ELA Pacing Guide

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ELA Pacing Guide

Time Frame: September – October First Grade

Unit 1: Beginnings

Genres: Realistic Fiction (narrative reading), Personal Narrative (narrative writing)

Definitions – Realistic fiction: a classification of literature containing stories that could happen in the real world, in a time and setting that is possible, and with characters that are true to life, yet drawn from the writer’s imagination. Experts define categories of realistic fiction using aspects of theme. Personal narrative: a personal narrative, written in first person, documents a person’s experience. It could tell of a single life shaping event, or simply a mundane daily experience.

|Processes, Content Statements & Expectations |Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) | | | | | |

|Phonics |Phonological Awareness |What sound does each|Before: |Blends | |

|R.WS.01.03 Understand the alphabetic principle, |RF1.2 Demonstrate understanding of spoken words, |letter make? |Alphabet Matching |Digraphs |Sound identification game |

|that sounds in words are expressed by the |syllables, and sounds (phonemes). | | |Word families | |

|letters of the alphabet. |a. Distinguish long from short vowel sounds in | |Onset/Rhyme games/activities |Silent e | A website with lots of |

| |spoken single-syllable words. | | | |letter recognition and handwriting |

|R.WS.01.04 Use structural cues to recognize |b. Orally produce single-syllable words by | |Syllable games | |activities. |

|one-syllable words, blends, and consonant |blending sounds (phonemes), including consonant | | | | |

|digraphs including: letter-sound, onset and |blends. | | | | |

|rimes, whole word chunks, word families, |c. Isolate and pronounce initial, medial vowel, | |During: | | |

|digraphs th, ch, sh. |and final sounds (phonemes) in spoken | |Matching books to phonics | | |

| |single-syllable words. | |features | | |

| |d. Segment spoken single-syllable words into their| | | | |

| |complete sequence of individual sounds (phonemes). | |Observation | | |

| | | | | | |

| |Phonics and Word Recognition | |Blending/segments games | | |

| |RF.1.3 Know and apply grade-level phonics and word | | | | |

| |analysis skills in decoding words. | | | | |

| |a. Know the spelling-sound correspondences for | |After: | | |

| |common consonant digraphs. | |Oral assessment on sounds | | |

| |b. Decode regularly spelled one-syllable words. | | | | |

| |c. Know final -e and common vowel team conventions | | | | |

| |for representing long vowel sounds. | | | | |

| |d. Use knowledge that every syllable must have a | | | | |

| |vowel sound to determine the number of syllables in| | | | |

| |a printed word. | | | | |

| |e. Decode two-syllable words following basic | | | | |

| |patterns by breaking the words into syllables. | | | | |

| |f. Read words with inflectional endings. | | | | |

| |g. Recognize and read grade-appropriate irregularly| | | | |

| |spelled words. | | | | |

| | | | | | |

| | | | | | |

|Word Recognition |Phonics and Word Recognition |Why do we need to |Before: |100 common sight | Website has lots |

|R.WS.01.05 Automatically recognize frequently |RF.1.3 Know and apply grade-level phonics and word |recognize sight |Oral and written assessment |words |of different literacy games (phonics, word |

|encountered words in and out of context with the|analysis skills in decoding words. |words? |on frequently encountered |High frequency words|study, etc.) |

|number of words that can be read fluently |a. Know the spelling-sound correspondences for | |words |Strategies | |

|increasing steadily across the school year. |common consonant digraphs. |How do you read a | |Word chunks |Dolch sight word list |

| |b. Decode regularly spelled one-syllable words. |word you do not |Word hunts |Frequently | |

|R.WS.01.06 Make progress in automatically |c. Know final -e and common vowel team conventions |know? | | | |

|recognizing the 220 Dolch basic sight words and |for representing long vowel sounds. | |During: | | |

|95 common nouns for mastery in third grade. |d. Use knowledge that every syllable must have a |Can other words help|Sight word games/practice | | |

| |vowel sound to determine the number of syllables in|you with a word you | | | |

|R.WS.01.07 Use strategies to identify unknown |a printed word. |don’t know? |Think alouds | | |

|words and construct meaning by using initial |e. Decode two-syllable words following basic | | | | |

|letters/sounds (phonics), patterns of language |patterns by breaking the words into syllables. | |After: | | |

|(syntactic), picture clues (semantic), and |f. Read words with inflectional endings. | |Oral and written assessment | | |

|applying context clues to select between |g. Recognize and read grade-appropriate irregularly| |on frequently encountered | | |

|alternative meanings. |spelled words. | |words | | |

| | | | | | |

| |LANGUAGE | |Word maps | | |

| |Vocabulary Acquisition and Use | | | | |

| |L.1.4 Determine or clarify the meaning of unknown | | | | |

|R.WS.01.08 Use syntactic and semantic cues |and multiple-meaning words and phrases based on | | | | |

|including picture clues, word chunks, and the |grade 1 reading and content, choosing flexibly from| | | | |

|structure of book language to determine the |an array of strategies. | | | | |

|meaning of words in grade-appropriate texts. |a. Use sentence-level context as a clue to the | | | | |

| |meaning of a word or phrase. | | | | |

|R.WS.01.09 Know the meanings of words |b. Use frequently occurring affixes as a clue to | | | | |

|encountered frequently in grade-level reading |the meaning of a word or phrase. | | | | |

|and oral language contexts. |c. Identify frequently occurring root words (e.g., | | | | |

| |look) and their inflectional forms (e.g., looks, | | | | |

| |looked, looking). | | | | |

|Vocabulary |NARRATIVE TEXT |How do you find the | | |DRA leveled books |

|R.WS.01.10 In context, determine the meaning of |Craft and Structure |meaning of a word? | | | |

|words and phrases including objects, actions, |RL.1.4 Ask and answer questions to help determine | | | |AR leveled books |

|concepts, content vocabulary, and literary |or clarify the meaning of words and phrases in a | | | | |

|terms, using strategies and resources including |text. | | | |Classroom word wall |

|context clues, mental pictures, and questioning.| | | | | |

| |FOUNDATIONAL SKILLS | | | |4 Blocks teacher guide |

| |Fluency | | | | |

| |RF.1.4 Read with sufficient accuracy and fluency to| | | | |

| |support comprehension. | | | | |

| |a. Read on-level text with purpose and | | | | |

| |understanding. | | | | |

| |b. Read on-level text orally with accuracy, | | | | |

| |appropriate rate, and expression on successive | | | | |

| |readings. | | | | |

| |c. Use context to confirm or self-correct word | | | | |

| |recognition and understanding, rereading as | | | | |

| |necessary. | | | | |

| | | | | | |

| |LANGUAGE | | | | |

| |Vocabulary Acquisition and Use | | | | |

| |L.1.4 Determine or clarify the meaning of unknown | | | | |

| |and multiple-meaning words and phrases being used | | | | |

| |on grade 1 reading and content, choosing flexibly | | | | |

| |from an array of strategies. | | | | |

| |a. Use sentence-level context as a clue to the | | | | |

| |meaning of a word or phrase. | | | | |

| |b. Use frequently occurring affixes as a clue to | | | | |

| |the meaning of a word. | | | | |

| |c. Identify frequently occurring root words (e.g., | | | | |

| |look) and their inflectional forms (e.g., looks, | | | | |

| |looked, looking). | | | | |

| |FOUNDATIONAL SKILLS | | |Fluency | |

|Fluency |Fluency | | | | |

|R.FL.01.01 Automatically recognize and fluently |RF1.4 Read with sufficient accuracy and fluency to | | | | |

|read identified grade-level high frequency words|support comprehension. | | | | |

|in or out of context. |a. Read on-level text with purpose and | | | | |

| |understanding. | | | | |

| |b. Read on-level text orally with accuracy, | | | | |

| |appropriate rate, and expression on successive | | | | |

| |readings. | | | | |

| |c. Use context to confirm or self-correct word | | | | |

| |recognition and understanding, rereading as | | | | |

| |necessary. | | | | |

|NARRATIVE TEXT |NARRATIVE TEXT |What is realistic |Before: |Culture |Suggested Books for Realistic Fiction: |

| |Craft and Structure |fiction? |KWL |Heritage |Our Teacher’s Having a Baby, Eve Bunting, |

|R.NT.01.01 Recognize how various cultures and |RL1.5 Explain major differences between books that | |Predictions |Realistic fiction |2001. ISBN-13: 9780618111381 |

|our common heritage are represented in classic, |tell stories and books that give information, |What are the |Discussion |Fantasy | |

|multicultural, and contemporary literature that |drawing on a wide reading of a range of text types.|beginning, middle, | |Folktales |Knuffle Bunny, Mo Williams, 2004. ISBN-13: |

|is recognized for quality and literary merit. | |and end? |During: Participation |Problem/ solution |9780786818709 |

| |Key Ideas and Details | |Story Grammar |Transitional words | |

|R.NT.01.02 Identify and describe the basic form |RL1.1 Ask and answer questions about key details in|Do authors use the |Summarizing/ |Beginning |Emily’s Art, Peter Catalanotto, 2006. |

|and purpose of a variety of narrative genre |a text. |title to help us |Questioning |Middle |ISBN-13: 9781416926887 |

|including realistic fiction, fantasy, and |RL1.3 Describe characters, settings, and major |understand the |Question/Answer |End |Not Norman: A Goldfish Story, Kelly |

|folktales. |events in a story, using key details. |story? | |Title |Bennett, 2008. ISBN-13: 9780763627638 |

| | | |After: |Author | |

|R.NT.01.03 Identify problem/solution, sequence |Craft and Structure |How does an author |Conference |Illustrator |The Wednesday Surprise, Eve Bunting, 1990. |

|of events, and sense of story (beginning, |RL.1.6 Identify who is telling the story at various|help us to |Graphic organizers |Sequence |ISBN-13: 9780395547762 |

|middle, and end). |points in a text. |understand the main |Retell stories using puppets,| | |

| | |idea? |illustrations, tell a friend | |Bootsie Barker Bites, Barbara Bottner, |

|R.NT.01.04 Identify how authors/ illustrators |Integration of Knowledge and Ideas | |Discussion/ | |1997. ISBN-13: 978-0698114272 |

|use literary devices including illustrations to |RL.1.7 Use illustrations and details in a story to | |Observation | | |

|support story elements and transitional words |describe its characters, setting, or events. | | | | |

|including before, after, now, and finally to | | | | | |

|indicate a sequence of events and sense of |Range of Reading and Level of Text Complexity | | | | |

|story. |RL1.10 With prompting and support, read prose and | | | | |

| |poetry of appropriate complexity for grade 1. | | | | |

|R.NT.01.05 Respond to individual and multiple | | | | | |

|texts by finding evidence, discussing, |Key Ideas and Details | | | | |

|illustrating, and/or writing to reflect, make |RL.1.3 Describe characters, settings, and major | | | | |

|connections, take a position, and/or show |events in a story, using key details. | | | | |

|understanding. | | | | | |

| |Craft and Structure | | | | |

| |RL.1.4 Identify words and phrases in stories or | | | | |

| |poems that suggest feelings or appeal to the | | | | |

| |senses. | | | | |

| | | | | | |

| |Integration of Knowledge and Ideas | | | | |

| |RL.1.7 Use illustrations and details in a story to | | | | |

| |describe its characters, setting, or events. | | | | |

| | | | | | |

| |Key Ideas and Details | | | | |

| |RL1.1 Ask and answer questions about key details in| | | | |

| |a text. | | | | |

| | | | | | |

| |RL.1.3 Describe characters, settings, and major | | | | |

| |events in a story, using key details. | | | | |

|COMPREHENSION |NARRATIVE TEXT |How is your life |Before: |Graphic organizer | |

|R.CM.01.01 Make text-to-self and text-to-text |Craft and Structure |like this book? |Discussion of topic |Sequence | |

|connections and comparisons by activating prior |RL.1.5 Explain major differences between books that| | | | |

|knowledge and connecting personal knowledge and |tell stories and books that give information, | |During: | | |

|experience to ideas in text through oral and |drawing on a wide reading of a range of text types.| |Think-aloud | | |

|written responses. | | | | | |

| |INTEGRATION OF KNOWLEDGE AND IDEAS | |After: | | |

| |RL.1.9 Compare and contrast the adventures and | |Write about how the book | | |

| |experiences of characters in stories. | |relates to your life. | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

|R.CM.01.02 Retell in sequence up to three | | | | | |

|important ideas and details of familiar simple | | | | | |

|oral and written text. | | | | | |

| | | | | | |

| | | | | | |

|R.CM.01.03 Compare and contrast relationships | | | | | |

|among characters, events, and key ideas within | | | | | |

|and across texts to create a deeper | | | | | |

|understanding by mapping story elements, | | | | | |

|graphically representing key ideas and details, | | | | | |

|and asking questions as they read. | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| |Key Ideas and Details |What books have you |Before: | | |

| |RL.1.2 Retell stories, including key details, and |read that are the |Sequencing activities | | |

| |demonstrate understanding of their central message |same? |Discussion | | |

| |or lesson. | | | | |

| | |In those books that |During: Discussion | | |

| |RL.1.3 Describe characters, settings, and major |are the same how are|Summarizing | | |

| |events in a story, using key details. |the characters same |Question/Answer | | |

| | |and different? |Sequence events of a story | | |

| | | | | | |

| | | |After: | | |

| | | |Story retelling grid/graphic | | |

| | | |organizer | | |

| | | |Venn diagram two characters | | |

| | | |or two stories. | | |

|METACOGNITION |Integration of Knowledge and Ideas |Does the cover of |Before: Anticipation guide | | |

|R.MT.01.01 Self-monitor comprehension by |RL.1.7 Use illustrations and details in a story to |the book help you | | | |

|recognizing when meaning is breaking down and |describe its characters, settings, or events. |understand what the |During: Questioning | | |

|use simple fix-up strategies including making | |book is about? | | | |

|credible predictions based on a preview of the |Range of Reading and Level of Text Complexity | |Ending: | | |

|book cover and pictures to increase |RL.1.10 With prompting and support, read prose and |What is happening in|Written or oral assessment on| | |

|comprehension when reading or listening to text.|poetry of appropriate complexity for grade 1. |the story so far? |what happened before, during,| | |

| | | |and after the story | | |

| |FOUNDATIONAL SKILLS | | | | |

|R.MT.01.02 Self-monitor comprehension by using |Fluency | | | | |

|strategies including asking questions before, |RF.1.4 Read with sufficient accuracy and fluency to| | | | |

|during, and after reading and discussing the |support comprehension. | | | | |

|most important ideas and themes in a text. |Red on-level text with purpose and understanding | | | | |

| |Use context to confirm or self-correct word | | | | |

|R.MT.01.03 Plan, monitor, regulate, and evaluate|recognition and understanding, rereading as | | | | |

|skills, strategies, and processes to construct |necessary. | | | | |

|and convey meaning and discuss which | | | | | |

|comprehension strategies worked and did not |NARRATIVE TEXT | | | | |

|work. |Key Ideas and Details | | | | |

| |RL.1.1 Ask and answer questions about key details | | | | |

|R.MT.01.04 Self-monitor comprehension by using a|in a text. | | | | |

|graphic organizer to sequence events, sort and | | | | | |

|order information, or identify author’s |Range of Reading and Level of Text Complexity | | | | |

|perspective. |RL.1.10 With prompting and support, read prose and | | | | |

| |poetry of appropriate complexity for grade 1. | | | | |

| | | | | | |

| |Key Ideas and Details | | | | |

| |RL.1.2 Retell stories, including key details, and | | | | |

| |demonstrate understanding of their central message | | | | |

| |or lesson. | | | | |

|READING ATTITUDE |Range of Reading and Level of Text Complexity |What books do you | | | |

|R.AT.01.01 Be enthusiastic about reading and |R.L. 1.10 With prompting and support, read prose |like to read? | | | |

|learning how to read. |and poetry of appropriate complexity for grade 1. | | | | |

|WRITING |WRITING |What is a personal |Before: Sequencing activities|personal narrative |Suggested Personal Narrative Books: |

|WRITING GENRE |Text Types and Purposes |narrative? | | |The Bag I’m Taking to Grandma’s, Shirley |

|W.GN.01.01 Write a personal narrative using |W.1.3 Write narratives in which they recount two or| |During: | |Neitzel, 1998. ISBN-13: 978-0688158408 |

|illustrations and transitional words, such as |more appropriately sequenced events, include some |Why do you need to |Think-Pair-Share | | |

|before, after, now, or finally to indicate a |details regarding what happened, use |tell about yourself?| | |Me on the Map, Joan Sweeney, 1998. ISBN-13:|

|sequence of events, sense of story (beginning, |temporal words to signal event order, and provide | |Ending: | |978-0517885574 |

|middle, and end), and physical descriptions. |some sense of closure. | |Write a personal narrative | | |

|WRITING PROCESS |WRITING |What is the writing |Before: |Writing process |

|W.PR.01.01 With teacher support, set a purpose, |Text Types and Purposes |process? |Think-Pair-Share |Rough draft |tml Website with a list of writing prompts.|

|consider audience, and incorporate literary |W.1.3 Write narratives in which they recount two or| | |Final draft | |

|language when writing a narrative or |more appropriately sequenced events, include some |How do you |During: |Proofreading |4 Blocks writing |

|informational piece; begin to use specific |details regarding what happened, use temporal words|brainstorm? |Story Sequence |Editing |6 Plus One Traits of Writing |

|strategies including graphic organizers when |to signal event order, and provide some sense of | | |Brainstorming | |

|planning. |closure. | |Ending: |Publishing | |

| | | |Rubric |Main idea | |

|W.PR.01.02 Draft focused ideas using multiple | | | |Sequencing | |

|connected sentences with appropriate grammar, | | | |Paragraph | |

|usage, mechanics, and temporary spellings when | | | |Sentence | |

|composing a narrative or informational piece. | | | | | |

| | | | | | |

|W.PR.01.03 Attempt to revise draft based on | | | | | |

|reading it aloud to clarify meaning for their | | | | | |

|intended audience (e.g., using strong verbs or | | | | | |

|precise nouns, and adding needed information). | | | | | |

| | | | | | |

|W.PR.01.04 Attempt to proofread and edit | | | | | |

|writing/pictures using appropriate resources | | | | | |

|including a word wall and a class-developed | | | | | |

|checklist, both individually and in groups. | | | | | |

| |Production and Distribution of Writing |What is | | | |

| |W.1.5 With guidance and support from adults, focus |proofreading? | | | |

| |on a topic, respond to questions and suggestions | | | | |

| |from peers, and add details to strengthen writing |What is editing? | | | |

| |as needed. | | | | |

| | | | | | |

| |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. | | | | |

|WRITING ATTITUDE |Text Types and Purposes |What do you like to | | | |

|W.AT.01.01 Be enthusiastic about writing and |W.1.3 Write narratives in which they recount two or|write about? | | | |

|learning to write. |more appropriately sequenced events, include some | | | | |

| |details regarding what happened, use temporal words| | | | |

| |to signal event order, and provide some sense of | | | | |

| |closure. | | | | |

|LISTENING AND VIEWING |SPEAKING AND LISTENING | |Before: | | |

|Conventions |Comprehension and Collaboration | |Think-Pair-Share | | |

|.01.01 Understand, restate and follow |SL.1.1 Participate in collaborative conversations | | | | |

|two-step directions. |with diverse partners about grade 1 topics and | |During: | | |

| |texts with peers and adults in small and larger | |Listening activities | | |

| |groups. | | | | |

| |Follow agreed-upon rules for discussions (e.g., | |After: | | |

| |listening to others with care, speaking one at a | |Observation | | |

| |time about the topics and texts under discussion). | | | | |

| |Build on others’ talk in conversations by | | | | |

| |responding to the comments of others through | | | | |

| |multiple exchanges. | | | | |

| |Ask questions to clear up any confusion about the | | | | |

| |topics and texts under discussion. | | | | |

ELA Pacing Guide

Time Frame: November – January First Grade

Unit 2: Growth

Genres: Magazine (informational reading), Informational Piece with Focus Question (informational writing)

Definitions – Magazine: a magazine is a periodical (published regularly) containing short, miscellaneous pieces (articles, stories, poems, pictures, and other entries) on single themes or specialized topics connected to the disciplines, such as, science, social studies, the arts, math, or English language arts. Informational piece with focus question: writing that conveys nonfiction information in a variety of forms. These texts elaborate ideas, facts and principles that are related to the physical, biological or social world.

|Processes, Content Statements & Expectations |Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) | | | | | |

| |LANGUAGE | |Assess meaning of frequently | | |

| |Conventions of Standard English | |encountered words. | | |

| |L.1.1 Demonstrate command of the conventions of | | | | |

| |Standard English grammar and usage when writing or | | | | |

| |speaking. | | | | |

| |b. Use common, proper, and possessive nouns. | | | | |

| |Vocabulary Acquisition and Use |How do you read a | | | |

| |L.1.4 Determine or clarify the meaning of unknown |word you do not | | | |

| |and multiple-meaning words and phrases based on |know? | | | |

| |grade 1 reading and content, choosing flexibly from| | | | |

| |an array of strategies. |What happens when | | | |

| |a. Use sentence-level context as a clue to the |you can’t sound a | | | |

| |meaning of a word or phrase. |word out? | | | |

| |b. Use frequently occurring affixes as a clue to | | | | |

| |the meaning of a word or phrase. |Can other words help| | | |

| |c. Identify frequently occurring root words (e.g., |you with a word you | | | |

| |look) and their inflectional endings (e.g., looks, |don’t know? | | | |

| |looked, looking). | | | | |

| | | | | | |

| |L.1.5 With guidance and support from adults, | | | | |

| |demonstrate understanding of word relationships and| | | | |

| |nuances in word meanings. | | | | |

| |c. Identify real-life connections between words | | | | |

| |and their use (e.g., note places at home that are | | | | |

| |cozy). | | | | |

| |d. Distinguish shades of meaning among verbs | | | | |

| |differing in manner (e.g., large, gigantic) by | | | | |

| |defining or choosing them or by acting out the | | | | |

| |meanings. | | | | |

|Vocabulary |FOUNDATIONAL SKILLS |How do you find the |Oral and written assessment | | |

|R.WS.01.10 In context, determine the meaning of |Fluency |meaning of a word? |on frequently encountered | | |

|words and phrases including objects, actions, |RF.1.4 Read with sufficient accuracy and fluency to| |words | | |

|concepts, content vocabulary, and literary |support comprehension. | | | | |

|terms, using strategies and resources including |a. Read on-level text with purpose and | | | | |

|context clues, mental pictures, and questioning.|understanding. | | | | |

| |b. Read on-level text orally with accuracy, | | | | |

| |appropriate rate, and expression on successive | | | | |

| |readings. | | | | |

| |c. Use context to confirm or self-correct word | | | | |

| |recognition and understanding, rereading as | | | | |

| |necessary. | | | | |

| | | | | | |

| |LANGUAGE | | | | |

| |Vocabulary Acquisition and Usage | | | | |

| |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. | | | | |

| |a. Use sentence-level context as a clue to the | | | | |

| |meaning of a word or phrase. | | | | |

| |b. Use frequently occurring affixes as a clue to | | | | |

| |the meaning of a word or phrase. | | | | |

| | | | | | |

| |L.1.5 With guidance and support from adults, | | | | |

| |demonstrate understanding of word relationships and| | | | |

| |nuances in word meanings. | | | | |

| |a. Sort words into categories (e.g., colors, | | | | |

| |clothing) to gain a sense of the concepts the | | | | |

| |categories represent. | | | | |

| |b. Define words by category and by one or more key | | | | |

| |attributes (e.g., duck is a bird that swims; a | | | | |

| |tiger is a large cat with stripes) | | | | |

| | | | | | |

| | | | | | |

|Fluency |FOUNDATIONAL SKILLS | | | | |

|R.FL.01.01 Automatically recognize and fluently |Print Concepts | | | | |

|read identified grade-level high frequency words|RF.1.1 Demonstrate understanding of the | | | | |

|encountered in our out of context. |organization and basic features of print. | | | | |

| |Recognize the distinguishing features of a sentence| | | | |

|R.FL.01.02 Use punctuation cues (periods and |(e.g., first word, capitalization, ending | | | | |

|question marks) when reading aloud with |punctuation). | | | | |

|intonation, pauses, and emphasis. | | | | | |

| |Fluency | | | | |

| |RF.1.4 Read with sufficient accuracy and fluency to| | | | |

| |support comprehension. | | | | |

| |a. Read on-level text with purpose and | | | | |

| |understanding. | | | | |

| |b. Read on-level text orally with accuracy, | | | | |

| |appropriate rate, and expression on successive | | | | |

| |readings. | | | | |

| |c. Use context to confirm or self-correct word | | | | |

| |recognition and understanding, rereading as | | | | |

| |necessary. | | | | |

|READING |INFORMATIONAL TEXT |What is a magazine? |Answer organizational |Focus question |Magazines: |

|INFORMATIONAL TEXT |Craft and Structure | |questions regarding | |Weekly Reader |

|R.IT.01.01 Identify and describe the basic form,|RI.1.5 Know and use various text features (e.g., |What topics are |informational text. | | |

|features, and purpose of a variety of |headings, tables of contents, glossaries, |covered in | | |Your Big Backyard – National Wildlife |

|informational genre including simple “how-to” |electronic menus, icons) to locate key facts or |magazines? |Put the story in order from | |Federation |

|books, science and social studies magazines. |information in a text. | |beginning to end. | | |

| | |What can magazines | | |Scholastic News |

|R.IT.01.02 Discuss informational text patterns |Integration of Knowledge and Ideas |tell us? | | | |

|including descriptive, sequential, and |RI.1.8 Identify the reasons an author gives to | | | |Time For Kids |

|enumerative. |support points in a text | | | | |

| | | | | |Ranger Rick |

|R.IT.01.03 Explain how authors use text features| | | | | |

|including headings, titles, labeled photographs,| | | | |ZooBooks |

|and illustrations to enhance the understanding | | | | | |

|of key and supporting ideas. | | | | |Click |

| | | | | |ProductList.aspx?type=M |

| | | | | | |

| | | | | |National Geographic Kids |

| | | | | | |

| | | | | |Highlights High Five |

| |Key Ideas and Details |What is the | | | |

| |RI.1.2 Identify the main topic and retell key |difference in | | | |

| |details of a text. |writing a story and | | | |

| | |a magazine? | | | |

| |Craft and Structure | | | | |

| |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. | | | | |

| | | | | | |

| |RI.1.6 Distinguish between information provided by | | | | |

| |pictures or other illustrations and information | | | | |

| |provided by the words in a text. | | | | |

| | | | | | |

| |Integration of Knowledge and Ideas | | | | |

| |RI.1.7 Use the illustrations and details in a text | | | | |

| |to describe its key ideas. | | | | |

| | | | | | |

| |RI.1.8 Identify the reasons an author gives to | | | | |

| |support points in a text. | | | | |

|R.IT.01.04 Respond to individual and multiple |Key Ideas and Details |How do titles and | | | |

|texts by finding evidence, discussing, |RI.1.1 Ask and answer questions about key details |pictures help us | | | |

|illustrating, and/or writing to reflect, make |in a text. |understand the | | | |

|connections, take a position, and/or show | |story? | | | |

|understanding. |RI.1.3 Describe the connection between two | | | | |

| |individuals, events, ideas, or pieces of | | | | |

| |information in a text. | | | | |

| | | | | | |

| |Craft and Structure | | | | |

| |RI.1.6 Distinguish between information provided by | | | | |

| |pictures or other illustrations and information | | | | |

| |provided by the words in a text. | | | | |

|COMPREHENSION |INFORMATIONAL TEXT | | | | |

|R.CM.01.04 Apply significant knowledge from |Range of Reading and Level of Text Complexity | | | | |

|grade-level science, social studies, and |RI.1.10 With prompting and support, read | | | | |

|mathematics texts. |informational texts appropriately complex for grade| | | | |

| |1. | | | | |

| | | | | | |

| | | | | | |

|METACOGNITION |INFORMATIONAL TEXT |Does the cover of |Complete nonfiction graphic | | |

|R.MT.01.01 Self-monitor comprehension by |Craft and Structure |the book help you |organizers. | |An extensive website for graphic organizers|

|recognizing when meaning is breaking down and |RI.1.4 Ask and answer questions to help determine |understand what the | | | |

|use simple fix-up strategies including making |or clarify the meaning of words and phrases in a |book is about? |Complete graphic organizer on| | |

|credible predictions based on a preview of the |text. | |what has happened before, | | |

|book cover and pictures to increase | |What is happening in|during and after the reading | | |

|comprehension when reading or listening to text.|Key Ideas and Details |the story so far? | | | |

| |RI.1.1 Ask and answer questions about key details | | | | |

| |in a text. | | | | |

|R.MT.01.02 Self-monitor comprehension by using | | | | | |

|strategies including asking questions before, |Range of Reading and Level of Text Complexity | | | | |

|during, and after reading and discussing the |RI.1.10 With prompting and support, read | | | | |

|most important ideas and themes in a text. |informational texts appropriately complex for | | | | |

| |grade. | | | | |

|R.MT.01.03 Plan, monitor, regulate, and evaluate| | | | | |

|skills, strategies, and processes to construct | | | | | |

|and convey meaning and discuss which | | | | | |

|comprehension strategies worked and did not | | | | | |

|work. | | | | | |

| | | | | | |

|R.MT.01.04 Self-monitor comprehension by using a| | | | | |

|graphic organizer to sequence events, sort and | | | | | |

|order information, or identify author’s | | | | | |

|perspective. | | | | | |

| |INFORMATIONAL TEXT | | | | |

| |Key Ideas and Details | | | | |

| |RI.1.1 Ask and answer questions about key details | | | | |

| |in a text. | | | | |

| | | | | | |

| |WRITING | | | | |

| |Research to Build and Present Knowledge | | | | |

| |W.1.8 With guidance and support from adults, recall| | | | |

| |information from experiences or gather information | | | | |

| |from provided sources to answer a question. | | | | |

|WRITING |WRITING | |Write an informational piece | |Suggested texts for informational piece |

|WRITING GENRE |Text Types and Purposes | |about a life cycle (see | |writing (tied to science unit): |

|W.GN.01.03 Write an informational piece that |W.1.2 Write informative/explanatory texts in which | |Science GLCEs). | |Is That a Fact? Teaching Non-fiction |

|addresses a focus question (e.g., What is a |they name a topic, supply some facts about the | | | |Writing K-3, Tony Stead, 2001. ISBN-13: |

|family?) using descriptive, enumerative, or |topic, and provide some sense of closure. | | | |9781571103314 |

|sequence patterns that may include headings, | | | | | |

|titles, labels, photographs, or illustrations to| | | | |I Wonder Why Trees Have Leaves, Andrew |

|enhance the understanding of central ideas. | | | | |Charman, 2003. ISBN-13: 9780753456637 |

| | | | | | |

| | | | | |Why Do Leaves Change Color? Betsy Maestro, |

| | | | | |1996. ISBN-13: 9780694700806 |

|WRITING PROCESS |Text Types and Purposes | | | | |

|W.PR.01.01 With teacher support, set a purpose, |W.1.2 Write informative/ explanatory texts in which| | | | |

|consider audience, and incorporate literary |they name a topic, supply some facts about the | | | | |

|language when writing a narrative or |topic, and provide some sense of closure. | | | | |

|informational piece; begin to use specific | | | | | |

|strategies including graphic organizers when | | | | | |

|planning. | | | | | |

| | | | | | |

|W.PR.01.02 Draft focused ideas using multiple | | | | | |

|connected sentences with appropriate grammar, | | | | | |

|usage, mechanics, and temporary spellings when | | | | | |

|composing a narrative or informational piece. | | | | | |

| | | | | | |

|W.PR.01.03 Attempt to revise draft based on | | | | | |

|reading it aloud to clarify meaning for their | | | | | |

|intended audience (e.g., using strong verbs or | | | | | |

|precise nouns, and adding needed information). | | | | | |

|W.PR.01.04 Attempt to proofread and edit | | | | | |

|writing/pictures using appropriate resources | | | | | |

|including a word wall and a class-developed | | | | | |

|checklist, both individually and in groups. | | | | | |

| |Research to Build and Present Knowledge | | | | |

| |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). | | | | |

| | | | | | |

| |W.1.8 With guidance and support from adults, recall| | | | |

| |information from experiences or gather information | | | | |

| |from provided sources to answer a question. | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| |Production and Distribution of Writing | | | | |

| |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. | | | | |

|GRAMMAR AND USAGE |FOUNDATIONAL SKILLS |Why do you | | | Has links to |

|W.GR.01.01 In the context of writing, correctly |Print Concepts |capitalize the first| | |grammar worksheets. |

|use the complete simple sentences beginning with|RF.1.1 Demonstrate understanding of the |letter of a | | | |

|a capital letter and ending with a period, |organization and basic features of print. |sentence? | | | |

|question mark, or exclamation point and |Recognize the distinguishing features of a sentence| | | | |

|capitalize first and last names and the pronoun |(e.g., first word, capitalization, ending |Why do you use a | | | |

|I. |punctuation). |period or question | | | |

| | |mark? | | | |

| |LANGUAGE | | | | |

| |Conventions of Standard English | | | | |

| |L.1.2 Demonstrate command of the conventions of | | | | |

| |standard English capitalization, punctuation, and | | | | |

| |spelling when writing. | | | | |

| |Capitalize dates and names of people. | | | | |

| |Use end punctuation for sentences. | | | | |

| |Use commas in dates and to separate single words in| | | | |

| |a series. | | | | |

| |Use conventional spelling for words with common | | | | |

| |spelling patterns and for frequently occurring | | | | |

| |irregular words. | | | | |

| |Spell untaught words phonetically, drawing on | | | | |

| |phonemic awareness and spelling conventions. | | | | |

| |L.1.2 Demonstrate command of the conventions of | | | | |

| |standard English capitalization, punctuation, and | | | | |

| |spelling when writing. | | | | |

| |a. Capitalize dates and names of people. | | | | |

| |b. Use end punctuation for sentences. | | | | |

|SPELLING |LANGUAGE | | | | |

|W.SP.01.01 In the context of writing, correctly |Conventions of Standard English | | | | |

|spell frequently encountered one-syllable words |L.1.2 Demonstrate command of the conventions of | | | | |

|from common word families. |standard English capitalization, punctuation, and | | | | |

| |spelling when writing. | | | | |

| |d. Use conventional spelling for words with common | | | | |

| |spelling patterns and for frequently occurring | | | | |

| |irregular words. | | | | |

| |e. Spell untaught words phonetically, drawing on | | | | |

| |phonemic awareness and spelling conventions. | | | | |

|HANDWRITING |FOUNDATIONAL SKILLS |Why is it important |Before: | | |

|W.HW.01.01 Legibly write upper and lower case |Print Concepts |to print your |Think-Pair-Share | | |

|manuscript letters. |RF.1.1 Demonstrate understanding of the |letters correctly? | | | |

| |organization and basic features of print. | |During: | | |

| | | |Hand signals | | |

| |LANGUAGE | | | | |

| |Conventions of Standard English | |After: | | |

| |L.1.1 Demonstrate command of the conventions of | |Observation | | |

| |standard English grammar and usage when writing or | | | | |

| |speaking. | | | | |

| |Print all upper- and lowercase letters | | | | |

|SPEAKING |SPEAKING AND LISTENING | |Grammar test on nouns and |Nouns | |

|CONVENTIONS |Presentation of Knowledge and Ideas | |contractions |Contractions | |

|.01.01 Use common grammatical structures |SL.1.6 Produce complete sentences when appropriate | | |Conjunctions | |

|correctly when speaking including singular and |to task and situation. | | | | |

|plural nouns, singular possessive pronouns, | | | | | |

|simple contractions, and conjunctions to express|LANGUAGE | | | | |

|relationships (e.g., because, if, after, and |Conventions of Standard English | | | | |

|inflected endings). |L.1.1 Demonstrate command of the conventions of | | | | |

| |standard English grammar and usage when writing and| | | | |

|.01.02 Explore and use language to |speaking. | | | | |

|communicate with a variety of audiences and for |b. Use common, proper, and possessive nouns. | | | | |

|different purposes including making requests, |c. Use singular and plural nouns with matching | | | | |

|solving problems, looking for solutions, |verbs in basic sentences (e.g., He hops; We hop). | | | | |

|constructing relationships, and expressing |d. Use personal, possessive, and indefinite | | | | |

|courtesies. |pronouns (e.g., I, me, my; they, them, their, | | | | |

| |anyone, everything). | | | | |

| |e. 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). | | | | |

| |f. Use frequently occurring adjectives. | | | | |

| |g. Use frequently occurring conjunctions (e.g., | | | | |

| |and, but, or, so, because). | | | | |

| |h. Use determiners (e.g., articles, | | | | |

| |demonstratives). | | | | |

| |i. Use frequently occurring prepositions (e.g., | | | | |

| |during, beyond, toward). | | | | |

| | | | | | |

| |Knowledge of Language | | | | |

| |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 she nibbles too much | | | | |

| |because she likes that). | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| |SPEAKING AND LISTENING | |Show and tell presentations | | |

| |Comprehension and Collaboration | | | | |

| |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. | | | | |

| |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). | | | | |

| |Build on others’ talk in conversations by | | | | |

| |responding to the comments of others through | | | | |

| |multiple exchanges. | | | | |

| |Ask questions to clear up any confusion about | | | | |

| |topics and texts under discussion. | | | | |

| | | | | | |

| |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. | | | | |

| |Presentation of Knowledge and Ideas | | | | |

| |SL.1.4 Describe people, places, things, and events | | | | |

| |with relevant details, expressing ideas and | | | | |

| |feelings clearly. | | | | |

| | | | | | |

| |LANGUAGE | | | | |

| |Knowledge of Language | | | | |

| |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 she nibbles too much | | | | |

| |because she likes that). | | | | |

|DISCOURSE |SPEAKING AND LISTENING | | | | |

|S.DS.01.03 Respond to multiple text types by |Comprehension and Collaboration | | | | |

|reflecting, making meaning, and making |SL.1.3 Ask and answer questions about what a | | | | |

|connections. |speaker says in order to gather additional | | | | |

| |information or clarify something that is not | | | | |

| |understood. | | | | |

| | | | | | |

| |Presentation of Knowledge and Ideas | | | | |

| |SL.1.6 Produce complete sentences when appropriate | | | | |

| |to task and situation. (See grade 1 Language | | | | |

| |standards 1 and 3 on page 26 for specific | | | | |

| |expectations.) | | | | |

| | | | | | |

| |SL.1.5 Add drawings or other visual displays to | | | | |

| |descriptions when appropriate to clarify ideas, | | | | |

| |thoughts, and feelings. | | | | |

|LISTENING AND VIEWING |INFORMATIONAL TEXT | | | | |

|RESPONSE |Integration of Knowledge and Ideas | | | | |

|L.RP.01.03 Respond to multiple text types |RI.1.8 Identify the reasons an author gives to | | | | |

|listened to or viewed knowledgeably, by |support points in a text. | | | | |

|discussing, illustrating, and/or writing in | | | | | |

|order to reflect, make meaning, and make |SPEAKING AND LISTENING | | | | |

|connections. |Comprehension and Collaboration | | | | |

| |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. | | | | |

| |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). | | | | |

| |Build on others’ talk in conversations by | | | | |

| |responding to the comments of others through | | | | |

| |multiple exchanges. | | | | |

| |Ask questions to clear up any confusion about | | | | |

| |topics and texts under discussion. | | | | |

| | | | | | |

| |SL.1.2 Ask and answer questions about key details | | | | |

| |in a text read aloud or information presented | | | | |

| |orally or through other media. | | | | |

ELA Pacing Guide

Time Frame: February – March First Grade

Unit 3: The World Around Me

Genres: Fantasy (narrative reading), Folktale (narrative reading)

Definitions – Fantasy: fiction contains unrealistic or unworldly elements and magical adventure. Six basic motifs are covered: magic, secondary worlds, good vs. evil, heroism, special character types, and fantastic objects. Folktale: ancient stories originally composed and told for all age groups that have been passed down orally from generation to generation to explain the natural and spiritual worlds, as well as to entertain and to indoctrinate their members. Folktales express relationships among human beings and their fears and desires, reflecting the values and cultural patterns of the particular group from which they come. Folktales, also known as folklore, encompass fables, myth, legend, tall tales and fairy tales.

|Processes, Content Statements & Expectations |Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) | | | | | |

| |LANGAUGE |How do you read a word you| |Strategies | |

| |Vocabulary Acquisition and Use |do not know? | | | |

| |L.1.4 Determine or clarify the meaning of unknown | | | | |

| |and multiple-meaning words and phrases based on |What do you do when you | | | |

| |grade 1 reading and content, choosing flexibly |don’t know a word? | | | |

| |from an array of strategies. | | | | |

| |Use sentence-level context as a clue to the |What happens when you | | | |

| |meaning of a word or phrase. |can’t sound a word out? | | | |

| |Use frequently occurring affixes as a clue to the | | | | |

| |meaning of a word. |Can other words help you | | | |

| |Identify frequently occurring root words (e.g., |with a word you don’t | | | |

| |look) and their inflectional forms (e.g., looks, |know? | | | |

| |looked, looking). | | | | |

| | | | | | |

| |L.1.5 With guidance and support from adults, | | | | |

| |demonstrate understanding of word relationships | | | | |

| |and nuances in word meanings. | | | | |

| |d. 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 |FOUNDATIONAL SKILLS |How do you find the | | | |

|R.WS.01.10 In context, determine the meaning of|Fluency |meaning of a word? | | | |

|words and phrases including objects, actions, |RF.1.4 Read with sufficient accuracy and fluency | | | | |

|concepts, content vocabulary, and literary |to support comprehension. | | | | |

|terms, using strategies and resources including|a. Read on-level text with purpose and | | | | |

|context clues, mental pictures, and |understanding. | | | | |

|questioning. |b. Read on-level text orally with accuracy, | | | | |

| |appropriate rate, and expression on successive | | | | |

| |readings. | | | | |

| |c. Use context to confirm or self-correct word | | | | |

| |recognition and understanding, rereading as | | | | |

| |necessary. | | | | |

| | | | | | |

| |LANGUAGE | | | | |

| |Vocabulary Acquisition and Use | | | | |

| |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. | | | | |

| |Use sentence-level context as a clue to the | | | | |

| |meaning of a word or phrase. | | | | |

| |Use frequently occurring affixes as a clue to the | | | | |

| |meaning of a word. | | | | |

| | | | | | |

| |L.1.5 With guidance and support from adults, | | | | |

| |demonstrate understanding of word relationship and| | | | |

| |nuances in word meanings. | | | | |

| |a. Sort words into categories (e.g., colors, | | | | |

| |clothing) to gain a sense of the concepts the | | | | |

| |categories represent. | | | | |

| |b. 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). | | | | |

|Fluency |FOUNDATIONAL SKILLS | | | | |

|R.FL.01.03 Read aloud unfamiliar text with a |Fluency | | | | |

|minimum 90% accuracy in word recognition at an |RF1.4 Read with sufficient accuracy and fluency to| | | | |

|independent reading level. |support comprehension. | | | | |

| |a. Read on-level text with purpose and | | | | |

| |understanding. | | | | |

| |b. Read on-level text orally with accuracy, | | | | |

| |appropriate rate, and expression on successive | | | | |

| |readings. | | | | |

| |c. Use context to confirm or self-correct word | | | | |

| |recognition and understanding, rereading as | | | | |

| |necessary. | | | | |

|NARRATIVE TEXT |NARRATIVE TEXT |What is a fantasy? |Complete a graphic organizer|Fantasy |Suggested fantasy books: |

|R.NT.01.01 Recognize how various cultures and |Craft and Structure | |on setting, characters, etc.|Folktale |Duck in the Truck, Jez Alborough, 2005. |

|our common heritage are represented in classic,|RL.1.5 Explain major differences between books |What is a folktale? | |Setting |ISBN-13: 9781929132836 |

|multicultural, and contemporary literature that|that tell stories and books that give information,| |Discuss characters and |Characters | |

|is recognized for quality and literary merit. |drawing on a wide reading of a range of text |What is a setting? |setting after reading books.|Prediction |Click, Clack, Moo: Cows That Type, Doreen |

| |types. | | | |Cronin, 2000. ISBN-13: 9780689832130 |

|R.NT.01.02 Identify and describe the basic form| |Who are characters? | | | |

|and purpose of a variety of narrative genre |RL.1.4 Identify words and phrases in stories or | | | |Owen, Kevin Henkes, 1993. ISBN-13: |

|including realistic fiction, fantasy, and |poems that suggest feelings or appeal to the |What comes first, second, | | |9780688114497 |

|folktales. |senses. |third? | | | |

| | | | | |Miss Smith’s Incredible Storybook, Michael|

| |RL.1.10 With prompting and support, read prose and| | | |Garland, 2005. ISBN-13: 9780142402825 |

|R.NT.01.03 Identify problem/solution, sequence |poetry of appropriate complexity for grade 1. | | | | |

|of events, and sense of story (beginning, | | | | |My Lucky Day, Keiko Kasza, 2005. ISBN-13: |

|middle, and end). |Key Ideas and Details | | | |978-0142404560 |

| |RL.1.2 Retell stories, including key details, and | | | | |

| |demonstrate understanding of their central message| | | |Sweet Tooth, Margie Palatini, 2004. |

|R.NT.01.04 Identify how authors/ illustrators |or lesson. | | | |ISBN-13: 978-0689851599 |

|use literary devices including illustrations to| | | | | |

|support story elements and transitional words |RL.1.3 Describe characters, settings, and major | | | |Suggested folktale titles: |

|including before, after, now, and finally to |events in a story, using key details. | | | |Stone Soup, Marcia Brown, 1947. ISBN-13: |

|indicate a sequence of events and sense of | | | | |9780689711039 |

|story. |Integration of Knowledge and Ideas | | | | |

| |RL.1.7 Use illustrations and details in a story to| | | |The Three Little Havelinas, Susan Lowell, |

|R.NT.01.05 Respond to individual and multiple |describe its characters, setting, or events. | | | |1992. ISBN-13: 9780873585422 |

|texts by finding evidence, discussing, | | | | | |

|illustrating, and/or writing to reflect, make | | | | |Prince Cinders, Babette Cole, 1997. |

|connections, take a position, and/or show | | | | |ISBN-13: 978-0698115545 |

|understanding. | | | | | |

| | | | | |Where’s the Big Bad Wolf? Eileen |

| | | | | |Christelow, 2002. ISBN-13: 978-0618181940 |

| | | | | | |

| | | | | |Falling for Rapunzel, Leah Wilcox, 2005. |

| | | | | |ISBN-13: 978-0439750462 |

| |Key Ideas and Details |How is your life like this| | | |

| |RL.1.1 Ask and answer questions about key details |book? | | | |

| |in a text. | | | | |

| | | | | | |

| |RL.1.3 Describe characters, settings, and major | | | | |

| |events in a story, using key details. | | | | |

| | | | | | |

| |Craft and Structure | | | | |

| |RL.1.6 Identify who is telling the story at | | | | |

| |various points in a text. | | | | |

|COMPREHENSION |NARRATIVE TEXT | |What books have you read | | | |

|R.CM.01.01 Make text-to-self and text-to-text |Craft and Structure | |that are the same? | | | |

|connections and comparisons by activating prior|RL.1.5 Explain major differences between books | | | | | |

|knowledge and connecting personal knowledge and|that tell stories and books that give information,| | | | | |

|experience to ideas in text through oral and |drawing on a wide reading of a range of text | | | | | |

|written responses. |types. | | | | | |

| | | | | | | |

|R.CM.01.02 Retell in sequence up to three |INTEGRATION OF KNOWLEDGE AND IDEAS | | | | | |

|important ideas and details of familiar simple |RL.1.9 Compare and contrast the adventures and | | | | | |

|oral and written text. |experiences of characters in stories. | | | | | |

| | | | | | | |

|R.CM.01.03 Compare and contrast relationships | | | | | | |

|among characters, events, and key ideas within | | | | | | |

|and across texts to create a deeper | | | | | | |

|understanding by mapping story elements, | | | | | | |

|graphically representing key ideas and details,| | | | | | |

|and asking questions as they read. | | | | | | |

| |Key Ideas and Details |In those books that are | | | |

| |RL.1.2 Retell stories, including key details, and |the same how are the | | | |

| |demonstrate understanding of their central message|characters same and | | | |

| |or lesson. |different? | | | |

| | | | | | |

| |Integration of Knowledge and Ideas |Does the cover of the book| | | |

| |RL.1.9 Compare and contrast the adventures and |help you understand what | | | |

| |experiences of characters in stories |the book is about? | | | |

|METACOGNITION |Integration of Knowledge and Ideas |What is happening in the | | | |

|R.MT.01.01 Self-monitor comprehension by |RL.1.7 Use illustrations and details in a story to|story so far? | | | |

|recognizing when meaning is breaking down and |describe its characters, settings, or events. | | | | |

|use simple fix-up strategies including making | | | | | |

|credible predictions based on a preview of the |Range of Reading and Level of Text Complexity | | | | |

|book cover and pictures to increase |RL.1.10 With prompting and support, read prose and| | | | |

|comprehension when reading or listening to |poetry of appropriate complexity for grade 1. | | | | |

|text. | | | | | |

| |FOUNDATIONAL SKILLS | | | | |

|R.MT.01.02 Self-monitor comprehension by using |Fluency | | | | |

|strategies including asking questions before, |RF.1.4 Read with sufficient accuracy and fluency | | | | |

|during, and after reading and discussing the |to support comprehension. | | | | |

|most important ideas and themes in a text. |Read on-level text with purpose and understanding.| | | | |

| |c. Use context to confirm or self-correct word | | | | |

|R.MT.01.03 Plan, monitor, regulate, and |recognition and understanding, rereading as | | | | |

|evaluate skills, strategies, and processes to |necessary. | | | | |

|construct and convey meaning and discuss which | | | | | |

|comprehension strategies worked and did not | | | | | |

|work. | | | | | |

| | | | | | |

|R.MT.01.04 Self-monitor comprehension by using | | | | | |

|a graphic organizer to sequence events, sort | | | | | |

|and order information, or identify author’s | | | | | |

|perspective. | | | | | |

| |NARRATIVE TEXT | | | | |

| |Key Ideas and Details | | | | |

| |RL.1.1 Ask and answer questions about key details | | | | |

| |in a text. | | | | |

| | | | | | |

| |Range of Reading and Level of Text Complexity | | | | |

| |RL.1.10 With prompting and support, read prose and| | | | |

| |poetry of appropriate complexity for grade 1. | | | | |

| |Key Ideas and Details | | | | |

| |RL.1.2 Retell stories, including key details, and | | | | |

| |demonstrate understanding of their central message| | | | |

| |or lesson. | | | | |

| | | | | | |

| |RL.1.3 Describe characters, settings, and major | | | | |

| |events in a story, using key details. | | | | |

| | | | | | |

| |Integration of Knowledge and Ideas | | | | |

| |RL.1.9 Compare and contrast the adventures and | | | | |

| |experiences of characters in stories. | | | | |

| |Key Ideas and Details | | | | |

| |RL.1.2 Retell stories, including key details, and | | | | |

| |demonstrate understanding of their central message| | | | |

| |or lesson. | | | | |

|READING ATTITUDE |Range of Reading and Level of Text Complexity | | | | |

|R.AT.01.02 Do substantial reading and writing |R.L. 1.10 With prompting and support, read prose | | | | |

|on their own during free time in school and at |and poetry of appropriate complexity for grade 1. | | | | |

|home. | | | | | |

|SPEAKING |No Common Core |How do we speak in front | | | |

|CONVENTIONS | |of an audience? | | | |

|.01.05 Understand, providing examples of | | | | | |

|how language differs from storybooks and | | | | | |

|classroom as a function of linguistic and | | | | | |

|cultural group membership. | | | | | |

|DISCOURSE |SPEAKING AND LISTENING | | | | |

|S.DS.01.01 Engage in substantive conversations,|Comprehension and Collaboration | | | | |

|remaining focused on subject matter, with |SL.1.3 Ask and answer questions about what a | | | | |

|interchanges building on prior responses in |speaker | | | | |

|literature discussions, paired conversations, |says in order to gather additional information or | | | | |

|or other interactions. |clarify something that is not understood. | | | | |

| | | | | | |

|S.DS.01.02 Tell or retell familiar stories | | | | | |

|(e.g., realistic fiction, fantasy, folktale), |Presentation of Knowledge and Ideas | | | | |

|using a problem/solution pattern, appropriate |SL.1.4 Describe people, places, things, and events| | | | |

|story grammar, and proper sequence while |with relevant details, expressing ideas and | | | | |

|maintaining appropriate posture and eye |feelings clearly. | | | | |

|contact, using a prop for support. | | | | | |

| | | | | | |

| | | | | | |

|LISTENING |SPEAKING AND LISTENING | | | | |

|CONVENTIONS |Comprehension and Collaboration | | | | |

|.01.04 Understand how the source of the |SL.1.3 Ask and answer questions about what a | | | | |

|message affects the receiver’s response |speaker says in order to gather additional | | | | |

|(student/student, student/teacher, |information or clarify something that is not | | | | |

|student/parent). |understood. | | | | |

| | | | | | |

|.01.05 Begin to evaluate messages they | | | | | |

|experience from a variety of media and | | | | | |

|differentiate between sender, receiver, and | | | | | |

|message. | | | | | |

|RESPONSE |NARRATIVE TEXT | | | | |

|L.RP.01.01 Listen to or view knowledgeably and |Range of Reading and Level of Text Complexity | | | | |

|discuss a variety of genre. |RL.1.10 With prompting and support, read prose and| | | | |

| |poetry of appropriate complexity for grade 1. | | | | |

|L.RP.01.02 Select, listen to or view | | | | | |

|knowledgeably, and respond thoughtfully to both|SPEAKING AND LISTENING | | | | |

|classic and contemporary texts recognized for |Comprehension and Collaboration | | | | |

|quality and literary merit. |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. | | | | |

| |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).| | | | |

| |Build on others’ talk in conversations by | | | | |

| |responding to the comments of others through | | | | |

| |multiple exchanges. | | | | |

| |Ask questions to clear up any confusion about the | | | | |

| |topics and texts under discussion. | | | | |

| |SL.1.2 Ask and answer questions about key details | | | | |

| |in a text read aloud or information presented | | | | |

| |orally or through other media. | | | | |

ELA Pacing Guide

Time Frame: April – June First Grade

Unit 4: Change

Genres: How-To Book (informational reading), Poetry (narrative writing), Research Project (informational writing)

Definitions – How-to book: how to books for children convey procedures for breaking down a process into sequential steps to direct thoughts for accomplishing an action or achieving a planned result. Poetry: literature expressed in various, metrical forms, structures and arrangements that is traditionally characterized by rhythmical patterns of language. Research project: a nonfiction inquiry project requiring an inquiry process and final report. Includes the selection of a topic, the development (and narrowing) of research questions, reading and recording selectively, designing research strategies, organizing information, synthesizing information, a written report, and a presentation of the report to a larger audience.

|Processes, Content Statements & Expectations |Common Core |Essential Questions |Assessment |Vocabulary |Resources |

|(Disciplinary Knowledge) | | | | | |

| |LANGAUGE |What happens when you| | | |

| |Vocabulary Acquisition and Use |can’t sound a word | | | |

| |L.1.4 Determine or clarify the meaning of unknown |out? | | | |

| |and multiple-meaning words and phrases based on | | | | |

| |grade 1 reading and content, choosing flexibly from|Can other words help | | | |

| |an array of strategies. |you with a word you | | | |

| |Use sentence-level context as a clue to the meaning|don’t know? | | | |

| |of a word or phrase. | | | | |

| |Use frequently occurring affixes as a clue to the | | | | |

| |meaning of a word. | | | | |

| |Identify frequently occurring root words (e.g., | | | | |

| |look) and their inflectional forms (e.g., looks, | | | | |

| |looked, looking). | | | | |

| | | | | | |

| |L.1.5 With guidance and support from adults, | | | | |

| |demonstrate understanding of word relationships and| | | | |

| |nuances in word meanings. | | | | |

| |d. 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 |FOUNDATIONAL SKILLS |How do you find the | | | |

|R.WS.01.10 In context, determine the meaning of |Fluency |meaning of a word? | | | |

|words and phrases including objects, actions, |RF.1.4 Read with sufficient accuracy and fluency to| | | | |

|concepts, content vocabulary, and literary |support comprehension. | | | | |

|terms, using strategies and resources including |a. Read on-level text with purpose and | | | | |

|context clues, mental pictures, and questioning.|understanding. | | | | |

| |b. Read on-level text orally with accuracy, | | | | |

| |appropriate rate, and expression on successive | | | | |

| |readings. | | | | |

| |c. Use context to confirm or self-correct word | | | | |

| |recognition and understanding, rereading as | | | | |

| |necessary. | | | | |

| | | | | | |

| |LANGUAGE | | | | |

| |Vocabulary Acquisition and Use | | | | |

| |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. | | | | |

| |Use sentence-level context as a clue to the meaning| | | | |

| |of a word or phrase. | | | | |

| |Use frequently occurring affixes as a clue to the | | | | |

| |meaning of a word. | | | | |

| | | | | | |

| |L.1.5 With guidance and support from adults, | | | | |

| |demonstrate understanding of word relationship and | | | | |

| |nuances in word meanings. | | | | |

| |a. Sort words into categories (e.g., colors, | | | | |

| |clothing) to gain a sense of the concepts the | | | | |

| |categories represent. | | | | |

| |b. 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). | | | | |

|INFORMATIONAL TEXT |INFORMATIONAL TEXT |What kind of | |How-to books |Suggested “how-to” books: |

|R.IT.01.01 Identify and describe the basic form,|Craft and Structure |information is | |Informational text |How a Book Is Made, Aliki, 1988. ISBN-13: |

|features, and purpose of a variety of |RI.1.5 Know and use various text features (e.g., |included in how-to | |Research |9780064460859 |

|informational genre including simple “how-to” |headings, tables of contents, glossaries, |books? | |Labels | |

|books, science and social studies magazines. |electronic menus, icons) to locate key facts or | | |Poetry |The Furry News: How to Make a Newspaper, |

| |information in a text. |What topics are | |Rhyme |Loreen Leedy, 1990. ISBN-13: 9780823407934|

|R.IT.01.02 Discuss informational text patterns |Integration of Knowledge and Ideas |covered in how-to | | | |

|including descriptive, sequential, and |RI.1.8 Identify the reasons an author gives to |books? | | |Clay Art with Gloria Elliott, Susan |

|enumerative. |support points in a text | | | |Canizares, 1998. ISBN-13: 978-0439045957 |

| | |What can how-to books| | | |

|R.IT.01.03 Explain how authors use text features| |tell us? | | |Building a House, Byron Barton, 1990. |

|including headings, titles, labeled photographs,| | | | |ISBN-13: 978-0688093563 |

|and illustrations to enhance the understanding | | | | | |

|of key and supporting ideas. | | | | | |

| | | | | | |

|R.IT.01.04 Respond to individual and multiple | | | | | |

|texts by finding evidence, discussing, | | | | | |

|illustrating, and/or writing to reflect, make | | | | | |

|connections, take a position, and/or show | | | | | |

|understanding. | | | | | |

| |Key Ideas and Details |What is the | | | |

| |RI.1.2 Identify the main topic and retell key |difference in a | | | |

| |details of a text. |how-to book and a | | | |

| | |magazine? | | | |

| |Craft and Structure | | | | |

| |RI.1.5 Know and use various text features (e.g., |How do titles and | | | |

| |headings, tables of contents, glossaries, |pictures help us | | | |

| |electronic menus, icons) to locate key facts or |understand the story?| | | |

| |information in a text. | | | | |

| | | | | | |

| |RI.1.6 Distinguish between information provided by | | | | |

| |pictures or other illustrations and information | | | | |

| |provided by the words in a text. | | | | |

| | | | | | |

| |Integration of Knowledge and Ideas | | | | |

| |RI.1.7 Use the illustrations and details in a text | | | | |

| |to describe its key ideas. | | | | |

| | | | | | |

| |RI.1.8 Identify the reasons an author gives to | | | | |

| |support points in a text. | | | | |

| |Key Ideas and Details | | | | |

| |RI.1.1 Ask and answer questions about key details | | | | |

| |in a text. | | | | |

| | | | | | |

| |RI.1.3 Describe the connection between two | | | | |

| |individuals, events, ideas, or pieces of | | | | |

| |information in a text. | | | | |

| | | | | | |

| |Craft and Structure | | | | |

| |RI.1.6 Distinguish between information provided by | | | | |

| |pictures or other illustrations and information | | | | |

| |provided by the words in a text. | | | | |

|COMPREHENSION |INFORMATIONAL TEXT | | | | |

|R.CM.01.04 Apply significant knowledge from |Range of Reading and Level of Text Complexity | | | | |

|grade-level science, social studies, and |RI.1.10 With prompting and support, read | | | | |

|mathematics texts. |informational texts appropriately complex for grade| | | | |

| |1. | | | | |

|METACOGNITION |INFORMATIONAL TEXT |Does the cover of the| | | |

|R.MT.01.01 Self-monitor comprehension by |Craft and Structure |book help you | | | |

|recognizing when meaning is breaking down and |RI.1.4 Ask and answer questions to help determine |understand what the | | | |

|use simple fix-up strategies including making |or clarify the meaning of words and phrases in a |book is about? | | | |

|credible predictions based on a preview of the |text. | | | | |

|book cover and pictures to increase | | | | | |

|comprehension when reading or listening to text.| | | | | |

| | | | | | |

| | | | | | |

|R.MT.01.02 Self-monitor comprehension by using | | | | | |

|strategies including asking questions before, | | | | | |

|during, and after reading and discussing the | | | | | |

|most important ideas and themes in a text. | | | | | |

| | | | | | |

|R.MT.01.03 Plan, monitor, regulate, and evaluate| | | | | |

|skills, strategies, and processes to construct | | | | | |

|and convey meaning and discuss which | | | | | |

|comprehension strategies worked and did not | | | | | |

|work. | | | | | |

| | | | | | |

|R.MT.01.04 Self-monitor comprehension by using a| | | | | |

|graphic organizer to sequence events, sort and | | | | | |

|order information, or identify author’s | | | | | |

|perspective. | | | | | |

| |Key Ideas and Details | | | | |

| |RI.1.1 Ask and answer questions about key details | | | | |

| |in a text. | | | | |

| | | | | | |

| |Range of Reading and Level of Text Complexity | | | | |

| |RI.1.10 With prompting and support, read | | | | |

| |informational texts appropriately complex for | | | | |

| |grade. | | | | |

| |INFORMATIONAL TEXT | | | | |

| |Key Ideas and Details | | | | |

| |RI.1.1 Ask and answer questions about key details | | | | |

| |in a text. | | | | |

| | | | | | |

| |WRITING | | | | |

| |Research to Build and Present Knowledge | | | | |

| |W.1.8 With guidance and support from adults, recall| | | | |

| |information from experiences or gather information | | | | |

| |from provided sources to answer a question. | | | | |

|CRITICAL STANDARDS |WRITING | |Look for frequently used | | |

|R.CS.01.01 Develop and discuss shared standards |Text Types and Purposes | |words in students’ writing. | | |

|and begin to assess the quality and accuracy of |W.1.2 Write informative/explanatory texts in which | | | | |

|their own writing and the writing of others with|they name a topic, supply some facts about the | | | | |

|teacher guidance. |topic, and provide some sense of closure. | | | | |

|WRITING |No Common Core Match |What is poetry? |Write poetry based on a | | |

|WRITING GENRE | | |pattern. | | |

|W.GN.01.02 Approximate poetry based on reading a| | | | | |

|wide variety of grade-appropriate poetry. | | | | | |

| | | | | | |

|W.GN.01.04 Use a teacher-selected topic to write| | | | | |

|one research question; locate and begin to | | | | | |

|gather information from teacher-selected | | | | | |

|resources; organize the information and use the | | | | | |

|writing process to develop a project. | | | | | |

| |Text Types and Purposes | | | |Suggested books for research project: |

| |W.1.2 Write informative/ explanatory texts in which| | | |How a Seed Grows, Helene J. Jordan, 1992. |

| |they name a topic, supply some facts about the | | | |ISBN-13: 978-0064451079 |

| |topic, and provide some sense of closure. | | | | |

| | | | | |Needs and Wants, Susan Ring, 2003. |

| |Research to Build and Present Knowledge | | | |ISBN-13: 9780736820288 |

| |W.1.7 Participate in shared research and writing | | | | |

| |projects (e.g., explore a number of “how-to” books | | | |The Magic School Bus and the Missing Tooth,|

| |on a given topic and use them to write a sequence | | | |Joanna Cole, 2007. ISBN-13: 978-0439801072 |

| |of instructions). | | | | |

| | | | | |101 Science Poems & Songs for Young |

| |W.1.8 With guidance and support from adults, recall| | | |Learners (Grades 1-3). Meish Goldish, 1999.|

| |information from experiences or gather information | | | |ISBN-10: 0590963694 |

| |from provided sources to answer a question. | | | | |

|PROCESS |Text Types and Purposes |What is the writing | | | |

|W.PR.01.01 With teacher support, set a purpose, |W.1.2 Write informative/ explanatory texts in which|process? | | | |

|consider audience, and incorporate literary |they name a topic, supply some facts about the | | | | |

|language when writing a narrative or |topic, and provide some sense of closure. |How do you | | | |

|informational piece; begin to use specific | |brainstorm? | | | |

|strategies including graphic organizers when |Production and Distribution of Writing | | | | |

|planning. |W.1.7 Participate in shared research and writing |What should I write | | | |

| |projects (e.g., explore a number of “how-to” books |about? | | | |

|W.PR.01.02 Draft focused ideas using multiple |on a given topic and use them to write a sequence | | | | |

|connected sentences with appropriate grammar, |of instructions). | | | | |

|usage, mechanics, and temporary spellings when | | | | | |

|composing a narrative or informational piece. |W.1.8 With guidance and support from adults, recall| | | | |

| |information from experiences or gather information | | | | |

|W.PR.01.03 Attempt to revise draft based on |from provided sources to answer a question. | | | | |

|reading it aloud to clarify meaning for their | | | | | |

|intended audience (e.g., using strong verbs or | | | | | |

|precise nouns, and adding needed information). | | | | | |

| | | | | | |

|W.PR.01.04 Attempt to proofread and edit | | | | | |

|writing/ pictures using appropriate resources | | | | | |

|including a word wall and a class-developed | | | | | |

|checklist, both individually and in groups. | | | | | |

| |Production and Distribution of Writing |What is editing? | | | |

| |W.1.5 With guidance and support from adults, focus | | | | |

| |on a topic, respond to questions and suggestions |What is proofreading?| | | |

| |from peers, and add details to strengthen writing | | | | |

| |as needed. | | | | |

|PERSONAL STYLE | | | | | |

|W.PS.01.01 Develop personal style in oral, |W.1.1 Write opinion pieces in which they introduce | | | | |

|written, and visual messages in both narrative |the topic or name the book they are writing about, | | | | |

|(e.g., natural language, specific action, |state an opinion, supply a reason for the opinion, | | | | |

|emotion) and informational writing (e.g., |and provide some sense of closure. | | | | |

|sequence, specific vocabulary, visual | | | | | |

|representation). | | | | | |

|SPELLING |LANGUAGE | | | | |

|W.SP.01.02 In the context of writing, correctly |Conventions of Standard English | | | | |

|spell less frequently encountered words using |L.1.2 Demonstrate command of the conventions of | | | | |

|structural cues (letter/sound, rimes) and |standard English capitalization, punctuation, and | | | | |

|environmental sources (word walls, word lists). |spelling when writing. | | | | |

| |d. Use conventional spelling for words with common | | | | |

| |spelling patterns and for frequently occurring | | | | |

| |irregular words. | | | | |

| |e. Spell untaught words phonetically, drawing on | | | | |

| |phonemic awareness and spelling conventions. | | | | |

|SPEAKING |SPEAKING AND LISTENING | | | | |

|CONVENTIONS |SL.1.6 Produce complete sentences when appropriate | | | | |

|.01.03 Speak effectively maintaining |to task and situation. (See grade 1 Language | | | | |

|appropriate posture, eye contact, and position |standards 1 and 3 on page 26 for specific | | | | |

|using props such as photographs or illustrations|expectations.) | | | | |

|in narrative and informational presentations. | | | | | |

| |LANGUAGE | | | | |

|.01.04 Present in standard American English |Conventions of Standard English | | | | |

|if it is their first language. (Students whose |L.1.1 Demonstrate command of the conventions of | | | | |

|first language is not English will present in |standard English grammar and usage when writing or | | | | |

|their developing version of standard American |speaking. | | | | |

|English.) | | | | | |

|DISCOURSE |SPEAKING AND LISTENING | | | | |

|S.DS.01.04 Plan and deliver presentations using |Comprehension and Collaboration | | | | |

|an informational organizational pattern (e.g., |SL.1.1 Participate in collaborative conversations | | | | |

|descriptive, enumerative, or sequential) |with diverse partners about grade 1 topics and | | | | |

|providing several facts and details to make |texts with peers and adults in small and larger | | | | |

|their point while maintaining appropriate |groups. | | | | |

|posture and eye contact using a prop. |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). | | | | |

| |Build on others’ talk in conversations by | | | | |

| |responding to the comments of others’ through | | | | |

| |multiple exchanges. | | | | |

| |Ask questions to clear up any confusion about the | | | | |

| |topics and texts under discussion. | | | | |

| | | | | | |

| |SL.1.2 Ask and answer questions about key details | | | | |

| |in a text read aloud or information presented | | | | |

| |orally or through other media. | | | | |

|LISTENING |SPEAKING AND LISTENING | | | | |

|CONVENTIONS |Comprehension and Collaboration | | | | |

|.01.02 Ask appropriate questions for |SL.1.1 Participate in collaborative conversations | | | | |

|clarification and understanding during a |with diverse partners about grade 1 topics and | | | | |

|presentation or report. |texts with peers and adults in small and larger | | | | |

| |groups. | | | | |

|.01.03 Listen to or view knowledgeably while|Follow agreed-upon rules for discussions (e.g., | | | | |

|demonstrating appropriate social skills of |listening to others with care, speaking one at a | | | | |

|audience behaviors (e.g., eye contact, |time about the topics and texts under discussion). | | | | |

|attentive, supportive) in small and large group |Build on others’ talk in conversations by | | | | |

|settings; listen to the comments of a peer and |responding to the comments of others through | | | | |

|respond on topic adding a connected idea. |multiple exchanges. | | | | |

| |Ask questions to clear up any confusion about the | | | | |

| |topics and texts under discussion. | | | | |

| | | | | | |

| |SL.1.2 Ask and answer questions about key details | | | | |

| |in a text read aloud or information presented | | | | |

| |orally or through other media. | | | | |

| | | | | | |

| |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. | | | | |

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