English Language Arts Curriculum – Grade 1

Penfield Central School District

Literacy instruction consists of 120 minutes per day. Explicit instruction of each strand is required; materials, pacing, and timing may vary by building or teacher. Items in BOLD indicate skills which have been taught at a previous grade level (not necessarily mastered by all students)

LISTENING AND SPEAKING
Communication
  • Take turns in conversation and respond appropriately (respectfully and on topic)
  • 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).
  • Participate in small and large group discussions and activities
  • Ask questions to clear up any confusion about the topics and texts under discussion.
  • Initiate communication with peers, teachers, and others in the school (start/maintain a conversation, seek clarification, self-advocate, etc.)
Listening
  • Listen attentively for different purposes for up to 10 minutes (sustained)
  • Follow routine and non-routine, multi-step directions
  • Comprehend stories read aloud
Speaking
  • Speak in complete sentences using an audible voice; adjust volume of voice depending on the situation
  • Ask and answer simple questions that relate to a topic
  • Use common social conventions such as “hello”, “please”, “thank you”, without adult prompting
  • Express feelings verbally rather than physically
  • Expand grade level vocabulary to communicate ideas, emotions, or experiences for different purposes
  • Speak in complete sentences for different purposes
  • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

FLUENCY
  • Automatically read grade level sight word list(220 words)
  • Automatically read end of year phonogram list
  • Read informational and literature texts with appropriate speed, accuracy, and expression on successive readings (use DRA2 info)
  • Read sight words and decodable words within text

READING(READ ALOUD, SHARED, GUIDED, INDEPENDENT)
Decoding
  • Blend sounds using knowledge of letter sound correspondences in order to decode unfamiliar, but decodable, one-syllable words
  • Check accuracy of decoding using context to monitor and self-correct
  • Read common word families by segmenting and blending the onset (/s/) and the rime (/it/, /at/) in grade-level words (sit,s-at)
  • Use a variety of decoding strategies including: root words, word chunks, word endings, little words in big words, stretching out the word, etc.
  • Use knowledge of blends, digraphs, simple vowel patterns (/ai/, /ee/) and vowel/consonant patterns (cvce, ccvce) to decode unfamiliar words
Book Selection
  • Select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic
  • Determine if a book is “quick read”(easy), “just right” ,“not yet”(challenging)
  • Talk about a favorite book, author, or topic
  • Locate and use classroom and library media center resources to acquire information
General Comprehension Strategies
Before
  • Preview book by doing a picture walk, looking for new vocabulary, activating prior knowledge, etc
  • State the purpose for reading (to be informed, to follow directions, or to be entertained)
  • Identify background knowledge that may be pertinent to the text
During
  • Use comprehension strategies to clarify meaning of text
  • notice when sentences or stories do not make sense (monitor own comprehension); re-read to self-correct
  • make connections – text to self, text to text
  • use picture clues
  • use background knowledge to help comprehend text
  • visualize
  • ask and answer questions
  • draw conclusions
After
  • Ask and answer simple questions (such as how? Why? What if?) in response to texts

Fiction (Sept – June) / Non-Fiction (Sept – June)
Genre/Print Awareness
  • Know the characteristics of fiction stories (make believe, has story elements - characters, setting, events, message)
  • Identify parts of books and their purposes including identification of author, illustrator, title page, table of contents, and chapter headings
Comprehension
  • Make predictions about the story
  • make predictions about story events throughout the reading using text and illustrations
  • sequence events of stories –what happened at the beginning, middle, end
  • identify elements of stories (setting, character, events, problem, solution)
  • identify who is telling the story at various points in a text
  • identify words and phrases in stories or poems that suggest feelings or appeal to the senses
  • Orally retell beginning, middle and end of story using story elements (setting, character, events, problem, solution), vocabulary, details, and central message from the story
  • Predict what might happen next in a story read aloud or independently
  • Identify main idea of a story
  • Sequence events to retell stories
Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures / Genre/Print Awareness
  • Know the basic characteristics of nonfiction (real versus make believeand parts of the book)
  • Identify parts of books and their purposes including identification of title page, table of contents, chapter headings, index, glossary, electronic menu, icons, and picture captions
Comprehension
  • identify what they know about the topic and what they want to learn
  • Read informational texts to begin to collect data, facts, and ideas
  • State main idea and key details of a text and pictures
  • State what they learned from the text
  • Describe the connection between two key events, ideas in a text, or pieces of information in a text
  • Identify cause-and-effect relationships in a text
  • Identify similarities and differences between two texts on the same topic (e.g. in illustrations or descriptions)
  • Distinguish between information provided by pictures or other illustrations and information provided by the words in a text
  • Use graphic organizers to organize and categorize information

POETRY
  • Read and listen to poems
  • Identify the message of poems
  • Identify the use of rhyme in poems
  • Apply word study skills

WORD STUDY
Phonemic Awareness (Sept-Dec)
  • Blend spoken sounds to form words, manipulate letters to represent each sound of most one-syllable words
  • Segment spoken words into component sounds, manipulate letters to represent each sound of most one syllable words
  • Phoneme Deletion- Recognize the remaining word when a phoneme is removed (“What is cat without the /k/?”)
  • Phoneme Addition - Make a new word by adding a phoneme to an existing word (“What word do you have if you add /s/ to mile?”)
  • Phoneme Substitution - Substitute one phoneme for another to make a new word (“The word is rug. Change /g/ to /n/. What is the new word?”)
  • Count the number of syllables in a word
Phonological Awareness (Sept-June)
  • Identify short and long vowel sounds
  • Read common word families by blending the onset (/s/) and the rime (/it/, /at/) in words (s-it, s-at)
  • Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, one-syllable words
  • Decode words with blends and digraphs
  • Recognize all long vowel patterns (example: a_e, ay, ai)
  • Know the spelling-sound correspondences for common consonant digraphs (e.g. –ill,-ck, wr-, sh)
  • Decode regularly spelled one-syllable words (e.g. lock, much, see, rain, slide, bake, bring)
  • Know final –e (e.g. take, slide) and common vowel team conventions (e.g. rain, day, week, seat, road, show) for representing long vowel sounds
  • 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 (e.g. rabbit) by breaking the words into syllables
  • Read words with inflectional endings (e.g. –s, -es, -ed, -ing, -er, -est)
  • Recognize and read grade-appropriate irregularly spelled words (e.g. said, were, could, would, their, there, through, none, both)
Vocabulary (Jan-June)
  • Connect words and ideas in books to prior knowledge
  • Sort words/pictures by concept (example: living versus non-living)
  • Determine the meaning of unfamiliar words using decoding strategies, context clues, word structure knowledge
  • Increase background knowledge by using new vocabulary and ideas from texts
  • Begin to identify antonyms, synonyms, and homonyms to learn new grade-level vocabulary
  • Begin to identify root words, verb endings, and plural nouns to learn new grade-level vocabulary
  • Begin to recognize contractions (example isn’t, he’ll, she’s) and common abbreviations (example Dr., Tues.)
Spelling (Sept-June)
  • Spell phonetically
  • Spell some grade level sight words/high frequency words correctly (teacher discretion until common list is established)
  • Begin to use conventional spelling
  • Understand the difference between conventional spelling, and sound or invented spelling
  • Begin to use strategies for spelling
  • Word Wall
  • Concept Chart
  • Picture dictionaries; “Words I Use” dictionaries
  • Environmental print
  • Sounding out
  • Syllable chunking
  • Put 3-5 words in ABC order to the first letter
  • Use conventional spelling for words with common spelling patterns and for common irregular words
  • Use phonetic spelling for untaught words, drawing on phonemic awareness and spelling conventions
  • Form new words through addition, deletion, and substitution of sound and letters (e.g. an→man→must→rust→crust)
Grammar
  • Print all upper and lowercase letters
  • Use singular and plural nouns with matching verbs in simple sentences (e.g. He hops; We hop)
  • Use subject, object, and possessive pronouns in speaking and writing (e.g. I, me, my; they, them, their)
  • Use verbs to convey a sense of past, present, and future in writing and speaking (e.g. Yesterday I walked home; Today I walk home; Tomorrow I will walk home)
  • Understand and use frequently occurring prepositions in English (e.g. during, beyond, toward)
  • Produce and expand complete declarative, interrogative, imperative, and exclamatory sentences in response to questions and prompts
  • Understand that, minimally, every sentence must be about something (the subject) and tell something (the predicate) about its subject

WRITINGEXPECTATIONS
Grade Level Expectations in ALL Writing (by the end of the year)
  • Use both upper and lower case letters with accuracy
  • Put spaces between words
  • Use correct letter formation
  • Correctly use a period, exclamation point or question mark at the end of sentences
  • Capitalize the first word of a sentence, names of people and the pronoun I, months and days of the week
  • Write opinions in which they introduce the topic or the name of the book they are writing about, state an opinion, and provide a reason for their opinion
  • Write informative and explanatory texts in which they name a topic, supply some facts relevant to the topic, and provide some sense of closure
  • Write narratives in which they include at least two or more appropriately sequenced events, use time cue words to signal event order, and provide some details and a sense of closure
  • With guidance and support from adults, add details to strengthen writing as needed through revision
  • Participate in shared research and writing projects (e.g. exploring number books on a given topic)
  • Gather information from experiences or provided text sources to answer a specific question
  • Write in a variety of ways including: journals, literary responses, body of a letter, small moments stories, nonfiction (example “Draw and or write about what you know about a theme or a topic.”)

WRITING 6+1 TRAITS
Ideas
  • Generates focused topic
  • Includes supporting details
  • Writes about a topic based on personal interest or knowledge
Organization
  • Employs easy-to-follow sequence with clear beginning and end
  • Use different structures for writing nonfiction
  • Sequence words and/or pictures in writing to show time order
Word Choice
  • Uses high-frequency and everyday words independently; writes using fresh, original words
  • Identify and use descriptive and/or content specific language
Sentence Fluency
  • Uses correct sentence structure showing clear idea
  • Use varied sentence beginnings and transition words to connect ideas
  • Uses “and” or “because” to join two ideas together
Conventions
  • Capitalize names, places, and dates
  • Use end punctuation for sentences, including periods, question marks, and exclamation points
  • Use commas in dates and to separate single words in a series
Presentation
  • Produce illustrations and written work appropriate for audience

COMMON REQUIRED ELA ASSESSMENTS

Sept/Oct / Oct./Nov / Dec / Jan./Feb / March/April / May/June
Common Required Assessments /
  • Alphabet Knowledge
  • Letter-Sound Knowledge
  • DRA2
  • Sight Words
  • Sentence Dictation
/
  • Phonological Awareness
  • Writing Sample
/ None /
  • Letter-Sound Knowledge
  • DRA2
  • Sight words
  • Sentence Dictation
  • Written response to a read aloud
/
  • Writing sample – non-fiction
/
  • Letter-Sound Knowledge
  • DRA2
  • Sight Words
  • Phonograms
  • Writing Sample

Benchmark
Expectations
These give you a sense of how well a student would typically perform at that point in the year. It provides a reference point and helps the teacher determine next instructional steps. Failure to meet the benchmark does not automatically qualify a student for intervention services, nor does it determine the report card grade. /
  • Alphabet Knowledge: 54/54
  • Letter-Sound Knowledge: 20/26
  • DRA2: level 4
  • Sight Words: 25/25 (K list)
  • Sentence Dictation: 17/37
/
  • Phonological Awareness: 20/25
/
  • Letter-Sound Knowledge: 23/26
  • DRA2: 10-12
  • Sight words: 100/220
  • Sentence Dictation: 30/37
  • Written response to a read aloud: 2/3
/
  • Letter-Sound Knowledge: 26/26
  • DRA2: level 18
  • Sight Words: 200/220
  • Phonograms: 16/37

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Grade 1 ELA Curriculum Map - PCSD

Revised October, 2010

F:\Curriculum\Office Files\ELA\2010-11\GR 1 ELA MAP 2010.doc