ELA Pacing Guide
Time Frame: September – October First Grade
Unit 1: Beginnings
Genres: Realistic Fiction (narrative reading), Personal Narrative (narrative writing)
Definitions – Realistic fiction: a classification of literature containing stories that could happen in the real world, in a time and setting that is possible, and with characters that are true to life, yet drawn from the writer’s imagination. Experts define categories of realistic fiction using aspects of theme. Personal narrative: a personal narrative, written in first person, documents a person’s experience. It could tell of a single life shaping event, or simply a mundane daily experience.
Processes, Content Statements & Expectations(Disciplinary Knowledge) / Common Core / Essential Questions / Assessment / Vocabulary / Resources /
READING
WORD RECOGNITION AND
WORD STUDY
Phonemic Awareness
R.WS.01.01 Demonstrate phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion.
R.WS.01.02 Recognize that words are composed of sounds blended together and carry meaning. / FOUNDATIONAL SKILLS
Phonological Awareness
RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). / What are words used for?
What are ways to sound out words? / Before: Onset/rhyme games
During:
Blending/
segmenting games
After:
MLPP assessments (phonics and phonemic awareness) / Vowels
Long vowels
Short vowels
Consonants
Syllable
Phonics
R.WS.01.03 Understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.
R.WS.01.04 Use structural cues to recognize one-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh. / Phonological Awareness
RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowel sounds in spoken single-syllable words.
b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Phonics and Word Recognition
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words. / What sound does each letter make? / Before:
Alphabet Matching
Onset/Rhyme games/activities
Syllable games
During:
Matching books to phonics features
Observation
Blending/segments games
After:
Oral assessment on sounds / Blends
Digraphs
Word families
Silent e / http://pbskids.org/lions/games/ears.html Sound identification game
www.starfall.com A website with lots of letter recognition and handwriting activities.
Word Recognition
R.WS.01.05 Automatically recognize frequently encountered words in and out of context with the number of words that can be read fluently increasing steadily across the school year.
R.WS.01.06 Make progress in automatically recognizing the 220 Dolch basic sight words and 95 common nouns for mastery in third grade.
R.WS.01.07 Use strategies to identify unknown words and construct meaning by using initial letters/sounds (phonics), patterns of language (syntactic), picture clues (semantic), and applying context clues to select between alternative meanings.
R.WS.01.08 Use syntactic and semantic cues including picture clues, word chunks, and the structure of book language to determine the meaning of words in grade-appropriate texts.
R.WS.01.09 Know the meanings of words encountered frequently in grade-level reading and oral language contexts. / Phonics and Word Recognition
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know final -e and common vowel team conventions for representing long vowel sounds.
d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
LANGUAGE
Vocabulary Acquisition and Use
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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word or phrase.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). / Why do we need to recognize sight words?
How do you read a word you do not know?
Can other words help you with a word you don’t know? / Before:
Oral and written assessment on frequently encountered words
Word hunts
During:
Sight word games/practice
Think alouds
After:
Oral and written assessment on frequently encountered words
Word maps / 100 common sight words
High frequency words
Strategies
Word chunks
Frequently / http://tinyurl.com/5dr5zp Website has lots of different literacy games (phonics, word study, etc.)
Dolch sight word list
Vocabulary
R.WS.01.10 In context, determine the meaning of words and phrases including objects, actions, concepts, content vocabulary, and literary terms, using strategies and resources including context clues, mental pictures, and questioning. / NARRATIVE TEXT
Craft and Structure
RL.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
FOUNDATIONAL SKILLS
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
LANGUAGE
Vocabulary Acquisition and Use
L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases being used on grade 1 reading and content, choosing flexibly from an array of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Use frequently occurring affixes as a clue to the meaning of a word.
c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). / How do you find the meaning of a word? / DRA leveled books
AR leveled books
Classroom word wall
4 Blocks teacher guide
Fluency
R.FL.01.01 Automatically recognize and fluently read identified grade-level high frequency words in or out of context. / FOUNDATIONAL SKILLS
Fluency
RF1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Fluency
NARRATIVE TEXT
R.NT.01.01 Recognize how various cultures and our common heritage are represented in classic, multicultural, and contemporary literature that is recognized for quality and literary merit.
R.NT.01.02 Identify and describe the basic form and purpose of a variety of narrative genre including realistic fiction, fantasy, and folktales.
R.NT.01.03 Identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).
R.NT.01.04 Identify how authors/ illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.
R.NT.01.05 Respond to individual and multiple texts by finding evidence, discussing, illustrating, and/or writing to reflect, make connections, take a position, and/or show understanding. / NARRATIVE TEXT
Craft and Structure
RL1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Key Ideas and Details
RL1.1 Ask and answer questions about key details in a text.
RL1.3 Describe characters, settings, and major events in a story, using key details.
Craft and Structure
RL.1.6 Identify who is telling the story at various points in a text.
Integration of Knowledge and Ideas
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Range of Reading and Level of Text Complexity
RL1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Key Ideas and Details
RL.1.3 Describe characters, settings, and major events in a story, using key details.
Craft and Structure
RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Integration of Knowledge and Ideas
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
Key Ideas and Details
RL1.1 Ask and answer questions about key details in a text.
RL.1.3 Describe characters, settings, and major events in a story, using key details. / What is realistic fiction?
What are the beginning, middle, and end?
Do authors use the title to help us understand the story?
How does an author help us to understand the main idea? / Before:
KWL
Predictions
Discussion
During: Participation
Story Grammar
Summarizing/
Questioning
Question/Answer
After:
Conference
Graphic organizers
Retell stories using puppets, illustrations, tell a friend
Discussion/
Observation / Culture
Heritage
Realistic fiction
Fantasy
Folktales
Problem/ solution
Transitional words
Beginning
Middle
End
Title
Author
Illustrator
Sequence / Suggested Books for Realistic Fiction:
Our Teacher’s Having a Baby, Eve Bunting, 2001. ISBN-13: 9780618111381
Knuffle Bunny, Mo Williams, 2004. ISBN-13: 9780786818709
Emily’s Art, Peter Catalanotto, 2006. ISBN-13: 9781416926887
Not Norman: A Goldfish Story, Kelly Bennett, 2008. ISBN-13: 9780763627638
The Wednesday Surprise, Eve Bunting, 1990. ISBN-13: 9780395547762
Bootsie Barker Bites, Barbara Bottner, 1997. ISBN-13: 978-0698114272
COMPREHENSION
R.CM.01.01 Make text-to-self and text-to-text connections and comparisons by activating prior knowledge and connecting personal knowledge and experience to ideas in text through oral and written responses.
R.CM.01.02 Retell in sequence up to three important ideas and details of familiar simple oral and written text.
R.CM.01.03 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding by mapping story elements, graphically representing key ideas and details, and asking questions as they read. / NARRATIVE TEXT
Craft and Structure
RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
INTEGRATION OF KNOWLEDGE AND IDEAS
RL.1.9 Compare and contrast the adventures and experiences of characters in stories. / How is your life like this book? / Before:
Discussion of topic
During:
Think-aloud
After:
Write about how the book relates to your life. / Graphic organizer
Sequence
Key Ideas and Details
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. / What books have you read that are the same?
In those books that are the same how are the characters same and different? / Before:
Sequencing activities
Discussion
During: Discussion
Summarizing
Question/Answer
Sequence events of a story
After:
Story retelling grid/graphic organizer
Venn diagram two characters or two stories.
METACOGNITION
R.MT.01.01 Self-monitor comprehension by recognizing when meaning is breaking down and use simple fix-up strategies including making credible predictions based on a preview of the book cover and pictures to increase comprehension when reading or listening to text.
R.MT.01.02 Self-monitor comprehension by using strategies including asking questions before, during, and after reading and discussing the most important ideas and themes in a text.
R.MT.01.03 Plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work.
R.MT.01.04 Self-monitor comprehension by using a graphic organizer to sequence events, sort and order information, or identify author’s perspective. / Integration of Knowledge and Ideas
RL.1.7 Use illustrations and details in a story to describe its characters, settings, or events.
Range of Reading and Level of Text Complexity
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
FOUNDATIONAL SKILLS
Fluency
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Red on-level text with purpose and understanding
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
NARRATIVE TEXT
Key Ideas and Details
RL.1.1 Ask and answer questions about key details in a text.
Range of Reading and Level of Text Complexity
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Key Ideas and Details
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. / Does the cover of the book help you understand what the book is about?
What is happening in the story so far? / Before: Anticipation guide
During: Questioning
Ending:
Written or oral assessment on what happened before, during, and after the story
READING ATTITUDE
R.AT.01.01 Be enthusiastic about reading and learning how to read. / Range of Reading and Level of Text Complexity
R.L. 1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. / What books do you like to read?
WRITING
WRITING GENRE
W.GN.01.01 Write a personal narrative using illustrations and transitional words, such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions. / WRITING
Text Types and Purposes
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. / What is a personal narrative?
Why do you need to tell about yourself? / Before: Sequencing activities
During:
Think-Pair-Share
Ending:
Write a personal narrative / personal narrative / Suggested Personal Narrative Books:
The Bag I’m Taking to Grandma’s, Shirley Neitzel, 1998. ISBN-13: 978-0688158408
Me on the Map, Joan Sweeney, 1998. ISBN-13: 978-0517885574
WRITING PROCESS
W.PR.01.01 With teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.
W.PR.01.02 Draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when composing a narrative or informational piece.
W.PR.01.03 Attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information).
W.PR.01.04 Attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups. / WRITING
Text Types and Purposes
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. / What is the writing process?
How do you brainstorm? / Before:
Think-Pair-Share
During:
Story Sequence
Ending:
Rubric / Writing process
Rough draft
Final draft
Proofreading
Editing
Brainstorming
Publishing
Main idea
Sequencing
Paragraph
Sentence / http://www.canteach.ca/elementary/prompts.html Website with a list of writing prompts.
4 Blocks writing
6 Plus One Traits of Writing
Production and Distribution of Writing
W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. / What is proofreading?
What is editing?
WRITING ATTITUDE
W.AT.01.01 Be enthusiastic about writing and learning to write. / Text Types and Purposes
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. / What do you like to write about?
LISTENING AND VIEWING
Conventions
L.CN.01.01 Understand, restate and follow two-step directions. / SPEAKING AND LISTENING
Comprehension and Collaboration
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.
a. 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).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion. / Before:
Think-Pair-Share
During:
Listening activities
After:
Observation
ELA Pacing Guide