2014 Quarter One Grade 01 ELA/Writing

Yearly Standards: 1.R.RF.03bg, 1.R.RF.04a, 1.R.RF.04b, 1.R.RI.10

Week / Pacing / Standards/Pacing / ELP Standards / Resources / ELD Methodologies
07/21/2014 / 5 Days / Site Routines/Procedures
1 Day / G1.W.AD.01
Additional Standards
1.W.05. 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.
1.W.06. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / Stage II ELP Standards
Stage II ELP/Common Core Crosswalk
07/28/14 / 10/10 Days / 1.R.RF.02c I can identify and say the beginning, middle, and ending sounds in a word. / II-R-2:HI-1
distinguish between initial, medial, and final spoken sounds to produce words.
II-R-2:HI-2
Orallly producing groups of words that begin with the same initial sounds (alliteration) / 1.R.RF.02c BT Unwrapped
5 Days / 1.L.01a I can print all upper and lower case letters
08/04/14 / 10/10
Days / 1.R.RF.02c I can identify and say the beginning, middle, and ending sounds in a word. / II-R-2:HI-1
distinguish between initial, medial, and final spoken sounds to produce words.
II-R-2:HI-2
Orallly producing groups of words that begin with the same initial sounds (alliteration) / 1.R.RF.02c BT Unwrapped
1 Day / G1.W.AD.02 Additional Standards1.W.05. 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.
1.W.06. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
08/11/14 / 1 Days / G1.R.AD.02 Additional StandardsNone
5/10 Days / 1.R.RF.02dI can hear and show each sound in a word / 1.R.RF.02d BT Unwrapped
5 Days / 1.L.02de I can spell words by sounding them out
5 Days / 1.W.04 I can write useful text with my teacher’s help. / II-W-1:HI-2
Writing simple rhymes, chants, and poetry
II-W-1:HI-5
Creating a variety of functional texts (e.g., classroom rules, letters, notes, messages, directions, etc.) using complete sentences.
II-W-1:HI-6
Writing a friendly letter or thank you note that is organized and uses a proper format (e.g., heading, greeting, body, closing, etc.)
II-W-3:HI-2
Determining the purpose and intended audience of a writing piece.
II-W-4:HI-3
Organizing student generated text to include a clear beginning, middle, and end.
II-W-4:HI-4
organizing a student fenerated text using transitional words to indicate a beginning, middle, and end.
II-W-4:HI-5
Organizing a student generated text using transitional words to indicate a beginning, middle, and end.
08/18/14 / 10/10
Days / 1.R.RF.02d I can hear and show each sound in a word / 1.R.RF.02d BT Unwrapped
5 Days / 1.L.02bI can use the correct punctuation to end my sentence.
08/25/14 / 5 Days / 1.R.RF.02bI can blend sounds to say a one syllable word / II-R-2:HI-6
forming words by blending spoken simple onsets (/c/) and rimes (/at/) / 1.R.RF.02b BT Unwrapped
5 Days / 1.L.01jI can expand simple sentences. / II-L-1:HI-V3
Using imperative verbs
II-L-1:HI-V4
Using simple present tense irregular verbs: to be, to have, to do and to go to produce declarative, negative, and interrogative simple sentences.
II-L-1:HI-V5
producing declarative, negatve, and interrogative sentences using simple-present tense verbs with subject-verb agreement.
II-L-1:HI-V6
producing declarative, negatve, and interrogative sentences using present progressive tense verbs with subject-verb agreement.
II-L-1:HI-V7
producing declarative, negatve, and interrogative sentences using simple past tense verbs with subject-verb agreement.
II-L-1:HI-V8
II-L-1:HI-V9
II-L-1:HI-V10
II-L-1:HI-V11
II-L-1:HI-V12
II-L-1:HI-V13
II-L-1:HI-V15
II-L-1:HI-(i)I
09/01/14 / 10/10
Days / 1.R.RF.03aI can identify and say a consonant digraph in a word. / II-R-2:HI-9
reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels. / 1.R.RF.03a BT Unwrapped
09/08/14 / 1 Days / G1.R.AD.03 Additional StandardsNone
5/10 Days / 1.R.RF.03aI can identify and say a consonant digraph in a word. / II-R-2:HI-9
reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels. / 1.R.RF.03a BT Unwrapped
1 day / G1.W.AD.03 AdditionalStandards1.W.05. 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.
1.W.06. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
5 Days / BENCHMARK #1
5 Days / 1.L.02aI can use capitals for dates and names of people.
09/15/14 / 10/10
Days / 1.R.RF.01I can recognize and use the features of a sentence including beginning capital and ending punctuation. / II-R-2:B-2
distinguishing between printed letters, words, sentences, and paragraphs
II-R-2:HI-3
identifying features of a sentence (capitalization, commas, quotation marks, and ending punctuation). / R.RF.01 BT Unwrapped
10/10
Days / 1.L.05abI can sort words into categories and define them by attributes. / II-L-2:Hi-1
classifying words into conceptual categories and providing rationale. / 1.L.05a BT Unwrapped

Yearly Standards:

1.R.RF.03bg Decode regularly spelled one syllable words, recognize and read grade-appropriate irregularly spelled words. 1. R.RF.03 BT Unwrapped Document

II-R-2:HI-9 reading regularly spelled multi-syllable words by applying the most common letter-sound correspondences, including the sounds represented by single letters, consonant blends, consonant/vowel digraphs (th, sh, ck) and diphthongs (ea, ie, ee) and r-controlled vowels.

1.R.RF.04a Read on level text with purpose and understanding. 1.R.RF.04a BT Unwrapped

1.R.RF.04b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.R.RF.04b BT Unwrapped

II-R-3:HI-1 reading aloud (including high frequency/sight words) with fluency demonstrating automaticity.

1.R.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. 1.R.RI.10 BT Unwrapped

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Chinle Unified School District, No. 24

July 2014