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CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit R, Week 1
Approximate Timeline: 1 Week
Big Idea: What is all around me?
Essential Question: What is around us at home?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.3: I can decode words.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask others questions about what I read.
Informational Text:
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
Language: *CC.2.L.5.a: I can provide real-world examples of words. I can sort words into categories. *CC.1.L.1.c: I can write or talk about the past, present, and future by using verb tenses.
Writing:
*Story of the Week: Sam (Realistic Fiction)
*Isolate Initial, Medial, and Final Phonemes
*Segment and Blend Phonemes
*Letter sounds: m, s, t
*Vowel sound: Short a
*Comprehension Skill: Character
*Comprehension Strategy: Questioning
*High-Frequency Words: I, see, a, green
*Vocabulary: Sort Nouns
*Fluency: Oral Rereading
*Writing: Nouns in Sentences
*Conventions: Nouns: People, Animals, and Things
*Monitor Progress: SI: Read the Words(Day 5, page 35c)
OL: Read the Words and Read the Sentences (Day 5, page 35c)
A: Advanced Selection (Day 5, page 35g)
Fluency Expectation: N/A
Resources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, ABC Rhyme Time Big Book, My Very Big Little World Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit R, Week 2
Approximate Timeline: 1 Week
Big Idea: What is all around me?
Essential Question: Who is in our family?
CCSS / “I can…” Activities Assessments
Foundational Skills: *C.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.3: I can decode words.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.7: I can find an illustration in a story and describe it. I can explain why an illustration is part of the page it is on. I can explain what part of the story the illustration is about.
Informational Text:
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
Language: *CC.2.L.5.a: I can provide real-world examples of words. I can sort words into categories. *CC.1.L.1.c: I can write or talk about the past, present, and future by using verb tenses.
Writing:
*Story of the Week: Snap! (Realistic Fiction)
*Match Initial and Final Phonemes
*Segment and Blend Phonemes
*Letter sounds: c, p, n
*Vowel sound: Short a
*Comprehension Skill: Setting
*Comprehension Strategy: Predict and Set Purpose
*High-Frequency Words: we, like, the, one
*Vocabulary: Descriptive Words
*Fluency: Oral Rereading
*Writing: Nouns in Sentences
*Conventions: Nouns: Places
*Monitor Progress: SI: Read the Words (Day 5, page 61c)
OL: Read the Words and Read the Sentences (Day 5, page 61c)
A: Advanced Selection (Day 5, page 61g)
Fluency Expectation: N/A
Resources: Reading Street (Unit R) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, ABC Rhyme Time Big Book, My Very Big Little World Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit R, Week 3
Approximate Timeline: 1 Week
Big Idea: What is all around me?
Essential Question: What is outside our door?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.3.d: I can identify the number of syllables in a printed word. *C.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.3.b: I can decode regularly spelled one-syllable words.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.7: I can find an illustration in a story and describe it. I can explain why an illustration is part of the page it is on. I can explain what part of the story the illustration is about.
Informational Text:
Speaking/Listening: *CC.1.SL.2: I can ask and answer questions about a text read aloud to me. I can ask and answer questions about information presented visually, such as a photograph or video. I can ask and answer questions about information presented orally, such as a speech or conversation.
Language: *CC.2.L.5.a: I can provide real-world examples of words. I can sort words into categories. *CC.1.L.1.e: I can write or talk about the past, present, and future by using verb tenses.
Writing:
*Story of the Week: Tip and Tam (Realistic Fiction)
*Isolate Initial, Medial, and Final Phonemes
*Identify Syllable
*Blend and Segment Phonemes
*Letter sounds: b, g, f
*Vowel sound: Short i
*Comprehension Skill: Plot
*Comprehension Strategy: Story Structure
*High-Frequency Words: look, do, you, was, yellow
*Vocabulary: Sort Nouns and Verbs
*Fluency: Oral Rereading
*Writing: Verbs in Sentences
*Conventions: Verbs
*Monitor Progress: SI: Read the Words (Day 5, page 87c)
OL: Read the Words and Read the Sentences (Day 5, page 87c)
A: Advanced Selection (Day 5, page 87g)
Fluency Expectation: N/A
Resources: Reading Street (Unit R) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, ABC Rhyme Time Big Book, My Very Big Little World Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit R, Week 4
Approximate Timeline: 1 Week
Big Idea: What is all around me?
Essential Question: What can we do with our neighborhood friends?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.3: I can decode words. *C.1.R.F.2.b: I can blend sounds to make words including consonant blends.
Literature: *CC.1.R.L.5: I can tell the difference between fiction and nonfiction stories. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask others questions about what I read.
Informational Text:
Speaking/Listening: *CC.1.SL.1: I can participate in discussions about grade-level appropriate topics and texts with peers and adults in small and larger groups. *CC.1.SL.1.a: I can follow rules when discussing topics with others.
*Story of the Week: The Big Top (Realistic Fiction)
*Isolate Initial, Medial, and Final Phonemes
*Blend Onsets and Rimes
*Blend and Segment Phonemes
*Letter sounds: d, l, h
*Vowel sound: Short o
*Comprehension Skill: Realism and Fantasy
*Comprehension Strategy: Questioning
*High-Frequency Words: they, have, two, that, are
*Monitor Progress: SI: Read the Words (Day 5, page 113c)
OL: Read the Words and Read the Sentences (Day 5, page 113c)
A: Advanced Selection (Day 5, page 113g)
Fluency Expectation: N/A
*CC.1.SL.2: I can ask and answer questions about a text read
aloud to me. I can ask and answer questions about *Vocabulary: Sort Descriptive Words information presented visually, such as a photograph or video. I can ask and answer questions about information presented *Fluency: Oral Rereading orally, such as a speech or conversation.
Language: *Writing: Simple Sentences
*CC.1.L.1.j: I can write simple and compound sentences. *CC.1.L.2.b: I can end sentences I write with punctuation. *Conventions: Simple Sentences
Writing:
Resources: Reading Street (Unit R) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, ABC Rhyme Time Big Book, First Grade, Here I Come! Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit R, Week 5
Approximate Timeline: 1 Week
Big Idea: What is all around me?
Essential Question: What is around us at school?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2: I can say my letter sounds. *C.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.3.e: I can decode two-syllable words. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.b: I can decode regularly spelled one-syllable words.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.2: I can tell my teacher and other students stories I know, remembering the important details and the main idea of each story.
Informational Text:
Speaking/Listening: *CC.1.SL.1c: I can participate in conversations by asking questions. *CC.1.SL.2: I can ask and answer questions about a text read aloud to me. I can ask and answer questions about information presented visually, such as a photograph or video. I can ask and answer questions about information presented orally, such as a speech or conversation.
Language: *CC.2.L.5.a: I can provide real-world examples of words. I can sort words into categories. *CC.1.L.1.f: I can use common adjective and adverbs.
Writing:
*Story of the Week: School Day (Realistic Fiction)
*Match Initial, Medial, and Final Phonemes
*Rhyme Words
*Identify Syllables
*Letter sounds: r, w, j, k
*Vowel sound: Short e
*Comprehension Skill: Plot
*Comprehension Strategy: Monitor and Clarify
*High-Frequency Words: is, he, three, with, to
*Vocabulary: Use Descriptive Words
*Fluency: Oral Rereading
*Writing: Sentences with Adjectives
*Conventions: Adjectives
*Monitor Progress: SI: Read the Words (Day 5, page 139c)
OL: Read the Words and Read the Sentences (Day 5, page 139c)
A: Advanced Selection (Day 5, page 139g)
Fluency Expectation: N/A
Resources: Reading Street (Unit R) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, ABC Rhyme Time Big Book, First Grade, Here I Come! Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit R, Week 6
Approximate Timeline: 1 Week
Big Idea: What is all around me?
Essential Question: What can we see around our neighborhood?
CCSS / “I can…” Activities Assessments
Foundational Skills: *C.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4.a: I can read with purpose and understanding.
Literature: *CC.1.R.L.5: I can tell the difference between fiction and nonfiction stories.
Informational Text:
Speaking/Listening: *CC.1.SL.1c: I can participate in conversations by asking questions. *CC.1.SL.2: I can ask and answer questions about a text read aloud to me. I can ask and answer questions about information presented visually, such as a photograph or video. I can ask and answer questions about information presented orally, such as a speech or conversation.
Language: *CC.1.L.1.j: I can write simple and compound sentences. *CC.1.L.2.b: I can end sentences I write with punctuation *CC.1.L.2: I can use Standard English when using capitalization, punctuation, and spelling in writing.
Writing:
*Story of the Week: Farmers Market (Realistic Fiction)
*Match Initial, Medial, and Final Phonemes
*Identify Syllables
*Segment and Blend Phonemes
*Letter sounds: v, y, z, qu
*Vowel sound: Short u
*Comprehension Skill: Realism and Fantasy
*Comprehension Strategy: Background Knowledge
*High-Frequency Words: where, go, here, for, me
*Vocabulary: Sort Words
*Fluency: Oral Rereading
*Writing: Sentences with Nouns, Verbs, and Adjectives
*Conventions: Sentences
*Monitor Progress: SI: Read the Words (Day 5, page 165c)
OL: Read the Words and Read the Sentences (Day 5, page 165c)
A: Advanced Selection (Day 5, page 165i)
*Unit R Test
*Writing Prompt: Descriptive Sentences
Fluency Expectation: N/A
Resources: Reading Street (Unit R) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, ABC Rhyme Time Big Book, First Grade, Here I Come! Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 1, Week 1
Approximate Timeline: 1 Week
Big Idea: How are people and animals important to one another?
Essential Question: What do pets need?
CCSS / “I can…” Activities Assessments
Foundational Skills: *C.1.R.F.2.a: I can read long and short vowel words. *C.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4: I can read accurately and fluently, which helps me comprehend what I read.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.10: I can explain which parts of a text I understand and which parts I don’t. I can locate parts of a text that are difficult for me. I can think about questions I have about a text and ask for help in order to understand parts of a text that are too difficult for me.
Informational Text:
Speaking/Listening: *CC.1.SL.1c: I can participate in conversations by asking questions.
Language: *CC.1.L.2.d: I can spell some common irregular verbs. *CC.1.L.2: I can use Standard English when capitalizing, using punctuation and spelling in my writing. *CC.1.L.2.b: I can end sentences I write with punctuation.
Writing: *CC.1.W.5: I can answer questions, add details, and explain my writing to others. *CC.1.W.8: I can tell a story about myself using details.
*Story of the Week: Sam, Come Back! (Realistic Fiction)
*Distinguish Phonemes
*Blend and Segment Phonemes
*Consonant Pattern -ck
*Vowel sound: Short a
*Spelling: Short a words
*Comprehension Skill: Character and Setting
*Comprehension Strategy: Monitor and Clarify
*High-Frequency Words: my, come, way, on, in
*Vocabulary: Words for Location
*Fluency: Accuracy
*Writing: Story
*Conventions: Sentences
*Spelling Test: Short a words
*Monitor Progress: SI: Read the Words (Day 5, page 37e)
OL: Read the Sentences (Day 5, page 37f)
A: Advanced Selection (Day 5, page 37m)
Fluency Expectation: N/A
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 1, Week 2
Approximate Timeline: 1 Week
Big Idea: How are people and animals important to one another?
Essential Question: Who helps animals?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CS.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3.a: I can read and spell words with common consonant digraphs. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.2: I can tell my teacher and other students stories I know, remembering the important details and the main idea of each story.
Informational Text:
Speaking/Listening: *CC.1.SL.1: I can participate in discussions about grade-level appropriate topics and texts with peers and adults in small and larger groups.
Language: *CC.1.L.2: I can use Standard English when capitalizing, using punctuation and spelling in my writing. *CC.1.L.1.j: I can write simple and compound sentences.
Writing: *CC.1.W.3: I can write a sentence to introduce a topic. I can write about the events of a story. I can tell the order of events in a story. *CC.1.W.5: I can answer questions, add details, and explain my writing to others.
*Story of the Week: Pig in a Wig (Animal Fantasy)
*Count, Segment, and Blend Phonemes
*Distinguish /i/
*Consonant x, /ks/
*Vowel sound: Short i
*Spelling: Short i words
*Comprehension Skill: Plot
*Comprehension Strategy: Summarize
*High-Frequency Words: she, take, what, up
*Vocabulary: Alphabetize
*Fluency: Accuracy
*Writing: Fantasy Story
*Conventions: Subjects of Sentences
*Spelling Test: Short i words
*Monitor Progress: SI: Read the Words (Day 5, page 65e)
OL: Read the Sentences (Day 5, page 65f)
A: Advanced Selection (Day 5, page 65m)
Fluency Expectation: N/A
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 1, Week 3
Approximate Timeline: 1 Week
Big Idea: How are people and animals important to one another?
Essential Question: How do animals help people?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2: I can say my letter sounds. *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can break apart a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.b: I can decode regularly spelled one-syllable words. *CC.1.R.F.4: I can read accurately and fluently, which helps me comprehend what I read.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.7: I can find an illustration in a story and describe it. I can explain why an illustration is part of the page it is on. I can explain what part of the story the illustration is about.
Informational Text:
Speaking/Listening: *CC.1.SL.4: I can describe characters, places, and events by providing details about them and how I feel about them.
*Story of the Week: The Big Blue Ox (Animal Fantasy)
*Count, Segment, and Blend Phonemes
*Plural –s, Consonant s /z/
*Vowel sound: Short o
*Spelling: Short o words
*Comprehension Skill: Character and Setting
*Comprehension Strategy: Visualize
*High-Frequency Words: blue, little, from, use, get, help
*Spelling Test: Short o words
*Monitor Progress: SI: Read the Words (Day 5, page 93e)
OL: Read the Sentences (Day 5, page 93f)
A: Advanced Selection (Day 5, page 93m)
Fluency Expectation: N/A
*Vocabulary: Synonyms
Language: *CC.1.L.1.j: I can write simple and compound sentences. *Fluency: Appropriate Rate *CC.1.L.2.d: I can spell some common irregular words.
Writing: *Writing: Short Poem
*CC.1.W.5: I can answer questions, add details, and explain my
writing to others. *Conventions: Predicates
Resources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, A Kid’s Best Friend Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 1, Week 4
Approximate Timeline: 1 Week
Big Idea: How are people and animals important to one another?
Essential Question: How do wild animals take care of their babies?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.3.f: I can read words with inflectional endings. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.2: I can identify and understand the main topic of what I read. I can retell the main topic of a text. I can retell key details of a text.
Speaking/Listening: *CC.1.SL.1.b: I can listen to what others say and the respond to them.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.j: I can write simple and compound sentences. *CC.1.L.2.b: I can end sentences I write with punctuation.
*Story of the Week: A Fox and a Kit (Literary Nonfiction)
*Blend and Segment Phonemes
*Onset and Rime
*Inflected ending –s
*Inflected ending -ing
*Spelling: Inflected ending -s
*Comprehension Skill: Main Idea and Details
*Comprehension Strategy: Important Ideas
*High-Frequency Words: eat, four, five, her, this, too
*Spelling Test: Inflected ending -s
*Monitor Progress: SI: Read the Words (Day 5, page 119e)
OL: Read the Sentences (Day 5, page 119f)
A: Advanced Selection (Day 5, page 119m)
Fluency Expectation: N/A
Writing: *CC.1.W.3: I can write a sentence to introduce a topic. I can *Vocabulary: Alphabetize write about the events of a story. I can tell the order of events in a story. *Fluency: Accuracy and Appropriate Rate
*Writing: Personal Narrative
*Conventions: Declarative Sentences
Resources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Jungle Drum Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 1, Week 5
Approximate Timeline: 1 Week
Big Idea: How are people and animals important to one another?
Essential Question: Which wild animals live in our neighborhood?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3: I can decode words.
*CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read. *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details.
Informational Text: *CC.1.R.I.2: I can identify and understand the main topic of what I read. I can retell the main topic of a text. I can retell key details of a text.
Speaking/Listening: *CC.1.SL.4: I can describe characters by providing details about them and how I feel about them. I can describe places by providing details about them and how I feel about them. I can describe events by providing details about them and how I feel about them.
*Story of the Week: Get the Egg! (Realistic Fiction)
*Segment and Blend Phonemes
*Vowel Sound: Short e
*Initial Consonant Blends
*Spelling: Short e Words
*Comprehension Skill: Main Idea and Details
*Comprehension Strategy: Story Structure
*High-Frequency Words: saw, tree, your, small
*Vocabulary: Sort Words
*Fluency: Appropriate Phrasing
*Spelling Test: Short e Words
*Monitor Progress: SI: Read the Words (Day 5, page 145e)
OL: Read the Sentences (Day 5, page 145f)
A: Advanced Selection (Day 5, page 145m)
Fluency Expectation: N/A
Language: *Writing: Realistic Story *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.j: I can write simple and compound sentences.
*Conventions: Interrogative Sentences
Writing: *CC.1.W.3: I can write a sentence to introduce a topic. I can write about the events of a story. I can tell the order of events in a story. *CC.1.W.5: I can answer questions, add details, and explain my writing to others.
Resources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Jungle Drum Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 1, Week 6
Approximate Timeline: 1 Week
Big Idea: How are people and animals important to one another?
Essential Question: What can we learn about wild animals by watching them?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.7: I can study the pictures in a text to learn more about a topic. I can explain how pictures in a text are helpful in learning about a topic. *CC.1.R.I.8: I can read a text and identify the authors’ key points. I can look for reasons an author gives to say why his or her ideas make sense. I can identify the reasons an author gives to support points in a text.
Speaking/Listening: *CC.1.SL.1.b: I can listen to what others say and then respond to them.
Language:
*Story of the Week: Animal Park (Literary Nonfiction)
*Segment and Blend Onset and Rime
*Vowel Sound: Short u
*Final Consonant Blends
*Spelling: Short u Words with Final Consonant Blends
*Comprehension Skill: Cause and Effect
*Comprehension Strategy: Text Structure
*High-Frequency Words: home, many, them, into
*Vocabulary: Antonyms
*Spelling Test: Short u Words with Final Consonant Blends
*Monitor Progress: SI: Read the Words (Day 5, page 171e)
OL: Read the Sentences (Day 5, page 171f)
A: Advanced Selection (Day 5, page 171o)
*Unit 1 Test
*Writing Prompt: Personal Narrative
Fluency Expectation: N/A
*CC.1.L.2.d: I can spell some common irregular words. *Fluency: Appropriate Phrasing *CC.1.L.1.j: I can write simple and compound sentences.
Writing: *Writing: Writing for Tests
*CC.1.W.2: I can write a topic sentence with supporting details. *Conventions: Exclamatory Sentences
Resources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Jungle Drum Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 2, Week 1
Approximate Timeline: 1 Week
Big Idea: What is a community?
Essential Question: What does a family do together?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.3.a: I can read and spell words with common consonant digraphs *CC.1.R.F.4: I can read accurately and fluently, which helps me comprehend what I read.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask others questions about what I read.
Informational Text:
Speaking/Listening: *CC.1.SL.4: I can describe characters by providing details about them and how I feel about them. I can describe places by providing details about them and how I feel about them. I can describe events by providing details about them and how I feel about them.
*Story of the Week: A Big Fish for Max (Literary Nonfiction)
*Blend and Segment Phonemes and Words
*Consonant Digraphs sh, th
*Vowel sound in ball
*Spelling: Words with sh, th
*Comprehension Skill: Sequence
*Comprehension Strategy: Predict and Set Purpose
*High-Frequency Words: said, want, good, catch, no, put
*Spelling Test: Words with sh, th
*Monitor Progress: SI: Read the Words (Day 5, page 43e)
OL: Read the Sentences (Day 5, page 43f)
A: Advanced Selection (Day 5, page 43m)
Fluency Expectation: N/A
*Vocabulary: Sort Words
Language: *CC.1.L.2.d: I can spell some common irregular words. *Fluency: Accuracy and Appropriate Rate *CC.1.L.1.c: I can write or talk about the past, present, and future by using verb tenses.
*Writing: Friendly Letter
Writing: *CC.1.W.2: I can write a topic sentence with supporting details. *Conventions: Common Nouns
Resources: Reading Street (Unit 2) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Walk Around A City Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 2, Week 2
Approximate Timeline: 1 Week
Big Idea: What is a community?
Essential Question: How is a school a community?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.a.: I can read short and long vowel words. *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.b: I can decode regularly spelled one-syllable words. *CC.1.R.F.3.c: I can identify the mean –e at the end of a word. *CC.1.R.F.4. b.: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.2: I can tell my teacher and other students’ stories I know, remembering the important details and the main idea of each story. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask others questions about what I read.
Informational Text: *CC.1.R.I.8: I can read a text and identify the authors’ key points. I can look for reasons an author gives to say why his or her ideas make sense. I can identify the reasons an author gives to support points in a text.
Speaking/Listening: *CC.1.SL.4: I can describe characters by providing details about them and how I feel about them. I can describe places by providing
*Story of the Week: The Farmer in the Hat (Realistic Fiction)
*Distinguish Long and Short Vowels
*Segment and Blend Phonemes
*Long a: a_e
*Consonants c/s/, g/j/
*Spelling: Words with Long a
*Comprehension Skill: Cause and Effect
*Comprehension Strategy: Monitor and Clarify
*High-Frequency Words: could, be, old, paper, of, horse
*Spelling Test: Words with Long a
*Monitor Progress: SI: Read the Words (Day 5, page 77e)
OL: Read the Sentences (Day 5, page 77f)
A: Advanced Selection (Day 5, page 77m)
Fluency Expectation: N/A
details about them and how I feel about them. I can describe events *Vocabulary: Time and Order Words by providing details about them and how I feel about them.
Language: *Fluency: Appropriate Phrasing
*CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.j: I can write simple and compound sentences. *Writing: Brief Composition *CC.1.L.1: I can use Standard English when writing or speaking. *CC.1.L.2.a: I can capitalize dates and names of people.
*Conventions: Proper Nouns Writing: *CC.1.W.2: I can write a topic sentence with supporting details.
Resources: Reading Street (Unit 2) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Walk Around A City Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 2, Week 3
Approximate Timeline: 1 Week
Big Idea: What is a community?
Essential Question: Who works to make our community a nice place?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.a.: I can read short and long vowel words. *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3.a: I can read and spell words with common consonant digraphs *CC.1.R.F.3.b: I can decode regularly spelled one-syllable words. *CC.1.R.F.3.c: I can identify the mean –e at the end of a word. *CC.1.R.F.4. b.: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.8: I can read a text and identify the authors’ key points. I can look for reasons an author gives to say why his or her ideas make sense. I can identify the reasons an author gives to support points in a text. *CC.1.R.I.2: I can identify and understand the main topic of what I read. I can retell the main topic of a text. I can retell key details of a text.
*Story of the Week: Who Works Here? (Expository Text)
*Distinguish Long and Short Vowels
*Segment and Blend
*Long i: i_e
*Consonant Digraphs wh, ch, tch, ph
*Spelling: Words with Long i
*Comprehension Skill: Author’s Purpose
*Comprehension Strategy: Important Ideas
*High-Frequency Words: people, live, work, who, out
*Spelling Test: Words with Long i
*Monitor Progress: SI: Read the Words (Day 5, page 103e)
OL: Read the Sentences (Day 5, page 103f)
A: Advanced Selection (Day 5, page 103m)
Fluency Expectation: N/A
Speaking/Listening: *CC.1.SL.1: I can follow rules when discussing topics with *Vocabulary: Directional Words others.
Language: *Fluency: Appropriate Phrasing
*CC.1.L.1: I can use Standard English when writing or speaking. *CC.1.L.2.a: I can capitalize dates and names of people. *Writing: Explanation
Writing: *Conventions: Special Titles *CC.1.W.2: I can write a topic sentence with supporting details.
Resources: Reading Street (Unit 2) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Walk Around A City Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 2, Week 4
Approximate Timeline: 1 Week
Big Idea: What is a community?
Essential Question: How do animal communities work together to survive?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.a.: I can read short and long vowel words. *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4. b.: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask others questions about what I read. *CC.1.R.L.5: I can tell the difference between fiction and nonfiction stories.
Informational Text: *CC.1.R.I.3: I can talk about how two characters are connected in a text. I can talk about how tow events are connected in a text. I can talk about how two ideas are connected in a text. I can talk about how two pieces of information are connected in a text.
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.5.a: I can provide real-world examples of words.
*CC.1.L.1: I can use Standard English when writing or speaking. *CC.1.L.2.a: I can capitalize dates and names of people.
Writing:
*Story of the Week: The Big Circle (Fiction)
*Distinguish Long and Short Vowels
*Segment and Blend
*Long o: o_e
*Contractions
*Spelling: Words with Long o
*Comprehension Skill: Sequence
*Comprehension Strategy: Inferring
*High-Frequency Words: there, down, inside, now, together
*Vocabulary: Sort Words
*Fluency: Accuracy and Rate
*Writing: Poem
*Conventions: Proper Nouns: Days, Months, Holidays
*Spelling Test: Words with Long o
*Monitor Progress: SI: Read the Words (Day 5, page 137e)
OL: Read the Sentences (Day 5, page 137f)
A: Advanced Selection (Day 5, page 137m)
Fluency Expectation: N/A
Resources: Reading Street (Unit 2) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, A Frog in the Bog Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 2, Week 5
Approximate Timeline: 1 Week
Big Idea: What is a community?
Essential Question: How are plant and animal communities important to each other?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.a.: I can read short and long vowel words. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4. b.: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.8: I can read a text and identify the authors’ key points. I can look for reasons an author gives to say why his or her ideas make sense. I can identify the reasons an author gives to support points in a text. *CC.1.R.I.7: I can study the pictures in a text to learn more about a topic. I can explain how pictures in a text are helpful in learning about a topic.
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.c: I can write or talk about the past, present, and future by using verb tenses.
Writing: *CC.1.W.5: I can answer questions, add details, and explain my writing to others. *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: Life in the Forest (Expository Text)
*Distinguish Long and Short Vowels
*Segment and Blend
*Long u: u_e
*Inflected Ending -ed
*Spelling: Words with Long u
*Comprehension Skill: Author’s Purpose
*Comprehension Strategy: Background Knowledge
*High-Frequency Words: grow, food, around, find, water, under
*Vocabulary: Context Clues
*Fluency: Appropriate Phrasing
*Writing: Description
*Conventions: Singular and Plural Nouns
*Spelling Test: Words with Long u
*Monitor Progress: SI: Read the Words (Day 5, page 169e)
OL: Read the Sentences (Day 5, page 169f)
A: Advanced Selection (Day 5, page 169m)
Fluency Expectation: N/A
Resources: Reading Street (Unit 2) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, A Frog in the Bog Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 2, Week 6
Approximate Timeline: 1 Week
Big Idea: What is a community?
Essential Question: How is an insect community like a community of people?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.a.: I can read short and long vowel words. *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.c: I can identify the mean –e at the end of a word. *CC.1.R.F.3.d: I can identify the number of syllables in a printed word. *CC.1.R.F.4: I can read accurately and fluently, which helps me comprehend what I read.
Literature:
Informational Text: *CC.1.R.I.3: I can talk about how two characters are connected in a text. I can talk about how tow events are connected in a text. I can talk about how two ideas are connected in a text. I can talk about how two pieces of information are connected in a text. *CC.1.R.I.4: I can ask questions about words or phrases I don’t understand in a text.
Speaking/Listening: *CC.1.SL.2: I can ask and answer questions about a text read aloud to me. I can ask and answer questions about information presented visually, such as a photograph or a video. I can ask and answer questions about information presented orally, such as a speech or conversation.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.c: I can write or talk about the past, present, and future by using verb tenses.
Writing: *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: Honey Bees (Expository Text)
*Distinguish Long and Short Vowels
*Segment and Blend
*Long e: e, ee
*Syllables VC/CV
*Spelling: Words with Long e
*Comprehension Skill: Compare and Contrast
*Comprehension Strategy: Questioning
*High-Frequency Words: family, other, also, their, some, new
*Vocabulary: Antonyms
*Fluency: Accuracy and Appropriate Rate
*Writing: Writing for Tests
*Conventions: Nouns in Sentences
*Spelling Test: Words with Long e
*Monitor Progress: SI: Read the Words (Day 5, page 201e)
OL: Read the Sentences (Day 5, page 201f)
A: Advanced Selection (Day 5, page 201o)
*Unit 2 Test
*Writing Prompt: Letter
Fluency Expectation: N/A
Resources: Reading Street (Unit 2) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, A Frog in the Bog Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 3, Week 1
Approximate Timeline: 1 Week
Big Idea: What is changing in our world?
Essential Question: How do places change?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.d: I can identify the number of syllables in a printed word. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read.
Informational Text: *CC.1.R.I.3: I can talk about how two characters are connected in a text. I can talk about how two events are connected in a text. I can talk about how two ideas are connected in a text. I can talk about how two pieces of information are connected in a text.
Speaking/Listening: *CC.1.SL.5: I can add drawings or other visuals to add to my ideas, thoughts, or feelings.
Language: *CC.1.L.2.e: I can try to spell a word by sound it out. *CC.1.L.1.e: I can write or talk about the past, present, and future by using verb tenses.
Writing: *CC.1.W.3: I can write a sentence to introduce a topic. I can write about the events of a story. I can tell the order of events in a story.
*Story of the Week: A Place to Play (Realistic Fiction)
*Segment and Blend Phonemes
*Add Initial Phonemes
*Vowel Sounds of y
*Syllable Pattern CV
*Spelling: Vowel Sounds of y
*Comprehension Skill: Sequence
*Comprehension Strategy: Summarize
*High-Frequency Words: things, always, day, become, nothing, stays, everything
*Vocabulary: Antonyms
*Fluency: Accuracy and Rate
*Writing: Realistic Story
*Conventions: Action Verbs
*Spelling Test: Vowel Sounds of y
*Monitor Progress: SI: Read the Words (Day 5, page 43e)
OL: Read the Sentences (Day 5, page 43f)
A: Advanced Selection (Day 5, page 43m)
Fluency Expectation: 20-30 Words
Resources: Reading Street (Unit 3) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Mr. George Baker Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 3, Week 2
Approximate Timeline: 1 Week
Big Idea: What is changing in our world?
Essential Question: What do we learn as we grow and change?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.3.b: I can decode regularly spelled one-syllable words. *CC.1.R.F.3.e: I can decode two syllable words. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read. *CC.1.R.L.4: I can find words in a text that describe a character’s or narrator’s feelings. I can find words in a text that describe people, places, or things using smell, taste, touch, sight, or hearing.
Informational Text:
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.c: I can write or talk about the past, present, and future by using verb tenses.
Writing: *CC.1.W.1: I can write a topic sentence. I can write a sentence that says how I feel about a topic or book I am reading. I can write a sentence that explains how I feel about a book or a text I am reading. *CC.1.W.5: I can answer questions, add details, and explain my writing to others.
*Story of the Week: Ruby in Her Own Time (Animal Fantasy)
*Segment and Blend Phonemes
*Add Initial and Final Phonemes
*Consonant Patterns ng, nk
*Compound Words
*Spelling: Words with ng, nk
*Comprehension Skill: Compare and Contrast
*Comprehension Strategy: Inferring
*High-Frequency Words: ever, sure, were, enough, every , any, own
*Vocabulary: Synonyms
*Fluency: Appropriate Phrasing
*Writing: Comments About a Story
*Conventions: Verbs that Add -s
*Spelling Test: Words with ng, nk
*Monitor Progress: SI: Read the Words (Day 5, page 83e)
OL: Read the Sentences (Day 5, page 83f)
A: Advanced Selection (Day 5, page 83m)
Fluency Expectation: 20-30 Words
Resources: Reading Street (Unit 3) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Mr. George Baker Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 3, Week 3
Approximate Timeline: 1 Week
Big Idea: What is changing in our world?
Essential Question: What can we learn about animals as they grow and change?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.f: I can read words with inflectional endings. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.3: I can talk about how two characters are connected in a text. I can talk about how two events are connected in a text. I can talk about how two ideas are connected in a text. I can talk about how two pieces of information are connected in a text.
*CC.1.R.I.4: I can ask questions about words or phrases I don’t understand in a text.
Speaking/Listening: *CC.1.SL.4: I can describe characters, events, and places by providing details about them and how I feel about them.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1: I can use Standard English when writing or speaking. *CC.1.L.1.c: I can write or talk about the past, present, and future by using verb tenses.
Writing: *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: The Class Pet (Expository Text)
*Segment and Blend Phonemes
*Add Initial and Final Phonemes
*Ending –es, Plural -es
*Vowels: r-Controlled or, ore
*Spelling: Words with -es
*Comprehension Skill: Fact and Opinion
*Comprehension Strategy: Monitor and Clarify
*High-Frequency Words: very, car, away, our, house, school, friends
*Vocabulary: Descriptive Words
*Fluency: Appropriate Phrasing
*Writing: Writing for Tests
*Conventions: Verbs That Do Not Add -s
*Spelling Test: Words with -es
*Monitor Progress: SI: Read the Words (Day 5, page 117e)
OL: Read the Sentences (Day 5, page 117f)
A: Advanced Selection (Day 5, page 117m)
Fluency Expectation: 20-30 Words
Resources: Reading Street (Unit 3) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Mr. George Baker Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 3, Week 4
Approximate Timeline: 1 Week
Big Idea: What is changing in our world?
Essential Question: What changes happen in a garden?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3.f: I can read words with inflectional endings. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read. *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.7: I can find an illustration in a story and describe it. I can explain why an illustration is part of the page it is on. I can explain what part of the story the illustration is about.
Informational Text:
Speaking/Listening: *CC.1.SL.4: I can describe characters, events, and places by providing details about them and how I feel about them.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.j: I can write simple and compound sentences. *CC.1.L.1.e: I can write or talk about the past, present, and future by using verb tenses.
Writing: *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: Frog and Toad Together (Animal Fantasy)
*Isolate Phonemes
*Add Phonemes
*Inflected Endings
*Vowels: r-Controlled ar
*Spelling: Words with -ed
*Comprehension Skill: Author’s Purpose
*Comprehension Strategy: Visualize
*High-Frequency Words: few, afraid, read, soon, how, again
*Vocabulary: Dictionary/Glossary
*Fluency: Expression and Intonation
*Writing: Lists
*Conventions: Verbs For Past and Future
*Spelling Test: Words with -ed
*Monitor Progress: SI: Read the Words (Day 5, page 149e)
OL: Read the Sentences (Day 5, page 149f)
A: Advanced Selection (Day 5, page 149m)
Fluency Expectation: 25-35 Words
Resources: Reading Street (Unit 3) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, What Makes the Seasons? Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 3, Week 5
Approximate Timeline: 1 Week
Big Idea: What is changing in our world?
Essential Question: What changes can be seen in nature?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.3: I can talk about how two characters are connected in a text. I can talk about how two events are connected in a text. I can talk about how two ideas are connected in a text. I can talk about how two pieces of information are connected in a text.
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.e: I can write or talk about the past, present, and future by using verb tenses.
Writing: *CC.1.W.5: I can answer questions, add details, and explain my writing to others. *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: I’m a Caterpillar (Literary Nonfiction)
*Isolate Phonemes
*Add Phonemes
*Vowels: r-Controlled er, ir, ur
*Contractions ‘s, ‘ve, ‘re
*Spelling: Words with er, ir, ur
*Comprehension Skill: Fact and Opinion
*Comprehension Strategy: Text Structure
*High-Frequency Words: know, push, done, wait, visit
*Vocabulary: Dictionary/Glossary
*Fluency: Expression and Intonation
*Writing: Captions and Pictures
*Conventions: Verbs Am, Is, Are, Was, Were
*Spelling Test: Words with er, ir, ur
*Monitor Progress: SI: Read the Words (Day 5, page 181e)
OL: Read the Sentences (Day 5, page 181f)
A: Advanced Selection (Day 5, page 181m)
Fluency Expectation: 25-35 Words
Resources: Reading Street (Unit 3) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, What Makes the Seasons? Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 3, Week 6
Approximate Timeline: 1 Week
Big Idea: What is changing in our world?
Essential Question: What do animals do when the seasons change?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.f: I can read words with inflectional endings. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read. *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details.
Informational Text:
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.j: I can write simple and compound sentences. *CC.1.L.1: I can use Standard English when writing or speaking.
Writing: *CC.1.W.3: I can write a sentence to introduce a topic. I can write about the events of a story. I can tell the order of events in a story.
*Story of the Week: Where Are My Animal Friends? (Drama)
*Segment and Blend
*Change Initial Phonemes
*Comparative Endings
*Consonant Pattern -dge
*Spelling: Words with –er, -est
*Comprehension Skill: Draw Conclusions
*Comprehension Strategy: Background Knowledge
*High-Frequency Words: does, good-bye, before, won’t, oh, right
*Vocabulary: Context Clues
*Fluency: Expression and Intonation
*Writing: Play Scene
*Conventions: Contractions with Not
*Spelling Test: Words with -er, -est
*Monitor Progress: SI: Read the Words (Day 5, page 217e)
OL: Read the Sentences (Day 5, page 217f)
A: Advanced Selection (Day 5, page 217o)
*Unit 3 Test
*Writing Prompt: Expository Article
Fluency Expectation: 25-35 Words
Resources: Reading Street (Unit 3) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, What Makes the Seasons? Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 4, Week 1
Approximate Timeline: 1 Week
Big Idea: What do we treasure?
Essential Question: How can a surprise be a treasure?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.c: I identify the mean –e at the end of a word. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read. *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details.
Informational Text:
Speaking/Listening: *CC.1.SL.4: I can describe characters, events, and places by providing details about them and how I feel about them.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.5.d: I can describe how similar verbs like look, peek, and stare have slightly different meanings. I can describe how similar adjectives like large and gigantic have slightly different meanings.
Writing: *CC.1.W.3: I can write a sentence to introduce a topic. I can write about the events of a story. I can tell the order of events in a story. *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: Mama’s Birthday Present (Realistic Fiction)
*Segment and Blend
*Change Phonemes
*Vowel Digraphs ai, ay
*Singular and Plural Possessives
*Spelling: Words with ai, ay
*Comprehension Skill: Draw Conclusions
*Comprehension Strategy: Monitor and Clarify
*High-Frequency Words: give, surprise, would, enjoy, worry, about
*Vocabulary: Time and Order Words
*Fluency: Expression and Intonation
*Writing: Friendly Letter
*Conventions: Adjectives
*Spelling Test: Words with ai, ay
*Monitor Progress: SI: Read the Words (Day 5, page 51e)
OL: Read the Sentences (Day 5, page 51f)
A: Advanced Selection (Day 5, page 51m)
Fluency Expectation: 30-40 Words
Resources: Reading Street (Unit 4) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Out of the Ocean Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 4, Week 2
Approximate Timeline: 1 Week
Big Idea: What do we treasure?
Essential Question: How can a story be a treasure?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.c: I identify the mean –e at the end of a word. *CC.1.R.F.3.f: I can read words with inflectional endings. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.7: I can find an illustration in a story and describe it. I can explain why an illustration is part of the page it is on. I can explain what part of the story the illustration is about.
Informational Text:
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.5.c: I can provide real-world examples of words. *CC.1.L.1.f: I can use common adjectives and adverbs.
Writing: *CC.1.W.5: I can answer questions, add details, and explain my writing to others. *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: Cinderella (Fairy Tale)
*Segment and Blend
*Change Phonemes
*Vowel Digraph ea
*Adding Endings
*Spelling: Words with ea
*Comprehension Skill: Theme
*Comprehension Strategy: Visualize
*High-Frequency Words: draw, colors, over, drew, great, sign, show
*Vocabulary: Compound Words
*Fluency: Accuracy and Rate
*Writing: Invitation
*Conventions: Adjectives for Colors and Shapes
*Spelling Test: Words with ea
*Monitor Progress: SI: Read the Words (Day 5, page 87e)
OL: Read the Sentences (Day 5, page 87f)
A: Advanced Selection (Day 5, page 87m)
Fluency Expectation: 30-40 Words
Resources: Reading Street (Unit 4) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Out of the Ocean Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 4, Week 3
Approximate Timeline: 1 Week
Big Idea: What do we treasure?
Essential Question: What treasures can we find in our country?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.b: I can decode regularly spelled one-syllable words. *CC.1.R.F.3.c: I identify the mean –e at the end of a word. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.2: I can identify and understand the main topic of what I read. I can retell the main topic of a text. I can retell key details of a text. *CC.1.R.I.7: I can study the pictures in a text to learn more about a topic. I can explain how pictures in a text are helpful in learning about a topic.
Speaking/Listening: *CC.1.SL.4: I can describe characters, events, and places by providing details about them and how I feel about them.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.f: I can use common adjectives and adverbs.
Writing: *CC.1.W.5: I can answer questions, add details, and explain my writing to others. *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: A Trip to Washington, D.C. (Expository Text)
*Segment and Blend
*Change Phonemes
*Vowel Digraphs oa, ow
*Three-Letter Consonant Blends
*Spelling: Words with oa, ow
*Comprehension Skill: Facts and Details
*Comprehension Strategy: Important Ideas
*High-Frequency Words: once, found, wild, took, mouth
*Vocabulary: Sort Nouns and Verbs
*Fluency: Expression and Intonation
*Writing: Descriptive Poem
*Conventions: Adjectives for Size
*Spelling Test: Words with oa, ow
*Monitor Progress: SI: Read the Words (Day 5, page 119e)
OL: Read the Sentences (Day 5, page 119f)
A: Advanced Selection (Day 5, page 119m)
Fluency Expectation: 30-40 Words
Resources: Reading Street (Unit 4) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Out of the Ocean Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 4, Week 4
Approximate Timeline: 1 Week
Big Idea: What do we treasure?
Essential Question: Why do we treasure special places?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.a: I can read and spell words with common consonant digraphs. *CC.1.R.F.3.c: I identify the mean –e at the end of a word. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.1: I can ask questions about key details in a text. I can answer questions about key details in a text. *CC.1.R.I.2: I can identify and understand the main topic of what I read. I can retell the main topic of a text. I can retell key details of a text. *CC.1.R.I.4: I can ask questions about words or phrases I don’t understand in a text.
Speaking/Listening: *CC.1.SL.1: I can participate in conversations with my peers about grade 1 topics and texts.
Language: *CC.1.L.1.j: I can write simple and compound sentences. *CC.1.L.1.f: I can use common adjectives and adverbs.
Writing: *CC.1.W.3: I can write a sentence to introduce a topic. I can write about the events of a story. I can tell the order of events in a story.
*Story of the Week: A Southern Ranch (Expository Text)
*Segment and Blend
*Change Phonemes
*Vowel Digraphs ie, igh
*Consonant Patterns kn, wr
*Spelling: Words with ie, igh
*Comprehension Skill: Facts and Details
*Comprehension Strategy: Questioning
*High-Frequency Words: eight, moon, above, touch, laugh
*Vocabulary: Context Clues
*Fluency: Accuracy, Rate, and Expression
*Writing: Writing for Tests
*Conventions: Adjectives for What Kind
*Spelling Test: Words with ie, igh
*Monitor Progress: SI: Read the Words (Day 5, page 153e)
OL: Read the Sentences (Day 5, page 153f)
A: Advanced Selection (Day 5, page 153m)
Fluency Expectation: 35-45 Words
Resources: Reading Street (Unit 4) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Wilfrid Gordon McDonald Partridge Big Book, Sound-
Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 4, Week 5
Approximate Timeline: 1 Week
Big Idea: What do we treasure?
Essential Question: What treasures can we share at home?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4: I can comprehend what I read because I read with good accuracy and fluency.
Literature: *CC.1.R.L.2: I can tell my teacher and other students’ stories I know, remembering the important details and the main idea of each story. *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details.
Informational Text: *CC.1.R.I.7: I can study the pictures in a text to learn more about a topic. I can explain how pictures in a text are helpful in learning about a topic.
Speaking/Listening:
Language: *CC.1.L.1: I can use Standard English when writing or speaking. *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.2: I can use Standard English when capitalizing, using punctuation and spelling in my writing. *CC.1.L.1.f: I can use common adjectives and adverbs.
Writing: *CC.1.W.1: I can write a topic sentence. I can write a sentence that says how I feel about a topic or book I am reading. I can write a sentence that explains how I feel about a book or a text I am reading.
*Story of the Week: Peter’s Chair (Realistic Fiction)
*Segment and Blend
*Change Phonemes
*Compound Words
*Vowel Digraphs ue, ew, ui
*Spelling: Compound Words
*Comprehension Skill: Theme
*Comprehension Strategy: Story Structure
*High-Frequency Words: stood, room, thought, picture, remember
*Vocabulary: Dictionary/Glossary
*Fluency: Appropriate Phrasing
*Writing: Thank-You Note
*Conventions: Adjectives for How Many
*Spelling Test: Compound Words
*Monitor Progress: SI: Read the Words (Day 5, page 189e)
OL: Read the Sentences (Day 5, page 189f)
A: Advanced Selection (Day 5, page 189m)
Fluency Expectation: 35-45 Words
Resources: Reading Street (Unit 4) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Wilfrid Gordon McDonald Partridge Big Book, Sound-
Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 4, Week 6
Approximate Timeline: 1 Week
Big Idea: What do we treasure?
Essential Question: What treasures can we share with neighbors?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read.
Informational Text: *CC.1.R.I.8: I can read a text and identify the author’s key points. I can look for reasons an author gives to say why his or her ideas make sense. I can identify the reasons an author gives to support points in a text. *CC.1.R.I.7: I can study the pictures in a text to learn more about a topic. I can explain how pictures in a text are helpful in learning about a topic.
Speaking/Listening:
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.4.b: I can use parts of a word I recognize as clues to the meaning of the word. *CC.1.L.1.f: I can use common adjectives and adverbs.
Writing: *CC.1.W.2: I can write a topic sentence with supporting details. *CC.1.W.8: I can tell a story about myself using details.
*Story of the Week: Henry and Mudge and Mrs. Hopper’s House (Realistic Fiction)
*Segment and Blend
*Change Phonemes
*Suffixes -ly, -ful
*Vowel Sound in moon
*Spelling: Words with Suffixes -ly, -ful
*Comprehension Skill: Cause and Effect
*Comprehension Strategy: Predict and Set Purposes
*High-Frequency Words: told, only, across, because, dance, opened, shoes
*Vocabulary: Compound Words
*Fluency: Expression and Intonation
*Writing: Directions
*Conventions: Adjectives That Compare
*Spelling Test: Words with Suffixes -ly, -ful
*Monitor Progress: SI: Read the Words (Day 5, page 227e)
OL: Read the Sentences (Day 5, page 227f)
A: Advanced Selection (Day 5, page 227o)
*Unit 4 Test
*Writing Prompt: Realistic Story
Fluency Expectation: 35-45 Words
Resources: Reading Street (Unit 4) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Wilfrid Gordon McDonald Partridge Big Book, Sound-
Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 5, Week 1
Approximate Timeline: 1 Week
Big Idea: What difference can a great idea make?
Essential Question: When does a problem need a clever solution?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read. *CC.1.R.L.4: I can find words in a text that describe a character’s or narrator’s feelings. I can find words in a text that describe people, places, or things using smell, taste, touch, sight, or hearing.
Informational Text:
Speaking/Listening:
*Story of the Week: Tippy-Toe Chick, Go! (Animal Fantasy)
*Segment and Blend
*Remove Phonemes
*Diphthongs ow, ou
*Final Syllable -le
*Spelling: Words with ow
*Comprehension Skill: Character, Setting, and Plot
*Comprehension Strategy: Monitor and Clarify
*High-Frequency Words: along, behind, toward,
*Spelling Test: Words with ow
*Monitor Progress: SI: Read the Words (Day 5, page 51e)
OL: Read the Sentences (Day 5, page 51f)
A: Advanced Selection (Day 5, page 51m)
Fluency Expectation: 40-52 Words
Language: eyes, never, pulling *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.j: I can write simple and compound sentences.
*Vocabulary: Synonyms Writing: *CC.1.W.8: I can tell a story about myself using details. *Fluency: Accuracy, Rate, and Expression *CC.1.W.3: I can write a sentence to introduce a topic. I can write about the events of a story. I can tell the order of events in a story.
*Writing: Animal Fantasy
*Conventions: Imperative Sentences
Resources: Reading Street (Unit 5) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Digby Takes Charge Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 5, Week 2
Approximate Timeline: 1 Week
Big Idea: What difference can a great idea make?
Essential Question: How can we look at things in a different way?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.e: I can decode two syllable words. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read. *CC.1.R.L.4: I can find words in a text that describe a character’s or narrator’s feelings. I can find words in a text that describe people, places, or things using smell, taste, touch, sight, or hearing.
Informational Text:
Speaking/Listening: *CC.1.SL.1.a: I can follow rules when discussing topics with others.
*Story of the Week: Mole and the Baby Bird (Animal Fantasy)
*Segment and Blend
*Remove Phonemes
*Vowel Patterns ow, ou
*Syllables V/CV, VC/V
*Spelling: Words with ou
*Comprehension Skill: Draw Conclusions
*Comprehension Strategy: Background Knowledge
*High-Frequency Words: loved, wood, should, door
*Spelling Test: Words with ou
*Monitor Progress: SI: Read the Words (Day 5, page 89e)
OL: Read the Sentences (Day 5, page 89f)
A: Advanced Selection (Day 5, page 89m)
Fluency Expectation: 40-52 Words
Language: *CC.1.L.2.d: I can spell some common irregular words.
*CC.1.L.1.d: I can use pronouns like I, me, my, and they, them, their. *Vocabulary: Dictionary/Glossary
Writing: *Fluency: Accuracy, Rate, Expression, and *CC.1.W.2: I can write a topic sentence with supporting details. Appropriate Phrasing
*Writing: Letter to a Character
*Conventions: Pronouns
Resources: Reading Street (Unit 5) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Digby Takes Charge Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 5, Week 3
Approximate Timeline: 1 Week
Big Idea: What difference can a great idea make?
Essential Question: How do we solve mysteries?
CCSS / “I can…” Activities Assessments
Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.c: I can chop out a word and put it back together. *CC.1.R.F.3: I can decode words. *CC.1.R.F.3.f: I can read words with inflectional endings. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.3: I can talk about how two characters are connected in a text. I can talk about how two events are connected in a text. I can talk about how two ideas are connected in a text. I can talk about how two pieces of information are connected in a text. *CC.1.R.I.1: I can ask questions about key details in a text. I can answer questions about key details in a text.
*CC.1.R.I.7: I can study the pictures in a text to learn more about a topic. I can explain how pictures in a text are helpful in learning about a topic.
Speaking/Listening:
*Story of the Week: Dot & Jabber (Informational Fiction)
*Segment and Blend
*Remove and Add Phonemes
*Vowel Sound in foot: oo
*Inflected Endings
*Spelling: Words with oo
*Comprehension Skill: Compare and Contrast
*Comprehension Strategy: Monitor and Clarify
*High-Frequency Words: among, instead, another,
*Spelling Test: Words with oo
*Monitor Progress: SI: Read the Words (Day 5, page 129e)
OL: Read the Sentences (Day 5, page 129f)
A: Advanced Selection (Day 5, page 129m)
Fluency Expectation: 40-52 Words
none
Language: *CC.1.L.2.d: I can spell some common irregular words. *Vocabulary: Sort Nouns and Verbs *CC.1.L.1.j: I can write simple and compound sentences. *CC.1.L.1.d: I can use pronouns like I, me, my, and they, them, their. *Fluency: Expression and Intonation
Writing: *CC.1.W.8: I can tell a story about myself using details. *Writing: Questions *CC.1.W.5: I can answer questions, add details, and explain my writing to others. *Conventions: Pronouns I and Me
Resources: Reading Street (Unit 5) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Digby Takes Charge Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 5, Week 4
Approximate Timeline: 1 Week
Big Idea: What difference can a great idea make?
Essential Question: How can a great idea make our lives easier?
CCSS / “I can…” Activities Assessments Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.2: I can identify and understand the main topic of what I read. I can retell the main topic of a text. I can retell key details of a text. *CC.1.R.I.7: I can study the pictures in a text to learn more about a topic. I can explain how pictures in a text are helpful in learning about a topic.
Speaking/Listening: *CC.1.SL.2: I can ask and answer questions about a text read aloud to me. I can ask and answer questions about information presented visually, such as a photograph or video. I can ask and answer questions about information presented orally, such as a speech or conversation.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.4.b: I can use parts of a word I recognize as clues to the meaning of the word. *CC.1.L.1.d: I can use pronouns like I, me, my, and they, them, their.
Writing: *CC.1.W.5: I can answer questions, add details, and explain my writing to others. *CC.1.W.1: I can write a topic sentence. I can write a sentence that says how I feel about a topic or book I am reading. I can write a sentence that explains how I feel about a book or a text I am reading.
*Story of the Week: Simple Machines (Expository Text)
*Segment and Blend
*Change Phonemes
*Diphthongs oi, oy
*Suffixes -er, -or
*Spelling: Words with oi, oy
*Comprehension Skill: Main Idea and Details
*Comprehension Strategy: Summarize
*High-Frequency Words: goes, today, kinds, heavy, against
*Vocabulary: Context Clues
*Fluency: Appropriate Phrasing
*Writing: Advertisement
*Conventions: More About Pronouns
*Spelling Test: Words with oi, oy
*Monitor Progress: SI: Read the Words (Day 5, page 165e)
OL: Read the Sentences (Day 5, page 165f)
A: Advanced Selection (Day 5, page 165m)
Fluency Expectation: 45-60 Words
Resources: Reading Street (Unit 5) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Orville and Wilbur Wright Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 5, Week 5
Approximate Timeline: 1 Week
Big Idea: What difference can a great idea make?
Essential Question: How can a great idea change the way we live?
CCSS / “I can…” Activities Assessments Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words.
*CC.1.R.F.3.e: I can decode two-syllable words. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature:
Informational Text: *CC.1.R.I.3: I can talk about how two characters are connected in a text. I can talk about how tow events are connected in a text. I can talk about how two ideas are connected in a text. I can talk about how two pieces of information are connected in a text. *CC.1.R.I.6: I can look at pictures in a text and explain what I learned from them. I can compare what I see in pictures to the words that I read in a text.
Speaking/Listening: *CC.1.SL.2: I can ask and answer questions about a text read aloud to me. I can ask and answer questions about information presented visually, such as a photograph or video. I can ask and answer questions about information presented orally, such as a speech or conversation.
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.j: I can write simple and compound sentences. *CC.1.L.1: I can use Standard English when writing or speaking.
Writing: *CC.1.W.3: I can write a sentence to introduce a topic. I can write about the events of a story. I can tell the order of events in a story.
*Story of the Week: Alexander Graham Bell: A Great Inventor (Biography)
*Segment and Blend
*Change Phonemes
*Vowel Sound in ball: aw, au
*Syllable Patterns
*Spelling: Words with aw
*Comprehension Skill: Sequence
*Comprehension Strategy: Text Structure
*High-Frequency Words: early, learn, science, built, through
*Vocabulary: Compound Words
*Fluency: Expression and Intonation
*Writing: Writing for Tests
*Conventions: Adverbs
*Spelling Test: Words with aw
*Monitor Progress: SI: Read the Words (Day 5, page 201e)
OL: Read the Sentences (Day 5, page 201f)
A: Advanced Selection (Day 5, page 201m)
Fluency Expectation: 45-60 Words
Resources: Reading Street (Unit 5) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Orville and Wilbur Wright Big Book, Sound-Spelling
Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
CVCSD First Grade: ELA Curriculum Map
Grade Level: 1st Grade
Unit 5, Week 6
Approximate Timeline: 1 Week
Big Idea: What difference can a great idea make?
Essential Question: What can happen when someone has a new idea?
CCSS / “I can…” Activities Assessments Foundational Skills: *CC.1.R.F.2.b: I can blend sounds to make words including consonant blends. *CC.1.R.F.2.d: I can segment spoken single-syllable words into their complete sequence of individual sounds. *CC.1.R.F.3: I can decode words.
*CC.1.R.F.3.c: I can identify the number of syllables in a printed word. *CC.1.R.F.4.b: I can read orally with accuracy, fluency, and with expression.
Literature: *CC.1.R.L.3: I can identify characters, settings, and major events in a story, using key details. *CC.1.R.L.1: I can answer questions other people ask me about what I read. I can ask other questions about what I read.
Informational Text: *CC.1.R.I.7: I can study the pictures in a text to learn more about a topic. I can explain how pictures in a text are helpful in learning about a topic.
Speaking/Listening:
Language: *CC.1.L.2.d: I can spell some common irregular words. *CC.1.L.1.i: I can combine words such as during, beyond, above, and toward with other words. *CC.1.L.1.j: I can write simple and compound sentences.
Writing: *CC.1.W.2: I can write a topic sentence with supporting details.
*Story of the Week: The Stone Garden (Realistic Fiction)
*Segment and Blend
*Remove Phonemes
*Prefixes un-, re-
*Long o: o; Long i: i
*Spelling: Words with Prefixes un-, re-
*Comprehension Skill: Theme
*Comprehension Strategy: Inferring
*High-Frequency Words: carry, answered, poor, different
*Vocabulary: Time and Order Words
*Fluency: Appropriate Phrasing
*Writing: Poem
*Conventions: Prepositions and Prepositional Phrases
*Spelling Test: Words with Prefixes un-, re-
*Monitor Progress: SI: Read the Words (Day 5, page 241e)
OL: Read the Sentences (Day 5, page 241f)
A: Advanced Selection (Day 5, page 241o)
*Unit 5 Test
*Writing Prompt: Short Report
Fluency Expectation: 45-60 Words
End of Year Goal: 60 Words
Resources: Reading Street (Unit 5) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Orville and Wilbur Wright Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components
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