Language Arts Curriculum Map – Grade 1
Month CPI # and Standard Learning Activities Assessment Interdisciplinary Connections
September Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3Describe characters, settings, and major event(s) in a story, using key details.
Informational Text
Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.CIsolate and pronounce initial, medial vowel, and final sounds
Literature Choral reading Echo reading Shared reading Partner reading Read alouds Discussions Learning
centers/activities
Foundational Skills Alphabet review:
practice sheets, singing, saying and writing
Short vowels Making word
families Shared writing Kids biographies Journal writing
Teacher observation Discussions Student work Running records Student conferences Journal writing All about me project All about me book
Social Studies6.1.4.C.2
Health and Physical Education2.1.2.D.12.1.2.E.12.1.2.E.22.1.2.C.22.4.2.A.12.4.2.A.2
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP8CRP9
Science1-LS3-11-ESS1.2
Language Arts Curriculum Map – Grade 1
(phonemes) in spoken single-syllable words. RF.1.3Decode regularly spelled one-syllable words.
Writing
Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.2. CAsk and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3Ask and answer
Learning centers/activities
Clapping words Stretching out words Word games
Speaking & Listening Read alouds Discussion of read
alouds Interviews for
biographies ICPS activities Learning
centers/activities Comments vs.
questions practice Rules vs. manners journals
Language Arts Curriculum Map – Grade 1
questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6Produce complete sentences when appropriate to task and situation.
Language L.1.1.APrint all upper- and lowercase letters. L.1.1.BUse common, proper, and possessive nouns. L.1.1.CUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.DUse personal,
Language Handwriting practice Alphabet review Learning
centers/activities Discussions Interviews for kids’
biographies Journal writing Word games
activities Word wall activities Word lists: (i.e.
season words, color
Language Arts Curriculum Map – Grade 1
possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1.EUse 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). L.1.2.BUse end punctuation for sentences L.1.5.ASort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.6.BUse 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).
words, ICPS words)
Language Arts Curriculum Map – Grade 1
October Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.5.Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events.
Informational Text RI.1.2.
Literature Guided Reading
groups Reading
centers/activities Discussions Read alouds Sharing Making connections
activities Reading response
logs/sheets
Informational Text Read alouds
Teacher observation Discussions Guided reading
group work Student work Running records Student conferences Student writing Individual and
Group sharing Think-pair-share Hand signals Homework Projects All About Me
project Family project
Social Studies6.1.4.C.26.1.4.D.17
Health and Physical Education2.1.2.E.12.1.2.E.22.1.2.C.22.4.2.A.12.4.2.A.2
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP8CRP12
Science1-LS31-PS4
Technology8.1.2.A.18.1.2.A.5
Visual and Performing Arts1.3.2.D.4
Mathematics1.MD.4
Language Arts Curriculum Map – Grade 1
Identify the main topic and retell key details of a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.10.With prompting and support, read informational texts at grade level complexity or above
Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.BOrally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Discussions Guided reading
groups Reading
centers/activities Reading Response
Log/sheets Journals Apple unit – read
and discuss facts Pumpkin unit – read
and discuss facts Columbus Day –
read and discuss
Foundational Skills Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Journals Shared writing Student biographies Fact charts Word family
activities Making words Promethean board
activities
Language Arts Curriculum Map – Grade 1
RF.1.2.CIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.DSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.BDecode regularly spelled one-syllable words. RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that
Spelling lists Sight word lists Stretching out words Word wall activities
Language Arts Curriculum Map – Grade 1
every syllable must have a vowel sound. RF.1.3.FRead words with inflectional endings. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W.1.8.With guidance and support from adults, recall information from experiences or gather information from
Writing Student writing Family and friends
biographies Student biographies Shared writing
activities All about me books All about me projectSpeaking & Listening
Language Arts Curriculum Map – Grade 1
provided sources to answer a question.
Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer
Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
and making comments
Read alouds Guided reading
groups Student writing and
illustrations Student biographies Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities ICPS activities All About Me
books/graphs Family projects
Language Arts Curriculum Map – Grade 1
questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.
Language L.1.1.APrint all upper- and lowercase letters. L.1.1.BUse common, proper, and possessive nouns. L.1.1.C
Language Shared writing
activities Student biographies Read alouds Discussions Guided reading
groups Handwriting
activities Student writing Spelling tests
Language Arts Curriculum Map – Grade 1
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.DUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1.EUse 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). L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.HUse determiners (e.g., articles, demonstratives). L.1.2. ACapitalize dates and names of people. L.1.2.BUse end punctuation for sentences. L.1.2.E
Reading centers/activities
Response Logs/sheets
Pumpkin and Apple vocabulary activities
All About Me Unit – vocabulary and activities
Language Arts Curriculum Map – Grade 1
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.5.CIdentify real-life connections between words and their use (e.g., note places at home that are cozy). 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).
Language Arts Curriculum Map – Grade 1
November Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories
Informational Text RI.1.2.Identify the main topic and retell key details of a text.
Literature Guided Reading
groups Reading
centers/activities Discussions Read alouds Sharing Making connections
activities (text-to-text, text-to-self, between characters, and same character in different stories)
Reading response logs/sheets
Venn Diagrams
Informational Text Read alouds Discussions Guided reading
groups
Teacher observation Discussions Guided reading
group work Student work Running records Student conferences Student writing Hand signals Individual and
Group sharing Think-pair-share Homework
Social Studies6.1.4.A.146.1.4.B.16.1.4.B.26.1.4.D.136.1.4.D.186.1.4.D.196.1.4.D.20
Health and Physical Education2.4.2.A.1
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP8CRP12
Technology8.1.2.A.5
World Languages7.1.NM.A.37.1.NM.A.5
Visual and Performing Arts1.3.2.D.4
Language Arts Curriculum Map – Grade 1
RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.10.With prompting and support, read informational texts at grade level complexity or above
Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.BOrally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.CIsolate and pronounce initial, medial vowel, and final sounds
Reading centers/activities
Reading Response Log/sheets
Africa unit – reading about animals, people, places and culture.
Foundational Skills Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Shared writing Fact charts Word family
activities Making words Blend and Diagraph
charts/activities Promethean board
activities Spelling lists Sight word lists Word wall activities
Language Arts Curriculum Map – Grade 1
(phonemes) in spoken single-syllable words. RF.1.2.DSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.BDecode regularly spelled one-syllable words. RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables
Language Arts Curriculum Map – Grade 1
using knowledge that every syllable must have a vowel sound. RF.1.3.FRead words with inflectional endings. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W.1.3.Write narratives in which they recount two or more appropriately sequenced events,
Writing Student writing Writing of personal
narratives Working through the
Writing process Shared writing
activities
Language Arts Curriculum Map – Grade 1
include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Peer conferences Student conferences Traits discussions Writing about Africa Africa fact sheets
Speaking & Listening Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
and making comments
Read alouds
Language Arts Curriculum Map – Grade 1
SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Guided reading groups
Student writing and illustrations
Student biographies Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities ICPS activitiies
Language Arts Curriculum Map – Grade 1
SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.
Language L.1.1.BUse common, proper, and possessive nouns. L.1.1.CUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.DUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1.EUse verbs to convey a sense of past, present, and future (e.g.,
Language Shared writing
activities Student biographies Read alouds Discussions Guided reading
groups Student writing Spelling tests Reading
centers/activities Response
Logs/sheets
Language Arts Curriculum Map – Grade 1
Yesterday I walked home; Today I walk home; Tomorrow I will walk home). L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.HUse determiners (e.g., articles, demonstratives) L.1.2. ACapitalize dates and names of people. L.1.2.BUse end punctuation for sentences. L.1.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or
Language Arts Curriculum Map – Grade 1
phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. 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).
December Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters,
Literature Guided Reading
groups Reading
centers/activities Discussions Read alouds Sharing Creating mental
images activities Reading response
logs/sheets Author studies Africa Unit – Anansi
Teacher observation Discussions Guided reading
group work Student work Running records Student conferences Student writing Hand Signals Individual and
Group sharing Think-pair-share Homework Anansi journals
Social Studies6.1.4.A.146.1.4.D.136.1.4.D.186.1.4.D.196.1.4.D.20
Health and Physical Education2.4.2.A.1
21st Century Life and Career SkillsCRP1CRP2CRP4
Language Arts Curriculum Map – Grade 1
settings, and major event(s) in a story, using key details. RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.6 Identify who is telling the story at various points in a text. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories
Informational Text RI.1.2.Identify the main topic and retell key details of a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas
stories
Informational Text Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
Log/sheets
Animal posters CRP6CRP8CRP12
Technology8.1.2.A.5
World Languages7.1.NM.A.37.1.NM.A.5
Visual and Performing Arts1.3.2.D.4
Language Arts Curriculum Map – Grade 1
RI.1.10.With prompting and support, read informational texts at grade level complexity or above
Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.BOrally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.CIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.D
Africa unit – reading about animals, people, places and culture.
Foundational Skills Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Shared writing Fact charts Word family
activities Making words Promethean board
activities Spelling lists Sight word lists Word wall activities
Language Arts Curriculum Map – Grade 1
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.BDecode regularly spelled one-syllable words. RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound
Language Arts Curriculum Map – Grade 1
RF.1.3.FRead words with inflectional endings. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W.1.3.Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal
Writing Student writing Writing of personal
narratives Working through the
Writing process Shared writing
activities Peer conferences Student conferences
Language Arts Curriculum Map – Grade 1
words to signal event order, and provide some sense of closure. W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by
Writing about what we learned
Discussion of writing traits
Writing about Africa
Speaking & Listening Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
and making comments
Read alouds Guided reading
groups Student writing and
Language Arts Curriculum Map – Grade 1
responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5.Add drawings or other visual displays to
illustrations Student biographies Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities ICPS activities
Language Arts Curriculum Map – Grade 1
descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.
Language L.1.1.BUse common, proper, and possessive nouns. L.1.1.CUse singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). L.1.1.DUse personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). L.1.1.EUse verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will
Language Shared writing
activities Read alouds Discussions Guided reading
groups Student writing Spelling tests Reading
centers/activities Response
Logs/sheets
Language Arts Curriculum Map – Grade 1
walk home). L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.HUse determiners (e.g., articles, demonstratives) L.1.2. ACapitalize dates and names of people. L.1.2.BUse end punctuation for sentences. L.1.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring
Language Arts Curriculum Map – Grade 1
affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. 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).
January Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details.
Literature Guided Reading
groups Reading
centers/activities Discussions Read alouds Sharing Digging Deeper Unit
– using response logs/sheets, webs, character traits/descriptions, story maps, Venn diagrams
Reading response logs/sheets
Teacher observation Discussions Guided reading
group work Student work Running records Student conferences Student writing Hand signals Individual and
Group sharing Homework Think-pair-share
Social Studies6.1.4.A.106.1.4.A.116.1.4.A.126.1.4.A.156.1.4.B.26.1.4.B.96.1.4.B.106.1.4.D.166.1.4.D.17
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP12
Language Arts Curriculum Map – Grade 1
RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories
Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.10.With prompting and support, read
Author studies
Informational Text Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
Log/sheets Penguin unit –
reading about penguins
Penguin Unit – Compare and Contrast penguins
Listing penguin facts
Technology8.1.2.A.5
Visual and Performing Arts1.3.2.D.4
Mathematics1.MD.4
Language Arts Curriculum Map – Grade 1
informational texts at grade level complexity or above
Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.DSegment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.B
MLK Jr. Unit: read, learn, discuss and write
Finding penguin heights and graphing
Foundational Skills Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Shared writing Fact charts Word family
activities Making words Promethean board
activities Spelling lists Sight word lists Word wall activities
Language Arts Curriculum Map – Grade 1
Decode regularly spelled one-syllable words. RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound RF.1.3.FRead words with inflectional endings. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding.
Language Arts Curriculum Map – Grade 1
RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing 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. W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed.
Writing Student writing Writing of personal
narratives Working through the
Writing process Shared writing
activities Peer conferences Student conferences Writing responses:
prompts, learning logs
Language Arts Curriculum Map – Grade 1
W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key
Speaking & Listening Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
and making comments
Read alouds Guided reading
groups Student writing and
illustrations Personal narratives Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities
Language Arts Curriculum Map – Grade 1
details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.
Language L.1.1.F
Language Shared writing
activities Personal narratives
Language Arts Curriculum Map – Grade 1
Use frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2. ACapitalize dates and names of people. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for
Read alouds Discussions Guided reading
groups Student writing Spelling tests Reading
centers/activities Response
Logs/sheets
Language Arts Curriculum Map – Grade 1
frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. 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).
February Literature RL.1.1.Ask and answer
Literature Guided Reading
groups
Teacher observation Discussions Guided reading
Social Studies6.1.4.D.46.1.4.D.6
Language Arts Curriculum Map – Grade 1
questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.9. Compare and contrast the adventures and experiences of characters in stories
Informational Text RI.1.1.
Reading centers/activities
Discussions Read alouds Sharing Digging Deeper Unit
– using response logs/sheets, webs, character traits/descriptions, story maps, Venn diagrams
Reading response logs/sheets
Author studies 100th day projects
and activities
Informational Text Read alouds
group work Student work Running records Student conferences Student writing Hand Signals Individual and
Group sharing Homework Think-pair-share 100th day projects
6.1.4.D.116.1.4.D.146.1.4. D.176.1.4.D.19
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP11CRP12
Technology8.1.2.A.5
Visual and Performing Arts1.3.2.D.4
Mathematics1.MD.4
Language Arts Curriculum Map – Grade 1
Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.9.Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). RI.1.10.With prompting and support, read informational texts at grade level complexity or above
Foundational Skills
Discussions Guided reading
groups Reading
centers/activities Reading Response
Log/sheets Discussions of Abe
Lincoln and George Washington
How-to Unit – reading and writing instructions
Writing about penguins
Penguin height chart Fact sheets
Foundational Skills Read alouds
Language Arts Curriculum Map – Grade 1
RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.2.ADistinguish long from short vowel sounds in spoken single-syllable words. RF.1.3 AKnow the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). RF.1.3.CKnow final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables
Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Shared writing Fact charts Word family
activities Making words Promethean board
activities Spelling lists Sight word lists
Language Arts Curriculum Map – Grade 1
using knowledge that every syllable must have a vowel sound RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W.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
Writing Student writing Opinion Unit –
Student writing of opinion pieces
How-to Unit – read and write pieces that give directions
Working through the Writing process
Shared writing
Language Arts Curriculum Map – Grade 1
of closure. W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.7Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions) W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one
activities Peer conferences Student conferences Writing about
penguins Penguin fact sheets
Speaking & Listening Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
Language Arts Curriculum Map – Grade 1
at a time about the topics and texts under discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with
and making comments
Read alouds Guided reading
groups Student writing and
illustrations Student biographies Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities
Language Arts Curriculum Map – Grade 1
relevant details, expressing ideas and feelings clearly. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.
Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative,
Language Shared writing
activities Student biographies Read alouds Discussions Guided reading
groups Handwriting
activities Student writing Spelling tests Reading
centers/activities Response
Logs/sheets
Language Arts Curriculum Map – Grade 1
imperative, and exclamatory sentences in response to prompts. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a
Language Arts Curriculum Map – Grade 1
word. 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).
March Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.5.Explain major differences between books that tell stories
Literature Guided Reading
groups Reading
centers/activities Discussions Read alouds Sharing Nonfiction Unit –
Learning the Nonfiction Conventions and Comparing and Contrasting fiction and nonfiction
Reading response logs/sheets
Author studies
Teacher observation Discussions Guided reading
group work Student work Running records Student conferences Student writing Hand signals Think-pair-share Homework Individual and
Group sharing
Social Studies6.1.4.D.16.1.4.D.106.1.4.D.126.1.4.D.136.1.4.D.14
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP11CRP12
Technology8.1.2.A.5
Visual and Performing Arts1.3.2.D.4
Language Arts Curriculum Map – Grade 1
and books that give information, drawing on a wide reading of a range of text types. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events.
Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.4Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Informational Text Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
Log/sheets Nonfiction
Conventions book Matter Unit- reading
and listing facts about matter
Science logs
Language Arts Curriculum Map – Grade 1
RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.8Identify the reasons an author gives to support points in a text and explain the application of this information with prompting as needed RI.1.10.With prompting and support, read informational texts at grade level complexity or above
Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).. RF.1.3.C
Foundational Skills Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Shared writing
Language Arts Curriculum Map – Grade 1
Know final -e and common vowel team conventions for representing long vowel sounds. RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. C
Fact charts Word family
activities Making words Promethean board
activities Spelling lists Sight word lists
Language Arts Curriculum Map – Grade 1
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening SL.1.1.AFollow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under
Writing Student writing Student writing of
fiction stories Working through the
Writing process Shared writing
activities Peer conferences Student conferences Science logs Native American
writing – poems, learning, facts, connections…
Speaking & Listening Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
and making comments
Read alouds Guided reading
Language Arts Curriculum Map – Grade 1
discussion). SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4.Describe people, places, things, and events with relevant details, expressing ideas and
groups Student writing and
illustrations Student biographies Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities
Language Arts Curriculum Map – Grade 1
feelings clearly. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.
Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in
Language Shared writing
activities Student biographies Read alouds Discussions Guided reading
groups Student writing Spelling tests Reading
centers/activities Response
Logs/sheets Matter unit – sorting
matter by its properties
Traits discussions and activities
Language Arts Curriculum Map – Grade 1
response to prompts. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.4.C
Language Arts Curriculum Map – Grade 1
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5.ASort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5.BDefine words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). L.1.5.DDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. L.1.6.Use words and phrases acquired through conversations, reading
Language Arts Curriculum Map – Grade 1
and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
April Literature RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details RL.1.4.Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.5.Explain major differences between
Literature Guided Reading
groups Reading
centers/activities Discussions Read alouds Sharing Nonfiction Unit –
Learning the Nonfiction Conventions and Comparing and Contrasting fiction and nonfiction
Poetry Unit – Read, write and respond to a variety of poems
Reading response logs/sheets
Author studies
Teacher observation Discussions Guided reading
group work Student work Running records Student conferences Student writing Hand signals Homework Think-pair-share Individual and
Group sharing Conventions books Poems and activities Cooperative group
work Water Conservation
poster
Social Studies6.1.4.D.16.1.4.D.106.1.4.D.126.1.4.D.136.1.4.D.14
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP11CRP12
Technology8.1.2.A.5
Visual and Performing Arts
1.3.2.D.4
Language Arts Curriculum Map – Grade 1
books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10With prompting and support, read and comprehend stories prose and poetry at grade level text complexity or above
Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.4Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Informational Text Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
Log/sheets Nonfiction
Conventions books
Language Arts Curriculum Map – Grade 1
RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.6Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.8Identify the reasons an author gives to support points in a text and explain the application of this information with prompting as needed RI.1.9.Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or
Language Arts Curriculum Map – Grade 1
procedures). RI.1.10.With prompting and support, read informational texts at grade level complexity or above
Foundational Skills RF.1.1.ARecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the words into syllables using knowledge that every syllable must have a vowel sound RF.1.3.GRecognize and read grade-appropriate irregularly spelled
Foundational Skills Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Shared writing Fact charts Word family
activities Making words Promethean board
activities Spelling lists Sight word lists Worksheets
Language Arts Curriculum Map – Grade 1
words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to
Writing Student writing Writing of nonfiction
stories Writing of fiction
stories Working through the
Writing process Shared writing
activities Peer conferences Student conferences Fact charts/posters Water conservation
poster
Language Arts Curriculum Map – Grade 1
strengthen writing and ideas as needed. W.1.8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking & Listening SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer
Speaking & Listening Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
and making comments
Read alouds Guided reading
groups Student writing and
illustrations Student biographies Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities Water Conservation
poster
Language Arts Curriculum Map – Grade 1
questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.5.Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.1.6.Produce complete sentences when appropriate to task and situation.
Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand
Language Shared writing
activities Read alouds Discussions Guided reading
groups Handwriting
activities Student writing Spelling tests Reading
centers/activities Response
Logs/sheets Discussion and
activities on writing traits
Language Arts Curriculum Map – Grade 1
complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection
Language Arts Curriculum Map – Grade 1
(e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.4.CIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5.DDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 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).
May Literature Literature Teacher observation Social Studies
Language Arts Curriculum Map – Grade 1
RL.1.1.Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events.
Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.4Ask and answer
Guided Reading groups
Reading centers/activities
Discussions Read alouds Sharing Inferring Unit –
Making predictions, inferring meaning of words and story events
Reading response logs/sheets
Informational Text Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
Log/sheets Australia unit –
reading about
Discussions Guided reading
group work Student work Running records Student conferences Student writing Hand signals Homework Think-pair-share Cooperative learning
activities Individual and
Group sharing
6.1.4.A.146.1.4.B.26.1.4.D.136.1.4.D.186.1.4.D.196.1.4.D.20
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP8CRP12
Technology8.1.2.A.5
World Languages7.1.NM.A.37.1.NM.A.5
Visual and Performing Arts1.3.2.D.4
Language Arts Curriculum Map – Grade 1
questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.7.Use the illustrations and details in a text to describe its key ideas RI.1.10.With prompting and support, read informational texts at grade level complexity or above
Foundational Skills RF.1.3.DDistinguish long and short vowels when reading regularly spelled one-syllable words. RF.1.3.EDecode two-syllable words following basic patterns by breaking the
animals, people, places and culture.
Inferring Unit – discovering the meaning of unknown words (think-alouds, modeling and practice)
Nonfiction writing – research an animal to write about
Foundational Skills Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Shared writing
Language Arts Curriculum Map – Grade 1
words into syllables using knowledge that every syllable must have a vowel sound. RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression. RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of
Fact charts Word family
activities Making words Promethean board
activities Spelling lists Sight word lists Clapping syllables
Writing Student writing Writing of nonfiction
animal story Working through the
writing process Shared writing
activities Peer conferences
Language Arts Curriculum Map – Grade 1
closure W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed.
Speaking & Listening SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer
Student conferences Discussion and
activities on writing traits
Fact charts/posters
Speaking & Listening Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
and making comments
Read alouds Guided reading
groups Student writing and
illustrations Student biographies Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities
Language Arts Curriculum Map – Grade 1
questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.6.Produce complete sentences when appropriate to task and situation.
Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2.B
Language Shared writing
activities Read alouds Discussions Guided reading
groups Student writing Spelling tests Reading
centers/activities Response
Logs/sheets Editing activities Discussion and
activities dealing with writing traits
Inferring Unit – discussions of words and their meanings
Think alouds Modeling
Language Arts Curriculum Map – Grade 1
Use end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.4.CIdentify frequently occurring root words
Worksheets Noun, Verb and
Adjective posters
Language Arts Curriculum Map – Grade 1
(e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5.CIdentify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.5.DDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 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).
June Literature RL.1.1.
Literature Guided Reading
Teacher observation Discussions
Social Studies6.1.4.A.14
Language Arts Curriculum Map – Grade 1
Ask and answer questions about key details in a text. RL.1.2.Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.3.Describe characters, settings, and major event(s) in a story, using key details. RL.1.7.Use illustrations and details in a story to describe its characters, setting, or events.
Informational Text RI.1.1.Ask and answer questions about key details in a text. RI.1.2.Identify the main topic and retell key details of a text. RI.1.4Ask and answer questions to help
groups Reading
centers/activities Discussions Read alouds Sharing Questioning Unit –
Asking questions to clarify meaning, investigate, and spark discussions
Reading response logs/sheets
Author studies
Informational Text Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
Log/sheets Fact charts/posters Australia Unit –
reading about
Guided reading group work
Student work Running records Student conferences Student writing Hand signals Think-pair-share Homework Animal cubes Learning
posters/charts Cooperative learning
work Worksheets Students reading and
learning logs Individual and
Group sharing Published story
6.1.4.B.26.1.4.D.136.1.4.D.186.1.4.D.196.1.4.D.20
21st Century Life and Career SkillsCRP1CRP2CRP4CRP6CRP8CRP12
Technology8.1.2.A.5
World Languages7.1.NM.A.37.1.NM.A.5
Visual and Performing Arts1.3.2.D.4
Language Arts Curriculum Map – Grade 1
determine or clarify the meaning of words and phrases in a text. RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.10.With prompting and support, read informational texts at grade level complexity or above
Foundational Skills RF.1.3.GRecognize and read grade-appropriate irregularly spelled words. RF.1.4. ARead grade-level text with purpose and understanding. RF.1.4. BRead grade-level text orally with accuracy, appropriate rate, and expression.
animals, people, places and culture.
Foundational Skills Read alouds Discussions Guided reading
groups Reading
centers/activities Reading Response
logs/sheets Shared writing Fact charts Promethean board
activities Spelling lists Sight word lists
Language Arts Curriculum Map – Grade 1
RF.1.4. CUse context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing W.1.2Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure W.1.5.With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing and ideas as needed. W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Writing Student writing Writing of nonfiction
stories Working through the
writing process Shared writing
activities Peer conferences Student conferences Fact chart/posters Learning posters Published story
Language Arts Curriculum Map – Grade 1
Speaking & Listening SL.1.1.BBuild on others’ talk in conversations by responding to the comments of others through multiple exchanges. SL.1.1.CAsk questions to clear up any confusion about the topics and texts under discussion. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3.Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.6.Produce complete sentences when appropriate to task and situation.
Speaking & Listening Class discussions Group sharing of
learning and writing Cooperative learning
activities Pair and share Asking questions
and making comments
Read alouds Guided reading
groups Student writing and
illustrations Individual sharing of
learning, writing, and ideas
Promethean board activities
Buddy activities
Language Arts Curriculum Map – Grade 1
Language L.1.1.FUse frequently occurring adjectives. L.1.1.GUse frequently occurring conjunctions (e.g., and, but, or, so, because). L.1.1.IUse frequently occurring prepositions (e.g., during, beyond, toward). L.1.1.JProduce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2.BUse end punctuation for sentences. L.1.2.CUse commas in dates and to separate single words in a series. L.I.2.DUse conventional spelling for words with common spelling patterns and for
Language Shared writing
activities Read alouds Discussions Guided reading
groups Student writing Spelling tests Reading
centers/activities Response
Logs/sheets Discussions and
activities on writing traits
Nouns, verbs, adjectives charts
worksheets
Language Arts Curriculum Map – Grade 1
frequently occurring irregular words. L.1.2.ESpell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4.AUse sentence-level context as a clue to the meaning of a word or phrase. L.1.4.BUse frequently occurring affixes and inflection (e.g., -ed, -s, -ing, re-, un-, pre-, -ful, -less) as a clue to the meaning of a word. L.1.4.CIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.5.DDistinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large,
Language Arts Curriculum Map – Grade 1
gigantic) by defining or choosing them or by acting out the meanings. 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).