1. Persisting -sticking to a task until it is completed. 2. Managing Impulsivity -thinking before acting.

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1 Neshaminy School District Curriculum Maps Contents of Document: 1. Teacher Resources 2. Habits of Mind 3. Pa Core Standards and Common Core Standards Crosswalk 4. English Language Arts Curriculum Map First Grade ELA Resources Available to Teachers for Instruction: Superkids Curriculum (Teacher Guides, Student Books, Superkids Library Books, SuperSmart: Informational Text Read-Alouds (multimedia), Daily Read Aloud Routine card, Superkids Skill-Building Book) Reading A to Z and Raz Kids (online) Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons The Fundamentals of Grammar and Conventions Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom. 1. Persisting -sticking to a task until it is completed. Identify characteristics of persistence shown by individuals in well-known events Imagine what might have occurred if more or less persistence was shown in a given scenario. 2. Managing Impulsivity -thinking before acting. Model the use of patience, including wait time during discussion, or using helpful sentence stems that reflect intentional choice. 3. Listening to Others-With Understanding and Empathy listening, understanding, and empathizing with someone else s point of view. Model appropriate listening and help student identify the most common errors in conversation. 4. Thinking Flexibly- considering alternative points of view or dealing with several sources of information simultaneously. Use RAFT assignments (Role, Audience, Format, Topic) where students must consider a situation, letter, speech or poem from a different perspective. 1

2 5. Thinking About our Thinking (Metacognition)- mapping out thinking process. Diagram the relationship between a want and a need. Map out how characters from books or thinkers in history might have arrived at certain starting or stopping points in thought. 6. Striving for Accuracy and Precision - taking time to check over work. Use three before me, a strategy that insists on any important assignment being checked by at least three other people before being handed in. 7. Questioning and Posing Problemsknowing how to ask questions to fill in the gaps and asking a range of questions. Create a parking lot area in the classroom stocked with post-it notes where students can post questions. 8. Applying Past Knowledge to New Situations-being able to abstract meaning from one experience and apply it in a new and novel situation. Use questions stems like What do you remember about...?, When have you ever seen anything like this? 9.Thinking and Communicating with Clarity and Precision- communicating accurately in both written and oral form. Remind students to avoid the vagueness and abstraction and imprecision of terms like always, never, all, everybody, teachers, etc. 10. Gathering Data through All Sensesknowing information gets into the brain through different sensory pathways. Allow students to cite sources from sensory data in addition to traditional textual sources. 11. Creating, Imagining, and Innovating examining alternative possibilities from many angles. Offer persistent sources of inspiring thought, design, art or multimedia through writing prompts, discussion points or simply as a daily class closure. 12. Responding with Wonderment and Awe-having a passion for learning. Don t just allow opportunities for student choice in topics, formats, or learning pathways insist on it. 13. Taking Responsible Risks-accepting confusion, uncertainty, and the higher risks of failure as part of the normal process. Create an environment where failure is analyzed, not punished. 14. Finding Humor-initiating humor more often, placing greater value on having a sense of humor, appreciating and understanding others humor. funny. Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, Point out humor where it is not immediately apparent, especially in stories and examples from your own life. Teach students to distinguish between situations of human frailty and fallibility that are in need of compassion and those that are truly 15. Thinking Interdependentlyrealizing that all of us together are more powerful, intellectually and /or physically, than any one individual. Cooperative learning groups Using digital and social media provides opportunity for interdependence. 16. Learning Continuously always striving for improvement. Revisit old ideas, writing and projects to identify areas for development, improvement or revision. 2

3 PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 1 ELA PA Common Core Standard Common Core State Standard Foundational Skills CC B.- Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence. CC C. - Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken single-syllable words. Count, pronounce, blend, and segment syllables in spoken and written words. Orally produce single-syllable words, including consonant blends and digraphs. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words. Add or substitute individual sounds (phonemes) in one-syllable words to make new words. CC D -Know and apply grade level phonics and word analysis skills in decoding words. Identify common consonant diagraphs, finale, and common vowel teams. Decode one and two-syllable words with common patterns. Read grade level words with inflectional endings. Read grade-appropriate irregularly spelled words. RF.1.1 (Print Concepts) -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). RF.1.2 (Phononlogical Awareness)- 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). RF.1.3 (Phonics and Word Recognition)- 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. 3

4 g. Recognize and read grade-appropriate irregularly spelled words. CC E. -Read with 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. Informational Text CC A - Identify the main idea and retell key details of text. CC B -Ask and answer questions about key details in a text. CC C -Describe the connection between two individual, events, ideas, or pieces of information in a text. CC D Intentionally Blank CC E -Use various text features and search tools to locate key facts or information in a text. CC F -Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CC G -Use the illustrations and details in a text to describe its key ideas. CC H -Identify the reasons an author gives to support points in a text. CC I -Identify basic similarities in and differences between two texts on the same topic. CC1.2.1.J -Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between RF.1.4 (Fluency) -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. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RI.1.2 -Identify the main topic and retell key details of a text. RI.1.1 -With prompting and support, ask and answer questions about key details in a text. RI.1.3 -Describe the connection between two individuals, events, ideas, or pieces of information in a text. N/A RI.1.5 -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. RI.1.4 -Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 -Use the illustrations and details in a text to describe its key ideas. RI.1.8 -Identify the reasons an author gives to support points in a text. RI.1.9 -Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). L.1.6 -Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple 4

5 the words and phrases. CC K -Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade level reading and content. CC L -Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. Literature CC A -Ask and answer questions about key details in a text. CC B -Describe characters, settings, and major events in a story, using key details. CC C -Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC D -Identify who is telling the story at various points in a text. CC E-Explain major differences between books that tell stories and books that give information, drawing on a wide reading or range of text type CC F -Identify words and phrases in stories or poems that suggest feelings or appeal to the senses CC G -Use illustrations and details in a story to describe characters, setting, or events. CC H -Compare and contrast the adventures and experiences of characters in stories. CC I -Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade level reading and content. CC J -Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between the words and phrases. CC K -Read and comprehend literature on grade level, reading independently and proficiently. Writing CC A -Write informative/ explanatory texts to examine a topic and convey ideas and information. relationships (e.g., because). 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. RI With prompting and support, read informational texts appropriately complex for grade 1. RL.1.1 -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. RL.1.2 -Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.6 -Identify who is telling the story at various points in a text. 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. RL.1.4 -Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.7 -Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9 -Compare and contrast the adventures and experiences of characters in stories. 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. L.1.6 -Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). RL With prompting and support, read prose and poetry of appropriate complexity for grade 1. W.1.2 -Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 5

6 CC B -Identify and write about one specific topic. CC C -Develop the topic with two or more facts. W.1.2 -Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC D - Group information and provide some sense of closure. W Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure CC E - Choose words and phrases for effect. L.1.1 / L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters. Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. CC F - Demonstrate a grade appropriate command of (Begins in grade 2) 6

7 the conventions of standard English grammar and spelling. Capitalize dates and names of people. Use end punctuation; use commas in dates and words in series. Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions. CC G - Write opinion pieces on familiar topics. CC H - Form an opinion by choosing among given topics. CC I - Support the opinion with reasons related to the opinion. CC J - Create an organizational structure that includes reasons and provides some sense of closure. CC K - Use a variety of words and phrases. CC L - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. Capitalize dates and names of people. Use end punctuation; use commas in dates and words in a series. Spell words drawing on common spelling patterns, phonemic awareness, and spelling conventions. W Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). L.1.1 / L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters. Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, 7

8 CC M - Write narratives to develop real or imagined experiences or events. CC N - Establish who and what the narrative will be about. CC O - Include thoughts and feelings to describe experiences and events. CC P - Recount two or more appropriately sequences events using temporal words to signal event order and provide some sense of closure. CC Q - Use a variety of words and phrases. CC R - Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. Capitalize dates and names of people. Use end punctuation; use commas in dates and words in series. Spell words drawing on common spelling patterns, phonemic awareness and spelling conventions. but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. W 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. N/A N/A W 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. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts. L.1.1/L.1.2- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print all upper- and lowercase letters. Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use verbs to convey a sense of past, present, and 8

9 CC S Intentionally Blank CC T - With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CC U- With guidance and support, use a variety of digital tools to produce and publish writing including in collaboration with peers. CC V - Participate in individual or shared research. CC W - With guidance and support, recall information from experiences or gather information from provided sources to answer a question. CC X - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. Speaking & Listening CC A - Participate in collaborative conversations with future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions N/A W 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 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). W With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Begins in grade 4) SL Participate in collaborative conversations with 9

10 peers and adults in small and larger groups. CC B - Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. CC C - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC D - Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CC E - Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings. CC F - Produce complete sentences when appropriate to task and situation. CC G - Demonstrate command of the conventions of standard English when speaking based on grade 1 level and content. diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. o 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). o Build on others talk in conversations by responding to the comments of others through multiple exchanges. o Ask questions to clear up any confusion about the topics and texts under discussion. SL Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5 -Add drawings or other visual displays to descriptions when appropriate. SL Produce complete sentences when appropriate to task and situation. L Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. o Print all upper- and lowercase letters. o Use common, proper, and possessive nouns. o Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). o Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). o Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). o Use frequently occurring adjectives. o Use frequently occurring conjunctions (e.g., and, but, or, so, because). o Use determiners (e.g., articles, 10

11 demonstratives). o Use frequently occurring prepositions (e.g., during, beyond, toward). o Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 11

12 CURRICULUM MAP COURSE/ SUBJECT: GRAMMAR GRADE: FIRST MONTH: ONGOING THROUGHOUT ALL UNITS Enduring Understanding: Writing is a means of documenting thinking. Essential Question: What role does writing play in our lives? Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings. Essential Question: How do we develop into effective writers? Enduring Understanding: Purpose, topic, and audience guide types of writing. Essential Questions: To what extent does the writing process contribute to the quality of writing? CC F Understand that certain words need to begin with a capital letter The Fundamentals of Grammar and Capitalization Student Work CC L Conventions Discover the many uses of end-mark punctuation and recognize CC R the effects on writing Punctuation Notice how writers use the placement of pictures and words to Teacher Anecdotal affect experiences with the story Records Learn how text formats such as writing words in shapes and text Text Layout features such as boldface, capitalization and italics convey Conventions of particular meanings and emotions in a story Writing Parts of Speech Sentence Structure Practice using adjectives, nouns, and verbs Discover how a list structure allows writers to explore and share a them in depth Work with a partner to tell a story with a focused sequence and order and then work independently using the story structure Notice how modifiers are connected to senses and help readers see and experience a description Understand (and apply) all sentences begin with a capital letter and end with an appropriate end mark; every sentence has a subject and a verb; precise nouns, exciting adjectives, and powerful verbs make writing more interesting for the reader Developmental Scale NSD Scope & Sequence for Conventions Writing Fundamentals Skills Checklist 12

13 COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER Enduring Understanding: Spoken language can be represented in print. Essential Question: How can the knowledge of language help us to communicate and understand? CC B Superkids Materials Level 3 Units 1-6 Print Concepts Identifies the purpose and type for reading and writing Identifies the parts of a book using a variety of genre Uses correct book handling skills and directionality skills Identifies various forms of print Understands the use of speech and thought balloons Chooses just right text for independent reading Identifies common punctuation Recognizes purposeful errors in a sentence DIBELS MAP Superkids Assessments Superkids class work Teacher Anecdotal Records CC C Level 3 Units 1-4, 6 Phonemic Awareness Distinguishes long and short vowel sounds in orally stated single-syllable words Orally blends three or more spoken phonemes into recognizable words Distinguishes initial, medial, and final sounds in single-syllables words Orally segments single syllable spoken words into their phonemes Manipulates individual phonemes to create new words through addition, deletion, substitution Identifies the number of syllables in a given word Identifies sounds in syllables Words Their Way Assessment Daily Dictation Letter Production Assessment 13

14 CC D Level 3, Units 1-6 Phonics and Word Recognition (Alphabetic Principle) Uses onset and rimes to create new words (decodes real and nonsense words) Decodes and encodes single syllable regular words correctly and independently (cvc, ccvc, cvcc) 1-2 sound association for consonant digraphs (sh, ch, th, tch, wh) Encodes (spells) three- and four-letter (single-syllable) words, short vowels, initial and final consonant blends and digraphs Distinguishes between syllable types (e.g. sort single syllable words) into either closed (e.g. men), open ( e.g. me) Decodes/encodes studied memory words accurately Demonstrates an initial understanding that the consonant -le syllable contains a consonant followed by the letter (e.g. apple, table) CC E Level 3, Units 1-6 Fluency Demonstrates an understanding of the different purposes for reading text Demonstrates an understanding of grade-appropriate vocabulary Determines genre of text before reading Determines purpose for reading on-level text Actively listens to examples of how reading rate can be adjusted and adapted to suit purpose and context Reads grade-level sight words accurately and automatically Decodes on-level words with increasing automaticity Distinguishes between interrogative, declarative, and exclamatory sentences 14

15 COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. Essential Question: How do we think while reading in order to understand and respond? Informational (CC.1.2.1) Superkids materials CC A CC B CC C Key Ideas and Details Generates questions about the text Identifies the main idea of an informational passage Determines important ideas Retell key details in their own words Sequences events Uses pictures and labels Teacher Anecdotal Records Superkids Assessments CC E CC F CC G CC H CC I Craft and Structure Integrations of Knowledge and Ideas Rereads to make sense Monitors comprehension by identifying definitions of words and ideas Recognizes patterns in text Uses text features to locate information or answer questions Identifies how illustrations support text Visualizes based on text Identifies details to support a main idea Notices similarities and differences between illustrations and descriptions Superkids Class work DRA-2 Story Maps & Other Graphic Organizers CC J CC K Level 3 Units 1-6 Vocabulary Acquisition & Use Determine the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content MAP Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. CC L Superkids materials Range of Reading and Level of Text Complexity Encounters appropriately complex texts to develop language skills and conceptual knowledge 15

16 COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. Essential Question: How do we think while reading in order to understand and respond? Literature (CC.1.3.1) CC A CC B CC C Level 3 Units 1-6 Level 3 Units 1-6 Level 3 Units 3, 4 Comprehension Key Ideas and Details Uses prior knowledge to clarify understanding Answers Who, What, When, and Where Identifies the main idea of a simple story or topic of an informational passage Retells the main idea of simple story with supporting details Retells a story and includes characters and setting Sequences the events in a story Identifies literary elements (character, setting, plot) Stops while reading to assess understanding and clarify Generates and answers questions about character and setting Connects events, characters, and actions in the story to specific life experiences CC E CC F Superkids materials Level 3 Units 4, 5, 6 Craft and Structure Locate words that describe feelings Identifies whether a story is fiction or non-fiction Tells who is telling a story in a given section CC G CC H Level 3 Units 1-8 Level 3 Units 1, 3, 4, 5, 6 Integration of Knowledge and Idea Visualizes based on text Tells what is the same or different about the characters in a story Identifies illustrations that show main characters Tell whether the characters solve the problem differently CC I CC J CC K Level 3 Units 1-6 Level 3 Units 1-6 Level 3 Units 1-6 Vocabulary Acquisition & Use Range of Reading and Level of Text Complexity Determine the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. Recognizes the different types of genres: poetry, drama and fiction Encounters appropriately complex texts to develop language skills and conceptual knowledge 16

17 COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER Enduring Understanding: Writing is a means of documenting thinking. Essential Question: What role does writing play in our lives? Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings. Essential Question: How do we develop into effective writers? Enduring Understanding: Purpose, topic, and audience guide types of writing. Essential Questions: To what extent does the writing process contribute to the quality of writing? CC A CC B CC C CC D CC E CC G CC H CC I CC J CC K CC L CC M CC P CC1.4.1.Q CC R CC T CC U CC V CC W Learn the routines, rituals, and resources of writing workshop Informative/Explanatory Student Work Writing Fundamentals- Participate in collaborative conversations by sharing thoughts Unit 1-How Writers Work and ideas with classmates Narrative Recognize the important roles that pictures play when Conferences developing or telling a story Identify the various forms and functions of writing Recall information from experiences to answer questions and Teacher Anecdotal Response to Literature generate writing ideas Records Incorporate techniques learned from mentor texts into writing Publish a piece of informative or narrative writing, adding details where needed Unit 2-Personal Narrative Production and Distributions of Writing Participate in shared research exploring new books and authors to learn from and be inspired by Listen to and discuss various mentor texts Engage in active learning by contributing to conversations about the themes and features of personal narratives Recognize that personal narrative writers draw on personal experiences and interests to generate ideas for writing Discover and identify features of personal narratives (e.g., 1 st person point of view or sequential text structure, autobiographical details, literary devices, an d figurative language Consider how illustrations can complement the text and enhance meaning Select one story idea to focus on, develop, and publish Use a combination of drawing, dictation, and writing to narrate a single event or several loosely linked events to tell about an event in the order it happened, including a reaction at the end Writing Fundamentals Rubrics District Writing Assessment 17

18 COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: SEPTEMBER, OCTOBER, NOVEMBER Enduring Understanding: Spoken language can be represented in print. Essential Question: How can the knowledge of language help us to communicate and understand? CC A Level 3 Units 1-8 Comprehension and Follow agreed-upon rules for discussions (e.g., listening to others and taking Collaboration turns speaking about the topics and texts under discussion). CC B CC1.5.1.C. Writing Fundamentals Units 1-2 Ask and answer questions about key details of a text read aloud or information presented orally Teacher Anecdotal Records CC D CC E Presentation of Knowledge and Ideas Ask and answer questions in order to seek help, get information, or clarify something that is not understood Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume Speak audibly and express thoughts, feelings, and ideas clearly 18

19 COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Spoken language can be represented in print. Essential Question: How can the knowledge of language help us to communicate and understand? CC B CC C Level 3 Units 7-10 Level 4 Units 1-2 Superkids materials Level 4 Unit1 Print Concepts Phonemic Awareness Identifies the purpose and type for reading and writing Identifies the parts of a book using a variety of genre Uses correct book handling skills and directionality skills Identifies various forms of print Understands the use of speech and thought balloons Chooses just right text for independent reading Identifies common punctuation Recognizes purposeful errors in a sentence Distinguishes initial, medial and final sounds in single-syllable words Distinguishes long and short vowel sounds in orally stated single-syllable words Orally blends three or more spoken phonemes into recognizable words Orally segments single syllable spoken words into their phonemes Manipulates individual phonemes to create new words through addition, deletion, substitution Identifies the number of syllables in a given word DIBELS Superkids Assessments Superkids Class work Teacher Anecdotal Records Words Their Way Assessment Daily Dictation MAP 19

20 CC D Level 3 Units 7-10 Level 4 Units 1,2 Phonics and Word Recognition (Alphabetic Principle) Uses onset and rimes to create new words(decodes real and nonsense words) Decodes and encodes with inflectional endings (ed, ing, s, es,) decodes/encodes studied memory words accurately Encodes (spells) three- and four-letter (single-syllable) words with short vowels, initial and final consonant blends and digraphs Demonstrates that words can be divided into parts or chunks called syllables Demonstrates knowledge of syllabication rules(open and closed) Demonstrates an understanding that a closed syllable has a single vowel with a consonant after it, making the vowel sound short (e.g. map, sit, and stop) Demonstrates that an open syllable contains a vowel at the end of the syllable and the vowel is usually long ( e.g., we, go, she) Distinguishes between syllable types( e.g. sort single syllable words) into either closed(e.g. men), open ( e.g. me) Decodes and encodes two syllable words following basic patterns CC E Level 3 Units 7-10 Level 4 Units 1,2 Fluency Demonstrates an understanding of the different purposes for reading text Demonstrates and understanding of grade-appropriate vocabulary Determines genre of text before reading Determines purpose for reading on-level text Actively listens to examples of how reading rate can be adjusted and adapted to suit purpose and context Reads grade-level sight words accurately and automatically Decodes on-level words with increasing automaticity Distinguishes between interrogative, declarative, and exclamatory sentences Demonstrates accuracy and automaticity in decoding and oral reading at the word level and connected text (34 wcpm) 20

21 COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. Essential Question: How do we think while reading in order to understand and respond? Informational (CC.1.2.1) Superkids materials CC A CC B CC C CC E CC F CC G CC H CC I CC J CC K CC L Level 4 Unit 1 Level 4 Unit 1 Level4 Unit 1 Superkids Level 3 Units 7-10 Level 4 Units 1, 2 Level4 Unit 1 Key Ideas and Details Craft and Structure Integrations of Knowledge and Ideas Vocabulary Acquisition & Use Range of Reading and Level of Text Complexity Generates questions about the text Identifies the main idea of an informational passage Determines important ideas Retell key details in their own words Sequences events Determines cause and effect Rereads to make sense Monitors comprehension by identifying definitions of words and ideas Recognizes patterns in text Recognizes text structure Uses text features to locate information or answer questions Identifies how illustrations support text Visualizes based on text Identifies details to support a main idea Notices similarities and differences between illustrations and descriptions Determine the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. Encounters appropriately complex texts to develop language skills and conceptual knowledge Teacher Anecdotal Records Superkids Assessments Superkids Class work Story Maps & Other Graphic Organizers MAP 21

22 COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. Essential Question: How do we think while reading in order to understand and respond? Literature (CC ) CC A CC B CC C CC1.3.1.D CC E CC F CC G CC H CC I CC J CC K Level 3 Units 7-10 Level 4 Units 1, 2 Level 3 Units 7-10 Level 4 Units 1, 2 Level 3 Unit 9 Level 4 Units 1, 2 Level 3 Unit 9 Superkids materials Level 3 Unit 7 Level 4 Unit 1 Level 3 Units 7-10 Level 4 Units 1, 2 Level 3 Units 7-10 Superkids materials Level 3 Unit 7 Level 4 Unit 1 Comprehension Key Ideas and Details Craft and Structure Integrations of Knowledge and Ideas Vocabulary Acquisition & Use Range of Reading and Level of Text Complexity Answers Who, What, When and Where Identifies the main idea of a simple story or topic of an informational passage Retells the main idea of simple story with supporting details Retells a story and includes characters and setting Identifies literary elements (character, setting, plot) Stops while reading to assess understanding and clarify Generates and answers questions about character and setting Determines cause and effect Connects events, characters, and actions in the story to specific life experiences Locates words that describe feelings Recognizes descriptive language Identifies whether a story is fiction to non-fiction Recognizes patterns in a text Tells who is telling a story in a given section Visualizes based on text Tells what is the same or different about the characters in a story Identifies illustrations that show main characters Identifies illustrations that show setting Tells whether the characters solve the problem differently. If so, how? Recognizes the different types of genres: poetry, drama and fiction Identifies literary devices (alliteration, onomatopoeia) Determines the rhyme and rhythm of a poem Encounters appropriately complex texts to develop language skills and conceptual knowledge Determine the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content Use words and phrases acquired through conversations, reading, and being read to, and responding to text 22

23 COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Writing is a means of documenting thinking. Essential Question: What role does writing play in our lives? Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings. Essential Question: How do we develop into effective writers? Enduring Understanding: Purpose, topic, and audience guide types of writing. Essential Questions: To what extent does the writing process contribute to the quality of writing? CC A CC B CC C CC D CC E CC G CC H CC I CC J CC K CC L CC M CC P CC Q CC R CC T CC U CC V CC.1.4.1W Writing Fundamentals- Unit 3-Nonfiction All-About (Informational/Explanatory) Informative/Explanatory Narrative Production and Distributions of Writing Understand why authors communicate information to readers Make connections with books being read and ask questions about topics of interest Think about and discuss how illustrations, photographs, and other visual features play a role in understanding information presented Name the functions and features of nonfiction all-about books (e.g., Table of Contents, Glossaries, subtopics or headings, captions, visuals, etc.) Participate in collaborative conversations about first grade topics and texts Consider various topics about which to write an all-about book about and choose one to focus on Gather information from various sources to answer questions and teach readers about a particular topic Think about writing choices regarding purpose, audience, and structure Recognize the purpose of all-about writing and its effects on readers Publish a nonfiction all-about book using stages of writing process Student Work Conferences Teacher Anecdotal Records Writing Fundamentals Rubrics Self-reflections District Writing Assessment 23

24 COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Spoken language can be represented in print. Essential Question: How can the knowledge of language help us to communicate and understand? Level 3 Units 9-13 Comprehension and CC A Writing Fundamentals- Unit 3 Collaboration CC B CC1.5.1.C. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Ask and answer questions about key details of a text read aloud or information presented orally Teacher Anecdotal Records CC D CC E Presentation of Knowledge and Ideas Ask and answer questions in order to seek help, get information, or clarify something that is not understood Share stories, familiar experiences, and interests speaking clearly enough to be understood by all audiences using appropriate volume Speak audibly and express thoughts, feelings, and ideas clearly 24

25 COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: MARCH/APRIL Enduring Understanding: Spoken language can be represented in print. Essential Question: How can the knowledge of language help us to communicate and understand? CC B CC C Superkids materials Level 4 Units 4, 5, 6 Level 4 Units 4, 5, 6 Print Concepts Phonemic Awareness Identifies the purpose and type for reading and writing Identifies the parts of a book using a variety of genre Uses correct book handling skills and directionality skills Identifies various forms of print Understands the use of speech and thought balloons Chooses just right text for independent reading Identifies common punctuation Recognizes purposeful errors in a sentence Distinguishes initial, medial and final sounds in single-syllable words Distinguishes long and short vowel sounds in orally stated single-syllable words Orally blends three or more spoken phonemes into recognizable words Orally segments single syllable spoken words into their phonemes Manipulates individual phonemes to create new words through addition, deletion, substitution Identifies the number of syllables in a given word Decodes and encodes with inflectional endings (er, est) DIBELS Superkids Assessments Superkids Class work Teacher Anecdotal Records Daily Dictation 25

26 CC D Level 4 Units 3-6 Phonics and Word Work (Alphabetic Principle) Decodes/encodes studied memory words accurately Encodes (spells) three- and four-letter (single-syllable) words short vowels, final e spellings, initial and final consonant blends and digraphs Demonstrates an understanding of the different purposes for reading text CC E Level 4 Units 3-6 Fluency Demonstrates an understanding of grade-appropriate vocabulary Determines genre of text before reading Determines purpose for reading on-level text Actively listens to examples of how reading rate can be adjusted and adapted to suit purpose and context Reads grade-level sight words accurately and automatically Decodes on-level words with increasing automaticity Distinguishes between interrogative, declarative, and exclamatory sentences Demonstrates accuracy and automaticity in decoding and oral reading at the word level and connected text (50 wcpm) 26

27 COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MARCH/APRIL Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. Essential Question: How do we think while reading in order to understand and respond? Informational (CC.1.2.1) CC A CC B CC C CC E CC F CC G CC H CC I Superkids materials Level 4 Unit 6 Level 4 Unit 6 Key Ideas and Details Craft and Structure Integrations of Knowledge and Ideas Generates questions about the text Identifies the main idea of an informational passage Determines important ideas Sequences events Determines Cause and effect Rereads to make sense Monitors comprehension by identifying definitions of words and ideas Recognizes patterns in text Recognizes text structure Uses text features to locate information or answer questions Identifies how illustrations support text Visualizes based on text Identifies details to support a main idea Notices similarities and differences between illustrations and descriptions Teacher Anecdotal Records Superkids Assessments Superkids Class work Story Maps & Other Graphic Organizers DRA-2 CC J CC K CC L Superkids Level 4 Units 3-6 Level 4 Unit 6 Vocabulary Acquisition & Use Range of Reading and Level of Text Complexity Determine the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content Use words and phrases acquired through conversations, reading, and being read to, and responding to texts. Encounters appropriately complex texts to develop language skills and conceptual knowledge 27