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POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 1
THEME 1: I Am Your Friend
STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic principle)
to decode and encode words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after reading
through strategies such as think aloud,
retelling, summarizing, connecting to prior
knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Short vowel /ă/ ( -at, -ap)
Phonemic Awareness
Rhyming words
Blending sounds
Identify phonemes
Spelling
Words with short vowel /ă/
a, at, hat, cat, can, cap, tap, map,
mad, the
Vocabulary
Story words: down, got, up
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Comprehension
Sequence
Fluency
Reread selection
Act out story
Teaching Tools
Teacher‟s Edition – Volume 1-1
Student anthology
Vocabulary flashcards: down, got, up
Audio text 1
Intervention Kits
Intervention Stations
Transparencies: #1, 2, 109, 3
Oo-pples and Boo-noo-noos: Song: “I
Make Myself Welcome”
Word builder/letter cards
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book of Rhymes
Books for All Learners
Below-Level: A Hat
On – Level: Max
Advanced: A Hat for Sam
ELL: Look at Me!
Decodable Book #1
Pat
Nan Cat
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 2
THEME 1: I Am Your Friend
STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Narrative Elements
Characters
Settings
Genre
Realistic Fiction
Writer’s Craft
Sentences
Prompt: Friendship
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Sometimes By Keith Baker
Related Books
Just Look at You! By Jillian Cutting
Look What I Can Do By Jose Aruego
I Like It When By Mary Murphy
A Hat for Minerva Louise By Janet Morgan
Stoeke
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Weather icons, wind
Social Studies:
Math: Hat charts
Writing: What friends do
Reading Center: Rhyming words game
Computer: Hat Mural
Art: Make a hat
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 3
THEME 1: I Am Your Friend
STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Writing Basic Sentences
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 4
THEME 1: I Am Your Friend
STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Speaking/Listening
Group story
Grammar
Writing Basic Sentences
Recite a Rhyme
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 5
THEME 1: I Am Your Friend
STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information
from a variety of sources, analyzing and
evaluating the quality of information they obtain
to answer research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information
from a variety of sources for a variety of
purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing Harcourt
and Cross Curricular topics.
Computer
Hat Mural
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 6
Book 1-1 THEME 1: I am Your Friend
STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Short vowel /ă/ ( -at, -ap)
Phonemic Awareness
Rhyming words
Blending sounds
Identify phonemes
Spelling
Words with short vowel /ă/
a, at, hat, cat, can, cap, tap, map,
mad, the
Vocabulary
Story words: down, got, up
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable Books,
as well as the anthology.
Comprehension
Sequence
Fluency
Reread selection
Act out story
Teaching Tools
Teacher‟s Edition – Volume 1-1
Student anthology
Vocabulary flashcards: down, got, up
Audio text 1
Intervention Kits
Intervention Stations
Transparencies: #1, 2, 109, 3
Oo-pples and Boo-noo-noos: Song: “I
Make Myself Welcome”
Word builder/letter cards
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book of Rhymes
Books for All Learners
Below-Level: A Hat
On – Level: Max
Advanced: A Hat for Sam
ELL: Look at Me!
Decodable Book #1
Pat
Nan Cat
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 7
Book 1-1 THEME 1: I am Your Friend
STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Narrative elements
Characters
Genre
Fiction
Poetry - “Kittens” Text to text connection
Writer’s Craft
Prompt-Friendship/Family/Self
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Sometimes By Keith Baker
Related Books
The Birthday Cake; By Joy Cowley
Cat Traps; By Molly Coxe
Mama Cat Has Three Kittens; By Denise
Fleming
Oh, Cats!; By Nola Buck
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Make a poster to label the
parts of a cat
Social Studies: Birthday customs
Math: Create animal math problems
Art: Animal bag puppets
Letter & Word Center: Word ladders
Computer: Coloring words
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 8
Book 1-1 THEME 1: I am Your Friend
STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Writing Basic Sentences
Recite a Rhyme
Making connections
Phonics
Theme 2 Practice Book
Phonics Practice Book
Phonics Express CD-ROM
Teaching Tools
Teacher‟s Edition – Volume 1
Big Alphabet Cards: Mm, Ss, Rr, Tt
High Frequency Word Cards: a; my; the
Picture/Word Cards
Alphabet Patterns/Story Patterns
Letter and Sound Charts/Sentence Strips (
# 1, # 4, # 24, and # 11)
Tactile Letter Cards: m, s, r, t
Magnetic Letters: a, b, c
Write On/Wipe-Off Boards
Letters and Sounds Place Mat
English-Language Learners Kit
Teacher‟s Resource Book
Oo-pples and Boo-noo-noos
Intervention Kit
Assessment Handbook
Group Inventory
Theme 2 Test
Optional Seasonal Literature and Activities
Johnny Appleseed
Autumn
Leaves
Apples
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 9
Book 1-1 THEME 1: I am Your Friend
STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information
from a variety of sources, analyzing and
evaluating the quality of information they obtain
to answer research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Dramatize the story
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Cross Curricular Integration/Learning Centers
Writing: All about me, Write about things
you do after school, Write what the class
likes to do
Science: Draw and label a picture of
themselves
Social Studies: My friends and I, Show
something you like on a hand cutout
Sand and Water: Writing Ss
Math: Number correspondence, “Me”
mobile using shapes, Pattern friendship
necklace
Dramatic Play: Workers in the
neighborhood, Imitate sounds and
actions of an animal
Block: Compare colors and materials in a
block tower, Build a zoo
Art: Make a mouse, Draw a picture to
show something special about yourself,
Use dough to form the letter Tt and things
that begin with /t/, Sponge prints for
letters Mm, Rr, and Tt
Letter and Words: High frequency words,
Letter lineup, letter game
Literacy: Write and read about me
Listening: Record information about
yourself
Manipulative: Rhyming words
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 10
Book 1-1 THEME 1: I am Your Friend
STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology to
locate, evaluate, and collect information from a
variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and what
purposes they may serve.
Computer
Coloring words
Handwriting Without Tears (daily)
Kid Writing
Alphabet
Kid Crowns
Word Wall
Word Family Houses
Craft of Writing books
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 11
Book 1-1 THEME 1: I Am Your Friend
STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Short vowel /ĭ/
Inflections: -ill, -it,
Contractions: ‘s
Phonemic Awareness
Phoneme isolation
Phoneme blending
Vocabulary
Story words: make, they, walk
Introduce words from the attached Dolch
Word list (First Grade list) as appropriate to
correlate with Independent Readers,
Decodable Books, as well as the
anthology.
Spelling Words
in, pin, pig, yes, wig, win, fin, am, and,
pan
Comprehension
Details
Decoding
Fluency
Echo reading
Choral reading
Partner/ small reading groups
Teaching Tools
Teacher‟s Edition – Volume 1-1
Student anthology
Vocabulary flashcards: make, they,
walk
Audio text 1
Intervention Kits
Intervention Stations
Transparencies: #7, 8, 9, 108
Oopples and Boonoonoos
Word builder/letter cards
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Books for All Learners
Below-Level: What Do They Make?
On – Level: Will Ants Come?
Advanced: Two Little Ants
ELL: Bugs
Decodable Book #3
Sid
Tim and Pip
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 12
Book 1-1 THEME 1: I Am Your Friend
STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts and
opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students read
and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Author’s Purpose
To find information about ants
Genre
Non-Fiction with focus on things in the
real world and real photographs
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
All I Am by Eileen Roe
Related Books
I Like Books; By Margaret Wise Brown
What I See; By Holly Keller
In the Park; By Graham Meadows
In the Small, Small Pond; By Denise
Fleming
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Animal homes, Ants
Social Studies: All about me poster,
Compare ants to people
Math: Numbers
Writing: Sentence frames using alike
and different, Write about how ants
work together
Computer: Create a short /ĭ/ book
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 13
Book 1-1 THEME 1: I Am Your Friend
STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for
different purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prompt-Friendship/Family/Self
A class story
Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Writing Basic Sentences
Recite a Rhyme
Making connections
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 14
Book 1-1 THEME 1: I Am Your Friend
STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information
from a variety of sources, analyzing and
evaluating the quality of information they
obtain to answer research questions.
A. Generate appropriate questions about
a topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Act out the story
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing Harcourt
and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 15
Book 1-1 THEME 1: I Am Your Friend
STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology to
locate, evaluate, and collect information from a
variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and what
purposes they may serve.
Computer
Create a short /ĭ/ book
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 16
Book 1-1 THEME 2: Just For Fun
STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Phoneme Isolation, focus on final /k/
Phoneme Segmentation, focus on /k/
Phoneme blending, focus on /ĭ/ and /ă/
Digraph /k/ ck
Phonograms –ick, -ink
Contraction ‘ll
Vocabulary
Story words: help, now, play, too, want
Introduce words from the attached Dolch
Word list (First Grade list) as appropriate to
correlate with Independent Readers,
Decodable Books, as well as the
anthology.
Spelling Words
pick, pack, tack, back, sack, sick, big, is,
they, walk
Comprehension
Listen and respond
Build concept vocabulary
Develop listening comprehension
Sequence
Make and confirm predictions
Fluency
Choral Reading
Echo Reading
Partner Reading
Teaching Tools
Teacher‟s Edition – Volume 1-1
Student anthology: Volume 1-1
Big Book: Let‟s Go Visiting
Oo-pples and Boo-noo-noos: Songs and
Activities for Phonemic Awareness:
Clickety- Clack
Vocabulary flashcards: help, now, play,
too, want
Audio text 1
Intervention Kits
Intervention Stations
Transparencies: # 10, 11, 12, 105
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Books for All Learners
Below-Level: Play Ball!
On – Level: On a Raft
Advanced: Rick is Sick
ELL: I Can Help
Decodable Books #4
The Sack
Pack the Van
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 17
Book 1-1 THEME 2: Just For Fun
STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students read
and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using illustrations
when relevant (e.g., descriptions, letters,
instructions).
C. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
D. Write informational pieces using illustrations
when relevant (e.g., descriptions, letters,
instructions).
E.
Narrative Elements
Sequence
Make and confirm predictions
Comprehension
Sequence
Make and confirm predictions
Genre
fantasy
Writer’s Craft
Creative writing (Kid Writing)
Classroom chart
Story response
Sentence frames
Write invitations
Messages
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Happy Birthday by Tami Butler
Related Books
My Sister is My Friend By Hannah
Markley
Just Like Daddy By Frank Asch
Sid and Sam By Nola Buck
Off We Go! By Jane Yolen
Writing
Kid Writing Manual
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 18
Book 1-1 THEME 2: Just For Fun
STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Telling sentences
Capital letters and periods
Cross Curricular Integration
Science: Make a boat, Beavers
Social Studies: Real workers
Writing: Write a story of more adventures
for Jack and Rick
Art: Bark rubbings
Music: Create echo music
Letter & Word Center: words with /a/ and
/i/
Computer: Create a picture story
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 19
Book 1-1 THEME 2: Just For Fun
STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information
from a variety of sources, analyzing and
evaluating the quality of information they
obtain to answer research questions.
A. Generate appropriate questions about
a topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Listen and read (echo reading)
Narrate a performance
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing Harcourt
and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 20
Book 1-1 THEME 2: Just For Fun
STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology to
locate, evaluate, and collect information from a
variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and what
purposes they may serve.
Computer
Create a picture story
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 21
Book 1-1 THEME 2: Just For Fun
STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Phoneme isolation- short /ǒ/
Phoneme Blending- short/ĭ/, /ǒ/
Phoneme Segmentation- inflections –ed, -
ing
Short Vowel /ǒ/
Word Building with short /ĭ/, /ǒ/
Vocabulary
Story words: don’t, of, so
Introduce words from the attached Dolch
Word list (First Grade list) as appropriate to
correlate with Independent Readers,
Decodable Books, as well as the
anthology.
Spelling Words
hot, hop, pop, pot, dot, not, back, pick,
now, want
Comprehension
Draw Conclusions
Make Inferences
Listen and respond
Build Concept Vocabulary
Develop Listening Comprehension
Retell and Summarize
Fluency
Choral Reading
Echo Reading
Partner Reading
Teaching Tools
Teacher‟s Edition – Volume 1-1
Student anthology- Volume 1-1
Big Book: Ten Dogs in the Window
Vocabulary flashcards: don’t, of, so
Oo-pples and Boo-noo-noos: Songs and
Activities for Phonemic Awareness: “ The
Fox”
Audio text 1
Intervention Kits
Intervention Stations
Transparencies: # 13, 14, 15, 103
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Books for All Learners
Below-Level: The Box
On – Level: The Surprise Box
Advanced: What is in the Box?
ELL: One, Two, Three- What Can You
See?
Decodable Books #5
Todd Fox
Dot and Pom-Pom
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 22
Book 1-1 THEME 2: Just For Fun
STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students read
and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using illustrations
when relevant (e.g., descriptions, letters,
instructions).
Narrative Elements
Draw conclusions
Make Inferences
Comprehension
Draw Conclusions
Make Inferences
Listen and respond
Build Concept Vocabulary
Develop Listening Comprehension
Retell and Summarize
Genre
Realistic Fiction
Class book
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Happy Birthday by Tami Butler
Related Books
Brown Bear, Brown Bear, What Do You
See? By Bill Martin Jr.
Surprise By Jane Fine
What is in the Box? By Lynn McClymont
Daddy is a Doodlebug By Bruce Degen
Writing
Kidwriting Manual
Websites
www.raz-kids.com
www.readinga-z.com
www.starfall.com
www.studyisland.com
www.kidwriting.homestead.com
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 23
Book 1-1 THEME 2: Just For Fun
STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewriting
Drafting
Responding and Revising
Proofreading
Publishing
Creative Writing (Kid writing)
Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar:
Asking Sentences
Capitalization and Punctuation
Cross Curricular Integration
Science: Observation center, Life in a
pond, Nature walk
Social Studies:
Math: Picture graph, Counting
Writing: Write about giving a gift
Music: Create a song
Letter & Word Center: words with /ǒ/
Computer: Use a word processing
program to type High Frequency Words
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 24
Book 1-1 THEME 2: Just For Fun
STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information
from a variety of sources, analyzing and
evaluating the quality of information they obtain
to answer research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Prop Story
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 25
Book 1-1 THEME 2: Just For Fun
STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology to
locate, evaluate, and collect information from a
variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and what
purposes they may serve.
Computer:
Use a word processing program to type
High Frequency Words
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 26
Book 1-1 THEME 2: Just For Fun
STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Phoneme Isolation- /ô/
Phoneme Segmentation- /a/, /i/, /o/, and
/ô/
Phoneme Substitution- /ô/
Blend Phonemes- /ô/, /i/ and /l/
Variant Vowel- /ô/, /a/
Word Building
Phonograms –all, -ill
Contraction -n’t
Vocabulary
Story words: buy, that, very, where
Introduce words from the attached Dolch
Word list (First Grade list) as appropriate to
correlate with Independent Readers,
Decodable Books, as well as the
anthology.
Spelling Words
all, call, fall, wall, ball, tall, on ,not, so, of
Comprehension
Sequence and Self Correct
Develop Listening Comprehension
Listen and Respond
Build Concept Vocabulary
Fluency
Choral Reading
Echo Reading
Partner Reading
Teaching Tools
Teacher‟s Edition – Volume 1-1
Student anthology- Volume 1-1
Big Book: Let‟s Go Visiting
Vocabulary flashcards: buy, that, very,
where
Audio text 1
Intervention Kits
Intervention Stations
Transparencies: # 16, 17, 18, 105
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Books for All Learners
Below-Level: Jan Has a Doll
On – Level: Pop the Corn
Advanced: A Corn Husk Doll
ELL: Let‟s Eat!
Decodable Books #6
At the Mall
Tall, Small, Tall
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 27
Book 1-1 THEME 2: Just For Fun STORY: All That Corn
TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts and
opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students read
and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Comprehension
Sequence and Self Correct
Develop Listening Comprehension
Listen and Respond
Build Concept Vocabulary
Genre
Non fiction
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Happy Birthday by Tami Butler
Related Books
My Day in the Garden; By Miela Ford
How 100 Dandelions Grew; By Louisa
Ernesto
The Turnip; By Harriet Ziefert
All About Seeds; By Susan Kuchalla
Writing
Kid Writing Manual
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 28
Book 1-1 THEME 2: Just For Fun STORY: All That Corn
TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using illustrations
when relevant (e.g., descriptions, letters,
instructions).
1.5.1Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences with
one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns, and
action verbs.
E. Revise writing by adding details or missing
information.
Class book
Writer’s Craft
Prewriting
Drafting
Responding and Revising
Proofreading
Publishing
Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Naming Parts of Sentences
Capitalization and Punctuation
Cross Curricular Integration
Science: Scientific comparisons
Social Studies: Transportation of goods,
Workers
Letter & Word Center: Word wheel
Art: Seed Mosaics
Music: Create a song
Health: Healthy snacks
Writing: Write using comparisons
Computer: Use clip art to illustrate foods
from a farm
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 29
Book 1-1 THEME 2: Just For Fun
STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly
Begin to use correct grammar and
sentence formation.
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
Present the story as a News reporter
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 30
Book 1-1 THEME 2: Just For Fun
STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating the
quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology to
locate, evaluate, and collect information from a
variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and what
purposes they may serve.
Computer
Use clip art to illustrate foods from a farm
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 31
Book 1-2 THEME 3: It’s My Turn Now
STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
short /ĕ/
Initial blends with s
Vocabulary
Story words: was, her, said, with, every,
day
Introduce words from the attached Dolch
Word list (First Grade list) as appropriate to
correlate with Independent Readers,
Decodable Books, as well as the
anthology.
Spelling Words
hen, pen, men, end, send, set, all, call,
very, that
Comprehension
Setting
Create mental images
Fluency
Oral reading
Pair share
Choral reading
Teaching Tools
Teacher‟s Edition – Volume 2
Student anthology Catch A Dream
Volume 2
Vocabulary flashcards: was, her, said,
with, every, day
Audio text 2
Intervention Kits
Intervention Stations
Transparencies: # 19, 20, 21, 109
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Related websites
http://www.razkids.com/
http://www.starfall.com/
http://www.readinga-z.com/
http://www.kidwriting.com/
Big Book of Rhymes and Songs
Big Book -Where Does The Brown Bear
Go by Nicki Weiss
Books for All Learners
Below-Level: Apples
On – Level: Pick a Pet
Advanced: Pet Day
ELL: Big Animal Small Animal
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 32
Book 1-2 THEME 3: It’s My Turn Now
STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students read
and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using illustrations
when relevant (e.g., descriptions, letters,
instructions).
Genre
Realistic Fiction
Narrative Elements
Setting
Create mental images
Writer’s Craft
Sentences frames
Sentences in dialogue form
Sentences utilizing data from a graph
Write captions
Decodable Book # 7
Ben and Bell
Red Hen
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Nests, Farm facts, Growth of a
chick
Social Studies: Pet care poster
Math: Number sentences, How many
animals legs?
Letter & Word Center: Build farm words
Computer: Use a drawing program to
draw a pet
Writing: Write a story of a new pet
Music: Create a song
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 33
Book 1-2 THEME 3: It’s My Turn Now
STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Join sentences
Using naming parts for two
Complete sentences
Naming parts for two
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 34
Book 1-2 THEME 3: It’s My Turn Now
STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals or
in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver brief
oral presentations on a topic supported by
visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating the
quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Read and respond using complete
sentences when talking
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing Harcourt
and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 35
Book 1-2 THEME 3: It’s My Turn Now
STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information
from a variety of sources for a variety of
purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Use a drawing program to draw a pet
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 36
Book 1-2 THEME 3: Catch a Dream
STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic principle)
to decode and encode words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after reading
through strategies such as think aloud,
retelling, summarizing, connecting to prior
knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Digraph /th/ th
Phonograms: est, ent
Vocabulary
Story words: put, friends, new, she, use,
could
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
then, them, this, that, path, with, men,
set, was, said
Comprehension
Cause/effect
Sequencing events
Fluency
Oral reading
Pair share
Choral reading
Teaching Tools
Teacher‟s Edition – Volume 2
Student anthology, Catch A Dream,
Volume 2
Vocabulary flashcards: put, friends,
new, she, use, could
Audio text 2
Intervention Kits
Intervention Stations
Transparencies: # 22, 23, 24, 103
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Related websites
http://www.razkids.com/
http://www.starfall.com/
http://www.readinga-z.com/
http://www.kidwriting.com/
Big Book - Sweet Dreams by Kimiko
Kajikawa
Books for All Learners
Below-Level: Boots for Red
On – Level: The Path
Advanced: My Friend, Boots
ELL: Going Outside to Play
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 37
Book 1-2 THEME 3: Catch a Dream
STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for
different purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Comprehension
Cause/effect
Sequencing events
Genre
Fantasy
Writer’s Craft
Book report
Story response
Poem
Topic Sentence
Decodable Book # 8
Seth‟s Pet
Math Path
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Animal groups
Social Studies: Boots around the world
Math: Sentence problems, Counting
pairs, Footprint size
Computer: Zoo website
Letter & Word Center: Animal alphabet
Art: Boot puppets
Writing: Thank you note
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 38
Book 1-2 THEME 3: Catch a Dream
STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Telling parts of a sentence
Identify sentence parts
Match sentence parts
Create telling parts of sentences
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 39
Book 1-2 THEME 3: Catch a Dream
STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals or
in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver brief
oral presentations on a topic supported by
visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating the
quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Present the story as a puppet show
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing Harcourt
and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 40
Book 1-2 THEME 3: Catch a Dream
STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Zoo website
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 41
Book 1-2 THEME 3: It’s My Turn Now
STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic principle)
to decode and encode words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after reading
through strategies such as think aloud,
retelling, summarizing, connecting to prior
knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Short /u/ u
Initial blends with r
Vocabulary
Story words: people, he, says, your,
gives, when, night, out
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
us, bus, bug, rug, mug, must, with, then,
she, use
Comprehension
Cause/effect
Reread
Fluency
Oral reading
Pair share
Choral reading
Teaching Tools
Teacher‟s Edition – Volume 2
Student anthology , Catch A Dream,
Volume 2
Vocabulary flashcards: people, he,
says, your, gives, when, night, out
Audio text 2
Intervention Kits
Intervention Stations
Transparencies: # 25, 26, 27, 103
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Additional websites
http://www.razkids.com/
http://www.starfall.com/
http://www.readinga-z.com/
http://www.kidwriting.com/
Big Book Where Does the Brown Bear
Go? By Nicki Weiss
Big Books Of Rhymes and Songs
Books for All Learners
Below-Level: A Bug and A Pup
On – Level: In Space
Advanced: When I Was a Pup
ELL: Traffic Jam
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 42
Book 1-2 THEME 3: It’s My Turn Now
STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to
works of literature.
B. Recognize different types of genres
such as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for
different purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Genre
Fantasy
Information book
Decodable Book # 9
Muff‟s Bath
Buck Duck
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Weather reports, Dogs
Social Studies: Transportation, Real-life
help situations
Math: Story problem
Letter and Word Center: Short /u/ phrases
Computer: Write a story
Writing: Write a story to show more ways
to help
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 43
Book 1-2 THEME 3: It’s My Turn Now
STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Writer‟s Process
Prewriting
Drafting
Responding and revising
Proofreading
Publishing
Grammar
Telling parts for two
Generate sentences
Form sentences
Zaner-Bloser Handwriting (daily)
Handwriting Without Tears (intervention)
Kid Writing
Alphabet
Kid Crowns
Word Wall
Word Family Houses
Craft of Writing books
Cross Curricular Integration/Learning Centers
Writing: Write riddles, Look what we can
do books, Adventures in our town book
Science: Spider prints
Social Studies: Identify vegetables by feel
Sand and Water: Plan a park, Build a
sand town
Math: Shopping/money, Matching
shapes, Cap patterns
Dramatic Play: Grocery store
Block: Build two different neighborhoods
Art: Shapes of our town, Design shoes
Letter and Words: Letter guess, Scrambled
eggs, Build words
Literacy:
Listening:
Manipulatives: Short and long words,
Build sentences, Building puzzles
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 44
Book 1-2 THEME 3: It’s My Turn Now
STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information
from a variety of sources, analyzing and
evaluating the quality of information they obtain
to answer research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Choral reading with puppets
Readers Theatre
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing Harcourt
and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 45
Book 1-2 THEME 3: It’s My Turn Now
STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information
from a variety of sources for a variety of
purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Write a story
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 46
Book 1-2 THEME 3: It’s My Turn Now
STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic principle)
to decode and encode words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after reading
through strategies such as think aloud,
retelling, summarizing, connecting to prior
knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Diphthong /ng/ ng
Phonograms: ang, ing
Look for word bits and parts
Contractions: „s and n‟t, „ll
Vocabulary
Story words: from, eat, or, grows, two,
gone
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
must, sing, sang, hang, ring, bring, rang,
bus, your, when
Comprehension
Details
Fluency
Oral reading
Pair share
Choral reading
Teaching Tools
Teacher‟s Edition – Volume 2
Student anthology Catch A Dream
Volume 2
Vocabulary flashcards: from, eat, or,
grows, two, gone
Audio text 2
Intervention Kits
Intervention Stations
Transparencies: # 28, 29, 30, 104, 105
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Additional websites
http://www.razkids.com/
http://www.starfall.com/
http://www.readinga-z.com/
http://www.kidwriting.com/
Big Books
Big Books Of Rhymes and Songs
Books for All Learners
Below-Level: Frogs
On – Level: Slim Grows Up
Advanced: Sing For The King
ELL: Look at the Pond
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 47
Book 1-2 THEME 3: It’s My Turn Now
STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content
of text.
1.4.1 Types of Writing: Students write for
different purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Comprehension
Details
Genre
Nonfiction
Writer’s Craft
Sentence frames
Sentences in dialogue form
Write song lyrics
Write a riddle
Create a class book
Decodable Book # 10
King Bing Plays Ball
Ling and Lang
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Life cycle of a frog, Compare
and contrast a frog and toad
Social Studies: How to protect frogs
Math: Sets of ten, Addition
Letter & Word Center: Phonogram Tic-
Tac-Toe
Computer Center: Animal actions
Art: Frog habitat poster
Writing: Write a tadpole tale
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 48
Book 1-2 THEME 3: It’s My Turn Now
STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Complete sentences
Capital letters and end marks
Create sentences
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 49
Book 1-2 THEME 3: It’s My Turn Now
STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals or
in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver brief
oral presentations on a topic supported by
visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating the
quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Pick a Page - rereading
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing Harcourt
and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 50
Book 1-2 THEME 3: It’s My Turn Now
STORY: Where Do Frogs Come From? Timeframe: Weeks 30, 31, 32, and 33
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer Center
Animal actions
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 51
Book 1-2 THEME 3: It’s My Turn Now
STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic principle)
to decode and encode words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after reading
through strategies such as think aloud,
retelling, summarizing, connecting to prior
knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
R-controlled Vowels /or/ or ore
Compound words
Vocabulary
Story words: try, time, need, saw, be,
our, right, good, Mr.
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
or, for, cork, fork, corn, more, hang, ring,
two, from
Comprehension
Character
Self-correct
Fluency
Oral reading
Pair share
Choral reading
Teaching Tools
Teacher‟s Edition – Volume 2
Student anthology Catch A Dream
Volume 2
Vocabulary flashcards: try, time, need,
saw, be, our, right, good, Mr.
Audio text 2
Intervention Kits
Intervention Stations
Transparencies: # 31, 32, 33, 109
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Additional websites
http://www.razkids.com/
http://www.starfall.com/
http://www.readinga-z.com/
http://www.kidwriting.com/
Big Books Sweet Dreams by Kimiko
Kajikawa
Books for All Learners
Below-Level: Sport Will Try
On – Level: A Good Sport
Advanced: All Sorts Of Sports
ELL: Sports Day
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 52
Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best
TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to
works of literature.
B. Recognize different types of genres
such as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for
different purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Genre
Realistic Fiction
Writer’s Craft
Create a list
Story response
Sentence frames
Write sentences
Create persuasive posters
Decodable Book # 11
Morning Song
The Fort
More Corn
Mort‟s Trip to the Store
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Chart ways to be healthy,
Make a list of how to be a good sport
Social Studies: Use a concept web to
show the job of a teacher
Math: Bar graph, Calculate scores
Letter & Word Center: /ôr/ words
Computer: /ôr/ words
Writing: Rewrite the story with you as a
character, Write about something you do
best
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 53
Book 1-2 THEME 3: It’s My Turn Now
STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns, and
action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Identify nouns
Form sentences
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 54
Book 1-2 THEME 3: It’s My Turn Now
STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver brief
oral presentations on a topic supported
by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating the
quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Readers Theatre
Show the Story by acting it out
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 55
Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best
TIMEFRAME: Based upon the Harcourt Five Day
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information
from a variety of sources for a variety of
purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
/ôr/ words
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 56
Book 1-2 THEME 3: It’s My Turn Now
STORY: Fun with Fish
TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Digraph /sh/sh
Initial blends with s
Initial blends with r
Vocabulary
Story words: some, their, many, how,
away, funny, hide, food
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
ship, shop, shot, wish, dish, dash, for,
more, be, try
Comprehension
Details
Reread aloud
Fluency
Oral reading
Pair share
Choral reading
Teaching Tools
Teacher‟s Edition – Volume 2
Student anthology Catch A Dream
Volume 2
Vocabulary flashcards: some, their, many,
how, away, funny, hide, food
Audio text 2
Intervention kits
Intervention Stations
Transparencies: # 34, 35, 36, 107
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Related websites
http://www.razkids.com/
http://www.starfall.com/
http://www.readinga-z.com/
http://www.kidwriting.com/
Big Book: Sweet Dreams by Kimiko
Kajikawa
Big Books Of Rhymes and Songs
Books for All Learners
Below-Level: Flip, The Funny Fish
On – Level: Trish Had A Wish
Advanced: The Fish Market
ELL: What Do You See At The Sea
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 57
Book 1-2 THEME 3: It’s My Turn Now
STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content
of text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Comprehension
Details
Genre
Nonfiction
Narrative Elements
Details
Decodable Book # 12
At the Shore
Trash
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Animals without legs,
Characteristics of fish, Write a report
about a specific fish
Social Studies: Friendship
Math: Ordinal numbers
Letter & Word Center: Rhyming words
Art: Patterned fish
Computer: Illustrate rhyme
Writing: Write a fish story
Health: Illustrate a healthy dinner with fish
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 58
Book 1-2 THEME 3: It’s My Turn Now
STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or
missing information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used
words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Class story
Writer’s Craft
Writer‟s process
Prewriting
Drafting
Respond and revise
Proofreading
Publishing
Grammar
Nouns; people and places
Use nouns in a sentences
Create a picture dictionary
Word classification
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 59
Book 1-2 THEME 3: It’s My Turn Now
STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver brief
oral presentations on a topic supported
by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating the
quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Groups provide choral reading of the
story
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing Harcourt
and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 60
Book 1-2 THEME 3: It’s My Turn Now
STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Illustrate rhyme
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 61
Book 1-3 THEME 4: I Think I Can
STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Blending
Phoneme Addition
Decoding/Phonics
Digraphs /ch/ ch, tch
Initial blends with l
Fluency
Choral reading
Echo Reading
Pair/Share Reading
Vocabulary
Story words: air, animals, around, fly,
live, soon, turns
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
chip, chin, inch, itch, catch, match, wish,
shop, how , many
Word Study
Nouns: Animals or Things
Looking for word bits and parts
Teaching Tools
Teacher‟s Edition – Volume 1-3
Student anthology Here and There 1-3
Vocabulary flashcards: air, animals,
around, fly, live, soon, turns
Audio text 3
Big Book: From Head to Toe
Intervention Kits
Intervention Stations
Transparencies: # 37, 38, 39, 106
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Books for All Learners
Below-Level: Soon I Will
On – Level: The Caterpillar
Advanced: Invent an Insect
ELL: Parent‟s Night
Decodable Book # 13:
Chad and his Chums
Mitch and Fitch
Chuck and Chet
Mitch, Chip, and Catnip
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 62
Book 1-3 THEME 4: I Think I Can
STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Comprehension
Read across texts
Predict outcomes
Sequence
Comprehension
Predict outcomes
Sequence
Genre
Nonfiction
Narrative Elements
Predict outcomes
Sequence
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Related Websites
www.starfall.com
www.raz-kids.com
www.kidwriting.homestead.com
www.studyisland.com
www.readinga-z.com
Cross Curricular Integration
Science: Butterfly habitat, Animal homes
and habitats, Insects
Social Studies:
Math: Measurement
Computer: Animal alphabet book
Art: Paper butterflies
Health: Good eating
Writing: A butterfly poem
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 63
Book 1-3 THEME 4: I Think I Can
STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Word chart
Report
Facts
Notes
Riddles
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Nouns: Animals or Things
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 64
Book 1-3 THEME 4: I Think I Can
STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Listen and Respond
Connect to prior knowledge
Discuss author and illustrator
Set a purpose
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 65
Book 1-3 THEME 4: I Think I Can
STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Animal alphabet book
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 66
Book 1-3 THEME 4: I Think I Can
STORY: Did You See Chip?
TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Matching
Phoneme Isolation
Phoneme Blending
Phoneme Segmentation
Phoneme Deletion
Decoding/Phonics
R-controlled vowel /är/ ar
Inflections –s, -ed, -ing
Fluency
Choral reading
Echo Reading
Pair/Share Reading
Vocabulary
Story words: city, house, sometimes,
take, there
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
far, farm, arm, art, cart, card, chin, inch,
live, soon
Teaching Tools
Teacher‟s Edition – Volume 1-3
Student anthology Here and There 1-3
Vocabulary flashcards: city, house,
sometimes, take, there
Audio text 3
Big Book: Little White Dog
Intervention kits
Intervention Stations
Transparencies: # 40-42, 109
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Books for All Learners
Below-Level: In the City Park
On – Level: Bess and Tess
Advanced: Mr. Smart‟s Big Dog Book
ELL: In the City
Decodable Book # 14:
At the Park
Back on the Farm
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 67
Book 1-3 THEME 4: I Think I Can
STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Comprehension
Setting
Make inferences
Retell
Genre
Play
Narrative Elements
Setting
Dialogue
Writer’s Craft
Newspaper ad
Chip‟s Story
Character Poem
Animal Care Sentence
Pet Sentences
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Related Websites
www.starfall.com
www.raz-kids.com
www.kidwriting.homestead.com
www.studyisland.com
www.readinga-z.com
Cross Curricular Integration
Science: Animal camouflage, Dog facts
Social Studies: Compare and contrast
the farm and city
Math: Sorting, Adding
Music: Song (BINGO)
Letter & Word Center: Word puzzles with
/är/
Computer: Create an animal
Writing: Respond to favorite part of story
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 68
Book 1-3 THEME 4: I Think I Can
STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
One and More than One
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 69
Book 1-3 THEME 4: I Think I Can
STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Build Concept Vocabulary
Develop Listening Comprehension
Grammar
One and More than One
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 70
Book 1-3 THEME 4: I Think I Can
STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Create an animal
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 71
Book 1-3 THEME 4: I Think I Can
STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Blending
Phoneme Segmentation
Phoneme Substitution
Decoding/Phonics
Digraphs /kw/ qu, /hw/wh
Fluency
Choral reading
Echo Reading
Pair/Share Reading
Vocabulary
Story words: about, books, by, family,
grew, read, work, writing
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
quit, quick, quiz, whiz, which, when, arm,
card, who, there
Word Study
Special Names and Titles for People
Teaching Tools
Teacher‟s Edition – Volume 1-3
Student anthology Here and There 1-3
Vocabulary flashcards: about, books, by,
family, grew, read, work, writing
Audio text 3
Big Book: From Head to Toe
Intervention kits
Intervention Stations
Transparencies: # 43, 44, 45, 105
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: Eric Carle From Head to Toe
Books for All Learners
Below-Level: My Family Quilt
On – Level: Working Hard
Advanced: Stefan is a Sculptor
ELL: What do you Find at the Library
Decodable Book # 15
Zip! Zap! Quick!
The Whiz
“Quick” Barked the King
Cluck! Quack! Wham! Whack!
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 72
Book 1-3 THEME 4: I Think I Can
STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Comprehension
Character
Sequence events/summarize
Narrative Elements
Character
Genre
Biography
Narrative Elements
Character
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Library Books Collection
Big Brown Bear by David McPhail
Shoe Town by Janet Stevens & Susan
Stevens Crummel
Related Books
Sing a Song of People; By Lois Lenski
Family Photos; By Jennifer Beck
Pablo‟s Tree; By Pat Mora
The Tortilla Factory; By Gary Paulsen
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Crops harvested by hand, Plant
needs
Social Studies: Tomás Rivera
Math: Number sentences
Writing: Create a dust jacket, Write your
own family story
Computer: Create a slide show to retell
the story
Letter & Word Center: qu and wh sort
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 73
Book 1-3 THEME 4: I Think I Can
STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Riddles
Writer’s Craft
Prewriting
Drafting
Responding and Revising
Proofreading
Publishing
Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Special Names and Titles for People
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 74
Book 1-3 THEME 4: I Think I Can
STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Listen and Respond
Build Concept Vocabulary
Develop Listening Comprehension
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 75
Book 1-3 THEME 4: I Think I Can
STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Create a slide show to retell the story
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 76
Book 1-3 THEME 4: I Think I Can
STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Blending
Phoneme Segmentation
Phoneme Substitution
Phoneme Manipulation
Decoding/Phonics
R-controlled vowels /ûr/ er, ir, ur
Fluency
Choral reading
Echo Reading
Pair/Share Reading
Vocabulary
Story words: find, follow, found, four, full,
these, way, were
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
sir, dirt, bird, burn, fur, her, quit, when,
work, grew
Word Study
Special Names of Places
Teaching Tools
Teacher‟s Edition – Volume 1-3
Student anthology Here and There 1-3
Vocabulary flashcards: find, follow,
found, four, full, these, way, were
Audio text 3
Big Book: Little White Dog
Intervention kits
Intervention Stations
Transparencies: # 46-48, 105
Harcourt website
www.harcourtschool.com
www.eharcout.com
Books for All Learners
Below-Level: Follow Me
On – Level: Talent Night
Advanced: The Picnic in the Park
ELL: Let‟s Have a Picnic
Decodable Book # 16:
Dr. Kern
The Third Bird
Burt and Curtis
Mom‟s Helper
Dig and Stir
Burk‟s Sunburn
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 77
Book 1-3 THEME 4: I Think I Can
STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Comprehension
Setting
Problem/solution
Narrative Elements
Setting
Problem solution
Comprehension
Setting
Genre
Fantasy
Writer’s Craft
Shared writing
Independent writing
Invitations
Favorite colors chart
Story response
Sentence frames
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Related Websites
www.starfall.com
www.raz-kids.com
www.kidwriting.homestead.com
www.studyisland.com
www.readinga-z.com
Cross Curricular Integration
Science: Sort animals by habitat, Animal
needs
Social Studies: Tips for not getting lost
Computer: Type a list of /ûr/ words
Letter & Word Center: /ûr/ words
Art: Pet rocks
Writing: Write a play, Write a
continuation of the story
Health: Good picnic foods
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 78
Book 1-3 THEME 4: I Think I Can
STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 79
Book 1-3 THEME 4: I Think I Can
STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Build Concept Vocabulary
Develop Listening Comprehension
Grammar
Special Names of Places
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 80
Book 1-3 THEME 4: I Think I Can
STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Type a list of /ûr/ words
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 81
Book 1-3 THEME 4: I Think I Can
STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Substitution
Decoding/Phonics
Syllable /əl/ le
Fluency
Choral reading
Echo Reading
Pair/Share Reading
Vocabulary
Story words: each, great, other, place,
school, talk, together
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
middle, fiddle, wiggle, giggle, puddle,
cuddle, fur, bird, were, four
Word Study
Names of Days
Comprehension
Fact/fiction
Reread
Teaching Tools
Teacher‟s Edition – Volume 1-3
Student anthology Here and There 1-3
Vocabulary flashcards: each, great,
other, place, school, talk, together
Audio text 3
Big Book: From Head to Toe
Intervention Kits
Intervention Stations
Transparencies: # 49, 50, 51, 103
Harcourt website
www.harcourtschool.com
www.eharcout.com
Books for All Learners
Below-Level: My Friend
On – Level: The Little Fiddle
Advanced: Where is this Place?
ELL: Rainbow Hats
Decodable Book # 17:
A Picnic for Winkle
Tell Me a Riddle
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 82
Book 1-3 THEME 4: I Think I Can
STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Narrative Elements
Fact/fiction
Comprehension
Reread
Genre
Nonfiction
Narrative Elements
Fact/fiction
Reread
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Websites
www.starfall.com
www.raz-kids.com
www.kidwriting.homestead.com
www.studyisland.com
www.readinga-z.com
Cross Curricular Integration
Science: Shells, Seashore science, Shell
hunt
Letter & Word Center: words with –le
Music: Create a dance, Share a song
Art: Paint a friend picture
Computer: Publish a story
Writing: Complete sentence frames using
the story pattern of repeating word three
times
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 83
Book 1-3 THEME 4: I Think I Can
STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1Quality of Writing: Students write clear and
focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Diagram
Story Response
Riddles
Sentences
Cartoon Dialogue
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Names of Days
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 84
Book 1-3 THEME 4: I Think I Can
STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Build Concept Vocabulary
Develop Listening Comprehension
Grammar
Names of Days
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 85
Book 1-3 THEME 4: I Think I Can
STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Publish a story
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 86
Book 1-3 THEME 4: I Think I Can
STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Segmentation
Phoneme Blending
Phoneme Deletion
Decoding/Phonics
Long vowel /ō/ ow, oa
Fluency
Choral reading
Echo Reading
Pair/Share Reading
Vocabulary
Story words: door, kind, made, who,
would
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
low, bow, row, road, soap, boat, wiggle,
middle, talk, school
Word Study
Names of Months
Teaching Tools
Teacher‟s Edition – Volume 1-3
Student anthology Here and There 1-3
Vocabulary flashcards: door, kind,
made, who, would
Audio text 3
Big Book: Little White Dog
Intervention Kits
Intervention Stations
Transparencies: # 52, 53, 54, 105
Harcourt website
www.harcourtschool.com
www.eharcout.com
Books for All Learners
Below-Level: Rock Soup
On – Level: The Best Food
Advanced: Bird Beaks and Bills
ELL: What Has a Beak?
Decodable Book # 18:
A Little Fellow
Coal for Gramps
Snowball and Shadow
Camping at Oak Pond
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 87
Book 1-3 THEME 4: I Think I Can
STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Narrative Elements
Character
Make and confirm predictions
Comprehension
Character
Make and confirm predictions
Genre
Fable
A class play
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Website
www.starfall.com
www.raz-kids.com
www.kidwriting.homestead.com
www.studyisland.com
www.readinga-z.com
Cross Curricular Integration
Science: Fox features, Animal habitats,
Make a chart about foxes, Storks
Social Studies: Where foxes live
Math: Write number sentences
Computer: Fox facts
Writing: Write a new tale
Health: Write a recipe for soup
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 88
Book 1-3 THEME 4: I Think I Can
STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewriting
Drafting
Responding and revising
Proofreading
Publishing
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 89
Book 1-3 THEME 4: I Think I Can
STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Build Concept Vocabulary
Develop Listening Comprehension
Generate Words
Grammar
Names of Months
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 90
Book 1-3 THEME 4: I Think I Can
STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Fox facts
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 91
Book 1-4 THEME 5: Hello, Neighbor
STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Segmentation; focus on /ē/
Phoneme Deletion; Focus on /ē/
Phoneme Matching; Focus on /ē/
Phoneme Substitution; Focus on
Decoding/Phonics
Long Vowel e, ee, ea
Contractions „s, n‟t, „ll
Vocabulary
Story words: also, know, moved, only,
room, should, those, write, anything
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
me, mean, bean, be, beet, feet, low,
road, who, door
Comprehension
Draw Conclusions
Make and Confirm Predictions
Fluency
Pair/Share Reading
Echo Reading
Choral Reading
Teaching Tools
Teacher‟s Edition: 1-4;Time Together
Student anthology; 1-4 Time Together
Vocabulary flashcards: also, know,
moved, only, room, should, those, write,
anything
Audio text 4
Oo-pples and Boo-noo-noos: Songs and
Activities for Phonemic Awareness
Intervention kits
Intervention Stations
Transparencies: # 55, 56, 57, 105
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book of Rhymes: 36, 37
Big Book: Hattie and The Fox
Books for All Learners
Below-Level: My Cats
On – Level: Cats in Boots
Advanced: Lions
ELL: What a Great Team!
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 92
Book 1-4 THEME 5: Hello, Neighbor
STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Comprehension
Draw Conclusions
Make and Confirm Predictions
Genre
Realistic Fiction
Narrative Elements
Character, Setting, Problem, Solution
Writer’s Craft
Animal flap book
News Headlines
Creative Writing
Story Response
Extend the Story
KidWriting
Decodable Book #19
To Be A Frog
Reed‟s Beetles
Sweet Treats
Edith and Felix
Lee Needs Sleep
The East Beach Team
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Kid Writing
Kid Writing Handbook
Library Books Collection
Ask Mr. Bear by Marjorie Flack
Leon and Bob by Simon James
Fire Fighters by Norma Simon
Related Books
I Was Just About to Go to Bed by Lucy
McClymont
Cat Games by Harriet Ziefert
Kit and Kat by Tomie DePaola
Blueberries for Sal by Robert McCloskey
Assessment
End of selection test
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 93
Book 1-4 THEME 5: Hello, Neighbor
STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Names of Holidays
Capital Letters and Periods
Spelling
Punctuation
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Feline facts, Care of pets
Social Studies: Cats throughout time
Math: Patterns, Math problems
Writing: Create a book jacket, Create a
class book about pets
Letter & Word Center: Long vowel /ē/
Computer: Create a slide show as a
retelling
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 94
Book 1-4 THEME 5: Hello, Neighbor
STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Puppet theatre
Interview a character
Add sound effects to present the story
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 95
Book 1-4 THEME 5: Hello, Neighbor
STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Create a slide show as a retelling
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 96
Book 1-4 THEME 5: Hello, Neighbor
STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Rhyming Words; Focus on /ā/
Phoneme Isolation; Focus on /ā/
Count Syllables; Focus on /ā/
Identify Initial Sounds; Focus on /ā/ and
/ă/
Vocabulary
Story words: country, Earth, special, over,
town , world
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
came , game, gate, late, lake, take,
feet, me, know, also
Comprehension
Classify/Categorize
Sequence Events/Summarize
Fluency
Pair/Share Reading
Echo Reading
Choral Reading
Teaching Tools
Teacher‟s Edition 1-4 Time Together
Student anthology 1-4 Time Together
Vocabulary flashcards: country, Earth,
special, over, town, world
Audio text 4
Oo-pples and Boo-noo-noos: Songs and
Activities for Phonemic Awareness
Intervention kits
Intervention Stations
Transparencies: # 58, 59, 60, 103
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: On a Hot, Hot Day by Nicki
Weiss
Big Book of Rhymes
Books for All Learners
Below-Level: Ann Gets a
Map
On – Level: Town Bird and Country Bird
Advanced: Tales of Mr. Map
ELL: Where Do I Live?
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 97
Book 1-4 THEME 5: Hello, Neighbor
STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Narrative Elements
Sequence Events/Summarize
Comprehension
Classify/Categorize
Sequence Events/Summarize
Genre
Nonfiction
Narrative elements
Sequence Events/Summarize
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Kid Writing
Kid Writing Handbook
Library Books Collection
Ask Mr. Bear by Marjorie Flack
Leon and Bob by Simon James
Fire Fighters by Norma Simon
Related Books
A Place for Nicholas by Lucy Floyd
There is a Town by Gail Herman
All the Colors of the Earth by Sheila
Hamanaka
Me and My Place in Space by Joan
Sweeney
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 98
Book 1-4 THEME 5: Hello, Neighbor
STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Theme Word Chart
Story Response
Sentence Frames
Write Sentences
Advertisements
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Using I and Me
Capital Letters and Periods
Punctuation
Spelling
Cross Curricular Integration
Science: Science words
Social Studies: Create a 3-D map of
your school, Draw a map, States and
their neighbors
Reading: Use reference books to learn
about countries
Letter & Word Center: Silly sentences
Computer: Use mapping software to
locate your community
Writing: Write about a place to visit
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 99
Book 1-4 THEME 5: Hello, Neighbor
STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Take a part – act out the story
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 100
Book 1-4 THEME 5: Hello, Neighbor
STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Use mapping software to locate your
community
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 101
Book 1-4 THEME 5: Hello, Neighbor
STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Phoneme Isolation; Focus on /ē/
Phoneme Isolation; Focus on /är/ and
/ûr/
Phoneme Isolation; Focus on /ē/ -es, -ed,
-ing
Vocabulary
Story words: different, old, water, years,
above, hold, warm
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
jelly, belly, bunny, funny, furry, hurry, take,
came, world, over
Comprehension
Classify/Categorize
Look for Word Bits and Parts
Fluency
Pair/Share Reading
Echo Reading
Choral Reading
Teaching Tools
Teacher‟s Edition – Volume 1-4
Time Together
Student anthology 1-4 Time Together
Vocabulary flashcards: different, old,
water, years, above, hold, warm
Audio text 4
Oo-pples and Boo-noo-noos: Songs and
Activities for Phonemic Awareness
Intervention kits
Intervention Stations
Transparencies: # 61, 62, 63, 108
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: On a Hot, Hot Day by Nicki
Weiss
Big Book of Rhymes 13, 33
Books for All Learners
Below-Level: A House and A Tepee
On – Level: Animal Homes
Advanced: Andy‟s New House
ELL: Take a Tour of My House
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 102
Book 1-4 THEME 5: Hello, Neighbor
STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Narrative Elements
Classify/Categorize
Comprehension
Classify/Categorize
Look for Word Bits and Parts
Genre
Nonfiction
Narrative Elements
Classify/Categorize
Decodable Book #21
Benny Bunny
Ricky and Lucky
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Kid Writing
Kid Writing Handbook
Library Books Collection
Ask Mr. Bear by Marjorie Flack
Leon and Bob by Simon James
Fire Fighters by Norma Simon
Related Books
Animal Homes by Ann Lee
Houses in Homes (Around the World
Series) by Ann Morris and Ken Heyman
Where Do I Live? By Neil Chesanow
Somewhere in the World Right Now by
Stacey Shuett
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 103
Book 1-4 THEME 5: Hello, Neighbor
STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Friendly letter
Writer’s Craft
Prewriting
Drafting
Responding and Revising
Proofreading
Publishing
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Pronouns: He, She, It, and They
Capital Letters and Periods
Spelling
Punctuation
Cross Curricular Integration
Science: From soil to bricks
Social Studies: Best house for the
weather, Weather affects shelter
Math: Geometric houses
Writing: My Dream House
Computer: Create writing stationery
Letter & Word Center: Word bits and parts
Art: Build a house
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 104
Book 1-4 THEME 5: Hello, Neighbor
STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Discuss the photographs
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 105
Book 1-4 THEME 5: Hello, Neighbor
STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Create writing stationery
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 106
Book 1-4 THEME 5: Hello, Neighbor
STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Phoneme Blending; Focus on /ī/,
Phoneme Segmentation; Focus on /ī/
Phoneme Deletion; Focus on /ī/
Phoneme Manipulation; Focus on /ī/ and
/i/
Phoneme Manipulation; Focus on /ī/ and
/i/
Vocabulary
Story words: because, most, picture,
why, cook, front, listen, young
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
nine, line, like, bike, bite, while, funny,
hurry, warm, water
Word Study
Alphabetize
Comprehension
Draw Conclusions
Create Mental Images
Fluency
Pair/Share Reading
Echo Reading
Choral Reading
Teaching Tools
Teacher‟s Edition – Volume 1-4
Student anthology1-4 Time Together
Vocabulary flashcards: because, most,
pictures, why, cook, front, listen, young
Audio text 4
Oo-pples and Boo-noo-noos: Songs and
Activities for Phonemic Awareness: Frog
Went Courtin‟
Intervention kits
Intervention Stations
Transparencies: # 64, 65, 66, 103
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: Hattie and the Fox by Mem Fox
Books for All Learners
Below-Level: Picture A Kite
On – Level: Side By Side
Advanced: Family Life: Then and Now
ELL: Meet My Family!
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 107
Book 1-4 THEME 5: Hello, Neighbor
STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Genre
Fiction
Narrative Elements
Draw Conclusions
Create Mental Images
Writer’s Craft
Feelings list
Shared Writing
Interactive Writing (Story Response)
Writing Across the Curriculum (Dialogue)
Photo captions
Sentence frame
Independent Writing
Decodable Book # 22:
Mike‟s Job
A Fine Day for Kites
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Library Books Collection
Ask Mr. Bear by Marjorie Flack
Leon and Bob by Simon James
Firefighters by Norma Simon
Related Books
I Have a Question, Grandma by Catie
Belleveau
We‟re Going On a Lion Hunt by David
Axtell
All Kinds of Children by Norma Simon
Grandfather and I by Helen E. Buckley
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 108
Book 1-4 THEME 5: Hello, Neighbor STORY: Tell Me a Story
TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Describing Words
Cross Curricular Integration
Science: Partner drawing of animal
pictures, Bullfrogs
Social Studies: Hopscotch, Islands, Your
own family story
Math:
Music: Jump rope jingles
Computer: Type vocabulary words
Letter & Word Center: Long /ī/
Writing: Write a story about where to sail
away
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 109
Book 1-4 THEME 5: Hello, Neighbor
STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Discussion group
Expressive reading
Picture and read
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 110
Book 1-4 THEME 5: Hello, Neighbor
STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Type vocabulary words
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 111
Book 1-4 THEME 5: Hello, Neighbor STORY: My Robot
TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Deletion; focus on /s/
Phoneme Segmentation; focus on /s/
Phoneme Blending; focus on /s/
Phoneme Substitution; focus on /ā/a-e
and /ī/i-e
Phoneme Deletion; focus on/īs/, /īd/
Decoding/Phonics
Consonant /s/c
Phonograms –ice, -ide
Vocabulary
Story words: always, does, even, pretty,
say, sound, almost, once
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
ice, nice, rice, race, face, space, like,
nine, why, most
Comprehension
Fantasy/Reality
Reread Aloud
Teaching Tools
Teacher‟s Edition – Volume 1-4 Time
Together
Student anthology 1-4 Time Together
Vocabulary flashcards: always, does,
even, pretty, say, sound, almost, once
Audio text 4
Oo-pples and Boo-noo-noos: Songs and
Activities for Phonemic Awareness
Intervention Kits
Intervention Stations
Transparencies: # 67, 68, 69, 107
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: On a Hot, Hot Day by Nicki
Weiss
Big Book of Rhymes
Books for All Learners
Below-Level: I Have a Robot
On – Level: Cindy‟s Cellar
Advanced: Robots Rush
ELL: All the Things I Did Today
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 112
Book 1-4 THEME 5: Hello, Neighbor
STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Fluency
Pair/Share Reading
Echo Reading
Choral Reading
Narrative Elements
Reread Aloud
Comprehension
Fantasy/Reality
Reread Aloud
Genre
Science Fiction
Writer’s Craft
Sentences about stores
Thank-You note
Shared Writing
Describing words
Speech balloons
Independent Writing
Interactive Writing
Kid Writing
Decodable Book # 23
Cindy‟s Circus
Bats are Nice
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Kid Writing
Kid Writing Handbook
Library Books Collection
Ask Mr. Bear by Marjorie Flack
Leon and Bob by Simon James
Firefighters by Norma Simon
Related Books
Special Things by Virginia Loewen
Bear‟s Busy Family by Stella Blackstone
Harriet, You‟ll Drive Me Wild! By Mem Fox
Rolie, Polie, Olie by William Joyce
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 113
Book 1-4 THEME 5: Hello, Neighbor
STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Describing Words Color, Size Shape
Capital Letters and Periods
Spelling
Punctuation
Cross Curricular Integration
Science: Watch plant growth
Social Studies: Games around the world,
Learning about past and present, Robots
on the job
Art: Draw a picture of a robot at your
house, Robot puppets
Writing: Write a thank-you letter, My
robot wish
Computer: Use draw or paint program to
design a picture using color, size and
shape
Letter & Word Center: Word puzzles
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 114
Book 1-4 THEME 5: Hello, Neighbor
STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Act out the story using dialogue
Pantomime story
Present story using character cutouts
Interview characters
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 115
Book 1-4 THEME 5: Hello, Neighbor
STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Use draw or paint program to design a
picture using color, size and shape
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 116
THEME 5: Hello Neighbor
STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Substitution
Phoneme Blending
Decoding/Phonics
Variant vowel /ou/ ow, ou
Fluency
Choral reading
Echo Reading
Pair/Share Reading
Vocabulary
Story words: busy, care, Dr., eight, any,
took
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words:
cow, how, now, down, out, round, nice,
face, does, once
Word Study
Describing Words: Taste, Smell, Sound,
Feel
Teaching Tools
Teacher‟s Edition – Volume 1-4
Student anthology Here and There 1-4
Vocabulary flashcards: busy, care, Dr.,
eight, any, took
Audio text 4
Big Book: On a Hot, Hot Day
Intervention kits
Intervention Stations
Transparencies: # 70, 71, 72, 109
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Books for All Learners
Below-Level: A Pet to the Vet
On – Level: Dr. Brown at Work
Advanced: Keep Well Day
ELL: What is my Job?
Decodable Book # 24
Howdy Clown
What Joan Found
Bow-Wow Hound
The Grouchy Mice
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 117
THEME 5: Hello Neighbor
STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Comprehension
Classify/ categorize
Read ahead
Genre
Nonfiction
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Related Websites
www.starfall.com
www.raz-kids.com
www.kidwriting.homestead.com
www.studyisland.com
www.readinga-z.com
Cross Curricular Integration
Social Studies: Job tasks of a vet,
Community workers
Math: Make up math problems
Letter & Word Center: Pets and their
names
Computer: Design a poster about pet
adoption
Music: Animal songs
Art: Pet mask
Writing: Write your own animal story
Health: Healthy pet food
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 118
THEME 5: Hello Neighbor
STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
How-to paragraph
Writer’s Craft
Prewriting
Drafting
Responding and revising
Proofreading
Publishing
Grammar
Describing Words: Taste, Smell, Sound,
Feel
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 119
THEME 5: Hello Neighbor
STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Interpretive reading
Listen and Respond
Concept Vocabulary
Grammar
Describing Words: Taste, Smell, Sound,
Feel
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 120
THEME 5: Hello Neighbor
STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Design a poster about pet adoption
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 121
Book 1-4 THEME 6: Hello, Neighbor
STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
Phoneme Isolation; Focus on /ī/
Phoneme Blending; Focus on /ī/
Phoneme Segmentation; Focus on /ī/
Phoneme Substitution; Focus on /ī/ and
/ē/
Phoneme Substitution; Focus on –ed/d/,
/t/, /ed/
Long Vowels /ī/y, ie
Building words
Inflections –s, -ed, -ing
Vocabulary
Story words: again, blue, high, love,
opened, hello
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
my, fly, by, why, sky, try, out, now, any,
eight
Word Study
Alphabetize
Teaching Tools
Teacher‟s Edition – Volume 1-4
Student anthology: 1-4 Time Together
Vocabulary flashcards: again, blue, high,
love, opened, hello
Audio text 4
Intervention Kits
Intervention Stations
Transparencies: # 73, 74, 75, 103
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: Hattie and the Fox by Mem Fox
Big Book of Rhymes 42
Books for All Learners
Below-Level: Bears Are Big
On – Level: Kyle‟s Attic
Advanced: The Bear Facts
ELL: Counting My Friends
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 122
Book 1-4 THEME 6: Hello, Neighbor
STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions)
Narrative Elements
Retelling
Comprehension
Cause/Effect
Create Mental Images
Retelling
Genre
Fantasy
Writer’s Craft
Writing Across the Curriculum (Animal
book)
Interactive Writing (Story Response)
Shared Writing (Want Ad, Rhyme)
Sentences
Independent Writing
Decodable Book # 25
Let‟s Fly
Fried Fish and Apple Pie
Freddy and the Fly
A Fly on My Pie
Additional Resources
Practice book
Spelling Practice Book
Language Handbook
Library Books Collection
Ask Mr. Bear by Marjorie Flack
Leon and Bob by Simon James
Firefighters by Norma Simon
Related Books
Skimper-Scamper by Jeff Newell
A Kiss for Little Bear by Else Holmelund
Minarik
Goldilocks and the Three Bears by James
Marshall
Every Autumn Comes the Bear by Jim
Arnosky
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 123
Book 1-4 THEME 6: Hello, Neighbor
STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Describing Words
Cross Curricular Integration
Science: Bear facts
Social Studies: Being a good neighbor
Math: Number words, Animal addition
problems
Art: Clay
Letter & Word Center: Puppets
Computer: Use a draw or paint program
to create a picture of a bear and label its
parts
Writing: Create a class book about
camping
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 124
Book 1-4 THEME 6: Hello, Neighbor
STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Act it out
Pantomime
Puppet retelling
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 125
Book 1-4 THEME 6: Hello, Neighbor
STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Use a draw or paint program to create a
picture of a bear and label its parts
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 126
Book 1-4 THEME 6: Hello Neighbor
STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Substitution
Phoneme Blending
Count Syllables
Decoding/Phonics
Long Vowel /ō/ o-e
Fluency
Choral reading
Echo Reading
Pair/Share Reading
Vocabulary
Story words: another, change, field,
touch, twelve, wait, wild
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
bone, cone, code, rode, rose, those, my,
try, again, blue
Word Study
Describing Words: Weather
Teaching Tools
Teacher‟s Edition – Volume 1-4
Student anthology Here and There 1-4
Vocabulary flashcards: another, change,
field, touch, twelve, wait, wild
Audio text 4
Intervention Kits
Intervention Stations
Transparencies: # 76, 77, 78, 103
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: Hattie and the Fox by Mem Fox
Big Book of Rhymes 14, 30
Books for All Learners
Below-Level: What a Bee Can See
On – Level: Ants are Busy
Advanced: A Honey of a Story
ELL: Let‟s Take a Walk
Decodable Book # 26
Rabbit and Mole
A Vole Finds a Home
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 127
Book 1-4 THEME 6: Hello Neighbor
STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration)
E.
Comprehension
Cause/effect
reread
Genre
Nonfiction
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Ask Mr. Bear by Marjorie Flack
Leon and Bob by Simon James
Firefighters by Norma Simon
Related Books
Seasons by Lucy Floyd
Bumblebee, Bumblebee, Do You Know
Me? By Ann Rockwell
It‟s a Good Thing There Are Insects by
Allan Fowler
Buzz! By Melvin Berger
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 128
Book 1-4 THEME 6: Hello Neighbor
STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Sentence frames
Story response
Sentences about work
Write sentences
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Describing Words: Weather
Cross Curricular Integration
Science: How bees gather food,
Spreading pollen, Bees and bugs
Social Studies:
Math: Counting, Addition story problems
Writing: Write what happens next in the
story
Letter & Word Center: Build /ō/ o-e words
Computer: Use draw or paint software to
create a picture of a bee at work and
label its parts
Health: Create a list showing what foods
humans use from animals
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 129
Book 1-4 THEME 6: Hello Neighbor
STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Act it out
Listening comprehension
Listen and respond
Build concept vocabulary
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 130
Book 1-4 THEME 6: Hello Neighbor
STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 131
Book 1-5 THEME 6: Going Places
STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme substitution
Phoneme isolation
Rhyming words
Decoding/Phonics
Long Vowel: /ī/ igh
Contractions: „s, n’t, ‘ll
Inflections: -ed, -ing (drop final e)
Look for Word Bits and Parts
Vocabulary
Story words: nothing, thought, afraid,
flew, join, learn, wonder
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
high, night, light, right, might, bright,
rode, those, touch, twelve
Word Study
Suffixes
Describing words
Comprehension
Plot
Teaching Tools
Teacher‟s Edition – Volume 1-5
Student anthology Gather Around 1-5
Vocabulary flashcards: nothing, thought,
afraid, flew, join, learn, wonder
Audio text 5
Intervention Kits
Intervention Stations
Transparencies: # 79, 80, 81, 105, 106
Writer‟s Companion Unit 5: Lesson 1
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: To Market, To Market by Anne
Miranda
Books for All Learners
Below-Level: Flying High
On – Level: The Bird in the Plum Tree
Advanced: The Wright Brothers
ELL: What‟
Decodable Book # 27
Seeing the Sights
The Light Flight
Additional Resource
Practice Book
Spelling Practice Book
Language Handbook
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 132
Book 1-5 THEME 6: Going Places
STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Fluency
Reread for fluency
Echo reading
Choral reading
Pair/Share reading
Narrative Elements
Plot
Genre
Fiction
Writer’s Craft
Theme word chart
Story Response
How birds fly
Story About a Problem
Postcards
Library Books Collection
Little Fox Goes to the End of the World by
Ann Tompert
The Big Dipper by Franklyn M. Branley
Peeping and Sleeping by Fran Manushkin
Related Books
Dream Around the World by Deborah
Eaton
Are You My Mother? P.D. Eastman
The Story of Ferdinand by Monro Leaf
The Little House by Virginia Lee Burton
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Observing birds, Bird habits, Birds
and their nests
Social Studies: Draw a map of the school
from a bird‟s-eye view
Math: Sorting, Number stories, Nothing = 0
Art: Bird collage
Writing: Write about where you would go
if you could fly
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 133
Book 1-5 THEME 6: Going Places
STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Grammar
Describing words: -er, -est
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 134
Book 1-5 THEME 6: Going Places
STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Dramatize events
Listen and Respond
Connect to Prior Knowledge
Set a Purpose
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 135
Book 1-5 THEME 6: Going Places
STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Segmentation
Phoneme Counting
Initial Phoneme Deletion/Substitution
Final Phoneme Deletion
Decoding/Phonics:
Long Vowels /ā/ ai, ay
Phonograms –ail, -ain
Inflections –ed, -ing (drop final e)
Vocabulary
Story words: cold, sure, caught, hurried,
near, son
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
day, say, sail, pail, pay, play, right, high,
learn, join
Word Study
Verbs
Comprehension
Cause/Effect
Details
Teaching Tools
Teacher‟s Edition – Volume 1-5
Student anthology Gather Around 1-5
Vocabulary flashcards: cold, sure,
caught, hurried, near, son
Audio text 5
Intervention Kits
Intervention Stations
Transparencies: # 82, 83, 84, 109
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: I Swam with a Seal by Charlotte
Agell
Big Book of Rhymes 21
Books for All Learners
Below-Level: Rainy Day Pals
On – Level: Two Snails
Advanced: Just Around the Corner
ELL: What Season Is It?
Decodable Books: #28
Daisy
A Gray Day
One Rainy Day
Rain, I Say
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 136
Book 1-5 THEME 6: Going Places
STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Fluency
Reread for fluency
Echo reading
Choral reading
Pair/Share reading
Narrative Elements
Setting (past and present)
Comprehension
Cause/Effect
Genre
Fiction
Writer’s Craft
Story Response
Dialogue
Report
Lists
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Little Fox Goes to the End of the World by
Ann Tompert
The Big Dipper by Franklyn M. Branley
Peeping and Sleeping by Fran Manushkin
Related Books
Henry by F. R. Robinson
Who Stole the Cookie? By Judith Muffatt
Frog and Toad Together by Arnold Lobel
Frogs by Gail Gibbons
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 137
Book 1-5 THEME 6: Going Places
STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Verbs
Cross Curricular Integration
Science: Signs of Spring, The seasons,
Create a tree frog model, Life cycle of a
frog
Math: Measurement
Social Studies: Seasons around the world
Computer: Create an action scene using
clip art
Letter & Word Center: Long vowel /ā /
words
Art: Illustrate a “just around the corner”
picture
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 138
Book 1-5 THEME 6: Going Places
STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Connect to Prior Knowledge
Set a Purpose
Visualize
Grammar
Verbs
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 139
Book 1-5 THEME 6: Going Places
STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Create an action scene using clip art
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 140
Book 1-5 THEME 5: Going Places
STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Blending
Decoding/Phonics
Long Vowels /ī/ i
Inflections –ed, -ing (double final
consonant)
Vocabulary
Story words: both, during, ready
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
find, kind, mind, mild, child, wild, day,
play, sure, son
Word Study
Verbs
Comprehension
Main Idea
Self-Correct
Fluency
Reread for fluency
Echo reading
Choral reading
Pair/Share reading
Teaching Tools
Teacher‟s Edition – Volume 1-5
Student anthology Gather Around 1-5
Vocabulary flashcards: both, during,
ready
Audio text 5
Intervention Kits
Intervention Stations
Transparencies: # 85, 86, 87, 108
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: To Market, To Market by Anne
Miranda
Big Book of Rhymes 6, 7, 38, 39
Books for All Learners
Below-Level: Young Animals
On – Level: Counting Bears
Advanced: The Wild Giant Panda
ELL: Every Animal Has a Home
Decodable Books #29
Hi, Green Beans
Wild, Wild Things
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 141
Book 1-5 THEME 5: Going Places
STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Comprehension
Main Idea
Genre
Nonfiction
Library Books Collection
Little Fox Goes to the End of the World by
Ann Tompert
The Big Dipper by Franklyn M. Branley
Peeping and Sleeping by Fran Manushkin
Related Books
Grizzly and the Bumblebee by Joy Cowley
A Friend Growl Bear by Margot Austin
Three Pandas by Jan Wahl
Copy Me, Copycub by Susan Winter
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Life of a river
Social Studies: Alaska, Life in Alaska
Math: Fact families, How many?
Computer: Kinds of bears
Music: Create additional verses to the
song, The Bear Went Over the Mountain
Letter & Word Center: Missing letters
Writing: Illustrate a caption from the story
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 142
Book 1-5 THEME 5: Going Places
STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Poem
Story Response
Dialogue
Report
Lists
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Verbs that tell about now
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 143
Book 1-5 THEME 5: Going Places
STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Connect to Prior Knowledge
Set a Purpose
Visualize
Grammar
Verbs that tell about now
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 144
Book 1-5 THEME 5: Going Places
STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Kinds of bears
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 145
Book 1-5 THEME 6: Going Places
STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Matching
Decoding/Phonics
Long vowels /ō/ o
Contractions: ‘ve, ‘d, ‘re
Vocabulary
Story words: clues, detectives, floor,
nature, piece, pulls
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
old, fold, told, cold, roll, most, find, child,
both, during
Word Study
Using Am, Is, and Are
Comprehension
Main Idea
Read Ahead
Fluency
Reread for fluency
Echo reading
Choral reading
Pair/Share reading
Teaching Tools
Teacher‟s Edition – Volume 1-5
Student anthology Gather Around 1-5
Vocabulary flashcards: clues, detectives,
floor, nature, piece, pulls
Audio text 5
Intervention Kits
Intervention Stations
Transparencies: # 88, 89, 90, 108
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: I Swam With a Seal by Charlotte
Agell
Big Book of Rhymes 45
Books for All Learners
Below-Level: The Thing that Visited Our
Camp
On – Level: Girl Detective
Advanced: Looking for Clues
ELL: A Cat Has Four Paws
Decodable Books: #30
Let‟s Go
Flo Hippo
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 146
Book 1-5 THEME 6: Going Places
STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Narrative Elements
Setting
Characters
Problem/Solution
Comprehension
Main Idea
Genre
Nonfiction
Library Books Collection
Little Fox Goes to the End of the World by
Ann Tompert
The Big Dipper by Franklyn M. Branley
Peeping and Sleeping by Fran Manushkin
Related Books
The Monarch Butterfly by Sarah Gaitanos
If You Find a Rock by Peggy Christian
Hide and Snake by Keith Baker
Animals Camouflage by Phyllis
Lymbacher-Tildes
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Science: Animal food, Animal diets,
Nature detective walk
Math: Measurement, Symmetry
Computer: Type animal clues and use
clip art to illustrate
Art: Vegetable and fruit prints, Poster
paws
Letter & Word Center: Words with long
vowel /ō/
Writing: Write a tv news story as a
reporter
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 147
Book 1-5 THEME 6: Going Places
STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Chart
Picture Caption
Newspaper Article
Riddle
Description of Setting
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Using Am, Is, and Are
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 148
Book 1-5 THEME 6: Going Places
STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Develop Listening
Comprehension
Connecting Texts
Appreciating Language
Grammar
Using Am, Is, and Are
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 149
Book 1-5 THEME 6: Going Places
STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Type animal clues and use clip art to
illustrate
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 150
Book 1-5 THEME: Going Places
STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Matching
Phoneme Addition
Phoneme Substitution
Phoneme Deletion
Decoding/Phonics
Consonant /j/ g, dge
Inflections –ed, -ing (drop final e)
Contractions: ‘ve, ‘d, ‘re
Vocabulary
Story words: angry, okay, nearly, sorry
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling words
age, page, cage, badge, budge, fudge,
old, most, floor, piece
Word Study
Verbs that tell about the past
Comprehension
Plot
Make Inferences
Teaching Tools
Teacher‟s Edition – Volume 1-5
Student anthology Gather Around 1-5
Vocabulary flashcards: angry, okay,
nearly, sorry
Audio text 5
Intervention Kits
Intervention Stations
Transparencies: # 91, 92, 93, 110
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: I Swam With a Seal by Charlotte
Agell
Big Book of Rhymes 21
Books for All Learners
Below-Level: Storm Watch
On – Level: The Edge of the Puddle
Advanced: The World of Water
ELL: All Kinds of Weather
Decodable Books: #31
Roger‟s Gerbil
The Fudge Judge
Ginger
The Badgers Have a Picnic
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 151
Book 1-5 THEME: Going Places
STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Fluency
Reread for fluency
Echo reading
Choral reading
Pair/Share reading
Genre
Fiction
Narrative Elements
Plot
Problem/Solution
Writer’s Craft
Animal Bingo Cards
Class Book
Writing Directions
Narrative Sentences
Writing Letters
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Little Fox Goes to the End of the World by
Ann Tompert
The Big Dipper by Franklyn M. Branley
Peeping and Sleeping by Fran Manushkin
Related Books
Water‟s Journey by F. R. Robinson
Pig Pig Grows Up by David McPhail
The Three Billy Goats Gruff illustrated by
Steven Carpenter
Meet the Boxcar Children-The Adventures
of Benny and Watch by Gertrude
Chandler
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 152
Book 1-5 THEME: Going Places
STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Verbs that tell about the past
Cross Curricular Integration
Science: Evaporation
Social Studies: Create a poster of rules
Writing: Choose an animal and continue
the story, Write about something else the
boy and the alligator can do together
Health: Appropriate clothing for weather
Computer: Create sentences and
illustrate using a draw or paint program
Art: Write a caption and illustrate
activities that can be done inside and
outside
Music: Sing a puddle song
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 153
Book 1-5 THEME: Going Places
STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Develop Listening Comprehension
Generating words
Connect to Prior Knowledge
Grammar
Verbs that tell about the past
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 154
Book 1-5 THEME: Going Places
STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Create sentences and illustrate using a
draw or paint program
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 155
Book 1-5 THEME 6: Going Places
STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Blending
Phoneme Addition
Decoding/Phonics
Long vowels /(y)ōō / u-e
Contractions: ‘ve, ‘d, ‘re
Inflections –ed, -ing (double final
consonant)
Vocabulary
Story words: boy, head, read, brought,
few
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Word Study
Using was and were
Spelling Words
tube, cube, cute, use, rule, huge, page,
fudge, angry, sorry
Comprehension
Predict Outcomes
Use Decoding/Phonics
Teaching Tools
Teacher‟s Edition – Volume 1-5
Student anthology Gather Around 1-5
Vocabulary flashcards: boy, head, read,
brought, few
Audio text 5
Intervention Kits
Intervention Stations
Transparencies: # 94, 95, 96, 107
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: To Market, To Market by Anne
Miranda
Big Book of Rhymes 18
Books for All Learners
Below-Level: Goldy and the Three Bears
On – Level: All About Pigs
Advanced: Little Pig at the State Fair
ELL: The Furniture in My House
Decodable Books: #32
Queen June and the Rude Dude
Jules and Luke
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 156
Book 1-5 THEME 6: Going Places
STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
Fluency
Reread for fluency
Echo reading
Choral reading
Pair/Share reading
Narrative Elements
Plot
Characters
Comprehension
Predict Outcomes
Use Decoding/Phonics
Genre
Fiction
Writer’s Craft
Fantasy story
Library Books Collection
Little Fox Goes to the End of the World by
Ann Tompert
The Big Dipper by Franklyn M. Branley
Peeping and Sleeping by Fran Manushkin
Related Books
Boring Old Bed by Joy Cowley
The Rainy Day Grump by Deborah Eaton
Small Pig by Arnold Lobel
Henry and Mudge and the Best Day by
Cynthia Rylant
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
Cross Curricular Integration
Math: Spatial awareness, Number sense
Science: Animal needs
Social Studies: City life or farm life, Stores
and their products
Letter & Word Center: Review short vowel
/ĭ/
Computer: Write a fantasy story
Writing: Write complete sentences telling
what you do at bedtime
Art: Create a collage
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 157
Book 1-5 THEME 6: Going Places
STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Prewriting
Drafting
Responding and Revising
Proofreading
Publishing
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Using was and were
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 158
Book 1-5 THEME 6: Going Places
STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Listen and Respond
Develop Listening Comprehension
Choral Reading
Connect to Prior Knowledge
Generate rhyming words
Predict outcomes
Extend the Pattern
Retell Story Events
Grammar
Using was and were
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 159
Book 1-5 THEME 6: Going Places
STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Write a fantasy story
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 160
Book 1-5 THEME 6: Going Places
STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Phonemic Awareness
Phoneme Isolation
Phoneme Segmentation
Decoding/Phonics
Short vowel /e/ ea
Inflections –er, -est
Inflections –ed, -ing (double final
consonant)
Vocabulary
Story words: afternoon, bicycle, carry,
hours, parents, words
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
lead, head, bread, read, ready, heavy,
rule, use, few, boy
Word Study
Using go and went
Comprehension
Main Idea
Make Inferences
Teaching Tools
Teacher‟s Edition – Volume 1-5
Student anthology Gather Around 1-5
Vocabulary flashcards: afternoon,
bicycle, carry, hours, parents, words
Audio text 5
Intervention Kits
Intervention Stations
Transparencies: # 97, 98, 99, 108
Harcourt website
www.harcourtschool.com
www.eharcout.com
Literacy Stations
Fluency Builder Cards
Big Book: To Market, To Market by Anne
Miranda
Big Book of Rhymes 18
Books for All Learners
Below-Level: An Afternoon Nap
On – Level: Ready, Set, Sleep
Advanced: Jobs at All Hours
ELL: Touch Your Nose, Wiggle Your Toes
Decodable Books: #33
All Kinds of Weather
Ned‟s Feathers
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 161
Book 1-5 THEME 6: Going Places
STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Fluency
Reread for fluency
Echo reading
Choral reading
Pair/Share reading
Comprehension
Main Idea
Note Details
Make Inferences
Genre
Nonfiction
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Little Fox Goes to the End of the World by
Ann Tompert
The Big Dipper by Franklyn M. Branley
Peeping and Sleeping by Fran Manushkin
Related Books
Goodnight Goodnight by Brenda Parkes
The Sun is My Favorite Star by Frank Asch
Mabel Dancing by Ann Hest
What! Cried Granny: An Almost Bedtime
Story by Kate Lum
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 162
Book 1-5 THEME 6: Going Places
STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Animal Chart
Story Response
Captions
Facts list
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Verbs that tell about the past
Cross Curricular Integration
Science: Observing animals (record
keeping)
Social Studies: Night jobs, Elephants
around the world, Beds around the world
Math: Creating addition story problems,
Using the clock
Letter & Word Center: /ē/ ea and /ĕ/ ea
words
Computer: Write and illustrate an
animal‟s dream
Writing: Write about your favorite dream
Music: Lullaby
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 163
Book 1-5 THEME 6: Going Places
STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.7.1 Characteristics and Functions of the English
Language: Students recognize formal and
informal language and its use in speech, writing,
and literature.
A. Recognize formal and informal language
used in speech.
Present story as a television show
Listen and Respond
Develop Listening Comprehension
Generating words
Connect to Prior Knowledge
Connect to Personal Experiences
Grammar
Verbs that tell about the past
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 164
Book 1-5 THEME 6: Going Places
STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
Computer
Write and illustrate an animal‟s dream
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 165
Book 1-5 THEME 6: Going Places
STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.1.1 Reading Independently: Students apply a
wide range of strategies.
A. Identify the author‟s purpose and type of
text.
B. Demonstrate:
Phonological awareness through
phoneme manipulation.
Knowledge of letter sound
correspondence (alphabetic
principle) to decode and encode
words.
C. Use increasingly robust vocabulary in oral
and written language.
D. Demonstrate listening and reading
comprehension/understanding before
reading, during reading, and after
reading through strategies such as think
aloud, retelling, summarizing, connecting
to prior knowledge, and non-linguistic
representations.
E. Demonstrate accuracy and automaticity
in decoding and oral reading of grade
level text.
Decoding/Phonics
/oo/: Phonograms -oom, -oot
Phonemic Awareness:
Phoneme isolation
Phoneme blending
Phoneme segmentation
Phoneme manipulation
Phoneme substation
Counting syllables
Vocabulary
Story words: against, careful, fire, quietly,
shook
Introduce words from the attached
Dolch Word list (First Grade list) as
appropriate to correlate with
Independent Readers, Decodable
Books, as well as the anthology.
Spelling Words
cool, tool, toot, tooth, booth, boot, read,
head, carry, hours
Comprehension
Plot
Sequence of Events/Summarize
Fluency
Echo reading
Choral reading
Partner/ small reading groups
Partner
Triangle Reading
Pair Share Reading
Teaching Tools
Teacher‟s Edition – Volume 1-5
Student anthology
Vocabulary flashcards: against, careful,
fire, quietly, shook
Audio text
Intervention Kits
Intervention Stations
Transparencies: # 100,101,102,109
Oopples and Boonoonoos
Thinking Maps
Word builder/ letter cards
Harcourt website
www.harcourtschool.com
www.eharcourt.com
Literacy Stations
Fluency Builder Cards
Big Book: I Swam with a Seal by Charlotte
Agell
Books for All Learners
Below-Level: Baboons Park
On – Level: Around the Zoo with Baboon
Advanced: Who Is in the Pond?
ELL: Let‟s Visit the Zoo
Decodable Book # 34
The Loose Tooth
The Goose and the Loon
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 166
Book 1-5 THEME 6: Going Places
STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.2.1 Reading, Analyzing and Interpreting Text:
Students read, understand, and respond to
informational text.
A. Demonstrate concepts of print. Identify
text organization and use content to
derive meaning from text.
B. Identify the difference between facts
and opinions within a text.
C. Identify essential information within and
across a variety of texts.
D. Make inferences and draw conclusions
citing evidence from the text to support
answers.
E. Read and respond to essential content of
text.
1.3.1 Reading, Analyzing and Interpreting
Literature – Fiction and Non-Fiction: Students
read and respond to works of literature.
A. Read, understand, and respond to works
of literature.
B. Recognize different types of genres such
as poetry, drama, and fiction.
C. Identify literary elements (characters,
setting and main idea) in selected
readings.
D. Identify literary devices in selected
readings (e.g., personification, rhyming,
alliteration).
Narrative Elements
Characters
Setting
Plot (Beginning, Middle, End)
Genre:
Informational Fiction
Additional Resources
Practice Book
Spelling Practice Book
Language Handbook
Library Books Collection
Little Fox Goes to the End of the World by
Ann Tompert
The Big Dipper by Franklyn M. Branley
Peeping and Sleeping by Fran Manushkin
Related Books
How the Sky Got Its Stars by Gail Tuchman
Gift From the Sea by Kate Banks
Up the Mountain by Charlotte Agell
Lionel at Large by Steven Krensky
Assessment
End of selection test
CD-ROM
Mission Comprehension
Media Literacy and Communication
Grammar Jingles
Writing Express
Reading and Language Skills
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 167
Book 1-5 THEME 6: Going Places
STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.4.1 Types of Writing: Students write for different
purposes and audiences.
A. Write, dictate, or illustrate descriptive
poems and stories that include literary
elements.
B. Write informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
1.5.1 Quality of Writing: Students write clear
and focused text to convey a well-defined
perspective and appropriate content.
A. Identify and write about one specific
topic.
B. Develop content appropriate for the
topic.
Gather and organize information,
incorporating details relevant to the
topic.
Write a series of related sentences
with one central idea.
C. Organize writing in a logical order.
D. Write using adjectives, precise nouns,
and action verbs.
E. Revise writing by adding details or missing
information.
F. Use grade appropriate conventions of
language when writing and editing.
Spell common, frequently used words
correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct grammar and
sentence formation.
Writer’s Craft
Talking mural
Story response
Sentence frames
Write a description
Posters
Prompt-About Animals
Writer’s Craft
Prewrite and draft
Revise and reflect
Traits of good writing (focus/ideas,
organization, voice, word choice,
development, effective sentences,
effective paragraphs, conventions)
Steps for Kid Writing
Mini Lesson
Draw a Picture
Write a story
Adult Write
Share/Lesson
Grammar
Contractions with not
Cross Curricular Integration
Science: Shadows, Groups of baboons,
How mother animals care for their young,
Animal facts
Social Studies:
Math: Math stories
Letter & Word Center: /ōō/ oo words
Art: Draw a picture about another
experience for Baboon, Make a mobile
Computer: Publish a story
Writing: Write sentences for your art
mobile using descriptions for dark and
light
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 168
Book 1-5 THEME 6: Going Places
STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.6.1 Speaking and Listening: Students present
appropriately in formal speaking situations, listen
critically, and respond intelligently as individuals
or in group discussions.
A. Listen actively and respond to others in
small and large group situations with
appropriate questions and ideas.
B. Use appropriate volume and clarity in
individual or group situations. Deliver
brief oral presentations on a topic
supported by visual aids.
1.8.1 Research: Students gather information from
a variety of sources, analyzing and evaluating
the quality of information they obtain to answer
research questions.
A. Generate appropriate questions about a
topic.
B. Locate and discuss information on an
identified topic in small group, with
teacher guidance.
C. Create and explain a research-based
project in a small group.
Role-play story animals
Introduction to research will be
differentiated to student needs at the
discretion of the teacher utilizing
Harcourt and Cross Curricular topics.
POCONO MOUNTAIN SCHOOL DISTRICT
READING – GRADE 1
SCOPE & SEQUENCE
Reading Gr 1 rev 8/2011 cs 169
Book 1-5 THEME 6: Going Places
STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan
PA STANDARDS FOCUS POINT CLASSROOM RESOURCES
1.9.1 Information, Communication, and
Technology Literacy: Students use technology
to locate, evaluate, and collect information from
a variety of sources for a variety of purposes.
A. Use media and technology resources for
directed learning activities.
B. Identify different types of media and
what purposes they may serve.
Computer
Publish a story
DOLCH WORD LIST
Sorted alphabetically by grade level
Highlighted words should be introduced as appropriate to correlate with Independent Readers, Decodable Books, as well as the anthology.
Pre-primer Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word
a K I am Special Theme X
and 1 The Hat X
away 1 Fun with Fish X
big 1 Jack and Rick X
blue 1 Little Bear’s Friend X
can 1 The Hat X
come K Around the Town Theme X
down 1 The Hat X
find 1 On the Way to the Pond X
for K Neighborhood Helpers Theme X
funny 1 Fun with Fish X
go K Silly Business Theme X
help 1 Jack and Rick X
here K Under the Ocean Theme X
I K Around the Table Theme X
in 1 The Hat X
is 1 Jack and Rick X
it
jump
little K Explore Our Surroundings
Theme X
look K Around the Town Theme X
make 1 Ants X
me K Neighborhood Helpers Theme X
my K I am Special Theme X
not 1 Todd’s Box X
one K Explore Our Surroundings
Theme X
play 1 Jack and Rick X
red
run
said 1 Dan’s Pet X
see K Animal Adventures Theme X
the K I am Special Theme X
three
to K Family Ties Theme 5 X
two 1 Where Do Frogs Come From? X
up 1 The Hat X
we K Silly Business Theme X
where 1 All That Corn X
yellow
you K Animal Families Theme X
Primer
Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word
all 1 All That Corn X
am 1 The Hat X
are K Under the Ocean Theme X
at
ate
be 1 Try Your Best X
black
brown
but
came 1 Me on the Map X
did
do K Bug Surprises Theme X
eat 1 Where Do Frogs Come From? X
four 1 On the Way to the Pond X
get
good 1 Try Your Best X
have K Animal Families Theme X
he 1 Space Pup X
into
like K Around the Table Theme X
must 1 Space Pup X
new 1 Boots for Beth X
no K Animal Adventures Theme X
now 1 Jack and Rick X
on K Family Ties Theme X
our 1 Try Your Best X
out 1 Space Pup X
please
pretty 1 My Robot X
ran
ride
saw 1 Try Your Best X
say 1 My Robot X
she 1 Boots for Beth X
so 1 Todd’s Box X
soon 1 I am a Butterfly X
that 1 All That Corn X
there 1 Did You See Chip? X
they 1 Ants X
this 1 Boots for Beth X
too 1 Jack and Rick X
under
want 1 Jack and Rick X
was 1 Dan’s Pet X
well
went 1
what K Bug Surprises Theme X
white
who 1 The Fox and the Stork X
will
with 1 Dan’s Pet X
yes 1 The Hat X
First Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word
after 1
again 1 Little Bear’s Friend X
an
any 1 On the Job with Dr. Smith X
as
ask
by 1 Tomás Rivera X
could 1 Boots for Beth X
every 1 Dan’s Pet X
fly 1 I am a Butterfly X
from 1 Where Do Frogs Come From? X
give 1 Space Pup X
going
had 1 Sam and the Bag X
has
her 1 Dan’s Pet X
him
his
how 1 Fun with Fish X
just
know 1 Bed Full of Cats X
let
live 1 I am a Butterfly X
may
of 1 Todd’s Box X
old 1 At Home Around the World X
once 1 My Robot X
open 1 Little Bear’s Friend X (opened)
over 1 Me on the Map X
put 1 Boots for Beth X
round 1 On the Job with Dr. Smith X
some 1 Fun with Fish X
stop
take 1 Did You See Chip? X
thank
them 1 Boots for Beth X
then 1 Boots for Beth X
think
walk 1 Ants X
were 1 On the Way to the Pond X
when 1 Space Pup X
Second
Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word
always 1 My Robot X
around 1 I am a Butterfly X
because 1 Tell Me a Story X
been
before
best
both 1 Fishing Bears X
buy 1 All That Corn X
call 1 All That Corn X
cold 1 Frog and Toad All Year X
does 1 My Robot X
don’t 1 Todd’s Box X
fast
first
five
found 1 On the Way to the Pond X
gave
goes
green
its
made 1 The Fox and the Stork X
many 1 Fun with Fish X
off
or 1 Where Do Frogs Come From? X
pull 1 How to be a Nature Detective X
read 1 Tomás Rivera X
right 1 Try Your Best X
sing
sit
sleep 1 Sleep is for Everyone X (in title)
tell
their 1 Fun with Fish X
these 1 On the Way to the Pond X
those 1 Bed Full of Cats X
upon
us 1 Space Pup X
use 1 Boots for Beth X
very 1 All That Corn X
wash
which 1 Tomás Rivera X
why 1 Tell Me a Story X
wish 1 Fun with Fish X
work 1 Tomás Rivera X
would 1 The Fox and the Stork X
write 1 Bed Full of Cats X
your 1 Space Pup X
Third Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word
about 1 Tomás Rivera X
better
bring 1 Where Do Frogs Come From X
carry 1 Sleep is for Everyone X
clean
cut
done
draw
drink
eight 1 On the Job with Dr. Smith X
fall 1 All That Corn X
far 1 Did You See Chip? X
full 1 On the Way to the Pond X
got 1 The Hat X
grow 1 Where Do Frogs Come From? X
hold 1 At Home Around the World X
hot 1 Todd’s Box X
hurt
if
keep
kind 1 The Fox and the Stork X
laugh
light 1 The Story of a Blue Bird X
long
much
myself
never
only 1 Bed Full of Cats X
own
pick 1 Jack and Rick X
seven
shall
show
six
small
start
ten
today
together 1 Friends Forever X
try 1 Try Your Best X
warm 1 At Home Around the World X
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.1.1 rev 6/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.1.1: LEARNING TO READ INDEPENDENTLY
1.1.1.A. Purpose of Reading:
Identify the purpose and type
(fiction and nonfiction) of text.
CC.1.R.L.5 Craft and Structure: Explain major differences between books that tell stories and books that
give information, drawing on a wide reading of a range of text types.
CC.1.R.I.8 Integration of Knowledge and Ideas: Identify the reasons an author gives to support points in
a text.
1.1.1.B. Word Recognition Skills:
Demonstrate:
Phonological awareness
through phoneme
manipulation. Knowledge of letter sound
correspondence
(alphabetical principle) to
decode and encode
words.
CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds.
(phonemes).
CC.1.R.F.2a Phonological Awareness: Distinguish long from short vowel sounds in spoken single-syllable
words.
CC.1.R.F.2b Phonological Awareness: Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends.
CC.1.R.F.2c Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
CC.1.R.F.2d Phonological Awareness: Segment spoken single-syllable words into their complete sequence
of individual sounds (phonemes).
CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills
in decoding words.
CC.1.R.F.3a Phonics and Word Recognition: Know the spelling-sound correspondences for common
consonant digraphs (two letters that represent one sound).
CC.1.R.F.3b Phonics and Word Recognition: Decode regularly spelled one-syllable words.
CC.1.R.F.3c Phonics and Word Recognition: Know final –e and common vowel team conventions for
representing long vowel sounds.
CC.1.R.F.3d Phonics and Word Recognition: Use knowledge that every syllable must have vowel sound
to determine the number of syllables in a printed word.
CC.1.R.F.3e Phonics and Word Recognition: Decode two-syllable words following basic patterns by
breaking the words into syllables.
CC.1.R.F.4c Use context to confirm or self-correct words recognition and understanding, rereading as
necessary.
CC.1.RL.2e Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.1.1 rev 6/2011 cs 2
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.1.1: LEARNING TO READ INDEPENDENTLY
1.1.1.C.Vocabulary Development:
Use increasingly robust
vocabulary in oral and written
language.
CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
CC.1.R.I.4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
CC.1.L.4 Vocabulary Acquisition and Use: 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.
CC.1.L.4a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a
word or phrase.
CC.1.L.4b Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a
word.
CC.1.L.4c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and
their inflectional forms (e.g., looks, looked, looking).
CC.K.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate
understanding of word relationships and nuances in word meanings.
CC.K.L.5a Vocabulary Acquisition and Use: Sort common objects into categories (e.g., colors, clothing)
to gain a sense of the concepts the categories represent.
CC.K.L.5b Vocabulary Acquisition and Use: Demonstrate 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).
CC.K.L.5c Vocabulary Acquisition and Use: Identify real-life connections between words and their use
(e.g., note places at school that are cozy).
CC.1.L.5d Vocabulary Acquisition and Use: 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.
CC.1.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations,
reading and being read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because shs
nibbles too much because she likes that).
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.1.1 rev 6/2011 cs 3
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.1.1: LEARNING TO READ INDEPENDENTLY 1.1.1.D. Comprehension and
Interpretation: Demonstrate
listening and reading
comprehension/understanding
before reading, during reading,
and after reading through
strategies such as think aloud,
retelling, summarizing,
connecting to prior knowledge,
and nonlinguistic representation.
CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text.
CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
CC.1.R.L.6 Craft and Structure: Identify who is telling the story at various points in a text.
CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text.
CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
CC.1.R.F.4a Fluency: Read grade-level text with purpose and understanding.
CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
CC.1.L.4c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their
inflectional forms (e.g., looks, looked, looking).
1.1.1.E. Fluency: Demonstrate
accuracy and automaticity in
decoding and oral reading of
grade level text.
CC.1.R.F.2b Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.
CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in
decoding words.
CC.1.R.F.3b Phonics and Word Recognition: Decode regularly spelled one-syllable words.
CC.1.R.F.3c Phonics and Word Recognition: Know final –e and common vowel team conventions for
representing long vowel sounds.
CC.1.R.F.3d Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to
determine the number of syllables in a printed word.
CC.1.R.F.3e Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking
the words into syllables.
CC.1.R.F.3f Phonics and Word Recognition: Read words with inflectional endings.
CC.1.R.4b Fluency: Read grade-level text orally with accuracy, appropriate rate, and expression.
CC.1.L.4C Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their
inflectional forms (e.g., looks, looked, looking).
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.1.1 rev 6/2011 cs 4
IRA/NCTE STANDARDS:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information)
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.1.1 rev 6/2011 cs 5
FOCUS POINTS:
Fluency
Oral
Independent
Phonics and Decoding
Short vowel sounds: a,e,i,o,u
Long vowel sounds:
/a/, a-e, ai, ay
/e/, e, ee, ea, y
/i/, i, i-e, ie, igh, y
/o/, o, ow, oa, o-e
/u/, u-e
Phonograms: -ace, -ack, -ad, -ag, -age, -ail, -ain, -ake, -all, -am, -ame, -an, -ang, -ap, -arm, -art, -at, -ate, -ay, -ead, -ean, -eet, -en, -end, -
ice, -ide, -ick, -ight, -ike, -ild, -ill, -inch, -ind, -ine, -ing, -ink, -it, -itch, -ite, -ode, -old, -one, -ool, -oom, -oot, -op, -or, -ore, -ot, -own, -ound, -ube, -
ug, -us
Consonant: /j/, /dge/, /s/, /c/
Digraphs: ck, qu, sh, th, tch,wh
Dipthong: /ng/, ng
Initial Blends: r, s
Blends: l, r, s
R-Controlled Vowels:
/ar/ ar
/er/ er, ir, ur
/or/ or & ore
Syllable /l/ -le
Variant Vowels:
/ou/ ou, ow
/o/ oo
Concepts of Print
Vocabulary and Concept Vocabulary
Vocabulary and High Frequency Words
Literacy Response
Phonemic Awareness
Blending Sounds
Counting Syllables
Rhyming Wrods
Phoneme Isolation
Phoneme Blending
Phoneme Segmentation
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.1.1 rev 6/2011 cs 6
Phoneme Addition
Phoneme Matching
Phoneme Deletion
Phoneme Substitution
Phoneme Manipulation
Phoneme Counting
Vocabulary
Sight Words
Dolch Words
Writing
For Purpose
ACTIVITIES:
Identify and produce rhyming words.
Identify and sort words into categories.
Track auditorialy each word in print and each syllable in a word.
Match words to form compound words.
Match long and short vowel sounds to the appropriate letters.
Spell independently by using phonetic knowledge.
Write sentences using phonetic knowledge in Kid Writing
Blend sounds to read words using common patterns of words.
Word games, bingo, word find puzzles, crossword puzzles, spelling squares, bang rainbow words, memory.
Count the number of syllables in a word.
Create a class book.
Increase reading fluency through read alouds, echo reading, choral reading, partner reading, taped stories, reading transparencies,
computer programs.
Read and use words from word wall.
Recognize digraphs.
Recognize, write and read common blends.
Recognize, read and write initial and ending digraphs.
Read and use inflections.
Read and construct contractions.
Demonstrate knowledge of word meaning through listening, speaking, reading and comprehending.
Read aloud using proper intonation and inflection.
Vocabulary builder – word of the day.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.1.1 rev 6/2011 cs 7
ASSESSMENTS:
Unit assessments based upon learning objectives
End of Story Tests
DIBELS, Teacher Observations, Anecdotal Records (check lists, rubrics, etc.)
Vocabulary Assessments
Fluency Assessments
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
English Language Learner Resource kit
Intervention Station
Leveled Guided Readers
Graphic Organizers, Thinking Maps
Computer Programs
English Language Learner Kits
Extension
Earobics
Learning Centers Leap Desk, Leap Pad, Leap Mat, Leapsters, Language Master, Books on Tape, Phonics Handheld Games, Read the Room
Leveled Guided Readers
Graphic Organizers, Thinking Maps
Computer Programs
Enrichment
Leveled Guided Readers
Computer Programs
Graphic Organizers, Thinking Maps
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.1.1 rev 6/2011 cs 8
RESOURCES:
Harcourt Trophies Basal Reading Series and Resources
Kidwriting: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Fedgus
Intervention Station
Intervention Kit
Literacy Station Activities
Fluency Builders
Starfall
Earobics
Raz-Kids
Reading A – Z
Thinkginity.org
Harcourt.com
A–Z Learning.com
Funbrain.com
Kidwriting.com
Dolch Word List
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.2.1 rev 8/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.2.1: READING, ANALYZING AND INTERPRETING TEXT
1.2.1.A. Text Organization:
Demonstrate concepts of print.
Identify text organization and use
content to derive meaning from
text.
CC.1.R.I.5 Craft and Structure: 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.
CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.
1.2.1.B. Fact and Opinion: Identify
the difference between facts and
opinions within a text.
CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.
CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text.
1.2.1.C Essential and Nonessential:
Identify essential information within
and across a variety of texts.
CC.K.R.I.9 Integration of Knowledge and Ideas: With prompting and support, identify basic similarities
in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures).
CC.1.R.I.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences between
two text on the same topic(e.g., in illustrations, descriptions, or procedures).
1.2.1.D. Inferences: Make inferences
and draw conclusions citing
evidence from the text to support
answers.
CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or
pieces of information in a text.
1.2.1.E. Text Analysis and
Evaluation: Read and respond to
essential content of text.
CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.
CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read
informational texts appropriately complex for grade 1.
decoding words.
CC.1.L.4a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a
word or phrase.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.2.1 rev 8/2011 cs 2
IRA/NCTE STANDARDS:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information)
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.2.1 rev 8/2011 cs 3
FOCUS POINTS:
Comprehension
Sequencing
Ask/Answer Questions
Author’s Purpose
Background Knowledge; Prior Knowledge and Experiences
Details
Make and Confirm Predictions
Build Concept Vocabulary
Draw Conclusions
Make Inferences
Listen and Respond
Retell and Summarize
Listening Comprehension
Setting
Create Mental Images
Cause/Effect
Re-read
Character
Self-correct
Read Across texts
Setting
Retell
Summarize
Problem/Solution
Fact/Fiction
Classify/Categorize
Compare/Contrast
Fantasy/Reality
Plot
Main Idea
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.2.1 rev 8/2011 cs 4
ACTIVITIES:
Read title and make predictions about story content
Activate prior knowledge
Make connections to events in the text
Picture walk (look at pictures and photographs)
Confirm predictions
Identify and understand story elements (characters, setting, problem and solution)
Draw conclusions based on story elements
Make inferences based on information provided in text
Identify and understand main idea and details
Compare/Contrast characters in story
Guided comprehension questions (Ask and answer questions about text)
Understand cause/effect
Distinguish fantasy from realistic text
Understand that printed materials provide information
Understand story dialogue
Harcourt Science Leveled Readers
Trade Books
ASSESSMENTS:
End of Selection Test
DIBELS/Progress Monitoring
Teacher observation
Thinking Maps
Teacher anecdotal records (checklists, rubrics, observation, etc.)
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.2.1 rev 8/2011 cs 5
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
Earobics
Additional Support Activities in Harcourt Teacher Manual
Intervention Resource Kit
English Language Learners Resource Kit
Below Level Books for All Learners
Below Level Practice Book
Thinking Maps
Computer Websites
English Language Learner Kit
Extension
On Level Books for All Learners
On Level Practice Book
Thinking Maps
Related Theme Resources in Harcourt Teacher Manual
Computer Websites
Enrichment
Advanced Books for All Learners
Advanced Level Practice Book
Thinking Maps
Additional Support Activities in Harcourt Teacher Manual
Computer Websites
RESOURCES:
Harcourt Trophies Basal Reading Series and Resources
Computer Programs: Study Island, Earobics
Computer Websites:
www.harcourtschool.com,
www.learninga-z.com,
www.starfall.com,
http://www.brainpopjr.com/
Guided Reading Books
Thinking Maps
Learning Centers – Leap Pad, PLATO,
Harcourt Trophies Audiotexts
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.2.1 rev 8/2011 cs 6
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.3.1 rev 8/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.3.1: READING, ANALYZING AND INTERPRETING LITERATURE – FICTION AND NON-FICTION
1.3.1.A. Analysis and Evaluation:
Read, understand, and respond to
works of literature.
CC.1.R.l.1 Key Ideas and Details: Ask and answer questions about key details in a text.
CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of
their central massage or lesson.
CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key
details.
CC.1.R.L.10 Range of Reading and Level of Text Complexity: With prompting and support, read prose
and poetry of appropriate complexity for grade 1.
CC.1.L.4a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a
word or phrase.
1.3.1.B. Literary Genres: Recognize
different types of genres such as
poetry, drama, and fiction
1.3.1.C Literary Elements: Identify
literary elements (characters,
setting, and main idea in selected
readings.
CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of
their central message or lesson.
CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key
details.
CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and
experiences of characters in stories.
1.3.1.D. Literary Devices: Identify
literary devices in selected readings
(e.g., personification, rhyming,
alliteration).
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.3.1 rev 8/2011 cs 2
IRA/NCTE STANDARDS:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information)
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.3.1 rev 8/2011 cs 3
FOCUS POINTS:
Genre
Realistic Fiction
Fiction
Poetry
Nonfiction
Fantasy
Play
Biography
Fable
Science Fiction
Informational Fiction
Narrative Elements
Characters
Sequence
Make and Confirm Predictions
Draw Conclusions
Make Inferences
Create Mental Images
Setting
Fantasy/Reality
Cause/Effect
Retelling
Details
Plot
Predict Outcomes
Dialog
Problem/Solution
Fact/Fiction
Reread
Summarize
Classify/Categorize
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.3.1 rev 8/2011 cs 4
ACTIVITIES:
Author’s Purpose
Preview/Predict
Story Response/Retelling
Shared Writing
Think and Respond Questions
Graphic Organizers, Thinking Maps
Story Maps
Puppetry
Readers Theatre
Reread
Picture /Story Walk
Harcourt Language Handbook
Daily Oral Language Practice
Morning Message
ASSESSMENTS:
End of Selection Test
DIBELS(Retelling)
Progress Monitoring
Anecdotal Records
Teacher Observation
QRI
Rubrics
Computerized Tests (RAZ Kids, Brain Pop)
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.3.1 rev 8/2011 cs 5
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
Intervention
English Language Learner resource kit
Intervention resource kit
Intervention Station
Leveled Guided Readers
Graphic organizers, Thinking Maps
Computer Programs (RAZ Kids)
Language Master
Extension
Leveled Guided Readers
Learning Centers
Graphic Organizers, Thinking Maps
Computer Programs (RAZ Kids)
Language Master
Enrichment
Leveled Guided Readers
Graphic Organizers
Learning Centers
Language Master
RESOURCES:
Harcourt Trophies Reading Series and Resources/Computer Programs
Graphic Organizers
Workable Documents (charts, schedules, recipes, rules, signs, posters, maps)
Classroom Library (nonfictional, fictional, informational tests, magazines, dictionaries, newspapers)
Reading, Comprehension and Fluency, Grade 1, by Mary Rose (Scholastic)
Trade Books
Language Master
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.3.1 rev 8/2011 cs 6
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.4.1 rev 8/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.4.1: TYPES OF WRITING
1.4.1.A. Narrative: Write,
dictate, or illustrate descriptive
poems and stories that include
literary elements.
CC.1.W.3 Text Types and Purposes: 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.
1.4.1.B. Informational: Write
Informational pieces using
illustrations when relevant (e.g.,
descriptions, letters, instructions).
CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply
some facts about the topic, and provide some sense of closure.
CC.1.W.3 Text Types and Purposes: 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.
IRA/NCTE STANDARDS:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies,
and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary)to communicate effectively with a
variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information).
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.4.1 rev 8/2011 cs 2
FOCUS POINTS:
Kid Writing/Craft of Writing: Rewrite, Draft, Revise, Reflect, Proofread, Publish,
Graphic Organizers, Thinking Maps
ACTIVITIES:
Word Charts: Use word charts as resources (family poster, WWW, Holiday words, Kid Crowns etc.)
Prompts: Use ideas from the Themes in Harcourt
Creative Writing
Story Response: To teach the students how to respond to literature
Sentence Frames:
Sentences in dialogue form: Using quotation marks, having conservation
Sentences utilizing data from a graph
Write Invitations
Messages
Write Captions/Cartoon dialogue
Reports: Gather information to write reports
Write Poems: Explore different types of writing poetry(acrostic, haiku, rhyming, shape poems)
Song Lyrics
Riddles
Class Books: Create a book using students collective on a variety of topics
Create a list: Uses of lists( shopping, to do, organizing)
Create persuasive posters
Shared Writing
Independent Writing
Diagrams
Writing Directions
Writing Friendly Letters: Parts of a letter(opening, body, date, signature, closing)
ASSESSMENTS
Kid Writing Rubric
Teacher Observations
Checklists
Completion of projects
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.4.1 rev 8/2011 cs 3
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
Small groups with teacher assistance
Accommodations (2 sentences instead of 5)
Teachers starts and student finishes
Teacher models
Use of Graphic Organizers/Thinking Maps for organization assisted by teacher
Computer Programs
English Language Learner Kit
Extension
Use thinking maps to aid project
Use resources in the classroom
Use conventions of writing
Enrichment
Using multiple thinking maps when completing project
Require/Expect more: more facts, more sentences, longer poem
Use more advanced conventions of writing
Using skills taught correctly in writing
RESOURCES:
Kid Writing: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Felgus
Harcourt Trophies Basal Reading Series and Resources
Thinking Maps
Children’s Literature
Computer Program: Microsoft Word
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.5.1: QUALITY OF WRITING
1.5.1.A. Focus: Identify and write
about one specific topic.
CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
CC.1.W.3 Text Types and Purposes: 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.
1.5.1.B. Content: Develop content
appropriate for the topic.
Gather and organize
information, incorporating
details relevant to the topic.
Write a series of related
sentences or a paragraph
with one central idea
CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with
relevant details, expressing ideas and feelings clearly.
1.5.1.C Organization: Organize
writing in a logical order.
CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
1.5.1.D. Style: Write using
adjectives, precise nouns, and
action verbs.
CC.1.L.1b Conventions of Standard English: Use common, proper, and possessive nouns.
CC.1.L.1c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic
sentences (e.g., He hops; We hop).
CC.1.L.1h Conventions of Standard English: Use determiners (e.g., articles, demonstratives).
CC.1.L.1j Conventions of Standard English: Produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
1.5.1.E Revising: Revise writing by
adding details or missing
information.
CC.1.W.5 Production and Distribution of Writing: 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.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 2
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.5.1: QUALITY OF WRITING
1.5.1.F. Convention: Use grade
appropriate conventions of
language when writing and editing.
Spell common, frequently
used words correctly.
Use capital letters correctly.
Punctuate correctly.
Begin to use correct
grammar and sentence
formation.
CC.1.R.F.1a Print Concepts: Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation).
CC.1.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task
and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific
expectations).
CC.1.L.1.1 Conventions of Standard English: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
CC.1.L.1a Conventions of Standard English: Print all upper- and lowercase letters.
CC.1.L.1b Conventions of Standard English: Use common, proper, and possessive nouns.
CC.1.L.1c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic
sentences (e.g., He hops; We hop).
CC.1.L.1d Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me,
my; they, them, their, anyone, everything.
CC.1.L.1e Conventions of Standard English: 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).
CC.1.L.1f Conventions of Standard English: Use frequently occurring adjectives.
CC.1.L.1g Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so,
because).
CC.1.L.1h Conventions of Standard English: Use determiners (e.g., articles, demonstratives).
CC.1.L.1i Conventions of Standard English: Use frequently occurring prepositions (e.g., during, beyond,
toward).
CC.1.1j Conventions of Standard English: Produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
CC.1.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
CC.1.l.2a Conventions of Standard English: Capitalize dates and names of people.
CC.1.L.2b Conventions of Standard English: Use end punctuation for sentences.
CC.1.L.2c Conventions of Standard English: Use commas in dates and to separate single words in a series.
CC.1.L.2d Conventions of Standard English: Use conventional spelling for words with common spelling
patterns and for frequently occurring irregular words.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 3
IRA/NCTE STANDARDS:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information;
to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation) media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information).
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 4
FOCUS POINTS:
Comprehension
Build Concept Vocabulary
Characters
Classify/ Categorize
Creating Mental Images
Details
Dialogue
Drawing Conclusions
Fact/Fiction
Fantasy/Reality
Listening and Responding to Text
Main Idea
Make and Confirm Predictions
Making Inferences
Plot
Predicting Outcomes
Problem/Solution
Reading
Reading Ahead
Retell and Summarize
Rereading
Rereading Aloud with Inflection
Reread for Fluency
Self-Correcting
Sequencing Events in a Story
Setting
Genre
Biography
Fable
Fantasy
Fiction
Informational Fiction
Nonfiction
Play
Realistic Fiction
Science Fiction
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 5
Grammar
Complete Sentences
Compound Words
Contractions: ‘s, n’t, ‘ll,
Capital Letters and End Marks
Describing Words (adjectives): color, size, shape, taste, smell, sound, fell
Joining Sentences
Identify Nouns as People ,Animals, Things and Places
Identify Verbs
Inflections: -s, -ed, -er, -est, -ing
Match sentence Parts
Naming Parts of A Sentence
Naming Parts For Two
Naming Sentences
One or More Than One
Pronouns: He, She, It, They
Proper Nouns: Months, Days of the Week, Holidays,
Proper Nouns: Titles for People, Places,
Punctuation
Spelling
Telling Parts Of A Sentence
Telling Parts For Two
Telling Sentences
Using Am, Is, Are, Was, Were
Using I and Me
Using Nouns In Sentences
Word Classification
Writing Basic Sentences
Phonics and Decoding
Short vowel sounds: a,e,i, o, u
Long vowel sounds:
/a/, a-e, ai, ay
/e/ e, ee, ea, y
/i/ i-e, ie, igh, y
/o/: o, ow, oa, o-e
/u/u-e
Phonograms: -ace, -ack, -ad, -ag, -age, -ail, -ain, -ake, -all, -am, -ame, -an -ang, –ap, -arm, -art, -at, -ate, -ay, -ead, -ean, -eet, -en, -end, --
ice, -ide, -ick, -ight, -ike, -ild, -ill, -inch, -ind, -ine, -ing, -ink, -it, -itch, -ite, -ode, -old, -one, -ool, -oom, -oot, -op, -or, -ore, -ot, -ow, -own, -ound, -
ube, -ug -us
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 6
Consonant /j/ dge, /s/ c
Digraphs: -ck, qu, sh, th, tch, wh
Diphthong/ng/ ng,
Initial Blends: r, s
Blends: l, r, s,
R-Controlled Vowels:
/ar/ ar
/er/ er, ir, ur,
/or/ or & ore,
Syllable/l/ -le
Variant Vowels:
/ou/ ou, ow
/o/ oo
Concepts of Print
Vocabulary and Concept Vocabulary
Vocabulary and High Frequency Words
Literary Response
Phonemic Awareness
Blending Sounds
Counting Syllables
Rhyming Words
Phoneme Isolation
Phoneme Blending
Phoneme Segmentation
Phoneme Addition
Phoneme Matching
Phoneme Deletion
Phoneme Substitution
Phoneme Manipulation
Phoneme Counting
Writing For Purpose
Enjoyment
Persuasive
Informational
Narrative
Descriptive
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 7
Writing Process
Prewrite
Draft
Respond/Revise
Proofread
Publish
Conventions
Creative Writing (Kid Writing)
Development of Effective Sentences
Dialogue
Effective Paragraph
Facts
Focus/Idea
Independent Writing
Interactive Writing
Listen and Respond
Match Text With Picture
Notes
Organization
Poem
Purpose
Reflection
Report
Riddles
Shared Writing
Story Response
Voice
Word Choice
Write Sentences
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 8
ACTIVITIES:
Write about self-selected topics
Brainstorm ideas to use for the topic
Match text with picture
Finish story starters
Write in complete sentences
Write captions
Create a list
Use appropriate capital letters and end marks
Write proper names and titles
Add details to support the main idea
Spell independently, by using prephonetic knowledge, sounds of the alphabet, and knowledge of letter names
Arrange ideas in logical order
Use the kidwriting process and mini-lessons
Reread sentences or story to oneself, a classmate and/or an adult
Take pride in authoring a page in a class book
Read and listen to literature books to spark ideas for writing
Utilize dialogue in writing
Purposeful Writing: Newspaper ads, riddles, poems, posters, persuasive, informational, letters, invitations, cards, song lyrics, messages,
postcards
Games: Crossword Puzzles, Spelling Squares, Rainbow Words, Write the Room
Publish written work
Interactive Writing (Story Response)
Shared Writing
Independent Writing
ASSESSMENTS:
Unit assessments based upon learning objectives
End of Story Tests
DIBELS, Teacher Observations, Anecdotal Records (check lists, rubrics, etc.)
Vocabulary Assessments
Rubrics/Checklists
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 9
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
Earobics
English Language Learner resource kit
Intervention Station
Leveled Guided Readers
Graphic Organizers, Thinking Maps
Computer Programs
English Language Learner Kit
Extension
Earobics
Learning Centers-Leap Desk, Leap Pad, Leap Mat, Leapsters, Language Master, Books on Tape, Phonics Handheld Games, Read the Room
Leveled Guided Readers
Graphic Organizers, Thinking Maps
Computer Programs
Enrichment
Leveled Guided Readers
Starfall
Study Island
Graphic Organizers, Thinking maps
Computer Programs
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 10
RESOURCES:
Harcourt Trophies Reading Series and Resources
Kidwriting: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Feldgus
Intervention Station
Intervention Kit
Literacy Station Activities
Fluency Builders
Kid Writing Library:
o A Story for Bear by Dennis Haseley & Jim LaMarche
o Angelo by David MacAaulay
o Annie and the Wild Animals by Jan Brett
o The Bear Snores On by Jane Chapman
o Butterfly House by Eve Bunting
o Chester’s Way by Kevin Henkes
o Come On Rain by Karen Hesse & Jon J Muth
o Dory Story by Jerry Pallotta
o Earthdance by Joanne Ryder
o Fritz and the Beautiful Horses by Jan Brett
o The Gardner by David MacAaulay
o Giant Jam Sandwich by John Vernon Lord
o Grammar Tales by Liza Charlesworth
o Green Eyes
o Hey Little Ant by Phillip M. Hoose
o Listen to the Rain by Bill Martin, Jr.
o The Mitten by Jan Brett
o Miz Berlin Walks by Jane Yolen
o Mr. Brown Can Moo by Dr. Seuss
o My Lucky Day by Keiko Kasza
o My Mama Had a Dancing Heart by Libba Gray
o Muncha Muncha Muncha by Candace Fleming
o Nothing Ever Happens on 90th Street by Roni Schotter
o Owl Moon by Jane Yolen
o Pinduli by Janell Cannon
o Seven Blind Mice by Ed Young
o Stellaluna by Janell Cannon
o The Gardner by David MacAaulay
o The Giant Jam Sandwich by John Vernon Lord
o The Old Woman Who Named Things by Cynthia Rylant
o The Pain and the Great One by Judy Blume
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.5.1 rev 8/2011 cs 11
o Rain by Manya Stojic
o The Quilt Makers Gift by Jeff Brumbeau
o The Squiggle by Carole Lexa Schaefer
o The Very Noisy Night by Diana Hendry
o Thundercake by Patricia Polacco
o Too Many Pumpkins by Linda White
o Tops and Bottoms by Janet Stevens
o When I was Young in the Mountains by Cynthia Rylant
Starfall.com
Raz-Kids
Study Island
Reading A-Z
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.6.1 rev 8/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.6.1: SPEAKING AND LISTENING
1.6.1.A. Listening Skills/Discussion:
Listen actively and respond to others
in small and large group situations
with appropriate questions and
ideas.
CC.1.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse
partners about Grade 1 topics and texts with peers and adults in small and larger groups.
CC.1.SL.1a Comprehension and Collaboration: 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).
CC.1.SL.1b Comprehension and Collaboration: Build on others’ talk in conversations by responding to
the comments of others through multiple exchanges.
CC.1.SL.1c Comprehension and Collaboration: Ask questions to clear up any confusion about the topics
and texts under discussion.
CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text
read aloud or information presented orally or through other media.
CC.1.SL.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in
order to gather additional information or clarify something that is not understood.
1.6.1.B. Speaking Skills/Presentation:
Use appropriate volume and clarity
in individual or group situations.
Deliver brief oral presentations on a
topic supported by visual aids.
CC.1.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall
information from experiences or gather information from provided sources to answer a
question.
CC.1.SL.1a Comprehension and Collaboration: 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).
CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with
relevant details, expressing ideas and feelings clearly.
CC.1.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions
when appropriate to clarify ideas, thoughts, and feelings.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.6.1 rev 8/2011 cs 2
IRA/NCTE STANDARDS:
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and
synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,
geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information).
FOCUS POINTS:
Listening Skills and Strategies
Speaking Skills and Strategies
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.6.1 rev 8/2011 cs 3
ACTIVITES:
Listening
Listen and Respond
Choral Reading
Echo Reading
Pair/Share or Partner Reading
Listen to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, or informational speeches
Listen for a purpose (1) to follow oral directions (one, two, three, and multi-step), (2) for specific information, and (3) for enjoyment.
Respond to a variety of media and speakers
Big Book of Rhymes
Listening Center – listen to books on tape
Speaking
Speak clearly and audibly and use appropriate volume and pace in different settings
Use formal and informal English appropriately
Follow rules of conversation
Stay on topic when speaking
Use descriptive words
Give and follow two, three, and four, step directions
Recite poems, rhymes, songs, stories, soliloquies, or dramatic dialogues
Participate in classroom activities and discussion
ASSESSMENTS:
Checklists
Teacher observations
Daily oral dictation activities
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.6.1 rev 8/2011 cs 4
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
Earobics
Intervention Resource Kit
English Language Learners Resource Kit
Below Level Books for All Learners
Computer Websites
Harcourt Fluency Builder Cards
English Language Learner Kit
Extension
On Level Books for All Learners
Related Theme Resources in Harcourt Teacher Manual
Computer Websites
Oral Reading Fluency Guide
Harcourt Fluency Builder Cards
Enrichment
Advanced Books for All Learners
Advanced Level Practice Book
Thinking Maps
Additional Support Activities in Harcourt Teacher Manual
Computer Websites
Harcourt Fluency Builder Cards
RESOURCES:
“Oo-ples and Boo-noo-noos: Songs and Activities for Phonemic Awareness”
Big Books
Read Aloud Anthology
Poems, Rhymes, Songs, etc.
Harcourt Literacy Centers
Harcourt Trophies Basal Reading Series and Resources
Computer Programs: Study Island, Earobics
Computer Websites:
www.harcourtschool.com,
www.learninga-z.com,
www.starfall.com, http://www.brainpopjr.com/
Guided Reading Books
Learning Centers – Leap Pad, PLATO,
Harcourt Trophies Audiotexts
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.6.1 rev 8/2011 cs 5
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.7.1 rev 8/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.7.1: CHARACTERISTICS AND FUNCTIONS OF THE ENGLISH LANGUAGE
1.7.1.A. Formal and Informal
Language: Recognize formal and
informal language used in speech.
IRA/NCTE STANDARDS:
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with
different audience for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and informational resources (e.., libraries databases, computer networks, video) to gather and
synthesize information to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups,
geographic regions and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to
develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.7.1 rev 8/2011 cs 2
FOCUS POINTS:
Grammar
Writing basic sentences
Recite a rhyme
Making connections
Telling sentences
Capital letters and periods, punctuation marks
Asking sentences
Naming parts of sentence
Joining naming parts with “and”
Telling parts of sentences
Identify sentence parts
Match sentence parts
Create telling parts of sentences
Joining telling parts with “and”
Generate/form complete sentences
Nouns-(people, places, things, animals
One and more than one
Special names and titles for people
Special names of places
Names of Days
Names of Months
Names of Holidays
Spelling
Using I and Me
Pronouns (he, she, it and they)
Describing words (color, size, shape, taste, smell, sound feel, weather, -er, -est)
Verbs
Using “and, is and are”
Using “was and were”
Contractions
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.7.1 rev 8/2011 cs 3
ACTIVITES:
Grammar packets
Kid Writing – Mini lesson
Shared Writing
Story Responses
Teacher Modeling
ASSESSMENTS:
End of selection tests
Kid Writing Journals/Samples
Teacher Observation
Anecdotal records
Story Responses
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
Leveled Guided Readers
Intervention resource kit
Intervention Station
Graphic organizers
Kid Writing groups
English Language Learner resource kit
Extension
Leveled Guided Readers
Graphic organizers
Kid Writing groups
Learning Centers
Computer programs
Enrichment
Leveled Guided Readers
Computer Programs
Writing Centers
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.7.1 rev 8/2011 cs 4
RESOURCES:
Harcourt Trophies Language Handbook/Transparencies/Teacher Manual
Kid Writing
Creating Young Writers
Harcourt Writer’s Companion
Learn to Write Series (Creative Teaching Press)
Grammar Jingles CD
Scholastic Grammar Tales
Scholastic Parts of Speech Tales
Scholastic Punctuation Tales
Trade Books
Starfall
Raz Kids
Learning a-z
Funbrain
Promethean Planet
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.8.1 rev 8/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.8.1: RESEARCH
1.8.1.A. Inquiry Based Process:
Generate appropriate questions
about a topic.
1.8.1.B. Location of Information and
Citing Sources: Locate and discuss
information on an identified topic in
a small group, with teacher
guidance.
1.8.1.C Organization and Production
of Final Product: Create and explain
a research-based project in a small
group.
CC.1.W.7 Research to Build and Present Knowledge: 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.
IRA/NCTE STANDARDS
1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United
States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal
fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and
their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a
variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative
language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and
synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit
their purpose and audience.
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.8.1 rev 8/2011 cs 2
8. Students use a variety of technological and informational resources (e.g., libraries, databases, computers, networks, video) to gather and
synthesize information and to create and communicate knowledge.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information).
FOCUS POINTS:
Locate, gather, organize, and interpret information on given topics to share in a variety of forms.
ACTIVITES:
Write caption/Cartoon dialogue
Reports
Write Poems
Create persuasive posters
Writing a Friendly Letter
ASSESSMENTS:
Teacher Observations
Projects
Rubrics
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
Small group instruction
Accommodations for assignment
Thinking Maps to organize information
On Level
Thinking Maps to organize information
Extension
Rubric-more requirements, more research information
Help the rest of the class with computer skills
Present project to class
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.8.1 rev 8/2011 cs 3
RESOURCES:
Library
Computer: teacher directed sites
Brainpop Jr., United Streaming, Thinkfinity.org
Literature
Video – with specific tasks (note taking)
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.9.1 rev 8/2011 cs 1
PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S)
1.9.1: INFORMATION, COMMUNICATION, AND TECHNOLOGY LITERACY
1.9.1.A. Media and Technology
Resources: Use media and
technology resources for directed
learning activities.
CC.K.W.6 Production and Distribution of Writing: With guidance and support from adults, explore a
variety of digital tools to produce and publish writing, including in collaboration with peers.
CC.1.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety
of digital tools to produce and publish writing, including in collaboration with peers.
1.9.1.B. Evaluating Media Sources:
Identify different types of media and
what purposes they may serve.
IRA/NCTE STANDARDS
3. Students use a variety of technological and informational resources (e.g., libraries, databases, computers, networks, video) to gather and
synthesize information and to create and communicate knowledge.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the
exchange of information).
FOCUS POINTS:
Locate, gather, organize, and interpret information on given topics to share in a variety of forms.
ACTIVITES:
Introduction to technology will be differentiated to student needs at the discretion of the teacher utilizing Harcourt and Cross Curricular
topics.
ASSESSMENTS:
Teacher Observations
Anecdotal records
Projects
Rubics
POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM
READING/COMMUNICATIONS – GRADE 1
Read/Communications Standard 1.9.1 rev 8/2011 cs 2
DIFFERENTIATED INSTRUCTION:
Teacher directed differentiated instructional projects and activities are ongoing and based on student need.
Remediation
Small group instruction
Accommodations for assignment
Thinking Maps to organize information
On Level
Thinking Maps to organize information
Extension
Rubric-more requirements, more research information
Help the rest of the class with computer skills
Present project to class
RESOURCES:
Library
Computer: teacher directed sites
(e.g., Brainpop Jr., United Streaming, Thinkfinity.org)
Literature
Video – with specific tasks (note taking)
District approved computer programs (e.g., Microsoft Word, Publisher)
COMMON CORE STANDARDS KEY
RL - READING – LITERATURE
RI - READING – INFORMATIONAL TEXT
RF - FOUNDATIONAL SKILLS
W - WRITING
SL - SPEAKING AND LISTENING
L - LANGUAGE
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