing to communicate clearly with others?

|1.4.1 Discuss ideas and select a focus for group stories or other writing. |

| |

|1.5.1 Write brief narratives (stories) describing an experience. |

|1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details. |

|1.5.4 Use descriptive words when writing. |

|1.5.5 Write for different purposes and to a specific audience or person. |

| |

|1.4.3 Revise writing for others to read. |

| |

|LEARNING GOALS |

|Concepts: Need to Know |Skills: Be Able to Do |

|Declarative Knowledge |(Procedural Knowledge) |

| | |

|1.4.1 | |

|Topic/focus |Discuss ideas and select a focus for group stories or other writing. |

| | |

|1.5.1 |1.5.1 |

|Narrative |Write brief narratives (stories) describing an experience. |

| | |

|1.5.2 |1.5.2 |

|Expository, sensory detail |Write brief expository (informational) descriptions of a real object, person, place, or event, using|

| |sensory details. |

| | |

|1.5.4 |1.5.4 |

|Descriptive words |Use descriptive words when writing. |

| | |

|1.5.5 |1.5.5 |

|Audience/purpose |Write for different purposes and to a specific audience or person. |

| | |

|1.4.3 |1.4.3 |

|Revision |Revise writing for others to read. |

|Key Vocabulary |

|Narrative (stories) |

|Expository (informational) |

Core Standard 6: English Language Conventions

• Print legibly, using correct letter formation and spacing when writing.

• Begin to use conventions in grammar, punctuation, capitalization, and spelling.

Essential Question:

• What does a good writer do to make sure that others can read what they have written?

|1.6.2 Write in complete sentences. |

| |

|1.6.3 Identify and correctly use singular and plural nouns (dog/dogs) |

| |

|1.6.7 Capitalize the first word of a sentence, names of people, and the pronoun I. |

| |

|1.6.6 Correctly use periods (I am five.), exclamation points (Help!), and questions marks (How old are you?) at the end of the sentences. |

| |

|Spell correctly three- and four- letter words and grade-level appropriate sight words. |

|(1.6.8 is not a core indicator although it supports a core standard.) |

| |

|1.6.1 Print legibly and space letters, words, and sentences appropriately. |

| |

|LEARNING GOALS |

|Concepts: Need to Know |Skills: Be Able to Do |

|Declarative Knowledge |(Procedural Knowledge) |

| | |

|1.6.2 |1.6.2 |

|Sentence structure |Write in complete sentences. |

| | |

|1.6.3 |1.6.3 |

|Singular and plural nouns |Identify and correctly use singular and plural nouns (dog/dogs) |

| | |

|1.6.7 |1.6.7 |

|Capitalization |Capitalize the first word of a sentence, names of people, and the pronoun I. |

| | |

| |1.6.6 |

|1.6.6 |Correctly use periods (I am five.), exclamation points (Help!), and questions marks (How old are |

|Punctuation (end marks) |you?) at the end of the sentences. |

|period | |

|Exclamation point | |

|Question mark | |

| |1.6.8 |

|1.6.8 |Spell correctly three- and four- letter words and grade-level appropriate sight words. (1.6.8 is not|

|Sight words |a core indicator although it supports a core standard.) |

| | |

| |1.6.1 |

| |Print legibly and space letters, words, and sentences appropriately. |

|1.6.1 | |

|Handwriting, word spacing | |

|Key Vocabulary |

|Singular, plural nouns |

|Possessive nouns |

|Pronoun |

Core Standard 7: Listening and Speaking

• Listen attentively to form relevant questions, follow directions, and/or retell what is spoken.

• Recite short pieces, and stay on the topic when relating information and story events.

Essential Question:

• How does listening carefully and speaking clearly help me learn and communicate ideas with others?

|1.7.1 Listen attentively. |

|1.7.2 Ask questions for clarification and understanding. |

|1.7.3 Give, restate, and follow two-step directions. |

| |

|1.7.4 Stay on the topic when speaking. |

| |

|1.7.6 Recite poems, rhymes, songs, and stories. |

|1.7.7 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. |

|1.7.8 Relate an important life event or personal experience in a simple sentence. |

| |

|LEARNING GOALS |

|Concepts: Need to Know |Skills: Be Able to Do |

|Declarative Knowledge |(Procedural Knowledge) |

| | |

|1.7.1 |1.7.1 |

|Listening skills |Listen attentively. |

| | |

|1.7.2 |1.7.2 |

|Questioning skills |Ask questions for clarification and understanding. |

| | |

|1.7.3 |1.7.3 |

|Directions |Give, restate, and follow two-step directions. |

| | |

|1.7.4 |1.7.4 |

|Topic |Stay on the topic when speaking. |

| | |

|1.7.6 |1.7.6 |

|Poems, rhymes, songs and stories |Recite poems, rhymes, songs, and stories. |

| | |

|1.7.7 |1.7.7 |

|Question words, sequence of events |Retell stories using basic story grammar and relating the sequence of story events by answering who,|

| |what, when, where, why, and how questions. |

| | |

|1.7.8 |1.7.8 |

|Simple sentence |Relate an important life event or personal experience in a simple sentence. |

|English Language Arts Teaching Models and Tools |

• Making Meaning Comprehension Curriculum and/or Harcourt Reading Collections and resources

• Four Blocks Resources

• Fundations

• Wilson Reading

• Compass Odyssey

• Indiana State Standards ELA Resources: Curriculum Frameworks

• Write Source

• Being a Writer

|English Language Arts Academic Milestones to be achieved by all first graders by the end of the current school year |

• Achieve proficiency on the Indiana Reading Assessment (three times per year).

NOTE TO THE TEACHER:

• The quarter in which a standard is listed is when the standard is EMPHASIZED. It is assumed these standards will be taught throughout the school year.

|Time-frame|Content/Performance Standard Indicators Addressed |Assessment Suggestions |

|On-going: |1.1.1 Match oral words to printed words. |End of the Book Assessments |

|Review |1.1.2 Identify letters, words and sentences. |Holistic Assessment |

|each |1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points. |Mid-Term/Final Assessments |

|Quarter |1.1.4 Distinguish beginning, middle and ending sounds in single-syllable words (words with only one vowel sound). |Theme Assessments |

| |1.1.5 Recognize different vowel sounds in orally stated single-syllable words. |Selection Test |

| |1.1.6 Recognize that vowels’ sounds can be represented by different letters. |Language Skills Test |

| |1.1.9 Blend two to four phonemes (sounds) into recognizable words. |Making Meaning Assessment Records|

| |1.1.10. Generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long and short vowel |Fundations Unit Assessments |

| |patterns (a,e,i,o,u) and blend those sounds into recognizable words. |Quarterly Writing Assessments |

| |1.1.11 Read common sight words (words that are often seen and heard). |Write Source |

| |1.1.12 Use phonic and context clues as self-correction strategies when reading. |Being a Writer |

| |1.1.14 Read common word patterns (ite, -ate). |AR Test results |

| |1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection. |Daily Language Review DLR |

| |1.2.3 Respond to who, what, when, where, why, and how questions and discuss the main idea of what is read. |Daily Assignments |

| |1.2.4 Follow one-step written instructions. |Spelling Tests |

| |1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings. |Self Selected Reading Records |

| |1.2.7 Relate prior knowledge to what is read. |Responding to Literature |

| |1.3.1 Identify and describe the plot, setting, or character(s) in a story. Retell a story’s beginning, middle, and ending. |Narrative Writing |

| |1.3.3 Confirm predictions about what will happen next in a story. |Compass Odyssey Learning Paths |

| |Example: Read part of a story, such as The Musicians of Bremen: A Tale from |Teacher Observation |

| |Germany by Jane Yolen, and tell what might happen next and how the story might end. |Student Participation |

| |1.3.4 Distinguish fantasy from reality. |Curriculum Framework Assessments |

| |1.3.5 Understand what is read or heard by responding to questions (who, what, when, where, why, how) and by using other appropriate comprehension strategies from Standard |Oral Assessments |

| |2 such as responding to questions about conclusions, context, prior knowledge, or sequence. |Slate Assessments |

| |1.4.1 Discuss ideas and select a focus for group stories or other writing |Word Wall Assessments |

| |1.6.1 Print legibly and space letters, words, and sentences appropriately. | |

| |1.6.2 Write in complete sentences. | |

| |1.6.6 Correctly use periods (I am five.), exclamation points (Help!), and question marks (How old are you?) at the end of sentences. | |

| |1.6.7 Capitalize the first word of a sentence, names of people, and the pronoun I. | |

| |1.6.8 Spell correctly three-and four-letter words (can, will) and grade-level-appropriate sight words (red, fish). | |

| |1.7.1. Listen attentively. | |

| |1.7.2 Ask questions for clarification and understanding. | |

| |1.7.3 Give, restate, and follow simple two-step directions. | |

| |1.7.4 Stay on the topic when speaking. | |

| |1.7.6 Recites poems, songs, rhymes, and stories. | |

| |1.7.7 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. | |

Highlighted items are “Power/Critical Standard Indicators”

|Time-frame|Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And Teaching Models |Assessment Suggestions |

|First |1.1.7 Create and state a series of rhyming words. |HBJ Reading Series |End of the Book Assessments |

|Quarter | | |Holistic Assessment |

|August |1.1.19 Identify important signs and symbols, such as stop signs or school crossing sign restroom | |Theme Assessments |

|26-October|symbols, from the colors, shapes, logos, and letters on the signs or symbols. | |Selection Test |

|30 | | |Language Skills Test |

| |1.3.2 Describe the roles of authors and illustrators. | |Making Meaning Assessment Records |

| | | |Fundations Unit Assessments |

| |1.7.8 Relate an important life event or personal experience in a simple sequence. | |Quarterly Writing Assessments |

| | | |Write Source |

| | | |Being a Writer |

| | | |AR Test results |

| | | |Daily Language Review DLR |

| | | |Daily Assignments |

| | | |Spelling Tests |

| | | |Self Selected Reading Records |

| | | |Responding to Literature |

| | | |Narrative Writing |

| | | |Compass Odyssey Learning Paths |

| | | |Teacher Observation |

| | | |Student Participation |

| | | |Curriculum Framework Assessments |

| | | |Oral Assessments |

| | | |Slate Assessments |

| | | |Word Wall Assessments |

| | | |NWEA |

| | |HBJ Reading Inventory |8/26 to 8/28 | |

| | |Theme 1: Look at Me Now | | |

| | |Theme 2: Just for Fun |8/31 to 9/25 | |

| | |Theme 3: It’s my Turn Now | | |

| | | |9/28 to 10/16 | |

| | | | | |

| | | |10/19 to 12/4 | |

| | |Fundations | |

| | |Unit 1 |8/26 to 9/18 | |

| | |Unit 2 |9/21 to 10/2 | |

| | |Unit 3 |10/5 to 10/23 | |

| | |Making Meaning | |

| | |Unit 1 |8/31 to 9/25 | |

| | |Unit 2 |9/28 to 10/23 | |

| | | | |

Highlighted items are “Power/Critical Standard Indicators”

|Time-frame|Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And Teaching Models |Assessment Suggestions |

|Second |1.1.8 Add, delete, or change sounds to change words. |HBJ Reading Series |End of the Book Assessments |

|Quarter | | |Holistic Assessment |

|November |1.1.15 Read aloud smoothly and easily in familiar text. | |Mid-Term |

|2nd to | | |Theme Assessments |

|January |1.1.18 Classify categories of words. | |Selection Test |

|20th | | |Language Skills Test |

| |1.2.2 Identify text that uses sequence (first, second, third) or other logical order (alphabetical | |Making Meaning Assessment Records |

| |order). | |Fundations Unit Assessments |

| | | |Quarterly Writing Assessments |

| |1.2.6 Draw conclusions or confirm predictions about what will happen next in a text by identifying | |Write Source |

| |key words (signal words that alert the reader to a sequence of events, such as before, first, during,| |Being a Writer |

| |while, as, at the same time, after, then, next, at last, finally, now, when or cause-and-effect, such| |AR Test results |

| |as because, since, therefore, so). | |Daily Language Review DLR |

| | | |Daily Assignments |

| |1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or | |Spelling Tests |

| |event, using sensory details. | |Self Selected Reading Records |

| |1.5.1 Write brief narratives (stories) describing an experience | |Responding to Literature |

| | | |Expository Writing |

| |1.5.4 Use descriptive words when writing. | |Compass Odyssey Learning Paths |

| | | |Teacher Observation |

| | | |Student Participation |

| | | |Curriculum Framework Assessments |

| | | |Oral Assessments |

| | | |Slate Assessments |

| | | |Word Wall Assessments |

| | |Finish Theme 3: It’s my Turn|10/19 to 12/4 | |

| | |Now | | |

| | |Theme 4: I Think I Can | | |

| | | | | |

| | | |12/7 to 2/5 | |

| | |Fundations | |

| | |Unit 4 |11/2 to 11/13 | |

| | |Unit 5 |11/16 to 11/24 | |

| | |Unit 6 |11/30 to 12/18 | |

| | |Unit 7 |1/4 to 1/20 | |

| | |Making Meaning | |

| | |Unit 3 |11/2 to 12/4 | |

| | | | | |

Highlighted items are “Power/Critical Standard Indicators”

|Time-frame|Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And Teaching Models |Assessment Suggestions |

|Third |1.1.13 Read words by using knowledge of vowel digraphs (two vowels that make one sound such as the ea|HBJ Reading Series |End of the Book Assessments |

|quarter |in eat) and knowledge of how vowel sounds change when followed by the letter r (such as the ea in the| |Holistic Assessment |

|January |word ear). | |Theme Assessments |

|22nd to | | |Selection Test |

|March 26th|1.1.16 Read and understand contractions (isn’t, aren’t, can’t, won’t) and simple compound words | |Language Skills Test |

| |(birthday, anything). | |Indiana Reading Assessment |

| | | |Making Meaning Assessment Records |

| |1.1.17 Read and understand root words (look) and their inflectional forms (looks, looked, looking). | |Fundations Unit Assessments |

| | | |Quarterly Writing Assessments |

| |1.4.3 Revise writing for others to read. | |Write Source |

| | | |Being a Writer |

| | | |AR Test results |

| |1.4.4 Begin asking questions to guide topic selection and ask how and why questions about a topic of | |Daily Language Review DLR |

| |interest. | |Daily Assignments |

| | | |Spelling Tests |

| |1.5.3 Write simple rhymes. | |Self Selected Reading Records |

| | | |Responding to Literature |

| |1.5.5 Write for different purposes and to a specific audience or person. | |Narrative Writing |

| | | |Compass Odyssey Learning Paths |

| |1.6.3 Identify and correctly use singular and plural nouns (dog/dogs). | |Teacher Observation |

| | | |Student Participation |

| |1.6.4 Identify and correctly write contractions (isn’t, aren’t, can’t). | |Curriculum Framework Assessments |

| | | |Oral Assessments |

| |1.7.5 Use descriptive words when speaking about people, places, things, and events. | |Slate Assessments |

| | | |Word Wall Assessments |

| | |Finish Theme 4: I Think I |12/7 to 2/5 | |

| | |Can | | |

| | |Theme 5: Hello, Neighbor | | |

| | | | | |

| | | |2/8 to 4/1 | |

| | |Fundations | |

| | |Unit 8 |1/25 to 2/12 | |

| | |Unit 9 |2/16 to 2/26 | |

| | |Unit 10 |3/1 to 3/19 | |

| | |Unit 11 |3/22 to 4/16 | |

| | |Making Meaning | |

| | |Unit 4 |1/4 to 1/29 | |

| | |Unit 5 |2/1 to 2/26 | |

| | |Unit 6 |3/1 to 4/1 | |

| | | | |

Highlighted items are “Power/Critical Standard Indicators”

|Time-frame|Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And Teaching |Assessment Suggestions |

| | |Models | |

|Fourth | |HBJ Reading Series |End of the Book Assessments |

|Quarter |1.4.2 Use various organizational strategies to plan writing. | |Holistic Assessment |

|March 29th| | |Final Assessments |

|to June |Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents,| |Theme Assessments |

|8th |diagrams) and document the sources (titles). | |Selection Test |

| | | |Language Skills Test |

| |1.4.6 Organize and classify information by constructing categories on the basis of observation. | |Indiana Reading Assessment |

| | | |Making Meaning Assessment Records |

| | | |Fundations Unit Assessments |

| |Identify and correctly write possessive nouns (cat’s meow, girls’ | |Quarterly Writing Assessments |

| |dresses) and possessive pronouns (my/mine, his/hers). | |Write Source |

| | | |Being a Writer |

| |Relate an important life event or personal experience in a simple sentence. | |AR Test results |

| | | |Daily Language Review DLR |

| |Use visual aids such as pictures and objects to present oral | |Daily Assignments |

| |information. | |Spelling Tests |

| | | |Self Selected Reading Records |

| | | |Responding to Literature |

| | | |Narrative Writing |

| | | |Compass Odyssey Learning Paths |

| | | |Teacher Observation |

| | | |Student Participation |

| | | |Curriculum Framework Assessments |

| | | |Oral Assessments |

| | | |Slate Assessments |

| | | |Word Wall Assessments |

| | | |NWEA |

| | |Finish Theme 5: Hello, |2/8 to 4/1 | |

| | |Neighbor | | |

| | |Theme 6: Going Places | | |

| | | | | |

| | | |4/12 to 6/4 | |

| | |Fundations | |

| | |Finish Unit 11 |3/22 to 4/16 | |

| | |Unit 12 |4/19 to 4/30 | |

| | |Unit 13 |5/3 to 5/14 | |

| | |Unit 14 |5/17 to 5/28 | |

| | |Making Meaning | |

| | |Finish Unit 6 |3/1 to 4/1 | |

| | |Unit 7 |4/12 to 4/16 | |

| | | | |

8/14/08

Highlighted items are ““Power/Critical Indicators”

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