Texas Essential Knowledge and Skills Standards Yearly Map UTES First Grade 2015/16 Natacha Jones/Molly Kelly
August / September / October / November / DecemberReading Literature / First two weeks of testing (Robert Munsch) September: Mo Willems (Fiction)
Chapter Books #1, 2, 3 Magic Treehouse
Knuffle Bunny
Knuffle Bunny Too
Don’t Let the Pigeon Drive the Bus
Time to Pee!
Knuffle Bunny Free
Don’t let the Pigeon stay up Late
Leonardo the Monster
Let’s Go for a Drive, We are in a Book / Fiction – Halloween Books instead of Chapter Book
Shared Reading – Poems Doubles, OCTOBER,
Chicken Soup With Rice (August, September, October)
Introduce Daily 5
Reading to Self (slowly) recording stamina
When appropriate introduce Reading with Friend
Modeling appropriate reading & not appropriate.
Introduce and model Reading Response / Read Aloud books: Traditional Thanksgiving,
Continuing Daily 5
Read to Self, Read with Friend, Listening to Reading, Working on Writing (Sharing Journals).
Shared Reading Poems: November Chicken Soup with Rice, Thanksgiving poem, Oceans and Continents. / Two week testing window (Middle of Year)
Jan Brett (Fiction)
The Mitten (sequencing)
Town Mouse Country Mouse (compare/contrast)
The Wild Christmas Reindeer (Christmas traditions)
Hedgie’s Surprise
The Three Snow Bears
Comet’s Nine Lives
Reading Information / Mo Willem’s books
Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with attention to the sequence of events.
Describe characters in a story and the reasons for their actions and feelings. / Respond to and use rhythm, rhyme, and alliteration in poetry/song.
Describe the plot (problem and solution) and retell Halloween stories. Retell beginning, middle, end with attention to sequence of events. / Social Studies essential skills: Understanding Customs, Plymouth and surviving the Journey, Community, Worship and Harvest.
Maps, Earth, Globe, Continent, Country, States
Landforms, bodies of water.
Who’s in charge? Authority figures, laws, responsibility, citizenship. / Making connections, comparing and contrasting Jan Brett’s books.
Describe the plot (problems and solutions) and retell story’s beginning, middle and end. Focus on sequence of events and connecting this with our writing.
Reading Foundation / Reading Comprehension of Literary Text/Fiction
Students will understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Inference: a conclusion reached on the basis of evidence and reasoning. Aninferenceis an educated guess. We learn about some things by experiencing them first-hand, but we gain other knowledge byinference— the process of inferring things based on what is already known. / Reading Comprehension of Literary Text/Poetry
Students understand, make inferences and draw conclusions about the structure of poems such as Chicken Soup with Rice.
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. / Reading Comprehension of Literary Text/Poetry
Students understand, make inferences and draw conclusions about the structure of Thanksgiving poems.
Reading/Comprehension of Informational text/Culture and History. Analyze facts and making connections to self and family traditions and customs with evidence of understanding.
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. / Reading Comprehension of Literary Text/Fiction
Students will understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.
Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading.
Writing / Students use elements of their own lives to begin drafting short “personal narratives.” Plan and generate ideas for drafts. Develop drafts by sequencing ideas through writing ideas.
Sharing Journals – teachers will model “own personal narratives with heavy focus on sequence of events. Making the story make sense. Model making inferences in writing. / Students use elements of their own lives to begin drafting short “personal narratives.” Plan and generate ideas for drafts. Develop drafts by sequencing ideas through writing ideas.
Sharing Journals – teachers will model “own personal narratives with heavy focus on sequence of events. Making the story make sense. / “Personal Narratives” in sharing journals begin taking a life of their own, revisions through teacher/students conferencing. Publishing stories for sharing with peers, parents & volunteers. Author’s Tea!!!
Writing during the Daily 5 may or may not be connected to sharing journal writing. / Writing/Writing process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Generate ideas
Sequence ideas
Revise drafts (mechanics of writing)
Edit for punctuation and spelling
Publish and share
Speaking & Listening / Students use comprehension skills to listen to others in formal and informal settings.
Listen attentively to speakers
Follow, restate, and give oral instructions that involve a short related sequence of actions.
Turn and Talk – tell a friend how to teach elephant or Piggy a skill related to the book. / Students use comprehension skills to listen to others in formal and informal settings. Read Alouds and Reading with a friend.
Listen attentively to speakers
Turn and Talk – responding to Halloween stories. Responding to text in Learning Logs. / Students are able to retell reasons for traditional Thanksgiving, students able to retell their own family traditions and customs through groups share and turn and talk. Students understand differences across cultures and other families.
Students read their writing through Author’s Tea / Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas about the topic under discussion, speaking clearly at an appropriate pace, using the conventions of language.
Phonics / All short vowels a,e,I,o,u
Sight words: and, ask, after, am, an, had, have, at
best, get, help, let, well, tell, them, then
give, him, his, is, it, in, into, kick, little, live, this, with
from, on, off, stop
but, just, jump, must, under, us / Blends at the beginning of Words
glass, flag, sled, step, clip, crib, swim, trip, frog
spot, grass, trim, snap, twin, flap, drop, smell
Blends at the end of words
belt, lamp, mask, gift, hand, milk, jump, help, lost / Long Vowels
blame, tape, vase, five, line, home, store, bone
gate, name, tire, smile, bite, note, stove, tune
Diagraphs:
she, they, trash, brush, shed, that, this, moth, thin, bath through, there, father / Diagraphs ch and wh
chat, chug, chin, chop, chime, which, much
what, white, when, where, when, who, what
Vowel combinations
hear, beast, please, read, clean, near, chain
paint, braid, rain,
coat, soap, goat, boat, toad
eat, please, see
August / September / October / November/December
Math Overview / First Grade Readiness concepts in centers during BOY benchmarks
- Writing numbers 0-10
- Comparing number 0-10
- Identify basic 2D shapes
- Picture graphs
Understanding Addition:
- Spatial patterns for numbers to 10
- Different ways to make 6 , 7,8,9
- Introducing Addition expressions and number sentences
- Stories about joining
- Adding in any order
- Using different models to explain mathematical thinking
What are ways to think about subtraction?
Understanding Subtraction:
- Finding the missing part of 6,7,8 and 9
- Introducing subtraction expressions and number sentences
- Stories about separating
- Stories about comparing
- Stories about missing parts
- Connecting addition and subtraction
Five and Ten relationships:
- Representing numbers on a Ten-Frame
- Recognizing Numbers on a Ten Frame
- Parts of 10
- Finding missing parts of 10
- Looking for patterns to solve a problem
Addition and subtraction facts to 12
- Adding with 0,1 and 2
- Doubles
- Near Doubles
- Facts with 5 on a Ten Frame
- Making 10 on a Ten-Frame
- Subtracting with 0,1 and 2
- Thinking about addition to subtract
- Thinking addition to 12 to subtract
- Draw picture + write a number sentence to solve a problem.
Addition and Subtraction facts to 20
- Doubles plus 1
- Doubles plus 2
- Two step word problem
- Making 10 to add
- Explaining Addition Strategies
- Making 10 to subtract
- Fact Families
- Using Addition to subtract
- Subtraction facts
- Explaining subtraction strategies
- Writing math stories
Adding 3 Numbers
- Adding 3 numbers
- Word problems with 3 addends
- Make your own fact families
- Exploring equation equality
- Using tools to solve problems
- Counting Forward and backward on a hundred chart
- Counting pattern on a hundred chart
- Using skip counting
- Make a Table and Look for a Pattern
Tens and Ones
- Counting with groups of 10 and leftovers.
- Tens and ones models
- Adding tens and Ones on a hundred Chart
- Adding tens and
- ones
- Expanded form
- Making organized lists with tens and ones
- Counting to 120
- Making 120 with tens
- Skip counting to 120
- Representing Numbers to 120
- Making an organized list
Games, activities /
- Compare
- Compare Dots
- Dominoes
- On and off
- Counters inn a cup
- Heads and Tails
- Five in a row
- 3 towers of ten
- Make 10
- Go fish
- Challenging word problems
- Roll Tens
- Roll and record subtraction
- Counters in a cup
- 5 in a row subtraction
- Doubles poem
- Double the dices
- Double the cubes
- Near double dominoes
- Addition flash cards
- Subtraction flash cards
- Adding 3 numbers activity packet
- Skip counting poem
- Skip counting objects
- Skip counting on 120 chart
- Place value rods
- Place value mats
- 120 cubes
- Ten frames to 100
Vocab / Pattern, in all, part, whole, add, sum, equals, addition sentence, addend, plus, join / Minus, subtract, difference, take away, separate, subtraction sentence, missing part, part I know, part-part-whole diagram / Addition fact, number sentence, double, double plus 1 fact, near double, double plus 2 fact, make 10, fact family, related facts. / Hundred chart, ones digit, tens digit, column, row, ski[ count, tens, ones, standard form, expanded form, break a ten.
Fluency Practice /
- Identify circle, triangle, rectangle, square
- Identify number of dots in different pattern arrangements to 10
- Identify numbers 1-10
- Identify + and = signs
- Identify +,- and = signs
- Identify numbers to 20
- Making 10 addition facts
- Doubles to 20
- Skip count by 10, 5 and 2
- Reading and writing 2 digit numbers
- Reading and writing 3 digit numbers
- Counting by 1, 2, 5 and 10 to 120
August / September / October / November / December
Science / An Introduction to Science:
Science is the process of learning about the world around us
Safety comes first
Good scientists work together
Classifying Matter 1.5A
Classify objects by observable properties of the materials from which they are made such as larger and smaller, heavier and lighter, shape, color, and texture.
Key Concepts
- Objects can be described based on their properties.
- Objects can be compared to one another based on their properties.
- We can classify objects based on relative size (bigger or smaller, heavier or lighter) and mass, shape, color, and texture
What observable properties can we use to classify objects?
What tools can we use to measure objects?
What information is important to record when making observations of objects?
Changes from Heat 1.6B
Student Expectation
The student is expected to predict and identify changes in materials caused by heating and cooling such as ice melting, water freezing, and water evaporating.
Key Concepts
- Heating, or adding heat to, materials can cause them to melt, evaporate, or change in some other way.
- Cooling or taking heat away from materials can cause them to freeze or change in some other way.
- We can predict and identify how materials are changed by heating and cooling.
- What happens to various materials when they are heated?
- What happens to various materials when they are cooled?
- What predictions can we make about how materials are changed by heating and cooling?
Student Expectation
The student is expected to identify and discuss how different forms of energy such as light, heat, and sound are important to everyday life
Key Concepts
- Different forms of energy give us the power and ability we need to do different things.
- There are different forms of energy including light, heat, and sound.
- Humans use light, heat, and sound energy in everyday life.
- There are many common everyday objects that produce light, heat, or sound energy. Light bulbs help us see, stove tops allow us to cook and heat objects, and televisions give off sound, light, and heat energy.
- What are some different forms of energy?
- How do we use the different forms of energy in everyday life?
- What are some common objects that produce energy and how do they help us?
Student Expectation
The student is expected to predict and describe how a magnet can be used to push or pull an object.
Key Concepts
- Magnets have two poles: a north pole and a south pole.
- Magnets attract, or pull, magnetic materials, such as iron and also attract the opposite pole of another magnet.
- Magnets repel, or push, the same pole of another magnet.
- We can predict whether magnets push, pull, or have no effect on objects based on the physical properties of those objects.
- What happens when you put two magnets together?
- What is the rule for when two magnets are put together?
- What physical properties of objects allow them to be attracted to a magnet?
Student Expectation
The student is expected to describe the change in the location of an object such as closer to, nearer to, and farther from; AND demonstrate and record the ways that objects can move such as in a straight line, zig zig, up and down, back and forth, round and round, and fast and slow.
Key Concepts
- Objects change location in various ways, such as closer to or farther from other objects.
- Objects move from one location to another in different ways and patterns, such as straight lines, zigzags, up and down, back and forth, round and round, or fast and slow.
- We can describe, demonstrate, and record changes in position and patterns of movement of objects.
- How can we explore how objects change location?
- How can we explore the different ways and patterns that objects move?
- How can we describe and record changes and patterns of movement?
Student Expectation
The student is expected to observe, describe, compare, and sort components of soil by size, color, and texture; AND gather evidence of how rocks, soil, and water help to make useful products.
Key Concepts
- Different types of rocks and soil differ in their observable properties.
- Soil can be sorted based on particle size, texture, and color.
- We can see examples in daily life of how we use products made from rocks, soil, and water.
- What physical properties can we use to describe, compare, and sort soil?
- What evidence can we gather that tells us how rocks, soil, and water are useful to us?
Student Expectation
The student is expected to identify and describe a variety of natural sources of water including streams, lakes, and oceans.
Key Concepts
- Water comes from many different sources including streams, lakes, and oceans.
- Different sources of water have different characteristics such as size, types of water, and movement.
- We can describe and identify different sources of water based on observable characteristics such as color and smell.
- What are some natural sources of water?
- What observable characteristics can we use to identify and describe natural sources of water?
August / September / October / November / December
Social Studies / American/Texas Flag
Where we live/Geography/community/distance
Rules/responsibility/community service people
Citizenship/honesty/rules/what is a good citizen at home? School? / Time: present/past/future/calendar
History/what is history?
Traditions/explorers/Christopher Columbus – Nina,Pinta,Santa Maria, Track Columbus travels on big map
Changes in transportation over the years – technology
Peaceful, brave, Abraham Lincoln, Martin Luther King / Traditions, customs, Dia de los Muertes,
Thanksgiving, Plymouth, survival, Journeys, worship and harvest.
Maps, earth, physical features of maps, landforms, bodies of water on earth, globe, continent, country and state.
Authority figures (home, school state)
Laws, bullying, elections and authority.
Characteristics of responsible citizens, decisions made to resolve conflict. / Traditions, customs, Christmas and other celebrations in winter.
MOY TESTING