/BISOMIAMI-DADE COUNTY PUBLIC SCHOOLS

District Pacing Guide

Grade Level or Course Title: Grade 1 EFL/BISO

STRANDS: Reading, Writing, Speaking and Listening, Language

Date
Week
9 / Days
5 / 10/17/16 - 10/21/16

Unit 1 Week 6

Concepto semanal: ¡A conocernos!

Pregunta esencial: ¿Por qué eres especial?

Reader's Theater

"¡Mírame ahora!"

Reading Digitally:

Time for Kids: “Juegos del mundo”

LANGUAGE ARTS FLORIDA STANDARDS – LAFS
(Webb’s DOK) / MCGRAW HILL
ESSENTIAL FOCUS / OBJECTIVES / INSTRUCTIONAL TOOLS
Standards for Speaking and Listening
LAFS.1.SL.2.5Add drawings or other visualdisplays todescriptionswhenappropriatetoclarifyideas, thoughts,andfeelings.
Language Standards
LAFS.1.L.1.2 Demonstratecommandoftheconventions ofstandardSpanish capitalization, punctuation,andspellingwhenwriting.
LAFS.1.L.1.2b. Use end punctuationfor sentences.
LAFS.1.L.1.1Demonstratecommandoftheconventions ofstandard Spanish grammarandusage whenwriting or speaking.
Reading Standards: Foundational Skills
LAFS.1.RF.2.2Demonstrate understandingofspokenwords, syllables,andsounds(phonemes).
LAFS.1.RF.2.2a. Identify open syllables blending studied phonemes (consonant + vowels) in spoken single and multi-syllables words.
LAFS.1.RF.2.2b.Orallyproducesingle and multi-syllablewords byblendingphonemes (consonants + vowels), includingconsonantblends.
LAFS.1.RF.2.2d. Segmentspokenmulti-syllableswords into theircompletesequenceof syllables. Manipulate individual phonemes to create new words through addition, deletion and substitution. (e.g.,substitution:mapa-tapa); (addition: mo-amo, mi- mío); (deletion:mío- mi).
LAFS.1.RF.3.3Knowand applygrade-levelphonicsandwordanalysisskillsindecoding words.
LAFS.1.RF.3.3a. Knowthe spelling-soundcorrespondencesforcommonconsonantdigraphs. (e.g. ch, ll, qu + e, qu + i, gu + e, gu + i)
LAFS.1.RF.4.4Readwith sufficientaccuracyandfluencytosupportcomprehension.
LAFS.1.RF.4.4a. Read on-leveltextwith purpose andunderstanding.
LAFS.1.RF.4.4b. Read on-leveltext orallywithaccuracy, appropriaterate, andexpressionon successivereadings.
LAFS.1.RF.4.4c. Usecontextto confirm orself-correctwordrecognition andunderstanding, rereadingasnecessary.
Reading Standards for Literature
LAFS.1.RL.1.1Askandanswer questionsabout key detailsinatext.
LAFS.1.RL.3.7Use illustrations and detailsina storyto describeitscharacters,setting, orevents.
Reading Standards forInformational Text
LAFS.1.RI.1.1Askandanswer questionsabout key detailsinatext.
LAFS.1.RI.2.5Knowand usevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries, electronicmenus,icons)tolocatekeyfacts orinformation ina text.
LAFS.1.RI.3.7Use the illustrationsand details ina textto describeitskey ideas.
LAFS.1.RI.4.10With prompting andsupport,readinformational texts appropriatelycomplexfor grade 1.
Writing Standards
LAFS.1.W.1.3Writenarrativesinwhichtheyrecounttwo or moreappropriatelysequencedevents, includesomedetailsregarding what happened,use temporal words tosignal event order,andprovidesomesense ofclosure.
LAFS.1.W.3.7Participate insharedresearchandwritingprojects(e.g., exploreanumber of“how-tobooks (pasos de un proceso)onagiven topic anduse them towritea sequenceof instructions).
LAFS.1.W.2.6Withguidance andsupportfrom adults,usea varietyofdigital toolsto produceand publishwriting,includingincollaborationwith peers. / Instructional Routines:
  • McGraw-Hill Instructional Routine Handbook
1.Weekly Concept:
  • ¡A conocernos!
2.Essential Question:
  • ¿Por qué eres especial?
3.Review
3.1Priority Skill:
Key Details
3.2Strategy:
Ask and Answer Questions
3.3Collaborative Conversations:
Model
Establish Rules for Discussion
Provide Feedback
Display Sentence Starters
3.4Vocabulary Routine:
Define
Example
Ask
3.5Close Reading of Literature; Citing Text Evidence:
Accessing Complex Text
Explain
Model
Guide
3.6Phonics/Word Study:
Decoding Multisyllabic Words
3.7Reading Every Day/Fluency:
Introduce
Model
Provide Guided & Group Practice
Build
Assess
4.Reader’s Theater:"¡Mírame ahora!"
  • Assign roles
  • Fluency: Phrasing and Expression
5.Reading Digitally:
  • Take Notes
  • Access Interactive Elements
  • Navigate Links to Information
6.Research and Inquiry
  • Retell Information
  • Unit Projects
  • Presentations of Ideas
6.1Research Skill: Choosing a topic
6.2Establishing a Research Plan
6.3Choose a Project!
6.4Conducting the research
7.Writing
7.1Celebrate: Present your Writing
Share your writing
Giving Presentations
Listening to presentations
Portfolio choice
7.2Portfolio Choice
8.Review and Evaluate
  • Unit 1 Test
/ Students will be able to:
  • Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
  • Demonstrate command of the conventions of standard Spanish capitalization, punctuation, and spelling when writing.
  • Use end punctuation for sentences.
  • Demonstrate command of the conventions of standard Spanish grammar and usage when writing or speaking.
  • Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  • Identify open syllables blending studied phonemes (consonant + vowels) in spoken single and multi-syllables words.
  • Orally produce single and multi-syllable words by blending phonemes (consonants + vowels), including consonant blends.
  • Segment spoken multi-syllables words into their complete sequence of syllables. Manipulate individual phonemes to create new words through addition, deletion and substitution. (e.g., substitution: mapa-tapa); (addition: mo-amo, mi- mío); (deletion: mío- mi).
  • Know and apply grade-level phonics and word analysis skills in decoding words.
  • Know the spelling-sound correspondences for common consonant digraphs. (e.g. ch, ll, qu + e, qu + i, gu + e, gu + i)
  • Read with sufficient accuracy and fluency to support comprehension.
  • Read on-level text with purpose and understanding.
  • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
  • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
  • Ask and answer questions about key details in a text.
  • Use illustrations and details in a story to describe its characters, setting, or events.
  • Ask and answer questions about key details in a text.
  • Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
  • Use the illustrations and details in a text to describe its key ideas.
  • With prompting and support, read informational texts appropriately complex for grade 1.
  • 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.
  • Participate in shared research and writing projects (e.g., explore a number of “how-to books (pasos de un proceso) on a given topic and use them to write a sequence of instructions).
  • With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
/ Core Text Book:
McGraw-Hill Lectura
Maravillas
Unidad1/ Semana6
¡Conéctate!

Guía del maestropág. T370
Teatro del lector:
"¡Mírame ahora!"
Lectura Digital:
Time for Kids: “Juegos del mundo”
Colaborar
Portafolio de escritura
Libros por nivel
Approaching level:Tengo un amigo
On level:Tengo un amigo
Beyond level: Tengo un amigo
Evaluación
Evaluación de la unidad
Evaluación de fluidez
Otros recursos en línea: ¡Conéctate!
Concepto semanal
Video
Organizador gráfico
Glosario digital ilustrado
Tarjetas de lectura interactiva en voz alta
Tarjetas de fotos
Nubes de pensar en voz alta
Rutina de palabras de ortografía
Rutina de palabras de uso frecuente
Lectura compartida
Ejemplo modelo
Escritura
Gramática
Tarjetas de ortografía
Estrategia de comprensión
Destreza de comprensión
Género
Fluidez
Estrategia de vocabulario
Elementos de escritura
Marcas de corrección
Manual de rutinas de instrucción
Guía del maestro
Manual del maestro
Respuestas a los libros por nivel
Tablero de fonética

Division of Academics – Department of Bilingual Education and World Languages

First Quarter

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