Grade Level: 1st Grade
Subject: ELA-Foundational Skills / Revised Date: 4-13-12
Quarter #
Strand / Domain / Print Concepts
Standard(s)
(one or more standards/indicators; can be clustered) / 1.RF.1 Demonstrate understanding of the organization and basic features of print
a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation)
Big Idea(s) / 1. Understanding print and sentence structure is essential to becoming a competent reader.
2. Recognizing the basic features of a sentence provides continuing support for more complex English language and writing skill development.
3. Sentences provide a complete thought. Recognizing the beginning and ending of a sentence supports increasingly sophisticated oral language, fluent reading, and text comprehension.
4. Understanding the ending punctuation of a sentence helps students read with the appropriate expression (prosody).
5. Sentences are the building blocks of all text and more mature readers must not only understand the idea(s) contained in one sentence, but how sentences work together in a paragraph and in a section to provide meaning, enjoyment, and information.
Essential Question(s) / 1. What strategy can we use to help us recognize important features of a sentence?
Academic Vocabulary (what students need to know in order to complete the task) / o  sentence
o  capital letter
o  punctuation
o  period / o  uppercase letters
o  question mark
o  first (as in “first word”)
o  exclamation mark
o  recognize
Sample Activities / (1) The teacher reads the book “Don’t Let the Pigeon Drive the Bus!” by Mo Willems. The teacher places repeating sentences from the book on sentence strips. The teacher changes the ending mark on each sentence to a period, a question mark and an exclamation mark. The children repeat the sentence with the proper expression depending on the ending punctuation. (2) Using a big book they have read previously, the teacher and students indicate when a sentence starts and stops. Students tell how they know when the sentence starts and stops.
District Adopted
Core Curriculum / Houghton Mifflin (themes 1-10)
Spelling Mastery
Additional Resource(s) / Reasoning and Writing/Extensions
HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)
Formative Assessment(s)
that relate to CCSS / District-wide Progress Monitoring Assessments (Easy CBM)
Curriculum In-Program Assessments (RM checkouts, Mastery Tests & HM Theme Skills Tests)
Pre/Post Assessments
CCSS for ELA & Literacy 1st grade Exemplars
Summative Assessment(s)
that relate to CCSS / District-wide Benchmark Assessments (Easy CBM)
Grade Level: 1st Grade
Subject: ELA-Foundational Skills / Revised Date: 4-13-12
Quarter #
Strand / Domain / Phonological Awareness
Standard(s)
(one or more standards/indicators; can be clustered) / 1.RF.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 the 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).
Big Idea(s) / 1. Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech.
2. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations.
Essential Question(s) / 1. Why are phonemes (speech sounds) important?
2. What is the difference between phonemes (speech sounds) and other sounds?
3. How would English sound if we used letter sounds the same in every word?
4. What new words can we make from the rime /ip/?
5. What blends can we as readers use to build new words?
Academic Vocabulary (what students need to know in order to complete the task) / o  sounds
o  C-V-C
o  blend (blending)
o  consonant blends
o  phonemes
o  vowel / o  isolate
o  segment (segmenting)
o  substitution
o  initial sound
o  medial sound vowel
o  final sound
Sample Activities / Using decks of word families, children fluently decode C-V-C and CC-V-C regular and nonsense words.
District Adopted
Core Curriculum / Houghton Mifflin (themes 1-10)
Reading Mastery +1 (lessons 1-60) +2 (lessons 1-12)
Lesson Connections (lessons 1-80)
Spelling Mastery
Additional Resource(s) / HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)
Formative Assessment(s)
that relate to CCSS / District-wide Progress Monitoring Assessments (Easy CBM)
Curriculum In-Program Assessments (RM checkouts, Mastery Tests & HM Theme Skills Tests)
Pre/Post Assessments
CCSS for ELA & Literacy 1st grade Exemplars
Summative Assessment(s)
that relate to CCSS / District-wide Benchmark Assessments (Easy CBM)
Grade Level: 1st Grade
Subject: ELA-Foundational Skills / Revised Date: 4-13-12
Quarter #
Strand / Domain / Phonics and Word Recognition
Standard(s)
(one or more standards/indicators; can be clustered) / 1.RF.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.
Big Idea(s) / 1. Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech.
2. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations.
Essential Question(s) / 1. Why are phonemes (speech sounds) important?
2. What is the difference between phonemes (speech sounds) and other sounds?
3. How would English sound if we used letter sounds the same in every word?
4. What new words can we make from the rime /ip/?
5. What blends can we as readers use to build new words?
Academic Vocabulary (what students need to know in order to complete the task) / o  syllable
o  phonics
o  word analysis
o  decoding
o  vowel
o  vowel teams / o  digraphs
o  spelling-sound correspondence
o  high frequency
o  consonant
o  word patterns
o  spellings / o  inflectional endings
o  irregular
o  silent-e
o  determine
o  read
o  recognize
o  encoding
Sample Activities / Using Student Center Activities To Differentiate Reading Instruction describes a suite of Student Center Activities offering teachers a wide range of activities to engage students in differentiated reading activities during small-group work in the classroom. The activities target specific skills, scaffold student learning, and provide engaging practice to extend student learning and increase the time focused on critical reading skills at all levels of reading proficiency. Originally prepared for use in Florida schools, these activities are appropriate in any elementary school context and are consistent with scientific research on reading instruction
District Adopted
Core Curriculum / Houghton Mifflin (themes 1-10)
Reading Mastery +1 (lessons 1-160) +2 (lessons 101-160)
Lesson Connections (lessons 1-86)
Spelling Mastery (lessons 1-60)
Additional Resource(s) / HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)
Read Naturally
Formative Assessment(s)
that relate to CCSS / District-wide Progress Monitoring Assessments (Easy CBM)
Curriculum In-Program Assessments (RM checkouts, Mastery Tests & HM Theme Skills Tests)
Pre/Post Assessments
CCSS for ELA & Literacy 1st grade Exemplars
Summative Assessment(s)
that relate to CCSS / District-wide Benchmark Assessments (Easy CBM)
Grade Level: 1st Grade
Subject: ELA-Foundational Skills / Revised Date: 4-13-12
Quarter #
Strand / Domain / Fluency
Standard(s)
(one or more standards/indicators; can be clustered) / 1.RF.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
b. Read grade-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.
Big Idea(s) / 1. Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech.
2. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations.
3. Understanding print and sentence structure is essential to becoming a competent reader.
4. Reading with fluency and accuracy is crucial to the scaffolding of reading.
5. Recognizing the basic features of a sentence provides continuing support for more complex English language and writing skill development.
6. Sentences provide a complete thought. Recognizing the beginning and ending of a sentence supports increasingly sophisticated oral language, fluent reading, and text comprehension.
7. Understanding the ending punctuation of a sentence helps students read with the appropriate expression (prosody).
8. Sentences are the building blocks of all text and more mature readers must not only understand the idea(s) contained in one sentence, but how sentences work together in a paragraph and in a section to provide meaning, enjoyment, and information.
9. Students need to check for understanding/comprehension before, during, and after reading. They need to learn how to self-monitor their comprehension and make repairs to their comprehension by using various strategies.
Essential Question(s) / 1. Why are phonemes (speech sounds) important?
2. What is the difference between phonemes (speech sounds) and other sounds?
3. How would English sound if we used letter sounds the same in every word?
4. What new words can we make from the rime /ip/?
5. What blends can we as readers use to build new words?
6. What strategy can we use to help us recognize important features of a sentence?
7. What should fluent reading sound like?
8. How do we check for understanding before, during, and after reading?
9. What is our purpose for reading?
Academic Vocabulary (what students need to know in order to complete the task) / o  fluency/fluently
o  prosody
o  accuracy
o  rate
o  automaticity
o  word recognition / o  expression
o  tone
o  phrasing/phrases/clauses
o  meaningful chunks
o  connected text
o  oral reading
o  choral reading / o  partner reading
o  repeated reading
o  Reader’s Theater
o  running record
o  words correct per minute (WCPM)
o  context
Sample Activities / 1.This pdf helps teachers brainstorm and plan how to integrate fluency activities in many areas of the curriculum.
2. The University of Oregon Center on Teaching and Learning provides teaching strategies and examples for letter-sound fluency, irregular word fluency and oral reading fluency.
District Adopted
Core Curriculum / Houghton Mifflin (themes 1-10)
Reading Mastery +1 (lessons 54-160) +2 (lessons 1-160)
Lesson Connections (lessons 1-160)
Additional Resource(s) / HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)
Read Naturally
Formative Assessment(s)
that relate to CCSS / District-wide Progress Monitoring Assessments (Easy CBM)
Curriculum In-Program Assessments (RM checkouts, Mastery Tests & HM Theme Skills Tests)
Pre/Post Assessments
CCSS for ELA & Literacy 1st grade Exemplars
Summative Assessment(s)
that relate to CCSS / District-wide Benchmark Assessments (Easy CBM)
Grade Level: 1st Grade
Subject: ELA-Literature / Revised Date: 4-13-12
Quarter #
Strand / Domain / Key Ideas and Details
Standard(s)
(one or more standards/indicators; can be clustered) / 1.RL.1 Ask and answer questions about key details in a text.
Big Idea(s) / 1.  Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
2.  Being able to identify explicitly stated information about story elements and key details is a prerequisite to and will support higher levels of comprehension, such as making inferences and drawing conclusions.
3.  Developing questions that are focused on key ideas and details helps readers begin to distinguish between important and relevant information vs. irrelevant information. This can be linked summaries and solving problems in science, social studies, math, and other content areas.
4.  Asking questions about text and supporting answers by locating evidence in text are active reading comprehension strategies that can be applied to a variety of texts across content areas.
5.  Retelling stories and summarizing are active reading comprehension strategies that can be applied to a variety of texts across content areas.
6.  Being able to retell and summarize is a prerequisite to and will support higher levels of comprehension, such as synthesizing information, making inferences, and forming opinions.
7.  Focusing on key ideas and details to use in their retelling helps readers begin to discern what is most important and relevant.
8.  Participating in retelling improves student understanding of narratives and their structure, which helps students learn how to write their own stories.
9.  Understanding how words or phrases can evoke feelings, strengthens the reader’s ability to describe characters as well as setting and plot.
Essential Question(s) / 1.  How do we think while reading in order to understand and respond?
2.  How do we identify the main topic of a piece of text?
3.  How do we identify the key ideas, events, and setting in a piece of text?
4.  What are some ways to gather information about the meaning of unknown words or phrases?
5.  How does an author use details to help us grasp the key ideas about a topic?
6.  How does the ability to question and locate answers help us understand text?
7.  How does retelling stories with key details support our understanding of a story?
8.  How does identifying who is telling the story at different points help me to understand and make connections about the story?
Academic Vocabulary (what students need to know in order to complete the task) / o  questioning/question
o  ask
o  answer / o  key details
o  text
o  wh-questions (who, what, where, when, which, why)
Sample Activities / 1.  The Busy Teachers Cafe website has two pages that have ideas for students to generate questions or use task cards to discuss key details about the story with a partner. Story maps can also help students listen for and record key ideas and details. This page contains printable resources to use during centers, such as task cards, question webs, and I wonder... I think forms.
District Adopted
Core Curriculum / Houghton Mifflin (themes 1-10)
Reading Mastery+1 and +2
Read-Aloud Library (all lessons)