GRADE LEVEL : FIRST SUBJECT: ENGLISH/LANGUAGE ARTS DATE: CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY

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1 GRADE LEVEL : FIRST SUBJECT: ENGLISH/LANGUAGE ARTS DATE: GRADING PERIOD: QUARTER 1 MASTER COPY CONTENT STANDARD INDICATORS SKILLS ASSESSMENT VOCABULARY FOUNDATIONS Print Concepts Directionality Print Left to right Top to bottom 1.RF.1: Develop an understanding of the five components of reading (print concepts, phonemic awareness, phonics, vocabulary, and fluency and comprehension) to build foundational reading skills. 1.RF.2.1: Demonstrate understanding that print moves from left to right across the page and from top to bottom. Build foundational reading skills. Point to where to start reading. Point to each word or read a text that contains a return sweep. NWEA Assessment Fountas and Pinnell Benchmark Assessment Running records Benchmark Print Top Bottom Left Right Letter Word Sentence Capitalization First word Punctuation 1.RF.2.2: Recognize that written words are made up of sequences of letters. 1.RF.2.3: Recognize the components of a sentence (e.g., capitalization, first word, ending punctuation). Point to a word. Letter Word Space Point to the capital letter Sentence of the first word of a Capital simple sentence. First word Point to the ending Punctuation punctuation of a simple sentence. Point to the beginning (first word) and end (last word) of a simple sentence. 1

2 FOUNDATIONS Print Concepts Alphabetical order Phonological Awareness Rhyme 1.RF.2.4: Learn and apply knowledge of alphabetical order. 1.RF.3.1: Identify and produce rhyming words. State that words are arranged in alphabetical order or ABC order using the classroom name chart and/or word wall. Locate words that rhyme in a poem or text. Alphabet Alphabetical order Rhyme Sound Consonant Consonant blend Syllable Sound Syllable 1.RF.3.2: Blend sounds, including consonant blends, to produce singleand multi syllable words. 1.RF.3.3: Add, delete, or substitute sounds to change single syllable words. Blend sounds to produce single and multi syllable words. Orally add and substitute sounds to change singlesyllable words. Sound Syllable Sound Syllable Add Beginning sound 1.RF.3.4: Distinguish beginning, Middle sound middle (medial), and final sounds in Final sound single syllable words. Syllable Word Individual sound 1.RF.3.5: Segment the individual sounds in one syllable words. State the beginning, middle, and final sound of a single syllable word. State the individual sounds in a one syllable word. Beginning sound Middle sound Final/ending sound Syllable Word Sound Word 2

3 FOUNDATIONS Phonics Letter sound knowledge Decoding phonetically regular words One syllable word pattern Highfrequency/sight words 1.RF.4.1: Use letter sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), 1.RF.4.2: Decode one syllable words in the major syllable patterns (CVC, CVr, V, VV, VCe), independent of context. 1.RF.4.4: Recognize and read common and irregularly spelled highfrequency words by sight (e.g., have, said) Word family 1.RF.4.5: Read words in common word families (e.g., at, ate) Root word Affix Plural Verb Comparative Compound word Contraction 1.RF.4.6: Read grade appropriate root words and affixes including plurals, verb tense, comparatives (e.g., look, ed, ing, s, er, est) and simple compound words (e.g., cupcake) and contractions (e.g., isn t). Use letter sound knowledge of consonants, digraphs, and short vowels to decode phonetically regular words (cvc). Read I, a, and cvc words in isolation. Read common and irregularly spelled highfrequency words by sight. Read words in common word families that have a cvc pattern. Read grade appropriate root words with ing endings. Oral phonics test Phonics test K 1 high frequency word list test Phonics test or phonics test Letter Sound Consonant Vowel Digraph Consonant Vowel Pattern Word family Sight word Word family Root word Ending 3

4 FOUNDATIONS Fluency Grade level text Expression Comprehension Independent level 1.RF.5: Orally read grade level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level. Orally read grade level appropriate or higher texts smoothly and accurately. Use punctuation to read with expression. Benchmark Running Record Expression Punctuation LITERATURE Key Ideas and Textual Support Question Main idea Key details Story Fable Fairy tale Sequence Detail Central message Lesson 1.RL.1: With support, read and comprehend literature that is gradelevel appropriate. 1.RL.2.1: Ask and answer questions about main idea and key details in a text. 1.RL.2.2: Retell stories, fables, and fairy tales in sequence, including key details, and demonstrate understanding of their central message or lesson. With support, read and comprehend literature that is grade level appropriate. Answer a question about the main idea of a text. Answer a question about a key detail in a text. Orally or visually retell stories or fairy tales in a sequential order with some detail. Orally or visually (with pictures) retell stories in a sequential order with some detail. Orally or visually (with pictures) retell fairy tales in a sequential order with some detail. Benchmark Main idea Detail Story Fairy tale Order Beginning, middle, end Detail 4

5 LITERATURE Key details Plot Character Setting 1.RL.2.3: Using key details, identify and describe the elements of plot, character, and setting. Retell stories including: Some characters, Some events Where the story takes place. Benchmark Detail Event Character Setting Prediction Story Structural Elements and Organization Narrative text Genre Synthesis and Connection of Ideas Illustrations Details Story Characters Setting Events 1.RL.2.4: Make and confirm predictions about what will happen next in a story. 1.RL.3.1: Identify the basic characteristics of familiar narrative text genres (e.g., fairy tales, nursery rhymes, storybooks). 1.RL.4.1: Use illustrations and details in a story to describe its characters, setting, or events. Predict what will happen next in a story. Name the characters of a storybook. State beginning, middle, and ending events in a storybook. State the setting of a storybook. State rhyming words when heard in a nursery rhyme. Describe characters, setting, and events of a story using illustrations and details of the story. Describe characters, setting, and events using illustrations. Predict Storybook Nursery rhyme Rhyming words Illustration Detail Character Setting Event Describe 5

6 NONFICTION 1.RN.1: With support, read and comprehend nonfiction that is gradelevel appropriate. Read and comprehend nonfiction texts that are grade level appropriate. Key Ideas and Textural Support Question Key detail Retell Main idea Key detail Structural Elements and Organization Text feature Key facts Information Synthesis and Connection of Ideas Similarities Differences 1.RN.2.1: Ask and answer questions about key details to clarify and confirm understanding of a text. 1.RN.2.2: Retell main ideas and key details of a text. 1.RN.3.1: Know and use various text features (e.g., table of contents, glossary, illustrations) to locate and describe key facts or information in a text. 1.RN.4.2: Identify basic similarities in and differences between two texts on the same topic. Stop when text does not make sense. Ask and answer questions about what does not make sense. State the main idea of a text. State some key details of a text. Identify illustrations and labels in text. Read and use simple labels for illustrations. State similarities and differences between two texts on the same topic. Making sense Understand Question Details Benchmark Main idea detail Label Illustration Same Different 6

7 VOCABULARY Vocabulary Building Context clues Text features Unknown word Vocabulary in Literature and Nonfiction Texts Feelings Senses Question Meaning Words and phrases Literature Nonfiction 1.RV.1: Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary. 1.RV.2.1: Demonstrate understanding that context clues (e.g., words and sentence clues) and text features (e.g., glossaries, illustrations) may be used to help understand unknown words. 1.RV.3.1: Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell. 1.RV.3.2: Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text. Build and apply vocabulary. Use illustrations to figure out an unknown word in a sentence. State words in a text that suggest feelings. Stop when words or phrases do not make sense. Answer questions about the meaning of words and phrases. Illustrations Word you don t know Senses Feelings Question Meaning Nonfiction story Story 7

8 WRITING 1.W.1: Write routinely over brief time frames and for a variety of purposes and audiences. Draw and write routinely for a variety of purposes and audiences. CCSC Writing Assessment Handwriting Uppercase letters Lowercase letters Spacing 1.W.2.1: Write all uppercase (capital) and lowercase letters legibly, and space letters, words, and sentences appropriately. Write uppercase and lowercase letters legibly. Write with spaces between words. Uppercase letter Lowercase letter Space Directionality Left to right Top to bottom Writing Genres Narrative Topic Idea Story Poem Character Action Temporal word Order 1.W.2.2: Write by moving from left to right and top to bottom. 1.W.3.3: Develop topics for stories or poems, using precise words to describe characters and actions and temporal words to signal event order, with ideas organized into a beginning, middle, and ending. Write words and sentences left to right and top to bottom. Generate topics for writing stories. Discuss how writers get ideas. Write topics for writing stories in a writing workshop notebook. Left Right Top Bottom Idea Topic Story 8

9 WRITING The Writing Process Conventions of Standard English Grammar and Usage Conventions Sentence Common noun Proper noun Personal noun 1.W.4: Apply the writing process to: With support, develop, select and organize ideas relevant to topic, purpose, and genre; revise writing to add details (e.g., sentence structure); edit writing for format and conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation); and provide feedback to other writers. Use available technology to publish legible documents. 1.W.6.1: Demonstrate command of English grammar and usage, focusing on: 1.W.6.1a: Nouns/Pronouns Writing sentences that include common and proper nouns and personal nouns. Choose a topic for writing. Organize narrative writing by using a beginning, middle, end format with support. Use the smartboard or other available technology as a class to publish ideas for writing. Use correct grammar in daily work. Say sentences that include common and proper nouns and personal pronouns. CCSC Writing Assessment Topic Idea Beginning, middle, end Graphic organizer Sentence 9

10 WRITING Conventions Usage Complete sentences Declarative sentence Interrogative sentence Imperative sentence Exclamatory sentence Capitalization Punctuation Spelling Capitalization First word Date Names of people Pronoun I Spelling Inventive spelling Spelling patterns High frequency word 1.W.6.1e: Usage Writing complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 1.W.6.2: Demonstrate command of capitalization, punctuation, and spelling, focusing on: (see below) 1.W.6.2a: Capitalization capitalizing the first word of a sentence, dates, names of people, and the pronoun I. 1.W.6.2: Spelling Spelling unknown words phonetically, drawing on phonemic awareness and spelling conventions. Correctly spelling words with common spelling patterns. Correctly spelling common irregularly spelled, gradeappropriate high frequency words. Write a simple declarative complete sentence. Use correct capitalization, punctuation and spelling in daily work. Point to the first word of a sentence. Write the pronoun I with a capital letter. Use inventive spelling and known high frequency words in writing. Complete sentence First word Capital I Uppercase I CCSC Writing Assessment Spell Sight words 10

11 SPEAKING AND LISTENING and Collaboration Conversation Topic Text Taking turns Topic Ideas Question Information 1.SL.1: Listen actively and adjust the use of spoken language (e.g., vocabulary) to communicate effectively with a variety of audiences and for different purposes. 1.SL.2.1: Participate in collaborative conversations about gradeappropriate topics and texts with peers and adults in small and larger groups. 1.SL.2.3: Listen to others, take turns speaking about the topic, and add one s own ideas in small group discussions or tasks. 1.SL.2.4: Ask questions to clarify information about topics and texts under discussion. Use active listening to communicate effectively. Talk with adults and peers in large and small groups about grade level topics and texts. Turn and talk with a partner about a topic or task. Take turns speaking. Add an idea to a topic of conversation. Discuss how listeners stop and ask a question when information is not clear during a discussion. Discuss and state different questions that might help a listener clarify information. Partner/small group work Discuss Topic Take turns Topic Idea Question Information Discuss 11

12 SPEAKING AND LISTENING Conversation Comment Presentation of Knowledge and Ideas Three step direction Four step direction 1.SL.2.5: Build on others talk in conversations by responding to the comments of others through multiple exchanges. 1.SL.4.3: Give and follow three and four step directions. Discuss comments of others. Take turns and talk with a partner or small group to build on a comment. Follow three step directions using pictures. Give three step directions using pictures. Conversation Respond Direction Follow MEDIA LITERACY Media Literacy Media Questions 1.ML.1: Recognize the role of the media in informing, persuading, entertaining, or transmitting culture. 1.ML.2.1: Demonstrate understanding of media by asking and answering appropriate questions about what is read, heard, or viewed. Discuss the meaning of media. Name some different types of media. Media Book Chart Magazine Computer Website Newspaper 12