First Grade Curriculum Map 2011-2012
Literacy
Quarter 3:2/16/12-3/9/12
Quarter 4:3/12/12-5/25/12
Common Core Unit 5Common Core Unit 5- Quarter 3 (Last 3 Weeks) 2/16/12-3/9/12 & Common Core Unit 5 - Quarter 4 (First 3 Weeks) 3/12/12-4/6/12
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC.1.R.F.3.d
Phonics and Word Recognition:
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (O) / *I will understand that every syllable must have a
vowel sound to decide the number of syllables in a
printed word. / · Reading Foundational Skills Reference pg. 3
• Reading Foundations: A Pacing Guide for Reading Instruction (First Grade , 4-6) / syllable
vowel sound decide
CC.1.R.F.3.e
Phonics and Word Recognition:
Decode two -syllable words following basic patterns by breaking the words into syllables. (O) / *I will decode two- syllable words by breaking the words into syllables. / · Reading Foundational Skills Reference pg. 3
• Reading Foundations: A Pacing Guide for Reading Instruction (First Grade , 4-6) / syllables
decode
CC.1.R.F.3.f
Phonics and Word Recognition:
Read words with inflectional endings. (O) / *I will read words with inflectional endings (‘s, -en, -
er, -est). Ex: The frog’s spots were brown.
1st Quarter
*I will read words with inflectional endings (plural
s, third person singular verb s,-ed, -ing).
Ex: She gets what she wants. / · Reading Foundational Skills Reference pg. 3
• Reading Foundations: A Pacing Guide for Reading Instruction (First Grade , Units4-6)
• Appendix A / inflectional endings
CC.1.R.F.3.g
Phonics and Word Recognition:
Recognize and read grade appropriate irregularly spelled words. (O) / *I will recognize irregularly spelled words.
*I will read irregularly spelled words. / · Reading Foundational Skills Reference pg. 3
• Reading Foundations: A Pacing Guide for Reading Instruction (First Grade , 4-6) / recognize
irregularly
Common Core Unit 5
Common Core Unit 5- Quarter 3 (Last 3 Weeks) 2/16/12-3/9/12 & Common Core Unit 5 - Quarter 4 (First 3 Weeks) 3/12/12-4/6/12
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC1.R.F.4
Fluency:
Read with sufficient accuracy and fluency to support comprehension. (O) / *I will read accurately and fluently to comprehend.. / · Reading Foundational
Skills Reference pg. 4
· Reading Foundations: A Pacing Guide for Reading Instruction (First Grade Units 4-6) / accurately fluently
comprehend
CC.1.R.F.4.a
Fluency:
Read grade-level text with purpose and understanding. / *I will read grade-level text. / · Reading Foundational
Skills Reference pg. 4
· Reading Foundations: A Pacing Guide for Reading Instruction (First Grade Units 4-6 / text
CC.1.R.F.4.c
Fluency:
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / *I will use context to confirm or self-correct.
*I will reread to confirm my understanding. / · guided reading text
· Reading with Meaning / context
confirm
self-correct
reread
CC.1.R.I.1
Key Ideas and Details:
Ask and answer questions about key details in a text. (O) / *I will ask questions about key details in a text.
*I will answer questions about key details in a text. / • informational text
• guided reading text / key details
text
CC.1.R.I.4
Craft and Structure:
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. / *I will ask and answer questions to understand words and phrases in text. / · Reading with Meaning
· guided reading text
· trade books / ask
questions
words
phrases
text
Common Core Unit 5
Common Core Unit 5- Quarter 3 (Last 3 Weeks) 2/16/12-3/9/12 & Common Core Unit 5 - Quarter 4 (First 3 Weeks) 3/12/12-4/6/12
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC.1.R.I.6
Craft and Structure:
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (O) / *I will distinguish between information provided by
pictures, illustrations, and words in a text. / · Reading with Meaning, Reading Power, Nonfiction Reading Power / pictures illustrations
text
CC.1.R.I.10
Range of Reading and Level of Text Complexity:
With prompting and support, read informational texts appropriately complex for grade 1. / *I will read informational text. / · trade books
· guided reading text
· Reading with Meaning
· Nonfiction Reading Power / informational text
CC.1.R.L.1
Key Ideas and Details:
Ask and answer questions about key details in a text. (O) / *I will ask questions about key details in a text.
*I will answer questions about key details in a text. / • http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html / key details
text
C.C.1.SL.3
Comprehension and Collaboration:
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. / *I will ask and answer questions to gather or clarify
information from a speaker. / · Reading with Meaning, Reading Power, Nonfiction Reading Power / ask
questions
gather
clarify
information
speaker
Common Core Unit 5
Common Core Unit 5- Quarter 3 (Last 3 Weeks) 2/16/12-3/9/12 & Common Core Unit 5 - Quarter 4 (First 3 Weeks) 3/12/12-4/6/12
Standard / Kid-Friendly Objective(s) / Materials/
Resources / Essential Vocabulary
CC.1.L.1.a
Conventions of Standard English:
Print all upper- and lowercase letters. (O) / *I will print all uppercase letters.
*I will print all lowercase letters. / • Phonetic Connections Red Folder Lessons: 1-50: Letter name Identification/ Formation section / upper
lowercase
CC.1.L.5
Vocabulary Acquisition and Use:
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. (O) / *I will demonstrate an understanding of word
relationships.
*I will demonstrate an understanding of word
meanings. / · Bringing Words to Life
· Word Journeys
· Words Their Way / demonstrate understanding word relationships word meanings
CC.1.L.5.c
Vocabulary and Acquisition and Use:
Identify real-life connections between words and their use (e.g., note places at home that are cozy). / *I will make real-life connections between words and their use. / · Reading with Meaning, Reading Power, Nonfiction Reading Power / real-life
connections
CC.1.L.6
Vocabulary and Acquisition and Use:
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., I named my hamster Nibblet because she nibbles too much because she likes that). / *I will use words and phrases I have learned.
*I will use conjunctions to show simple
relationships. / · Bringing Words to Life
· Craft Lessons
· Nonfiction Craft Lessons / phrases
conjunctions
simple relationships
CC.1.W.1
Text Types and Purposes:
Write opinion pieces in which the students introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (O) (A) / *I will introduce my topic or book in my opinion
piece.
*I will state my opinion in my writing.
*I will give a reason for my opinion in my writing.
*I will use closure in my writing. / · writing prompts
· Is That a Fact?
· Appendix A
· Appendix C
· Interactive Writing / topic
opinion
reason
closure
First Grade Curriculum Map 2011-2012 Quarter 3 & 4 Unit 5 4