2014 Quarter Two 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 Methodologies10/06/14 / 5/10 Days / [ 1.R.RF.01] I can recognize and use the features of a sentence including beginning capital and ending punctuation.
Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
"I can recognize and use the features of a sentence including beginning capital and ending punctuation." / II-R-1:B-2
distinguishing between printed letters, words, sentences, and paragraphs.
II-R-1:HI-3
identifying features of a sentence (capitalization, commas, quotation marks, and ending punctuation). / Stage II ELP Standards
Stage II ELP/Common Core Crosswalk
BT Unwrapped 1.R.RF.01
5/10
Days / [ 1.L.05ab] I can sort words into categories and define them by attributes.
Sort words into categories (e.g., colors, clothing) to gain a sense ofthe concepts the categories represent. 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).
"I can sort words into categories and define them by attributes." / II-L-2:HI-1(v)
classifying words into conceptual categories and providing rationale. / BT Unwrapped 1.L.05ab
10/13/14 / 10/10 Days / [ G1.1R.C1.PO1] I can put words in ABC order using the first letter of each word.
Alphabetize a series of words to the first letter.
"I can put words in ABC order using the first letter of each word." / II-R-1:HI-5(PC)
alphabetizing a series of words to the second letter with instructional support. / BT Unwrapped G1.1R.C1.PO1
1 Day / [ G1.W.AD.04] Additional Standards
1.L.01c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; we hop).
"I can use singular and plural nouns with the correct verb."
1.L.02c. Use commas in dates and to separate single words in a series.
"I can use commas in dates and to separate single words in a series."
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.
"I can use the writing proces to publish my writing with my teacher’s help."
1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / II-L-1:HI-2 (n)
producing sentences using a subject and a verb, with subject-verb agreement.
(S-V)
II-L-1:HI-3 (n)
converting a given singular noun into plural noun, including irregular.
II-L-1:HI-6(v)
producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.
II-L-1:HI-7(v)
producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.
II-L-1:HI-8(v)
using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).
II-W-3:HI-1
generating ideas through student-led prewriting activities (e.g., advanced graphic organizers, etc.) and student recording of the ideas.
II-W-3:HI-3
writing a student generated draft with a main idea and supporting details in a logical sequence.
II-W-3:HI-4
re-reading a student generated draft orally for clarity and changing or adding relevant details as needed.
II-W-3:HI-5
evaluating a student generated draft for the use of word choice and organization with the assistance of teacher, peer, a checklist, or a rubric.
II-W-3:HI-6
using simple resources (e.g., word walls, primary dictionaries, conventions checklists, etc.) for reviewing and correcting conventions in a student generated draft.
5 Days / [ 1.L.01k] I can write sentences in order to support a main idea or story.
Write multiple sentences in an order that supports a main idea or story.
"I can write sentences in order to support a main idea or story." / II-L-1:HI-2 (SC)
producing sentences using a subject and a verb, with subject-verb agreement.
(S-V) / BT Unwrapped 1.L.01k
10/20/14 / 5/10 Days / [ G1.1R.C1.PO1] I can put words in ABC order using the first letter of each word.
Alphabetize a series of words to the first letter.
"I can put words in ABC order using the first letter of each word." / II-R-1:HI-5(PC)
alphabetizing a series of words to the second letter with instructional support. / BT Unwrapped G1.1R.C1.PO1
5 Days / [ 1.W.03] I can write a narrative.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
"I can write a narrative." / II-W-1:HI-1
writing a narrative or short story that includes a main idea, character, setting and a sequence of events.
II-W-1:HI-7
writing a response to a literary selection that identifies the characters, setting, and sequence of events, main idea, problem and solution.
II-W-4:HI-1
writing student generated text that expresses a main idea.
II-W-4:HI-2
writing relevant details that support the main idea in a student generated text.
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 generated text using transitional words to indicate a beginning, middle, and end. / BT Unwrapped 1.W.03
BT UNwrapped ER.DFA1.1.W.03
10/27/14 / 10/10 Days / [ 1.R.RF.03de] I can name the number of syllables in a word and read the word.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two syllable words following basic patterns by breaking the words into syllables.
"I can name the number of syllables in a word and read the 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.
II-R-2:HI-11
reading multi-syllabic words, using syllabication rules. / BT Unwrapped 1.R.RF.03de
1 Day / [ G1.W.AD.05] Additional Standards
1.L.05d. 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.
"I can tell the different meanings between similar verbs or adjectives.
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.
"I can use the writing proces to publish my writing with my teacher’s help."
1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / II-L-2:HI-11 (vocab)
clarifying word meaning by applying knowledge of synonyms and antonyms to enhance vocabulary.
11/03/14 / 5/10 Days / [ 1.R.RF.03de] I can name the number of syllables in a word and read the word.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Decode two syllable words following basic patterns by breaking the words into syllables.
"I can name the number of syllables in a word and read the 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.
II-R-2:HI-11
reading multi-syllabic words, using syllabication rules. / BT Unwrapped 1.R.RF.03de
5 Days / [ 1.L.01f] I can use adjectives.
Use frequently occurring adjectives.
"I can use adjectives." / II-L-1:HI-1 (adj)
producing a series of adjectives in the correct order.
II-L-1:HI-2 (adj)
using nouns as modifiers.
II-L-1:HI-3 (adj)
using sensory/personality adjectives.
II-L-1:HI-4 (adj)
using singular and plural possessive adjectives (my, your, his, her, its, our, their).
II-L-1:HI-1 (ph/cl)
using noun phrases in a complete sentence.
II-L-1:HI-7 (sc)
producing sentences with S-V-C construction with an adjective as the complement, with subject-verb agreement.
II-L-1:HI-8 (sc)
producing sentences in the negative
(S-V-C) construction, with a subject, “to be” and adjective as a complement, with subject-verb agreement.
II-L-1:HI-9 (sc)
producing sentences using a subject + “to be” + prepositional phrase, with subject-verb agreement.
II-L-1:HI-3 (Q)
producing Yes/No questions beginning with “to be” and containing a complement in a variety of verb tenses. / BT Unwrapped 1.L.01f
11/10/14 / 10/10 Days / [ 1.R.RF.02a] I can tell the difference between long and short vowels sounds in a word.
Distinguish long from short vowel sounds in spoken single-syllable words.
"I can tell the difference between long and short vowels sounds in a word." / II-R-2:B-3
distinguishing between long and short vowel sounds in orally stated single-syllable words. / BT Unwrapped 1.R.RF.02a
11/17/14 / 5/10 Days / [ 1.R.RF.02a] I can tell the difference between long and short vowels sounds in a word.
Distinguish long from short vowel sounds in spoken single-syllable words.
"I can tell the difference between long and short vowels sounds in a word." / II-R-2:B-3
distinguishing between long and short vowel sounds in orally stated single-syllable words. / BT Unwrapped 1.R.RF.02a
11/24/14 / 15/15 Days / [ 1.R.RF.03c] I can identify final -e and common vowel teams in words.
Know final -e and common vowel team conventions for representing long vowel sounds.
"I can identify final -e and common vowel teams in words." / N/A / BT Unwrapped 1.R.RF.03c
12/01/14 / 10/10 Days / [ 1.R.RF.03f] I can read words with inflectional endings. (-ing, -s, -ed)
Read words with inflectional endings.
"I can read words with inflectional endings. (-ing, -s, -ed)" / II-R-2:HI-12
identifying inflectional endings
(-s, -ed, -ing) and their functions (tense, plurality, comparison and part of speech). / BT Unwrapped 1.R.RF.03f
10/15 Days / [ 1.R.RF.03c] I can identify final -e and common vowel teams in words.
Know final -e and common vowel team conventions for representing long vowel sounds.
"I can identify final -e and common vowel teams in words." / N/A / BT Unwrapped 1.R.RF.03c
1 Day / [ G1.W.AD.06] Additional Standards
1.L.01e. 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).
"I can use verbs to show past, present, and future."
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.
"I can use the writing proces to publish my writing with my teacher’s help."
1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / II-L-1:LI-1(v)
identifying the infinitive form of physical action, mental action, and state of being (to be) verbs.
II-L-1:HI-2(v)
differentiating between past, present, present progressive, and future verb tenses.
II-L-1:HI-4(v)
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-5(v)
producing declarative, negative, and interrogative sentences using simple present tense verbs with subject-verb agreement.
II-L-1:HI-6(v)
producing declarative, negative, and interrogative sentences using present progressive tense verbs with subject-verb agreement.
II-L-1:HI-7(v)
producing declarative, negative, and interrogative sentences using simple past tense regular verbs with subject-verb agreement.
II-L-1:HI-8(v)
using simple past tense irregular verbs: to be, to have, to do, and to go to produce declarative, negative, and interrogative simple sentences (subject-verb agreement).
II-L-1:HI-9(v)
producing declarative, negative, and interrogative sentences using irregular simple past tense verbs with subject-verb agreement.
II-W-3:HI-1
generating ideas through student-led prewriting activities (e.g., advanced graphic organizers, etc.) and student recording of the ideas.
II-W-3:HI-3
writing a student generated draft with a main idea and supporting details in a logical sequence.
II-W-3:HI-4
re-reading a student generated draft orally for clarity and changing or adding relevant details as needed.
II-W-3:HI-6
using simple resources (e.g., word walls, primary dictionaries, conventions checklists, etc.) for reviewing and correcting conventions in a student generated draft.
5 Days / Benchmark #2
12/08/14 / 5/10 Days / [ 1.R.RF.03f] I can read words with inflectional endings. (-ing, -s, -ed)
Read words with inflectional endings.
"I can read words with inflectional endings. (-ing, -s, -ed)" / II-R-2:HI-12
identifying inflectional endings
(-s, -ed, -ing) and their functions (tense, plurality, comparison and part of speech). / BT Unwrapped 1.R.RF.03f
5/15 Days / [ 1.R.RF.03c] I can identify final -e and common vowel teams in words.
Know final -e and common vowel team conventions for representing long vowel sounds.
"I can identify final -e and common vowel teams in words." / N/A / BT Unwrapped 1.R.RF.03c
12/15/14 / 1 Day / [ G1.W.AD.07] Additional Standards
1.L.01d. Use personal, possessive, and indefinite pronouns (e.g., I, me;they, them, their; anyone, everything).
"I can use personal, possessive, and indefinite pronouns."
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.
"I can use the writing proces to publish my writing with my teacher’s help."
1.W.08. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. / II-L-1:HI-1 (PRO)
using personal singular subjective pronouns (I, you, he, she, it) and plural subjective pronouns (we, they).
II-L-1:HI-2 (PRO)
using singular and plural personal objective pronouns (me, you, him, her, it, us, them).
II-L-1:HI-3 (PRO)
using singular and plural personal possessive pronouns (mine, yours, his, hers, its, ours, theirs).
II-L-1:HI-4 (PRO)
differentiating between subjective, objective, possessive pronouns, and their placement in sentences.
II-L-1:HI-1 (SC)
selecting a subject (singular or plural) to complete a given sentence.
II-L-1:HI-2 (SC)
producing sentences using a subject and a verb, with subject-verb agreement.
(S-V)
II-L-1:HI-3 (SC)
producing sentences with negative S-V construction, with subject-verb agreement.
II-L-1:HI-4 (SC)
producing sentences with S-V-C construction, using a pronoun as the subject, with subject-verb agreement.
II-W-5:HI-1
formulating and writing questions about a topic or event in order to gather research for a report.
II-W-5:HI-2
gathering information to answer questions about a topic or event for a report.
II-W-5:HI-3
writing a three paragraph report including a title and three facts based on collected data about objects, people or events.
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
1
Chinle Unified School District, No. 24
September2014