pacing guide grade 1 treasures 2014-15 guide grade 1 2014-2015 first grade reading strategies (all...

Pacing Guide Grade 1 2014-2015

Pittsburg Unified School District

First Grade Teaching Guide for English Language Arts

Core Curriculum-Treasures

2014-2015


First Grade Reading Strategies (ALL STRATEGIES EMBEDDED IN PACING GUIDE BY UNIT 3---FEB 6th

)

Strategies (5) Embedded Standards

Ask and Answer Questions I ask questions to set a purpose for reading or because I want to

learn more about what I am reading. Then, I check to see if my

questions have been answered.

RL1.1/RI 1.1 Ask and answer questions about key details in a text

RI 1.4 Ask and answer questions to help determine or clarify the meaning of words and

phrases in a text.

SL 1.1c Collaborative Conversations: Ask questions to clear up any confusion

SL 1.2 Ask and answer questions about key details in a text read aloud or info

presented orally

SL 1.3 Ask and answer questions about what a speaker says in order to gather

additional information

Monitor and Clarify I check my own understanding as I read. When I don’t understand and need

to clarify I can: decode a word I don’t know, use clues to understand the

context, or reread.

RI 1.4 Ask and answer questions to help determine or clarify the meaning of words and

phrases in a text.

RF 1.4c Use context to confirm or self-correct word recognition and understanding,

re-reading as necessary

Make Connections Sometimes what I read reminds me of something in my own life or

something I have read before.

RI 1.3 Describe the connection between two individuals, events, ideas, or pieces of

information in a text

RL1.5 Explain major differences between books that tell stories and books that give

information

RL 1.9 Compare and Contrast the adventures and experiences of characters in stories

RI 1.9 ID basic similarities in and differences between two texts on the same topic

RI/RL 1.10 a. activate prior knowledge

Making Predictions I try to figure out what happens next based on what I already know; then

confirm as I read more.

RL/RI 1. 10 b. make predictions using illustrations and context

Visualize I picture in my head the characters, setting, sequence or a process from

the selection.

RL 1.4 ID words and phrases in stories or poems that suggest feelings or appeal to the

senses

SL 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.


Reading Phonics Progression

Grade Consonants Vowel Patterns Digraphs Dipthongs R Controlled Initial, Final,

Three Letter

Blends

Inconsistent but Common

Spellings (2.3.e)

Kinder consonants CVC—short vowel NA NA NA NA NA

First a, ai_, _ay, a_e

e, e_e, ea, ee, _y, e_e

i, y, igh, i-e

o, oa, ow, o_e

u, u_e

sh

th

ch

tch

wh

ou (through)

ow, ou (cow, cloud)

oi (coin)

oy (boy)

oo (book)

oo (pool)

au (caught)

aw (straw)

ar

er

ir

or

ur

l, r and s blends:

fl, sl, pl, gl, cl, bl,

gr, sp, st, br, sw,

sm, dr, cr, tr, sn

final:-nd, -st, -nk,

-nt, -ng, -sk, -ft, -

mp

3 letter: scr, str,

spr, spl

NA

Second ea (great)

ei (eight)

_ie_ (field)

_ey (key)

ie (pie)

_oe (toe)

_ew (few, pew)

_ue (blue, glue)

_ui_ (juice) oar (roar)

ore (sore)

air (chair)

are (spare)

ear (tear)

kn

ch /k/

ph

gh

gn

dge

ge

gi

le

wr

ce

ci

ed /t/


Spelling Progression

Kinder Spell phonetically, CVC

1st grade Kinder HF words, short vowel, initial, final and three

letter blends

2nd grade 1st grade HF words, long vowel, dipthongs,

r controlled, inconsistent but common spellings,

inflectional endings

3rd grade 2nd grade HF words, long vowel, adding suffixes,

prefixes, syllable patterns, complex word families

(ex.-ought), contractions, compounds

4th grade 3rd grade HF words, previous patterns

(k-3), content specific

5th grade 4th grade HF words, previous patterns

(k-4), content specific


PUSD Prefix/Suffix List

Grade Prefix Suffix

First Grade re- (again)

un- (not)

pre- (before)

-er/-est (comparative)

-ed (past tense)

-ing (present tense)

Second Grade over- (too much)

in- (not)

dis- (not)

im- (not)

mis- (bad)

-less (without)

-ly (forms adverb)

-ful (full of)

-ness (state or quality of)

-ment (forms noun from verb)

-tion (state or quality of)

Third Grade bi- (two)

tri- (three)

non- (not)

sub- (under, below)

-ous (full of )

-able/-ible (is able)

-ity/-ty (state /quality)

-ish (quality of)

-ward (direction)


Reading Literature Chart-Grade 1

Title_________________________________________________________________________

Author__________________________________________ Illustrator___________________________________________

My prediction was confirmed/not confirmed because I read or saw_____________________________________________(RL1.10)

(RL 1.1) Who?

(RL1.3) Characters

When? Where?

Setting

What?

Problem

How?

Solution

What lessons were learned in the story?_______________________________________________(RL1.2)

This story reminds me of_________________________________________________(RL 1.9)

(RL 1.2) Beginning

Middle

End

Ireland/Hart2014


Reading Informational Text Chart-Grade 1 Title_________________________________________________ Author ___________________________________________

(Main idea/Author’s point) (RI 1.2/RI 1.8)

What information did you get from the illustrations and text features?___________________________________________________________________

_____________________________________________________________________________________________________________ (RI 1.5 1.6, 1.7)

What does the word_____________________________mean?__________________________________________________________________ (RI 1.4)

This text reminds me of_________________________________________________________________________________________________ (RI 1.9)

Key detail/reason

Key detail/reason Key detail/reason

Ireland/Hart2014


Writing Pacing and Assessment 2014-2015

Unit Date

# of

Weeks Genre

SS Smart Start

August 25-September 5 2 Review K writing process and sentence structure

1 September 8-October 17 6 Opinion (formative)

2 October 20-December 5 6 Opinion (summative) *

3 January 5- February 12 6 Informative/Explanatory (formative)

4 February 17-March 27 6 Informative/Explanatory (summative) *

5 March 30-May 1 4 Narrative (formative)

6 May 4-June 3 4.5 Narrative (summative) *

* Assessments will be provided


The Writing Process

Grade One

Prewrite Draft Revise “Writing Strategies

Standards”

Edit “Writing Conventions Standards”

Publish

Model thinking map being used.

1. Brainstorm:

2. Organize

Narrative-Flee

OR

Expository-Tree

Students create their own thinking

map to plan their writing.

Approx: 15-20 min

1-2 days

Model how to verbalize and compose.

Include Mentor Text

1. Students verbalize using:

• partners

• give one/get one

• cubes/colored strips

2. Students draft using their thinking map

from the day before.

**Remember:

assign language standards to include for

students to revise/edit later

write x’s on every other line to remind

students to skip lines.

Approx: 15-20 min

1-2 days

Model revising using your draft or a

student’s draft.

Teach one item to revise for. Model how to

revise for this in your draft.

Students write what they are revising for at

the top of their paper or attach a checklist.

Ideas for Teaching Revision:

• Super/Expand-0- Sentences

• Cut apart student writing for

groups to revise

• Verbalize

• Living Charts

During subsequent weeks, develop a checklist

with students to review the previous lesson

and add a new thing to revise for.

Students use this checklist to revise their

draft.

Approx: 15-20 min

1-2 days

Model editing using your draft or a student’s

draft.

Teach one item to edit for. Model how to

edit for this in your draft.

Students write what they are editing for at

the top of their paper or attach a checklist.

Ideas for Teaching Editing:

• Circle target skill: i.e. every

capital/period

• Cut apart student writing for

groups to edit

• my..my dog…my dog is…

• Living Charts

During subsequent weeks, develop a checklist

with students to review the previous lesson

and add a new thing to edit for.

Students use this checklist to edit their

draft.

Approx: 15-20 min

1-2 days

Students meet with the teacher to review

their revised/edited drafts.

Teacher guides the students toward making

final corrections and then rewriting their

paper in a presentable fashion.

These can be collected in a portfolio or

displayed with relevant art.

Note: Students can also collect drafts and

choose a piece to publish.

Approx: 15-20 min

1-2 days


Revising Topics:

____ Introduce/name the topic

____ State an opinion

____ Give reasons

____ Provide a sense of closure

Revising Topics:

____ Introduce/name the topic

____Two or more events

____Details

____Use time and order words

____Provide a sense of closure

Revising Topics:

____Introduce/name the topic

____Give facts

____Provide a sense of closure

Editing Topics (All genres):

_________ Capitalization

____Beginning of a Sentence

____Names of People, dates, and I

_________ Punctuation

____Correct end mark at the end of a sentence

____Commas in a series (where appropriate)

__________ Complete/Incomplete Sentences (who/what)

__________ Does it make sense? (Correct use of prepositions, conjunctions, possessives, determiners

etc. where appropriate)

_________ Spelling

_________ Neat penmanship (including correct spacing)

1st

Grade Narrative Writing

1st

Grade Informative/Explanatory Writing 1st

Grade Opinion Writing


Topic/opinion/event:

Some sense of closure:

Topic/opinion/event


Speaking and Listening Standards

Comprehension and Collaboration:

1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in

small and larger groups

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

texts under discussion)

b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges

c. Ask questions to clear up any confusion about the topics and texts under discussion

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

a. Give, restate, and follow simple two-step directions (CA)

3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is

not understood

Presentation of Knowledge and Ideas

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

a. Memorize and recite poems, rhymes, and songs with expression (CA)

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

6. Produce complete sentences when appropriate to task and situation


Foundations Reading Literature (RL)

Reading Informational Text (RI)

August 25- September 5 (9 days) Smart Start—Kinder CCSS


August 25- September 5 Smart Start—Kinder CCSS

Writing Language Resources


September 8-October 17 Theme:“All About Us” Unit 1 Standards at a Glance

Writing Genre: Opinion (Formative) Strategies: Ask and Answer Questions, Make Predictions, Monitor and Clarify, Visualize

Sounds: short a, short i, l blends, final blends

HF words: then, some, these, man, over, too, first, him, has, its, me, down, good, come, now, use, help, did

Foundations Reading Literature Reading Informational Text Concepts of Print

1. a.Recognize and distinguish features of a sentence

Phonological Awareness:

2. a.Distinguish long from short vowel sounds in

spoken single-syllable words

b.Orally produce single-syllable words by blending

sounds, including consonant blends

c.Isolate and pronounce initial, medial vowel, and

final sounds in spoken single-syllable words

d.Segment spoken single-syllable words into their

complete sequence of individual sounds

Phonics and Word Recognition

3. b. Decode regularly spelled one syllable words

g. Recognize and read grade appropriate irregularly

spelled words

Fluency:

4. a. Read grade level text with purpose and

understanding

b. Read grade level text orally with accuracy,

appropriate rate, and expression on successive readings

c. Use context to confirm or self-correct word

recognition and understanding, rereading as necessary

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

2. Retell stories, including key details, and demonstrate

understanding of their central message or lesson

3.Describe characters, settings, and major events in a story,

using key details

10. With prompting and support, read prose and poetry of

appropriate complexity for grade 1

a. activate prior knowledge

b. Use illustrations and context to make predictions


2.Identify the main topic and retell key details of a text

6.Distinguish between information provided by pictures or other

illustrations and information provided by the words in a text.

7.Use the illustrations and details in a text to describe its key ideas.

10. With prompting and support, read informational texts of appropriate

complexity for grade 1

a. Activate prior knowledge

b. Use illustrations and context to make predictions about text


Writing Language

1. Write opinion pieces in which they introduce the topic or name the book they are writing

about, state an opinion, supply a reason for the opinion, and provide some sense of closure

5.With guidance and support from adults, focus on a topic, respond to questions and

suggestions from peers, and add details to strengthen writing as needed.

1.Demonstrate command of the conventions of standard English Grammar and usage when

writing and speaking

a. Print all upper and lowercase letters

j. Produce/expand complete simple/compound

declarative, interrogative, imperative, and exclamatory sentences in response to prompts

2. Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing

a. Capitalize dates and names of people

b. use end punctuation for sentences

d. Use conventional spelling for words with common spelling patterns and for frequently

occurring irregular words

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling

conventions.


Writing Genre: Opinion

Reading Foundations

Phonics

Sounds

PUSD

Sight

Word

List

Reading Literature Reading Information

I

Concepts of Print

1. Demonstrate understanding of the organization and

basic features of print.

a. Recognize and distinguish features of a sentence


2. Demonstrate understanding of spoken words,

syllables, and sounds (phonemes)

a. Distinguish long from short vowel sounds in


b. Orally produce single-syllable words by blending


c. Isolate and pronounce initial, medial vowel, and


d. Segment spoken single-syllable words into their



3. Know and apply grade level phonics and word

analysis skills in decoding words both in isolation and

in text

b. Decode regularly spelled one syllable words


spelled words

short a: U1W1

then

some

these

man

Key Ideas and Details

1. Ask and answer questions about key details

in a text

Range of Reading and Text Complexity

10. With prompting and support, read prose and

poetry of appropriate complexity for grade 1

a. Activate prior knowledge related to the

information and events in texts

b. Use illustrations and context to make

predictions about text


1. Ask and answer questions

about key details in a text


10. With prompting and support, read

informational texts of appropriate


a. Activate prior knowledge related

to the information and events in texts

b. Use illustrations and context to

make predictions about text

September 8 – 12 (5 days) Theme: “All About Us” Unit 1 Week 1



1. Write opinion pieces in which they introduce the topic or name the

book they are writing about, state an opinion, supply a reason for the

opinion, and provide some sense of closure

5.With guidance and support from adults, focus on a topic, respond to

questions and suggestions from peers, and add details to strengthen

writing as needed.

Conventions

1. Demonstrate command of the conventions of standard

English Grammar and usage when writing and speaking


j. Produce/expand complete simple/compound declarative,

interrogative, imperative, and exclamatory sentences in

response to prompts

2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing

d. Use conventional spelling for words with common spelling

patterns and for frequently occurring irregular words

e. Spell untaught words phonetically, drawing on phonemic

awareness and spelling conventions.

Anthology:

“Pam and Sam” –(F)iction

“Nat Can Jump”-(F)iction

“Our Best Days”-(NF) non-fiction

Decodable:

“A Cap for Pam”-F

“Who Am I”- NF

Wonders:

What People and Animals Need—NF

Read Aloud:

“The Town Mouse and the Country

Mouse”—F (fable)

Big Book:

“That Big Cat!”—(F)

Oral Vocab Card

“The Princess and the Pea”--- F

September 8 – 12 Theme: “All About Us” Unit 1 Week 1



Reading Foundations Phonics

Sounds

PUSD

Sight Word List Reading Literature Reading Information

Concepts of Print

1. Demonstrate understanding of the organization and basic

features of print.



2. Demonstrate understanding of spoken words, syllables,

and sounds (phonemes)

a. Distinguish long from short vowel sounds in spoken

single-syllable words



c. Isolate and pronounce initial, medial vowel, and final

sounds in spoken single-syllable words




3. Know and apply grade level phonics and word analysis

skills in decoding words both in isolation and in text



spelled words

short a: U1W1

short a: U1W2 then

some

these

man

over

too

first


1.Ask and answer questions about

key details in a text

3.Describe characters, settings, and

major events in a story, using key

details

Range of Reading and Text

Complexity

10. With prompting and support,

read prose and poetry of appropriate



related to the information and events

in texts

b. Use illustrations and context

to make predictions about text


1. Ask and answer questions about key

details in a text



informational texts of appropriate complexity

for grade 1

a. Activate prior knowledge related to

the information and events in texts



September 15- 19 (5 days) Theme: “All About Us” Unit 1 Week 2


Writing

Language Resources

1. Write opinion pieces in which they introduce the topic or name

the book they are writing about, state an opinion, supply a reason

for the opinion, and provide some sense of closure



writing as needed.

Conventions

1.Demonstrate command of the conventions of standard English

Grammar and usage when writing and speaking



declarative, interrogative, imperative, and exclamatory sentences

in response to prompts




d. Use conventional spelling for words with common

spelling patterns and for frequently occurring irregular words

e. Spell untaught words phonetically, drawing on

phonemic awareness and spelling conventions.

Anthology:

“I Can, Too!”--F

“Jump Over It”-- F

“Run, Jump, swim” --NF

Decodable:

“Mack”---F

“Who Am I?”---NF

Wonders:

“The First People of Australia”---NF

Read Aloud:

“Just Watch”—(P)oem

Big Book:

“From Head to Toe”

Oral Vocab Card

“The Great Rope Tug”--- F

September 15- 19 Theme: “All About Us” Unit 1 Week 2



Reading Foundations

Phonics

Sounds

PUSD

Sight Word

List


HF

W/S

igh

t W

ord

Ba

seli

ne

Ass

ess

me

nt

du

e 9

/26

Concepts of Print

1.Demonstrate understanding of the organization and basic features of

print.

a.Recognize and distinguish features of a sentence


2.Demonstrate understanding of spoken words, syllables, and sounds

(phonemes)

a.Distinguish long from short vowel sounds in spoken single-

syllable words

b.Orally produce single-syllable words by blending sounds,

including consonant blends

c.Isolate and pronounce initial, medial vowel, and final sounds in


d.Segment spoken single-syllable words into their complete

sequence of individual sounds


3.Know and apply grade level phonics and word analysis skills in decoding

words both in isolation and in text


g. Recognize and read grade appropriate irregularly spelled

words

Fluency:

4.Read with sufficient accuracy and fluency to support comprehension

a. Read grade level text with purpose and understanding

b. Read grade level text orally with accuracy, appropriate rate,

and expression on successive readings

c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary

short a: U1W1

short a: U1W2

short i: U1W3

then

some

these

man

over

too

first

him

has

its


1.Ask and answer questions about key details

in a text

3.Describe characters, settings, and major

events in a story, using key details


10. With prompting and support, read prose

and poetry of appropriate complexity for

grade 1






1. Ask and answer questions

about key details in a text

2. Identify the main topic and

retell key details of a text


10. With prompting and support,

read informational texts of



related to the information and events

in texts



September 22- 26 (5 days) Theme: “All About Us” Unit 1 Week 3








writing as needed.

Conventions





declarative, interrogative, imperative, and exclamatory sentences in

response to prompts









Anthology:

“How You Grew”--NF

“I Am A Big Kid”--NF

“Birds Get Big”—NF (good for sequence too)

Decodable:

“Jim Had a Big Hit”---F

“On A Farm”—NF

Wonders:

“We Are Good Helpers” and

“Rights and Responsibilities:---NF

Read Aloud:

“I’m Growing Up”--NF

Big Book:

“Growing Up” –NF

Oral Vocab Card

“Lion Cubs Grow Up”--- NF

September 22- 26 Theme: “All About Us” Unit 1 Week 3



Reading Foundations

Phonics

Sounds

PUSD

Sight

Word

List


Pro

gre

ss R

ep

ort

s 1

0/1

-10

/3

Pa

ren

ts s

ign

EL

pro

gre

ss p

rofi

les

by

10

/3

Concepts of Print


print.




(phonemes)


syllable words











g. Recognize and read grade appropriate irregularly spelled words

Fluency:



b. Read grade level text orally with accuracy, appropriate rate, and

expression on successive readings



short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

then

some

these

man

over

too

first

him

has

its

me

down

good

come


1.Ask and answer questions about key details in a

text

2. Retell stories, including key details, and

demonstrate understanding of their central

message or lesson

3.Describe characters, settings, and major events

in a story, using key details




a. Activate prior knowledge related to the

information and events in texts




1. Ask and answer questions about

key details in a text

2. Identify the main topic and retell

key details of a text








September 29- October 3 (5 days) Theme: “All About Us” Unit 1 Week 4








writing as needed.

Conventions






response to prompts









Anthology:

“Flip”--F

“Come Down Kit”—F

“What Pets Need”--NF

Decodable:

“Sam the Clam”---F

“Learn About the Past”—NF

Wonders:

“Traditions We Share”--NF

Read Aloud:

“Animal House” --NF

Big Book:

“Along came Toto”--F

Oral Vocab Card

“Pig Goes to the Party”--- F

September 29- October 3 Theme: “All About Us” Unit 1 Week 4



Reading Foundations

Phonics

Sounds

PUSD

Sight

Word

List


Concepts of Print

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




(phonemes)

a.Distinguish long from short vowel sounds in spoken single-syllable

words

b.Orally produce single-syllable words by blending sounds, including

consonant blends



d.Segment spoken single-syllable words into their complete sequence

of individual sounds






Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

then

some

these

man

over

too

first

him

has

its

me

down

good

come

now

use

help

did


1.Ask and answer questions about key

details in a text


demonstrate understanding of their

central message or lesson





prose and poetry of appropriate







1.Ask a and answer questions about key

details in a text

2.Identify the main topic and retell key

details of a text

Craft and Structure

6.Distinguish between information

provided by pictures or other illustrations

and information provided by the words in

a text.

Integration of Knowledge and Ideas

7. Use the illustrations and details in a text

to describe its key ideas.








October 6 - 10 (5 days) Theme: “All About Us” Unit 1 Week 5






5. With guidance and support from adults, focus on a topic, respond to


writing as needed.

Conventions






response to prompts









Anthology:

“Soccer”--NF

“I Like to Help”---F

“Guess What”—(P)oem

Decodable:

“Jazz Band”---F

“Sun and Rain”--NF

Wonders:

“Independence Day”--NF

Read Aloud:

“Hokey Pokey”--song

Big Book:

“Teamwork”---NF

Oral Vocab Card:

“Roberto Clemente”--NF

October 6 - 10 Theme: “All About Us” Unit 1 Week 5


Writing Genre: Opinion (formative)

Reading Foundations

Phonics

Sounds

PUSD

Sight

Word List


Fo

rma

tiv

e W

riti

ng

Ass

ess

me

nt:

Op

inio

n 1

0/1

3-1

0/1

7

Concepts of Print

1.Demonstrate understanding of the organization and basic

features of print.



2.Demonstrate understanding of spoken words, syllables, and

sounds (phonemes)

a.Distinguish long from short vowel sounds in spoken




c.Isolate and pronounce initial, medial vowel, and final





3.Know and apply grade level phonics and word analysis skills in

decoding words both in isolation and in text



spelled words

Fluency:

4.Read with sufficient accuracy and fluency to support

comprehension


b. Read grade level text orally with accuracy, appropriate

rate, and expression on successive readings

c. Use context to confirm or self-correct word recognition

and understanding, rereading as necessary

short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

then

some

these

man

over

too

first

him

has

its

me

down

good

come

now

use

help

did



details in a text












predictions



details in a text


details of a text

Craft and Structure

6.Distinguish between information

provided by pictures or other illustrations

and information provided by the words in

a text.











October 14- 17 (4 days) Review and Assess Unit 1 Week 6








writing as needed.

Conventions






response to prompts









October 14- 17 Review and Assess Unit 1 Week 6


October 20 – December 5 “Our Families, Our Neighbors” Unit 2 Standards at a Glance Writing Genre: Opinion (Summative) Strategies: Ask and Answer Questions, Make Predictions, Monitor and Clarify, Visualize, Make Connections Sounds: short a, short i, l blends, final blends, short o, short e, r and s blends, –ing,short u, sh, th

HF words: then, some, these, man, over, too, first, him, has, its, me, down, good, come, now, use, help, did, her, two, our, well, who, long, little, very, out, many, place, where,

could, make, just, must, again, them, than, think, such, things, put Foundations Reading Literature Reading Informational Text Concepts of Print



2. a.Distinguish long from short vowel sounds in spoken


b.Orally produce single-syllable words by blending


c.Isolate and pronounce initial, medial vowel, and





3. a. Know sound spelling for common digraphs



spelled words

Fluency:

4. a. Read grade level text with purpose and

understanding









using key details

5. Explain major differences between books that tell stories

and books that give information

6. ID who is telling the story at various points in a text

7. Use illustrations and details in a story to describe its

characters, settings, or events

9. Compare/Contrast adventures and experiences of

characters in stories





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


3. Describe the connection between two individuals, events, ideas, or pieces

of info in a text

5. Know and use text features to locate key facts and information in a text

6.Distinguish between information provided by pictures or other illustrations

and information provided by the words in a text.







Writing

Language

1. Write opinion pieces in which they introduce the topic or

name the book they are writing about, state an opinion,

supply a reason for the opinion, and provide some sense of

closure

5.With guidance and support from adults, focus on a topic,

respond to questions and suggestions from peers, and add

details to strengthen writing as needed.

8. With guidance and support from adults recall information

from experiences or gather info from provided sources to

answer a question

1. a. Print all upper and lowercase letters

b. Use common, proper, and possessive nouns

c. Use singular and plural nouns with matching verbs in

basic sentences

d. Use personal (subject, object), possessive, and

indefinite pronouns

h. Use determiners


declarative, interrogative, imperative, and exclamatory

sentences in response to prompts

2. a. Capitalize dates and names of people


c. Use commas in dates and to separate single words in a

series





4. a. Use sentence level context as a clue

5. a. Sort words into categories to gain a sense of the

concepts the categories represent

b. Define words by category and by one or more key

attributes


Writing Genre: Opinion Reading Foundations

Phonics

Sounds

PUSD

Sight

Word List


Ad

min

istr

ati

on

of

Be

nch

ma

rk #

1 1

0/2

0-3

1 (

du

e i

n I

llu

min

ate

11

/14

)

Concepts of Print

1.Demonstrate understanding of the organization and basic features

of print.




sounds (phonemes)


syllable words












words

Fluency:


comprehension






short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

then

some

these

man

over

too

first

him

has

its

me

down

good

come

now

use

help

did

her

two

our

well



details in a text

2. Retell stories, including key details,

and demonstrate understanding of their



major events in a story, using key details









1.Ask a and answer questions about key details in

a text

2.Identify the main topic and retell key details of a

text

3.Describe the connection between two

individuals, events, ideas, or pieces of

information in a text.

Craft and Structure

6.Distinguish between information provided

pictures or other illustrations and information

provided by the words in a text.


7. Use the illustrations and details in a text to

describe its key ideas.



informational texts of appropriate complexity for

grade 1




October 20 - 24 (5 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 1



1. Write opinion pieces in which they introduce the topic or name the book

they are writing about, state an opinion, supply a reason for the opinion, and

provide some sense of closure


questions and suggestions from peers, and add details to strengthen writing as

needed.

8.With guidance and support from adults recall information from

experiences or gather information from provided sources to answer a

question

Conventions





c. Use singular and plural nouns with matching verbs in basic

sentences

h. Use determiners



response to prompts









Anthology:

“Animal Mom and Dads”---NF

“Our Mom and Dad”---NF

“Over in the Meadow”---P

Decodable:

“Fox on a Rock”---F

“Baby Animals”--NF

Wonders:

“Going to School”---NF

Read Aloud:

“Goldilocks and the Three Bears”---F

(folktale)

Big Book:

“Hello, Hello”---NF

Oral Vocab Card:

“Wild Animal Families”--NF

October 20 - 24 Theme: “Our Families, Our Neighbors” Unit 2 Week 1



Phonics

Sounds

PUSD

Sight

Word

List


Co

nti

nu

e B

en

chm

ark

#1

un

til

10

/31

(d

ue

in

Ill

um

ina

te 1

1/1

4)

Concepts of Print


of print.




(phonemes)


syllable words












words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final

blends:U1W5

short o: U2W1

short e: U2W2

then

some

these

man

over

too

first

him

has

its

me

down

good

come

now

use

help

did

her

two

our

well

who

long

little

very


1.Ask and answer questions about key details in

a text



message or lesson



Craft and Structure

5.Explain major differences between books

that tell stories and books that give

information drawing on a wide reading of a

range of text types


7. Use illustrations and details in a story to

describe its characters, setting, or events



and poetry of appropriate complexity for grade

1






a text


text


individuals, events, ideas, or pieces of information

in a text.

Craft and Structure

6.Distinguish between information provided by









grade 1




October 27 - 31 (5 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 2


Writing

Language

Resources






writing as needed.



question

Conventions






sentences

d. Use personal (subject, object), possessive, and indefinite

pronouns

h. Use determiners


declarative, interrogative, imperative, and exclamatory sentences

in response to prompts









Anthology:

“Little Red Hen”---F (Folktale)

“Who Will Help?”---F

“From Wheat to Bread”---NF

Decodable:

“Hen’s Egg”---F

“Where Animals Live”--NF

Wonders:

“Living in Alaska” and “Geography in

Spain”---NF

Read Aloud:

“Little Red Hen”—F (folktale)

Big Book:

“Mama’s Coming Home”--F

Oral Vocab Card:

“Estela and the Fox”--F

October 27 - 31 Theme: “Our Families, Our Neighbors” Unit 2 Week 2



Reading Foundations

Phonics

Sounds

PUSD

Sight

Word List Reading Literature Reading Information

Concepts of Print


of print.




(phonemes)


syllable words












words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final

blends:U1W5

short o: U2W1

short e: U2W2

r and s blends, -

ing U2W3

then

some

these

man

over

too

first

him

has

its

me

down

good

come

now

use

help

did

her

two

our

well

who

long

little

very

out

many

place

where



a text



message or lesson



Craft and Structure

5.Explain major differences between books that

tell stories and books that give information

drawing on a wide reading of a range of text

types












a text


text



in a text.

Craft and Structure

5.Know use various text features to locate

key facts or information in a text










grade 1




November 3 - 7 (5 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 3


Writing

Language

Resources

1. Write opinion pieces in which they introduce the topic or name

the book they are writing about, state an opinion, supply a reason

for the opinion, and provide some sense of closure


respond to questions and suggestions from peers, and add details

to strengthen writing as needed.


experiences or gather information from provided sources to

answer a question

Conventions

1.Demonstrate command of the conventions of standard

English Grammar and usage when writing and speaking




basic sentences

d. Use personal (subject, object), possessive, and

indefinite pronouns

h. Use determiners




2. Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when

writing




spelling patterns and for frequently occurring irregular

words

e. Spell untaught words phonetically, drawing on

phonemic awareness and spelling conventions.

5.With guidance and support from adults, demonstrate

understanding of word relationships and nuances in word

meanings

a. Sort into categories to gain a sense of the concepts

the categories represent


attributes

Anthology:

“On the Map”---NF

“I Live Here”---NF

“The Farmers Market”---NF

Decodable:

“Pet Tricks”---F

“Can You See It”--NF

Wonders:

“Find an Address”. “Relative Location” and “Field Trip to

Sequoia National Park”---NF

Read Aloud:

“Make Way to Ducklings”--F

Big Book:

“Me On The Map”—Realistic Fiction

Oral Vocab Card:

“Around Town, Then and Now”--NF

November 3 - 7 Theme:“Our Families, Our Neighbors” Unit 2 Week 3



Phonics

Sounds

PUSD

Sight

Word List


Be

nch

ma

rk #

1 d

ue

in

Ill

um

ina

te 1

1/1

4

EN

D O

F T

RIM

ES

TE

R #

1 –

11

/14

Concepts of Print


of print.




(phonemes)


syllable words












words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final

blends:U1W5

short o: U2W1

short e: U2W2

r and s blends, -

ing

U2W3

short u: U2W4

then

some

these

man

over

too

first

him

has

its

me

down

good

come

now

use

help

did

her

two

our

well

who

long

little

very

out

many

place

where

could

make

just

must

again



a text



message or lesson



Craft and Structure




types

6.Identify who is telling the story at various

points in a text.











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

text


text

3.Describe the connection between two individuals,

events, ideas, or pieces of information in a text.

Craft and Structure

5.Know use various text features to locate key facts

or information in a text










grade 1




November 10, 12 – 14 (4 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 4


Writing

Language

Resources 1. Write opinion pieces in which they introduce the topic or name the





writing as needed.



question

Conventions






sentences


pronouns

h. Use determiners



response to prompts





c. Use commas in dates and to separate single

words in a series d. Use conventional spelling for words with common spelling




5.With guidance and support from adults, demonstrate understanding

of word relationships and nuances in word meanings

a. Sort into categories to gain a sense of the concepts the

categories represent

b. Define words by category and by one or more key attributes

Anthology:

“The Pigs, the Wolf, and the Mud”---F

“Too Big for One”---F

“Homes Around the World”---NF

Decodable:

“Gus and Fluff”---F

“A Fair is Fun”--NF

Wonders:

“America”--Song

Read Aloud:

“The Three Little Pigs”—NF (folktale)

Big Book:

“The Three Little Pigs”--NF

Oral Vocab Card:

“The Squeaky Floor”--F

November 10 – 14 Theme: “Our Families, Our Neighbors” Unit 2 Week 4



Phonics

Sounds

PUSD

Sight

Word List


Concepts of Print


of print.




(phonemes)


syllable words










a. Know the spelling sound correspondences for

common consonant digraphs



words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final

blends:U1W5

short o: U2W1

short e: U2W2

r and s blends,

-ing

U2W3

short u: U2W4

sh, th: U2W5

then again

some than

these think

man such

over things

too put

first them

him

has

its

me

down

good

come

now

use

help

did

her

two

our

well

who

long

little

very

out

many

place

where

could

make

just

must



a text



message or lesson



Craft and Structure




types


points in a text.




8. NA

9. Compare and contrast the adventures

and experiences of characters in stories









text


text



Craft and Structure












grade 1




November 17 – 21 (5 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 5


Writing





8.With guidance and support from adults recall information from experiences or gather

information from provided sources to answer a question

Language

Conventions

1.Demonstrate command of the conventions of standard English Grammar and

usage when writing and speaking



c. Use singular and plural nouns with matching verbs in basic sentences

d. Use personal (subject, object), possessive, and indefinite pronouns

h. Use determiners


declarative, interrogative, imperative, and exclamatory sentences in response

to prompts





c. Use commas in dates and to separate single words in a series

d. Use conventional spelling for words with common spelling patterns and

for frequently occurring irregular words

e. Spell untaught words phonetically, drawing on phonemic awareness and

spelling conventions.

Vocabulary

4.Determine or clarify the meaning of unknown and multiple meaning

words and phrases based on grade 1 reading and content choosing

flexibly from an array or strategies

a. Use sentence level context as a clue

5.With guidance and support from adults, demonstrate understanding of word

relationships and nuances in word meanings

a. Sort into categories to gain a sense of the concepts the categories

represent


Resources

Anthology:

“Beth and the Band”---F

“A Show”---F

“Shake a Rattle”---NF

Decodable:

“This and That”---F

“The Vet”--NF

Wonders:

“What Does the Sun Do?”---NF

Read Aloud:

“Dance at Grandpa’s”---F

Big Book:

“Rap a Tap Tap”—NF (biography)

Oral Vocab Card:

“The Singing Turtle"---F

November 17 – 21 Theme: “Our Families, Our Neighbors” Unit 2 Week 5


Writing Genre: Opinion (Summative)


Sounds

PUSD


Su

mm

ati

ve

Wri

tin

g A

sse

ssm

en

t: O

pin

ion

12

/1–

12

/5

(du

e i

n I

llu

min

ate

12

/12

)

Concepts of Print


features of print.




sounds (phonemes)
















spelled words

Fluency:


comprehension






short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2

r and s blends, -ing

U2W3

short u: U2W4

sh, th: U2W5

then them

some than

these think

man such

over things

too put

first

him

has

its

me

down

good

come

now

use

help

did

her

two

our

well

who

long

little

very

out

many

place

where

could

make

just

must

again



in a text



message or lesson



Craft and Structure




range of text types


points in a text.




8. NA






grade 1






details in a text


details of a text




Craft and Structure




by pictures or other illustrations and

information provided by the words in a text.











December 1 – 5 (5 days) Review and Assess Unit 2 Week 6


Writing

Language Resources





8.With guidance and support from adults recall information from experiences or gather

information from provided sources to answer a question

Conventions

1.Demonstrate command of the conventions of standard English Grammar

and usage when writing and speaking





h. Use determiners



to prompts










Vocabulary

4.Determine or clarify the meaning of unknown and multiple meaning

words and phrases based on grade 1 reading and content choosing

flexibly from an array or strategies


5.With guidance and support from adults, demonstrate understanding of

word relationships and nuances in word meanings


represent


December 1 – 5 Review and Assess Unit 2 Week 6


Writing Genre: Review Opinion or frontload Informative/Explanatory writing

Reading Foundations

Phonics

Sounds

PUSD

Sight Word

List


HF

W/S

igh

t W

ord

Ass

ess

me

nt

du

e 1

2/1

9

Su

mm

ati

ve

Wri

tin

g A

sse

ssm

en

t: O

pin

ion

Du

e i

n I

llu

min

ate

12

/12

December 8-19 (10 days) EXTRA REVIEW WEEK


January 5 – February 12 Theme: “Have Fun!” Unit 3 Standards at a Glance Writing Genre: Informative/Explanatory (Formative) Strategies: Ask and Answer Questions, Make Predictions, Monitor and Clarify, Visualize, Make Connections

Sounds: short a, short i, l blends, final blends, short o, short e, r and s blends, –ing, short u, sh, th , a_e, i_e, ch, tch, wh, o_e,u_e, e_e, three letter blends

HF words: then, some, these, man, over, too, first, him, has, its, me, down, good, come, now, use, help, did, her, two, our, well, who, long, little, very, out, many, place, where, could,

make, just, must, again, them, than, think, such, things, put, made, way, same, came, take, why, away, more, time, called, back, new, your, into, which, people, much, when,

every, from, find, after, work, old, look, water, goes, any, three Foundations Reading Literature Reading Informational Text Concepts of Print














c. Know final –e and common vowel team

conventions for representing long vowel sounds

f. Read words with inflectional endings


spelled words

Fluency:

4. a. Read grade level text with purpose and understanding









using key details

4. ID words and phrases in stories or poems that suggest

feelings or appeal to the senses (See grade 1 language

standards 4-6 for additional expectations)

5. Explain major differences between books that tell stories and books

that give information


7. Use illustrations and details in a story to describe its characters,

settings, or events

8. NA

9. Compare/Contrast adventures and experiences of characters in

stories







3. Describe the connection between two individuals, events, ideas, or pieces

of info in a text

4. Ask and answer questions to help determine or clarify the meaning of

words and phrases in a text (See grade 1 language standards 4-6 for

additional expectations)


6.Distinguish between information provided by pictures or other illustrations and



8. ID the reasons an author gives to support points in a text

9. ID basic similarities in and differences between two texts on the same

topic

10. With prompting and support, read informational texts of appropriate complexity

for grade 1




Writing

Language

1.Write opinion pieces in which they introduce or name

the book they are writing about, state an opinion, supply

a reason for the opinion and provide some sense of

closure.

2. Write informative/explanatory texts in which they

name a topic, supply some facts about the topic, and







answer a question




basic sentences


pronouns

e. Use verbs to convey a sense of past, present, and future

f. Use frequently occurring adjectives

h. Use determiners

i. Use frequently occurring prepositions






c. Use commas in dates and to separate single words in a

series






c. ID the frequently occurring root words and their

inflectional forms

5. a. Sort words into categories to gain a sense of the concepts

the categories represent


attributes


Writing Genre: Informative/Explanatory


Sounds

PUSD


AD

EP

T T

est

ing

1/5

-30

du

e i

n I

llu

min

ate

2/6

Concepts of Print


print.




(phonemes)

a. Distinguish long from short vowel sounds in spoken single-

syllable words

b. Orally produce single-syllable words by blending sounds,


c. Isolate and pronounce initial, medial vowel, and final sounds

in spoken single-syllable words

d. Segment spoken single-syllable words into their complete





a. Know the spelling sound correspondences for common

consonant digraphs


c. Know final –e and common vowel team

conventions for representing long vowel sounds

f. Read words with inflectional endings g. Recognize and read grade appropriate irregularly spelled

words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

then them

some than

these think

man such

over things

too put

first made

him way

has same

its came

me take

down why

good away

come

now

use

help

did

her

two

our

well

who

long

little

very

out

many

place

where

could

make

just

must

again



text



message or lesson



Craft and Structure

4. Identify words and phrases in stories

or poems that suggest feelings or

appeal to the senses (See grade 1

language standards 4-6 for additional

expectations).




types


points in a text.




8. NA

9. Compare and contrast the adventures and

experiences of characters in stories








1.Ask a and answer questions about key details

in a text

2.Identify the main topic and retell key details of

a text




Craft and Structure

5.Know use various text features to locate key

facts or information in a text










grade 1




January 5 -9 (5 days) Theme: “Have Fun” Unit 3 Week 1


Writing

Language

Resources

Text Types and Purposes:

1.Write opinion pieces in which they introduce or name the book they are

writing about, state an opinion, supply a reason for the opinion and provide

some sense of closure.

2. Write informative/explanatory texts in which they name a topic, supply

some facts about the topic, and provide some sense of closure



needed.

8.With guidance and support from adults recall information from experiences

or gather information from provided sources to answer a question

Conventions

1.Demonstrate command of the conventions of standard English Grammar and usage

when writing and speaking





e. Use verbs to convey a sense of past, present, and future h. Use determiners


declarative, interrogative, imperative, and exclamatory sentences in response to

prompts






d. Use conventional spelling for words with common spelling patterns and for

frequently occurring irregular words


conventions.

Vocabulary

4.Determine or clarify the meaning of unknown and multiple meaning words

and phrases based on grade 1 reading and content choosing flexibly from an

array or strategies


c. Identify the frequently occurring root words and their

inflectional forms 5.With guidance and support from adults, demonstrate understanding of word


a. Sort into categories to gain a sense of the concepts the categories represent


Anthology:

“Jane is Late”---F

“On My Way to School”---F

“Take a Riddle Ride”---Riddles

Decodable:

“Jane and Wade”---F

“Magnets”--NF

Wonders:

“We Belong”---NF

Read Aloud:

“One Monkey Too Many” ---F (rhyming story)

Big Book:

“If You Take a Mouse to School”---F

Oral Vocab Card:

“The Monkeys and the Hats” ---F

January 5 -9 Theme: “Have Fun” Unit 3 Week 1


Writing Genre: Informative/Explanatory Reading Foundations

Phonics

Sounds

PUSD

Sight Word

List


AD

EP

T T

est

ing

1/5

-30

du

e i

n I

llu

min

ate

2/6

Concepts of Print


print.




(phonemes)


syllable words



c. Isolate and pronounce initial, medial vowel, and final sounds in








consonant digraphs


c. Know final –e and common vowel team conventions for

representing long vowel sounds



words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

then them

some than

these think

man such

over things

too put

first made

him way

has same

its came

me take

down why

good away

come more

now time

use called

help back

did new

her

two

our

well

who

long

little

very

out

many

place

where

could

make

just

must

again



text



message or lesson

3.Describe characters, settings, and major events in

a story, using key details

Craft and Structure

4. Identify words and phrases in stories or poems

that suggest feelings or appeal to the senses (See

grade 1 language standards 4-6 for additional

expectations).

5.Explain major differences between books that tell

stories and books that give information drawing on

a wide reading of a range of text types

6.Identify who is telling the story at various points in

a text.


7. Use illustrations and details in a story to describe

its characters, setting, or events

8. NA











text


text



in a text.

Craft and Structure

4.Ask and answer questions to help

determine or clarify the meaning of words

and phrases in a text (See grade 1 language













grade 1




January 12 -16 (5 days) Theme: “Have Fun!” Unit 3 Week 2


Writing

Language

Resources









needed.



Conventions

1.Demonstrate command of the conventions of standard English Grammar and

usage when writing and speaking






h. Use determiners



to prompts










Vocabulary

4.Determine or clarify the meaning of unknown and multiple meaning words

and phrases based on grade 1 reading and content choosing flexibly from an

array or strategies


c. Identify the frequently occurring root words and their inflectional forms




represent


Anthology:

“Smile, Mike!”---F (play)

“A Day For Ike”---F

“Healthy Eating”--NF

Decodable:

“Job Time For The Pines”---F

“Race to a Fire”--NF

Wonders:

“Our Country, Our Earth”---NF

Read Aloud:

“Foal”--Poem

Big Book:

“Stray Dog”---F

Oral Vocab Card:

“Now Things Are Worse” ---F

January 12 -16 Theme: “Have Fun!” Unit 3 Week 2




Sounds

PUSD


Flu

en

cy d

ue

in

Ill

um

ina

te 1

/23

Pro

gre

ss R

ep

ort

s 1

/20

-23

AD

EP

T T

est

ing

1/5

-30

du

e i

n I

llu

min

ate

2/6

Concepts of Print


of print.




(phonemes)


syllable words











consonant digraphs






words

Fluency:


comprehension






short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

long a a_e: U3W1

long I i_e: U3W2

ch,tch, wh, ph:

U3W3

then them

some than

these think

man such

over things

too put

first made

him way

has same

its came

me take

down why

good away

come more

now time

use called

help back

did new

her your

two into

our which

well people

who much

long when

little every

very from

out

many

place

where

could

make

just

must

again




demonstrate understanding of their central message

or lesson

3.Describe characters, settings, and major events in a

story, using key details

Craft and Structure

4. Identify words and phrases in stories or poems that

suggest feelings or appeal to the senses (See grade 1

language standards 4-6 for additional expectations).


stories and books that give information drawing on a

wide reading of a range of text types

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

text.




8. NA








about text



details in a text


details of a text




Craft and Structure

4.Ask and answer questions to help

determine or clarify the meaning of words

and phrases in a text (See grade 1 language










8.Identify the reasons an author

gives to support points in a text.








January 20 – 23 (4 days) Theme: “Have Fun!” Unit 3 Week 3


Writing

Language

Resources





2. Write informative/explanatory texts in which they name a topic, supply some

facts about the topic, and provide some sense of closure

5.With guidance and support from adults, focus on a topic, respond to questions

and suggestions from peers, and add details to strengthen writing as needed.

8.With guidance and support from adults recall information from experiences or

gather information from provided sources to answer a question

Conventions

1.Demonstrate command of the conventions of standard English Grammar and usage

when writing and speaking







h. Use determiners











conventions.

Vocabulary

4.Determine or clarify the meaning of unknown and multiple meaning words and phrases

based on grade 1 reading and content choosing flexibly from an array or strategies







Anthology:

“Masks! Masks! Masks!” ---NF

“Make A Doll”---NF

“Art in Caves”--NF

Decodable:

“Such a Grand Day”---NF

“Our Flag”--NF

Wonders:

“Now and Long Ago”--NF

Read Aloud:

“The Sound of Music”---NF

Big Book:

“Elephants Can Paint Too”---NF

Oral Vocab Card:

“Making Art and Music” ---NF

January 20 – 23 Theme: “Have Fun!” Unit 3 Week 3




Sounds

PUSD


Concepts of Print


print.




(phonemes)


syllable words











consonant digraphs






words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2

r and s blends, -

ing

U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4

then them

some than

these think

man such

over things

too put

first made

him way

has same

its came

me take

down why

good away

come more

now time

use called

help back

did new

her your

two into

our which

well people

who much

long when

little every

very from

out find

many after

place work

where old

could look

make

just

must

again





or lesson



Craft and Structure








text.




8. NA








about text



in a text

2.Identify the main topic and retell key details

of a text




Craft and Structure

4.Ask and answer questions to help determine

or clarify the meaning of words and phrases in

a text (See grade 1 language standards 4-6 for










8.Identify the reasons an author gives to

support points in a text.




for grade 1




January 26 – 29 (4 days) Theme: “Have Fun!” Unit 3 Week 4


Writing

Language

Resources




2. Write informative/explanatory texts in which they name a topic, supply some

facts about the topic, and provide some sense of closure



needed.



Conventions









h. Use determiners




2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing







conventions.

Vocabulary





5.With guidance and support from adults, demonstrate understanding of word relationships

and nuances in word meanings


\


Anthology:

“Rode Robot Cleans Up” ---F

“The Old Box”---F

“A Bottle Takes a Trip”--NF

Decodable:

“Mole Bakes”---F

“Where is Your Home?”--NF

Wonders:

“Goldilocks Learns the Golden Rule”--Play

Read Aloud:

“Joseph Had a Little Overcoat”---F

Big Book:

“A Friend for Little Bear”---F

Oral Vocab Card:

“A Bottle Village” ---NF

January 26 – 29 Theme: “Have Fun!” Unit 3 Week 4



Phonics

Sounds

PUSD


AD

EP

T d

ue

in

Ill

um

ina

te 2

/6

Concepts of Print


print.




(phonemes)


syllable words











consonant digraphs






Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4

Three-letter

blends: U3W5

then

them

some than

these think

man such

over things

too put

first made

him way

has same

its came

me take

down why

good away

come more

now time

use called

help back

did new

her your

two into

our which

well people

who much

long when

little every

very from

out find

many after

place work

where old

could look

make water word

just goes

must any

again three



details in a text



message or lesson



Craft and Structure

4. Identify words and phrases in stories or

poems that suggest feelings or appeal to the

senses (See grade 1 language standards 4-6

for additional expectations).




range of text types


points in a text.




8. NA






grade 1









Craft and Structure

4.Ask and answer questions to help determine or clarify

the meaning of words and phrases in a text (See grade

1 language standards 4-6 for additional expectations)

5.Know use various text features to locate key facts or


6.Distinguish between information provided by pictures

or other illustrations and information provided by the

words in a text.


7. Use the illustrations and details in a text to describe

its key ideas.

8.Identify the reasons an author gives to support points

in a text.

9.Identify basic similarities in and differences

between two texts on the same topic.


10. With prompting and support, read informational

texts of appropriate complexity for grade 1



about text

February 2 – 6 (5 days) Theme: “Have Fun!” Unit 3 Week 5


Writing

Language

Resources








questions and suggestions from peers, and add details to strengthen writing

as needed.



question

Conventions

1.Demonstrate command of the conventions of standard English Grammar and usage when writing

and speaking







h. Use determiners




2. Demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing






e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L1.3 NA for grade 1

Vocabulary

4.Determine or clarify the meaning of unknown and multiple meaning words and phrases based on

grade 1 reading and content choosing flexibly from an array or strategies



5.With guidance and support from adults, demonstrate understanding of word relationships and

nuances in word meanings



Anthology:

“It’s Fun to Help” ---NF

“Kids Have Fun”---NF

“Kid’s Poems From Around the World”-P

Decodable:

“A Trip Last Spring”---F

“Push or Pull?”--NF

Wonders:

“Martin Luther King Jr. Day”,

“Presidents’ Day”, “Memorial Day”,

“Independence Day” and

“Thanksgiving”---NF

Read Aloud:

“The Trip Back Home”--F

Big Book:

“To Be A Kid”---NF

Oral Vocab Card:

“Schools Around the World” ---NF

February 2 – 6 Theme: “Have Fun!” Unit 3 Week 5


Writing Genre: Informative/Explanatory (Formative) Reading Foundations

Phonics

Sounds

PUSD


Fo

rma

tiv

e W

riti

ng

Ass

ess

me

nt:

In

form

ati

ve

/Ex

pla

na

tory

2/9

-2/1

2

EL

Pro

gre

ss P

rofi

les

– D

ata

Up

loa

d 2

/9

Concepts of Print





(phonemes)

a. Distinguish long from short vowel sounds in spoken single-syllable

words

b. Orally produce single-syllable words by blending sounds, including

consonant blends



d. Segment spoken single-syllable words into their complete sequence

of individual sounds




a. Know the spelling sound correspondences for common consonant

digraphs


c. Know final –e and common vowel team conventions for representing

long vowel sounds



Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4

Three-letter

blends: U3W5

then them

word

some than

these think

man such

over things

too put

first made

him way

has same

its came

me take

down why

good away

come more

now time

use called

help back

did new

her your

two into

our which

well people

who much

long when

little every

very from

out find

many after

place work

where old

could look

make water

just goes

must any

again three



details in a text





major events in a story, using key details

Craft and Structure


poems that suggest feelings or appeal to

the senses (See grade 1 language

standards 4-6 for additional

expectations).

5.Explain major differences between

books that tell stories and books that give

information drawing on a wide reading of

a range of text types

6.Identify who is telling the story at

various points in a text.


7. Use illustrations and details in a story

to describe its characters, setting, or

events

8. NA












in a text

2.Identify the main topic and retell key details of

a text




Craft and Structure


or clarify the meaning of words and phrases in a

text (See grade 1 language standards 4-6 for

















for grade 1




February 9 – 12 (4 days) Review and Assess Unit 3 Week 6


Writing

Language

Resources Text Types and Purposes:

1.Write opinion pieces in which they introduce or name the book they

are writing about, state an opinion, supply a reason for the opinion and

provide some sense of closure.

2. Write informative/explanatory texts in which they name a topic,

supply some facts about the topic, and provide some sense of closure



writing as needed.



question

Conventions









h. Use determiners












conventions.

L1.3 NA for grade 1

Vocabulary









February 9 – 12 Review and Assess Unit 3 Week 6


February 17 – March 27 “Let’s Team Up” Unit 4 Standards at a Glance Writing Genre: Informative/Explanatory Strategies: Ask and Answer Questions, Make Predictions, Monitor and Clarify, Visualize, Make Connections Sounds: short a, short i, l blends, final blends, short o, short e, r and s blends, –ing, short u, sh, th , a_e, i_e, ch, tch, wh, o_e,u_e, e_e, three letter blends, ai, ay, e, ea, ee,-y, oa,

ow, o, i, -igh, -y,

HF words: then, some, these, man, over, too, first, him, has, its, me, down, good, come, now, use, help, did, her, two, our, well, who, long, little, very, out, many, place, where, could,

make, just, must, again, them, than, think, such, things, put, made, way, same, came, take, why, away, more, time, called, back, new, your, into, which, people, much, when, every, from,

find, after, work, old, look, water, goes, any, three, word, may, day, saw, does, write, about, each, most, don’t, even, here, years, right, different, off, can’t, other, also,

because, been, only Foundations Reading Literature Reading Informational Text Concepts of Print


















Fluency:







2. Retell stories, including key details, and demonstrate understanding of their


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

4. ID words and phrases in stories or poems that suggest feelings or appeal to the

senses (See grade 1 language standards 4-6 for additional expectations)

5. Explain major differences between books that tell stories and books that give

information


7. Use illustrations and details in a story to describe its characters, settings, or

events

8. NA

9. Compare/Contrast adventures and experiences of characters in stories

10. With prompting and support, read prose and poetry of appropriate






3. Describe the connection between two individuals, events, ideas, or

pieces of info in a text










topic






Writing Language

1.Write opinion pieces in which they introduce or name the

book they are writing about, state an opinion, supply a reason

for the opinion and provide some sense of closure.

2. Write informative/explanatory texts in which they name a

topic, supply some facts about the topic, and provide some

sense of closure




8.With guidance and support from adults recall information

from experiences or gather information from provided

sources to answer a question







g. Use frequently occurring conjunctions

h. Use determiners




prompts









b. Use frequently occurring affixes as a clue to the meaning of a word

c. ID the frequently occurring root words and their inflectional forms

5. a. Sort words into categories to gain a sense of the concepts the categories

represent


c. ID real life connections between words and their use

d. Distinguish shades of meaning among verbs differing in manner and

adjectives differing in intensity by defining or choosing them or by acting

out the meanings

6. Use words and phrases acquired through conversations, reading and

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

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




Sounds

PUSD


Be

nch

ma

rk #

2

2/1

7-2

7 (

du

e i

n I

llu

min

ate

3/1

3)

Concepts of Print


print.




(phonemes)


syllable words











consonant digraphs






words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4

Three-letter blends:

U3W5

ai, ay: U4W1

then them word

some than may

these think day

man such saw

over things does

too put

first made

him way

has same

its came

me take

down why

good away

come more

now time

use called

help back

did new

her your

two into

our which

well people

who much

long when

little every

very from

out find

many after

place work

where old

could look

make water

just goes

must any

again three



a text



message or lesson



Craft and Structure



senses (See grade 1 language standards 4-6 for

additional expectations).




types


points in a text.




8. NA






1






details in a text


of a text




Craft and Structure




















for grade 1




February 17 – 20 (4 days) Theme: “Let’s Team Up” Unit 4 Week 1


Writing

Language

Resources









as needed.



question

Conventions


and speaking







g. Use frequently occurring conjunctions h. Use determiners












conventions.

Vocabulary L1.3 NA for grade 1









6.Use words and phrases acquired through conversations, reading and being

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

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

Anthology:

“Drake’s Tail” ---F

“Busy As a Bee”---NF

“Frog and Snail’s Trip”--F

Decodable:

“Too Much Rain Today”---F

“Play It Safe”--NF

Wonders:

“Votes Count”---NF

Read Aloud:

“The Rooster and the Fox”---F (fable)

“Aiken Drum”---song

Oral Vocab Card:

“Drakestail” ---F

February 17 – 20 Theme: “Let’s Team Up” Unit 4 Week 1



Phonics

Sounds

PUSD


Be

nch

ma

rk #

2

2/1

7-2

7 (

du

e i

n I

llu

min

ate

3/1

3)

HF

W/S

igh

t W

ord

Ass

ess

me

nt

2/2

7

Concepts of Print


print.




(phonemes)


syllable words











consonant digraphs






Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

then them word

some than may

these think day

man such saw

over things does

too put write

first made about

him way each

has same

its came

me take

down why

good away

come more

now time

use called

help back

did new

her your

two into

our which

well people

who much

long when

little every

very from

out find

many after

place work

where old

could look

make water

just goes

must any

again three



in a text



message or lesson



Craft and Structure








range of text types


points in a text.




8. NA






1






in a text


of a text




Craft and Structure




















for grade 1




February 23 - 27 (5 days) Theme: “Let’s Team Up” Unit 4 Week 2


Writing









as needed.



question

Language

Conventions


and speaking








h. Use determiners





















c. Identify real life connections between words and their use


adjectives differing in intensity by defining or choosing them or by acting out the

meanings 6.Use words and phrases acquired through conversations, reading and being read to, and

responding to texts, including using frequently occurring conjunctions to signal simple

relationships (e.g., because)

Resources

Anthology:

“Gram and Me” ---F

“Chinese New Year”---NF

“When Jean Comes Home”--F

Decodable:

“Fox and the Green Grapes”---F

“Plants Grow From Seeds”--NF

Wonders:

“Voting in a Community”---NF

Read Aloud:

“Daddy Played Music for the Cows”---F

“Aunt Minnie and the Twister”--F

Oral Vocab Card:

“A Taste of Salt” ---F

February 23 - 27 Theme: “Let’s Team Up” Unit 4 Week 2



Phonics

Sounds

PUSD


EN

D O

F T

RIM

ES

TE

R #

2 -

3/6

Concepts of Print


print.




(phonemes)


syllable words











consonant digraphs






words

Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

then them word

some than may

these think day

man such saw

over things does

too put write

first made about

him way each

has same most

its came don’t

me take even

down why here

good away years

come more

now time

use called

help back

did new

her your

two into

our which

well people

who much

long when

little every

very from

out find

many after

place work

where old

could look

make water

just goes

must any

again three



details in a text



message or lesson



Craft and Structure



senses (See grade 1 language standards 4-6

for additional expectations).




range of text types


points in a text.




8. NA






grade 1









Craft and Structure


the meaning of words and phrases in a text (See grade 1

language standards 4-6 for additional expectations)





words in a text.


7. Use the illustrations and details in a text to describe its

key ideas.


in a text.

9.Identify basic similarities in and differences between

two texts on the same topic.






about text

March 2 – 6 (5 days) Theme: “Let’s Team Up” Unit 4 Week 3


Writing

Language



are writing about, state an opinion, supply a reason for the opinion

and provide some sense of closure.

2. Write informative/explanatory texts in which they name a topic,

supply some facts about the topic, and provide some sense of closure



writing as needed.



question

Conventions










h. Use determiners












conventions.


4.Determine or clarify the meaning of unknown and multiple meaning words and phrases based

on grade 1 reading and content choosing flexibly from an array or strategies








d. Distinguish shades of meaning among verbs differing in manner and adjectives differing in

intensity by defining or choosing them or by acting out the meanings

6.Use words and phrases acquired through conversations, reading and being read to, and



Anthology:

“Cesar Chavez” ---NF

“Grown in California”---NF

“Picking Peaches”--NF

Decodable:

“Grow and Glow”---F

“How a Frog Grows”--NF

Wonders:

“My Matter Book”---NF

Read Aloud:

“What Is Made From Recycled Materials?”NF

“Anansi Saves Antelope”—F (fable)

Oral Vocab Card:

“The Bundle of Sticks” ---F

March 2 – 6 Theme: “Let’s Team Up” Unit 4 Week 3




Sounds

PUSD


Be

nch

ma

rk #

2 d

ue

in

Ill

um

ina

te 3

/13

Concepts of Print




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

a. Distinguish long from short vowel sounds in spoken single-syllable

words


consonant blends

c. Isolate and pronounce initial, medial vowel, and final sounds in spoken


d. Segment spoken single-syllable words into their complete sequence of

individual sounds


3.Know and apply grade level phonics and word analysis skills in decoding words

both in isolation and in text


digraphs


c. Know final –e and common vowel team conventions for representing

long vowel sounds



Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4

Three-letter

blends: U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe:

U4W3

i, igh, ie, -y: U4W4

then them word

some than may

these think day

man such saw

over things does

too put write

first made about

him way each

has same most

its came don’t

me take even

down why here

good away years

come more right

now time different

use called off

help back can’t

did new

her your

two into

our which

well people

who much

long when

little every

very from

out find

many after

place work

where old

could look

make water

just goes

must any

again three



a text



message or lesson



Craft and Structure








types


points in a text.




8. NA






1






text


text



Craft and Structure

4.Ask and answer questions to help determine or

clarify the meaning of words and phrases in a text

(See grade 1 language standards 4-6 for additional

expectations)









8.Identify the reasons an author gives to support

points in a text.






grade 1






Writing

Language

Resources





closure.




5.With guidance and support from adults, focus on a

topic, respond to questions and suggestions from peers,

and add details to strengthen writing as needed.

8.With guidance and support from adults recall

information from experiences or gather information

from provided sources to answer a question

Conventions

1.Demonstrate command of the conventions of standard English Grammar and usage when writing and speaking








h. Use determiners




2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing




d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular

words



4.Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1

reading and content choosing flexibly from an array or strategies


b. Use frequently occurring affixes as a clue to the meaning of a word c. Identify the frequently occurring root words and their inflectional forms

5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in word

meanings




d. Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by

defining or choosing them or by acting out the meanings

6.Use words and phrases acquired through conversations, reading and being read to, and responding to texts,

including using frequently occurring conjunctions to signal simple relationships (e.g., because)

Anthology:

“The Kite” ---F

“The Wright Brothers”---NF

“See the Ball Fly”--F

Decodable:

“The High Fly”---F

“Bats”--NF

Wonders:

“Wells Fargo History Museum”---NF

Read Aloud:

“The Three Billy Goats Gruff”—F (folk tale)

“The Enormous Turnip”—F (folk tale)

Oral Vocab Card:

“Pecos Bill and Slue Foot Sue”--F





Sounds

PUSD


Concepts of Print


print.




(phonemes)


syllable words











consonant digraphs






Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4

Three-letter

blends: U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe:

U4W3

i, igh, ie -y: U4W4

long e, -y, ey:

U4W5

then them word

some than may

these think day

man such saw

over things does

too put write

first made about

him way each

has same most

its came don’t

me take even

down why here

good away years

come more right

now time different

use called off

help back can’t

did new can’t

her your other

two into also

our whichbecause

well people been

who much only

long when

little every

very from

out find

many after

place work

where old

could look

make water

just goes

must any

again three



text



message or lesson



Craft and Structure




expectations).





a text.




8. NA














Craft and Structure








words in a text.



its key ideas.


in a text.








about text



Writing

Language

Resources





closure.










Conventions









h. Use determiners





writing





words









meanings








Anthology:

“A School of Fish”---NF

“Animal Teams” ---NF

“Where?”---P

Decodable:

“Piggy Is Messy”---F

“Maps”--NF

Wonders:

“Plants Need”, Parts of Plants”, “Forest

Roof”--NF

Read Aloud:

“Trapped By Ice”---NF

“The Ant and the Pigeon”---F (fable)

Oral Vocab Card:

“The Alligator and the Eagle”--F



Writing Genre: Informative/Explanatory (Summative)


Sounds

PUSD


Su

mm

ati

ve

Wri

tin

g A

sse

ssm

en

t: I

nfo

/Exp

lan

ato

ry -

3/2

3-2

7

(Du

e i

n I

llu

min

ate

4/1

0)

Concepts of Print


features of print.




sounds (phonemes)





c. Isolate and pronounce initial, medial vowel, and





3.Know and apply grade level phonics and word analysis skills

in decoding words both in isolation and in text




c. Know final –e and common vowel team conventions

for representing long vowel sounds



spelled words

Fluency:


comprehension

a. Read grade level text with purpose and

understanding





short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

then them word

some than may

these think day

man such saw

over things does

too put write

first made about

him way each

has same most

its came don’t

me take even

down why here

good away years

come more right

now time different

use called off

help back can’t

did new other

her your also

two into because

our which been

well people only

who much

long when

little every

very from

out find

many after

place work

where old

could look

make water

just goes

must any

again three



text



message or lesson



Craft and Structure




expectations).




types


points in a text.




8. NA











text


text



Craft and Structure




expectations)








its key ideas.


points in a text.









March 23 – 27 (5 days) Review and Assess Unit 4 Week 6





the book they are writing about, state an opinion, supply a

reason for the opinion and provide some sense of closure.

2. Write informative/explanatory texts in which they name

a topic, supply some facts about the topic, and provide

some sense of closure





information from experiences or gather information from

provided sources to answer a question

Conventions









h. Use determiners





writing





words








5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in

word meanings








March 23 – 27 Review and Assess Unit 4 Week 6


March 30 – May 15 Theme: “Nature Watch” Unit 5 Standards at a Glance Writing Genre: Narrative (Formative) Strategies: Ask and Answer Questions, Make Predictions, Monitor and Clarify, Visualize, Make Connections Sounds: short a, short i, l blends, final blends, short o, short e, r and s blends, –ing, short u, sh, th , a_e, i_e, ch, tch, wh, o_e,u_e, e_e, three letter blends, ai, ay, e, ea, ee,-y, oa, ow, o, i, -igh, -y, er,

ir, ur, ar, or,two-syllable words, ou, ow, oi, oy

HF words: then, some, these, man, over, too, first, him, has, its, me, down, good, come, now, use, help, did, her, two, our, well, who, long, little, very, out, many, place, where, could, make, just, must, again, them, than, think, such, things, put, made, way, same, came, take, why, away, more, time, called, back, new, your, into, which, people, much, when, every, from, find, after, work, old, look, water,

goes, any, three, word, may, day, saw, does, write, about, each, most, don’t, even, here, years, right, different, off, can’t, other, also, because, been, only, through, another, before, around,

would, part, their, know (HF list now complete)

Foundations Reading Literature Reading Informational Text (continued) Concepts of Print



2. a.Distinguish long from short vowel sounds in spoken single-syllable words

b.Orally produce single-syllable words by blending sounds, including

consonant blends

c.Isolate and pronounce initial, medial vowel, and final sounds in spoken


d.Segment spoken single-syllable words into their complete sequence of

individual sounds




c. Know final –e and common vowel team conventions for representing long

vowel sounds

d. Use knowledge that every syllable must have a vowel

sound to determine the number of syllables in a printed word

e. Decode two syllable words following basic patterns by

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


Fluency:







2. Retell stories, including key details, and demonstrate understanding of

their central message or lesson


4. ID words and phrases in stories or poems that suggest feelings or appeal

to the senses (See grade 1 language standards 4-6 for additional

expectations)

5. Explain major differences between books that tell stories and books that

give information


7. Use illustrations and details in a story to describe its characters, settings,

or events

8. NA



















topic






Writing

Language

1.Write opinion pieces in which they introduce or name the book

they are writing about, state an opinion, supply a reason for the

opinion and provide some sense of closure.

2.Write informative/explanatory texts in which they name a topic,

supply some facts about the topic, and provide some sense of

closure

3.Write narratives in which they recount two or more

appropriately sequenced events, include some details regarding

what happened, use temporal words to signal event order, and


4.NA


respond to questions and suggestions from peers, and add details

to strengthen writing as needed.

6.With guidance and support from adults, use a variety of digital

tools to produce and publish writing

7.Participate in shared research and writing projects

8. With guidance and support from adults recall information from

experiences or gather info from provided sources to answer a

question

9/10. NA








h. Use determiners




response to prompts




d. Use conventional spelling for words with common spelling patterns

and for frequently occurring irregular words

e. Spell untaught words phonetically, drawing on phonemic awareness

and spelling conventions.

3. NA




5. a. Sort words into categories to gain a sense of the concepts the

categories represent




adjectives differing in intensity by defining or choosing them or by acting out

the meanings

6. Use words and phrases acquired through conversations, reading and being

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

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


Writing Genre: Narrative Reading Foundations

Phonics

Sounds

PUSD


Info

rma

tiv

e/E

xp

lan

ato

ry S

um

ma

tiv

e A

sse

ssm

en

t d

ue

in

Ill

um

ina

te 4

/10

Concepts of Print


features of print.




sounds (phonemes)















c. Know final –e and common vowel team conventions

for representing long vowel sounds



spelled words

Fluency:


comprehension






short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

then them word

some than may

these think day

man such saw

over things does

too put write

first made about

him way each

has same most

its came don’t

me take even

down why here

good away years

come more right

now time different

use called off

help back can’t

did new can’t

her your other

two into also

our which because

well people been

who much only

long when through

little every another

very from before

out find around

many after

place work

where old

could look

make water

just goes

must any

again three



text



or lesson



Craft and Structure




expectations).





a text.




8. NA











text


text



Craft and Structure




expectations)










points in a text.






grade 1




March 30 – April 1 (3 days) Theme: “Nature Watch” Unit 5 Week 1


Writing

Language





closure.

2.Write informative/explanatory texts in which they




appropriately sequenced events, include some details

regarding what happened, use temporal words to

signal event order, and provide some sense of closure.







Conventions









h. Use determiners





writing





words









meanings








Anthology:

“Lucky Lilly”---F

“Kitten’s First Full Moon” ---F

“Ellen Ochoa in Space”---NF

Decodable:

“Miss Mirth’s Herb Garden”---F

“The Seasons”---NF

Read Aloud:

“One Giant Leap: The Story of Neil

Armstrong”—NF (biography)

“Space Food”---NF

Wonders:

“Amazing Animals”---NF

“Pond Life”---NF

Oral Vocab Card:

“How the Milky Way Came to Be”--F

March 30 – April 1 Theme: “Nature Watch” Unit 5 Week 1


Writing Genre: Narrative


Sounds

PUSD


Concepts of Print


of print.




sounds (phonemes)













consonant digraphs






words

Fluency:


comprehension






short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph:

U3W3

o_e, u_e, e_e:

U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

ar: U5W2

then them word

some than may

these think day

man such saw

over things does

too put write

first made about

him way each

has same most

its came don’t

me take even

down why here

good away years

come more right

now time different

use called off

help back

did new can’t

her your other

two into also

our which because

well people been

who much only

long when through

little every another

very from before

out find around

many after would

place work part

where old their

could look know

make water

just goes

must any

again three



in a text



message or lesson



Craft and Structure








range of text types


points in a text.




8. NA






1






text


text



Craft and Structure




expectations)










points in a text.






grade 1




April 13 – 17 (5 days) Theme: “Nature Watch” Unit 5 Week 2




1.Write opinion pieces in which they introduce or

name the book they are writing about, state an

opinion, supply a reason for the opinion and provide


2.Write informative/explanatory texts in which they





regarding what happened, use temporal words to



topic, respond to questions and suggestions from

peers, and add details to strengthen writing as

needed.




Conventions









h. Use determiners





writing





words



4.Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading

and content choosing flexibly from an array or strategies





meanings








Anthology:

“Be Curious”---NF

“Meet Ben Franklin”---NF

“A Close Look” ---NF

Decodable:

“Carly in the Dark”---F

“Hard Workers”---NF

Read Aloud:

“What Kind of Scientist Are You”---NF

“Alexander Graham Bell”---NF

Wonders:

“Needs and Wants”---NF

“Trade and Money”---NF

Oral Vocab Card:

“What Scientists Do”---NF

April 13 – 17 Theme: “Nature Watch” Unit 5 Week 2



Foundational Skills Phonics

Sounds Reading Literature Reading Information

Concepts of Print





a. Distinguish long from short vowel sounds in spoken single-syllable words


consonant blends




individual sounds


3.Know and apply grade level phonics and word analysis skills in decoding words both

in isolation and in text

a. Know the spelling sound correspondences for common consonant digraphs



vowel sounds

d. Use knowledge that every syllable must have a vowel sound to

determine the number of syllables in a printed word

e. Decode two syllable words following basic patterns by breaking

the words into syllables f. Read words with inflectional endings


Fluency:



b. Read grade level text orally with accuracy, appropriate rate, and expression

on successive readings

c. Use context to confirm or self-correct word recognition and understanding,

rereading as necessary

short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2

r and s blends, -ing: U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2

ch,tch, wh, ph: U3W3

o_e, u_e, e_e: U3W4

Three-letter blends: U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

ar: U5W2

or, oar, ore: U5W3

2 syllable words: lessons

begin U6W3,W5






using key details

Craft and Structure

4. Identify words and phrases in stories or poems that suggest

feelings or appeal to the senses (See grade 1 language

standards 4-6 for additional expectations).

5.Explain major differences between books that tell stories

and books that give information drawing on a wide reading of

a range of text types

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



characters, setting, or events

8. NA

9. Compare and contrast the adventures and experiences of

characters in stories





b. Use illustrations and context to make predictions about

text



text


text



Craft and Structure




expectations)










points in a text.






grade 1




April 20-24 (5 days) Theme: “Nature Watch” Unit 5 Week 3





book they are writing about, state an opinion, supply a

reason for the opinion and provide some sense of closure.

2.Write informative/explanatory texts in which they name a


sense of closure



regarding what happened, use temporal words to signal

event order, and provide some sense of closure.




7. Participate in shared research and writing projects

8.With guidance and support from adults recall information

from experiences or gather information from provided

sources to answer a question

Conventions

1.Demonstrate command of the conventions of standard English Grammar and usage when writing and

speaking








h. Use determiners




2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing




d. Use conventional spelling for words with common spelling patterns and for frequently occurring

irregular words








5.With guidance and support from adults, demonstrate understanding of word relationships and nuances in

word meanings








Anthology:

“Warm and Cold Days”---NF

“Stormy Weather”---NF

“Dangerous Storms” ---NF

Decodable:

“No More Mort the Short”---F

“From Farm to Store”---NF

Read Aloud:

“The Power of Weather”---NF

“Showers” and “Icy”---P

Wonders:

“The Four Seasons”---NF

Oral Vocab Card:

“Brer Rabbit and the Hurricane”---F

April 20-24 Theme: “Nature Watch” Unit 5 Week3


Writing Genre: Narrative (Formative)

Phonics


Fo

rma

tiv

e W

riti

ng

Ass

ess

me

nt:

Na

rra

tiv

e –

4/2

7-5

/1

Pro

gre

ss R

ep

ort

s 4

/27

– 5

/1

Concepts of Print







consonant blends




individual sounds


3.Know and apply grade level phonics and word analysis skills in decoding words both

in isolation and in text




vowel sounds

d. Use knowledge that every syllable must have a vowel sound to determine

the number of syllables in a printed word

e. Decode two syllable words following basic patterns by breaking the words

into syllables



Fluency:



b. Read grade level text orally with accuracy, appropriate rate, and expression

on successive readings



short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2


o_e, u_e, e_e: U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

ar: U5W2

or, oar, ore: U5W3

(2 syllable word lessons

begin U6W3,W5)

ou, ow:U5W4







Craft and Structure





stories and books that give information drawing on a wide

reading of a range of text types


text.




8. NA

9. Compare and contrast the adventures and experiences

of characters in stories


10. With prompting and support, read prose and poetry

of appropriate complexity for grade 1



about text



text


text



Craft and Structure




expectations)










points in a text.






grade 1




April 27- May 1 (5 days) Theme: “Nature Watch” Unit 5 Week 4





are writing about, state an opinion, supply a reason for the opinion and


2.Write informative/explanatory texts in which they name a topic, supply


3.Write narratives in which they recount two or more appropriately

sequenced events, include some details regarding what happened, use

temporal words to signal event order, and provide some sense of

closure.

4.NA for grade 1



needed.

6. With guidance and support from adults, use a variety of digital

tools to produce and publish writing,




question

9. NA grade 1

10. Na grade 1

Conventions










h. Use determiners












conventions.












d. Distinguish shades of meaning among verbs differing in manner and adjectives differing

in intensity by defining or choosing them or by acting out the meanings




Anthology:

“A Fun Season”---F

“Happy Fall?”---F

“Seasons” ---NF

Decodable:

A Proud Ant””---F

“Now and Long Ago”---NF

Read Aloud:

“Seeds”---NF

“Johnny Appleseed”---NF

Wonders:

“Measure the Weather”---NF

Oral Vocab Card:

“What Makes Day and Night?”---NF

April 27- May 1 Theme: “Nature Watch” Unit 5 Week 4





Concepts of Print






b. Orally produce single-syllable words by blending sounds, including consonant

blends

c. Isolate and pronounce initial, medial vowel, and final sounds in spoken single-

syllable words

d. Segment spoken single-syllable words into their complete sequence of individual

sounds


3.Know and apply grade level phonics and word analysis skills in decoding words both in

isolation and in text




vowel sounds

d. Use knowledge that every syllable must have a vowel sound to determine the

number of syllables in a printed word

e. Decode two syllable words following basic patterns by breaking the words into

syllables



Fluency:



b. Read grade level text orally with accuracy, appropriate rate, and expression on

successive readings



short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2


o_e, u_e, e_e: U3W4


ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

ar: U5W2

or, oar, ore: U5W3


begin U6W3,W5)

ou, ow:U5W4

oi, oy: U5W5







Craft and Structure








text.




8. NA








about text



text


text



Craft and Structure




expectations)










points in a text.






grade 1




May 4 – 8 (5 days) Theme: “Nature Watch” Unit 5 Week 5





writing about, state an opinion, supply a reason for the opinion and






temporal words to signal event order, and provide some sense of closure.

4.NA for grade 1



needed.

6. With guidance and support from adults, use a variety of digital tools to

produce and publish writing,




question

9. NA grade 1

10. Na grade 1

Conventions


and speaking








h. Use determiners












conventions.

















Anthology:

“A Cub Grows Up”---NF

“A Tiger Cub Grows Up”---NF

“The Tiger”---P

Decodable:

“Roy’s Rich Soil”---F

“Which Holiday Is It?”---NF

Read Aloud:

“Zoo Baby Boom”----NF

“Habitats: Where Animals Live”---NF

Wonders:

“ Ball Games in Mexico”---NF

Oral Vocab Card:

“From Caterpillar to Butterfly” ---NF

May 4 – 8 Theme: “Nature Watch” Unit 5 Week 5





Concepts of Print







consonant blends




individual sounds





digraphs



vowel sounds



e. Decode two syllable words following basic patterns by breaking the

words into syllables



Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2


o_e, u_e, e_e: U3W4


ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

ar: U5W2

or, oar, ore: U5W3

(2 syllable word lessons begin

U6W3,W5)

ou, ow:U5W4

oi, oy: U5W5







Craft and Structure








text.




8. NA








about text



text


text



Craft and Structure




expectations)










points in a text.






grade 1




May 11- 15 (5 days) Review and Assess Unit 5 Week 6











temporal words to signal event order, and provide some sense of closure.

4.NA for grade 1



needed.






question

9. NA grade 1

10. Na grade 1

Conventions


and speaking








h. Use determiners












conventions.

















May 11- 15 Review and Assess Unit 5 Week 6


May 18 – June 5 Theme: “Adventures” Unit 6 Standards at a Glance Writing Genre: Narrative (Summative) Strategies: Ask and Answer Questions, Make Predictions, Monitor and Clarify, Visualize, Make Connections Sounds: short a, short i, l blends, final blends, short o, short e, r and s blends, –ing, short u, sh, th , a_e, i_e, ch, tch, wh, o_e,u_e, e_e, three letter blends, ai, ay, e, ea, ee,-y, oa, ow, o, i, -igh, -y, er,

ir, ur, ar, or,two-syllable words, ou, ow, oi, oy, oo, au, aw HF words: then, some, these, man, over, too, first, him, has, its, me, down, good, come, now, use, help, did, her, two, our, well, who, long, little, very, out, many, place, where, could, make, just, must, again, them, than, think, such, things, put, made, way, same, came, take, why, away, more, time, called, back, new, your, into, which, people,

much, when, every, from, find, after, work, old, look, water, goes, any, three, word, may, day, saw, does, write, about, each, most, don’t, even, here, years, right, different, off, can’t, other, also,

because, been, only, through, another, before, around, would, part, their, know

Foundations Reading Literature Reading Informational Text (continued) Concepts of Print



2. a.Distinguish long from short vowel sounds in spoken single-

syllable words



c.Isolate and pronounce initial, medial vowel, and final sounds











e. Decode two syllable words following basic patterns by breaking

the words into syllables



Fluency:






2. Retell stories, including key details, and demonstrate understanding of their



4. ID words and phrases in stories or poems that suggest feelings or appeal to the

senses (See grade 1 language standards 4-6 for additional expectations)

5. Explain major differences between books that tell stories and books that give

information


7. Use illustrations and details in a story to describe its characters, settings, or

events

8. NA



















topic






Writing Language


book they are writing about, state an opinion, supply a reason

for the opinion and provide some sense of closure.

2.Write informative/explanatory texts in which they name a


sense of closure



regarding what happened, use temporal words to signal event

order, and provide some sense of closure.

4.NA




6.With guidance and support from adults, use a variety of

digital tools to produce and publish writing

7.Participate in shared research and writing projects



answer a question

9/10. NA








h. Use determiners




prompts








3. NA




5. a. Sort words into categories to gain a sense of the concepts the categories

represent




adjectives differing in intensity by defining or choosing them or by acting out the

meanings

6. Use words and phrases acquired through conversations, reading and being read

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

signal simple relationships (e.g., because)





Be

nch

ma

rk #

3

5/1

8-2

9 (

du

e

in I

llu

min

ate

6/8

)

AD

EP

T T

est

ing

5/1

8-6

/5 (

du

e i

n I

llu

min

ate

6/8

)

Concepts of Print







blends


syllable words


individual sounds







vowel sounds




syllables



Fluency:




successive readings



short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2


o_e, u_e, e_e: U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

ar: U5W2

or, oar, ore: U5W3


begin U6W3,W5)

ou, ow:U5W4

oi, oy: U5W5

oo: U6W1



text



message or lesson



Craft and Structure




expectations).





a text.




8. NA











text


text



Craft and Structure




expectations)








its key ideas.


points in a text.









May 18 – 22 (5 days) Theme: “Adventures” Unit 6 Week 1


Writing

Language

Resources







3.Write narratives in which they recount two or more appropriately sequenced

events, include some details regarding what happened, use temporal words to


4.NA for grade 1



needed.






9. NA grade 1

10. Na grade 1

Conventions


and speaking








h. Use determiners












conventions.

















Anthology:

“We Love Joan”---F

“Olivia”--F

“Cats in Art”---NF

Decodable:

“Let’s Find Out”---F

“Parts of a Plant”---NF

Read Aloud:

“Bippity Bop Barbershop”—F

“Hilda Must be Dancing”---F

Wonders:

“Work and Jobs”---NF

Oral Vocab Card:

“Half Chick”---F

May 18 – 22 Theme: “Adventures” Unit 6 Week 1


Writing Genre: Narrative (Summative)



Su

mm

ati

ve

Wri

tin

g A

sse

ssm

en

t: N

arr

ati

ve

-

5/2

6-6

/3 (

du

e i

n I

llu

min

ate

6/9

)

Concepts of Print







blends


syllable words

d. Segment spoken single-syllable words into their complete sequence of individual

sounds







vowel sounds




syllables



Fluency:




successive readings

c. Use context to confirm or self-correct word recognition and understanding, rereading

as necessary

short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2

r and s blends, -ing:

U2W3

short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2


o_e, u_e, e_e: U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

ar: U5W2

or, oar, ore: U5W3

(2 syllable word

lessons begin U6W3)

ou, ow:U5W4

oi, oy: U5W5

oo: U6W1

au, aw: U6W2





or lesson



Craft and Structure








text.




8. NA








about text






Craft and Structure








words in a text.



its key ideas.


in a text.








about text

May 26-29 (4 days) Theme: “Adventures” Unit 6 Week 2


Writing

Language

Resources










4.NA for grade 1



needed.






9. NA grade 1

10. Na grade 1

Conventions










h. Use determiners












conventions.

















Anthology:

“Nothing Starts Cory”---F

“Whistle For Willie”---F

“Seeing-Eye Dogs”---NF

Decodable:

“All for Paul”---F

“American Heroes”---NF

Read Aloud:

“The Little Engine That Could”---F

“Turtle’s Race with Beaver”---F

Wonders:

“A New Kid on the Block”---play

Oral Vocab Card:

“Timimoto”---F

May 26-29 Theme: “Adventures” Unit 6 Week 2





Su

mm

ati

ve

Wri

tin

g A

sse

ssm

en

t: N

arr

ati

ve

du

e i

n I

llu

min

ate

6/9

HF

W/S

igh

t W

ord

Ass

ess

me

nt

6/1

Flu

en

cy d

ue

in

Ill

um

ina

te 6

/5

AD

EP

T d

ue

in

Ill

um

ina

te 6

/8

Be

nch

ma

rk #

3 d

ue

in

Ill

um

ina

te 6

/8

Concepts of Print







consonant blends




individual sounds





digraphs



vowel sounds



e. Decode two syllable words following basic patterns by breaking the

words into syllables



Fluency:







short a: U1W1

short a: U1W2

short i: U1W3

l blends: U1W4

final blends:U1W5

short o: U2W1

short e: U2W2


short u: U2W4

sh, th: U2W5

a_e: U3W1

i_e: U3W2


o_e, u_e, e_e: U3W4


U3W5

ai, ay: U4W1

e, ea, ee: U4W2

oa, ow, o, oe: U4W3

i, igh, ie -y: U4W4

-y, ey: U4W5

er, ir, ur: U5W1

ar: U5W2

or, oar, ore: U5W3


begin U6W3, W5)

ou, ow:U5W4

oi, oy: U5W5

oo: U6W1

au, aw: U6W2



text



message or lesson



Craft and Structure




expectations).



drawing on a wide reading of a range of text types

6.Identify who is telling the story at various points

in a text.




8. NA














Craft and Structure








words in a text.



its key ideas.


in a text.








about text

June 1- 5 (5 days) Theme: “Adventures” Unit 6 Week 3


Writing

Language

Resources










4.NA for grade 1



needed.






9. NA grade 1

10. Na grade 1

Conventions










h. Use determiners












conventions.

















Anthology:

“A Job for You”---NF

“Cool Jobs”---NF

“Jobs at School”---NF

Decodable:

“Born to Fly”—NF

“Where Dinosaurs Walked”---NF

Read Aloud:

“Daytime Bedtimes”---NF

“Dream Jobs”---NF

Wonders:

“What Animals Eat Plants”---NF

“Oral Vocab Card:

“All Kinds of Vets”--NF

June 1- 5 Theme: “Adventures” Unit 6 Week 3


2014-2015 TESTING, ASSESSMENT AND REPORTING CALENDAR

ELEMENTARY Content Date/s JULY Grade Content Date/s JANUARY Grade

EL 21 CELDT Testing Begins K-5 EL 5-30 ADEPT Testing 1-5

All 20-23 Progress Reports K-5

ELA/Math TBD SBAC Summative Test TBD

ELA 23 Fluency #2 Due in Illuminate 1-5

ELA 26 DIBELS TK/K

AUGUST FEBRUARY

EL 18 Primary Language initials begin K-5 EL 6 ADEPT Due: Illuminate 1-5

ELA/Math 2-12 Kinder Assessment Window K

ELA 8-12 Info./Explan. Writing (Formative) K-5

EL 9 EL Progress Profiles-Data Upload K-5

ELA/Math 17-27 Benchmark #2 1-5

ELA 28 HFW/Sight Words 1

SEPTEMBER MARCH

EL 19 CELDT initials testing ends K-5 All 6 END OF TRIMESTER 2

ELA 26 Fluency #1 Due: Illuminate 2-5 ELA 6 Kinder Assessments Due K

ELA/Math 13 Benchmark #2 Due: Illuminate

ELA 26 HFW/Sight Words-Baseline 1 ELA 23-27 Info./Explan Writing (Summative) K-5

OCTOBER APRIL

ALL 1-3 Progress Reports K-5 PE TBD Physical Fitness Test 5

EL 3 EL Progress Profiles-Parent Sign

K-5 ELA 10 Info./Explan Writing Due: Illum.

K-5

ELA 13-17 Opinion Writing (Formative) K-5 ELA 27-1 Narrative Writing (Formative) K-5

ELA/Math 20-31 Benchmark #1 1-5 ELA/Math TBD CAASPP Testing 3-5

27-31 CONFERENCE WEEK All 27-1 Progress Reports K-5

EL 31 CELDT annuals testing ends K-5 All TBD CST/CAPA/CMA begins 2-5

NOVEMBER MAY

EL 7 Primary Language Testing ends K-5 EL 18-5 ADEPT Testing K-4

ELA/Math 3-14 Kinder Assessment Window K ELA/Math 4-15 Kinder Assessment Window K

ALL 14 END OF TRIMESTER 1 ELA 18 DIBELS TK/K

ELA/Math 14 Benchmark #1 Due: Illuminate 1-5 ELA/Math 18-29 Benchmark #3 1-5

ELA 26-3 Narrative Writing (Summative) K-5

DECEMBER JUNE

ELA 1-5 Opinion Writing (Summative) K-5 ELA 1 HFW/Sight Words 1

ELA/Math 5 Kinder Assessments Due K ELA 5 Fluency #3 Due in Illuminate 1-5

8-12 CONFERENCE WEEK EL 8 ADEPT Due: Illuminate K-4

ELA 12 Opinion Writing Due: Illuminate K-5 EL 8

EL Progress Profiles-Data Upload K-5

ELA/Math 8 Benchmark #3 Due: Illuminate 1-5

ELA 19 HFW/Sight Words 1 ELA/Math 8 Kinder Assessments Due K

ELA 9 Narrative Writing Due: Illuminate K-5

ALL 9 LAST DAY OF SCHOOL

Rev. 6-25-14

pacing guide grade 1 treasures 2014-15 guide grade 1 2014-2015 first grade reading strategies (all...

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