Magoffin County Schools Curriculum Resources

July 2011

Magoffin County Schools Curriculum Resources

English/Language Arts

Grade 1_

Unit/Topic

Animals

Weeks 1-3

Common Core Standards:

· RL.1.1 Ask and answer questions about key details in a text.

· RF.1.1a Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

· RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (Phonemes).

· RF1.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from short vowel sounds in spoken single‐syllable words.

· RF.1.2c Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.

· RF.1.1 Demonstrate understanding of the organization and basic features of print.

· W.1.3 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, an provide some sense of closure.

· SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and tests with peers and adults in small and larger groups.

· RF.1.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

· RF.1.2d Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

d.Segment spoken single‐syllable words into their complete sequence of individual sounds (phonemes).

· RL.1.3 describe characters, settings, and major events in a story using key details.

· RI.1.7 Use the illustrations and details in a text to describe its key ideas.

· L.1.1a Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a. Print all upper‐ and lowercase letters.

· RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

Week 1

I CAN STATEMENTS:

· I can identify and write a complete sentence.

· I can capitalize the first word in a sentence and use correct ending punctuation.

· I can distinguish between spoken words, syllables, and sounds.

· I can ask and answer question about key details in a text.

· I can describe characters, settings, and major events in a story using key details.

· I can identify words and phrases in stories and poems.

· I can ask and answer questions about key details in a text.

· I can use illustrations and details to describe key details.

· I can use correct grammar when writing or speaking.

· I can use common, proper, and possessive nouns.

· I can use singular and plural nouns with matching verbs in basic sentences.

· I can write narratives with two or more sequenced events.

· I can participate in discussions with my peers.

· I can follow the rules for discussion.

· I can distinguish between short and long vowel sounds.

· I can read single syllable words by blending sounds.

· I can identify and pronounce beginning, middle, and ending sounds in single -syllable words.

· I can print all the upper‐ and lowercase letters.

Critical Vocabulary

Character

Setting

Statement

Question

Common noun

CVC vowel pattern

Complete sentence

Suggested Strategies/Activities

· Use letter games to review vowels and consonants.

Examples:

1. Alphabet Bingo

2. Shaving Cream on desk.

· Use letter tiles to construct CVC word patterns.

· Use a sentence frame to introduce sentence writing skills.

· Define character and setting. Use a house web on student’s desk for visual.

· Have students use magazines to cut out pictures of common nouns. Students will work in groups to create posters of common nouns.

· Use games to introduce statements and questions.

1. Sorting sentence strips containing questions and statements.

2. Give each student a question mark and a period. Using the document camera, place sentences under having students hold up what the sentence needs at the end.

· On a printed page, identify examples of first and last letters in a word, first and last words on a page, and first and 1st words in a sentence.

· Track print from left to right and top to bottom as the teacher reads the works aloud.

· On a printed page, point to capital letters and end punctuation in sentences, and match periods, question marks, and exclamation points to sentence types.

· Give students pretend (or real) magnifying glasses to do detective work on a simple book they are reading. Play “I Spy” to find examples of first (initial), last (final), middle (medial), top, bottom, left right, and capital letters, and periods, question marks, and exclamation points

· Orally segment, delete, and substitute syllables in multi-syllable words.

· Listen for two or three widely contrasting vowel sounds

Formative

· Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher directed questioning.

· Observation/Anecdotal

· Notes

· Group Discussion

· Participation

· Journal Writing

· Performance‐based tasks and/or activities

· Learning Logs

· Written Daily Practice Activities

· Dolch Word Flash Cards

Summative

· Open Response

· Short Quiz w/statements and questions

· Common PLC teams will design the common assessments

Identify Sub‐Topics

· Our Pets

Resources Needed

· Scott Foreman “Reading Street”

· Trade Books

· ITBS Practice Book

· Discovery Test

· Variety of Games

· www.spellingcity.com

· www.abcya.com

· www.starfall.com

Possible Interventions

www.starfall.com

Buddy reading

Week 2

I CAN STATEMENTS:

· I can identify and write a complete sentence.

· I can capitalize the first word in a sentence and use correct ending punctuation.

· I can distinguish between spoken words, syllables, and sounds.

· I can ask and answer question about key details in a text.

· I can describe characters, settings, and major events in a story using key details.

· I can identify words and phrases in stories and poems.

· I can ask and answer questions about key details in a text.

· I can use illustrations and details to describe key details.

· I can use correct grammar when writing or speaking.

· I can use common, proper, and possessive nouns.

· I can use singular and plural nouns with matching verbs in basic sentences.

· I can write narratives with two or more sequenced events.

· I can participate in discussions with my peers.

· I can follow the rules for discussion.

· I can distinguish between short and long vowel sounds.

· I can read single syllable words by blending sounds.

· I can identify and pronounce beginning, middle, and ending sounds in single –syllable words.

· I can read fluently.

Suggested Activities

· Use cut and paste letters to construct CVC pattern words.

· Have students begin to use writing journals to correct sentences with question marks and periods. (Daily Fix Its)

· Have students draw pictures (using dry erase boards) of common and proper nouns. Also have them label them.

· Students will use sentence strips to create questions and statements.

· After reading a story with the class, use a story ball (a beach ball can be used) to identify character and setting.

· Use writing journals daily.

Critical Vocabulary

Complete sentence

Question

Statement

Common noun

CVC vowel pattern

Character

Setting

Capitalize

Period

Question mark

Proper nouns

Suggested Strategies/Activities

· Use cut and paste letters to construct CVC pattern words.

· Have students begin to use writing journals to correct sentences with question marks and periods. (Daily Fix Its)

· Have students draw pictures (using dry erase boards) of common and proper nouns. Also have them label them.

· Students will use sentence strips to create questions and statements.

· After reading a story with the class, use a story ball (a beach ball can be used) to identify character and setting.

· Use writing journals daily.

Formative

· Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher direct questioning.

· Observation/Anecdotal

· Notes

· Group Discussion

· Participation

· Journal Writing

· Performance‐based tasks and/or activities

· Learning Logs

· Written Daily Practice Activities

Summative

· Open Response

· Character and setting quiz

· Correct the sentence quiz

Identify Sub‐Topics

· Animals in The Wild

Resources Needed

· Scott Foreman “Reading Street”

· Trade Books

· “Daily Language Grade 1”

· www.spellingcity.com

· www.abcya.com

· www.starfall.com

Week 3

I CAN STATEMENTS:

· I can identify and write a complete sentence.

· I can capitalize the first word in a sentence and use correct ending punctuation.

· I can distinguish between spoken words, syllables, and sounds.

· I can ask and answer question about key details in a text.

· I can describe characters, settings, and major events in a story using key details.

· I can identify words and phrases in stories and poems.

· I can ask and answer questions about key details in a text.

· I can use illustrations and details to describe key details.

· I can use correct grammar when writing or speaking.

· I can use common, proper, and possessive nouns.

· I can use singular and plural nouns with matching verbs in basic sentences.

· I can write narratives with two or more sequenced events.

· I can participate in discussions with my peers.

· I can follow the rules for discussion.

· I can distinguish between short and long vowel sounds.

· I can read single syllable words by blending sounds.

· I can identify and pronounce beginning, middle, and ending sounds in single –syllable words.

· I can read fluently.

Suggested Strategies/Activities

· Use short /a/ poem to have students identify CVC pattern and nouns.

· Introduce poems using Nursery Rhymes.

· A poem should be shared with the class each day. This is a good way to introduce students to poetry.

· Place a sentence on the board.

Example:

The rabbit _____ over the fence. Have each child give an answer for the word that should go in the blank. Record their answers on the board. This is a good way to introduce verbs.

· Use a chart tablet to list short /a/ words as students dictate to teacher.

· Have students draw a picture of something that has happened to them. Next, have them write a sentence about their picture. Have them draw and write a before and an after. This will be a good start on a narrative.

Critical Vocabulary

Poem

Key detail

Possessive noun

Verb

Narrative

Review the following Vocabulary

Question

Statement

Common noun

Proper noun

CVC pattern

Character /setting

Period /question mark

Balanced Assessment:

Formative

· Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher directed questioning.

· Observation/Anecdotal

· Notes

· Group Discussion

· Participation

· Journal Writing

· Performance‐based tasks and/or activities

· Learning Logs

· Written Daily Practice

· Activities

Summative

· Open Response

· Short verb quiz

· Common PLC teams will design the common assessments

Identify Sub‐Topics

· Animal Homes

Resources Needed

· Scott Foreman “Reading Street”

· Trade Books

· Daily Language Grade 1”

· www.spellingcity.com

· www.abcya.com

· www.starfall.com

Unit/Topic

Animal Habitats

Weeks 4-6

Common Core Standards

· RL.1.1 Ask and answer questions about key details in a text.

· RF.1.1a Demonstrate understanding of the organization and basic features of print.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

· RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (Phonemes).

· RF1.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Distinguish long from short vowel sounds in spoken single‐syllable words.

· RF.1.2c Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.

· RF.1.1 Demonstrate understanding of the organization and basic features of print.

· W.1.3 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, an provide some sense of closure.

· SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and tests with peers and adults in small and larger groups.

· RF.1.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

· RF.1.2d Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Segment spoken single‐syllable words into their complete sequence of individual sounds (phonemes).

· RL.1.3 Describe characters, settings, and major events in a story using key details.

· RI.1.7 Use the illustrations and details in a text to describe its key ideas.

· RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

· RF.1.4a Read with sufficient accuracy and fluency to support comprehension.

Read on‐level text with purpose and understanding.

IDENTIFY GAPS:

These topics/skills need to be taught for 2 – 3 years to avoid gaps in student learning.

RD‐EP‐1.0.2 Students will apply knowledge of synonyms, antonyms or compound words for comprehension.

Week 4

I CAN STATEMENTS:

· I can read, write, and spell words with short and long vowel sounds.

· I can read single syllable words by blending sounds.

· I can produce the beginning, middle, and ending sounds in single‐syllable words.

· I can read and write a complete sentence.

· I can recognize the distinguishing features of a sentence.

· I can understand the difference between spoken words, syllables, and sounds.

· I can ask and answer questions about key details in a text.

· I can describe characters, settings, and major events in a story.

· I can identify words and phrases in stories or poems that suggest feeling or appeal to the senses.

· I can use illustrations and details in a text to describe its key ideas.

· I can use frequently occurring conjunctions.

· I can use correct grammar when writing or speaking.

· I can use common, proper, and possessive nouns.

· I can use singular and plural nouns with matching verbs in basic sentences.

· I can write narratives with two or more events.

· I can participate in discussions with my peers.

· I can follow the rules for discussion.

· I can read fluently.

Suggested Strategies/Activities

· Students will read Mrs. Perkin’s Dolce words on the Smart Board

· Students will unscramble alphabet letters to create a word using a skill sheet from Carl’s Corner Web Site.

· Students will look at pictures on a skill sheet to determine the beginning, middle, and ending sounds in single-syllable words.

· Students will read words and paste them in order to create a sentence.

· Students will read and take part in class discussion over weekly reading story.

· Students will record the key elements of the weekly story in a journal.

· Students will use weekly story and be able to describe the feelings of characters and read the text that supports their answer.

· Students will draw a picture to illustrate the key ideas in their weekly story.

· Students will use and, but, or to join two sentences together.

· Students will use correct writing and speaking when completing “Daily Fix It”.

· Students will use singular and pural nouns with matching verbs when writing the “Daily Fix It”.

· Students will

Critical Vocabulary

Balanced Assessment:

Formative

· Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher directed questioning.

· Observation/Anecdotal