Troup County School System

English/Language Arts Curriculum Map

First Grade – First Quarter

Click here for Teacher Checklist Quarter 1 (Includes Know and Do Statements)

ELAGSE Standards / Essential Questions / System Resources
“The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.” Commission on Reading
With this research in mind, we are supporting the 100 Book Challenge at the beginning of each school year. The challenge is to read 100 books in the first 20 days of school.
Underlined standards and elements link to Standards Based Report Card assessment pages
Print Concepts
ELAGSE.1.RF.1 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).
In kindergarten, students had to follow words left to right, top to bottom, page by page. Students had to recognize spoken words could be represented by letters, understand that words are separated by spaces in print. Students had to recognize and name all upper and lowercase letters.
Identifies the beginning and end of a paragraph.
In kindergarten, students had to identify a letter, a word, and a sentence.
Key Vocabulary
Features of a sentence, first word, capitalization, ending punctuation, period, exclamation mark, question mark, paragraph / Print Concepts
What are the features of a sentence?
Why does knowing the features of a sentence help me be a better reader?
How do I know where a paragraph begins and ends? / Print Concepts
Print Concepts Unit
6 lessons using mentor texts
Paragraphs Unit
5 lessons using mentor texts
Note: Each of these units gives specific books to use as mentor texts. If your media center does not have these books, choose books with the same characteristics as suggested texts.
ELAGSE Standards / Essential Questions / System Resources
Phonological Awareness
ELAGSE.1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
a. Distinguish long from short vowel sounds in spoken single-syllable words.
In kindergarten, students had to associate short and long vowels with their spelling (phonics).
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
In kindergarten, students had to count, pronounce, blend, and segment syllables in spoken words
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
In kindergarten, students had to isolate, and pronounce the initial, medial vowel, and final sounds in CVC words (excluding /l/, /r/, or /x/
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
In kindergarten, students had to count, pronounce, blend, and segment syllables in spoken words
Students in kindergarten also had to recognize and produce rhyming words as well as add or substitute individual sounds (phonemes) in CVC words to make new words.
Key Vocabulary
Long vowel sounds, short vowel sounds, syllable, blending, consonant blends, initial sounds, medial vowel sounds, final sounds, segment / Phonological Awareness
How do I know the difference between a long and short vowel sound?
What are consonant blends?
How does isolating sounds help me read words?
What do you hear at the beginning of this word? In the middle? At the end?
How does segmenting sounds help me read words?
Does that word make sense? / Phonological Awareness
Differentiated Groups
K-2nd Differentiated Reading Page
Reading plan for K-2nd Differentiated Reading. Includes Full Circle, Phonological Awareness, Guided Reading, Fluency, and district expectations. System assessments are included.
District Resource for Phonological Awareness:
Hudson Helpshop Kit with manual
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RF2
Read, Write, Think.org – lesson on Building Phonemic Awareness. Additional lessons may be searched for using Phonological Awareness.
Using Poetry to Teach Blends and Digraphs
Giggle Poetry
Florida Center for Reading Research
PALS – Phonological Awareness Literacy Screening
ELAGSE Standards / Essential Questions / System Resources
Phonics and Word Recognition
ELAGSE.1.RF.3 Know and apply grade- level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
This is new learning.
b. Decode regularly spelled one-syllable words.
In kindergarten, students had to demonstrate knowledge of one to one letter sound correspondences by producing the most frequent sounds for consonants.
c. Know the final –e and common vowel team conventions for representing long vowel sounds.
In kindergarten, students had to associate the long and short sounds for common spellings for the five major vowels.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
This is new learning.
f. Read words with inflectional endings.
This is new learning
Students in kindergarten also had to read common high frequency words by sight and distinguish similarly spelled words by identify the sounds of the letters that differ.
Key Vocabulary
consonant digraphs, final e, vowel teams, inflectional endings / Phonics and Word Recognition
How does knowing spelling patterns help me read?
How do I decode words?
How does knowing the rules for vowel patterns help me read?
What does the final –e tell you about this word?
How do you know how many syllables a word has?
How does knowing syllable rules help me read?
Can you clap the syllables in this word?
What are inflectional endings and how do they help me with reading? / Phonics and Word Recognition
Differentiated Groups
K-2nd Differentiated Reading Page
Reading plan for K-2nd Differentiated Reading. Includes Full Circle, Phonological Awareness, Guided Reading, Fluency, and district expectations. System assessments are included.
Note: All first grade students should be using the Full Circle scope and sequence for explicit phonics instruction and formative assessment. Students should be placed in instructional groups based on Beginning of Year assessments.
The decodable section from Reading A to Z should be used to provide hands on phonics instruction for teacher directed instruction
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RF3
BBC Words and Pictures interactive site for long vowels
Sort City – lots of great words and concepts for sorting
Free Reading – lessons for advanced phonics
Sen Teacher – printable resources for literacy
Onset and Rime – resources from Reading Rockets
Additional Pages from Website
Ready to Read
ELAGSE Standards / Essential Questions / System Resources
Fluency
ELAGSE.1.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
In kindergarten, students had to read emergent-reader text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate (30 wcpm), and expression on successive readings.
This is new learning. Troup County added a standard for words correct per minute for kindergarten.
Read grade level sight words/high frequency words with speed, accuracy, and expression.
In kindergarten, students had to read high frequency words at the rate of 30 wcpm.
Key Vocabulary
fluency, accuracy, rate, expression, sight words, purpose, understanding / Fluency
How do I read with purpose and understanding?
What should I do if I don’t understand what I read?
How does reading with accuracy and expression help me understand what I read?
How does reading at an appropriate rate help me understand what I read?
How can I make my reading sound like I talk?
How does knowing sight words help me be a better reader? / Fluency
Differentiated Groups
K-2nd Differentiated Reading Page
Reading plan for K-2nd Differentiated Reading. Includes Full Circle, Phonological Awareness, Guided Reading, Fluency, and district expectations. System assessments are included.
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RF4
Inkless Tales – sight word books that read to students
Reading A to Z – log in and go to the assessment page. (tab at top) Here you will find assessments for alphabet, phonics, as well as running records.
The School Bell – dolch kit which includes sight word phrases
Kidzone Dolch Words
Dolch File for Parents – includes words with sentences
Additional Pages from Website
Dolch Sight Word Page- scroll to the bottom of the page to find sight word phrase resources organized by pre-primer, primer, 1st grade, 2nd grade, and 3rd grade
ELAGSE Standards / Essential Questions / System Resources
Literary Reading
ELAGSE.1.RL.1: Ask and answer questions about key details in a text. (Questioning, Predicting, Inferring)
In kindergarten, students had to ask and answer questions with prompting and support from the teacher.
ELAGSE.1.RL. 2: Retell stories, including key details, and demonstrate understanding of their central message or lesson. (Summarize)
In kindergarten, students had to retell including key details.
ELAGSE.1.RL.3 Describe characters, settings, and major events in a story, using key details.
In kindergarten, students had to identify characters, settings, and major events in a story.
ELAGSE.1.RL.5: Explain major differences between books that tell stories and texts that give information.
In kindergarten, students had to recognize common types of texts.
ELAGSE.1.RL.7: Use illustrations and details in a story to describe its characters, setting, or events. (Visualization)
In kindergarten, students had to describe the relationship between illustrations and the stories in which they appear.
ELAGSE.1.RL.10: With prompting and support, read prose and poetry of appropriate complexity for grade one. (Self Monitoring)
This standard addresses genres of reading as well as readability of text.
RL Key Vocabulary
Ask questions, answer questions, retell, key details, central message, lesson, character, setting, major events, fiction, nonfiction, illustrations, prose, poetry / Literary Reading
How does asking myself questions when I read make me a better reader? How do I make predictions when I am reading? How do I ask myself questions before, during, and after reading?
How does retelling what I read help me be a better reader? What is a central message or lesson? How does knowing the central message or lesson help me be a better reader? How do I retell a story with a beginning, middle, and ending?
Who are the characters in the story? What do you know about them? Where does the story take place? Does the setting change during the story?
What are the characteristics of stories?
What are the characteristics of informational books?
Can you find an illustration or story part that shows the main character? The setting? Problem in the story? How does knowing the major events help me better understand the story?
How can I use the illustrations or title to predict what will happen?
How do I read prose so that I can understand what I am reading?
How do I read poetry so that I can understand what I am reading? / Literary Reading
Whole Group
Whole group units contain RL and RI standards
Pacing Guides
August
September
October
Building Good Reading Habits
Quarter 1 Whole Group Reading
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RL Standards
Anchor Charts from Pintrest
Retelling – Like to Read website
Into the Book – teacher and student section. Includes all of the reading comprehension strategies – lessons and videos
Florida Center for Reading Research
Additional Pages from Website
Reading Comprehension Page
Reading Writing Notebooks
1st Grade ELA Page
ELAGSE Standards / Essential Questions / System Resources
Informational Reading
ELAGSE.1.RI.1: Ask and answer questions about key details in a text. (Questioning, Predicting, Inferring)
In kindergarten students had to ask and answer questions about narrative elements (not informational)
ELAGSE.1.RI. 2: Identify the main topic and retell key details of a text.
In kindergarten students had to retell important facts in own words.
ELAGSE.1.RI.5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts of information in a text. (Determining Importance)
In kindergarten students had to use prior knowledge, graphic features, and graphic organizers to understand text.
ELAGSE.1.RI.7: Use illustrations and details in a text to describe its key ideas. (Visualization)
In kindergarten students had to use illustrations to make predictions.
ELAGSE.1.RL.10: With prompting and support, read informational texts of appropriate complexity for grade one. (Self Monitoring)
In kindergarten students had to listen to and read a variety of informational text to gain knowledge and for pleasure.
RI Key Vocabulary
Main topic, key details, text features, headings, table of content, glossary, electronic menu, icons / Informational Reading
How can asking myself questions while reading help me better understand what I read? How do I know which details are important?
What is a main topic?
Why is knowing the main topic important? How do I know which details to retell?
What are textual features?
How does using textual features help me be a better reader? How do textual features help me locate information?
How can I use illustrations and details to help me retell key ideas?
How do I self monitor my reading so that I am pushing myself as a reader? / Informational Reading
Whole group units contain RL and RI standards
Additional resources may be used for re-teaching, enrichment, or differentiation
Additional Web Resources for RI Standards
PBS Teachers Reading and Language Arts Lessons
National Geographic Young Explorers – interactive text with teacher resources linked to CCGPS
Nonfiction Notebooks
Pictures for Nonfiction Notebooks
Investigating Animals Using Nonfiction for Research – ReadWriteThink lesson
Into the Book – includes all comprehension strategies with lessons, videos, songs, and posters
Florida Center for Reading Research – tasks organized by Common Core and RI standards
The following sites are searchable by skills, levels, or concepts:
Reading A to Z
Read Works
Read Write Think
ELAGSE Standards / Essential Questions / System Resources
Writing
ELAGSE.1.W.3: Write narratives in which they recount two or more appropriately sequenced events, including some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (6+1Traits: Ideas, Organization)
In kindergarten, students had to use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the event in order, and provide a reaction to what happened.
ELAGSE.1.W.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. (Writing Process)