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Grade Level: 1st Grade

Subject: ELA-Foundational Skills Revised Date: 4-13-12

Quarter #

Strand / Domain Print Concepts

Standard(s)(one or more

standards/indicators; can be clustered)

1.RF.1 Demonstrate understanding of the organization and basic features of print

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

Big Idea(s)

1. Understanding print and sentence structure is essential to becoming a competent reader.2. Recognizing the basic features of a sentence provides continuing support for more complex English language and writing skill development.3. Sentences provide a complete thought. Recognizing the beginning and ending of a sentence supports increasingly sophisticated oral language, fluent reading, and text comprehension.4. Understanding the ending punctuation of a sentence helps students read with the appropriate expression (prosody).5. Sentences are the building blocks of all text and more mature readers must not only understand the idea(s) contained in one sentence, but how sentences work together in a paragraph and in a section to provide meaning, enjoyment, and information.

Essential Question(s) 1. What strategy can we use to help us recognize important features of a sentence?

Academic Vocabulary (what students need to

know in order to complete the task)

o sentenceo capital lettero punctuationo period

o uppercase letterso question marko first (as in “first word”)o exclamation marko recognize

Curriculum Maps 1Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults

prepared for college or career.

Sample Activities

(1) The teacher reads the book “Don’t Let the Pigeon Drive the Bus!” by Mo Willems. The teacher places repeating sentences from the book on sentence strips. The teacher changes the ending mark on each sentence to a period, a question mark and an exclamation mark. The children repeat the sentence with the proper expression depending on the ending punctuation. (2) Using a big book they have read previously, the teacher and students indicate when a sentence starts and stops. Students tell how they know when the sentence starts and stops.

District AdoptedCore Curriculum

Houghton Mifflin (themes 1-10)Spelling Mastery

Additional Resource(s)

Reasoning and Writing/ExtensionsHM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)

Formative Assessment(s)that relate to CCSS

District-wide Progress Monitoring Assessments (Easy CBM)Curriculum In-Program Assessments (RM checkouts, Mastery Tests & HM Theme Skills Tests)Pre/Post AssessmentsCCSS for ELA & Literacy 1st grade Exemplars

Summative Assessment(s)that relate to CCSS District-wide Benchmark Assessments (Easy CBM)





Quarter #

Strand / Domain Phonological Awareness



1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Distinguish long from short vowel sounds in spoken single-syllable words.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.c. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Big Idea(s)

1. Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech.2. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations.

Essential Question(s)

1. Why are phonemes (speech sounds) important?2. What is the difference between phonemes (speech sounds) and other sounds?3. How would English sound if we used letter sounds the same in every word?4. What new words can we make from the rime /ip/?5. What blends can we as readers use to build new words?



o soundso C-V-Co blend (blending)o consonant blendso phonemeso vowel

o isolateo segment (segmenting)o substitutiono initial soundo medial sound vowelo final sound

Sample Activities Using decks of word families, children fluently decode C-V-C and CC-V-C regular and nonsense words.




Houghton Mifflin (themes 1-10)Reading Mastery +1 (lessons 1-60) +2 (lessons 1-12)Lesson Connections (lessons 1-80)Spelling Mastery


HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)








Quarter #

Strand / Domain Phonics and Word Recognition



1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common

consonant digraphs.b. Decode regularly spelled one-syllable words.c. Know final –e and common vowel team conventions for

representing long vowel sounds.d. Use knowledge that every syllable must have a vowel sound

to determine the number of syllables in a printed word.e. Decode two-syllable words following basic patterns by

breaking the words into syllables.f. Read words with inflectional endings.

g. Recognize and read grade-appropriate irregularly spelled words.

Big Idea(s)

1. Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech.2. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations.


1. Why are phonemes (speech sounds) important?2. What is the difference between phonemes (speech sounds) and other sounds?3. How would English sound if we used letter sounds the same in every word?4. What new words can we make from the rime /ip/?5. What blends can we as readers use to build new words?


o syllableo phonics

o digraphso spelling-

o inflectional endings




o word analysis

o decodingo vowelo vowel teams

sound correspondence

o high frequency

o consonanto word patternso spellings

o irregularo silent-eo determineo reado recognizeo encoding

Sample Activities

Using Student Center Activities To Differentiate Reading Instruction describes a suite of Student Center Activities offering teachers a wide range of activities to engage students in differentiated reading activities during small-group work in the classroom. The activities target specific skills, scaffold student learning, and provide engaging practice to extend student learning and increase the time focused on critical reading skills at all levels of reading proficiency. Originally prepared for use in Florida schools, these activities are appropriate in any elementary school context and are consistent with scientific research on reading instruction


Houghton Mifflin (themes 1-10)Reading Mastery +1 (lessons 1-160) +2 (lessons 101-160)Lesson Connections (lessons 1-86)Spelling Mastery (lessons 1-60)


HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)Read Naturally






http://www.centeroninstruction.org/files/Using%20Student%20Center.pdf



Quarter #

Strand / Domain Fluency



1.RF.4 Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.b. Read grade-level text orally with accuracy, appropriate rate, and

expression on successive readings.c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

Big Idea(s)1. Identifying and manipulating phonemes in spoken words allow people to understand the meaning of speech.2. Decoding words require the application of alphabetic principles, letter sounds, and letter combinations.3. Understanding print and sentence structure is essential to becoming a competent reader.4. Reading with fluency and accuracy is crucial to the scaffolding of reading.5. Recognizing the basic features of a sentence provides continuing support for more complex English language and writing skill development.6. Sentences provide a complete thought. Recognizing the beginning and ending of a sentence supports increasingly sophisticated oral language, fluent reading, and text comprehension.7. Understanding the ending punctuation of a sentence helps students read with the appropriate expression (prosody).8. Sentences are the building blocks of all text and more mature readers must not only understand the idea(s) contained in one sentence, but how sentences work together in a paragraph and in a section to provide meaning, enjoyment, and information.9. Students need to check for understanding/comprehension before, during, and after reading. They need to learn how to self-monitor their comprehension and make repairs



to their comprehension by using various strategies.


1. Why are phonemes (speech sounds) important?2. What is the difference between phonemes (speech sounds) and other sounds?3. How would English sound if we used letter sounds the same in every word?4. What new words can we make from the rime /ip/?5. What blends can we as readers use to build new words?6. What strategy can we use to help us recognize important features of a sentence?7. What should fluent reading sound like?8. How do we check for understanding before, during, and after reading?9. What is our purpose for reading?

Academic Vocabulary (what students need to know in order to

complete the task)

o fluency/fluentlyo prosodyo accuracyo rateo automaticityo word

recognition

o expressiono toneo phrasing/phrases/clauseso meaningful chunkso connected texto oral readingo choral reading

o partner reading

o repeated reading

o Reader’s Theater

o running record

o words correct per minute (WCPM)

o context

Sample Activities

1.This pdf helps teachers brainstorm and plan how to integrate fluency activities in many areas of the curriculum.2. The University of Oregon Center on Teaching and Learning provides teaching strategies and examples for letter-sound fluency, irregular word fluency and oral reading fluency.


Houghton Mifflin (themes 1-10)Reading Mastery +1 (lessons 54-160) +2 (lessons 1-160)Lesson Connections (lessons 1-160)



Formative Assessment(s)

that relate to CCSS


Summative



Assessment(s)that relate to CCSS

District-wide Benchmark Assessments (Easy CBM)


Subject: ELA-Literature Revised Date: 4-13-12

Quarter #

Strand / Domain Key Ideas and Details



1.RL.1 Ask and answer questions about key details in a text.

Big Idea(s)1. Comprehension requires and enhances critical thinking and is

constructed through the intentional interaction between reader and text.

2. Being able to identify explicitly stated information about story elements and key details is a prerequisite to and will support higher levels of comprehension, such as making inferences and drawing conclusions.

3. Developing questions that are focused on key ideas and details helps readers begin to distinguish between important and relevant information vs. irrelevant information. This can be linked summaries and solving problems in science, social studies, math, and other content areas.

4. Asking questions about text and supporting answers by locating evidence in text are active reading comprehension strategies that can be applied to a variety of texts across content areas.

5. Retelling stories and summarizing are active reading comprehension strategies that can be applied to a variety of texts across content areas.



6. Being able to retell and summarize is a prerequisite to and will support higher levels of comprehension, such as synthesizing information, making inferences, and forming opinions.

7. Focusing on key ideas and details to use in their retelling helps readers begin to discern what is most important and relevant.

8. Participating in retelling improves student understanding of narratives and their structure, which helps students learn how to write their own stories.

9. Understanding how words or phrases can evoke feelings, strengthens the reader’s ability to describe characters as well as setting and plot.


1. How do we think while reading in order to understand and respond?2. How do we identify the main topic of a piece of text?3. How do we identify the key ideas, events, and setting in a piece of text?4. What are some ways to gather information about the meaning of

unknown words or phrases?5. How does an author use details to help us grasp the key ideas about a

topic?6. How does the ability to question and locate answers help us understand

text?7. How does retelling stories with key details support our understanding of

a story?8. How does identifying who is telling the story at different points help me

to understand and make connections about the story?



o questioning/questiono asko answer

o key detailso texto wh-questions (who, what,

where, when, which, why)

Sample Activities

1. The Busy Teachers Cafe website has two pages that have ideas for students to generate questions or use task cards to discuss key details about the story with a partner. Story maps can also help students listen for and record key ideas and details. This page contains printable resources to use during centers, such as task cards, question webs, and I wonder... I think forms.


Houghton Mifflin (themes 1-10)Reading Mastery+1 and +2Read-Aloud Library (all lessons)Lesson Connections (lessons 11-155)

Additional Resource(s) HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)Read Naturally



http://www.busyteacherscafe.com/printables/reading.html

http://www.busyteacherscafe.com/literacy_centers/listeningcenter.html

http://www.busyteacherscafe.com/literacy_centers/independentreading.html

Reasoning and Writing






Quarter #




1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.













1. How do we think while reading in order to understand and respond?2. How do we identify the main topic of a piece of text?3. How do we identify the key ideas, events, and setting in a piece of text?

4. What are some ways to gather information about the meaning of unknown words or phrases? 5. How does an author use details to help us grasp the key ideas about a topic?

6. How does the ability to question and locate answers help us understand text?

7. How does retelling stories with key details support our understanding of a story?

8. How does identifying who is telling the story at different points help me to understand and make connections about the story?



o retello messageo lesson

o moralo importanto summaryo key details

Sample Activities

1. On the website for the Florida Center for Reading Research, teachers can find learning center activities specifically designed for K-1 grade students. Comprehension:In activity C 010, students write the main events of a story using a story sequence organizer and in activity C 014, students retell a story with a partner using a retelling wheel.


Houghton Mifflin (themes 1-10)Read-Aloud Library (weeks 1-15)Lesson Connections (lessons 17-141)


HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)Read NaturallyReasoning and Writing



http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

http://www.fcrr.org/






Quarter #




1.RL.3 Describe characters, settings, and major events in a story, using key details.




3. Developing questions that are focused on key ideas and details helps readers begin to distinguish between important and



relevant information vs. irrelevant information. This can be linked summaries and solving problems in science, social studies, math, and other content areas.








1. How do we think while reading in order to understand and respond?2. How do we identify the main topic of a piece of text?

3. How do we identify the key ideas, events, and setting in a piece of text? 4. What are some ways to gather information about the meaning of unknown words or phrases? 5. How does an author use details to help us grasp the key ideas about a topic? 6. How does the ability to question and locate answers help us understand text? 7. How does retelling stories with key details support our understanding of a story? 8. How does identifying who is telling the story at different points help me to understand and make connections about the story?



o describe/descriptiono characterso settings

o eventso majoro narrativeso key details

Sample Activities 1. In the lesson Map It Out, students explore how illustrations contribute to the telling of the story and practice “reading” illustrations to find out key information about characters, setting, and plot in order to complete maps related to those



http://artsedge.kennedy-center.org/educators/lessons/grade-k-2/Map_it_Out.aspx

story elements. Although it focuses on the importance of illustrations, students also have the opportunity to practice creating illustrations to accompany text, and then writing text or descriptions to accompany their illustrations. It would be a good introductory lesson that would lead students to then identify these same elements utilizing the text of the story. Character, setting, and plot maps are included, along with an assessment rubric.


Houghton Mifflin (themes 1-10)Reading Mastery +1 and +2 (lessons 1-160)Read-Aloud Library (week 1-15)Lesson Connections (lessons 2-150)


HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)Reasoning and Writing








Quarter #

Strand / Domain Craft and Structure



1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Big Idea(s)

1. Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

2. Understanding how words or phrases can evoke feelings strengthens the reader’s ability to describe characters as well as setting and plot.

Essential Question(s) 1. What are some ways to gather information about the meaning of



unknown words or phrases?2. How do we think while reading in order to understand and respond?3. How does identifying who is telling the story at different points help me




o senseso storieso poemso feelings

o wordso phraseso suggesto identify

o meaningso feeling

wordso vivid words

Sample Activities

1. Students identify words and phrases within Mollie Berg’s The Paper Crane that appeal to senses and suggest the feelings of happiness experienced by the restaurant owner such as clapped, overjoyed, loved, and played. (http://web.me.com/acaciatc/UACC/ELA.html)



Additional Resource(s)HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)








Quarter #




1.RL.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.



2. Being able to explain the difference between books that tell



stories and books that provide information helps children determining a purpose for reading in all content areas.

3. Exposing children to a wide range of reading promotes deep understanding of content-area material and an application of different perspectives about a given topic.

4. Knowing how to compare and contrast fiction and non-fiction support the thinking, writing, and oral discussion skills of students.

5. Being able to identify the person who is telling the story at various points supports critical analysis of information and a comparison of various perspectives about topics or focus areas.

6. Comparing and contrasting characters is an important component of comprehension within the reading for literature experience across all grades.

7. The ability to identify similarities and differences can be applied to both literature and informational texts.

8. Reading a broad range of high-quality literary texts, both prose and poetry, exposes students to text structures and elements that are applicable to all types of text.


1. What are some ways to gather information about the meaning of unknown words or phrases?

2. How do we think while reading in order to understand and respond?

3. What strategies are useful in identifying differences and similarities between two texts?



o differenceso compareo explaino phrases

o story tellingo contrasto information

giving

o entertaino informo facto fantasy

Sample Activities

1. Using appropriate graphic organizers and questions, discuss the differences between the fiction book, The Great Kapok Tree: A Tale of the Amazon Forest, by Lynne Cherry and the non-fiction book, I See a Kookaburra!: Discovering Animal Habitats Around The World by Steve Jenkins and Robin Page. http://www.readingrockets.org/article/31254











Quarter #




1.RL.6 Identify who is telling the story at various points in a text.





2. Being able to identify the person who is telling the story at various points supports critical analysis of information and a comparison of various perspectives about topics or focus areas.


1. What are some ways to gather information about the meaning of unknown words or phrases?

2. How does identifying who is telling the story at different points help me to understand and make connections about the story?



o character(s)o point of viewo identifyo differento story telling

o texto story tellero authoro storyo change

Sample Activities 1. Students identify the points at which different characters are telling the story in Finn Family Moomintral by Tove Jansson


Read-Aloud Library (weeks 4-13)Lesson Connections

Additional Resource(s) Florida Center for Reading Research








Quarter #

Strand / Domain Integration of Knowledge and Ideas



1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.



Big Idea(s)










10. Understanding the meaning of visuals within a text is an essential skill for students, K-12, and crosses all content areas.

11. The ability to analyze the relationship between visual information and written information is crucial to grasping both specific points and broader meanings of a text.


1. How do we think while reading in order to understand and respond?2. How do we identify the main topic of a piece of text?

3. How do we identify the key ideas, events, and setting in a piece of text? 4. How does each illustration give clues about the characters, setting, or events in the story? 5. How does each illustration give clues about the characters, setting or events in the story? 6. How does information from the illustrations compare to information from the words in a story?





o Illustrationso Story details

o Characterso Settingso Events

Sample Activities1. This 79 page document contains many activities for a Grade K-

1student center focused on comprehension. Printable worksheets and forms are included.


Houghton Mifflin (themes 1-10)Reading Mastery +1 and +2 (lessons 1-160)Read-Aloud Library (weeks 1-30)Lesson Connections (lessons 36-112)


HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)Reasoning and Writing






Quarter #

Strand / Domain Integration of Knowledge and IdeasStandard(s)

(one or more standards/indicators; can

1.RL.9 Compare and contrast the adventures and experiences of characters in stories.



http://www.fcrr.org/Curriculum/studentCenterActivities.shtm

be clustered)

Big Idea(s)


2. Being able to explain the difference between books that tell stories and books that provide information helps children determine a purpose for reading in all content areas.

3. Comparing and contrasting characters is an important component of comprehension within the reading for literature experience across all grades.


1. How do we think while reading in order to understand and respond?2. How do we identify the key ideas, events, and setting in a piece of text?3. How does identifying who is telling the story at different points help me




o Characterso Compareo Contrast

o Experienceso Similaritieso Differences

Sample Activities

1. In this comprehensive unit on the book Featherless/Desplumado by Juan Felipe Herrara, activities involving Language Arts, Science, Social Studies, Art, Math and Science are included. The “Second Time Around: Reading Comprehension” lesson uses a Venn diagram to facilitate a discussion on the story’s characters.


Houghton Mifflin (themes 1-10)Read-Aloud LibraryLesson Connections (lessons 22-132)









Quarter #

Strand / Domain Range of Reading and Level of Text Complexity





1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Big Idea(s)


2. Reading a broad range of high-quality literary texts, both prose and poetry, exposes students to text structures and elements that are applicable to all types of text.


1. How do we think while reading in order to understand and respond?

2. How do we identify the main topic of a piece of text? 3. How do we identify the key ideas, events, and setting in a piece of text?



o Prose

o Poetry

Sample Activities 1. Lesson focusing on Shel Silverstein ; mentions how to use with various grades


Houghton Mifflin (theme 8)Read-Aloud Library (weeks 26-30)




Summative Assessment(s)that relate to CCSS

District-wide Benchmark Assessments (Easy CBM)Reading Performance Task



http://www.readwritethink.org/classroom-resources/calendar-activities/where-sidewalk-ends-shel-20298.html


Subject: ELA-Informational Text Revised Date: 4-13-12



Quarter #




1.RI.1 Ask and answer questions about key details in a text.

1.RI.2 Identify the main topic and retell key details of a text1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Big Idea(s)


2. To understand a piece of text you need to know about who, what , where, when, why and how.

3. Being able to identify and describe key or main ideas is essential to discussion of information in content.

Essential Question(s)1. How do we think while reading in order to understand and respond?

2. How do we identify the story elements of a piece of text?



o key detailso key eventso main topic

o key pointso main ideao who, what, where, when,

why, how

Sample Activities

1. Main Idea: Background Information and Activities . Identifying main idea and supporting details is an important part of reading comprehension. Activities at this site help young students to develop these skills in order to excel at reading and comprehension.

2. Reading Workshop Activities for Informational Texts - This is a list of different activities about informational texts.

3. Who, What, When, Where, Why, and How Graphic Organizer – This graphic organizer is adaptable for use in first grade lessons focused on informational texts.



Additional Resource(s) HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community



Connections (corresponding with above themes)Read Naturally








Quarter #

Strand / DomainCraft and Structure



1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Big Idea(s)


2. Sometimes words that surround an unknown word give clues about what it means.

Essential Question(s) 1. What are some ways to gather information about the meaning of unknown words or phrases?



o ask and answer questions

o authoro context

clues

o describeo differento gather

information

o oppositeo phraseo similar

Sample Activities 1. Context is the Key - students use context clues to determine the meaning of a word


Houghton Mifflin (themes 1-10)Lesson Connections (lessons 71-160)




District-wide Progress Monitoring Assessments (Easy CBM)Curriculum In-Program Assessments (RM checkouts, Mastery Tests & HM Theme Skills Tests)Pre/Post Assessments



CCSS for ELA & Literacy 1st grade Exemplars






Quarter #




1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Big Idea(s)1. Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

Essential Question(s) 1. How do different features of a book help us get information?



o author informationo gather informationo glossaryo headings

o iconso key factso table of contentso text features

Sample Activities

1.Using the Parts of a Book by Linda Owens can be adapted for early readers to teach the basic structure of a book.2. This resource, Text Structure Resources, lists a broad range of resources to access activities for teaching text structure.


Houghton Mifflin (themes 3, 5, 6, 8, and 9)Lesson Connections (lessons 71-160)




District-wide Progress Monitoring Assessments (Easy CBM)Curriculum In-Program Assessments (RM checkouts, Mastery Tests & HM



Theme Skills Tests)Pre/Post AssessmentsCCSS for ELA & Literacy 1st grade Exemplars





Quarter #




1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Big Idea(s)

1. Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.2. Authors write text and illustrators create pictures that work together to transmit information to the reader.3. Illustrations enhance a reader’s understanding of the information that an author intends to convey.


1. How do different features of a book help us get information?2. How does each illustration give clues about the characters, setting or

events in the story?3. How does information from the illustrations compare to information

from the words in a story?



o artisto authoro ideaso illustration

o illustratoro informationo pictures

Sample Activities Visual Imagery. Good readers construct mental images as they read a text. By using prior knowledge and background experiences, readers connect the author's writing with a personal picture. Through guided visualization, students



learn how to create mental pictures as they read.District AdoptedCore Curriculum











Quarter #



standards/indicators; can be clustered) 1.RI.7 Use the illustrations and details in a text to describe its key ideas.

Big Idea(s)

1. Authors write text and illustrators create pictures that work together to transmit information to the reader.2. Being able to identify and describe key ideas is essential to discussion of information in content.

Essential Question(s)1. How does information from the illustrations compare to information from the words in a story?



o illustrationso detailso describeo ideas

o identifyo discusso use

Sample Activities 1. Students use the illustrations along with textual details in Wendy Pfeffer’s From Seed to Pumpkin to describe the key idea of how a pumpkin grows.2. In the lesson Making Inferences, Animals Should Definitely Not Wear Clothing students will draw on their prior knowledge and use the information from the pictures in the book to articulate (verbalize) the inference the author



is making in the text.3. Link to K-1 Center activities on the topic of comprehension, particularly C.015, expository fact strip; C.016, expository text wheel (main idea and details); C.018, expository text structure – summarizing (which also includes main ideas and details)











Quarter #



standards/indicators; can be clustered) 1.RI.8 Identify the reasons an author gives to support points in a text.

Big Idea(s)1. The ability to identify the author’s purpose enables the reader to determine if key points in various types of informational texts (authentic documents, newspapers, essays, informative texts) are valid and supported.

Essential Question(s) 1. Why is it important for an author to provide reasons that support his or her point?



o Identifyo authoro points (or key ideas) in

texto Reasons

o supporto texto Informational text

Sample Activities1. Students identify the reasons Clyde Robert Bulla gives in his book A Tree Is a Plant in support of his point about the function of roots in germination.

District Adopted Houghton Mifflin (themes 3 and 5-10)



Core Curriculum







Quarter #




1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Big Idea(s)1. The ability to identify similarities and differences and compare and contrast can be applied to literature texts across grade levels and text complexity.

Essential Question(s)1. What strategies are useful in identifying similarities and differences between two texts?



o similaritieso compareo contrast

o differenceo topico illustration

o descriptiono describeo similar

Sample Activities 1. With prompting and support, students discuss ways the illustrations and



descriptions of whales are the same and different in Sarah Thompson’s. Amazing Whales! New York: HarperCollins, 2006. (2005) with Face to Face with Whales, a National Geographic Children’s book by Flip and Linda Nicklin.2. Students need to begin learning Compare and Contrast at an early age so they can expand on this knowledge throughout their school career. This reading skill is vital for students to learn as they will see it on standardized tests throughout the years.3. The Reading Activities website includes suggestions for setting up literacy centers and activities, including those focused on comprehension and activities related to comparing and contrasting.


Houghton Mifflin (themes 1,2, & 4-10)Read-Aloud Library










Quarter #




1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.

Big Idea(s)

1. Exposure to informational text can make students better readers and writers by improving their vocabulary and comprehensions skills, building their background knowledge, and increasing motivation for reading.2. Increase explicit teaching of comprehension strategies along with lots of opportunities for guided and independent practice.

Essential Question(s)Academic Vocabulary

(what students need to o Background Knowledgeo Cause

o Effecto Fiction




o Different o Nonfictiono Similar

Sample Activities

Reading Informational Texts Using the 3-2-1Strategy - Several assessments for the 3-2-1 strategy are found at readwritethink.org. This link is found under strategies heading as well.









Subject: ELA-Writing Revised Date: 4-13-12

Quarter #

Strand / Domain Text Types and Purposes



1.W.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Big Idea(s)1. Exploring the writing process develops ideas for writing texts and

informational pieces that carry meaning.2. Reading good examples of texts is an effective tool for developing

strong writing skills.3. Each year in writing, students will demonstrate increasing sophistication

in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they will address



increasingly demanding content and sources.


1. Why is it important to plan before beginning to write?2. Have we supported our opinion with reasons, details and/or facts?3. What is the purpose of a closing statement?4. Have we used all the steps of the writing process?5. What is the purpose? Is the purpose clear? Is the purpose important in

relation to the question at issue?



o opiniono persuadeo persuasiveo topic

o supporto detailso introduceo reasono closure/conclusion/concluding

sentence

Sample Activities

1. Food Critic Notebook was designed for parents to use with their children, but can be adapted for use in classrooms. Students can learn to write a review of foods that they like or dislike. This activity has some suggestions for what they review might include.2. . Bright Ideas for Writing provides writing prompts and pictures. This prompt has students write about their favorite time or day.


Houghton Mifflin (themes 1-10)Step up to Writing





Writing Performance Task





Quarter #




1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Big Idea(s)1. Exploring the writing process develops ideas for writing texts and

informational pieces that carry meaning.2. Reading good examples of texts is an effective tool for developing



strong writing skills.3. Each year in writing, students will demonstrate increasing

sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they will address increasingly demanding content and sources.


1. Why is it important to plan before beginning to write?2. Is the information being gathered important to the question at issue and

purpose?3. Is the information free from error?4. When people are learning new information, why is it important that the

data is correct?5. What might happen if people use incorrect or unsupported information?6. What is the purpose of a closing statement?7. What are some examples of good closing statements?8. Have we used all the steps of the writing process?9. What is the purpose? Is the purpose clear? Is the purpose important in

relation to the question at issue?



o concluding statement

o linking words and phrases

o definitions

o opinionso explanatory

texto supportive

details

o factso figureso illustrationso informative

text

Sample Activities

1.Differentiated Instruction for Writing - Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process.2. The Read Write Think website provides students with Venn diagram to describe similarities and differences between two objects.


Houghton Mifflin (themes 1-10)Step up to Writing









Quarter #



standards/indicators; can be clustered) 1.W.3 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.

Big Idea(s)

1. Exploring the writing process develops ideas for writing texts and informational pieces that carry meaning.

2. The task of recalling information from experiences supports reading and writing skills such as sequencing, organization, and the recognition of key ideas and details.


1. Why should thoughts and ideas be organized before beginning to write?2. Why is it important to plan before beginning to write?3. Have we used all the steps of the writing process?4. What is the purpose? Is the purpose clear? Is the purpose important in

relation to the question at issue?5. What is the purpose of a closing statement?6. What are some examples of good closing statements?



o eventso order/sequenceo settingo character

o detailo topico beginning/middle/endo conclusion/concluding

sentence

Sample Activities

1.Beginning, Middle, End Story Map This link opens a simple, printable story map from ReadingRockets.org. This map can be used for organizing writing, as well as for reading comprehension.2. Squiggles is a lesson plan/center idea based upon the focus trait of idea development. The mentor text used, The Squiggle, by Carole Schafer, can be used to encourage creative writing that can be easily differentiated for students at all levels. Student work samples are included.


Houghton Mifflin (themes 1-10)Read-Aloud Library (weeks 11-15)Step up to Writing









Quarter #

Strand / Domain Production and Distribution





1.W.5 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.

Big Idea(s)1. Purpose, information, and questions about an issue are essential

steps in early research.


1. What is the question at issue? Is the question important and related to the purpose?

2. Is the information being gathered important to the question at issue and purpose?



o Topico Suggestionso Details

Sample Activities

1. Paragraph Hamburger - The "paragraph hamburger" is a writing organizer that visually outlines the key components of a paragraph or story. Topic sentence, detail sentences, and a closing sentence are the main elements of a good paragraph, and each one forms a different "piece" of the hamburger. This page includes printable graphic organizers.2. Main Idea Graphic Organizer – This very simple graphic organizer can be adapted for first grade students as they learn to develop details that support the main idea


Houghton Mifflin (themes 1-10)Reading Mastery +1 (lessons 54-160) +2 (lessons 1-160)Read-Aloud LibraryStep up to Writing

Additional Resource(s) HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)








Quarter #



Strand / Domain Production and Distribution



1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Big Idea(s)

1. First grade students will write collaboratively with peers.2. First grade students will continue exploring digital tools to

produce and publish writing.3. Students’writing will demonstrate sophistication in vocabulary

and syntax to the development and organization of ideas as content become more challenging and complex.

Essential Question(s) 1. In what ways can we learn to use digital tools to begin to produce and publish writing?



o Digital toolso Produceo Publish

Sample Activities

1. Tell A Story with Character Cubes – This activity could be extended by using digital tools to publish the story.2. Farmdale 2010 First Grade Digital Stories – These are examples from a first grade classroom where students wrote stories on paper, brought in pictures, then worked with a program called Keynote to create digital stories.


Additional Resource(s) readwritethink.orgRead Naturally (prediction/retell)











Quarter #

Strand / Domain Research to Build and Present Knowledge



1.W.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

Big Idea(s)

1. The skills in writing directions, (comprehending what is read, organizing information, and writing directions is an appropriate and understandable sequence) support the successful implementation and growth of these skills in science, mathematics, and other content areas.

2. Participation in shared research and writing builds the foundation for the development of more complex and rigorous research and writing projects that may be required throughout a student’s school years and across curriculum areas.

3. Shared research and writing activities teach students about teamwork; teamwork is critical to school success as well as career and college readiness.

4. Participation in shared research supports the ability of the student to successfully complete individual research and writing projects.

Essential Question(s) 1. What are some important things to consider as we prepare to write a set of instructions?



o how-to bookso shared researcho write instructions

Sample Activities 1. In this class project, Collaborating on a Class Book: Exploring Before-During-After Sequence, students and the teacher produce a class book through a group-writing activity, focusing on a basic before-during-after sequence of events. After discussing what they know about pumpkins, the class carves a jack-o-lantern, pausing at each step to chart their observations on before,



during, and after charts. The class then uses their sentences from the chart to write the sequence of events for carving the pumpkin. Finally, the class publishes their work, using one of several publishing options. Though this lesson focuses on the carving of the class jack-o-lantern, the lesson plan could be customized for explorations of other items in the classroom.2. Link to the Common Core Standard W.1.7 at the Tennessee Curriculum Center and, then, click on curriculum materials for directions for a “Making How-To Books” activity


Houghton Mifflin (theme 10)Step up to Writing









Quarter #

Strand / Domain Research to Build and Present Knowledge



1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Big Idea(s)

1. When students focus on key ideas and details as they recall information from experiences, they begin to discern what is most important and relevant. This analytical thinking is essential across grade levels and content areas.

2. Recalling details about experiences supports the student’s use of long term and working memory during the learning process.

3. The task of recalling information from experiences supports reading and writing skills such as sequencing, organization, and the recognition of key ideas and supporting details.

4. Gathering information from sources to find answers to questions is required skill throughout the child’s school career and across the curriculum.


1. What kinds of information can we gather from books and other sources to answer questions?

2. Is the information being gathered important to the question at issue?3. Is the information free from error?4. When people are learning new information, why is it important that the

data is correct?5. What might happen if people use incorrect or unsupported

information?Academic Vocabulary

(what students need to know in order to complete

o answer a questiono gather informationo information sources



the task) o recall information

Sample Activities

1. Gathering Information - Once students have been given an assignment and chosen their topic, how do they begin looking for information that will help create an awesome project? With guidance from an adult, viewing this site can provide students with strategies and advice on gathering information for a research project.


Houghton Mifflin (theme 1-10)Reading Mastery +1 (lessons 54-160) +2 (lessons 1-160)Step up to Writing








Subject: ELA-Language Revised Date: 4-13-12

Quarter #

Strand / DomainConventions of Standard English



1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. - Print all upper- and lowercase letters. - Use common, proper, and possessive nouns. - Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). - Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). - Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). - Use frequently occurring adjectives. - Use frequently occurring conjunctions (e.g., and, but, or, so, because). - Use determiners (e.g., articles, demonstratives). - Use frequently occurring prepositions (e.g., during, beyond, toward). - Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Big Idea(s)1. Understanding word structure, word relationships, and word families need to be

demonstrated to begin to read.



2. Appropriate spelling, conventions and grammar are applied when writing.3. Writing for self-expression will be enhanced through developing the mechanics

of writing upper and lower-case letters and using oral language in songs, dramatic play, etc.

4. Students will expand the complexity of their sentences and add descriptive words to their writing by understanding how words can be used.

5. Explicit teaching of the features of language enables students to describe how language works, to make meaning as they read, and to be able to use language to make meaning as they write.


1. What strategies can I use to incorporate and correctly use conventions, such as nouns and verbs, plurals, pronouns, conjunctions, prepositions, determiners and adjectives, in their oral and written language?


complete the task)

o conventions/ruleso nounso singular nounso personal

possessiveso future tenseo articleso compound

sentenceo imperative

sentenceo uppercaseo common nouns

o plural nounso indefinite

pronounso adjectiveso demonstrativeso declarative

sentenceo exclamatory

sentenceo lowercaseo proper nounso verbso past tense

o letterso possessive

nounso sentenceso present tenseo conjunctionso determinerso prepositionso simple

sentenceo Interrogative

sentenceo expando prompts

Sample Activities

1. Noun Dunk-In this game, students must identify words on the basketball as a common noun, proper noun, or not a noun. If they choose incorrectly, the noun does not go in the basket and they must choose again.2. Action Verbs-Students identify and correctly use singular possessive pronouns, nouns, and verbs in speaking and writing in this game.3. Hot Air Balloon Sentences-Students learn about conjunctions by choosing the correct one to complete sentences in the BBC game. The sentences also provide practice with verbs and prepositions.4. Singular and Plural Forms-Students learn to identify and correctly use singular and plural nouns as they drag them into the correct column in this game.5. Kung-Fu Sentences-Students reorder phrases to produce coherent sentences in this BBC game. Some of the sentences also contain prepositional phrases. There are three levels of difficulty.


Houghton Mifflin (themes 1-10)Reasoning and Writing



Spelling Mastery




that relate to CCSS


Summative Assessment(s)

that relate to CCSSDistrict-wide Benchmark Assessments (Easy CBM)



Quarter #

Strand / DomainConventions of Standard English



1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. - Capitalize dates and names of people. - Use end punctuation for sentences. - Use commas in dates and to separate single words in a series. - Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. - Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Big Idea(s)1. Appropriate spelling, conventions, and grammar are applied

when writing.



Essential Question(s)1. How do punctuation marks show expression and pauses in writing?2. How do capital letters show importance?



o Capitalizationo Commao Exclamation pointo Lettero Period

o Punctuationo Question marko Sentenceo Word

Sample Activities

1. Kids Spell offers an interactive activity for children as they practice conventional spelling patterns and frequently occurring irregular words.2. Fishing Trip with Dad: A variety of end punctuation resources can be utilized at this teachervision.com website.3. Punctuation Worksheets: this website offers several resources focusing on the use of commas in dates and to separate single words in a series.4. ABC School Help: Capitalization of dates and names of people can be practiced at the abcschoolhelp.com website


Houghton Mifflin (themes 1-10)Spelling Mastery










Quarter #

Strand / Domain Vocabulary Acquisition and Use



1.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. - Use sentence-level context as a clue to the meaning of a word or phrase. - Use frequently occurring affixes as a clue to the meaning of a word. - Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Big Idea(s)1. Students should be encouraged to explore the use of word selection,

context, and word structures in learning new vocabulary.



Essential Question(s)1. How do affixes change the meanings of words?2. What strategies can be used to read words?


complete the task)

o root wordo affixeso similar/differento homograph

o base wordo suffixo morphologyo multiple-

meaning word

o inflectionso prefixo homophoneo context

Sample Activities

1. This pdf contains phonics activities that specifically address L.1.4b and L.1.4c. In Inflection Toss (pages 34-37), students play a game in which they blend root words and inflections. In Prefix and Suffix Flip Book (pages 38-42), students make books composed of words made from affixes and root words. In Break Apart (pages 43-46), students divide words into affixes and suffixes.2. This pdf contains vocabulary activities that specifically address L.1.4. In Go Fish for Homophones (pages 25-31), students match homophones. In Action Word Ring Sort (pages 41-48), students identify actions verbs ending in either –s or –es. In Prefix-O (pages 61-67), students match prefixes to their meanings while playing a Bingo-like game. In Multiple Meaning Bugs (pages 68-79), students identify the different meanings for a common word. All of these activities could be adapted to include specific words from current lessons.






that relate to CCSS








Quarter #

Strand / DomainVocabulary Acquisition and Use


standards/indicators; can be clustered) 1.L.5 With guidance and support from adults, demonstrate understanding of

figurative language, word relationships and nuances in word meanings. - Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. - 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).



- Identify real-life connections between words and their use (e.g., note places at home that are cozy). - 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

Big Idea(s)

1. Students should be encouraged to explore the use of word selection, context, and word structures in learning new vocabulary.

Essential Question(s) 1. How does the meaning of the sentences help me figure out an unknown word?



o Adjectiveo Attributeso Categorieso Verb

Sample Activities1. At this website, scroll to the bottom of the page where you can find

“Classroom Action Verb Games.” Teachers can find several activities for students to define and act out verb meanings











Quarter #

Strand / DomainVocabulary Acquisition and Use


standards/indicators; can be clustered) 1.L.6 Use words and phrases acquired through conversations, reading and being

read to, and responding to texts, including using frequently occurring



conjunctions to signal simple relationships (e.g., because).

Big Idea(s)

1. Students should be encouraged to explore the use of word selection, context, and word structures in learning new vocabulary.

2. Discuss or prepare semantic web organizers for synonyms, antonyms, and alternate meanings throughout any lesson. Model information seeking behavior(s) regarding meanings and definitions.

Essential Question(s)1. What strategies can I use to incorporate and correctly use conventions,

such as nouns and verbs, plurals, pronouns, conjunctions, prepositions, determiners and adjectives, in their oral and written language?



o Adjectiveo Inflectionso Root wordso Adverbso Multiple

meaningso Suffixo Antonym

o Nounso Synonymo Conjunctionso Parts of speecho Syntaxo Context

o Phraseo Verbso Definitiono Prefixo Homonymo Pronouns

Sample Activities

1. This pdf contains many vocabulary activities that specifically address vocabulary acquisition and expression relevant to Language Standard 6 for First Grade.2. This highly interactive activity supports critical thinking and problem solving while also building students' comprehension, spelling, and word knowledge skills. Students start by choosing puzzles based on four popular children's books. They are then prompted to use clues to identify words from a list of scrambled letters.3. Encourage your students to study their content area vocabulary, practice grammar or parts of speech, or demonstrate what they have learned by creating crossword puzzles with this online tool. In the Create mode, the tool offers the opportunity to enter words and their clues before it generates the puzzle. The tool also includes a Play mode with crossword puzzles for students in grades K–12.


Houghton Mifflin (themes 1-10)Reading Mastery +1 (lessons 54-160) +2 (lessons 1-160)

Additional Resource(s) HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)



Reasoning and Writing





Subject: ELA-Speaking and Listening Revised Date: 4-13-12

Quarter #

Strand / Domain Comprehension and Collaboration

Standard(s)(one or more 1.SL.1- 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.

Big Idea(s)

1. Multiple strategies develop and expand oral vocabulary.2. Verbal and nonverbal language is used to express and receive information.3. The ability to participate in group discussions is necessary for all content areas

and is an important skill in life.4. Explaining ideas to peers provides students with opportunities to rehearse their

understandings, which facilitates reading comprehension and the production of written responses.

5. Practicing supportive question and answer activities across the curriculum will strengthen students speaking and listening skills.

6. Demonstrating different types of questioning, such as “asking about details,” “asking for clarification,” and “asking for more information” will help students to focus on details and integrate background knowledge with new knowledge.

7. Listeners must recognize when they are confused or when information is lacking in order to ask and answer questions to receive help or to obtain additional information.

8. The ability to describe familiar people, places, things and events supports oral language development, vocabulary acquisition, an understanding of English grammar, and speaking and listening standards across grade levels.


1. Why is it important to learn new words?2. How is the meaning of a word demonstrated without speaking?3. How do presenters decide which words to use when they speak?4. What is the value of using different words in writing?5. What does it mean to communicate courteously in conversations?6. How can we ask for something without speaking out in class?7. Why is it important for us to wait our turn before speaking?8. What routines/rules develop and support speaking and listening skills in my

classroom?9. What do we do in our classroom to become active listeners including attention

to key ideas and details?10. What strategies are useful to help us describe familiar things?11. How can I express ideas and add visual displays to clarify my thoughts?



12. Do I express my ideas in an appropriate manner using complete sentences?


complete the task)

o listeno collaborate/cooperateo classroom talk

o take turnso communityo topic

o conversation/discussiono discussion rules/normso questioning for

clarification

Sample Activities

1. This section on the Literature Circles Resource Center website, “Teaching Students How to Discuss” (adapted from chapter 5 of the book Getting Started with Literature Circles by Katherine Schlick Noe and Nancy Johnson), describes a three-step procedure in which the teacher supports the students in identifying the elements of a good discussion, experiencing a discussion, and then developing guidelines for discussions.

2. This pdf is a free copy of the introduction to the book Speaking and Listening for Preschool for Third Grade (revised edition) by Lauren B. Resnick and Catherine E. Snow. It provides an informative overview of the benefits, management, and expectations of student talk in the classroom.

3. Benefits of Teaching Listening discusses the difference between hearing and listening and provides suggestions for teaching students to be active listeners, a necessary skill for productive class discussions.


Houghton Mifflin (themes 1-10)Reading Mastery +1 (lessons 54-160) +2 (lessons 1-160)Read-Aloud LibraryLesson Connections




that relate to CCSS










Quarter #




1.SL.2- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Big Idea(s)

1. Multiple strategies develop and expand oral vocabulary.2. Verbal and nonverbal language is used to express and receive information.3. Practicing supportive question and answer activities across the curriculum

will strengthen students speaking and listening skills.4. Demonstrating different types of questioning, such as “asking about details,”

“asking for clarification,” and “asking for more information” will help students to focus on details and integrate background knowledge with new knowledge.



1. Why is it important to learn new words?2. How is the meaning of a word demonstrated without speaking?3. How do presenters decide which words to use when they speak?4. What routines/rules develop and support speaking and listening skills in my

classroom?5. What do we do in our classroom to become active listeners including

attention to key ideas and details?



o Analysiso Applicationo Authoro Charactero Clarificationo Crisis / Climaxo Explanationso Figurativeo Inferences

o Interpretationo Key Detailso Locationo Main Ideao Metacognitiveo Metaphoro Modelingo Mytho Narrator

o Perspectiveo Ploto Prior

Knowledgeo Self-

questioningo Sequencingo Settingo Storylineo Summaryo Think Aloud

Sample Activities 1. Introducing Questioning, The Mitten - This K-3 lesson uses the story of The Mitten by Jan Brett to teach students that good readers ask questions before, during, and after reading. This site includes two other questioning lesson



plans to make up a series appropriate for primary students. Five free lessons are available before a membership fee is required. (Source: Teacher Vision)

2. Sharing Your Own Questions About Books - This link contains two lessons on questioning that could be adapted for any book. The first lesson focuses on how teachers can model asking questions about a book. The second lesson focuses on the idea that some questions are answered by information in the text while others are not. (When using any website developed by practitioners, teachers are cautioned to be discerning decision makers when selecting activities. Activities chosen should be doable, yet challenging with sufficient rigor and with relevance to skills/concepts being taught. Activities should also support evidence-based practice.) (Source: Reading Lady)




HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)Read NaturallyReasoning and Writing


that relate to CCSS



that relate to CCSS



Subject: ELA-Speaking and Listening Revised Date: 4-13-12Curriculum Maps 72

Our Mission: All students will be equipped with the skills for lifelong learning and graduate as responsible adults prepared for college or career.

Quarter #




1.SL.3- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood

Big Idea(s)

1. Multiple strategies develop and expand oral vocabulary.

2. Verbal and nonverbal language is used to express and receive information.

3. Practicing supportive question and answer activities across the curriculum will strengthen students speaking and listening skills.

4. Demonstrating different types of questioning, such as “asking about details,” “asking for clarification,” and “asking for more information” will help students to focus on details and integrate background knowledge with new knowledge.



1. Why is it important to learn new words?2. How is the meaning of a word demonstrated without speaking?3. How do presenters decide which words to use when they speak?4. What routines/rules develop and support speaking and listening skills in my

classroom?5. What do we do in our classroom to become active listeners including attention

to key ideas and details?


complete the task)

o asko answero speakero "w" plus

how questions

o understando active listeningo information

o clarifyo question/questioningo understand

Sample Activities 1. Go to the “readwritethink” web site sponsored by the National Council of Teachers of English and the International Reading Association for lesson plans that engage students in questioning to get information or clarify something not understood.



- Reading Informational Texts Using the 3-2-1 Strategy. In this lesson, students in grades K-2 learn to use the 3-2-1 strategy, which can be adapted to speaking and listening. Instead of writing responses, students could share with a partner one question they have after listening to the story (re: question generation to get information or to clarify understanding).- In this lesson, Weather: A Journey in Non-fiction (grades K-2), questions about weather clear up when students use what they learned from their books to create a presentation to share with the rest of the class.- In this twist on traditional bingo, the game boards feature students' names, and students answer questions designed to help them learn more about one another when their names are called (grades K-2).- Students are asked to "talk" with Kevin Henkes’ Julius, the Baby of the World by using open-ended questions to help them interpret the language, plot, and characters of the story. (grades K-2) (Source: Read Write Think website, International Reading Association, NCTE)






that relate to CCSS








Quarter #

Strand / Domain Presentation of Knowledge and Ideas.



1.SL.4- Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Big Idea(s)

1. Verbal and nonverbal language is used to express and receive information.

2. Explaining ideas to peers provides students with opportunities to rehearse their understandings, which facilitates reading comprehension and the production of written responses.



1. Why is it important to learn new words?2. How is the meaning of a word demonstrated without speaking?3. How do presenters decide which words to use when they speak?4. What is the value of using different words in writing?5. What routines/rules develop and support speaking and listening skills in

my classroom?6. What do we do in our classroom to become active listeners including

attention to key ideas and details?7. What strategies are useful to help us describe familiar things?8. How can I express ideas and add visual displays to clarify my thoughts?9. Do I express my ideas in an appropriate manner using complete

sentences



o describeo thingso describing

wordso details

o familiaro feelingso eventso places

o relevanto peopleo additionalo ideas

Sample Activities 1. This activity Describing Pictures requires children describe nonsensical



figures. Use the same idea to guide children as they develop descriptions of familiar people, places, things, and events.

2. Laura Candler’s Teaching Resources website provides many free activities teachers can use to support children’s conversation skills. Clock Buddies is an activity that can be used to partner students in a quick and efficient way so that they are not always talking with the same people. Once students learn the routine, teachers can give a concise direction to move students into partners for discussion.


Houghton Mifflin (themes 1-10)Reading Mastery +2 (lessons 1-160)Read-Aloud LibraryLesson Connections









Quarter #

Strand / Domain Presentation of Knowledge and Ideas



1.SL.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Big Idea(s)1. Multiple strategies develop and expand oral vocabulary.2. Verbal and nonverbal language is used to express and receive information.


1. How is the meaning of a word demonstrated without speaking?2. How can we ask for something without speaking out in class?3. What strategies are useful to help us describe familiar things?4. How can I express ideas and add visual displays to clarify my thoughts?



o discussiono listeno presentation

o questiono speako visual display

Sample Activities

1. Literacy Graphic Organizers. An assortment of graphic organizers that students might use to formulate their ideas, thoughts, and feelings as they create a visual display.

2. Literature Circles: Illustrator is an an activity for completing a visual display to clarify ideas from the story that was read.


Houghton Mifflin (themes 1-10)Read-Aloud Library (week 15 and 27)



that relate to CCSS

District-wide Progress Monitoring Assessments (Easy CBM)Curriculum In-Program Assessments (RM checkouts, Mastery Tests & HM Theme Skills Tests)Pre/Post Assessments



CCSS for ELA & Literacy 1st grade ExemplarsSummative

Assessment(s)that relate to CCSS






Quarter #

Strand / Domain Presentation of Knowledge and Ideas



1.SL.6- Produce complete sentences when appropriate to task and situation.

Big Idea(s)

1. Multiple strategies develop and expand oral vocabulary.2. Verbal and nonverbal language is used to express and receive information.3. Explaining ideas to peers provides students with opportunities to rehearse

their understandings, which facilitates reading comprehension and the production of written responses.



1. Why is it important to learn new words?2. How is the meaning of a word demonstrated without speaking?3. How do presenters decide which words to use when they speak?4. What is the value of using different words in writing?5. What strategies are useful to help us describe familiar things?6. How can I express ideas and add visual displays to clarify my thoughts?7. Do I express my ideas in an appropriate manner using complete sentences?



o Compound sentence

o Declarative Sentence

o Interrogative sentence

o Exclamatory Sentence

o Imperative Sentence

o Interrogative Sentence

o Sentenceso Simple Sentence

Sample Activities 1. Lionel's Tall Tales Sentence Generator is an activity that allows students



to produce complete sentences when presenting ideas.

3. Literacy Centers offers an interactive activity that allows students to produce sentences independently or with a partner.

4. Follow the link, Practice Reading Short Sentences – Focus on Fry Words, to find extensive practice activities for students as they read sentences that correspond to an appropriate picture.




HM Challenge Handbook, Extra Support Handbook, Handbook for English Language Learners, Classroom Management Handbook, and Home/Community Connections (corresponding with above themes)Reasoning and Writing/Extensions


that relate to CCSS






Documents

Web view-Students learn to identify and correctly use singular and plural ... students match prefixes to their meanings while playing a Bingo ... is a free copy of