First Quarter 8/6 - 10/12 (44 days)...All Around My Shapes MCCGPS-G1, G2, MD4 Task 6 (2 days)-Pattern Block Pictures MCCGPS-G1, G2, MD4 Task 7 (2 days)-Day at the Museum MCCGPS-G1,

Dates Language ArtsFramework: Mapping Our World:

Dreams and Reality (7 weeks)

MathFramework: Creating Routines

Using Data (4-weeks) Developing Number Sense (3 weeks)

ScienceFramework: Summer (9

weeks)

Social StudiesFramework: Our Earth, Our

home

Week 18/6-8/10*4 days

Reading/Writing

First Grade Language Arts

Diagnostic Assessment (2 days)All ELACCGPSFirst Grade Reading Diagnostic

Assessment (1 day) All ELACCGPS

Fountas and Pinnell

Phonological Awareness

Assessment (p. 31)Sight Word Assessments

(5 students/day)

Shared Reading

Mary Had a Little Lamb

Internet resource:

http://www.hubbardscupboard.org/mary_had_a_little_lamb.html

All Contents

First Grade Math Diagnostic

Assessment All MCCGPS

Earth Science

Record and discuss summer weather S1E1

Civic Government

Learn rules and routines

Week 28/13-8/17

Reading/Writing

First Grade Reading Diagnostic

Assessment (1 day) All ELACCGPS

Fountas and Pinnell

Running Records

Sight Word Assessments

(5 students/day)

Shared Reading

Baa, Baa Black Sheep

Internet resource:


Numbers and Operations

Ikan/Gloss assessments

(5 students/day)

Earth Science


Geographic Understanding

Where I Live/Our Home Student presentations SS1G2

Week 38/20-8/24

Reading/Writing

Task 1 (2 days)- Pre-Reading/Story

elements/Fairy Tale GenreELACCGPS-RL1, RL3, W3, L1,SL2

Task 2 (2 days) - Asking guiding

questions (5 Ws + H) ELACCGPS-RL1, RL3, RL7, W7, W8, SL4, L4

Fountas and Pinnell

Running Records

Sight Word Assessments

(1 day-Last 5 students/Monday)Task WM 1 (2 days) - Days of the

Week ELACCGPS-Task LK 2 (2 days) - Name Graph

ELACCGPS-

Shared Reading

Sally Go Round-(Page 360 in F&P lessons book)

Numbers and Operations/ Data

Ikan/Gloss assessments

(1 Day-Last 5 students/Monday)

Early numeracy lessons (2 days)Unit 1: Creating Routines Using Data

Task 1 - Making Sets of

More/Less/Same (2 days)MCCGPS-NBT1, MD4

Earth Science


Civic Government

America and America the

Beautiful SS1CG2

(LONG)

Week 48/27-8/31

Reading/Writing

Task 2 (1 day) - Asking guiding

questions (5 Ws + H) ELACCGPS-RL1, RL3, RL7, W7, W8, SL4, L4Task 3 (4 days) - Sequence of

Numbers and Operations in

Base 10/ DataTask 2 - How Many Are Here Today?

(2 days) MCCGPS-NBT1, MD4Task 3 (2 days)- Group it and Move

Earth Science

Weather-

tornado/cyclone in Oz S1E1

First Quarter 8/6 - 10/12 (44 days)

Scope and Sequence Page 1





Task 3 (4 days) - Sequence of

Events: Introducing Characters/Temporal Words ELACCGPS-RL1, RL3, RL9, W3, SL2, SL4, L6

Fountas and Pinnell

Task LS 4 (2 days) - Beginning

Consonants ELACCGPS-Task LS 5 (2 days) - Beginning

Consonants ELACCGPS-Identifying beginning sounds assessment (1 day)

Shared Reading

Bow-Wow (teaching with nursery rhymes book page 17)

Task 3 (2 days)- Group it and Move

it MCCGPS-NBT1, MD4Task 4 (1 day) - Spin and Represent

MCCGPS-NBT1

Week 59/4-9/7*4 days

*Progress Reports-Use Diagnostic Assessment results

Reading/Writing

Task 4 (2 days)- Sequence of

Events: Setting and Action Words ELACCGPS-RL1, RL2, RL3, RF3, W3, W7, L1, SL4, SL5, L5dTask 5 (1 day)- Imagery and

Prediction ELACCGPS-RL4, W5, W6, SL2, SL4, L1f, L5aTask 6 (1 day)- Word Choice

ELACCGPS-RL4, W5, W7, SL5, SL1f, L5

Fountas and Pinnell

Task LS 6 (1 day) - Vowels in

Names Graph ELACCGPS-Task WSA 2 (2 days) - Changing

the Beginning Consonants to make words in the -e family (he, me, she, we), the -y family (sky,

try, my, fly, by), and the -at family (cat, sat, hat, rat) ELACCGPS-Task WSA 3 (1st of 2 days) -

Changing the Beginning Consonants to make words in the -an or -and families

ELACCGPS-

Shared Reading

Patty-Cake, Patty-Cake


Base 10/ DataTask 5 (2 days)- Creating a number

line MCCGPS-NBT1Task 7 (2 days)- Exploring the 99

Chart-Call out Asian Counting numbers to represent a picture on 120 grid, Group race to put charts back together MCCGPS-NBT1


Where I Live/City-Emerald city

in Oz -Task 5 SS1G2 Landforms/Meadow-Task 6

SS1G3c

Week 69/10-9/14

Reading/Writing

Task 6 (1 day)- Word Choice

ELACCGPS-RL4, W5, W7, SL5, SL1f, L5Task 7 (4 days ) - Writing a

Narrative ELACCGPS-W3, W5, L1acei, L2abde

Fountas and Pinnell

Task WSA3 (2nd of 2 days) -

Changing the Beginning Consonants to make words in the -an or -and families

ELACCGPS-Task HF 1 (1 day) - Making and

Writing Words ELACCGPS-Task HF 2 (1 day) - Making and

Writing Words ELACCGPS-Task HF 3 (1 day) - Making and

Writing Words ELACCGPS-Task WSA 4 (1 day) - High

Frequency Word Lotto ELACCGPS-

Shared Reading

The Little Old Woman Who Lived in a Shoe(teaching with

nursery rhymes book page 46)


Base 10/ DataTask 8 (2 days)-Graphing with

classmates MCCGPS-NBT1, MD4Task 9 (1 day)-Trashcan Basketball

Whole group game and graph

MCCGPS-NBT1, MD4Task 10 (1 day)- Bunch of Bananas

MCCGPS-NBT1Task 11 (1 day)-Favorite sports

MCCGPS-NBT1

Physical Science

Magnets-tie to earths

poles S1P2


Week 79/17-9/21

Reading/Writing

Task 14 - (1 day) Predicting and

Sequencing Events ELACCGPS-RI1, RI3, RI6, RI10, RF4ac, SL2, L1b, L2d

Task 15 - (1 day) Compare/Contrast literacy and

informational texts ELACCGPS-RL1, RI1, RL3, RL6, RL9, RI9Task 16 - (3 days) Writing Facts and supporting details ELACCGPS-RI1, RI3, SL2, SL5, L2abde

Fountas and Pinnell

Task ELC 3 (1 day) - Making

Sentences ELACCGPS-Task PA 3 (1 day) - Making a List (identifying beginning, middle and

ending sounds) ELACCGPS-Task PA 4 (1 day) - Picture Lotto(identifying ending sounds)

ELACCGPS-Task PA 5 (1 day) - Sound Dominos (identifying beginning and ending

sounds) ELACCGPS-Identifying beginning and ending sounds assessment (1 day)

Shared Reading

Jack and Jill (teaching with

nursery rhymes book page 68)


Base 10/ DataUnit 2: Developing Base 10 Number Sense

Task 1 (1 day)-Buttons, buttons

MCCGPS-NBT1, MD4Task 2 (1 day)-Count it! Graph it!

MCCGPS-NBT1, MD4Task 3 (2 days)-The One Minute

Challenge MCCGPS-NBT1, MD4Task 4 (1 day)-More or Less Revisited

MCCGPS-NBT1


Where I Live-earth, continents, oceans, country, state, county, and city/Task 14-city, continent and Task 16-atlas- SS1G2

SS1G3ab

Week 810/1-10/5

Reading/Writing

Task 16 - (1 day) Writing Facts and

supporting detailsELACCGPS-RL3, RL7, SL2,Task 17 - (4 days) Writing a personal narrative ELACCGPS- W3, W5, L1acej, L2abde

Fountas and Pinnell

Task WSA 5 (1 day) - Making New

Words ELACCGPS-Task WSA 6(1 day) - Changing the

last letter of a word ELACCGPS-Task ELC 4 (1 day) - Noticing the first and last in words and

sentences (capitalization and punctuation) ELACCGPS-Task HF 4 (1 day) - Locating sight words in text ELACCGPS-

Shared Reading

Eensy-Weensy Spider-(Page 338 in F&P lessons book)


Base 10/ DataTask 5 (1 day)-Close, Far, and In

between MCCGPS-NBT1Task 6 (1 day)-Finding Neighbors

MCCGPS-NBT1, MD4Task 7 (2 days)-Make it Straight

MCCGPS-NBT1, MD4Task 8 (1st of 2 days)-Number Hotel

MCCGPS-NBT1, MD4


Where I Live-earth, continents, oceans, country, state, county, and city/Task 17-city, state SS1G2 SS1G3ab

Week 910/8-10/12

Reading/Writing

Task 18 - (1 day) Poetry Analysis ELACCGPS-RL6, RL10, RF2cd, SL2, L1b, SL5First Grade Language Arts

Assessment ELACCGPS:First Grade Reading

Assessment ELACCGPS:

Fountas and Pinnell

Task HF 5 (3 days) - Making and Writing High Frequency Words

ELACCGPS-Task HF 6 (1 day) - LottoELACCGPS-Reading Sight Words assessment (1 day)

Shared Reading

Polly, Put the kettle on(Page 210 in F&P songs of poetry book)


Base 10/ DataTask 8 (2nd of 2 days)-Number Hotel

MCCGPS-NBT1Task 9 (1 day)-Mystery Number

MCCGPS-NBT1First Grade Math Assessment

MCCGPS:

First Grade Language

Arts Assessment ELACCGPS:First Grade Reading

Diagnostic Assessment ELACCGPS:

First Grade Language Arts

Assessment ELACCGPS:First Grade Reading

Diagnostic Assessment ELACCGPS:



Dates Language ArtsFramework: Inventing

Fun/Inventing Our World (9 weeks)

MathFramework: Developing

Base Ten Number Sense (2 weeks) Understanding

Shapes and Fractions (5 weeks)

ScienceFramework: Fall (9

weeks)

Social StudiesFramework:

Week 1010/15-10/19

Reading/Writing

Task 1-(1 days) Pre-reading: Directed Listening/Thinking Activity (read, predict, confirm/deny)

ELACCGPS-RL1, RL10, W8, SL1abe, SL2

Task 2-(3 days) Story map retelling: identify characters, setting, beginning, middle, and

end of story ELACCGPS-RL2, RL3, RL7, SL1abc, SL4, SL5, L6

Task 3-(1 days) Character Analysis: Use senses to describe actions and feelings of character.

ELACCGPS-RL1, RL3, RL4, W8, SL6, L1ik, L2bde

Fountas and Pinnell

Numbers and

Operations in Base 10/ DataTask 10 (2 days)-Ten and

Some More MCCGPS-NBT1Task 11 (3 days)-Dropping

Tens MCCGPS-NBT1

Historical Understandings

Ben Franklin SS1H1, SS1G1,

SS1CG1

Week 1110/22-10/26*Report Cards 10/22*4 days

Reading/Writing

Task 4-(1 day)Compare and Contrast: Compare adventures of

characters in two different stories. ELACCGPS- RL3, RL9, W8, SL1abc, SL2

Task 19-(1 day)Assessment W2, L2bcdeTask 9-(1 day)Charlie and the Chocolate Factory (culminating activities) Visualization:

illustrating characters using text description ELACCGPS- RL3, RL7, RL10Task 10-(1 day)Identifying the narrator: Who’s talking now?

ELACCGPS- RL6, RL9, W8

Fountas and Pinnell

Numbers and

Operations in Base 10/ DataTask 12 (1 day)-Riddle Me

This MCCGPS-NBT1Task 13 (2 days)-Drop it,

Web it, Graph it MCCGPS-NBT1, MD4Geometry

Unit 3: Understanding Shapes and Fractions

Task 1 (1 day)-Circus Trip

MCCGPS-G1

Earth Science

Seasonal changes-Fall weather/Task4-hurricane

S1E1c


Finish Ben Franklin / Begin

Thomas Jefferson SS1H1, SS1G1, SS1CG1

Week 1210/29-11/2

Reading/Writing

Task 11- (1 day)Invent your own

candy ELACCGPS- W8, SL1abc, SL4, L2cTask 12-(1 day)Evaluating explanatory text (video)

ELACCGPS- RL1, W7, W8, L2de, L6Task 14-(1 day) Explanatory writing: Prior

knowledge/researching examples (Youman's) ELACCGPS- W8, SL1abc, L1

Task 15-(2 days) Explanatory wri ting: Using precise language

ELACCGPS- W2, W5, W8, SL1abc, SL6, RF1a, L1defk, L2bde, L6

Fountas and Pinnell

Geometry

Task 2 (2 days)-What are

Attributes MCCGPS-G1, MD4Task 3 (1 day)-Which One

Doesn't Belong MCCGPS-G1Task 4 (1 day)-Build a

Shape MCCGPS-G1, G2First Grade Math

Assessment MCCGPS: NBT1, MD4, G1


Thomas Jefferson SS1H1, SS1G1,

SS1CG1

Week 1311/5-11/9*4 days

*Progress Reports

Reading/Writing

Task 16-(1 day)Explanatory Writing: Using transition words

for sequencing ELACCGPS- W2,

Geometry

Task 5 (1 day)-Partitioning

All Around My Shapes MCCGPS-G1, G2, MD4


Lewis, Clark, and Sacagawea

SS1H1, SS1G1, SS1CG1

Second Quarter 10/15 - 12/21 (44 Days)


*Progress Reports for sequencing ELACCGPS- W2, W5, W8, SL1abcTask 17-(1 day)Explanatory Writing: Writing opening and

closing sentences ELACCGPS-W2, W5, W8, L2bde, L6Task 18-(1 day)Commas in a series: Create materials list for

explanatory writing W2, W5, W8, L2c

Task 21-(1 day)AssessmentFountas and Pinnell

All Around My Shapes MCCGPS-G1, G2, MD4Task 6 (2 days)-Pattern

Block Pictures MCCGPS-G1, G2, MD4Task 7 (2 days)-Day at the

Museum MCCGPS-G1, G2, MD4


Week 1411/12-11/16

Reading/Writing

Task 22-(1 day)Venn diagram

fiction vs. non-fiction ELACCGPS-RL5, W7, W8, L5b, L6(Youman's)

Task 23-(1 day)text feature scavenger hunt(Youman's)

ELACCGPS- RI5, RI6, RI10, W7, L5b, L6Task 24 and Task 25- (1 day)distinguishing fact from opinion/Fact and opinion

ELACCGPS- RI5, RI10, L5, L6, W8, SL6, L1acjk, L5c

Task 26-(1 day)Set up research questions ELACCGPS- RI5, W7, SL1abc, SL2, SL6, L1j, Task 27-identify resources (Youman's) ELACCGPS- RI10, W7Task 28-(1 day) collecting information ELACCGPS- RI1, RI4, RI7, W5a, W8

Fountas and Pinnell

Geometry

Task 8 (1 day)-Shape

Detective MCCGPS-G1, MD4Task 9 (1 day)-Fractions are

Easy as Pie MCCGPS-G3Task 10 (2 days)-I want Half

MCCGPS-G3Task 11 (1st of 2 days)-Half

and Not Half MCCGPS-G3


Lewis, Clark, and Sacagawea


Ben Franklin/Task 28 & 29-Ben

Franklin SS1H1, SS1G1, SS1CG1

Week 1511/26-11/30

Reading/Writing

Task 29-(1 day)Ben Box ELACCGPS- RI19, W5a, W7, W8Task 30-(1 day) Opening and

closing sentences ELACCGPS-W5, SL1, SL6, L1Task 31- (1 day) writing report

ELACCGPS- W2, W5, SL4, SL6, L1g, L2, L6Task 32- (1 day) col lecting information ELACCGPS- RI1, RI7, W2, W5, W7, W8, SL4, SL5Task 33- (1 day) compare / contrast two characters

ELACCGPS- RI3, W7, W8

Geometry

Task 11 (2nd of 2 days)-Half

and Not Half MCCGPS-G3Task 12 (2 days)-Hands on

Fractions MCCGPS-G3Task 13 (2 days)-Sweets for

the Sweet MCCGPS-G3

Earth Science

Sources of light and how shadows are made

S1P1ab

Task 28/29-Ben Franklin

Task 30 -Ben and GWC

Task 32 Thomas Jefferson

Task 33-Ben and Thomas- done in ELA block

Week 1612/3-12/7

Reading/Writing

Task 34-(1 day)collecting information ELACCGPS- RI5, RI10, W2, W5, W6, W7, W8Task 35-(1 day)independent research ELACCGPS- RI10, RF3, W2, W5, W6, W8, L1bcjk, L2bdeTask 36- (1 day) creating a cover, Task 37- creating a title page,

and Task 38- creating a table of contents ELACCGPS- RI5, W6, W7, W8, SL5

Task 39-(1 day)creating a glossary ELACCGPS- RI5, W6, W8, L4a, L5bTask 40-(1 day)creating an index

ELACCGPS- RI5, W6, W7, W8, SL5

Geometry

Task 15 ( 1 day)-Lily's

BirthdayMCCGPS-G3Task 16 ( 2 days)-Connecting Shapes and Fractions Use attribute books to make pictures,

graph the number of shapes used and/or write a story about their picture MCCGPS-G1, G2, G3

Earth Science

Sources of light and how shadows are made/

Task 34-Light-Th0mas

EdisonS1P1ab


George Washington Carver


Week 1712/10-12/14

Reading/Writing

Task 41-(1 day)Using headings to

locate information ELACCGPS-RI5, RI10, W8

Review for assessment Geographic Understanding

Where I Live-earth, continents, oceans, country, state, county,


RI5, RI10, W8

Task 42-(1 day)distinguishing info. found in text vs. pictures

ELACCGPS- RI5, RI6, RI10Task 43-(1 day)main idea and

details ELACCGPS- RI1, RI2, RI8, SL1Task 45-(1 day)Student presentations (Choice of projects)

ELACCGPS- RI3, SL4, SL5, SL6

oceans, country, state, county, and city SS1G2 SS1G3ab

Cultures around the world

Week 1812/17-12/21

Reading/Writing

Task 45-(1 day) Student presentations ELACCGPS- RI3, SL4, SL5, SL6Task 44-Book Signing! (with

parents) ELACCGPS- W2, W6, W7, W8Assessment

Assessment Geographic Understanding

Where I Live-earth, continents, oceans, country, state, county, and city SS1G2 SS1G3ab

Cultures around the world


Dates Language ArtsFramework: A High Opinion of

Animals (9 weeks)

Math Framework: Sorting

Comparing, and Ordering (5-weeks) Operations and

Algebraic Thinking (4- weeks)

ScienceFramework: Winter (9

weeks)


Week 191/8-1/11*4 days

Reading/Writing

Task 1 (1 day) Stop and Write Journal-continue reading chapters at the end of each day sending journal prompts for homework/create parent resource (Cliff's Notes) ELACCGPS-RL2, RL3, L1, L2, SL5, SL6Task 2-(1 day) Vocabulary Map

ELACCGPS-L4a, L5bcTask 3-(1 day) Oreo Organizer

ELACCGPS-W5aTask 4 and Task 5-(1 day) Persuade Orally/Model Graphic Organizer

ELACCGPS-RL10, RL2, SL1ab, W5a, SL4, RL3Task 6-(1 day) Model Friendly Letter Format ELACCGPS-W1, L2abe, L1gj, W7Fountas and Pinnell

Measurement/Data

Unit 4: Sorting, Comparing, and Ordering

Task 1 ( 2 days)-How Long is

Your Name? MCCGPS-MD1, MD4Task 2 ( 2 of 3 days)-How Many

Hands? MCCGPS-MD1, MD2

Earth Science

Changes in Water S1E2Record and discuss Winter weather S1E1

Week 20

1/14-1/18Reading/Writing

Task 8-(1 day) Write a Persuasive Letter ELACCGPS-W1, RL6, L2abcdTask 9 and Task 14-(1 day) Write a Persuasive Letter/Identifying the

Narrator ELACCGPS-W1, RL6, L2abcd, RL10, Task 10-(1 day) Character Analysis

ELACCGPS-RL4, RL7Task 11-(2 days) Retelling

ELACCGPS-RL2, RL3, RL10Task 12-(1 day) Venn Diagram

ELACCGPS-RL9, W1, W5a, SL1abe, SL2

Fountas and Pinnell

Measurement/Data

Task 2 ( 3rd of 3 days)-How

Many Hands? MCCGPS-MD1, MD2Task 3 ( 2 days)-How Big is a

Foot? MCCGPS-MD1, MD4, MD4Task 4 ( 2 days)-Groundhog's

Garden MCCGPS-MD1, MD2

Earth Science

Changes in Water S1E2Record and discuss Winter weather S1E1

Week 21

1/22-1/25*4 days

Reading/Writing

Task 13-(1 day) Write a Persuasive Letter ELACCGPS-W1, L2abcd, W6Task 15-(1 day) AssessmentELACCGPS-W1, L2abcdTask 16-(1 day) Book Introduction

ELACCGPS-RL1, SL2, W8, SL1abe, SL2Task 17-(2 days) Research(Youman's)and pro/con T-chart ELACCGPS-W7,

W8

Fountas and Pinnell

Measurement/Data

Task 5 ( 1 day)-What Shape are

You? MCCGPS-MD1, MD2, MD4Task 6 ( 3 days)-It's Time, Part 1:

Using a Number Line MCCGPS-MD3

Life Science

Characteristics, needs, and parts of a plant S1L1ac

Week 221/28-2/1

Reading/Writing

Task 18-(1 day) Analyze Illustration

ELACCGPS-RL7, L1fTask 19-(1 day) Skit ELACCGPS-RL10,

RF3ab, RF4abcTask 21-(1 day) Create Emoticon

Code ELACCGPS-RL10, RL4Task 22-(1 day) videotape skits

ELACCGPS-RL10, RF3ab, RF4abcTask 23-(1 day) Assessment

ELACCGPS-W1, W6ELA Mid-Term Assessments for progress reports

Measurement/Data

Task 7 ( 4 days)-It's Time, Part

2: Using a Number Line

MCCGPS-MD3Task 8 (1st of 4 days)-It's Time,

Part 3 MCCGPS-MD3Math Mid-Term Assessments for progress reports

Life Science

Characteristics, needs, and parts of a plant S1L1ac

Third Quarter 1/8 - 3/15 (43 Days)


Fountas and Pinnell

Week 23

2/4-2/8*Progress Reports

Reading/Writing

Task 24-(1 day) Venn Diagram

ELACCGPS-RL5, W7, L5, L6Task 25-(1 day) Preview Text

ELACCGPS-RI1, RI4, RI5Task 26-(1 day) T-chart ELACCGPS-

W7, RI5Task 27-(1 day) Needs and Wants of

Pets ELACCGPS-RI2, RI3, RI8, W7, W8, L5cTask 28-(1 day) Guided Research

(Youman's) ELACCGPS-RI2, RI3, RI8, W7, W8

Measurement/Data

Task 8 (2nd- 4th days)-It's

Time, Part 3 MCCGPS-MD3Task 9 (1 day)-Time For Bed

MCCGPS-MD3Task 10 (1st of 2 days)-Measurement Olympics MCCGPS-MD1, MD2, MD4

Life Science

Describe characteristics of animals, compare animals,

identify animals' needs/ Task 27 Needs and wants of pets and Task 28 - needs and wants S1L1bd

Chinese New Year- GamesChinese jump rope Coach EdRock, Paper, ScissorsChinese checkersChinese dominoesSudoku

Week 24


Task 29-(1 day) Guided Research (Youman's) ELACCGPS-RI2, RI8, W7, W8Task 30-(1 day) Persuasive Poster ELACCGPS-RI3, RI8, RI9, W1, W5Task 31-(2 days) Field Trip or Guest Speaker /Write about it for

homework and share next day

ELACCGPS-RI5, W7, SL2, SL3Task 33-(1 day) Assessment

ELACCGPS-W1, W5a

Measurement/Data

Task 10 (2nd of 2 days)-Measurement Olympics MCCGPS-MD1, MD2, MD4Operations and Algebraic

ThinkingUnit 5: Operations and Algebraic Thinking

Task 1 (3 days)-Developing

Meaning by Using Story

Problems: Results Unknown

MCCGPS-OA1Task 2 (1st of 3 days)-Lots of

Dots MCCGPS-OA3, OA4, OA5, OA6


Harriet Tubman SS1H1, SS1G1,

SS1CG1

Week 25


Task 34-(1 day) Sort ELACCGPS-RI3,

L5abcTask 35-(1 day) Syllable Sort

ELACCGPS-RF2d, RF3eTask 36-(1 day) DLTA Flipbook

ELACCGPS-RI1, RI4, RI7Task 37-(1 day) Comparing Texts

ELACCGPS-RI9, W1, SL1abc, SL6Task 38-(1 day) DLTA Flipbook

ELACCGPS-RI1, RI4, RI7

Operations and Algebraic

ThinkingTask 2 (last 2 of 3 days)-Lots of

Dots MCCGPS-OA3, OA4, OA5, OA6Task 3 (2 days)-What Number

Can You Make? MCCGPS-OA3, OA4, OA5, OA6, MD4Task 4 (1st of 2 days)-Wheel

Shop MCCGPS-OA1, OA2, OA5

Life Science

Describe characteristics of animals, compare animals,

identify animals' needs/ Task 34-characteristics of

animals, habitat, etc.S1L1bd

Week 26


Task 39-(1 day) Exploring online Resources (Youman's)

ELACCGPS-RI5, W7, RI10

Task 40-(1 day) Partner Reading/Informational Writing

ELACCGPS-RI10, W2Task 41-(1 day) DLTA Flipbook ELACCGPS-RI1, RI4, RI7Task 42-(2 days) Create your own animal ELACCGPS-W1, W5a, SL5, SL6


ThinkingTask 4 (2nd of 2 days)-Wheel

Shop MCCGPS-OA1, OA2, OA5Task 5 (1 day)-Digging

Dinosaurs MCCGPS-OA1, OA2, OA5Task 6 (3 days)-Developing


Problems: Change Unknown

MCCGPS-OA1

Life Science

Describe characteristics of animals, compare animals, identify animals' needs/ Task 39-42 - comparing

animalsS1L1bd

Week 27


Task 44-(1 day) Assessment

ELACCGPS-RL1, RL3, W8, SL1abe, SL2First Grade Language Arts



ThinkingTask 7 (2 days)-Shape Pounds

MCCGPS-OA7, OA8First Grade Math



Dates Language ArtsFramework: Money, Money, Money

(9 weeks)

MathFramework: Operations and

Algebraic Thinking (2 weeks)Understanding Place Value (5-

weeks)

ScienceFramework: Spring (9

weeks)


Week 283/18-3/22

Reading/Writing

Task 2 as intro and Task 3 as lesson-(1 day) Defining Needs and

Wants/Narrative Writing ELACCGPS-SL1abc, SL2, L4aTask 3(1 day) Narrative Writing ELACCGPS-RI3, W2, L1j, SL1abcTask 4(1 day) Pronoun Usage

ELACCGPS-RL2, L1j, W1Task 5(2 days) Using a Story Map

ELACCGPS-L1f, L7, RL3, W3, SL1a

Fountas and Pinnell


ThinkingTask 8 (2 days)-Fact Families

to 10 MCCGPS-OA3, OA4, OA5, OA6Task 9 (3 days)-Developing


Problems: Initial Unknown

MCCGPS-OA1

Economic Understandings

Making Choices because of scarcity / Task 2-Needs and Wants and Task 3-making choices/scarcity

S1E1, S1E2, S1E3, S1E4

Week 293/25-3/29

Reading/WritingTask 6(1 day) Vocabulary ELACCGPS-

L4c, L5c, W3Task 7 - (1 Day)Writing

Assessment ELACCGPS- W1, W3, L2abcdeTask 1-(1 day) Begin Journal Response to Literature -continue reading chapters at the end of each day sending journal prompts for homework/create parent resource

ELACCGPS-RL1, RL3, W8, SL1abe, SL2Task 8(1 day) Vocabulary Acquisition ELACCGPS-RL1, RL3, W8, SL1abe, SL2Task 9-(1 day) Sounding out words phonetically ELACCGPS-RL1, RL3, W8, SL1abe, SL2

Fountas and Pinnell


ThinkingTask 10 (1 day)-Domino Fact

Families to 10 MCCGPS-OA6Task 11 (1 day)-Candy

MCCGPS-OA5, MD4Task 12 (1 day)-Atlanta Zoo

MCCGPS-OA1, OA5, MD4Understanding Place

ValueUnit 6: Understanding Place Value

Task 1 (1st 2 of 3 days)-Pony

Bead Place Value MCCGPS-NBT2

Economic UnderstandingsMaking Choices because of scarcity, Goods and Services,

Producers and consumers, saving

and spending /Task 8/9-Goods and Services

Task 10-Needs/wants/goodsTask 11-scarcity

S1E1, S1E2, S1E3, S1E4

Week 304/8-4/12

Reading/Writing

Task 10-(1 day) Sorting Words into Categories ELACCGPS-RL1, RL3, W8, SL1abe, SL2Task 11-(1 day) Vocabulary

Development ELACCGPS-RL1, RL3, W8, SL1abe, SL2Task 12-(1 day) Poetry Analysis ELACCGPS-RL1, RL3, W8, SL1abe, SL2Task 13-(1 day) Applying Learned

Concepts to Real LifeELACCGPS-RL1, RL3, W8, SL1abe, SL2Task 14-(1 day) Writing Activity ELACCGPS-RL1, RL3, W8, SL1abe, SL2

Fountas and Pinnell

Understanding Place

ValueTask 1 (3rd of 3 days)-Pony

Bead Place Value MCCGPS-NBT2Task 2 (1 Day)-Building

Towers of 10MCCGPS-NBT2, NBT4Task 3 (2 Days)-Candy Shop

MCCGPS-NBT2, NBT4Task 4 (1st of 2 Days)-The

Kings Counting Crew MCCGPS-NBT2, NBT4

Earth Science

Sound-vibrations, pitch, volume, and emergency

sounds S1P1cde

Week 314/15-4/19

Reading/Writing

Task 15-(1 day) Writing Assessment

ELACCGPS-RL1, RL3, W8, SL1abe, SL2Task 16-(1 day) Begin Journal Response to Literature -continue

reading chapters at the end of each

day sending journal prompts for homework/create parent resource

ELACCGPS-SL1abc, SL2, L4aTask 17-(1 day) Introduce Goods and

Services Home Project ELACCGPS-RF3, W2, W5, W6, W8, L1bcjkTask 18-(1 day) Opening and Closing

Understanding Place

ValueTask 4 (2nd of 2 Days)-The

Kings Counting Crew MCCGPS-NBT2, NBT4Task 5 (2 Days)-Silly

Symbols >,<and = MCCGPS-NBT2, NBT3, NBT4Task 6 (1 Day)-Hopping

Around MCCGPS- NBT4First Grade Math

Assessment MCCGPS:


Making Choices because of scarcity, Goods and Services,

Producers and consumers, saving

and spending /Task 17/19-producers/consumers

S1E1, S1E2, S1E3, S1E4

Fourth Quarter 3/18 - 5/31 (49 Days)Friday, June 15, 2012

2:16 PM


Task 18-(1 day) Opening and Closing

Sentences ELACCGPS-W5, SL1, SL6, L1Task 19-(1 day) Vocabulary Development ELACCGPS-L4, RI1, Ri3, L5b

Fountas and Pinnell

Assessment MCCGPS:

Note: ELA Task 18-Making a graph

Week 32

4/22-4/26*Progress Reports

Reading/Writing

Task 21-(1 day) Singular and Plural Nouns ELACCGPS-RI5, RI10, SL4, L1cTask 22-(1 day) Poetry Analysis ELACCGPS-RL10, RF4a, W1, SL2, SL4, SL6, L2bdeTask 23-(1 day) Context Clues ELACCGPS-RL10, RF3ab, RF4bc, SL2, SL5, Sl6Task 24-(2 days) Student

Presentations ELACCGPS-SL4, SL5, SL6, W3

Understanding Place

ValueTask 7 (1 Day)-Fishy Math

MCCGPS-NBT2, NBT4Task 8 (1 Day)-Monkeys at the

Zoo MCCGPS-NBT2, NBT4Task 9 (3 Days)-What's

Around Me? MCCGPS-NBT2, NBT3, NBT4, NBT5


Making Choices because of scarcity, Goods and Services, Producers and consumers, saving and spending /Task 21-Goods and

Services/Needs/wants/scarcityS1E1, S1E2, S1E3, S1E4

Week 33


Task 25-(1 days) Using a Glossary (Youman's) ELACCGPS-RI5, W6, W8, L4a, L5bTask 26-(1 days) Simple and Compound Sentences ELACCGPS-RL1, W2, L1i, RI7Task 27-(1 days)Commas in a Series

ELACCGPS-W2, W5, W8, L2cTask 28-(2 days) Opinion Writing

ELACCGPS-W1, L2abcdeTask 29-(2 days) Reader's Theatre ELACCGPS-RF4a, RL10, SL6

Understanding Place

ValueTask 10 (2 Days)-Different

Paths, Same Destination

MCCGPS-NBT2, NBT5, NBT6Task 11 (1 Day)-Number

Destinations MCCGPS-NBT2, NBT5, NBT6Task 12 (2 Days)-What's the

Value of Your Name?

MCCGPS-NBT2, NBT3, NBT4, MD4


Folktales SS1H2

Week 34

5/6-5/10Reading/WritingTask 32-(1 day) Writing Activity -Write about what you learned about

earning and spending money

ELACCGPS-W2, L2bdeTask 33-(2 days) Writing AssessmentELACCGPS-W1, L2bde

Historical UnderstandingsFolktales SS1H2

Week 35

5/13-5/17Reading/Writing Earth Science

Record and discuss spring weather S1E1

Week 36

5/20-5/24Reading/Writing Earth Science

Record and discuss spring weather S1E1

Week 375/28-5/31*4 days

Reading/Writing


First and last name

Office or department

Contact information

Main responsibility areas

Team members

Team information Page 12

Date Event

Upcoming Events

Team information Page 13

READING LITERARY (RL)

ELACC1RL1: Ask and answer questions about key details in a text.ELACC1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.ELACC1RL3: Describe characters, settings, and major events in a story, using key details.ELACC1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.ELACC1RL5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.ELACC1RL6: Identify who is telling the story at various points in a text.ELACC1RL7: Use illustrations and details in a story to describe its characters, setting, or events.ELACC1RL8: (Not applicable to literature)ELACC1RL9: Compare and contrast the adventures and experiences of characters in stories.ELACC1RL10: With prompting and support, read prose and poetry of appropriate complexity for grade 1.

READING INFORMATIONAL (RI)

ELACC1RI1: Ask and answer questions about key details in a text.ELACC1RI2: Identify the main topic and retell key details of a text.ELACC1RI3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.ELACC1RI4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.ELACC1RI5: Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.ELACC1RI6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.ELACC1RI7: Use illustrations and details in a text to describe its key ideas.ELACC1RI8: Identify the reasons an author gives to support points in a text.ELACC1RI9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).ELACC1RI10: With prompting and support, read informational texts appropriately complex for grade 1.

READING FOUNDATIONAL (RF)

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

ELACC1RF1: Demonstrate understanding of the organization and basic features of print.

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).

ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

ELA CCGPS

ELA Standards Page 14

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.

ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.

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.

ELACC1RF4: Read with sufficient accuracy and fluency to support comprehension.

WRITING (W)

ELACC1W1: Write opinion pieces in which they introduce the topic or the name of the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

ELACC1W2: Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

ELACC1W3: 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.

ELACC1W4: (Begins in grade 3)

a. May include oral or written prewriting (graphic organizers).

ELACC1W5: 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.

ELACC1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

ELACC1W7: Participate in shared research and writing projects (e.g., exploring a number of “how-to” books on a given topic and use them to write a sequence of instructions).

ELACC1W8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

ELACC1W9: (Begins in grade 4)ELACC1W10: (Begins in grade 3)

SPEAKING AND LISTENING (SL)

a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a

ELACC1SL1: 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.

texts with peers and adults in small and larger groups.

ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.ELACC1SL3: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.ELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.ELACC1SL6: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)

LANGUAGE (L)

a. Print all upper- and lowercase letters.b. Use common, proper, and possessive nouns.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).e. 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).f. Use frequently occurring adjectives.g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).h. Use determiners (e.g., articles, demonstratives).i. Use frequently occurring prepositions (e.g., during, beyond, toward).j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to questions and prompts.k. Prints with appropriate spacing between words and sentences.

ELACC1L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Capitalize dates and names of people.b. Use end punctuation for sentences.c. Use commas in dates and to separate single words in a series.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

ELACC1L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

ELACC1L3: (Begins in 2nd grade)

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).

ELACC1L4: 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. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a

ELACC1L5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.


represent.b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

ELACC1L6: 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., I named my hamster Nibblet because she nibbles too much because she likes that).

Georgia Department of EducationDr. John D. Barge, State School SuperintendentJuly 15, 2011 Page 5 of 5All Rights Reserved


Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).

1. Make sense of problems and persevere in solving them.In first grade, students realize that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check their thinking by asking themselves, “Does this make sense?” They are willing to try other approaches.

2. Reason abstractly and quantitatively.Younger students recognize that a number represents a specific quantity. They connect the quantity to written symbols. Quantitative reasoning entails creating a representation of a problem while attending to the meanings of the quantities.

3. Construct viable arguments and critique the reasoning of others.First graders construct arguments using concrete referents, such as objects, pictures, drawings, and actions. They also practice their mathematical communication skills as they participate in mathematical discussions involving questions like “How did you get that?” “Explain your thinking,” and “Why is that true?” They not only explain their own thinking, but listen to others’ explanations. They decide if the explanations make sense and ask questions.

4. Model with mathematics.In early grades, students experiment with representing problem situations in multiple ways including numbers, words (mathematical language), drawing pictures, using objects, acting out, making a chart or list, creating equations, etc. Students need opportunities to connect the different representations and explain the connections. They should be able to use all of these representations as needed.

5. Use appropriate tools strategically.In first grade, students begin to consider the available tools (including estimation) when solving a mathematical problem anddecide when certain tools might be helpful. For instance, first graders decide it might be best to use colored chips to model an addition problem.

6. Attend to precision.As young children begin to develop their mathematical communication skills, they try to use clear and precise language in their discussions with others and when they explain their own reasoning.

7. Look for and make use of structure.First graders begin to discern a pattern or structure. For instance, if students recognize 12 + 3 = 15, then they also know 3 + 12 = 15. (Commutative property of addition.) To add 4 + 6 + 4, the first two numbers can be added to make a ten, so 4 + 6 + 4 = 10 + 4 = 14.

8. Look for and express regularity in repeated reasoning.In the early grades, students notice repetitive actions in counting and computation, etc. When children have multiple opportunities to add and subtract “ten” and multiples of “ten” they notice the pattern and gain a better understanding of place value. Students continually check their work by asking themselves, “Does this make sense?”

Operations and Algebraic Thinking 1.OA

Represent and solve problems involving addition and subtraction.MCC1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with asymbol for the unknown number to represent the problem.4

MCC1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Math CCGPS

Math Standards Page 18

using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Understand and apply properties of operations and the relationship between addition and subtraction.MCC1.OA.3 Apply properties of operations as strategies to add and subtract.5Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

MCC1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

Add and subtract within 20MCC1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

MCC1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Work with addition and subtraction equationsMCC1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true orfalse. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

MCC1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For

example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = Δ.

Number and Operations in Base Ten 1.NBT

Extend the counting sequenceMCC1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Understand place value

a. 10 can be thought of as a bundle of ten ones — called a “ten.”b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

MCC1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.MCC1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

MCC1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

MCC1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Measurement and Data 1.MD

Measure lengths indirectly and by iterating length unitsMCC1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

MCC1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with


with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units withno gaps or overlaps.

Tell and write time.MCC1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

Represent and interpret data.MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Geometry 1.G

Reason with shapes and their attributes.MCC1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

MCC1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.6

MCC1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.


Grade One AMERICAN HEROES In the first grade, students continue their introduction to United States history through the study of selected historical figures. In the history strand, students study the important contributions each historical person made. In the geography strand, students learn about where these historical people lived and explore important basic geographic concepts. The civics strand provides a study of the positive character traits exhibited by these important historical figures. The economics strand continues the introduction of basic economic concepts.


a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science).b. Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

SS1H1 The student will read about and describe the life of historical figures in American history.

SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

Geographic Understandings

a. Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.b. Locate the major oceans: Arctic, Atlantic, Pacific, and Indian.c. Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).

SS1G1 The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a. SS1G2 The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe. SS1G3 The student will locate major topographical features of the earth’s surface.

Government/Civic Understandings SS1CG1 The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment. SS1CG2 The student will explain the meaning of the patriotic words to America (My Country ‘Tis of Thee) and America the Beautiful.

Economic Understandings SS1E1 The student will identify goods that people make and services that people provide for each other.SS1E2 The student will explain that people have to make choices about goods and services because of scarcity.SS1E3 The student will describe how people are both producers and consumers. SS1E4 The student will describe the costs and benefits of personal spending and saving choices.

One Stop Shop For EducatorsGeorgia Department of EducationKathy Cox, State Superintendent of SchoolsSOCIAL STUDIES GRADE ONE STANDARDSAPPROVED 10/14/2004 Page 2 of 4Copyright 2007 © All Rights Reserved

Social Studies GPS

Social Studies Standards Page 21

First Grade Science Curriculum

The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the first grade level. The Project 2061’s Benchmarks for Science Literacy is used as the core of the curriculum todetermine appropriate content and process skills for students. The GPS is also aligned to the National Research Council’s National Science Education Standards. Technology is infused into the curriculum. The relationship between science, our environment, and our everyday world is crucial to each student’s success and should be emphasized.

Habits of Mind

a. Raise questions about the world around them and be willing to seek answers to some of the questions by making careful observations and measurements and trying to figure things out.

S1CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

a. Use whole numbers in ordering, counting, identifying, measuring, and describing things and experiences.b. Readily give the sums and differences of single-digit numbers in ordinary, practical contexts and judge the reasonableness of the answer.c. Give rough estimates of numerical answers to problems before doing them formally.d. Make quantitative estimates of familiar lengths, weights, and time intervals, and check them by measuring.

S1CS2. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

a. Use ordinary hand tools and instruments to construct, measure, and look at objects.b. Make something that can actually be used to perform a task, using paper, cardboard, wood, plastic, metal, or existing objects.c. Identify and practice accepted safety procedures in manipulating science materials and equipment.

S1CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities.

a. Use a model—such as a toy or a picture—to describe a feature of the primary thing.b. Describe changes in the size, weight, color, or movement of things, and note which of their other qualities remain the same during a specific change.c. Compare very different sizes, weights, ages (baby/adult), and speeds (fast/slow) of both human made and natural things.

S1CS4. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

a. Describe and compare things in terms of number, shape, texture, size, weight, color, and motion.b. Draw pictures (grade level appropriate) that correctly portray features of the thing being described.c. Use simple pictographs and bar graphs to communicate data.

S1CS5. Students will communicate scientific ideas and activities clearly.

The Nature of Science

a. When a science investigation is done the way it was done before, we expect to get a similar result.b. Science involves collecting data and testing hypothesesc. Scientists often repeat experiments multiple times, and subject their ideas to criticism by other scientists who may disagree with them and do further tests.d. All different kinds of people can be and are scientists.

S1CS6. Students will be familiar with the character of scientific knowledge and how it is achieved. Students will recognize that:

a. Scientists use a common language with precise definitions of terms to make it easier to communicate their observations to each other.b. In doing science, it is often helpful to work as a team. All team members should reach individual conclusions and share their understandings with other members of the team in order to develop a consensus.c. Tools such as thermometers, rulers and balances often give more information about things than can be obtained by just observing things without help.d. Much can be learned about plants and animals by observing them closely, but care must be taken to know the needs of living things and how to provide for them. Advantage can be taken of classroom pets.

S1CS7. Students will understand important features of the process of scientific inquiry. Students will apply the following toinquiry learning practices:

Earth Science

a. Identify different types of weather and the characteristics of each type.b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain

S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.

Science GPS

Science Standards Page 22

b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.

a. Recognize changes in water when it freezes (ice) and when it melts (water).b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water).c. Determine that the weight of water before freezing, after freezing, and after melting stays the same.d. Determine that water in an open container disappears into the air over time, but water in a closed container does not.

S1E2. Students will observe and record changes in water as it relates to weather.

Physical Science

a. Recognize sources of light.b. Explain how shadows are made.c. Investigate how vibrations produce sound.d. Differentiate between various sounds in terms of (pitch) high or low and (volume) loud or soft.e. Identify emergency sounds and sounds that help us stay safe.

S1P1. Students will investigate light and sound.

a. Demonstrate how magnets attract and repel.b. Identify common objects that are attracted to a magnet.

S1P2. Students will demonstrate effects of magnets on other magnets and other objects.

Life Science

1. Air2. Water3. Light4. Nutrients

a. Identify the basic needs of a plant.

1. Air2. Water3. Food4. Shelter

b. Identify the basic needs of an animal.

c. Identify the parts of a plant—root, stem, leaf, and flower.d. Compare and describe various animals—appearance, motion, growth, basic needs.

S1L1. Students will investigate the characteristics and basic needs of plants and animals.

Georgia Department of EducationKathy Cox, State Superintendent of Schools8/29/2006 3:48 PM Page 1 of 6All Rights ReservedApproved July 12, 2004



Links

Links Page 25

Documents

First Quarter 8/6 - 10/12 (44 days)...All Around My Shapes MCCGPS-G1, G2, MD4 Task 6 (2 days)-Pattern Block Pictures MCCGPS-G1, G2, MD4 Task 7 (2 days)-Day at the Museum MCCGPS-G1,