Curriculum Guide for Language Arts

OKALOOSA COUNTY SCHOOL DISTRICT

Curriculum Guide for Language Arts

OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

LANGUAGE ARTS

Grade 1

Office of Quality Assurance and Curriculum Support

Guyla Hendricks, Chief Officer

CONTENTS

Mission Statement 3

Suggestions for Implementing Curriculum Guides 3

Florida Department of Education Website 3

OCSD Curriculum and Pacing Guide ∞ Overview 4

Reading Standards for Informational Text K–5 5

Language Arts Curriculum Guide 6

Quarter 1 6

Quarter 2 10

Quarter 3 13

Quarter 4 16

OCSD’s Elementary Comprehensive Literacy Model Overview 18

Language Arts K-5 Resources 21

Writing Pacing Guide 22

Writing Resources 26

Curriculum / Assessment / Monitoring Information from FLDOE 27

Additional Literature (by writing process topic, by grade level) 28

Mission Statement

Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides

The role of the teacher is to:

·  Teach students the Next Generation Standards as dictated by state law for their grade level,

·  Implement the OCSD Comprehensive Balanced Literacy Model,

·  Enhance the curriculum by using resources and instructional technology, and

·  Differentiate instruction as needs are identified by assessments/progress monitoring.

In addition, teachers should:

·  Collaborate with the reading leadership team to maximize school resources and expertise,

·  Document questions and suggestions for improvement of the Curriculum Guide,

·  Stay abreast of the Florida Department of Education website and Just Read, Florida!, and

·  Provide students the opportunity to assess on-line textbooks.

Florida Department of Education Website

Next Generation Sunshine State Standards:

http://www.floridastandards.org/homepage/index.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each nine-week period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period. Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs.

Ø  Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark

Ø  Column Two – Focus Skill

Generally based on the sequence of instruction as presented in the textbook adoption

Ø  Column Three – Progress Monitoring / Assessment

Provides teachers with myriad of assessment and monitory resources available

Ø  Column Four – Literacy Connection/Vocabulary/Reading

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks

Ø  Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

Reading Standards for Informational Text K–5

Grade 1 Students
Key Ideas and Details
1. Ask and answer questions about key details in a text.
2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
3. Describe characters, settings, and major events in a story, using key details
Craft and Structure
4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
6. Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe its characters, setting, or events.
8. (Not applicable to literature)
9. Compare and contrast the adventures and experiences of characters in stories.
Range of Reading and Level of Text Complexity
10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Language Arts Curriculum Guide

Quarter 1

Benchmark / Focus Skill / Progress Monitoring and Assessment Schedule / Additional Reading Resources / Open: Specific to teacher,
grade, subject, school
L.A.1.1.1.1
Locate the title, table of contents, names of author and illustrator, glossary, and index.
LA.1.1.1.2
Distinguish informational text (e.g., store sign, stop sign, recipe) from entertaining text (e.g., song, poem).
LA.1.1.3.1
Identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC).
LA.1.1.3.2
Blend three to five phonemes to form words.
LA.1.1.3.3
Segment single syllable words into individual phonemes.
LA.1.1.3.4
Manipulate individual phonemes to create new words through addition, deletion, and substitution.
LA.1.1.4.1
Generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words.
LA.1.1.4.2
Identify the sounds of vowels and consonant digraphs in printed words.
LA.1.1.4.3
Decode words with r-controlled letter-sound associations.
LA.1.1.4.4
Decode words from common word families.
LA.1.1.4.5
Recognize high frequency words.
LA.1.1.4.6
Identify common, irregular words, compound words, and contractions.
LA.1.1.4.7
Decode base words and inflectional endings.
LA.1.1.4.8
Use self-correction when subsequent reading indicates an earlier misreading.
LA.1.1.5.1
Apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context.
LA.1.1.6.1
Use new vocabulary that is introduced and taught directly.
LA.1.1.6.2
Listen to, read, and discuss both familiar and conceptually challenging text.
CCSSLA.1
LA.1.1.6.4
Categorize key vocabulary and identify salient features.
LA.1.1.6.5
Relate new vocabulary to prior knowledge.
LA.1.1.7.1
Identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading.
LA.1.1.7.2
Use background knowledge and supporting details from text, to verify the accuracy of information presented in read selections.
LA.1.1.7.3
Retell the main ideas or essential message.
LA.1.1.7.4
Identify supporting details.
LA.1.1.7.6
Arrange events in sequence.
LA.1.1.7.8
Identify the author’s purpose in text and ask clarifying questions (e.g., why how) if meaning is unclear.
LA.1.2.1.1
Identify various literary forms (e.g., stories, poems, fables, legends, picture books).
LA.1.2.1.3
Identify the characters and setting in a story.
LA.1.2.1.4
Identify rhyme, rhythm, alliteration, and patterned structure in poems for children.
LA.1.2.1.5
Respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequencing of events and connecting text to self (personal connections, text to world (social connection), text to text (comparison among multiple texts).
LA.1.2.1.6
Select age and ability appropriate fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge.
LA.1.2.2.1
Locate specific information by using organizational features (e.g., directions, graphs, charts, signs, captions) in informational text.
LA.1.2.2.2
Select age and ability appropriate non-fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge.
LA.1.2.2.3
Organize information found in non-fiction text through charting, listing, mapping, or summarizing. / Title, author and illustrator
Signs, recipes
Entertaining Text
CVC, CCVC, CVCC
Short a, e, i, o
End blends – nd, st, nt, nk
Short a, e, i, o
End blends – nd, st, nt, nk
“R” blends - br, cr, dr, fr, gr, tr
Word families with short vowels – a, e, i, o
Dolch word list
Contractions with not (n’t)
Inflectional ending -s and –ed
Teach Strategy:
·  Does it look right?
·  Does it sound right?
·  Does it make sense?
Re-reading familiar text with fluency
New vocabulary
Conceptually challenging text
Key Vocabulary
New Vocabulary
Title, illustrations, predictions, and purpose for reading
Supporting Details
Main Idea
Arrange events in sequence
Author’s Purpose
Stories, poems, legends, picture books
Fables
Characters, Setting
Rhyme
Rhythmic Patterns
Nursery Rhymes, characters, setting, sequence of events
Students choose books for enjoyment based on their interest, level, or teacher recommendation
Signs
Students may choose a non-fiction book based on interest.
Use charts, maps, lists, maps, and summaries / ·  FAIR,SRI and AR to determine Lexile Levels
·  Gates-MacGinitie Reading Test, Level BR
·  GRADE, Form A
·  DRA2 Reading Assessment
·  ERDA
·  MMH Selection Tests
·  Weekly Assessment
·  FCAT Format Weekly Assessments
·  Fluency Assessment
·  Running Records
·  Unit Assessment
·  Benchmark Assessment
·  ELL Practice and Assessment
·  STAR
·  Accelerated Reading
·  Cold Reads
·  DEA Probes
·  DEA / Unit 1
Unit 2
http://languagearts.pppst.com/partsofabook
Teamwork by Ann Morris
From Head to Toe by Eric Carle (Big Book)
Unit 1 & 2 Decodable Readers
Leveled Readers
Read Alouds
Basal Anthology
Shared Reading
Oral Vocabulary Cards (Basal)
That Big Cat by Ellen Cynthia Low
brainpopjr.com
·  Main idea
·  Writing a paragraph Setting, character
·  Poems
unitedstreaming.com
Discovering Language Arts: Reading Fiction: The Main Idea: Robin Hood
Basal Retelling Cards
The Little Red Hen folktale
The Very Hungry Caterpillar by Eric Carle
Aesop’s Fables
The Story of Aesop’s Fables
How Do Dinosaurs Say Good Night? By Jane Yolen
Clap Your Hands by Lorinda Byran Cauley
Let’s Go Visiting by Sue Williams
The Napping House by Audrey Wood
Library Books
Classroom Library Books
Accelerator Reading Books
Center Signs
Environmental Print Signs
Graphic organizers
Daily 5
Café / CIVIC CONNECTIONS
Unit 1: Soccer
SS.1.C.2.3
Identify ways students can participate in the betterment of their school and community.
Unit 1: What Pets Need
SS.1.C.2.4
Show respect and kindness to people and animals.
Unit 1: All Kinds of Teams
SS.1.C.1.1
Explain the purpose of rules and laws in the school and community.
Unit 2: Fun Kids Band
SS.1.C.2.4
Show respect and kindness to people and animals.
Unit 2: Glen is Late
SS.1.C.2.2
Describe the characteristics of responsible citizenship in the school community.
Unit 2: Time For Kids FCAT Issue 5,9,13
SS.1.C.2.1
Explain the rights and responsibilities students have in the school community.
Unit 2: Time For Kids FCAT Issue,6,11
SS.1.C.2.2
Describe the characteristics of responsible citizenship in the school community.

Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark / Focus Skill / Progress Monitoring and Assessment Schedule / Additional Reading and Resources / Open: Specific to teacher, grade, subject, school
LA.1.1.5.2
Recognize high frequency and familiar words in isolation and in context.
LA.1.1.5.3
Adjust reading rate based on purpose, text difficulty, form, and style.
LA.1.1.6.10
Determine meanings of unfamiliar words by using a beginning dictionary, illustrations, and digital tools.
LA.1.1.7.7
Identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events).
LA.1.2.1.2
Retell the main events (e.g., beginning, middle, end) in a story. / Glossary
Dictionary
Signs, recipes
Poems
CVC, CCVC, CVCC, CCCVC
Short u
Digraphs sh, th
“L” blends- bl, cl, gl, fl, pl, sl
Long a_e, i_e
“S” blends – sl, sn, sp, st, sw
Consonant digraphs- ch, tch, wh
Word families with short u, long a and long i.
Dolch word list
Contractions with is and us (‘s)
Inflectional ending -ing and -ed
Teach Strategy:
·  Does it look right?
·  Does it sound right?
·  Does it make sense?
Re-reading familiar text with fluency
Exclamations
Dialogue
Punctuation
New vocabulary
Conceptually
Challenging text
Key Vocabulary
Dictionary skills, digital tools, illustrations
Title, illustrations, predictions, and purpose for reading
Background knowledge
Main Idea
Supporting Details
Arrange events in sequence
Compare and contrast
Author’s Purpose
Generate Questions
Stories, poems, legends, picture books
Beginning, middle, end
Characters, setting
Rhyme
Rhythmic Patterns
Text Connections
Sequence of Events
Fictional Materials to read based on interest
Directions
Charts
Non-fiction materials / ·  FAIR, SRI and AR to determine Lexile Levels
·  DRA2 Reading Assessment
·  MMH Selection Tests
·  Weekly Assessment
·  FCAT Format Weekly Assessments
·  Fluency Assessment
·  Running Records
·  Unit Assessment
·  Benchmark Assessment
·  ELL Practice and Assessment
·  STAR
·  Accelerated Reading
·  Cold Reads
·  DEA Probes
·  DEA / Units 2 and 3 (every unit)
Brainpopjr.com
·  Short vowels
·  Rhyme
Fathers, Mothers, Sisters, and Brothers by Mary Hoberman
A Friend for Little Bear by Harry Horse
A Chair For My Mother
by Vera B. WIlliams
The True Story of the Three Little Pigs by Jon Scieszka
Chicken Little by Steven Kellogg
Henny Penny (compare to Chicken Little)
If You Give a Mouse a Cookie, If You Give a Pig a Pancake by Laura Numeroff
Diary of a Worm by Doreen Cronin
Duck in the Truck by Jez Alborough
Frog and Toad All Year by Arnold Lobel
The Enormous Turnip
by Debbie Slier
Jamberry by Bruce Degan
How Big is a Pig? By Clare Beaton
Decodable readers
Word Wall
Leveled Readers
Oral Vocabulary Cards
Read Alouds
Basal Anthology
Shared Reading
Basal Retelling Cards
www.unitedstreaming.com (Discovering LA: Reading Author’s Purpose)
http://literature.pppst.com /index.html
Classroom Library
Library Books
Daily 5
Café / CIVIC CONNECTIONS
Unit 3 Kids Can Help
SS.1.C.2.1
Explain the rights and responsibilities students have in the school community.

Quarter 3

Quarters 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark / Focus Skill / Progress Monitoring and Assessment Schedule / Additional Reading and Resources / Open: Specific to teacher, grade, subject, school
LA.1.1.6.3
Use context clues.
LA.1.1.6.6
Identify and sort common words into conceptual categories.
LA.1.1.6.8
Use meaning of individual words to predict meaning of unknown compound words.
LA.1.1.6.9
Determine the correct meaning of words with multiple meaning (e.g., mine) in context.
LA.1.1.7.5
Distinguish fact from fiction and cause from effect. / Title, author and illustrator
Informational Text Features: Captions, Bold Print, Diagrams
Entertaining Text
CCCVC
Blending phonemes
Segmenting phonemes
Addition, deletion, and
substitution
Long o: o_e
Long u: u_e
Long a: -ai, -ay
Long e: -ee, -ea, y
Long i: -igh
Consonant Blends:
scr-, spl-, spr-, str-
“R” controlled vowel: ar
Dolch word list
Compound words
Contractions: will (‘ll), have (‘ve), am (‘m)
Inflectional ending :
-es. –er, -est
Re-reading familiar text with fluency
Pauses, punctuation,
questioning, dialogue
New vocabulary
Conceptually challenging text
Use context clues
Using prior knowledge
Compound words
Meanings; definitions of words with multiple meanings
Dictionary Skills
Title, illustrations, predictions, and purpose for reading
KWL Charts
Brainstorming
Webs
Fact & Fiction
Cause & Effect
Sequence of events
Compare and contrast
Clarifying questions
Main events: beginning, middle, end
Patterned Structures
Alliteration
Rhythm
Text connections: self,
Text, world
Captions / ·  FAIR,SRI and AR to determine Lexile Levels
·  Gates-MacGinitie Reading Test, Level 1
·  GRADE, Form B
·  SAT 10
·  DRA2 Reading Assessment
·  ERDA
·  MMH Selection Tests
·  Weekly Assessment
·  FCAT Format Weekly Assessments
·  Fluency Assessment
·  Running Records
·  Unit Assessment
·  Benchmark Assessment
·  ELL Practice and Assessment
·  STAR
·  Accelerated Reading
·  Cold Reads
·  DEA Probes
·  DEA / Units 3, 4, and 5
Unit 3 & 4 Decodable Readers
www.spellingcity.com
www.brainpop.com
contractions
http://www.fcrr.org/Curriculum/pdf/GK-1/V_Final.pdf
http://languagearts.pppst.com/compoundwords.html
http://languagearts.pppst.com/vowels.html
http://www.eduplace.com/graphicorganizer/
http://languagearts.pppst.com/mainidea.html
http://languagearts.pppst.com/cause-effect.html
http://languagearts.pppst.com/sequencing.html
http://languagearts.pppst.com/alliteration.html
Reader’s theater
Read alouds
Basal anthology
Shared reading
Oral vocabulary cards
Dictionary
Graphic organizers
and transparencies
Venn-Diagram
Lots and Lots of Zebra Stripes by Stephen Swinburne
A Tree is a Plant by Clyde Robert Bulla
The Little Red Hen by Barry Downard
Mem Fox Books:
The Magic Hat
Daily 5
Café / CIVIC CONNECTIONS
Unit 4 Meet Ben Franklin
SS.1.C.2.3
Identify ways students can participate in the betterment of their school and community.
Unit 5 Kids’ Inventions
SS.1.C.2.3
Identify ways students can participate in the betterment of their school and community.

Quarter 4

Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.
Benchmark / Focus Skill / Progress Monitoring and Assessment Schedule / Additional Reading and Resources / Open: Specific to teacher, grade, subject, school
LA.1.1.3.2
Blend three to five phonemes to form words.
LA.1.1.3.3
Segment single syllable words into individual phonemes.
LA.1.1.3.4
Manipulate individual phonemes to create new words through addition, deletion, and substitution.
LA.1.1.6.7
Identify common antonyms and synonyms. / Table of contents and
index
Variant Vowels: -oo,
-aw
Dipthongs: -ou, -ow,
-oi, -oy
“R” controlled: -or, -er, -ir, -ur
Dolch word list
Inflectional ending: -ed
Base/root words
Teach Strategy:
·  Does it look right?
·  Does it sound right?
·  Does it make sense?
Re-reading familiar text with fluency
New vocabulary
Conceptually challenging text
Context clues
Sorting words into categories; for example: water, sand, sun, umbrella = beach words
Antonyms and synonyms
Online dictionary or card catalogue
Subheadings and captions
Fantasy and reality
Compare and contrast
Stories, poems, legends, picture books
Main characters & Setting
Rhyme / ·  FAIR, SRI and AR to determine Lexile Levels
·  Gates-MacGinitie Reading Test, Level 1
·  GRADE, Form A
·  SAT 10
·  DRA2 Reading Assessment
·  MMH Selection Tests
·  Weekly Assessment
·  FCAT Format Weekly Assessments
·  Fluency Assessment
·  Running Records
·  Unit Assessment
·  Benchmark Assessment
·  ELL Practice and Assessment
·  STAR
·  Accelerated Reading
·  Cold Reads
·  DEA Probes
·  DEA / Unit 5 & 6
Units 5 & 6 Decodable Readers
Word Wall
Read Alouds
Leveled Readers
Oral Vocabulary Cards
Basal Anthology
Shared Reading
www.Starfall.com
http://languagearts.pppst.com/rootwords.html
http://languagearts.pppst.com/vocabulary.html
http://languagearts.pppst.com/synonyms.html
www.spellingcity.com
http://www.fcrr.org/Curriculum
/pdf/GK-1/V_Final.pdf
http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf
www.brainpop.jr.com/reading/language/synonymsand antonyms
http://www.fcrr.org/Curriculum
/PDF/GK-1/C_Final.pdf
www.bbc.co.uk/schools/
laac/words/dg3.shtml
Any non-fictional informational text
Flip chart with reading series
David’s Drawings by Catheryn Falwell
Harold’s Purple Crayon
by Johnson Crockett
Word or picture sorts
United Streaming
SONG “Jazz Up: Alliteration”
Daily 5
Café / CIVIC CONNECTIONS
Unit 6: A Tiger Cub Grows Up
SS.1.C.2.4
Show respect and kindness to people and animals.
Unit 6: Cool Jobs
SS.1.C.2.4
Show respect and kindness to people and animals

OCSD’s Elementary Comprehensive Literacy Model Overview