First Grade PARCC Aligned Curriculum Guide · First Grade PARCC Aligned Curriculum Guide School...

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ORANGE PUBLIC SCHOOLS

OFFICE OF CURRICULUM AND INSTRUCTION

OFFICE OF ENGLISH LANGUAGE ARTS

First Grade

PARCC Aligned Curriculum Guide

School Year 2014-2015

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First Grade ELA Curriculum

Unit 1

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Purpose of This Unit:

The purpose of this document is to provide teachers with a set of lessons that are standards-based and aligned with the Common

Core State Standards (CCSS). The standards establish guidelines for English language arts (ELA) as well as for literacy in social

studies, and science. Because students must learn to read, write, speak, listen, and use language effectively in a variety of content

areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines. The

skills and knowledge captured in the ELA/literacy standards are designed to prepare students for life outside the

classroom. They include critical-thinking skills and the ability to closely and attentively read texts in a way that will help

them understand and enjoy complex works of literature.

Essential Questions Enduring Understanding

1. What is a narrative text?

2. How does a writer tell a sequenced story, real or imagined, showing a passage of time with an appropriate closure?

3. How does reading an on-level text with purpose and understanding support reading development?

4. How does fluency impact a reader’s ability to comprehend text?

5. How does students’ ability to monitor and self-correct increase comprehension?

6. How does distinguishing vowel sounds in words support students in reading and writing?

7. How does knowledge of letter-sound relationships impact our ability to read?

1. A narrative conveys events in a logical sequence (real or imagined).

2. Writers tell the story with details including temporal words to help the reader understand the flow of events from beginning to end.

3. The ability to read on-level text is a foundational step in reading increasingly complex text.

4. Reading with fluency allows the reader to attend to comprehension.

5. Proficient Readers monitor and self-correct when comprehension is interrupted.

6. The ability to distinguish between vowel sounds in spoken words is a foundational skill in understanding work structure and its role in reading and writing.

7. Knowledge of letter-sound leads to decoding/reading

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Unit I:

Topic: CCSS: Goals: Projected # of days

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

W.1.3 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.

RL.1.1 Ask and answer questions about key details in a text.

RL.1.3 Describe characters, settings, and major events in a story, using key details.

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

RF.1.1 Demonstrate understanding of the organization and basic features of print.

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

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

b. Decode regularly spelled one-syllable words.

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

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

RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

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

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

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

SL.1.1 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.

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

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Print all upper- and lowercase letters.

e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home;

Today I walk home; Tomorrow I will walk home).

f. Use frequently occurring adjectives.

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.

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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.

L.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).

Assessments: Formative:

Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/discussions, guided reading, and narrative writing samples, talk moves/turn and talk, and in-progress writing samples

Summative:

Model Curriculum Benchmark Assessment for unit 1, guided reading analysis, CVC word assessment Authentic:

Published narrative writing pieces, writing pieces created in centers, oral recording of children reading their writing piece

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Technology Integration: www.starfall.com for reading fluency and word work www.spellingcity.com for practice with CVC/CVCC vocabulary acquisition, word spelling games and sight word recognition http://pbskids.org/rogers/buildBuild.html for SS integration http://www.studyisland.com/web/index/ for students to reinforce CCSS in ELA

Speaking and ListeningVocabulary: ally, relative, aid, precipitation, thermometer, lightning, mascot, educator, principal, urban, citizen,

services, habitat, diet, conservation

Useful Sites: www.thinkcentral.com for unit 1 activities www.clicompass.org for Message Time Plus Module/writing ideas and child friendly rubrics (http://traitspace.scholastic.com in username enter (traits) and password enter (writing) for writing rubrics and songs to help children remember writing strategies http://www.scholastic.com/bookwizard/ to help level classroom books

http://www.starfall.com/

http://www.spellingcity.com/

http://pbskids.org/rogers/buildBuild.html

http://www.studyisland.com/web/index/

http://www.thinkcentral.com/

http://www.clicompass.org/

http://traitspace.scholastic.com/

http://www.scholastic.com/bookwizard/

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Lucy Calkins Units of Study

Lessons From the Masters: Improving Narrative Writing Unit 1 Narrative

Lesson Number Lesson Title CCSS Related to Lesson from Unit 1

Lesson 1 Small Moments:Lives Are Full of Stories to Tell W.1.3, W.1.8, RL.1.1, SL.1.1, SL.1.5, L.1.1, L.1.2

Lesson 2 Planning for Writing: Writers Touch and Tell, Sketch, then Write

W.1.3, RL.1.7, RF1.1.a, RF1.2.a,b,c, RF.1.3.b,d,g, SL. 1.1, SL.1.5, L.1.1.a,e,f , L1.2.a,b,d,e

Lesson 3 Using Pictures to Add On W.1.3, RL.1.7, SL. 1.1, SL.1.5, L.1.1.a,e,f , L1.2.a,b,d,e

Lesson 4 Stretching Words to Spell Them: Hearing and Recording All the Sounds

W.1.3, RF.1.2.c, RF.1.3.b,d,g, SL. 1.1, L.1.2

Lesson 5 Zoom In: Focusing on Small Moments W.1.3, RL.1.1, SL. 1.1, L.1.2

Lesson 6 Partnerships and Storytelling W.1.3, RL.1.1, SL. 1.1, L.1.2

Lesson 7 Reading Our Writing Like We Read Our Books W.1.3, RF1.1.a, RF1.2.a,b,c, RF.1.3.b,d,g RF.1.4. SL. 1.1, L.1.2

Lesson 14 Studying a Story to Learn Ways the Author Makes It Special

W.1.3, RL.1.1, SL. 1.1, L.1.2, L.1.6.

Lesson 15 Trying Out a Craft Move from a Mentor Text: Writing with Exact Actions

W.1.3, RL.1.1, SL. 1.1, L.1.2

Lesson 16 Trying Out a Craft Move From a Mentor Text: Writing with Pop-Out Words

W.1.3, RL.1.1, SL. 1.1, L.1.2

Lesson 17 Letter to Teachers: Turning to Other Mentor Texts W.1.3, RL.1.1, RF.1.4. SL. 1.1, L.1.2

Lesson 18 Using All We Know to Revise W.1.3, RF1.1.a, RF.1.4., SL. 1.1, SL.1.5, L.1.2

Lesson 19 Editing with a Checklist W.1.3, RF1.2.a,b,c, SL. 1.1, L.1.2

Lesson 20 Making Books Ready for the Library W.1.3, RF1.1.a, RF.1.4., SL. 1.1, SL.1.5, L.1.2

Lesson 21 Letter to Teachers: A Celebration W.1.3, RF.1.4. SL. 1.1, L.1.2, L.1.6

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Journeys

Unit 1

Reading Lit and Informational Text Foundational Skills

Lesson Selection Concept of Print Phonological Awareness/Phonics Print, Fluency, HFW

Back to

School

Week 1

Big Books

• Jack’s Talent

• Back to School

• Identify Letters

• Alphabet Song

• Place Names

• Name and Match Letters

• Alphabet Sequence

• Print Uppercase and Lowercase

Letters of the Alphabet

• Distinguish Vowel Sounds

• Blend Phonemes

• Isolate Phonemes

• Segment Phonemes

• Rhyming Words

Letter Sounds

• Short a

• Consonants m, s, t, c

• Phonogram –at

I

to

like

a

see

the

we

go

is

are

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Grade 1: Unit 1

Reading Lit and Informational Text Foundational Skills Lesson Selection Text Based Comprehension Phonological Awareness/Phonics Print, Fluency, HFW

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Anchor Text

What Is a Pal?

Genre: Informational

Text

Paired Selection

Friends Forever

Genre: Poetry

Decodable Reader

Selections

Dan and Nan

Nat Cat

Nan and Dan

Fan, Fan, Fan

Target Skill

Main Idea (key ideas- RL.1.1)

Target Strategy

Summarize (characters, setting, and

major events, or setting- RL.1.3)

Phonemic Awareness

Beginning Sound

Blend Phonemes

Phonics

Short a

Consonants n, d

Consonants p, f

Fluency

Accuracy: Word

Recognition

High-Frequency Words

and, be, help, play, with,

you

Speaking and Listening Language and Writing

Lesson Selection S&L Academic Vocabulary Language Writing

1

Read Aloud

The Lion and the Mouse

Listening/Speaking: Listening

Comprehension

Speaking and

Listening Skill

How to Have a Good

Discussion

Selection Vocabulary

fun, pal, pet, what

Oral Vocabulary

beautiful, excellent, invitation, miss,

ruin, suddenly

Spelling Principle

Words with Short a

Spelling Words

Basic: am, at, sat, man, dad,

mat

Writing Mode

Narrative Writing

Ideas

Write About Reading

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2

Anchor Text

The Storm

Genre: Realistic Fiction

Paired Selection

Storms!


Text

Decodable Reader

Selections

Can It Fit?

I Ran

Sid Pig

Pam

Target Skill

Understanding Characters

(RL.1.3/RL.1.7)

Target Strategy

Infer/Predict

Phonemic Awareness

Beginning Sound

Blend Phonemes

Phonics

Short i

Consonants r, h /z/s

Consonants b, g

Phonogram -it

Fluency

Accuracy: Words

Connected in Text


for, have, he, look, too,

what

Speaking and Listening Language and Writing Lesson Selection S&L Academic Vocabulary Language Writing

2 Read Aloud

Susie and the Bandits


Comprehension

Speaking and

Listening Skill

Ask and Answer Questions


storm, Pop, come, wet, bed

Oral Vocabulary

bandits, brave, chattered, ears, steady,

still

Domain-Specific Vocabulary

precipitation, thermometer, lightning

Vocabulary Strategies

Context Clues

Spelling Principle

Words with Short i

Spelling Words

Basic: if, is, him, rip, fit, pin

Writing Mode

Narrative Writing

Writing Form

Captions

Focus Trait

Ideas

Write About Reading

Performance Task

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Anchor Text

Curious George at School

Genre: Fantasy

Paired Selection

School Long Ago


Text

Decodable Reader

Selections

Lil and Max

Did Dix Dog Do It?

Max Fox and Lon Ox

Is It Funny?

Target Skill

Sequence of Events

Target Strategy

Monitor/Clarify

Phonemic Awareness

Beginning Sound

Blend Phonemes

Phonics

Short o

Consonants l, x

Inflection -s

Fluency

Phrasing: Punctuation


do, find, funny, sing, no,

they


3 Read Aloud

Stone Stew


Comprehension

Speaking and

Listening Skill

Using Visuals


curious, school, this, George, kids,

mess,

paints, job

Oral Vocabulary

apart, crept, proud, sneaked, snout,

worried

Spelling Principle

Words with Short o

Spelling Words

Basic: log, dot, top, hot, lot, ox

Writing Mode

Narrative Writing

Writing Form

Sentences

Write About Reading

Performance Task

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Anchor Text

Lucia’s Neighborhood


Text

Paired Selection

City Mouse and Country

Mouse

Genre: Fable

Decodable Reader

Selections

Pals

Ned

Ken and Vic

My Pets

Target Skill

Text and Graphic Features

Target Strategy

Question

Supporting Skills

Author’s Word Choice

Phonemic Awareness

Beginning Sound

Blend Phonemes

Phonics

Short e

Consonants y, w

Consonants k, v, j

Phonogram -et

Fluency

Intonation


all, does, here, me, my,

who


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Read Aloud

Painting Word Pictures


Comprehension


Lucia, book, car, firefighter’s, goal, hi,

home, librarian, neighborhood, pants,

plant, street

Oral Vocabulary

canvas, combinations, ease, important,

rhythm, row

Spelling Principle

Words with Short e

Spelling Words

Basic: yet, web, pen, wet, leg,

Hen

Writing Mode

Narrative Writing

Writing Form

Class Story

Focus Trait

Word Choice

Write About Reading

Performance Task

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5

Anchor Text

Gus Takes the Train

Genre: Fantasy

Paired Selection

City Zoo


Text

Decodable Reader

Selections

Fun in the Sun

Yams! Yum!

Fun, Fun, Fun!

Bud

Target Skill

Story Structure

Target Strategy

Analyze/Evaluate

Supporting Skills

Genre: Fantasy

Phonemic Awareness

Final Sound

Segment Phonemes

Phonics

Short u

Consonants qu, z

Fluency

Accuracy: Self-Correct


friend, full, good, hold,

many, pull


5 Read Aloud

Training Around the Town


Comprehension


takes, conductor, train, window

Oral Vocabulary

alleys, dash, ferry, space, subways,

sealed

Domain-Specific Vocabulary

habitat, diet, conservation

Vocabulary Strategies

Synonyms

Spelling Principle

Words with Short u

Spelling Words

Basic: up, bug, mud, nut, hug,

Tub

Writing Mode

Narrative Writing

Writing Form

Class Story

Focus Trait

Ideas

Write About Reading

Performance Task

Research/Media Literacy

Skills

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Literacy Centers to Support Guided Reading:

Writing Center:

Finish work in folder

Write a note to a friend

Read and write the room

Computer Center:

(Mandatory)iRead

Starfall

Abcya

Library Center:

Independent reading

Buddy reading

Write a response

Word Work Center:

Word family games

Site word games

Independent Reading Center: Literacy Game Center:

ABC Memory Match/Bingo

Sight Word Memory Match/Bingo

CVC word Memory Match/Bingo

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Helpful Anchor Charts

This is how students know how to pick out their independent reading books

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Message Time Plus Example

This Message addresses the following standards:

• L.1.6, L1.1e

When I was walking to school I heard noise coming from behind the bushes. It was a scratching noise but I could

not see what was making that noise. Then I remembered yesterday when I walked to school I saw a small kitten

under that same bush. I wonder if that's what could it be. Finally I saw the kitten run out from behind the bush

and that solved the mystery of the scratching noise.

Potential Scaffolding Opportunities:

• Verbs ending ing or ed

• Transitional words

• words to know

• all family

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Resources Teacher Resources www.corestandards.org

www.achievethecore.org www.cliontheweb.org

www.teachingchannel.com

Evaluation/Reflection

Guiding Questions:

1. What worked?

2. What do you think could have been implemented more effectively in your lessons and instruction?

3. What do you need to learn more about?

4. What resources were helpful?

http://www.corestandards.org/

http://www.achievethecore.org/

http://www.cliontheweb.org/

http://www.teachingchannel.com/

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