First Grade
Pacing Guides
Year-at-a-Glance
in Language Arts
2011-2012
1st Six Weeks: Reading
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Activities |
Common
Core Standard |
Correlation with Previous
TN Standards |
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Reading
Standards for Literature |
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·
Questioning during read alouds
and Guided Reading ·
Accelerated Reader ·
Story Assessments |
RL1.
Key Ideas and Details: Ask and answer question about key details in a text. |
·
Five “Wh” questions ·
Main idea & supporting details ·
Questioning to clarify meaning |
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·
Retelling Center ·
Tri-fold |
RL2.
Key Ideas and Details: Retell stories including key details and demonstrate
understanding of their central message or lesson. |
·
Retell using plot, characters, and setting |
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·
Read Aloud in whole and small group ·
Discussion during and after reading aloud ·
Beginning/Middle/End-Shapes ·
Thinking Maps ·
Plays/Finger puppets |
RL3. Key Ideas and Details: Describe characters,
settings and major events in a story, using key details. |
·
Identify plot, characters, and setting |
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·
Brain Pop Jr ·
Education City – “Story Time” |
RL
7. Integration of Knowledge and Ideas:
Use illustrations and details in a
story to describe its characters, setting, or events. |
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·
Shared Reading-Poems ·
Brain Pop Jr. ·
“Nursery Rhymes” flip chart on user docs ·
Scholastic Word Family Poems ·
MCGraw-Hill
Basal Poems (yellow books) |
RL
10. Range of Reading and Level of Complexity: With prompting and support,
read prose and poetry of appropriate complexity for grade 1. |
·
Picture books ·
Alphabet and number books ·
Rhyming books ·
Story books ·
Fairy tales ·
Poetry ·
Nonfiction text ·
Shared reading ·
Guided reading ·
(Not seen in snapshot) |
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Reading Standards for
Informational Text |
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·
Questioning during read alouds
and Guided Reading ·
Accelerated Reader ·
Story Assessments |
RI.1.
Key Ideas and Details: Ask and answer questions about key details in
informational text. |
·
Main idea/supporting details Productive
group discussions for a purpose |
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Reading Standards: Foundational
Skills |
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·
Brain Pop Jr. ·
United Streaming ·
Education City ·
Activity: “Sentence People”-acting out upper
and lower case letters in a name ·
Capital letters flip chart in Userdocs ·
“Punctuation takes a Vacation” (Pulver-library) ·
“Peter Period”, “Emma Excalmation”
(Cooper)-library |
RF.1.
Print Concepts: Demonstrate understanding of the organization and basic
features of print. |
·
front and back cover ·
title page ·
author ·
illustrator ·
use upper/lowercase letters ·
use correct spacing ·
move left to right and top to bottom ·
trace and reproduce letters and words
correctly |
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RF.1.a.
Print Concepts: Recognize the distinguishing features of a sentence (e.g.,
first word, capitalization, ending punctuation). |
·
Groups of words make sentences ·
A sentence must be a complete thought. ·
Capitals for: names, pronoun I, proper nouns ·
Use periods, question marks, and exclamation
marks ·
Word order determines the meaning of a
sentence |
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·
“Syllables” flipchart in userdocs ·
Wilson Strategies ·
Nursery Rhymes flipchart ·
“School-Yard Rhymes” (Sierra) –library ·
Phomenic Awareness
sections of old basal ·
Tongue Twisters ·
Word Building/Making Words ·
Shared Reading |
RF.2.b Phonological
Awareness: Orally produce single-syllable words by blending sounds (phonemes)
including consonant blends. |
·
Phoneme is one sound ·
Recognize and produce rhyming words. ·
Rearrange letter sounds to make new words
(pan-nap) ·
The sequence of letters in a word represents
the sequence of sounds. ·
Decode words using letter sound match. ·
Use long and short vowel rules. |
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·
Wilson-tap and zip ·
Kim-push and pull with manipulatives ·
Morning Message ·
Rigby and leveled readers |
RF.2.c
Phonological Awareness: Isolate and pronounce initial, medial vowel, and
final sounds (phonemes) in spoken single-syllable words. |
·
Phoneme is one sound ·
Sound stretching of one syllable words to
identify each phoneme ·
Segment one syllable words ·
Recognize and produce rhyming words ·
Recognize words that have the same beginning,
middle, and ending sounds. ·
Rearrange letter sounds to make new words
(pan-nap) |
|
·
Wilson Strategies ·
Phomenic Awareness
sections of old basal ·
Tongue Twisters ·
Word Building/Making Words ·
Shared Reading ·
Guided Reading |
RF.2.d
Phonological Awareness: Segment spoken single-syllable words into their
complete sequence of individual sounds (phonemes). |
·
Phoneme is one sound ·
Sound stretching of one syllable words to
identify each phoneme ·
A word is made of one or more syllables. |
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·
United Streaming ·
Making Words (flip chart-userdocs) ·
Morning Message ·
Education City |
RF.3.b.
Phonics and Word Recognition: Decode regularly spelled one-syllable words. |
·
The sequence of letters in a word represents
the sequence of sounds. ·
Use the CVC,
VC rule. ·
Short Vowel Rule- When a word has only one vowel
either at the beginning or in the middle, the vowel sound is usually short. Use
sounding, blends, word families to decode. |
|
·
Education City ·
Mix-it Fix-It |
RF.3.g.
Phonics and Word Recognition: Recognize and read grade-appropriate
irregularly spelled words (word wall words) |
·
Read text with high frequency words and
decodable words in context. |
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·
Rigby and leveled readers ·
Story Assessments ·
Running Records |
RF.4.Read
with sufficient accuracy and fluency to support comprehension |
·
Predict ·
Create mental images ·
Use illustrations ·
Five “Wh” questions ·
Participating in discussions ·
Decode words and expand vocabulary. ·
Build vocabulary through reading, listening,
and discussing literature. ·
High frequency words in context ·
Text to self/ text to text |
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RF.4.a
Read on-level text with purpose and understanding |
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Rigby and leveled readers ·
Running Records |
RF.4.b.
Read on-level text orally with accuracy, appropriate rate, and expression on
successive reading. |
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CAFÉ Strategies, Prompts to Support Use of
Strategies during Read-Alouds, Guided Reading, and
Independent Reading |
RF.4.c.
Use context to confirm or self-correct word recognition and understanding,
rereading as necessary. (Use context
clues) |
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Writing Standards |
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Language Experience stories (Share the pen,
Interactive writing) ·
Personal narrative |
W.8 Research to Build
and Present Knowledge: With guidance and support from adults, recall
information from experiences or gather information from provided sources to
answer a question. |
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Speaking and Listening Standards |
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SL.1
Comprehension and Collaboration: Participate in collaborative conversations
with diverse partners about grade 1 topics and texts with peers and adults in
small and larger groups. |
·
Develop critical listening skills for
comprehension, problem solving, and task completion. Develop
critical speaking skills for effective communication |
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SL.1.a
Comprehension and Collaboration: 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). |
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Do not interrupt ·
Face speaker ·
Ask questions ·
Take turns ·
Focus attention on the speaker |
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SL.1.b
Comprehension and Collaboration: Build upon others’ talk in conversations by
responding to the comments of others through multiple exchanges. |
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Ask and respond to questions from the teacher
and other group members. |
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SL.1.c
Comprehension and Collaboration: Ask questions to clear up any confusion
about the topics and texts under discussion. |
·
Ask the five “wh”
questions |
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SL.2.
Comprehension and Collaboration: Ask and answer questions about key details
in a text read aloud or information presented orally or through other media. |
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SL.5.
Presentation of Knowledge and Ideas: Add drawings or other visual displays to
descriptions when appropriate to clarify ideas, thoughts, and feelings. |
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SL.6.
Presentation of Knowledge and Ideas: Produce complete sentences when
appropriate to task and situation. |
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Speak clearly, properly, and politely |
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Language Standards |
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L.1.
Conventions of Standard English: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking. |
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L.1.a.
Conventions of Standard English: Print all upper- and lowercase letters |
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L.1.c.
Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g.; The boy hops,
The boys hop). |
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A sentence is a group of words that make sense
and express a complete thought. ·
Identify and use nouns. |
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L.1.d.
Conventions of Standard English: Use personal, possessive, and indefinite
pronouns ( e.g., I, me, my, they, them, their; anyone, everything) |
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Identify and use pronouns. |
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L.2.
Conventions of Standard English: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing. |
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L.2.a.
Conventions of Standard English: Capitalize dates and names of people. |
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L.2.b.
Conventions of Standard English: Use end punctuation for sentences. |
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L.2.d.
Conventions of Standard English: Use conventional spelling for words with
common spelling patterns and for frequently occurring irregular words. |
·
Spell one syllable words using CVC ·
Spell high frequency words correctly. (Dolch list) ·
Alphabetize words to the first letter. |
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L.2.e.
Conventions of Standard English: Spell untaught words phonetically, drawing
on phonemic awareness and spelling conventions. |
·
Spell one syllable words using CVC ·
Spell high frequency words correctly.(Dolch List) |
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L.4.
Vocabulary Acquisition and Use: 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. |
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Positional words ·
Multiple meaning words-(ex. Three meanings for
the word pop….soda pop….pop the balloon, pop…..grandpa.) |
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L.4.a.
Vocabulary Acquisition and Use: Use sentence-level context as a clue to the
meaning of a word or phrase. (context clues) |
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L.5.
Vocabulary Acquisition and Use: With guidance and support from adults,
demonstrate understanding of word relationships and nuances in word meanings. |
·
Build vocabulary by listening to and
discussing a variety of literature. (text talk) |
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L.5.c.
Identify real-life connections between words and their use (e.g., note places
at home that are cozy). |
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2nd Six Weeks: Reading
|
Activities |
Common
Core Standard |
Correlation with Previous
TN Standards |
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Reading
Standards for Literature |
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·
Poems- -If
You’re Happy and You Know It ·
Songs- -I
am Special -Skin
em a Rinky Dink |
RL4.
Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses. |
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·
Brain Pop Jr. ·
Double Bubble Map ·
Guided Reading |
RL5.
Craft and Structure: Explain major differences between books that tell
stories and books that give information, drawing on a wide reading of a range
of text types. |
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Fiction/nonfiction ·
Fantasy/reality ·
Realistic fiction |
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RL
9 Integration of Knowledge and Ideas: Compare and contrast the adventures and
experiences of characters in stories. (text to text) |
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Reading Standards for
Informational Text |
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Read Alouds ·
Guided Reading ·
TumbleBooks ·
United Streaming |
RI.
2. Key Ideas and Details: Identify the main topic and retell key details of
informational text. .
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·
Productive group discussions for a purpose: ·
Ask and respond to questions from teacher and
other group members |
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Double Bubble Map ·
Read-Alouds ·
Venn Diagram ·
Bridge Map |
RI.3.
Key Ideas and Details: Describe the connection between two individuals,
events, ideas, or pieces of information in an informational text. |
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·
Picture Walks |
RI.7
Integration of Knowledge and Ideas: Use
the illustrations and details in an informational text to describe its key
ideas. |
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Questioning to clarify meaning ·
Participating in discussions !Not
in snapshot |
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Guided Reading or Read Alouds-comparing
texts ·
Venn Diagrams ·
Double Bubble |
RI.9.Integration
of Knowledge and Ideas: Identify basic
similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures). Text to text. |
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Reading Standards: Foundational
Skills |
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RF
2. Phonological Awareness: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes) |
·
Substitute targeted sounds to change words.
(bed-bad) |
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·
United Streaming ·
Brain Pop Jr. ·
Starfall ·
Scrabble Flip Chart ·
ABC Ocean Animals Flip Chart ·
Education City ·
Shark Attack Game Flip Char on Userdocs ·
Tree Maps ·
Long Vowel patterns flip chart ·
Becky’s Powerpoints
on Userdocs ·
Beginning and Ending sounds flipchart ·
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RF2.a.
Distinguish long from short vowel sounds in spoken single-syllable words. |
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RF2.f.
Phonological Awareness: Read words with inflectional endings (er, est, ing,
ed, …) |
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RF3a.
Phonics and Word Recognition: Know the spelling-sound correspondences for
common consonant diagraphs. (sh, ch, th) Review:
CCVC, CVCC ·
Short Vowel Rule- When a word has only one vowel
either at the beginning or in the middle, the vowel sound is usually short. |
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Writing |
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W.
5 Production and Distribution of Writing: 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. |
·
Add descriptive words and details to writing. ·
Draw pictures to generate ideas. ·
Use graphic organizers. ·
Brainstorm with teachers and peers for ideas ·
Incorporate suggestions |
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Speaking and Listening |
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SL.3.
Comprehension and Collaboration: Ask and answer questions about what a
speaker says in order to gather additional information or clarify something
that is not understood. |
Work
productively in group discussions. |
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SL.4.
Presentation of Knowledge and Ideas: Describe people, places, things, and
events with relevant details, expressing ideas and feelings clearly. . |
·
Retell a story describing plot, characters,
and setting ·
Develop critical speaking skills ·
Express reactions, personal experiences and
opinions orally |
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Language Standards |
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L.1.
Conventions of Standard English: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking. |
·
Spelling ·
Capitalizations ·
Punctuation ·
Sentence structure |
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L.1.b
Use common, proper, and possessive nouns. |
·
Singular and plural nouns |
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L.1.c.
Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g.; The
boy hops, The boys hop). |
·
A sentence is a group of words that make sense
and express a complete thought. ·
Identify and use nouns and verbs. |
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L.1.e.
Conventions of Standard English: 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). |
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L.1.f.
Conventions of Standard English: Use frequently occurring adjectives. |
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L.1.g.
Conventions of Standard English: Use frequently occurring conjunctions (e.g.,
and, but, or, so , because) |
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L.1.
h. Conventions of Standard English: Use determiners (e.g., articles,
demonstratives). (articles-a, an, the. Demonstratives-this these those that) |
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L.4.c.
Vocabulary Acquisition and Use: Identify frequently occurring root words
(e.g. look) and their inflectional forms (e.g., looks, looked, looking) |
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L.5.
Vocabulary Acquisition and Use: With guidance and support from adults,
demonstrate understanding of word relationships and nuances (slight
difference) in word meanings. *Vocabulary building-Text Talk |
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L.5.a
Sort words into categories (e.g. colors, clothing) to gain a sense of the
concepts the categories represent. |
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L.5.b.
Vocabulary Acquisition and Use: 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). |
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L.5.d.
Vocabulary Acquisition and Use: 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. *Vocabulary building-Text Talk |
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L.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) |
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3rd Six Weeks:
|
Activities |
Common
Core Standard |
Correlation with Previous
TN Standards |
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Reading Standards for Literature |
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RL
6 Craft and Structure: Identify who is telling the story at various points in
a text. |
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Reading Standards for
Informational Text |
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·
Context Clues-Read Alouds
& Guided Reading |
RI.4
Craft and Structure: Ask and answer questions to help determine or clarify
the meaning of words and phrases in an informational text. |
Correlation with Previous TN Standards ·
Use illustrations ·
Five “Wh” questions ·
Participating in discussions ·
Build vocabulary through reading, listening,
and discussing literature. !
Not in snapshot |
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RI.
6 Craft and Structure: Distinguish between information provided by pictures
or other illustrations and information provided by the words in a text. |
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RI.10.
Range of Reading and Level of Complexity: With prompting and support, read
information texts appropriately complex for grade 1. (Including charts,
newspapers, magazines, books) |
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Reading Standards: Foundational
Skills |
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RF.3.
Phonics and Word Recognition: Know and apply grade-level phonics and word
analysis skills in decoding words. |
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RF.3.a.
Know the spelling-sound correspondences for common consonant digraphs. (th, sh, ch, wh) ·
Review Closed Vowel Rule (short) CCVC, CVCC When a word has only one
vowel either at the beginning or in the middle, the vowel sound is usually
short. ·
Use sounding, chunking, blends, diagraphs, and
word families to decode. |
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RF.3.c.
Phonics and Word Recognition: Know final-e and common vowel team conventions
for representing long vowel sounds. |
·
Apply long and short vowel rules ·
Teach Open Vowel Rule(Long vowel): CV-When a word has one vowel and it
comes at the end of the word, the vowel sound is usually long.(go) ·
Teach Long Vowel Rule: VCe, CVCe (Magic e) ·
Teach Long Vowel Rule: CVVC-When a word has two vowels, usually the first vowel is long
and the next vowel is silent. |
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Writing |
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W.7
Research to Build and Present Knowledge: 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.) |
·
Brainstorm ideas with teachers and peers ·
Use graphic organizers ·
Use a variety of resources to gather
information ·
Work productively in group discussions Ask
and respond to questions from teachers and peers |
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Language
Standards |
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4th Six Weeks
|
Activities |
Common
Core Standard |
Correlation with Previous
TN Standards |
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Reading for Informational
Text |
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RI.5.
Craft and Structure: 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 |
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RI.8.
Integration of Knowledge and Ideas: Identify
the reasons an author gives to support points in a text |
·
Main idea ·
Supporting details |
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Reading
Standards: Foundational Skills |
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RF3.d.
Phonics and Word Recognition: Use knowledge that every syllable must have a
vowel sound to determine the number of syllables in a printed word. |
·
Understand that words are made up of one or
more syllables. *Clap
syllables |
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Writing |
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·
Research paper |
W.2.
Text Types and Purposes: Write informative/explanatory texts in which they
name a topic, supply some facts about the topic, and provide some sense of
closure. |
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Language |
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L.2.
Conventions of Standard English: Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing. |
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L.2.a.
Conventions of Standard English: Capitalize
dates and names of people. |
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L.2.c. Use
commas in dates and to separate single words in a series. |
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5th Six Weeks
|
Activities |
Common
Core Standard |
Correlation with Previous
TN Standards |
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Writing |
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·
Writing descriptive narratives |
W.3
Text Types and Purposes: Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what happened,
use temporal ( time words) words to signal event
order, and provide some sense of closure. |
·
Compose simple stories with a beginning,
middle, and end. ·
Add descriptive words and details to writing. ·
Arrange events in a logical and sequential
order. ·
Temporal words: first, next, last. then, after that, today,
yesterday, tomorrow ·
Temporal prepositions: after, during, on,
until, before, between, by, for, from, following, since, until, while, to. |
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W.
6 Production and Distribution of Writing: With guidance and support from
adults, use a variety of digital tools to produce and publish writing,
including collaboration with peers. |
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Language Standard |
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L.4.b.
Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to
the meaning of a word. *Text talk *Affixes= suffixes and prefixes |
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6th Six Weeks
|
Activities |
Common
Core Standard |
Correlation with Previous
TN Standards |
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Writing Standards |
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·
Persuasive writing |
W.1.1
Text Types and Purposes: 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. |
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