Pacing Guide Grade 1 2014-2015
Pittsburg Unified School District
First Grade Teaching Guide for English Language Arts
Core Curriculum-Treasures
2014-2015
Pacing Guide Grade 1 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.
Pacing Guide Grade 1 2014-2015
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/
Pacing Guide Grade 1 2014-2015
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
Pacing Guide Grade 1 2014-2015
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)
Pacing Guide Grade 1 2014-2015
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
Pacing Guide Grade 1 2014-2015
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
Pacing Guide Grade 1 2014-2015
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
Pacing Guide Grade 1 2014-2015
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
Pacing Guide Grade 1 2014-2015
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
Pacing Guide Grade 1 2014-2015
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
Pacing Guide Grade 1 2014-2015
Foundations Reading Literature (RL)
Reading Informational Text (RI)
August 25- September 5 (9 days) Smart Start—Kinder CCSS
Pacing Guide Grade 1 2014-2015
August 25- September 5 Smart Start—Kinder CCSS
Writing Language Resources
Pacing Guide Grade 1 2014-2015
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
1.Ask and answer questions about key details in a text
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
Pacing Guide Grade 1 2014-2015
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.
Pacing Guide Grade 1 2014-2015
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
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their
complete sequence of individual sounds
Phonics and Word Recognition
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
g. Recognize and read grade appropriate irregularly
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
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
informational texts 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
September 8 – 12 (5 days) Theme: “All About Us” Unit 1 Week 1
Pacing Guide Grade 1 2014-2015
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
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
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
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion
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.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their
complete sequence of individual sounds
Phonics and Word Recognition
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
g. Recognize and read grade appropriate irregularly
spelled words
short a: U1W1
short a: U1W2 then
some
these
man
over
too
first
Key Ideas and Details
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
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
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
informational texts 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
September 15- 19 (5 days) Theme: “All About Us” Unit 1 Week 2
Pacing Guide Grade 1 2014-2015
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
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
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
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion
Reading Foundations
Phonics
Sounds
PUSD
Sight Word
List
Reading Literature Reading Information
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
Phonological Awareness:
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
spoken single-syllable words
d.Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
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
Key Ideas and Details
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 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
Key Ideas and Details
1. Ask and answer questions
about key details in a text
2. Identify the main topic and
retell key details of a text
Range of Reading and Text Complexity
10. With prompting and support,
read informational texts 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
September 22- 26 (5 days) Theme: “All About Us” Unit 1 Week 3
Pacing Guide Grade 1 2014-2015
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
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
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.
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion
Reading Foundations
Phonics
Sounds
PUSD
Sight
Word
List
Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features of
print.
a.Recognize and distinguish features of a sentence
Phonological Awareness:
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
spoken single-syllable words
d.Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
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
l blends: U1W4
then
some
these
man
over
too
first
him
has
its
me
down
good
come
Key Ideas and Details
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
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
Key Ideas and Details
1. Ask and answer questions about
key details in a text
2. Identify the main topic and retell
key details of a text
Range of Reading and Text Complexity
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
September 29- October 3 (5 days) Theme: “All About Us” Unit 1 Week 4
Pacing Guide Grade 1 2014-2015
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
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
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.
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion
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.
a.Recognize and distinguish features of a sentence
Phonological Awareness:
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
spoken single-syllable words
d.Segment spoken single-syllable words into their complete sequence
of individual sounds
Phonics and Word Recognition
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
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
l blends: U1W4
final blends:U1W5
then
some
these
man
over
too
first
him
has
its
me
down
good
come
now
use
help
did
Key Ideas and Details
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
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
Key Ideas and 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
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.
Range of Reading and Text Complexity
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
October 6 - 10 (5 days) Theme: “All About Us” Unit 1 Week 5
Pacing Guide Grade 1 2014-2015
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
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
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.
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion (formative)
Reading Foundations
Phonics
Sounds
PUSD
Sight
Word List
Reading Literature Reading Information
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.
a.Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d.Segment spoken single-syllable words into their
complete sequence of individual sounds
Phonics and Word Recognition
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
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
l blends: U1W4
final blends:U1W5
then
some
these
man
over
too
first
him
has
its
me
down
good
come
now
use
help
did
Key Ideas and Details
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
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
b. Use illustrations and context to make
predictions
Key Ideas and 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
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.
Range of Reading and Text Complexity
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
October 14- 17 (4 days) Review and Assess Unit 1 Week 6
Pacing Guide Grade 1 2014-2015
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
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
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.
October 14- 17 Review and Assess Unit 1 Week 6
Pacing Guide Grade 1 2014-2015
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
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. a. Know sound spelling for common digraphs
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
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
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
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 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.
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
Pacing Guide Grade 1 2014-2015
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
j. Produce/expand complete simple/compound
declarative, interrogative, imperative, and exclamatory
sentences in response to prompts
2. a. Capitalize dates and names of people
b. use end punctuation for sentences
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.
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion Reading Foundations
Phonics
Sounds
PUSD
Sight
Word List
Reading Literature Reading Information
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.
a.Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d.Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
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
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
Key Ideas and Details
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
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
b. Use illustrations and context to
make predictions about text
Key Ideas and 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.
Integration of Knowledge and Ideas
7. Use the illustrations and details in a text to
describe its key ideas.
Range of Reading and Text Complexity
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
October 20 - 24 (5 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 1
Pacing Guide Grade 1 2014-2015
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
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
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
h. Use determiners
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.
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion Reading Foundations
Phonics
Sounds
PUSD
Sight
Word
List
Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features
of print.
a.Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d.Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
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
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
Key Ideas and Details
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
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
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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 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.
Range of Reading and Text Complexity
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
October 27 - 31 (5 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 2
Pacing Guide Grade 1 2014-2015
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
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
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
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.
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion
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.
a.Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d.Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
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
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
Key Ideas and Details
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
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
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
5.Know use various text features to locate
key facts or information in a text
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.
Range of Reading and Text Complexity
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
November 3 - 7 (5 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 3
Pacing Guide Grade 1 2014-2015
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
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
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
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.
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:
“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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion Reading Foundations
Phonics
Sounds
PUSD
Sight
Word List
Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features
of print.
a.Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d.Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
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
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
Key Ideas and Details
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
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
6.Identify who is telling the story at various
points in a text.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
5.Know use various text features to locate key facts
or information in a text
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.
Range of Reading and Text Complexity
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
November 10, 12 – 14 (4 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 4
Pacing Guide Grade 1 2014-2015
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
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
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
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
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.
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion 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.
a.Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d.Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
Key Ideas and Details
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
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
6.Identify who is telling the story at various
points in a text.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures
and experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
5.Know use various text features to locate key facts
or information in a text
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.
Range of Reading and Text Complexity
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
November 17 – 21 (5 days) Theme: “Our Families, Our Neighbors” Unit 2 Week 5
Pacing Guide Grade 1 2014-2015
Writing
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
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
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
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
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
b. Define words by category and by one or more key attributes
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Opinion (Summative)
Reading Foundations Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic
features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their
complete sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
Key Ideas and Details
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
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
6.Identify who is telling the story at various
points in a text.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures
and experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
5.Know use various text features to locate
key facts or information in a text
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.
Range of Reading and Text Complexity
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
December 1 – 5 (5 days) Review and Assess Unit 2 Week 6
Pacing Guide Grade 1 2014-2015
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
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
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
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
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
b. Define words by category and by one or more key attributes
December 1 – 5 Review and Assess Unit 2 Week 6
Pacing Guide Grade 1 2014-2015
Writing Genre: Review Opinion or frontload Informative/Explanatory writing
Reading Foundations
Phonics
Sounds
PUSD
Sight Word
List
Reading Literature Reading Information
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
Pacing Guide Grade 1 2014-2015
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
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. a. Know sound spelling for common digraphs
b. Decode regularly spelled one syllable words
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:
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
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
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
8. NA
9. Compare/Contrast adventures and experiences of characters in
stories
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
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 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)
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.
7.Use the illustrations and details in a text to describe its key ideas.
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
a. Activate prior knowledge
b. Use illustrations and context to make predictions about text
Pacing Guide Grade 1 2014-2015
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
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
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
j. Produce/expand complete simple/compound
declarative, interrogative, imperative, and exclamatory
sentences in response to prompts
2. a. Capitalize dates and names of people
b. use end punctuation for sentences
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.
4. a. Use sentence level context as a clue
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
b. Define words by category and by one or more key
attributes
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory
Reading Foundations Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
AD
EP
T T
est
ing
1/5
-30
du
e i
n I
llu
min
ate
2/6
Concepts of Print
1.Demonstrate understanding of the organization and basic features of
print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
5.Know use various text features to locate key
facts or information in a text
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.
Range of Reading and Text Complexity
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
January 5 -9 (5 days) Theme: “Have Fun” Unit 3 Week 1
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future h. Use determiners
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
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
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
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:
“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
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory Reading Foundations
Phonics
Sounds
PUSD
Sight Word
List
Reading Literature Reading Information
AD
EP
T T
est
ing
1/5
-30
du
e i
n I
llu
min
ate
2/6
Concepts of Print
1.Demonstrate understanding of the organization and basic features of
print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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
spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe
its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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 information in a text
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.
Range of Reading and Text Complexity
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
January 12 -16 (5 days) Theme: “Have Fun!” Unit 3 Week 2
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future
h. Use determiners
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
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
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
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:
“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
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory
Reading Foundations Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features
of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
l blends: U1W4
final blends:U1W5
short o: U2W1
short e: U2W2
r and s blends, -ing
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe
its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make predictions
about text
Key Ideas and 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
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 information in a text
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.
8.Identify the reasons an author
gives to support points in a text.
Range of Reading and Text Complexity
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
January 20 – 23 (4 days) Theme: “Have Fun!” Unit 3 Week 3
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
h. Use determiners
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
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
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
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:
“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
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory
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.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe
its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make predictions
about text
Key Ideas and 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
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 information in a text
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.
8.Identify the reasons an author gives to
support points in a text.
Range of Reading and Text Complexity
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
January 26 – 29 (4 days) Theme: “Have Fun!” Unit 3 Week 4
Pacing Guide Grade 1 2014-2015
Writing
Language
Resources
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
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
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
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
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
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
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
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:
“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
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory Reading Foundations
Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
AD
EP
T d
ue
in
Ill
um
ina
te 2
/6
Concepts of Print
1.Demonstrate understanding of the organization and basic features of
print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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
spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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
information in a text
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.
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.
Range of Reading and Text Complexity
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
February 2 – 6 (5 days) Theme: “Have Fun!” Unit 3 Week 5
Pacing Guide Grade 1 2014-2015
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
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
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
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
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
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.
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
a. Use sentence level context as a clue
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
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:
“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
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory (Formative) Reading Foundations
Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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
spoken single-syllable words
d. Segment spoken single-syllable words into their complete sequence
of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story
to describe its characters, setting, or
events
8. NA
9. Compare and contrast the adventures
and experiences of characters in stories
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
b. Use illustrations and context to
make predictions about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
February 9 – 12 (4 days) Review and Assess Unit 3 Week 6
Pacing Guide Grade 1 2014-2015
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
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
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
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
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
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.
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
a. Use sentence level context as a clue
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
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
February 9 – 12 Review and Assess Unit 3 Week 6
Pacing Guide Grade 1 2014-2015
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
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. a. Know sound spelling for common digraphs
b. Decode regularly spelled one syllable words
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:
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
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
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
8. NA
9. Compare/Contrast adventures and experiences of characters in stories
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
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 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)
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.
7.Use the illustrations and details in a text to describe its key ideas.
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
a. Activate prior knowledge
b. Use illustrations and context to make predictions about text
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
j. Produce/expand complete simple/compound
declarative, interrogative, imperative, and exclamatory sentences in response to
prompts
2. a. Capitalize dates and names of people
b. use end punctuation for sentences
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.
4. a. Use sentence level context as a clue
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
b. Define words by category and by one or more key attributes
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)
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory
Reading Foundations Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
Be
nch
ma
rk #
2
2/1
7-2
7 (
du
e i
n I
llu
min
ate
3/1
3)
Concepts of Print
1.Demonstrate understanding of the organization and basic features of
print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
February 17 – 20 (4 days) Theme: “Let’s Team Up” Unit 4 Week 1
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory Reading Foundations
Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features of
print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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
spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
February 23 - 27 (5 days) Theme: “Let’s Team Up” Unit 4 Week 2
Pacing Guide Grade 1 2014-2015
Writing
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
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
Language
Conventions
1.Demonstrate command of the conventions of standard English Grammar and usage when writing
and speaking
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory Reading Foundations
Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
EN
D O
F T
RIM
ES
TE
R #
2 -
3/6
Concepts of Print
1.Demonstrate understanding of the organization and basic features of
print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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
information in a text
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.
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.
Range of Reading and Text Complexity
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
March 2 – 6 (5 days) Theme: “Let’s Team Up” Unit 4 Week 3
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory
Reading Foundations Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
Be
nch
ma
rk #
2 d
ue
in
Ill
um
ina
te 3
/13
Concepts of Print
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken
single-syllable words
d. Segment spoken single-syllable words into their complete sequence of
individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
March 9 – 13 (5 days) Theme: “Let’s Team Up” Unit 4 Week 4
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
March 9 – 13 Theme: “Let’s Team Up” Unit 4 Week 4
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory
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.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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
spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe
its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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
information in a text
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.
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.
Range of Reading and Text Complexity
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
March 16 – 20 (5 days) Theme: “Let’s Team Up” Unit 4 Week 5
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
March 16 – 20 Theme: “Let’s Team Up” Unit 4 Week 5
Pacing Guide Grade 1 2014-2015
Writing Genre: Informative/Explanatory (Summative)
Reading Foundations Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic
features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their
complete sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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
information in a text
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.
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.
Range of Reading and Text Complexity
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
March 23 – 27 (5 days) Review and Assess Unit 4 Week 6
Pacing Guide Grade 1 2014-2015
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
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
March 23 – 27 Review and Assess Unit 4 Week 6
Pacing Guide Grade 1 2014-2015
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
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. a. Know sound spelling for common digraphs
b. Decode regularly spelled one syllable words
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
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
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
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
8. NA
9. Compare/Contrast adventures and experiences of characters in stories
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
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 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)
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.
7.Use the illustrations and details in a text to describe its key ideas.
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
a. Activate prior knowledge
b. Use illustrations and context to make predictions about text
Pacing Guide Grade 1 2014-2015
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
provide some sense of closure.
4.NA
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.
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
j. Produce/expand complete simple/compound
declarative, interrogative, imperative, and exclamatory sentences in
response to prompts
2. a. Capitalize dates and names of people
b. use end punctuation for sentences
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.
3. NA
4. a. Use sentence level context as a clue
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
b. Define words by category and by one or more key attributes
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)
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative Reading Foundations
Phonics
Sounds
PUSD
Sight Word List Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic
features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their
complete sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe
its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
March 30 – April 1 (3 days) Theme: “Nature Watch” Unit 5 Week 1
Pacing Guide Grade 1 2014-2015
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
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.
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative
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.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-syllable words
d. Segment spoken single-syllable words into their complete
sequence of individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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:
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
April 13 – 17 (5 days) Theme: “Nature Watch” Unit 5 Week 2
Pacing Guide Grade 1 2014-2015
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
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.
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative
Foundational Skills Phonics
Sounds Reading Literature Reading Information
Concepts of Print
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken
single-syllable words
d. Segment spoken single-syllable words into their complete sequence of
individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
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
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe its
characters, setting, or events
8. NA
9. Compare and contrast the adventures and experiences of
characters in stories
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
b. Use illustrations and context to make predictions about
text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
April 20-24 (5 days) Theme: “Nature Watch” Unit 5 Week 3
Pacing Guide Grade 1 2014-2015
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
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.
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.
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative (Formative)
Phonics
Sounds Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken
single-syllable words
d. Segment spoken single-syllable words into their complete sequence of
individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
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 word lessons
begin U6W3,W5)
ou, ow:U5W4
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe its
characters, setting, or events
8. NA
9. Compare and contrast the adventures and experiences
of characters in stories
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
b. Use illustrations and context to make predictions
about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
April 27- May 1 (5 days) Theme: “Nature Watch” Unit 5 Week 4
Pacing Guide Grade 1 2014-2015
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
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
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.
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 information from provided sources to answer a
question
9. NA grade 1
10. Na grade 1
Conventions
1.Demonstrate command of the conventions of standard English Grammar and usage when
writing and speaking
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative
Foundational Skills Phonics
Sounds Reading Literature Reading Information
Concepts of Print
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-
syllable words
d. Segment spoken single-syllable words into their complete sequence of individual
sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
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 word lessons
begin U6W3,W5)
ou, ow:U5W4
oi, oy: U5W5
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe its
characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make predictions
about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
May 4 – 8 (5 days) Theme: “Nature Watch” Unit 5 Week 5
Pacing Guide Grade 1 2014-2015
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
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
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.
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 information from provided sources to answer a
question
9. NA grade 1
10. Na grade 1
Conventions
1.Demonstrate command of the conventions of standard English Grammar and usage when writing
and speaking
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative
Foundational Skills Phonics
Sounds Reading Literature Reading Information
Concepts of Print
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken
single-syllable words
d. Segment spoken single-syllable words into their complete sequence of
individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
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 word lessons begin
U6W3,W5)
ou, ow:U5W4
oi, oy: U5W5
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe its
characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make predictions
about text
Key Ideas and 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
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 information in a text
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.
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.
Range of Reading and Text Complexity
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
May 11- 15 (5 days) Review and Assess Unit 5 Week 6
Pacing Guide Grade 1 2014-2015
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
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
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.
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 information from provided sources to answer a
question
9. NA grade 1
10. Na grade 1
Conventions
1.Demonstrate command of the conventions of standard English Grammar and usage when writing
and speaking
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
May 11- 15 Review and Assess Unit 5 Week 6
Pacing Guide Grade 1 2014-2015
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
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. a. Know sound spelling for common digraphs
b. Decode regularly spelled one syllable words
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
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
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
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
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
8. NA
9. Compare/Contrast adventures and experiences of characters in stories
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
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 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)
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.
7.Use the illustrations and details in a text to describe its key ideas.
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
a. Activate prior knowledge
b. Use illustrations and context to make predictions about text
Pacing Guide Grade 1 2014-2015
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 provide some sense of closure.
4.NA
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.
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
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
j. Produce/expand complete simple/compound
declarative, interrogative, imperative, and exclamatory sentences in response to
prompts
2. a. Capitalize dates and names of people
b. use end punctuation for sentences
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.
3. NA
4. a. Use sentence level context as a clue
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
b. Define words by category and by one or more key attributes
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)
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative
Foundational Skills Phonics
Sounds Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-
syllable words
d. Segment spoken single-syllable words into their complete sequence of
individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
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 word lessons
begin U6W3,W5)
ou, ow:U5W4
oi, oy: U5W5
oo: U6W1
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe
its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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
information in a text
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.
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.
Range of Reading and Text Complexity
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
May 18 – 22 (5 days) Theme: “Adventures” Unit 6 Week 1
Pacing Guide Grade 1 2014-2015
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
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
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.
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 information from provided sources to answer a question
9. NA grade 1
10. Na grade 1
Conventions
1.Demonstrate command of the conventions of standard English Grammar and usage when writing
and speaking
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative (Summative)
Foundational Skills Phonics
Sounds Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken single-
syllable words
d. Segment spoken single-syllable words into their complete sequence of individual
sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
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 word
lessons begin U6W3)
ou, ow:U5W4
oi, oy: U5W5
oo: U6W1
au, aw: U6W2
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to describe
its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make predictions
about text
Key Ideas and 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
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
information in a text
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.
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.
Range of Reading and Text Complexity
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
May 26-29 (4 days) Theme: “Adventures” Unit 6 Week 2
Pacing Guide Grade 1 2014-2015
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
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
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.
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 information from provided sources to answer a question
9. NA grade 1
10. Na grade 1
Conventions
1.Demonstrate command of the conventions of standard English Grammar and usage when
writing and speaking
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
Writing Genre: Narrative
Foundational Skills Phonics
Sounds Reading Literature Reading Information
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
1.Demonstrate understanding of the organization and basic features of print.
a. Recognize and distinguish features of a sentence
Phonological Awareness:
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 spoken
single-syllable words
d. Segment spoken single-syllable words into their complete sequence of
individual sounds
Phonics and Word Recognition
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
b. Decode regularly spelled one syllable words
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
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
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 word lessons
begin U6W3, W5)
ou, ow:U5W4
oi, oy: U5W5
oo: U6W1
au, aw: U6W2
Key Ideas and Details
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
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.
Integration of Knowledge and Ideas
7. Use illustrations and details in a story to
describe its characters, setting, or events
8. NA
9. Compare and contrast the adventures and
experiences of characters in stories
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
b. Use illustrations and context to make
predictions about text
Key Ideas and 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
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
information in a text
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.
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.
Range of Reading and Text Complexity
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
June 1- 5 (5 days) Theme: “Adventures” Unit 6 Week 3
Pacing Guide Grade 1 2014-2015
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
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
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.
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 information from provided sources to answer a question
9. NA grade 1
10. Na grade 1
Conventions
1.Demonstrate command of the conventions of standard English Grammar and usage when
writing and speaking
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
e. Use verbs to convey a sense of past, present, and future
f. Use frequently occurring adjectives
g. Use frequently occurring conjunctions
h. Use determiners
i. Use frequently occurring prepositions
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
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 L1.3 NA for grade 1
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
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
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
c. Identify 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)
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
Pacing Guide Grade 1 2014-2015
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