District Overview:

Effective communication is the ultimate goal of the English Language Arts (ELA) program. The District’s program is committed to producing reflective, critical, and creative thinkers by developing a positive learning community in which students are empowered to read, write, and respond to texts to prepare them for college and careers. Throughout the educational process, students shall strive to become expert readers and writers, effective speakers and listeners, thoughtful problem solvers, critical consumers of visual media and competent users of language. Instruction focuses on meaningful language experiences, which allow for whole-group, small-group and individualized instruction based on the needs of each student. Technology integration creates an interactive, engaging, and relevant learning environment. Through readings of both classic and contemporary literature as well as non-fiction selections, students are exposed to a variety of text modalities. By providing these opportunities, students are able to exercise skills in gathering, synthesizing, and communicating language. In all, the curriculum aims to develop problem solving skills and connect knowledge across curriculum to build an understanding of cultural diversities and complexities of the world.

Grade 1 Description:

In this class, students will have the opportunity to grow as readers, writers, speakers, and listeners. Students will learn phonic skills to help them decode on grade level stories from different genres and authors. Students will demonstrate critical thinking while reading. They will learn about comprehension strategies that will enable them to find meaning in texts. Students will demonstrate grade level writing conventions and grammar skills in narrative, persuasive, informational, and poetic writing. Students will continue to work on writing letters correctly and accurately based on taught skills.

Grade 1 Units:

Unit 1: Phonics/Spelling Unit 2: Reading Comprehension Unit 3: Writing/Grammar Unit 4: Handwriting

Subject: English Language Arts Grade: 1 Suggested Timeline: Ongoing throughout the year

Unit Title: Phonics/Spelling

Unit Overview/Essential Understanding: In this year-long unit, students will identify and apply phonics skills in their reading, spelling, and writing. In reading, students will use phonics skills to decode unknown in spelling, students will learn phonics skills in isolation to identify phonemes. In writing, students will apply phonics skills by writing phonemes to sound out words. Overall, the goal of this unit is to have students identify and analyze grade level words in context and in isolation.

Essential Questions: How can knowledge of phonics help improve decoding and word recognition? How do readers apply word structure analysis and vocabulary skills to comprehend selections? What is the relationship between oral and written language? Why is it important to use correct spelling? How can usage of spelling rules and patterns improve written communication? What are the benefits of using resources to improve your spelling?

Unit Objectives: Throughout this unit students will:

Identify and apply the short vowels: a, e, i, o, and u Identify and apply the digraphs: th, sh, ch, wh, and ck Identify and apply the long vowels: a, e, i, o, and u Identify and apply irregular spelled words with accuracy and text fluency Blend and decode words with inflectional endings: –ed, –ing, -es, and -s Identify and apply r blends, i blends, and s blends Identify and apply ’s to show possession Identify and apply contractions (’ll, ’d, ’ve, and ’re) to understand their meaning Identify and apply words with the soft c, g, and dge Identify and apply the digraphs: kn, wr, gn, and mb Identify and apply the endings: ng and nk Identify and apply the vowel pairs: ai, ay, ee, ea, ow, and oa

Identify and decode compound words Identify and decode r controlled sounds: ar, er, ir, or, and ur Identify and decode diphthongs: oi, oy, au, aw, ow, and ou Identify and decode prefix re- Identify and decode words that recognize the spelling change in CVCe and CVC base words in inflectional endings –ed and –ing Identify and decode –er and –est Identify and decode words with long i spelling patterns: igh, y, and ie Identify and decode words with suffixes: –ful, -ly, and –yt Write spelling words in assignments using taught phonics skills Read spelling words in assignments and texts using taught phonics skills Write words containing learned phonics skills in writing

Focus Standards Addressed in this Unit: CC.1.1.1.C - Demonstrate understanding of spoken words, syllables, and sounds. CC.1.1.1.D - Know and apply grade-level phonics and word analysis skills in decoding words.

Important Standards Addressed in this Unit: CC.1.1.1.B - Demonstrate understanding of the organization and basic features of print. CC.1.1.1.E - Read with accuracy and fluency to support comprehension.

Misconceptions: Students may assume that vowels only have 1 sound. Students may assume that digraphs and vowel pairs need to be “sounded out” to make 1 sound. Students may continue to write the silent e when adding inflections of -ed and -ing in words with CVCe patterns. Students may write compound words with a space in between the two syllables.

Concepts/Content: Letter Sound Correspondence Blending Phonemes Applying Phonemes to Writing

Words

Competencies/Skills: Use phonemes to build words Visually construct words to sound

out new words in families with the same middle and ending

Description of Activities: Students use letter tile boards to make word

families within a given phonemic concept (ie: short vowel a word families).

Students use shaving cream to spelling words on

sounds Spell a given list of words within a

phonemic concept or skill Use phonemes to help decode

stories on, below, and above grade level

desks. Students write in “pyramid” writing to practice

spelling words. Students write CVC and CVVC words with dry

erase markers on created mats to separate word parts.

Students use macaroni noodles to represent and spell contractions.

Assessments: Weekly spelling tests Weekly writing prompts Quarterly writing assignments

Interdisciplinary Connections: Students practice their phonemic skills in all areas outside of

this course based on the nature of this foundation course.

Additional Resources: District approved online resources like ABCYA, Spelling City and

YouTube Teacher created materials like phonics songs to go along with

digraphs, blends, and vowel pairs District approved textbooks

Subject: English Language Arts Grade: 1 Suggested Timeline: Ongoing throughout the year

Unit Title: Reading Comprehension

Unit Overview/Essential Understanding: In this year-long unit, students will focus on reading and analyzing fiction and nonfiction texts both on grade level and independently using taught comprehension strategies. Students will read various types of genres of fiction and identify major components of the genres. Students will read nonfiction texts and identify text and graphic features.

Essential Questions: How do readers apply reading strategies to improve understanding and fluency? How does organized story structure (beginning, middle and end) lead to understanding? How do readers understand the broad range of reading materials and genres? How do readers prepare for reading? What are readers thinking about as they read? What can a reader do when they don’t understand? What impact does fluency have on comprehension? Why are strategies important?

Unit Objectives: Throughout this unit, students will:

Listen for words that make sense Retell a story and the lesson it teaches Ask questions about what is heard to better understand the story Follow rules during group discussions Ask and answer questions about a text read aloud Listen for pauses in sentences and a reader’s voice going up and down during reading Recognize and read irregularly spelled words Identify real life connections between words and their use Sort words into categories to gain a sense of the concepts the categories represent Use sentence level context as a clue to the meaning of a word or phrase Learn to use a dictionary

Use sentence level context to figure out the meaning of similar words. Identify the main topic and retell key details Read and comprehend information text to summarize the important ideas of an informational text Read text with regularly spelled one-syllable words and irregularly spelled high frequency words Ask and answer questions about key details in a selection Read independently from a “just right” book Understand characters in all genres Self-correct while reading, using phonics/decoding strategies Identify and describe the sequence of events in fiction and nonfiction stories Understand that authors use words to help readers picture events in stores Use and identify text and graphic features to find information Ask questions while reading to aid comprehension Describe the characters, setting, and major events Understand the story’s message Read fluently with expression at an appropriate rate and with appropriate stress Use text evidence to analyze and evaluate while reading to aid comprehension Retell fiction and nonfiction stories with detail given to main idea, key details, and story structure Identify and understand the author’s purpose and the reasons an author gives to support points Respond to questions by talking with peers, giving clear details and explaining ideas clearly Identify dialogue and understand its use in a story Draw conclusions based on text evidence and personal experiences Identify cause and effect Make inferences and predict outcomes based on text evidence in a selection Demonstrate understanding of figurative language in a story Describe people using relevant details, expressing ideas and feeling clearly Compare and contrast characters within a story to understand the story better

Focus Standards Addressed in this Unit: CC.1.2.1.A - Identify the main idea and retell key details of informational text. CC.1.2.1.B - Ask and answer questions about key details in an informational text. CC.1.2.1.C - Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC.1.2.1.E - Use various text features and search tools to locate key facts or information in a text.

CC.1.2.1.F - Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CC.1.2.1.G - Use the illustrations and details in a text to describe key details in an informational text. CC.1.2.1.H - Identify the reasons an author gives to support points in a text. CC.1.2.K.I - Identify basic similarities in and differences between two texts on the same topic. CC.1.2.1.J - Use words and phrases acquired through conversations, reading, and being read to, and including words that signal

connections and relationships between words and phrases. CC.1.2.1.K - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content. CC.1.2.1.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. CC.1.3.1.A - Retell stories including key details and demonstrate understanding of their central message. CC.1.3.1.B - Ask and answer questions about key details in a text (fiction). CC.1.3.1.C - Describe characters, settings, and major events in a story using key details. CC.1.3.1.D - Identifying who is telling the story at various points in a text. CC.1.3.1.E - Explain major differences between books that tell stories and books that give information, drawing on a wide reading or

range of text types. CC.1.3.1.F - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CC.1.3.1.G - Use illustrations and details in a story to describe characters, setting, and events. CC.1.3.1.H - Compare and contrast the adventures of characters in stories. CC.1.3.1.I - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and

content. CC.1.3.1.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 words and phrases. CC.1.3.1.K - Read and comprehend on grade level, reading independently and proficiently. CC.1.5.1.A - Participate in collaborative conversations with peers and adults in small and larger groups. CC.1.5.1.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.1.5.1.C - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is

not understood. CC.1.5.1.D - Describe people, places, things, and events with relevant details, expressing ideas and feeling clearly. CC.1.5.1.E - Produce complete sentences when appropriate to task and situation. CC.1.5.1.F - Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings. CC.1.5.1.G - Demonstrate a command of the conventions of standard English when speaking based on Grade 1 level and content.

Important Standards Addressed in this Unit: CC.1.1.1.B - Demonstrate understanding of the organization and basic features of print. CC.1.1.1.C - Demonstrate understanding of spoken words, syllables, and sounds. CC.1.1.1.D - Know and apply grade-level phonics and word analysis skills in decoding words. CC.1.1.1.E - Read with accuracy and fluency to support comprehension.

Misconceptions: Students find the main idea to be their favorite part of the story or the first sentence in a story. Students think that the setting can only be a place in a story, not also including the time of day. Students may assign character traits to characters based on thinking about themselves. Students tend to give one part of an answer when responding to text, instead of including all of the necessary answer.

Concepts/Content: Main Idea Understanding Characters/Traits Cause and Effect Compare and Contrast Visualization Making Predictions Inferencing Author’s Purpose Analyzing

Competencies/Skills: Find the main idea within a fiction

and nonfiction story after reading Identify the characters in fiction

stories and identify their traits based on their actions, dialogue, and our own schema, using inferencing and analyzing skills

Look at the actions of characters and events in a story to compare and contrast

Look for highly descriptive sentences to create a picture about settings or characters

Construct predictions to further one’s knowledge of characters and the story using inferencing analyzing, schema and story

Description of Activities: Students move in and out of their leveled book

bin to practice using all comprehension skills on a quarterly basis.

Students show their knowledge of comprehension using graphic organizers for main idea, understanding characters, showing cause and effect, comparing and contrasting, and inferring.

Students sort books based on author’s purpose (PIE).

evidence Use the acronym PIE to describe

the author’s purpose in a story

Assessments: Quarterly Running Records – More than one may be needed if teacher feels it is necessary Weekly Reading Tests

Interdisciplinary Connections: Many of these skills are used in Social Studies and Science as

students work to understand the world around them in stations and online.

Additional Resources: District approved online resources like: ABCYA, Razkids and

ReadWorks District approved textbooks Teacher created materials

Subject: English Language Arts Grade: 1 Suggested Timeline: Ongoing throughout the year

Unit Title: Writing/Grammar

Unit Overview/Essential Understanding: In this continuous year-long unit, students will be taught and guided through four types of writing: informational, persuasive, narrative, and poetry. These writing experiences will focus on grammar, mechanics, and conventions related to their grade level. Students will need to write for different purposes and audiences and demonstrate an understanding of taught skills. Students will be introduced to poetry to create, with help, poems of their own.

Essential Questions: How do essential components of the writing process guide writers in the communication of ideas? How does selection of resources impact the quality and validity of the research process and product? How do regular, varied writing opportunities make you a stronger writer? Why do we write? How is your style of writing influenced by purpose? What is the importance of sharing?

Unit Objectives: Throughout this unit, students will:

Identify and use nouns that name people, animals, places, and things Introduce possessive nouns that name one person or animal Identify and use nouns to convey the present, past, and the future Write using adjectives to describe size, shape, color, and number Write labels with details that tell who or what Write captions that tell details about places and things Focus on a topic and use a graphic organizer to plan writing Name parts of sentences and write them together Practice narrative writing using words that are “just right” in place of words that repeat Draft and revise a narrative story Participate in shared writing projects Write sentences using adjectives to add details to strengthen writing Differentiate complete from incomplete sentences Identify and use commas in a series Differentiate between common nouns and proper nouns Use and identify singular and plural nouns with matching verbs

Understand and use the articles a, an, and the Write a thank you note, in a whole group and with an organizer Draft a topic sentence and descriptive details that inform Understand the uses of a capital letter, using them with help Identify when to use is and are in sentences Write instructions using order words to tell someone how to do something Draft and revise an informational story Write and answer effective questions Produce and expand simple sentences using conjunctions Understand and use frequently occurring prepositions and prepositional phrases that tell when and where Understanding and using was and were correctly Draft a topic sentence and detail sentences to describe the events with relevant details, expressing ideas and feelings clearly With help, use a variety of digital tools to produce and publish writing Identify and use personal pronouns as subjects that name one and more than one Correctly use the pronouns I and me Identify and use possessive pronouns in complete sentences Identify and use indefinite pronouns correctly Write narrative sentences that include dialogue Write a story summary with events in the correct order Identify and use exclamations Draft and revise and opinion piece using the word because, using exact words and situations to support an opinion

Focus Standards Addressed in this Unit: CC.1.4.1.A - Write informative/explanatory texts to examine a topic and convey ideas and information. CC.1.4.1.B - Identify and write about one specific topic. CC.1.4.1.C - Develop the topic with two or more facts. CC.1.4.1.D - Group information and provide some sense of closure. CC.1.4.1.E - Choose words and phrases for effects. CC.1.4.1.F - Demonstrate a grade appropriate command of the conventions of standard English, grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.1.G - Write opinion pieces on familiar topics.

CC.1.4.1.H - Form an opinion by choosing among given topics. CC.1.4.1.I - Support the opinion with reasons related to the opinion. CC.1.4.1.J - Create an organizational structure that includes reasons and provides some sense of closure. CC.1.4.1.K - Use a variety of words and phrases. CC.1.4.1.L - Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization,

punctuation, and spelling. CC.1.4.1.M - Write narratives to develop real or imagined experiences or events. CC.1.4.1.N - Establish who and what the narrative will be about. CC.1.4.1.O - Include the thoughts and feelings to describe experiences and events. CC.1.4.1.P - Recount two or more appropriately sequenced events using temporal words to signal event order and provide some sense of

closure. CC.1.4.1.Q - Use a variety of words and phrases. CC.1.4.1.T - With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers and

add details strengthen writing as needed. CC.1.4.1.U - With guidance and support, use a variety of digital tools to produce and publish writing in collaborations with peers. CC.1.4.1.V - Participate in individual or shared research and writing projects. CC.1.4.1.W - With guidance and support, recall information from experiences or gather information from provided sources to answer a

question. CC.1.4.1.X - Write routinely over extended time frames and short time frames for a range of discipline-specific tasks, purposes, and

audiences.

Important Standards Addressed in this Unit: CC.1.5.1.C - Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is

not understood. CC.1.5.1.D - Describe people, places, things, and events with relevant details, expressing ideas and feeling clearly. CC.1.5.1.E - Produce complete sentences when appropriate to task and situation. CC.1.5.1.F - Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings. CC.1.5.1.G - Demonstrate a command of the conventions of standard English when speaking based on Grade 1 level and content.

Misconceptions: Students will list items in a “how to” informational piece, out of order and without clear directions.

Students will write reasons to support their opinion that do not give factual statements. Students struggle with when to use I and me in the subject and predicate areas of a sentence. Informational writing often contains sentences that are opinions about their topic and not facts.

Concepts/Content: Time Connective Words Adjective Noun Verb Preposition/Prepositional Phrase Rules for Capitalization Types of Sentences Types of Punctuation Types of Pronouns Articles

Competencies/Skills: Create a personal narrative using

clear adjectives and verbs based on a personal experience from the past

Maintain a monthly journal to highlight personal activities at home or in school

Write an informational report about a chosen topic in the Social Studies or Science area

Support a position by establishing facts to go with that position in a clear logical order

Identify adjectives, nouns, verbs, prepositions/phrases, and articles

Recognize different types of sentences

Recognize different punctuation and when to use it

Recognize pronouns and the appropriate time to use them

Description of Activities: The teacher spends time introducing the

grammar concepts embedded within the lessons of the type of writing.

Students work on their own pieces according to the example that the teacher gives them.

Each student uses their Writer’s Notebook to help them with phonetic spelling during the writer’s workshop time. The teacher spends half of the lesson time with a formal lesson. This can be based on a mentor text or a skill. Students begin their own piece with a graphic organizer and continue through the steps of the writing process in conferences with the teacher. The teacher will help edit but as the year goes along, the students can work together to edit.

There may be a finished piece or pieces, however due to the nature of this introductory course, much of the writing is worked on together with the teacher.

Assessments: One graded personal narrative One graded informational piece chosen by the student One graded opinion piece

In class pieces written from a prompt

Interdisciplinary Connections: Students will choose one of their informational pieces to be

from Science (animals/plants) or Social Studies (important people or national symbols)

Additional Resources: District approved online resources like sandiegozoo.com District approved textbooks Teacher created materials District approved mentor texts

Subject: English Language Arts Grade: 1 Suggested Timeline: Ongoing throughout the year

Unit Title: Handwriting

Unit Overview/Essential Understanding: In this unit, students will learn to write legibly by learning and applying the four keys to legibility – shape, size, spacing, and slant. They will review proper stroke sequence and letter formation. Students will learn to evaluate their handwriting and discover techniques to help them

improve and refine their handwriting skills.

Essential Questions: What role does handwriting play in communication? Why is it important to form letters correctly with proper formation? Why is it important to hold writing tools correctly?

Unit Objectives: Throughout this unit, students will:

Demonstrate writing their name, known letters, and their age Trace letters and numerals Understand how to check their own writing and others using the four keys Recognize and write vertical lines in letters and numerals Recognize and write horizontal lines in letters and numerals Recognize and write circle lines in letters and numerals Recognize and write slant lines in letters and numerals Understand the four keys to legibility: shape, size, spacing, and slant Write numerals 0-20 Write the capital and lowercase letters of the alphabet legibly to use the letters in words and sentences

Focus Standards Addressed in this Unit: There are no focus standards for handwriting

Important Standards Addressed in this Unit: There are no important standards for handwriting

Misconceptions: Students struggle to keep their strokes in the appropriate spaces of the lines. Students will put lowercase letters that go on, or below, the midline, in the headline area. Students will struggle to make their circle and curve lines round.

Concepts/Content: Basic manuscript strokes:

o Verticalo Horizontalo Circleo Slant

Descender Guideline vocabulary:

o Headlineo Midlineo Baseline

Helper Hand Keys to Legibility:

o Shapeo Sizeo Spaceo Slant

Skywriting Tall Letter Short Letter

Competencies/Skills: Present correct models for writing

letter and numerals Use correct positioning for sitting,

holding the pencil, and positioning the paper

Use appropriate lines to form numbers and letters

Evaluate their own writing to help themselves improve through the course

Description of Activities: Students will use a variety of activities to

practice the skills learned in this course:o Walk out letter strokes on the flooro Form letters in the air using full arm

movemento Make letter models with clay, string, or Wikki

Stixo Use different writing instruments such as

crayons,o markers, and varied sizes of pencilso Trace large strokes, letters, and joining areas

on the board and on papero Verbalize each stroke in the letter

Assessments: A pretest will be given before the start of the course. Periodically through the course, the teacher will review students’ papers to check

for difficulty with different strokes or letters. The course will end with a posttest.

Interdisciplinary Connections: This course is interdisciplinary in its nature, being that

handwriting is an important communication skill that reinforces

Additional Resources: District approved online resources like Letter School, iTrace,

and ABC Tracing Letters

reading, spelling, and writing. District approved textbooks Teacher created materials