Huron School District

Core Curriculum GuideGrade Level:First Content Area:Reading

Unit Title: Month(s): August and September

Upon entering First Grade individual assessments may determine a need to review letter/sound recognition for mastery in this time period. It may also be necessary to review Kindergarten sight words.

Content Standards:

RF.1.4a / Read on-level text with purpose and understanding.
RI.1.1 / Ask and answer questions about key details in a text.
RI.1.4 / Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.7 / Use the illustrations and details in a text to describe its key ideas.
RI.1.10 / With prompting and support, read informational texts appropriately complex for grade 1.
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.
RL.1.7 / Use illustrations and details in a story to describe its characters, setting, or events.
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.
SL.1.1a / 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).
SL.1.1b / Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.2 / Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.5 / Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
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, and provide some sense of closure.
L.1.1 / Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1j / Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
L.1.2 / Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.1.2b / Use end punctuation for sentences.
RL.1.1 / Ask and answer questions about key details in a text.
SL.1.4 / Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
L.1.5 / With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5c / Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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).
RL.1.1 / Ask and answer questions about key details in a text.
RL.1.4 / Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.7 / Use illustrations and details in a story to describe its characters, setting, or events.
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.
SL.1.1a / 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).
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.
L.1.4a / Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.5d / 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.

Essential Questions:

  • What do good readers do? How does the story connect to self?
  • Am I clear about what I just read? How do I know?
  • What do good writers do?
  • What makes collaboration meaningful? (rules for speaking and listening)

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned?
Decode using phonemes of short a and short I words / Term short vowels ,letter recognition, letter sounds / Word family worksheets, SMART board,I pad,computer activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Build words with isolated letter sounds / Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart / Word building with cubes or letters
Spell in print
NWEA
Dibels
Understand the meaning of high frequency sight words in the context of unit reading. / word automaticity demonstrated with 5 or more words taught / Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or word sketch)
Dibels
Identify setting, characters ,title ,author and illustrator
Recognize each element’s meaning / Setting, Character ,Author ,Illustrator / Point to the elements in a reading sample
Use interactive retell activity(beach ball, visual organizer)
DRAs or running records
Comprehend text / Understand or make sense of materials read in whole class, small group and individual text
Explain strategy used when comprehending / DRAs, running records, leveled readers,think pair-share activity
NWEA

Unit Title: Month(s): September/October

Content Standards:

  • 1.R.1.1 Students can decode words using short vowel sounds
  • 1.R.1.3 Students can blend sounds of words to read text.
  • 1.R.1.6 Students can interpret vocabulary when reading independently.
  • 1.R.1.7 Students can read high-frequency words in text.
  • 1.R.2.1 Students can comprehend text by applying reading strategies.
  • 1.R.2.2 Students can utilize comprehension strategies.
  • 1.R.2.3 Students can read fluently to comprehend text.
  • 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.

Essential Questions:

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned?
Decode using phonemes of short o and short e words / Term short vowels ,letter recognition, letter sounds / Word family worksheets, SMART board ,I pad, computer activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Build words with isolated letter sounds / Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart / Word building with cubes or letters
Spell in print
NWEA
Dibels
Understand the meaning of high frequency sight words in the context of unit reading. / word automaticity demonstrated with 5 or more words taught / Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or word sketch)
Dibels
Identify literary genres when in the context of a reading activity / Recognize written text as could happen, could not happen, or rhymes/poems / Individual assessment with skills checklist
Group response activity (apples, peaches ,pumpkin pie…)
NWEA
Dibels
Comprehend text / Understand or make sense of materials read in whole class, small group and individual text
Explain strategy used when comprehending / DRAs, running records, leveled readers, think pair-share activity
NWEa
Fluently read text / Accurately read at an appropriate rate with expression when comprehending text / Small group read aloud, read and record into I pad apps.
Dibels

Unit Title: Month(s): October/November

Content Standards:

  • 1.R.1.1 Students can decode words using short vowel sounds
  • 1.R.1.3 Students can blends sounds of words to read text.
  • 1.R.1.6 Students can interpret vocabulary when reading independently.
  • 1.R.1.7 Students can read high-frequency words in text.
  • 1.R.2.1 Students can comprehend text by applying reading strategies.
  • 1.R.2.2 Students can utilize comprehension strategies.
  • 1.R.2.3 Students can read fluently to comprehend text.
  • 1.R.3.1 Students can identify major literacy elements in text.

Essential Questions:

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned?
Decode using phonemes of short u words and review all short vowel word patterns / Term short vowels ,letter recognition, letter sounds / Word family worksheets, SMART board ,I pad, computer activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Build words with isolated letter sounds / Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart / Word building with cubes or letters
Spell in print
NWEA
Dibels
Understand the meaning of high frequency sight words in the context of unit reading / word automaticity demonstrated with 5 or more words taught / Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or word sketch)
Dibels
Identify setting, characters ,title ,author and illustrator,problem,solution
Recognize each element’s meaning / Setting, Character ,Author ,Illustrator problem ,solution / Point to the elements in a reading sample
Use interactive retell activity(beach ball, visual organizer)
DRAs or running records
Comprehend text / Understand or make sense of materials read in whole class, small group and individual text
Explain strategy used when comprehending / DRAs, running records, leveled readers ,think pair-share activity
NWEA
Fluently read text / Accurately read at an appropriate rate with expression when comprehending text / Small group read aloud, read and record into I pad apps.

Unit Title: Month(s): November/December

Content Standards:

  • 1.R.1.1 Students can decode words using short vowel sounds
  • 1.R.1.3 Students can blend sounds of words to read text.
  • 1.R.1.6 Students can interpret vocabulary when reading independently.
  • 1.R.1.7 Students can read high-frequency words in text.
  • 1.R.2.1 Students can comprehend text by applying reading strategies.
  • 1.R.2.2 Students can utilize comprehension strategies.
  • 1.R.2.3 Students can read fluently to comprehend text.
  • 1.R.1.2 Students can read text by decoding word parts.
  • 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.

Essential Questions:

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned?
Decode using phonemes of all short vowel word patterns mixed together / Term short vowels ,letter recognition, letter sounds / Word family worksheets, SMART board ,I pad, computer activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Build words with isolated letter sounds / Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart / Word building with cubes or letters
Spell in print
NWEA
Dibels
Understand the meaning of high frequency sight words in the context of unit reading / word automaticity demonstrated with 5 or more words taught / Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or word sketch)
Dibels
Decode multisyllabic words and compound words / Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart
Chunking / Word building with cubes or letters
Spell in print
NWEA
Dibels
Identify literary genres when in the context of a reading activity / Recognize written text as could happen, could not happen, or rhymes/poems / Individual assessment with skills checklist
Group response activity (apples, peaches ,pumpkin pie…)
NWEA
Comprehend text / Understand or make sense of materials read in whole class, small group and individual text
Explain strategy used when comprehending / DRAs, running records, leveled readers ,think pair-share activity
NWEA
Fluently read text / Accurately read at an appropriate rate with expression when comprehending text / Small group read aloud, read and record into I pad apps.

Unit Title: Month(s): December/January

Content Standards:

  • 1.R.1.1 Students can decode words using short vowel sounds
  • 1.R.1.3 Students can blend sounds of words to read text.
  • 1.R.1.6 Students can interpret vocabulary when reading independently.
  • 1.R.1.7 Students can read high-frequency words in text.
  • 1.R.2.1 Students can comprehend text by applying reading strategies.
  • 1.R.2.2 Students can utilize comprehension strategies.
  • 1.R.2.3 Students can read fluently to comprehend text.
  • 1.R.1.2 Students can read text by decoding word parts.
  • 1.R.3.2 Students can identify similarities and differences in text written by the same author.

Essential Questions:

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned?
Decode using phonemes of all short vowel word patterns mixed together. Incorporate Long a silent e pattern words. / Term short vowels vs. long vowels Silent e / Word family worksheets, SMART board ,I pad, computer activities with a checklist or rubric
Individual oral reading of word patterns
NWEA
Dibels
Build words with isolated letter sounds. Blend initial digraphs to hear sounds (sh,ch,th,wh) / Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart / Word building with cubes or letters
Spell in print
NWEA
Dibels
Understand the meaning of high frequency sight words in the context of unit reading / word automaticity demonstrated with 5 or more words taught / Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or word sketch)
Dibels
Comprehend text / Understand or make sense of materials read in whole class, small group and individual text
Explain strategy used when comprehending / DRAs, running records, leveled readers ,think pair-share activity
NWEA
DIBELS
Fluently read text / Accurately read at an appropriate rate with expression when comprehending text / Small group read aloud, read and record into I pad apps.
DIBELS
Compare two texts from the same author / Show similarities and differences
Compare ,Contrast / Venn diagrams, Oral response, student drawings, I pad technology

Unit Title: Month(s): January/February

Content Standards:

  • 1.R.1.1 Students can decode words using short vowel sounds
  • 1.R.1.3 Students can blend sounds of words to read text.
  • 1.R.1.6 Students can interpret vocabulary when reading independently.
  • 1.R.1.7 Students can read high-frequency words in text.
  • 1.R.2.1 Students can comprehend text by applying reading strategies.
  • 1.R.2.2 Students can utilize comprehension strategies.
  • 1.R.2.3 Students can read fluently to comprehend text.
  • 1.R.1.2 Students can read text by decoding word parts.
  • 1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.
  • 1.R.5.2 Students can alphabetize words to the first letter.

Essential Questions:

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned?
Decode using phonemes of all short vowel word patterns mixed together. Incorporate Long e silent e pattern words. Chunk words with ing,ed verb tense endings. Decode initial blends with l consonants (gl, fl,bl…) / Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart / Word building with cubes or letters
Spell in print
NWEA
Dibels
Comprehend text / Understand or make sense of materials read in whole class, small group and individual text
Explain strategy used when comprehending / DRAs, running records, leveled readers ,think pair-share activity
NWEA
DIBELS
Fluently read text / Accurately read at an appropriate rate with expression when comprehending text / Small group read aloud, read and record into I pad apps.
DIBELS
Identify literary genres when in the context of a reading activity / Recognize written text as could happen, could not happen, or rhymes/poems / Individual assessment with skills checklist
Group response activity (apples, peaches ,pumpkin pie…)
NWEA
Organize a minimum of 5 words by initial letter in alphabetical order / Write words, put words, ABC model, alphabetize,
Alphabetical order / Individual assessment, intervention central.org. ,SMART board/I pad technology, cut/paste sheets
Understand the meaning of high frequency sight words in the context of unit reading
State a contextual definition of vocab. words / word automaticity demonstrated with 5 or more words taught ,define / Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or word sketch),dictionary sources
Dibels

Unit Title: Month(s): February/March

Content Standards:

  • 1.R.1.1 Students can decode words using short vowel sounds
  • 1.R.1.3 Students can blend sounds of words to read text.
  • 1.R.1.6 Students can interpret vocabulary when reading independently.
  • 1.R.1.7 Students can read high-frequency words in text.
  • 1.R.2.1 Students can comprehend text by applying reading strategies.
  • 1.R.2.2 Students can utilize comprehension strategies.
  • 1.R.2.3 Students can read fluently to comprehend text.
  • 1.R.1.2 Students can read text by decoding word parts.
  • 1.R.4.1 Students can compare text from different cultures as read aloud by teacher.
  • 1.R.5.1 Students can locate utilize a table of contents.

Essential Questions:

Skills
Students Will Be Able To… / Essential Vocabulary / Assessment
How will you know if students have learned?
Decode using phonemes of all short vowel word patterns mixed together. Incorporate Long I silent e pattern words. Decode initial blends with s consonants(sp,sl,sm…) Decode contractions (it’s,we’ll,don’t…) / Word Parts - Onset and rimes
Blend – Put together
Separate – Break apart / Word building with cubes or letters
Spell in print
NWEA
Dibels
Comprehend text / Understand or make sense of materials read in whole class, small group and individual text
Explain strategy used when comprehending
Define word meanings within the text read / DRAs, running records, leveled readers ,think pair-share activity
NWEA
DIBELS
Fluently read text / Accurately read at an appropriate rate with expression when comprehending text / Small group read aloud, read and record into I pad apps.
DIBELS
Compare texts from two different cultures with a read aloud by the teacher / Similarities and differences, Compare and contrast, / Venn diagrams, oral response, student drawings, I pad technology
Locate table of contents in on level reading material / Table of contents, title page ,locate, find, utilize / Teacher observation, small group assessment, checklist
Understand the meaning of high frequency sight words in the context of unit reading
State a contextual definition of vocab. words / word automaticity demonstrated with 5 or more words taught ,define / Individual recall with flashcards or a list
NWEA, websites like Intervention Central.org
Interactive demonstration of word meaning(pantomime or word sketch),dictionary sources
Dibels

Unit Title: Month(s): March/April