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Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
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Different strategies and skills are required to
understand a variety of materials.
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People apply critical thinking skills when reading, writing,
speaking, listening, and viewing.
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People access, read, evaluate, and use a variety of resources to get
information.
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Throughout history, humans have used literature as a record of their
experiences.
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
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What does it mean to "understand"? Why do we need
to understand what we read or hear? How do we use strategies and
skills to understand a variety of materials?
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What is critical thinking, and why is critical
thinking important? How do we apply critical thinking skills?
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Why do I need a variety of resources? How do I
access information and use it responsibly? How do I evaluate
resources?
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How and why do humans use literature to record
their experiences? How has history influenced literature and vice
versa?
Standards
Must be Mastered by End of Year
 Must
be Introduced
 Other
Standards & E-skills
Five Components of Literacy
Phonemic
Awareness: Hear the similarities of sounds in words
and rhythmical patterns in a sequence (e.g. word families). Count
the number of syllables in a word (word parts) Initial sounds. Onset and rime. Segment
words into phonemes and sounds.
Phonics: Recognize and identify letters and sounds.
Fluency: Self-correct and re-read at grade level.
Vocabulary: Recognize sight words. All 76 kindergarten
words from the D-11 common word list plus 50 first grade words.
Comprehension:
Track print/knows concepts about print (handles book correctly,
knows directionality, uses pictures and voice-print match). Read,
comprehend, and listen to a range of genres: narrative text (e.g.
stories, songs, poems, plays) and expository texts (e.g. trade books,
how-to-books). Retell a narrative text using characters, setting
and sequence of events. Know story elements--character, setting,
and sequence of events. Expository text structure (title page,
glossary, vocabulary). Answer questions about text using prior
knowledge and pictures to check meaning. Explain difference
between fiction and nonfiction (real vs. make-believe).
Thinking Skills:
During this quarter, students will:
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Learn
to predict what is next in a story and check for
accuracy.
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Use pictures and pre-reading strategies to relate text to
personal experiences.
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Use text and picture clues to draw inferences.
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Apply background knowledge using personal connections.
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Discuss and identify cause and effect.
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Explain the difference between
truth and fantasy. Identify title and author.
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Retell a story
showing sequence and story elements (character, setting, problem/solution or
important details on expository text).
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Create/use simple graphic
organizers. Discuss similarities in characters and events across
stories and cultures.
Research Skills:
Answer questions about text and understand mood, voice, humor and
illustrations.
Standard 1: Students read,
listen to, and understands a variety of materials.
Standard 5: Students read to locate, select, and make use of relevant
information from a variety of media, reference, and technological sources.
Standard 6: Students read and recognize literature as a record of
human experience.
First Grade Literacy
Yearly Overview
This is the recommended pacing guide. We highly recommend the pace of
instruction throughout this guide because the pace assures coverage of key
standards. Teachers may make professional decisions based on their
students’ needs to adjust at various points in the guide – while assuring
coverage of the standards. If
you use the Treasures series, here is
a helpful matrix for that series.
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Enduring Understanding:
Different strategies and skills are required to understand a variety of
materials.
People apply critical thinking skills when reading, writing, speaking,
listening, and viewing.
People access, read, evaluate, and use a variety of resources to get
information. |
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Quarter 1 |
Quarter 2 |
Quarter 3 |
Quarter 4 |
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August Unit
September Unit
October Unit
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October Unit
November Unit
December Unit
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January Unit
February Unit
March Unit |
April-May Unit
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Essential Questions
What does it mean to "understand," why do we need
to understand what we read or hear, and what strategies and skills can
we use to understand a variety of materials? |
Essential Questions
What is critical thinking, why is important, and how can we use critical
thinking skills?
Why do I need it? |
Essential Questions
How can I access information from a variety of resources, evaluate it,
and use it responsibly?
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Essential Questions
What
is critical thinking, why is important, and how can we use critical
thinking skills?
Why do I need it? |
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Phonemic Awareness
Use onset and rime to create new words that include blends and digraphs
Hear and identify initial, medial, and final sounds of a
given word
Hear the similarities of sounds in words and rhythmical
patterns in a sequence.
Recognize alliteration
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This component in place by this quarter |
Phonemic Awareness
Identify and make oral rhyming words
Use knowledge of blending and segmenting, manipulating one or two
syllable words
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Phonics
Recognizes/applies knowledge of letter sound relationships including
consonants, consonant blends, digraphs, common short and vowel patterns
to decode unknown words
a (long - ate), o (long - old), o - /oo/ - (do), e (long - me), i (long
- pine), u (long - unit), u (put), ch (chin), sh (ship), th (hard as in
that, soft as in thin), wh (blowing feathers off of hand), qu (queen)
Spelling Rule: ff, ll, ss, zz
Two syllable compound words
Syllabication, Chunking
Silent/final e, oa (boat, floats), ai (mail), ee (tree-Double ee always
says 'ee.'), ay (play), oe (toe), igh (light), Ending: y as a long e
(lovely, baby, funny), Ending: y as a long i (cry), y as a vowel (myth),
c (soft as in cent), g (soft as in cage), a (ball), ng (sing, ring), oi
(oil), oy (boy), ch ('ch' as in chin.), ea (eat) |
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Fluency
Read all 76
Kindergarten words and read 50 of the
D11 Common Words
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Fluency
Read 100 of the
D11 Common Words |
Fluency
Read 160 of the
D11 Common Words
Read 20 words per minute (DIBELS) |
Fluency
Read 226 of the
D11 Common Words
Read 40 words per minute (DIBELS) |
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Other words will be learned from phonics, spelling and vocabulary
programs to total the expected 300-500 + words
Demonstrate a reading vocabulary of 50-60 words, including D-11 sight
words and one and two syllable words
Read orally grade level materials, attending to phrasing, intonation,
and punctuation |
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Vocabulary
Use sentences structure and background knowledge to understand word
meanings
Understand and generate vocabulary specific to content |
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Comprehension
Connects information and events in text to life
Use a range of strategies (http://www.pplsp.org)
to make meaning from a variety of text
Identify story elements
Read, comprehend, and listen to a range of genres: narrative texts and
expository texts
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Comprehension
Retell narrative text using characters, setting, and sequence of events
Ask questions
Retell, summarize/and or synthesize important information
Create mental images of places, characters, and events
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Comprehension
Generate a written or oral response to what has been read
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Comprehension
Draw conclusions
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Writes for a Variety of Purposes
Quarter 1 Writing Rubric
Understands site specific writing instruction/ rubric
Generate topic and/or creates a writing plan / prewriting
(brainstorming, webbing, mapping, visuals)
Moves from planning to drafting
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Writes for a Variety of Purposes
Quarter 2 Writing Rubric
Understands site specific writing instruction/ rubric
Sequence three or more sentences in logical order |
Writes for a Variety of Purposes
Quarter 3 Writing Rubric
Understands site specific writing instruction/ rubric
Demonstrates the use of beginning, middle, and end
Writing contains one or more compound sentence
Complete final copy
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Writes for a Variety of Purposes
Quarter 4 Writing Rubric
Understands site specific writing instruction/ rubric
Sequence four or more sentences in logical order
Present final copy |
Grade 1 Essential
Vocabulary
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alphabetical order
cause/effect
chapter
closing (sentence)
complete sentence |
comprehension
describe
dictionary
expository
final
fairy tale |
language
noun
order
paragraph
punctuation
sequence |
singular/plural
spell
story elements
(problem-solution)
summarize
supporting ideas |
syllable
title page
topic sentence
true/false
verb
vocabulary |
Research confirms that students need at least 6
opportunities through varied activities to experience new vocabulary in
order to acquire a conceptual understanding.
The following activities are endorsed by the
Mid-Continental Research in Education Laboratory (MCREL) Six Step Strategy
for Improving Vocabulary. Instead of looking at a dictionary first, follow
the 6 steps to insure students have a full understanding. Read more about
Research on Teaching
Vocabulary.
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Step 1: Teacher
provides a description, explanation, or example of the term
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Step 2: Student
restates the description, explanation, or example in his/her own words
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Step 3: Student
designs a visual representation
Use the suggested
Vocabulary
Activities for Steps 4-6.
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Step 4: Student
completes activities that provide practice for using terms in writing
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Step 5: Students
review and discuss word meanings
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Step 6: Students
practice words with games
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