POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 1: I Am Your Friend STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies. Decoding/Phonics  Teacher‟s Edition – Volume 1-1  Short vowel /ă/ ( -at, -ap)  Student anthology A. Identify the author‟s purpose and type of  Vocabulary flashcards: down, got, up text. Phonemic Awareness  Audio text 1 B. Demonstrate:  Rhyming words  Intervention Kits  Phonological awareness through  Blending sounds  Intervention Stations phoneme manipulation.  Identify phonemes  Transparencies: #1, 2, 109, 3  Knowledge of letter sound  Oo-pples and Boo-noo-noos: Song: “I correspondence (alphabetic principle) Spelling Make Myself Welcome” to decode and encode words.  Words with short vowel /ă/  Word builder/letter cards C. Use increasingly robust vocabulary in oral  a, at, hat, cat, can, cap, tap, map,  Harcourt website and written language. mad, the www.harcourtschool.com D. Demonstrate listening and reading www.eharcourt.com comprehension/understanding before Vocabulary  Literacy Stations reading, during reading, and after reading  Story words: down, got, up  Fluency Builder Cards through strategies such as think aloud,  Introduce words from the attached  Big Book of Rhymes retelling, summarizing, connecting to prior Dolch Word list (First Grade list) as knowledge, and non-linguistic appropriate to correlate with Books for All Learners representations. Independent Readers, Decodable  Below-Level: A Hat E. Demonstrate accuracy and automaticity Books, as well as the anthology.  On – Level: Max in decoding and oral reading of grade  Advanced: A Hat for Sam level text. Comprehension  ELL: Look at Me!  Sequence Decodable Book #1 Fluency  Pat  Reread selection  Nan Cat  Act out story

Reading Gr 1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 1: I Am Your Friend STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Additional Resources Literature – Fiction and Non-Fiction: Students  Practice Book read and respond to works of literature.  Spelling Practice Book  Language Handbook A. Read, understand, and respond to works Narrative Elements of literature.  Characters Library Books Collection B. Recognize different types of genres such  Settings  Sometimes By Keith Baker as poetry, drama, and fiction. C. Identify literary elements (characters, Genre Related Books setting and main idea) in selected  Realistic Fiction  Just Look at You! By Jillian Cutting readings.  Look What I Can Do By Jose Aruego D. Identify literary devices in selected  I Like It When By Mary Murphy readings (e.g., personification, rhyming,  A Hat for Minerva Louise By Janet Morgan alliteration). Stoeke

Assessment 1.4.1 Types of Writing: Students write for different  End of selection test purposes and audiences. Writer’s Craft CD-ROM A. Write, dictate, or illustrate descriptive  Sentences  Mission Comprehension poems and stories that include literary  Prompt: Friendship  Media Literacy and Communication elements.  Grammar Jingles B. Write informational pieces using  Writing Express illustrations when relevant (e.g.,  Reading and Language Skills descriptions, letters, instructions). Cross Curricular Integration  Science: Weather icons, wind  Social Studies:  Math: Hat charts  Writing: What friends do  Reading Center: Rhyming words game  Computer: Hat Mural  Art: Make a hat

Reading Gr 1 rev 8/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 1: I Am Your Friend STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Kid Writing topic.  Mini Lesson B. Develop content appropriate for the  Draw a Picture topic.  Write a story  Gather and organize information,  Adult Write incorporating details relevant to the  Share/Lesson topic.  Write a series of related sentences Writer’s Craft with one central idea.  Prewrite and draft C. Organize writing in a logical order.  Revise and reflect D. Write using adjectives, precise nouns,  Traits of good writing (focus/ideas, and action verbs. organization, voice, word choice, E. Revise writing by adding details or development, effective sentences, missing information. effective paragraphs, conventions) F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly. Grammar  Punctuate correctly.  Writing Basic Sentences  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 1: I Am Your Friend STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in Speaking/Listening small and large group situations with  Group story appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  Writing Basic Sentences  Recite a Rhyme

Reading Gr 1 rev 8/2011 cs 4

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 1: I Am Your Friend STORY: The Hat TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing Harcourt identified topic in small group, with and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Hat Mural B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 5

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I am Your Friend STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies. Decoding/Phonics  Teacher‟s Edition – Volume 1-1  Short vowel /ă/ ( -at, -ap)  Student anthology A. Identify the author‟s purpose and type of  Vocabulary flashcards: down, got, up text. Phonemic Awareness  Audio text 1 B. Demonstrate:  Rhyming words  Intervention Kits  Phonological awareness through  Blending sounds  Intervention Stations phoneme manipulation.  Identify phonemes  Transparencies: #1, 2, 109, 3  Knowledge of letter sound  Oo-pples and Boo-noo-noos: Song: “I correspondence (alphabetic Spelling Make Myself Welcome” principle) to decode and encode  Words with short vowel /ă/  Word builder/letter cards words.  a, at, hat, cat, can, cap, tap, map,  Harcourt website C. Use increasingly robust vocabulary in oral mad, the www.harcourtschool.com and written language. www.eharcourt.com D. Demonstrate listening and reading Vocabulary  Literacy Stations comprehension/understanding before  Story words: down, got, up  Fluency Builder Cards reading, during reading, and after  Introduce words from the attached  Big Book of Rhymes reading through strategies such as think Dolch Word list (First Grade list) as aloud, retelling, summarizing, connecting appropriate to correlate with Books for All Learners to prior knowledge, and non-linguistic Independent Readers, Decodable Books,  Below-Level: A Hat representations. as well as the anthology.  On – Level: Max E. Demonstrate accuracy and automaticity  Advanced: A Hat for Sam in decoding and oral reading of grade Comprehension  ELL: Look at Me! level text.  Sequence Decodable Book #1 Fluency  Pat  Reread selection  Nan Cat  Act out story

Reading Gr 1 rev 8/2011 cs 6

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I am Your Friend STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Additional Resources Literature – Fiction and Non-Fiction: Students  Practice Book read and respond to works of literature.  Spelling Practice Book  Language Handbook A. Read, understand, and respond to works Narrative elements of literature.  Characters Library Books Collection B. Recognize different types of genres such  Sometimes By Keith Baker as poetry, drama, and fiction. Genre C. Identify literary elements (characters,  Fiction Related Books setting and main idea) in selected  Poetry - “Kittens” Text to text connection  The Birthday Cake; By Joy Cowley readings.  Cat Traps; By Molly Coxe D. Identify literary devices in selected  Mama Cat Has Three Kittens; By Denise readings (e.g., personification, rhyming, Fleming alliteration).  Oh, Cats!; By Nola Buck

Assessment 1.4.1 Types of Writing: Students write for different Writer’s Craft  End of selection test purposes and audiences.  Prompt-Friendship/Family/Self CD-ROM A. Write, dictate, or illustrate descriptive  Mission Comprehension poems and stories that include literary  Media Literacy and Communication elements.  Grammar Jingles B. Write informational pieces using  Writing Express illustrations when relevant (e.g.,  Reading and Language Skills descriptions, letters, instructions).

Cross Curricular Integration  Science: Make a poster to label the parts of a cat  Social Studies: Birthday customs  Math: Create animal math problems  Art: Animal bag puppets  Letter & Word Center: Word ladders  Computer: Coloring words

Reading Gr 1 rev 8/2011 cs 7

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I am Your Friend STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear Phonics and focused text to convey a well-defined  Theme 2 Practice Book perspective and appropriate content.  Phonics Practice Book  Phonics Express CD-ROM A. Identify and write about one specific Kid Writing topic.  Mini Lesson Teaching Tools B. Develop content appropriate for the  Draw a Picture  Teacher‟s Edition – Volume 1 topic.  Write a story  Big Alphabet Cards: Mm, Ss, Rr, Tt  Gather and organize information,  Adult Write  High Frequency Word Cards: a; my; the incorporating details relevant to the  Share/Lesson  Picture/Word Cards topic.  Alphabet Patterns/Story Patterns  Write a series of related sentences  Letter and Sound Charts/Sentence Strips ( with one central idea. Writer’s Craft # 1, # 4, # 24, and # 11) C. Organize writing in a logical order.  Prewrite and draft  Tactile Letter Cards: m, s, r, t D. Write using adjectives, precise nouns,  Revise and reflect  Magnetic Letters: a, b, c and action verbs.  Traits of good writing (focus/ideas,  Write On/Wipe-Off Boards E. Revise writing by adding details or organization, voice, word choice,  Letters and Sounds Place Mat missing information. development, effective sentences,  English-Language Learners Kit F. Use grade appropriate conventions of effective paragraphs, conventions)  Teacher‟s Resource Book language when writing and editing.  Oo-pples and Boo-noo-noos  Spell common, frequently used  Intervention Kit words correctly.  Use capital letters correctly. Grammar Assessment Handbook  Punctuate correctly.  Writing Basic Sentences  Group Inventory  Begin to use correct grammar and  Recite a Rhyme  Theme 2 Test sentence formation.  Making connections Optional Seasonal Literature and Activities  Johnny Appleseed  Autumn  Leaves  Apples

Reading Gr 1 rev 8/2011 cs 8

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I am Your Friend STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present Cross Curricular Integration/Learning Centers appropriately in formal speaking situations, listen  Writing: All about me, Write about things critically, and respond intelligently as individuals you do after school, Write what the class or in group discussions. likes to do  Science: Draw and label a picture of A. Listen actively and respond to others in  Dramatize the story themselves small and large group situations with  Social Studies: My friends and I, Show appropriate questions and ideas. something you like on a hand cutout B. Use appropriate volume and clarity in  Sand and Water: Writing Ss individual or group situations. Deliver  Math: Number correspondence, “Me” brief oral presentations on a topic mobile using shapes, Pattern friendship supported by visual aids. necklace  Dramatic Play: Workers in the neighborhood, Imitate sounds and actions of an animal 1.8.1 Research: Students gather information  Block: Compare colors and materials in a from a variety of sources, analyzing and block tower, Build a zoo evaluating the quality of information they obtain  Art: Make a mouse, Draw a picture to to answer research questions. show something special about yourself, Use dough to form the letter Tt and things A. Generate appropriate questions about a  Introduction to research will be that begin with /t/, Sponge prints for topic. differentiated to student needs at the letters Mm, Rr, and Tt B. Locate and discuss information on an discretion of the teacher utilizing  Letter and Words: High frequency words, identified topic in small group, with Harcourt and Cross Curricular topics. Letter lineup, letter game teacher guidance.  Literacy: Write and read about me C. Create and explain a research-based  Listening: Record information about project in a small group. yourself  Manipulative: Rhyming words

Reading Gr 1 rev 8/2011 cs 9

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I am Your Friend STORY: Sam and the Bag TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Handwriting Without Tears (daily) Technology Literacy: Students use technology to locate, evaluate, and collect information from a Kid Writing variety of sources for a variety of purposes.  Alphabet  Kid Crowns A. Use media and technology resources for Computer  Word Wall directed learning activities.  Coloring words  Word Family Houses B. Identify different types of media and what  Craft of Writing books purposes they may serve.

Reading Gr 1 rev 8/2011 cs 10

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I Am Your Friend STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  Short vowel /ĭ/  Teacher‟s Edition – Volume 1-1  Inflections: -ill, -it,  Student anthology A. Identify the author‟s purpose and type of  Contractions: ‘s  Vocabulary flashcards: make, they, text. walk B. Demonstrate: Phonemic Awareness  Audio text 1  Phonological awareness through  Phoneme isolation  Intervention Kits phoneme manipulation.  Phoneme blending  Intervention Stations  Knowledge of letter sound  Transparencies: #7, 8, 9, 108 correspondence (alphabetic Vocabulary  Oopples and Boonoonoos principle) to decode and encode  Story words: make, they, walk  Word builder/letter cards words.  Introduce words from the attached Dolch  Harcourt website C. Use increasingly robust vocabulary in oral Word list (First Grade list) as appropriate to www.harcourtschool.com and written language. correlate with Independent Readers, www.eharcourt.com D. Demonstrate listening and reading Decodable Books, as well as the  Literacy Stations comprehension/understanding before anthology.  Fluency Builder Cards reading, during reading, and after reading through strategies such as think Spelling Words Books for All Learners aloud, retelling, summarizing, connecting  in, pin, pig, yes, wig, win, fin, am, and,  Below-Level: What Do They Make? to prior knowledge, and non-linguistic pan  On – Level: Will Ants Come? representations.  Advanced: Two Little Ants E. Demonstrate accuracy and automaticity Comprehension  ELL: Bugs in decoding and oral reading of grade  Details level text.  Decoding Decodable Book #3  Sid Fluency  Tim and Pip  Echo reading  Choral reading  Partner/ small reading groups

Reading Gr 1 rev 8/2011 cs 11

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I Am Your Friend STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Additional Resources Students read, understand, and respond to  Practice Book informational text.  Spelling Practice Book  Language Handbook A. Demonstrate concepts of print. Identify Author’s Purpose text organization and use content to  To find information about ants Library Books Collection derive meaning from text.  All I Am by Eileen Roe B. Identify the difference between facts and opinions within a text. Related Books C. Identify essential information within and  I Like Books; By Margaret Wise Brown across a variety of texts.  What I See; By Holly Keller D. Make inferences and draw conclusions  In the Park; By Graham Meadows citing evidence from the text to support  In the Small, Small Pond; By Denise answers. Fleming E. Read and respond to essential content of text. Assessment  End of selection test

1.3.1 Reading, Analyzing and Interpreting CD-ROM Literature – Fiction and Non-Fiction: Students read  Mission Comprehension and respond to works of literature.  Media Literacy and Communication Genre  Grammar Jingles A. Read, understand, and respond to works  Non-Fiction with focus on things in the  Writing Express of literature. real world and real photographs  Reading and Language Skills B. Recognize different types of genres such as poetry, drama, and fiction. Cross Curricular Integration C. Identify literary elements (characters,  Science: Animal homes, Ants setting and main idea) in selected  Social Studies: All about me poster, readings. Compare ants to people D. Identify literary devices in selected  Math: Numbers readings (e.g., personification, rhyming,  Writing: Sentence frames using alike alliteration). and different, Write about how ants work together  Computer: Create a short /ĭ/ book

Reading Gr 1 rev 8/2011 cs 12

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I Am Your Friend STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different purposes and audiences.

A. Write, dictate, or illustrate descriptive Writer’s Craft poems and stories that include literary  Prompt-Friendship/Family/Self elements.  A class story B. Write informational pieces using

illustrations when relevant (e.g.,

descriptions, letters, instructions).

1.5.1Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the topic. Kid Writing  Gather and organize information,  Mini Lesson incorporating details relevant to the  Draw a Picture topic.  Write a story  Write a series of related sentences  Adult Write with one central idea. C. Organize writing in a logical order. Writer’s Craft D. Write using adjectives, precise nouns,  Prewrite and draft and action verbs.  Revise and reflect E. Revise writing by adding details or  Traits of good writing (focus/ideas, missing information. organization, voice, word choice, F. Use grade appropriate conventions of development, effective sentences, language when writing and editing. effective paragraphs, conventions)  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Writing Basic Sentences  Punctuate correctly.  Recite a Rhyme  Begin to use correct grammar and  Making connections sentence formation.

Reading Gr 1 rev 8/2011 cs 13

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I Am Your Friend STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Act out the story small and large group situations with appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about  Introduction to research will be a topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing Harcourt identified topic in small group, with and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 14

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 1: I Am Your Friend STORY: Ants TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Create a short /ĭ/ book B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 15

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  Phoneme Isolation, focus on final /k/  Teacher‟s Edition – Volume 1-1  Phoneme Segmentation, focus on /k/  Student anthology: Volume 1-1 A. Identify the author‟s purpose and type of  Phoneme blending, focus on /ĭ/ and /ă/  Big Book: Let‟s Go Visiting text.  Digraph /k/ ck  Oo-pples and Boo-noo-noos: Songs and B. Demonstrate:  Phonograms –ick, -ink Activities for Phonemic Awareness:  Phonological awareness through  Contraction ‘ll Clickety- Clack phoneme manipulation.  Vocabulary flashcards: help, now, play,  Knowledge of letter sound Vocabulary too, want correspondence (alphabetic  Story words: help, now, play, too, want  Audio text 1 principle) to decode and encode  Introduce words from the attached Dolch  Intervention Kits words. Word list (First Grade list) as appropriate to  Intervention Stations C. Use increasingly robust vocabulary in oral correlate with Independent Readers,  Transparencies: # 10, 11, 12, 105 and written language. Decodable Books, as well as the  Harcourt website D. Demonstrate listening and reading anthology. www.harcourtschool.com comprehension/understanding before www.eharcourt.com reading, during reading, and after Spelling Words  Literacy Stations reading through strategies such as think  pick, pack, tack, back, sack, sick, big, is,  Fluency Builder Cards aloud, retelling, summarizing, connecting they, walk to prior knowledge, and non-linguistic Books for All Learners representations. Comprehension  Below-Level: Play Ball! E. Demonstrate accuracy and automaticity  Listen and respond  On – Level: On a Raft in decoding and oral reading of grade  Build concept vocabulary  Advanced: Rick is Sick level text.  Develop listening comprehension  ELL: I Can Help  Sequence  Make and confirm predictions Decodable Books #4  The Sack Fluency  Pack the Van  Choral Reading  Echo Reading  Partner Reading

Reading Gr 1 rev 8/2011 cs 16

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Additional Resources Literature – Fiction and Non-Fiction: Students read  Practice Book and respond to works of literature.  Spelling Practice Book  Language Handbook A. Read, understand, and respond to works Narrative Elements Library Books Collection of literature.  Sequence  Happy Birthday by Tami Butler B. Recognize different types of genres such  Make and confirm predictions as poetry, drama, and fiction. Related Books C. Identify literary elements (characters, Comprehension  My Sister is My Friend By Hannah setting and main idea) in selected  Sequence Markley readings.  Make and confirm predictions  Just Like Daddy By Frank Asch D. Identify literary devices in selected  Sid and Sam By Nola Buck readings (e.g., personification, rhyming, Genre  Off We Go! By Jane Yolen alliteration).  fantasy Writing  Kid Writing Manual

Assessment  End of selection test 1.4.1 Types of Writing: Students write for different purposes and audiences. CD-ROM Writer’s Craft  Mission Comprehension A. Write, dictate, or illustrate descriptive  Creative writing (Kid Writing)  Media Literacy and Communication poems and stories that include literary  Classroom chart  Grammar Jingles elements.  Story response  Writing Express B. Write informational pieces using illustrations  Sentence frames  Reading and Language Skills when relevant (e.g., descriptions, letters,  Write invitations instructions).  Messages C. Write, dictate, or illustrate descriptive poems and stories that include literary elements. D. Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions). E.

Reading Gr 1 rev 8/2011 cs 17

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1Quality of Writing: Students write clear and Cross Curricular Integration focused text to convey a well-defined  Science: Make a boat, Beavers perspective and appropriate content.  Social Studies: Real workers  Writing: Write a story of more adventures A. Identify and write about one specific Writer’s Craft for Jack and Rick Prewrite and draft topic.   Art: Bark rubbings Revise and reflect B. Develop content appropriate for the   Music: Create echo music Traits of good writing (focus/ideas, topic.   Letter & Word Center: words with /a/ and organization, voice, word choice,  Gather and organize information, /i/ development, effective sentences, incorporating details relevant to the  Computer: Create a picture story topic. effective paragraphs, conventions)

 Write a series of related sentences Kid Writing with one central idea. C. Organize writing in a logical order.  Mini Lesson  Draw a Picture D. Write using adjectives, precise nouns, and action verbs.  Write a story E. Revise writing by adding details or  Adult Write missing information.  Share/Lesson F. Use grade appropriate conventions of language when writing and editing.

 Spell common, frequently used

words correctly.  Use capital letters correctly. Grammar Telling sentences  Punctuate correctly.  Capital letters and periods  Begin to use correct grammar and 

sentence formation.

Reading Gr 1 rev 8/2011 cs 18

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and read (echo reading) small and large group situations with  Narrate a performance appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a topic.  Introduction to research will be B. Locate and discuss information on an differentiated to student needs at the identified topic in small group, with discretion of the teacher utilizing Harcourt teacher guidance. and Cross Curricular topics. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 19

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Jack and Rick TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Create a picture story B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 20

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  Phoneme isolation- short /ǒ/  Teacher‟s Edition – Volume 1-1  Phoneme Blending- short/ĭ/, /ǒ/  Student anthology- Volume 1-1 A. Identify the author‟s purpose and type of  Phoneme Segmentation- inflections –ed, -  Big Book: Ten Dogs in the Window text. ing  Vocabulary flashcards: don’t, of, so B. Demonstrate:  Short Vowel /ǒ/  Oo-pples and Boo-noo-noos: Songs and  Phonological awareness through  Word Building with short /ĭ/, /ǒ/ Activities for Phonemic Awareness: “ The phoneme manipulation. Fox”  Knowledge of letter sound Vocabulary  Audio text 1 correspondence (alphabetic  Story words: don’t, of, so  Intervention Kits principle) to decode and encode  Introduce words from the attached Dolch  Intervention Stations words. Word list (First Grade list) as appropriate to  Transparencies: # 13, 14, 15, 103 C. Use increasingly robust vocabulary in oral correlate with Independent Readers,  Harcourt website and written language. Decodable Books, as well as the www.harcourtschool.com D. Demonstrate listening and reading anthology. www.eharcourt.com comprehension/understanding before  Literacy Stations reading, during reading, and after Spelling Words  Fluency Builder Cards reading through strategies such as think  hot, hop, pop, pot, dot, not, back, pick, aloud, retelling, summarizing, connecting now, want to prior knowledge, and non-linguistic Books for All Learners representations. Comprehension  Below-Level: The Box E. Demonstrate accuracy and automaticity  Draw Conclusions  On – Level: The Surprise Box in decoding and oral reading of grade  Make Inferences  Advanced: What is in the Box? level text.  Listen and respond  ELL: One, Two, Three- What Can You  Build Concept Vocabulary See?  Develop Listening Comprehension  Retell and Summarize Decodable Books #5  Todd Fox Fluency  Dot and Pom-Pom  Choral Reading  Echo Reading  Partner Reading

Reading Gr 1 rev 8/2011 cs 21

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Additional Resources Literature – Fiction and Non-Fiction: Students read  Practice Book and respond to works of literature.  Spelling Practice Book  Language Handbook A. Read, understand, and respond to works Narrative Elements of literature.  Draw conclusions Library Books Collection Make Inferences B. Recognize different types of genres such   Happy Birthday by Tami Butler as poetry, drama, and fiction. C. Identify literary elements (characters, Comprehension Related Books Draw Conclusions setting and main idea) in selected   Brown Bear, Brown Bear, What Do You readings.  Make Inferences See? By Bill Martin Jr. Listen and respond D. Identify literary devices in selected   Surprise By Jane Fine Build Concept Vocabulary readings (e.g., personification, rhyming,   What is in the Box? By Lynn McClymont Develop Listening Comprehension alliteration).   Daddy is a Doodlebug By Bruce Degen  Retell and Summarize Writing Genre  Kidwriting Manual  Realistic Fiction Websites www.raz-kids.com www.readinga-z.com 1.4.1 Types of Writing: Students write for different www.starfall.com purposes and audiences. www.studyisland.com  Class book www.kidwriting.homestead.com A. Write, dictate, or illustrate descriptive poems and stories that include literary Assessment elements.  End of selection test B. Write informational pieces using illustrations when relevant (e.g., descriptions, letters, CD-ROM instructions).  Mission Comprehension  Media Literacy and Communication  Grammar Jingles  Writing Express  Reading and Language Skills

Reading Gr 1 rev 8/2011 cs 22

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1Quality of Writing: Students write clear and Cross Curricular Integration focused text to convey a well-defined  Science: Observation center, Life in a perspective and appropriate content. pond, Nature walk  Social Studies: A. Identify and write about one specific  Math: Picture graph, Counting topic. Writer’s Craft  Writing: Write about giving a gift B. Develop content appropriate for the  Prewriting  Music: Create a song topic.  Drafting  Letter & Word Center: words with /ǒ/  Gather and organize information,  Responding and Revising  Computer: Use a word processing incorporating details relevant to the  Proofreading program to type High Frequency Words topic.  Publishing  Creative Writing (Kid writing)  Write a series of related sentences with one central idea. C. Organize writing in a logical order. Kid Writing D. Write using adjectives, precise nouns,  Mini Lesson and action verbs.  Draw a Picture E. Revise writing by adding details or  Write a story  Adult Write missing information. F. Use grade appropriate conventions of  Share/Lesson language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly. Grammar:  Asking Sentences  Punctuate correctly.  Begin to use correct grammar and  Capitalization and Punctuation sentence formation.

Reading Gr 1 rev 8/2011 cs 23

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Prop Story small and large group situations with appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 24

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: Todd’s Box TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer: directed learning activities.  Use a word processing program to type B. Identify different types of media and what High Frequency Words purposes they may serve.

Reading Gr 1 rev 8/2011 cs 25

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  Phoneme Isolation- /ô/  Teacher‟s Edition – Volume 1-1  Phoneme Segmentation- /a/, /i/, /o/, and  Student anthology- Volume 1-1 A. Identify the author‟s purpose and type of /ô/  Big Book: Let‟s Go Visiting text.  Phoneme Substitution- /ô/  Vocabulary flashcards: buy, that, very, B. Demonstrate:  Blend Phonemes- /ô/, /i/ and /l/ where  Phonological awareness through  Variant Vowel- /ô/, /a/  Audio text 1 phoneme manipulation.  Word Building  Intervention Kits  Knowledge of letter sound  Phonograms –all, -ill  Intervention Stations correspondence (alphabetic  Contraction -n’t  Transparencies: # 16, 17, 18, 105 principle) to decode and encode  Harcourt website words. Vocabulary www.harcourtschool.com C. Use increasingly robust vocabulary in oral  Story words: buy, that, very, where www.eharcourt.com and written language.  Introduce words from the attached Dolch  Literacy Stations D. Demonstrate listening and reading Word list (First Grade list) as appropriate to  Fluency Builder Cards comprehension/understanding before correlate with Independent Readers, reading, during reading, and after Decodable Books, as well as the reading through strategies such as think anthology. Books for All Learners aloud, retelling, summarizing, connecting  Below-Level: Jan Has a Doll to prior knowledge, and non-linguistic Spelling Words  On – Level: Pop the Corn representations.  all, call, fall, wall, ball, tall, on ,not, so, of  Advanced: A Corn Husk Doll E. Demonstrate accuracy and automaticity  ELL: Let‟s Eat! in decoding and oral reading of grade Comprehension level text.  Sequence and Self Correct Decodable Books #6  Develop Listening Comprehension  At the Mall  Listen and Respond  Tall, Small, Tall  Build Concept Vocabulary

Fluency  Choral Reading  Echo Reading  Partner Reading

Reading Gr 1 rev 8/2011 cs 26

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Additional Resources Students read, understand, and respond to  Practice Book informational text.  Spelling Practice Book  Language Handbook

A. Demonstrate concepts of print. Identify Library Books Collection text organization and use content to Comprehension  Happy Birthday by Tami Butler derive meaning from text.  Sequence and Self Correct B. Identify the difference between facts and  Develop Listening Comprehension Related Books opinions within a text.  Listen and Respond  My Day in the Garden; By Miela Ford C. Identify essential information within and  Build Concept Vocabulary  How 100 Dandelions Grew; By Louisa across a variety of texts. Ernesto D. Make inferences and draw conclusions  The Turnip; By Harriet Ziefert citing evidence from the text to support  All About Seeds; By Susan Kuchalla

answers. Writing E. Read and respond to essential content of  Kid Writing Manual text. Assessment  End of selection test

CD-ROM 1.3.1 Reading, Analyzing and Interpreting  Mission Comprehension Literature – Fiction and Non-Fiction: Students read  Media Literacy and Communication and respond to works of literature.  Grammar Jingles  Writing Express A. Read, understand, and respond to works  Reading and Language Skills of literature. B. Recognize different types of genres such Genre as poetry, drama, and fiction.  Non fiction C. Identify literary elements (characters, setting and main idea) in selected readings. D. Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

Reading Gr 1 rev 8/2011 cs 27

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different Cross Curricular Integration purposes and audiences.  Science: Scientific comparisons A. Write, dictate, or illustrate descriptive  Class book  Social Studies: Transportation of goods, poems and stories that include literary Workers elements.  Letter & Word Center: Word wheel B. Write informational pieces using illustrations  Art: Seed Mosaics when relevant (e.g., descriptions, letters,  Music: Create a song instructions).  Health: Healthy snacks  Writing: Write using comparisons 1.5.1Quality of Writing: Students write clear and  Computer: Use clip art to illustrate foods focused text to convey a well-defined from a farm perspective and appropriate content.

A. Identify and write about one specific Writer’s Craft topic.  Prewriting B. Develop content appropriate for the  Drafting topic.  Responding and Revising  Gather and organize information,  Proofreading incorporating details relevant to the  Publishing topic.

 Write a series of related sentences with

one central idea. Kid Writing C. Organize writing in a logical order.  Mini Lesson D. Write using adjectives, precise nouns, and  Draw a Picture action verbs.  Write a story E. Revise writing by adding details or missing  Adult Write information.  Share/Lesson

Grammar

 Naming Parts of Sentences

 Capitalization and Punctuation

Reading Gr 1 rev 8/2011 cs 28

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly.  Punctuate correctly  Present the story as a News reporter  Begin to use correct grammar and sentence formation.

1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Introduction to research will be small and large group situations with differentiated to student needs at the appropriate questions and ideas. discretion of the teacher utilizing B. Use appropriate volume and clarity in Harcourt and Cross Curricular topics individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

Reading Gr 1 rev 8/2011 cs 29

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-1 THEME 2: Just For Fun STORY: All That Corn TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a topic. B. Locate and discuss information on an identified topic in small group, with teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and what  Use clip art to illustrate foods from a farm purposes they may serve.

Reading Gr 1 rev 8/2011 cs 30

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies.  Teacher‟s Edition – Volume 2 Decoding/Phonics  Student anthology Catch A Dream A. Identify the author‟s purpose and type of Volume 2  short /ĕ/ text. Vocabulary flashcards: was, her, said,  Initial blends with s  B. Demonstrate: with, every, day  Phonological awareness through Vocabulary  Audio text 2 phoneme manipulation. Intervention Kits  Story words: was, her, said, with, every,   Knowledge of letter sound day  Intervention Stations correspondence (alphabetic Transparencies: # 19, 20, 21, 109  Introduce words from the attached Dolch  principle) to decode and encode Word list (First Grade list) as appropriate to  Harcourt website words. correlate with Independent Readers, www.harcourtschool.com C. Use increasingly robust vocabulary in oral Decodable Books, as well as the www.eharcourt.com and written language. anthology.  Related websites D. Demonstrate listening and reading http://www.razkids.com/ comprehension/understanding before Spelling Words http://www.starfall.com/ reading, during reading, and after http://www.readinga-z.com/  hen, pen, men, end, send, set, all, call, reading through strategies such as think very, that http://www.kidwriting.com/ aloud, retelling, summarizing, connecting  Big Book of Rhymes and Songs to prior knowledge, and non-linguistic Comprehension  Big Book -Where Does The Brown Bear representations. Go by Nicki Weiss  Setting E. Demonstrate accuracy and automaticity  Create mental images in decoding and oral reading of grade Books for All Learners level text. Fluency  Below-Level: Apples On – Level: Pick a Pet  Oral reading  Advanced: Pet Day  Pair share  ELL: Big Animal Small Animal  Choral reading 

Reading Gr 1 rev 8/2011 cs 31

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Decodable Book # 7 Literature – Fiction and Non-Fiction: Students read  Ben and Bell and respond to works of literature.  Red Hen

A. Read, understand, and respond to works Genre Additional Resources Realistic Fiction of literature.   Practice Book

B. Recognize different types of genres such  Spelling Practice Book

as poetry, drama, and fiction.  Language Handbook C. Identify literary elements (characters, Narrative Elements setting and main idea) in selected  Setting Assessment readings.  Create mental images  End of selection test D. Identify literary devices in selected readings (e.g., personification, rhyming, CD-ROM

alliteration).  Mission Comprehension

 Media Literacy and Communication

 Grammar Jingles  Writing Express

 Reading and Language Skills 1.4.1 Types of Writing: Students write for different purposes and audiences. Writer’s Craft Cross Curricular Integration Sentences frames A. Write, dictate, or illustrate descriptive   Science: Nests, Farm facts, Growth of a poems and stories that include literary  Sentences in dialogue form chick Sentences utilizing data from a graph elements.   Social Studies: Pet care poster Write captions B. Write informational pieces using illustrations   Math: Number sentences, How many when relevant (e.g., descriptions, letters, animals legs? instructions).  Letter & Word Center: Build farm words  Computer: Use a drawing program to draw a pet  Writing: Write a story of a new pet  Music: Create a song

Reading Gr 1 rev 8/2011 cs 32

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Writer’s Craft topic.  Prewrite and draft B. Develop content appropriate for the  Revise and reflect topic.  Traits of good writing (focus/ideas,  Gather and organize information, organization, voice, word choice, incorporating details relevant to the development, effective sentences, topic. effective paragraphs, conventions)  Write a series of related sentences with one central idea. C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly. Grammar  Punctuate correctly.  Join sentences  Begin to use correct grammar and  Using naming parts for two sentence formation.  Complete sentences  Naming parts for two

Reading Gr 1 rev 8/2011 cs 33

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Read and respond using complete small and large group situations with sentences when talking appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing Harcourt identified topic in small group, with and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 34

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Dan’s Pet TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Use a drawing program to draw a pet B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 35

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: Catch a Dream STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies.  Teacher‟s Edition – Volume 2  Student anthology, Catch A Dream, A. Identify the author‟s purpose and type of Decoding/Phonics Volume 2 text.  Digraph /th/ th  Vocabulary flashcards: put, friends, B. Demonstrate:  Phonograms: est, ent new, she, use, could  Phonological awareness through  Audio text 2 phoneme manipulation. Vocabulary  Intervention Kits  Knowledge of letter sound  Story words: put, friends, new, she, use,  Intervention Stations correspondence (alphabetic principle) could  Transparencies: # 22, 23, 24, 103 to decode and encode words.  Introduce words from the attached  Harcourt website C. Use increasingly robust vocabulary in oral Dolch Word list (First Grade list) as www.harcourtschool.com and written language. appropriate to correlate with www.eharcourt.com D. Demonstrate listening and reading Independent Readers, Decodable  Related websites comprehension/understanding before Books, as well as the anthology. http://www.razkids.com/ reading, during reading, and after reading http://www.starfall.com/ through strategies such as think aloud, Spelling Words http://www.readinga-z.com/ retelling, summarizing, connecting to prior  then, them, this, that, path, with, men, http://www.kidwriting.com/ knowledge, and non-linguistic set, was, said  Big Book - Sweet Dreams by Kimiko representations. Kajikawa E. Demonstrate accuracy and automaticity Comprehension in decoding and oral reading of grade  Cause/effect Books for All Learners level text.  Sequencing events  Below-Level: Boots for Red  On – Level: The Path Fluency  Advanced: My Friend, Boots  Oral reading  ELL: Going Outside to Play  Pair share  Choral reading

Reading Gr 1 rev 8/2011 cs 36

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: Catch a Dream STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Decodable Book # 8 Literature – Fiction and Non-Fiction: Students  Seth‟s Pet read and respond to works of literature.  Math Path Comprehension A. Read, understand, and respond to works Additional Resources  Cause/effect of literature.  Sequencing events  Practice Book B. Recognize different types of genres such  Spelling Practice Book as poetry, drama, and fiction. Genre  Language Handbook C. Identify literary elements (characters,  Fantasy setting and main idea) in selected Assessment readings.  End of selection test D. Identify literary devices in selected readings (e.g., personification, rhyming, CD-ROM alliteration).  Mission Comprehension  Media Literacy and Communication  Grammar Jingles Writer’s Craft  Writing Express 1.4.1 Types of Writing: Students write for  Book report  Reading and Language Skills different purposes and audiences.  Story response

 Poem A. Write, dictate, or illustrate descriptive Cross Curricular Integration  Topic Sentence poems and stories that include literary  Science: Animal groups elements.  Social Studies: Boots around the world B. Write informational pieces using  Math: Sentence problems, Counting illustrations when relevant (e.g., pairs, Footprint size descriptions, letters, instructions).  Computer: Zoo website  Letter & Word Center: Animal alphabet  Art: Boot puppets

 Writing: Thank you note

Reading Gr 1 rev 8/2011 cs 37

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: Catch a Dream STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific topic. Writer’s Craft B. Develop content appropriate for the  Prewrite and draft topic.  Revise and reflect  Gather and organize information,  Traits of good writing (focus/ideas, incorporating details relevant to the organization, voice, word choice, topic. development, effective sentences,  Write a series of related sentences effective paragraphs, conventions) with one central idea. C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing. Grammar  Spell common, frequently used  Telling parts of a sentence words correctly.  Identify sentence parts  Use capital letters correctly.  Match sentence parts  Punctuate correctly.  Create telling parts of sentences  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 38

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: Catch a Dream STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Present the story as a puppet show small and large group situations with appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a topic.  Introduction to research will be B. Locate and discuss information on an differentiated to student needs at the identified topic in small group, with discretion of the teacher utilizing Harcourt teacher guidance. and Cross Curricular topics. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 39

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: Catch a Dream STORY: Boots for Beth TIMEFRAME: Based upon the Harcourt Five Day PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Zoo website B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 40

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies.  Teacher‟s Edition – Volume 2  Student anthology , Catch A Dream, A. Identify the author‟s purpose and type of Decoding/Phonics Volume 2 text.  Short /u/ u  Vocabulary flashcards: people, he, B. Demonstrate:  Initial blends with r says, your, gives, when, night, out  Phonological awareness through  Audio text 2 phoneme manipulation. Vocabulary  Intervention Kits  Knowledge of letter sound  Story words: people, he, says, your,  Intervention Stations correspondence (alphabetic principle) gives, when, night, out  Transparencies: # 25, 26, 27, 103 to decode and encode words.  Introduce words from the attached  Harcourt website C. Use increasingly robust vocabulary in oral Dolch Word list (First Grade list) as www.harcourtschool.com and written language. appropriate to correlate with www.eharcourt.com D. Demonstrate listening and reading Independent Readers, Decodable  Additional websites comprehension/understanding before Books, as well as the anthology. http://www.razkids.com/ reading, during reading, and after reading http://www.starfall.com/ through strategies such as think aloud, Spelling Words http://www.readinga-z.com/ retelling, summarizing, connecting to prior  us, bus, bug, rug, mug, must, with, then, http://www.kidwriting.com/ knowledge, and non-linguistic she, use  Big Book Where Does the Brown Bear representations. Go? By Nicki Weiss E. Demonstrate accuracy and automaticity Comprehension  Big Books Of Rhymes and Songs in decoding and oral reading of grade  Cause/effect level text.  Reread Books for All Learners  Below-Level: A Bug and A Pup Fluency  On – Level: In Space  Oral reading  Advanced: When I Was a Pup  Pair share  ELL: Traffic Jam  Choral reading

Reading Gr 1 rev 8/2011 cs 41

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Decodable Book # 9 Literature – Fiction and Non-Fiction: Students  Muff‟s Bath read and respond to works of literature.  Buck Duck

A. Read, understand, and respond to Genre Additional Resources works of literature.  Fantasy  Practice Book B. Recognize different types of genres  Spelling Practice Book such as poetry, drama, and fiction.  Language Handbook C. Identify literary elements (characters, setting and main idea) in selected Assessment readings.  End of selection test D. Identify literary devices in selected readings (e.g., personification, rhyming, CD-ROM alliteration).  Mission Comprehension  Media Literacy and Communication  Grammar Jingles  Writing Express  Reading and Language Skills 1.4.1 Types of Writing: Students write for  Information book different purposes and audiences. Cross Curricular Integration A. Write, dictate, or illustrate descriptive  Science: Weather reports, Dogs poems and stories that include literary  Social Studies: Transportation, Real-life elements. help situations B. Write informational pieces using  Math: Story problem illustrations when relevant (e.g.,  Letter and Word Center: Short /u/ phrases descriptions, letters, instructions).  Computer: Write a story  Writing: Write a story to show more ways to help

Reading Gr 1 rev 8/2011 cs 42

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear Zaner-Bloser Handwriting (daily) and focused text to convey a well-defined Handwriting Without Tears (intervention) perspective and appropriate content. Kid Writing A. Identify and write about one specific Writer’s Craft  Alphabet topic.  Writer‟s Process  Kid Crowns B. Develop content appropriate for the  Prewriting  Word Wall topic.  Drafting  Word Family Houses  Gather and organize information,  Responding and revising  Craft of Writing books incorporating details relevant to the  Proofreading topic.  Publishing  Write a series of related sentences with one central idea. Cross Curricular Integration/Learning Centers C. Organize writing in a logical order.  Writing: Write riddles, Look what we can D. Write using adjectives, precise nouns, do books, Adventures in our town book and action verbs.  Science: Spider prints E. Revise writing by adding details or  Social Studies: Identify vegetables by feel missing information.  Sand and Water: Plan a park, Build a F. Use grade appropriate conventions of sand town language when writing and editing.  Math: Shopping/money, Matching  Spell common, frequently used shapes, Cap patterns words correctly.  Dramatic Play: Grocery store  Use capital letters correctly. Grammar  Block: Build two different neighborhoods  Punctuate correctly.  Telling parts for two  Art: Shapes of our town, Design shoes  Begin to use correct grammar and  Generate sentences  Letter and Words: Letter guess, Scrambled sentence formation.  Form sentences eggs, Build words  Literacy:  Listening:  Manipulatives: Short and long words, Build sentences, Building puzzles

Reading Gr 1 rev 8/2011 cs 43

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in small and large group situations with  Choral reading with puppets appropriate questions and ideas.  Readers Theatre B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a topic.  Introduction to research will be B. Locate and discuss information on an differentiated to student needs at the identified topic in small group, with discretion of the teacher utilizing Harcourt teacher guidance. and Cross Curricular topics. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 44

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Space Pup TIMEFRAME: Based upon the Harcourt Five Day PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Write a story B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 45

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies.  Teacher‟s Edition – Volume 2 Decoding/Phonics  Student anthology Catch A Dream A. Identify the author‟s purpose and type of Volume 2  Diphthong /ng/ ng text. Vocabulary flashcards: from, eat, or,  Phonograms: ang, ing  B. Demonstrate:  Look for word bits and parts grows, two, gone Phonological awareness through Audio text 2   Contractions: „s and n‟t, „ll  phoneme manipulation. Intervention Kits    Knowledge of letter sound Vocabulary  Intervention Stations correspondence (alphabetic principle) Transparencies: # 28, 29, 30, 104, 105  Story words: from, eat, or, grows, two,  to decode and encode words. gone  Harcourt website C. Use increasingly robust vocabulary in oral  Introduce words from the attached www.harcourtschool.com and written language. Dolch Word list (First Grade list) as www.eharcourt.com D. Demonstrate listening and reading appropriate to correlate with  Additional websites comprehension/understanding before Independent Readers, Decodable http://www.razkids.com/ reading, during reading, and after reading Books, as well as the anthology. http://www.starfall.com/ through strategies such as think aloud, http://www.readinga-z.com/ retelling, summarizing, connecting to prior Spelling Words http://www.kidwriting.com/ knowledge, and non-linguistic Big Books  must, sing, sang, hang, ring, bring, rang,  representations. bus, your, when  Big Books Of Rhymes and Songs E. Demonstrate accuracy and automaticity in decoding and oral reading of grade Comprehension Books for All Learners level text. Below-Level: Frogs  Details   On – Level: Slim Grows Up  Advanced: Sing For The King Fluency  ELL: Look at the Pond  Oral reading  Pair share  Choral reading

Reading Gr 1 rev 8/2011 cs 46

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Students read, understand, and respond to Decodable Book # 10 informational text.  King Bing Plays Ball  Ling and Lang A. Demonstrate concepts of print. Identify Comprehension text organization and use content to  Details Additional Resources derive meaning from text.  Practice Book B. Identify the difference between facts Genre  Spelling Practice Book and opinions within a text.  Nonfiction  Language Handbook C. Identify essential information within and across a variety of texts. Assessment D. Make inferences and draw conclusions  End of selection test citing evidence from the text to support answers. CD-ROM E. Read and respond to essential content  Mission Comprehension of text.  Media Literacy and Communication  Grammar Jingles  Writing Express  Reading and Language Skills

1.4.1 Types of Writing: Students write for different purposes and audiences. Cross Curricular Integration  Science: Life cycle of a frog, Compare A. Write, dictate, or illustrate descriptive Writer’s Craft and contrast a frog and toad poems and stories that include literary  Sentence frames  Social Studies: How to protect frogs elements.  Sentences in dialogue form  Math: Sets of ten, Addition B. Write informational pieces using  Write song lyrics  Letter & Word Center: Phonogram Tic- illustrations when relevant (e.g.,  Write a riddle Tac-Toe descriptions, letters, instructions).  Create a class book  Computer Center: Animal actions  Art: Frog habitat poster  Writing: Write a tadpole tale

Reading Gr 1 rev 8/2011 cs 47

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Writer’s Craft topic.  Prewrite and draft B. Develop content appropriate for the  Revise and reflect topic.  Traits of good writing (focus/ideas,  Gather and organize information, organization, voice, word choice, incorporating details relevant to the development, effective sentences, topic. effective paragraphs, conventions)  Write a series of related sentences with one central idea. C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly. Grammar  Punctuate correctly.  Complete sentences  Begin to use correct grammar and  Capital letters and end marks sentence formation.  Create sentences

Reading Gr 1 rev 8/2011 cs 48

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Where Do Frogs Come From? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Pick a Page - rereading small and large group situations with appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing Harcourt identified topic in small group, with and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 49

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Where Do Frogs Come From? Timeframe: Weeks 30, 31, 32, and 33 PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer Center directed learning activities.  Animal actions B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 50

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies.  Teacher‟s Edition – Volume 2 Decoding/Phonics  Student anthology Catch A Dream A. Identify the author‟s purpose and type of Volume 2  R-controlled Vowels /or/ or ore text. Vocabulary flashcards: try, time, need,  Compound words  B. Demonstrate: saw, be, our, right, good, Mr.  Phonological awareness through Vocabulary  Audio text 2 phoneme manipulation. Intervention Kits  Story words: try, time, need, saw, be,   Knowledge of letter sound our, right, good, Mr.  Intervention Stations correspondence (alphabetic principle) Transparencies: # 31, 32, 33, 109  Introduce words from the attached  to decode and encode words. Dolch Word list (First Grade list) as  Harcourt website C. Use increasingly robust vocabulary in oral appropriate to correlate with www.harcourtschool.com and written language. Independent Readers, Decodable www.eharcourt.com D. Demonstrate listening and reading Books, as well as the anthology.  Additional websites comprehension/understanding before http://www.razkids.com/ reading, during reading, and after reading Spelling Words http://www.starfall.com/ through strategies such as think aloud, http://www.readinga-z.com/  or, for, cork, fork, corn, more, hang, ring, retelling, summarizing, connecting to prior two, from http://www.kidwriting.com/ knowledge, and non-linguistic  Big Books Sweet Dreams by Kimiko representations. Comprehension Kajikawa E. Demonstrate accuracy and automaticity  Character in decoding and oral reading of grade Books for All Learners  Self-correct level text. Below-Level: Sport Will Try   On – Level: A Good Sport Fluency  Advanced: All Sorts Of Sports  Oral reading  ELL: Sports Day  Pair share  Choral reading

Reading Gr 1 rev 8/2011 cs 51

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Literature – Fiction and Non-Fiction: Students read and respond to works of literature. Decodable Book # 11

 Morning Song A. Read, understand, and respond to  The Fort works of literature.  More Corn B. Recognize different types of genres Genre  Mort‟s Trip to the Store such as poetry, drama, and fiction.  Realistic Fiction C. Identify literary elements (characters, Additional Resources setting and main idea) in selected  Practice book readings.  Spelling Practice Book D. Identify literary devices in selected  Language Handbook readings (e.g., personification, rhyming, alliteration). Assessment  End of selection test

CD-ROM  Mission Comprehension 1.4.1 Types of Writing: Students write for  Media Literacy and Communication different purposes and audiences.  Grammar Jingles Writer’s Craft  Writing Express A. Write, dictate, or illustrate descriptive  Create a list  Reading and Language Skills poems and stories that include literary  Story response elements.  Sentence frames Cross Curricular Integration B. Write informational pieces using  Write sentences  Science: Chart ways to be healthy, illustrations when relevant (e.g.,  Create persuasive posters Make a list of how to be a good sport descriptions, letters, instructions).  Social Studies: Use a concept web to show the job of a teacher  Math: Bar graph, Calculate scores  Letter & Word Center: /ôr/ words  Computer: /ôr/ words  Writing: Rewrite the story with you as a character, Write about something you do best

Reading Gr 1 rev 8/2011 cs 52

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Writer’s Craft topic.  Prewrite and draft B. Develop content appropriate for the  Revise and reflect topic.  Traits of good writing (focus/ideas,  Gather and organize information, organization, voice, word choice, incorporating details relevant to the development, effective sentences, topic. effective paragraphs, conventions)  Write a series of related sentences

with one central idea.

C. Organize writing in a logical order.

D. Write using adjectives, precise nouns, and

action verbs.

E. Revise writing by adding details or missing

information.

F. Use grade appropriate conventions of

language when writing and editing.

 Spell common, frequently used words

correctly. Grammar  Use capital letters correctly.  Identify nouns  Punctuate correctly.  Form sentences  Begin to use correct grammar and

sentence formation.

Reading Gr 1 rev 8/2011 cs 53

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in small and large group situations with appropriate questions and ideas.  Readers Theatre B. Use appropriate volume and clarity in  Show the Story by acting it out individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a topic.  Introduction to research will be B. Locate and discuss information on an differentiated to student needs at the identified topic in small group, with discretion of the teacher utilizing teacher guidance. Harcourt and Cross Curricular topics. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 54

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Try Your Best TIMEFRAME: Based upon the Harcourt Five Day PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  /ôr/ words what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 55

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies.  Teacher‟s Edition – Volume 2  Student anthology Catch A Dream A. Identify the author‟s purpose and type of Decoding/Phonics Volume 2 text.  Digraph /sh/sh  Vocabulary flashcards: some, their, many, B. Demonstrate:  Initial blends with s how, away, funny, hide, food  Phonological awareness through  Initial blends with r  Audio text 2 phoneme manipulation.  Intervention kits  Knowledge of letter sound Vocabulary  Intervention Stations correspondence (alphabetic  Story words: some, their, many, how,  Transparencies: # 34, 35, 36, 107 principle) to decode and encode away, funny, hide, food  Harcourt website words.  Introduce words from the attached www.harcourtschool.com C. Use increasingly robust vocabulary in oral Dolch Word list (First Grade list) as www.eharcourt.com and written language. appropriate to correlate with  Related websites D. Demonstrate listening and reading Independent Readers, Decodable http://www.razkids.com/ comprehension/understanding before Books, as well as the anthology. http://www.starfall.com/ reading, during reading, and after http://www.readinga-z.com/ reading through strategies such as think Spelling Words http://www.kidwriting.com/ aloud, retelling, summarizing, connecting  ship, shop, shot, wish, dish, dash, for,  Big Book: Sweet Dreams by Kimiko to prior knowledge, and non-linguistic more, be, try Kajikawa representations.  Big Books Of Rhymes and Songs E. Demonstrate accuracy and automaticity Comprehension in decoding and oral reading of grade  Details Books for All Learners level text.  Reread aloud  Below-Level: Flip, The Funny Fish  On – Level: Trish Had A Wish Fluency  Advanced: The Fish Market  Oral reading  ELL: What Do You See At The Sea  Pair share  Choral reading

Reading Gr 1 rev 8/2011 cs 56

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Decodable Book # 12 Students read, understand, and respond to  At the Shore informational text.  Trash

A. Demonstrate concepts of print. Identify Comprehension Additional Resources Details text organization and use content to   Practice Book

derive meaning from text.  Spelling Practice Book

B. Identify the difference between facts  Language Handbook and opinions within a text. C. Identify essential information within and Assessment across a variety of texts.  End of selection test D. Make inferences and draw conclusions citing evidence from the text to support CD-ROM

answers.  Mission Comprehension

E. Read and respond to essential content  Media Literacy and Communication

of text.  Grammar Jingles  Writing Express

 Reading and Language Skills

1.3.1 Reading, Analyzing and Interpreting Cross Curricular Integration

Literature – Fiction and Non-Fiction: Students  Science: Animals without legs, read and respond to works of literature. Characteristics of fish, Write a report about a specific fish Genre A. Read, understand, and respond to works  Social Studies: Friendship Nonfiction of literature.   Math: Ordinal numbers

B. Recognize different types of genres such  Letter & Word Center: Rhyming words Narrative Elements as poetry, drama, and fiction.  Art: Patterned fish Details C. Identify literary elements (characters,   Computer: Illustrate rhyme setting and main idea) in selected  Writing: Write a fish story readings.  Health: Illustrate a healthy dinner with fish D. Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

Reading Gr 1 rev 8/2011 cs 57

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different purposes and audiences. A. Write, dictate, or illustrate descriptive  Class story poems and stories that include literary elements. B. Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions).

1.5.1Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the Writer’s Craft topic.  Writer‟s process Gather and organize information,   Prewriting incorporating details relevant to the  Drafting topic.  Respond and revise Write a series of related sentences   Proofreading with one central idea.  Publishing C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of Grammar language when writing and editing.  Nouns; people and places  Spell common, frequently used  Use nouns in a sentences words correctly.  Create a picture dictionary Use capital letters correctly.   Word classification  Punctuate correctly.  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 58

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Groups provide choral reading of the small and large group situations with story appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.  Introduction to research will be A. Generate appropriate questions about a differentiated to student needs at the topic. discretion of the teacher utilizing Harcourt B. Locate and discuss information on an and Cross Curricular topics. identified topic in small group, with teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 59

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-2 THEME 3: It’s My Turn Now STORY: Fun with Fish TIMEFRAME: Based upon the Harcourt Five Day PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Illustrate rhyme B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 60

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-3  Phoneme Blending  Student anthology Here and There 1-3 A. Identify the author‟s purpose and type of  Phoneme Addition  Vocabulary flashcards: air, animals, text. around, fly, live, soon, turns B. Demonstrate: Decoding/Phonics  Audio text 3  Phonological awareness through  Digraphs /ch/ ch, tch  Big Book: From Head to Toe phoneme manipulation.  Initial blends with l  Intervention Kits  Knowledge of letter sound  Intervention Stations correspondence (alphabetic Fluency  Transparencies: # 37, 38, 39, 106 principle) to decode and encode  Choral reading  Harcourt website words.  Echo Reading www.harcourtschool.com C. Use increasingly robust vocabulary in oral  Pair/Share Reading www.eharcourt.com and written language. D. Demonstrate listening and reading Vocabulary Books for All Learners comprehension/understanding before  Story words: air, animals, around, fly,  Below-Level: Soon I Will reading, during reading, and after live, soon, turns  On – Level: The Caterpillar reading through strategies such as think  Introduce words from the attached  Advanced: Invent an Insect aloud, retelling, summarizing, connecting Dolch Word list (First Grade list) as  ELL: Parent‟s Night to prior knowledge, and non-linguistic appropriate to correlate with representations. Independent Readers, Decodable E. Demonstrate accuracy and automaticity Books, as well as the anthology. Decodable Book # 13: in decoding and oral reading of grade  Chad and his Chums level text. Spelling Words  Mitch and Fitch  chip, chin, inch, itch, catch, match, wish,  Chuck and Chet shop, how , many  Mitch, Chip, and Catnip

Word Study  Nouns: Animals or Things  Looking for word bits and parts

Reading Gr 1 rev 8/2011 cs 61

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Comprehension Additional Resources Students read, understand, and respond to  Read across texts  Practice Book informational text.  Predict outcomes  Spelling Practice Book  Sequence  Language Handbook A. Demonstrate concepts of print. Identify text organization and use content to Assessment derive meaning from text.  End of selection test B. Identify the difference between facts and opinions within a text. Comprehension CD-ROM C. Identify essential information within and  Predict outcomes  Mission Comprehension across a variety of texts.  Sequence  Media Literacy and Communication D. Make inferences and draw conclusions  Grammar Jingles citing evidence from the text to support  Writing Express answers.  Reading and Language Skills E. Read and respond to essential content of text. Related Websites www.starfall.com www.raz-kids.com 1.3.1 Reading, Analyzing and Interpreting www.kidwriting.homestead.com Literature – Fiction and Non-Fiction: Students www.studyisland.com read and respond to works of literature. www.readinga-z.com

A. Read, understand, and respond to works Cross Curricular Integration of literature.  Science: Butterfly habitat, Animal homes B. Recognize different types of genres such Genre and habitats, Insects as poetry, drama, and fiction.  Nonfiction  Social Studies: C. Identify literary elements (characters,  Math: Measurement setting and main idea) in selected  Computer: Animal alphabet book readings. Narrative Elements  Art: Paper butterflies D. Identify literary devices in selected  Predict outcomes  Health: Good eating readings (e.g., personification, rhyming,  Sequence  Writing: A butterfly poem alliteration).

Reading Gr 1 rev 8/2011 cs 62

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different purposes and audiences. A. Write, dictate, or illustrate descriptive poems and stories that include literary Writer’s Craft elements.  Word chart B. Write informational pieces using  Report illustrations when relevant (e.g.,  Facts descriptions, letters, instructions).  Notes  Riddles 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the topic. Writer’s Craft  Gather and organize information,  Prewrite and draft incorporating details relevant to the  Revise and reflect topic.  Traits of good writing (focus/ideas,  Write a series of related sentences organization, voice, word choice, with one central idea. development, effective sentences, C. Organize writing in a logical order. effective paragraphs, conventions) D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly.  Punctuate correctly. Grammar  Begin to use correct grammar and  Nouns: Animals or Things sentence formation. 

Reading Gr 1 rev 8/2011 cs 63

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Connect to prior knowledge appropriate questions and ideas.  Discuss author and illustrator B. Use appropriate volume and clarity in  Set a purpose individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 64

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: I am a Butterfly TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Animal alphabet book B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 65

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Matching  Teacher‟s Edition – Volume 1-3  Phoneme Isolation  Student anthology Here and There 1-3 A. Identify the author‟s purpose and type of  Phoneme Blending  Vocabulary flashcards: city, house, text.  Phoneme Segmentation sometimes, take, there B. Demonstrate:  Phoneme Deletion  Audio text 3  Phonological awareness through  Big Book: Little White Dog phoneme manipulation. Decoding/Phonics  Intervention kits  Knowledge of letter sound  R-controlled vowel /är/ ar  Intervention Stations correspondence (alphabetic  Inflections –s, -ed, -ing  Transparencies: # 40-42, 109 principle) to decode and encode  Harcourt website words. Fluency www.harcourtschool.com C. Use increasingly robust vocabulary in oral  Choral reading www.eharcourt.com and written language.  Echo Reading D. Demonstrate listening and reading  Pair/Share Reading comprehension/understanding before Books for All Learners reading, during reading, and after Vocabulary  Below-Level: In the City Park reading through strategies such as think  Story words: city, house, sometimes,  On – Level: Bess and Tess aloud, retelling, summarizing, connecting take, there  Advanced: Mr. Smart‟s Big Dog Book to prior knowledge, and non-linguistic  Introduce words from the attached  ELL: In the City representations. Dolch Word list (First Grade list) as E. Demonstrate accuracy and automaticity appropriate to correlate with in decoding and oral reading of grade Independent Readers, Decodable Decodable Book # 14: level text. Books, as well as the anthology.  At the Park  Back on the Farm Spelling Words  far, farm, arm, art, cart, card, chin, inch, live, soon

Reading Gr 1 rev 8/2011 cs 66

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Additional Resources Literature – Fiction and Non-Fiction: Students  Practice Book read and respond to works of literature.  Spelling Practice Book  Language Handbook A. Read, understand, and respond to works Comprehension of literature.  Setting Assessment B. Recognize different types of genres such  Make inferences  End of selection test as poetry, drama, and fiction.  Retell C. Identify literary elements (characters, CD-ROM setting and main idea) in selected Genre  Mission Comprehension readings.  Play  Media Literacy and Communication D. Identify literary devices in selected  Grammar Jingles readings (e.g., personification, rhyming, Narrative Elements  Writing Express alliteration).  Setting  Reading and Language Skills  Dialogue Related Websites www.starfall.com www.raz-kids.com www.kidwriting.homestead.com www.studyisland.com 1.4.1 Types of Writing: Students write for different www.readinga-z.com purposes and audiences. Cross Curricular Integration A. Write, dictate, or illustrate descriptive Writer’s Craft  Science: Animal camouflage, Dog facts poems and stories that include literary  Newspaper ad  Social Studies: Compare and contrast elements.  Chip‟s Story the farm and city B. Write informational pieces using  Character Poem  Math: Sorting, Adding illustrations when relevant (e.g.,  Animal Care Sentence  Music: Song (BINGO) descriptions, letters, instructions).  Pet Sentences  Letter & Word Center: Word puzzles with /är/  Computer: Create an animal  Writing: Respond to favorite part of story

Reading Gr 1 rev 8/2011 cs 67

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Writer’s Craft topic.  Prewrite and draft B. Develop content appropriate for the  Revise and reflect topic.  Traits of good writing (focus/ideas,  Gather and organize information, organization, voice, word choice, incorporating details relevant to the development, effective sentences, topic. effective paragraphs, conventions)  Write a series of related sentences with one central idea. C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly.  Punctuate correctly. Grammar  Begin to use correct grammar and  One and More than One sentence formation.

Reading Gr 1 rev 8/2011 cs 68

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Build Concept Vocabulary appropriate questions and ideas.  Develop Listening Comprehension B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  One and More than One

Reading Gr 1 rev 8/2011 cs 69

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Did You See Chip? TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Create an animal what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 70

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-3  Phoneme Blending  Student anthology Here and There 1-3 A. Identify the author‟s purpose and type of  Phoneme Segmentation  Vocabulary flashcards: about, books, by, text.  Phoneme Substitution family, grew, read, work, writing B. Demonstrate:  Audio text 3  Phonological awareness through Decoding/Phonics  Big Book: From Head to Toe phoneme manipulation.  Digraphs /kw/ qu, /hw/wh  Intervention kits  Knowledge of letter sound  Intervention Stations correspondence (alphabetic Fluency  Transparencies: # 43, 44, 45, 105 principle) to decode and encode  Choral reading  Harcourt website words.  Echo Reading www.harcourtschool.com C. Use increasingly robust vocabulary in oral  Pair/Share Reading www.eharcourt.com and written language.  Literacy Stations D. Demonstrate listening and reading Vocabulary  Fluency Builder Cards comprehension/understanding before  Story words: about, books, by, family,  Big Book: Eric Carle From Head to Toe reading, during reading, and after grew, read, work, writing reading through strategies such as think  Introduce words from the attached Books for All Learners aloud, retelling, summarizing, connecting Dolch Word list (First Grade list) as  Below-Level: My Family Quilt to prior knowledge, and non-linguistic appropriate to correlate with  On – Level: Working Hard representations. Independent Readers, Decodable  Advanced: Stefan is a Sculptor E. Demonstrate accuracy and automaticity Books, as well as the anthology.  ELL: What do you Find at the Library in decoding and oral reading of grade level text. Spelling Words  quit, quick, quiz, whiz, which, when, arm, Decodable Book # 15 card, who, there  Zip! Zap! Quick!  The Whiz Word Study  “Quick” Barked the King  Special Names and Titles for People  Cluck! Quack! Wham! Whack!

Reading Gr 1 rev 8/2011 cs 71

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Comprehension Additional Resources Students read, understand, and respond to  Character  Practice book informational text.  Sequence events/summarize  Spelling Practice Book  Language Handbook A. Demonstrate concepts of print. Identify Library Books Collection text organization and use content to Narrative Elements  Big Brown Bear by David McPhail derive meaning from text.  Character  Shoe Town by Janet Stevens & Susan B. Identify the difference between facts Stevens Crummel and opinions within a text. C. Identify essential information within and Related Books across a variety of texts.  Sing a Song of People; By Lois Lenski D. Make inferences and draw conclusions  Family Photos; By Jennifer Beck citing evidence from the text to support  Pablo‟s Tree; By Pat Mora answers.  The Tortilla Factory; By Gary Paulsen E. Read and respond to essential content of Assessment text.  End of selection test

CD-ROM 1.3.1 Reading, Analyzing and Interpreting  Mission Comprehension Literature – Fiction and Non-Fiction: Students  Media Literacy and Communication read and respond to works of literature.  Grammar Jingles  Writing Express A. Read, understand, and respond to works Genre  Reading and Language Skills of literature.  Biography B. Recognize different types of genres such Cross Curricular Integration as poetry, drama, and fiction. Narrative Elements  Science: Crops harvested by hand, Plant C. Identify literary elements (characters,  Character needs setting and main idea) in selected  Social Studies: Tomás Rivera readings.  Math: Number sentences D. Identify literary devices in selected  Writing: Create a dust jacket, Write your readings (e.g., personification, rhyming, own family story alliteration).  Computer: Create a slide show to retell the story  Letter & Word Center: qu and wh sort

Reading Gr 1 rev 8/2011 cs 72

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different purposes and audiences. A. Write, dictate, or illustrate descriptive poems and stories that include literary Writer’s Craft elements.  Riddles B. Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions).

1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the topic.  Gather and organize information, incorporating details relevant to the Writer’s Craft topic.  Prewriting  Write a series of related sentences  Drafting with one central idea.  Responding and Revising C. Organize writing in a logical order.  Proofreading D. Write using adjectives, precise nouns,  Publishing and action verbs. E. Revise writing by adding details or missing Kid Writing information.  Mini Lesson F. Use grade appropriate conventions of  Draw a Picture language when writing and editing.  Write a story  Spell common, frequently used words  Adult Write correctly.  Share/Lesson  Use capital letters correctly.  Punctuate correctly.  Begin to use correct grammar and Grammar sentence formation.  Special Names and Titles for People

Reading Gr 1 rev 8/2011 cs 73

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Build Concept Vocabulary appropriate questions and ideas.  Develop Listening Comprehension B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 74

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Tomás Rivera TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Create a slide show to retell the story B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 75

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-3  Phoneme Blending  Student anthology Here and There 1-3 A. Identify the author‟s purpose and type of  Phoneme Segmentation  Vocabulary flashcards: find, follow, text.  Phoneme Substitution found, four, full, these, way, were B. Demonstrate:  Phoneme Manipulation  Audio text 3  Phonological awareness through  Big Book: Little White Dog phoneme manipulation. Decoding/Phonics  Intervention kits  Knowledge of letter sound  R-controlled vowels /ûr/ er, ir, ur  Intervention Stations correspondence (alphabetic  Transparencies: # 46-48, 105 principle) to decode and encode Fluency  Harcourt website words.  Choral reading www.harcourtschool.com C. Use increasingly robust vocabulary in oral  Echo Reading www.eharcout.com and written language.  Pair/Share Reading D. Demonstrate listening and reading Books for All Learners comprehension/understanding before Vocabulary  Below-Level: Follow Me reading, during reading, and after  Story words: find, follow, found, four, full,  On – Level: Talent Night reading through strategies such as think these, way, were  Advanced: The Picnic in the Park aloud, retelling, summarizing, connecting  Introduce words from the attached  ELL: Let‟s Have a Picnic to prior knowledge, and non-linguistic Dolch Word list (First Grade list) as representations. appropriate to correlate with Decodable Book # 16: E. Demonstrate accuracy and automaticity Independent Readers, Decodable  Dr. Kern in decoding and oral reading of grade Books, as well as the anthology.  The Third Bird level text.  Burt and Curtis Spelling Words  Mom‟s Helper  sir, dirt, bird, burn, fur, her, quit, when,  Dig and Stir work, grew  Burk‟s Sunburn

Word Study  Special Names of Places

Reading Gr 1 rev 8/2011 cs 76

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Comprehension Additional Resources Literature – Fiction and Non-Fiction: Students  Setting  Practice book read and respond to works of literature.  Problem/solution  Spelling Practice Book  Language Handbook A. Read, understand, and respond to works of literature. Narrative Elements Assessment B. Recognize different types of genres such  Setting  End of selection test as poetry, drama, and fiction.  Problem solution C. Identify literary elements (characters, CD-ROM setting and main idea) in selected Comprehension  Mission Comprehension readings.  Setting  Media Literacy and Communication D. Identify literary devices in selected  Grammar Jingles readings (e.g., personification, rhyming, Genre  Writing Express alliteration).  Fantasy  Reading and Language Skills

Related Websites www.starfall.com www.raz-kids.com www.kidwriting.homestead.com 1.4.1 Types of Writing: Students write for different www.studyisland.com purposes and audiences. www.readinga-z.com

A. Write, dictate, or illustrate descriptive Writer’s Craft Cross Curricular Integration poems and stories that include literary  Shared writing  Science: Sort animals by habitat, Animal elements.  Independent writing needs B. Write informational pieces using  Invitations  Social Studies: Tips for not getting lost illustrations when relevant (e.g.,  Favorite colors chart  Computer: Type a list of /ûr/ words descriptions, letters, instructions).  Story response  Letter & Word Center: /ûr/ words  Sentence frames  Art: Pet rocks  Writing: Write a play, Write a continuation of the story  Health: Good picnic foods

Reading Gr 1 rev 8/2011 cs 77

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Writer’s Craft topic.  Prewrite and draft B. Develop content appropriate for the  Revise and reflect topic.  Traits of good writing (focus/ideas,  Gather and organize information, organization, voice, word choice, incorporating details relevant to the development, effective sentences, topic. effective paragraphs, conventions)  Write a series of related sentences with one central idea. C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly.  Punctuate correctly.  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 78

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Build Concept Vocabulary appropriate questions and ideas.  Develop Listening Comprehension B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature. Grammar  Special Names of Places A. Recognize formal and informal language used in speech.

Reading Gr 1 rev 8/2011 cs 79

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: On the Way to the Pond TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Type a list of /ûr/ words what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 80

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-3  Phoneme Substitution  Student anthology Here and There 1-3 A. Identify the author‟s purpose and type of  Vocabulary flashcards: each, great, text. Decoding/Phonics other, place, school, talk, together B. Demonstrate:  Syllable /əl/ le  Audio text 3  Phonological awareness through  Big Book: From Head to Toe phoneme manipulation. Fluency  Intervention Kits  Knowledge of letter sound  Choral reading  Intervention Stations correspondence (alphabetic  Echo Reading  Transparencies: # 49, 50, 51, 103 principle) to decode and encode  Pair/Share Reading  Harcourt website words. www.harcourtschool.com C. Use increasingly robust vocabulary in oral Vocabulary www.eharcout.com and written language.  Story words: each, great, other, place, D. Demonstrate listening and reading school, talk, together Books for All Learners comprehension/understanding before  Introduce words from the attached  Below-Level: My Friend reading, during reading, and after Dolch Word list (First Grade list) as  On – Level: The Little Fiddle reading through strategies such as think appropriate to correlate with  Advanced: Where is this Place? aloud, retelling, summarizing, connecting Independent Readers, Decodable  ELL: Rainbow Hats to prior knowledge, and non-linguistic Books, as well as the anthology. representations. E. Demonstrate accuracy and automaticity Spelling Words Decodable Book # 17: in decoding and oral reading of grade  middle, fiddle, wiggle, giggle, puddle,  A Picnic for Winkle level text. cuddle, fur, bird, were, four  Tell Me a Riddle

Word Study  Names of Days Additional Resources  Practice Book Comprehension  Spelling Practice Book  Fact/fiction  Language Handbook  Reread

Reading Gr 1 rev 8/2011 cs 81

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Assessment Students read, understand, and respond to  End of selection test informational text. CD-ROM A. Demonstrate concepts of print. Identify Narrative Elements  Mission Comprehension text organization and use content to  Fact/fiction  Media Literacy and Communication derive meaning from text.  Grammar Jingles B. Identify the difference between facts Comprehension  Writing Express and opinions within a text.  Reread  Reading and Language Skills C. Identify essential information within and across a variety of texts. D. Make inferences and draw conclusions Websites citing evidence from the text to support www.starfall.com answers. www.raz-kids.com E. Read and respond to essential content of www.kidwriting.homestead.com text. www.studyisland.com www.readinga-z.com

Cross Curricular Integration 1.3.1 Reading, Analyzing and Interpreting  Science: Shells, Seashore science, Shell Literature – Fiction and Non-Fiction: Students hunt read and respond to works of literature.  Letter & Word Center: words with –le Genre  Music: Create a dance, Share a song A. Read, understand, and respond to works  Nonfiction  Art: Paint a friend picture of literature.  Computer: Publish a story B. Recognize different types of genres such Narrative Elements  Writing: Complete sentence frames using as poetry, drama, and fiction.  Fact/fiction the story pattern of repeating word three C. Identify literary elements (characters,  Reread times setting and main idea) in selected readings. D. Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

Reading Gr 1 rev 8/2011 cs 82

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different purposes and audiences. A. Write, dictate, or illustrate descriptive poems and stories that include literary Writer’s Craft elements.  Diagram B. Write informational pieces using  Story Response illustrations when relevant (e.g.,  Riddles descriptions, letters, instructions).  Sentences  Cartoon Dialogue 1.5.1Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the Writer’s Craft topic.  Prewrite and draft  Gather and organize information,  Revise and reflect incorporating details relevant to the  Traits of good writing (focus/ideas, topic. organization, voice, word choice,  Write a series of related sentences development, effective sentences, with one central idea. effective paragraphs, conventions) C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Names of Days  Punctuate correctly.  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 83

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Build Concept Vocabulary appropriate questions and ideas.  Develop Listening Comprehension B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  Names of Days

Reading Gr 1 rev 8/2011 cs 84

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: Friends Forever TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Publish a story B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 85

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-3  Phoneme Segmentation  Student anthology Here and There 1-3 A. Identify the author‟s purpose and type of  Phoneme Blending  Vocabulary flashcards: door, kind, text.  Phoneme Deletion made, who, would B. Demonstrate:  Audio text 3  Phonological awareness through Decoding/Phonics  Big Book: Little White Dog phoneme manipulation.  Long vowel /ō/ ow, oa  Intervention Kits  Knowledge of letter sound  Intervention Stations correspondence (alphabetic Fluency  Transparencies: # 52, 53, 54, 105 principle) to decode and encode  Choral reading  Harcourt website words.  Echo Reading www.harcourtschool.com C. Use increasingly robust vocabulary in oral  Pair/Share Reading www.eharcout.com and written language. D. Demonstrate listening and reading Vocabulary Books for All Learners comprehension/understanding before  Story words: door, kind, made, who,  Below-Level: Rock Soup reading, during reading, and after would  On – Level: The Best Food reading through strategies such as think  Introduce words from the attached  Advanced: Bird Beaks and Bills aloud, retelling, summarizing, connecting Dolch Word list (First Grade list) as  ELL: What Has a Beak? to prior knowledge, and non-linguistic appropriate to correlate with representations. Independent Readers, Decodable Decodable Book # 18: E. Demonstrate accuracy and automaticity Books, as well as the anthology.  A Little Fellow in decoding and oral reading of grade  Coal for Gramps level text. Spelling Words  Snowball and Shadow  low, bow, row, road, soap, boat, wiggle,  Camping at Oak Pond middle, talk, school

Word Study  Names of Months

Reading Gr 1 rev 8/2011 cs 86

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Additional Resources Literature – Fiction and Non-Fiction: Students  Practice Book read and respond to works of literature.  Spelling Practice Book  Language Handbook A. Read, understand, and respond to works Narrative Elements of literature.  Character Assessment B. Recognize different types of genres such  Make and confirm predictions  End of selection test as poetry, drama, and fiction. C. Identify literary elements (characters, Comprehension CD-ROM setting and main idea) in selected  Character  Mission Comprehension readings.  Make and confirm predictions  Media Literacy and Communication D. Identify literary devices in selected Genre  Grammar Jingles readings (e.g., personification, rhyming,  Fable  Writing Express alliteration).  Reading and Language Skills

Website www.starfall.com 1.4.1 Types of Writing: Students write for different www.raz-kids.com purposes and audiences. www.kidwriting.homestead.com www.studyisland.com A. Write, dictate, or illustrate descriptive  A class play www.readinga-z.com poems and stories that include literary elements. Cross Curricular Integration B. Write informational pieces using  Science: Fox features, Animal habitats, illustrations when relevant (e.g., Make a chart about foxes, Storks descriptions, letters, instructions).  Social Studies: Where foxes live  Math: Write number sentences  Computer: Fox facts  Writing: Write a new tale  Health: Write a recipe for soup

Reading Gr 1 rev 8/2011 cs 87

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Writer’s Craft topic.  Prewriting B. Develop content appropriate for the  Drafting topic.  Responding and revising  Gather and organize information,  Proofreading incorporating details relevant to the  Publishing topic.  Write a series of related sentences with one central idea. C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly.  Punctuate correctly.  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 88

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Build Concept Vocabulary appropriate questions and ideas.  Develop Listening Comprehension B. Use appropriate volume and clarity in  Generate Words individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  Names of Months

Reading Gr 1 rev 8/2011 cs 89

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-3 THEME 4: I Think I Can STORY: The Fox and the Stork TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Fox facts what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 90

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Segmentation; focus on /ē/  Teacher‟s Edition: 1-4;Time Together  Phoneme Deletion; Focus on /ē/  Student anthology; 1-4 Time Together A. Identify the author‟s purpose and type of  Phoneme Matching; Focus on /ē/  Vocabulary flashcards: also, know, text.  Phoneme Substitution; Focus on moved, only, room, should, those, write, B. Demonstrate: anything  Phonological awareness through Decoding/Phonics  Audio text 4 phoneme manipulation.  Long Vowel e, ee, ea  Oo-pples and Boo-noo-noos: Songs and  Knowledge of letter sound  Contractions „s, n‟t, „ll Activities for Phonemic Awareness correspondence (alphabetic  Intervention kits principle) to decode and encode Vocabulary  Intervention Stations words.  Story words: also, know, moved, only,  Transparencies: # 55, 56, 57, 105 C. Use increasingly robust vocabulary in oral room, should, those, write, anything  Harcourt website and written language.  Introduce words from the attached www.harcourtschool.com D. Demonstrate listening and reading Dolch Word list (First Grade list) as www.eharcourt.com comprehension/understanding before appropriate to correlate with  Literacy Stations reading, during reading, and after Independent Readers, Decodable  Fluency Builder Cards reading through strategies such as think Books, as well as the anthology.  Big Book of Rhymes: 36, 37 aloud, retelling, summarizing, connecting  Big Book: Hattie and The Fox to prior knowledge, and non-linguistic Spelling Words representations.  me, mean, bean, be, beet, feet, low, Books for All Learners E. Demonstrate accuracy and automaticity road, who, door  Below-Level: My Cats in decoding and oral reading of grade  On – Level: Cats in Boots level text. Comprehension  Advanced: Lions  Draw Conclusions  ELL: What a Great Team!  Make and Confirm Predictions

Fluency  Pair/Share Reading  Echo Reading  Choral Reading

Reading Gr 1 rev 8/2011 cs 91

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Decodable Book #19 Literature – Fiction and Non-Fiction: Students  To Be A Frog read and respond to works of literature.  Reed‟s Beetles  Sweet Treats A. Read, understand, and respond to works  Edith and Felix of literature. Comprehension  Lee Needs Sleep B. Recognize different types of genres such  Draw Conclusions  The East Beach Team as poetry, drama, and fiction.  Make and Confirm Predictions C. Identify literary elements (characters, Additional Resources setting and main idea) in selected Genre  Practice book readings.  Realistic Fiction  Spelling Practice Book D. Identify literary devices in selected  Language Handbook readings (e.g., personification, rhyming, Narrative Elements alliteration).  Character, Setting, Problem, Solution Kid Writing  Kid Writing Handbook

Library Books Collection  Ask Mr. Bear by Marjorie Flack 1.4.1 Types of Writing: Students write for different  Leon and Bob by Simon James purposes and audiences. Writer’s Craft  Fire Fighters by Norma Simon  Animal flap book A. Write, dictate, or illustrate descriptive  News Headlines Related Books poems and stories that include literary  Creative Writing  I Was Just About to Go to Bed by Lucy elements.  Story Response McClymont B. Write informational pieces using  Extend the Story  Cat Games by Harriet Ziefert illustrations when relevant (e.g.,  KidWriting  Kit and Kat by Tomie DePaola descriptions, letters, instructions).  Blueberries for Sal by Robert McCloskey 

Assessment  End of selection test

Reading Gr 1 rev 8/2011 cs 92

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear CD-ROM and focused text to convey a well-defined  Mission Comprehension perspective and appropriate content.  Media Literacy and Communication  Grammar Jingles A. Identify and write about one specific Steps for Kid Writing  Writing Express topic.  Mini Lesson  Reading and Language Skills B. Develop content appropriate for the  Draw a Picture topic.  Write a story  Gather and organize information,  Adult Write Cross Curricular Integration incorporating details relevant to the  Share/Lesson  Science: Feline facts, Care of pets topic.  Social Studies: Cats throughout time  Write a series of related sentences Writer’s Craft  Math: Patterns, Math problems with one central idea.  Prewrite and draft  Writing: Create a book jacket, Create a C. Organize writing in a logical order.  Revise and reflect class book about pets D. Write using adjectives, precise nouns,  Traits of good writing (focus/ideas,  Letter & Word Center: Long vowel /ē/ and action verbs. organization, voice, word choice,  Computer: Create a slide show as a E. Revise writing by adding details or missing development, effective sentences, retelling information. effective paragraphs, conventions) F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Names of Holidays  Punctuate correctly.  Capital Letters and Periods  Begin to use correct grammar and  Spelling sentence formation.  Punctuation

Reading Gr 1 rev 8/2011 cs 93

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Puppet theatre small and large group situations with  Interview a character appropriate questions and ideas.  Add sound effects to present the story B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 94

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: A Bed Full of Cats TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Create a slide show as a retelling B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 95

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  Rhyming Words; Focus on /ā/  Teacher‟s Edition 1-4 Time Together  Phoneme Isolation; Focus on /ā/  Student anthology 1-4 Time Together A. Identify the author‟s purpose and type of  Count Syllables; Focus on /ā/  Vocabulary flashcards: country, Earth, text.  Identify Initial Sounds; Focus on /ā/ and special, over, town, world B. Demonstrate: /ă/  Audio text 4  Phonological awareness through  Oo-pples and Boo-noo-noos: Songs and phoneme manipulation. Vocabulary Activities for Phonemic Awareness  Knowledge of letter sound  Story words: country, Earth, special, over,  Intervention kits correspondence (alphabetic town , world  Intervention Stations principle) to decode and encode  Introduce words from the attached  Transparencies: # 58, 59, 60, 103 words. Dolch Word list (First Grade list) as  Harcourt website C. Use increasingly robust vocabulary in oral appropriate to correlate with www.harcourtschool.com and written language. Independent Readers, Decodable www.eharcourt.com D. Demonstrate listening and reading Books, as well as the anthology.  Literacy Stations comprehension/understanding before  Fluency Builder Cards reading, during reading, and after Spelling Words  Big Book: On a Hot, Hot Day by Nicki reading through strategies such as think  came , game, gate, late, lake, take, Weiss aloud, retelling, summarizing, connecting feet, me, know, also  Big Book of Rhymes to prior knowledge, and non-linguistic representations. Comprehension Books for All Learners E. Demonstrate accuracy and automaticity  Classify/Categorize  Below-Level: Ann Gets a in decoding and oral reading of grade  Sequence Events/Summarize Map level text.  On – Level: Town Bird and Country Bird Fluency  Advanced: Tales of Mr. Map  Pair/Share Reading  ELL: Where Do I Live?  Echo Reading  Choral Reading

Reading Gr 1 rev 8/2011 cs 96

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Additional Resources Students read, understand, and respond to  Practice Book informational text.  Spelling Practice Book  Language Handbook A. Demonstrate concepts of print. Identify Narrative Elements text organization and use content to  Sequence Events/Summarize Kid Writing derive meaning from text.  Kid Writing Handbook B. Identify the difference between facts Comprehension and opinions within a text.  Classify/Categorize Library Books Collection C. Identify essential information within and  Sequence Events/Summarize  Ask Mr. Bear by Marjorie Flack across a variety of texts.  Leon and Bob by Simon James D. Make inferences and draw conclusions  Fire Fighters by Norma Simon citing evidence from the text to support answers. Related Books E. Read and respond to essential content of  A Place for Nicholas by Lucy Floyd text.  There is a Town by Gail Herman  All the Colors of the Earth by Sheila Hamanaka  Me and My Place in Space by Joan 1.3.1 Reading, Analyzing and Interpreting Sweeney Literature – Fiction and Non-Fiction: Students read and respond to works of literature. Assessment  End of selection test A. Read, understand, and respond to works of literature. Genre CD-ROM B. Recognize different types of genres such  Nonfiction  Mission Comprehension as poetry, drama, and fiction.  Media Literacy and Communication C. Identify literary elements (characters, Narrative elements  Grammar Jingles setting and main idea) in selected  Sequence Events/Summarize  Writing Express readings.  Reading and Language Skills D. Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

Reading Gr 1 rev 8/2011 cs 97

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different Cross Curricular Integration purposes and audiences.  Science: Science words A. Write, dictate, or illustrate descriptive  Social Studies: Create a 3-D map of poems and stories that include literary Writer’s Craft your school, Draw a map, States and elements.  Theme Word Chart their neighbors B. Write informational pieces using  Story Response  Reading: Use reference books to learn illustrations when relevant (e.g.,  Sentence Frames about countries descriptions, letters, instructions).  Write Sentences  Letter & Word Center: Silly sentences  Advertisements  Computer: Use mapping software to 1.5.1 Quality of Writing: Students write clear locate your community and focused text to convey a well-defined  Writing: Write about a place to visit perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the Steps for Kid Writing topic.  Mini Lesson  Gather and organize information,  Draw a Picture incorporating details relevant to the  Write a story topic.  Adult Write  Write a series of related sentences  Share/Lesson with one central idea. C. Organize writing in a logical order. Writer’s Craft D. Write using adjectives, precise nouns,  Prewrite and draft and action verbs.  Revise and reflect E. Revise writing by adding details or missing  Traits of good writing (focus/ideas, information. organization, voice, word choice, F. Use grade appropriate conventions of development, effective sentences, language when writing and editing. effective paragraphs, conventions)  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Using I and Me  Punctuate correctly.  Capital Letters and Periods  Begin to use correct grammar and  Punctuation sentence formation.  Spelling

Reading Gr 1 rev 8/2011 cs 98

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Take a part – act out the story small and large group situations with appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.  Introduction to research will be A. Generate appropriate questions about a differentiated to student needs at the topic. discretion of the teacher utilizing B. Locate and discuss information on an Harcourt and Cross Curricular topics. identified topic in small group, with teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 99

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Me on the Map TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Use mapping software to locate your B. Identify different types of media and community what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 100

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  Phoneme Isolation; Focus on /ē/  Teacher‟s Edition – Volume 1-4  Phoneme Isolation; Focus on /är/ and Time Together A. Identify the author‟s purpose and type of /ûr/  Student anthology 1-4 Time Together text.  Phoneme Isolation; Focus on /ē/ -es, -ed,  Vocabulary flashcards: different, old, B. Demonstrate: -ing water, years, above, hold, warm  Phonological awareness through  Audio text 4 phoneme manipulation. Vocabulary  Oo-pples and Boo-noo-noos: Songs and  Knowledge of letter sound  Story words: different, old, water, years, Activities for Phonemic Awareness correspondence (alphabetic above, hold, warm  Intervention kits principle) to decode and encode  Introduce words from the attached  Intervention Stations words. Dolch Word list (First Grade list) as  Transparencies: # 61, 62, 63, 108 C. Use increasingly robust vocabulary in oral appropriate to correlate with  Harcourt website and written language. Independent Readers, Decodable www.harcourtschool.com D. Demonstrate listening and reading Books, as well as the anthology. www.eharcourt.com comprehension/understanding before  Literacy Stations reading, during reading, and after Spelling Words  Fluency Builder Cards reading through strategies such as think  jelly, belly, bunny, funny, furry, hurry, take,  Big Book: On a Hot, Hot Day by Nicki aloud, retelling, summarizing, connecting came, world, over Weiss to prior knowledge, and non-linguistic  Big Book of Rhymes 13, 33 representations. Comprehension E. Demonstrate accuracy and automaticity  Classify/Categorize Books for All Learners in decoding and oral reading of grade  Look for Word Bits and Parts  Below-Level: A House and A Tepee level text.  On – Level: Animal Homes Fluency  Advanced: Andy‟s New House  Pair/Share Reading  ELL: Take a Tour of My House  Echo Reading  Choral Reading

Reading Gr 1 rev 8/2011 cs 101

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Decodable Book #21 Students read, understand, and respond to  Benny Bunny informational text.  Ricky and Lucky

A. Demonstrate concepts of print. Identify Narrative Elements Additional Resources text organization and use content to  Classify/Categorize  Practice book derive meaning from text.  Spelling Practice Book B. Identify the difference between facts Comprehension  Language Handbook and opinions within a text.  Classify/Categorize C. Identify essential information within and  Look for Word Bits and Parts Kid Writing across a variety of texts.  Kid Writing Handbook D. Make inferences and draw conclusions citing evidence from the text to support Library Books Collection answers.  Ask Mr. Bear by Marjorie Flack E. Read and respond to essential content of  Leon and Bob by Simon James text.  Fire Fighters by Norma Simon

Related Books  Animal Homes by Ann Lee 1.3.1 Reading, Analyzing and Interpreting  Houses in Homes (Around the World Literature – Fiction and Non-Fiction: Students Series) by Ann Morris and Ken Heyman read and respond to works of literature.  Where Do I Live? By Neil Chesanow  Somewhere in the World Right Now by A. Read, understand, and respond to works Stacey Shuett of literature. Genre B. Recognize different types of genres such  Nonfiction Assessment as poetry, drama, and fiction.  End of selection test C. Identify literary elements (characters, Narrative Elements setting and main idea) in selected  Classify/Categorize CD-ROM readings.  Mission Comprehension D. Identify literary devices in selected  Media Literacy and Communication readings (e.g., personification, rhyming,  Grammar Jingles alliteration).  Writing Express  Reading and Language Skills

Reading Gr 1 rev 8/2011 cs 102

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different Cross Curricular Integration purposes and audiences.  Science: From soil to bricks A. Write, dictate, or illustrate descriptive  Social Studies: Best house for the poems and stories that include literary Writer’s Craft weather, Weather affects shelter elements.  Friendly letter  Math: Geometric houses B. Write informational pieces using  Writing: My Dream House illustrations when relevant (e.g.,  Computer: Create writing stationery descriptions, letters, instructions).  Letter & Word Center: Word bits and parts  Art: Build a house 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the topic. Writer’s Craft  Gather and organize information,  Prewriting incorporating details relevant to the  Drafting topic.  Responding and Revising  Write a series of related sentences  Proofreading with one central idea.  Publishing C. Organize writing in a logical order. D. Write using adjectives, precise nouns, Steps for Kid Writing and action verbs.  Mini Lesson E. Revise writing by adding details or missing  Draw a Picture information.  Write a story F. Use grade appropriate conventions of  Adult Write language when writing and editing.  Share/Lesson  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Pronouns: He, She, It, and They  Punctuate correctly.  Capital Letters and Periods  Begin to use correct grammar and  Spelling sentence formation.  Punctuation 

Reading Gr 1 rev 8/2011 cs 103

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Discuss the photographs small and large group situations with appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 104

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: At Home Around The World TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Create writing stationery B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 105

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  Phoneme Blending; Focus on /ī/,  Teacher‟s Edition – Volume 1-4  Phoneme Segmentation; Focus on /ī/  Student anthology1-4 Time Together A. Identify the author‟s purpose and type of  Phoneme Deletion; Focus on /ī/  Vocabulary flashcards: because, most, text.  Phoneme Manipulation; Focus on /ī/ and pictures, why, cook, front, listen, young B. Demonstrate: /i/  Audio text 4  Phonological awareness through  Phoneme Manipulation; Focus on /ī/ and  Oo-pples and Boo-noo-noos: Songs and phoneme manipulation. /i/ Activities for Phonemic Awareness: Frog  Knowledge of letter sound Went Courtin‟ correspondence (alphabetic Vocabulary  Intervention kits principle) to decode and encode  Story words: because, most, picture,  Intervention Stations words. why, cook, front, listen, young  Transparencies: # 64, 65, 66, 103 C. Use increasingly robust vocabulary in oral  Introduce words from the attached  Harcourt website and written language. Dolch Word list (First Grade list) as www.harcourtschool.com D. Demonstrate listening and reading appropriate to correlate with www.eharcourt.com comprehension/understanding before Independent Readers, Decodable  Literacy Stations reading, during reading, and after Books, as well as the anthology.  Fluency Builder Cards reading through strategies such as think  Big Book: Hattie and the Fox by Mem Fox aloud, retelling, summarizing, connecting Spelling Words to prior knowledge, and non-linguistic  nine, line, like, bike, bite, while, funny, Books for All Learners representations. hurry, warm, water  Below-Level: Picture A Kite E. Demonstrate accuracy and automaticity  On – Level: Side By Side in decoding and oral reading of grade Word Study  Advanced: Family Life: Then and Now level text.  Alphabetize  ELL: Meet My Family!

Comprehension  Draw Conclusions  Create Mental Images

Fluency  Pair/Share Reading  Echo Reading  Choral Reading

Reading Gr 1 rev 8/2011 cs 106

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Decodable Book # 22: Literature – Fiction and Non-Fiction: Students  Mike‟s Job read and respond to works of literature.  A Fine Day for Kites

A. Read, understand, and respond to works Genre Additional Resources of literature.  Fiction  Practice book B. Recognize different types of genres such  Spelling Practice Book as poetry, drama, and fiction. Narrative Elements  Language Handbook C. Identify literary elements (characters,  Draw Conclusions setting and main idea) in selected  Create Mental Images Library Books Collection readings.  Ask Mr. Bear by Marjorie Flack D. Identify literary devices in selected  Leon and Bob by Simon James readings (e.g., personification, rhyming,  Firefighters by Norma Simon alliteration). Related Books  I Have a Question, Grandma by Catie Belleveau 1.4.1 Types of Writing: Students write for different Writer’s Craft  We‟re Going On a Lion Hunt by David purposes and audiences.  Feelings list Axtell  Shared Writing  All Kinds of Children by Norma Simon A. Write, dictate, or illustrate descriptive  Interactive Writing (Story Response)  Grandfather and I by Helen E. Buckley poems and stories that include literary  Writing Across the Curriculum (Dialogue) elements.  Photo captions Assessment B. Write informational pieces using  Sentence frame  End of selection test illustrations when relevant (e.g.,  Independent Writing descriptions, letters, instructions). CD-ROM  Mission Comprehension  Media Literacy and Communication  Grammar Jingles  Writing Express  Reading and Language Skills

Reading Gr 1 rev 8/2011 cs 107

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear Cross Curricular Integration and focused text to convey a well-defined  Science: Partner drawing of animal perspective and appropriate content. pictures, Bullfrogs  Social Studies: Hopscotch, Islands, Your A. Identify and write about one specific Steps for Kid Writing own family story topic.  Mini Lesson  Math: B. Develop content appropriate for the  Draw a Picture  Music: Jump rope jingles topic.  Write a story  Computer: Type vocabulary words  Gather and organize information,  Adult Write  Letter & Word Center: Long /ī/ incorporating details relevant to the  Share/Lesson  Writing: Write a story about where to sail topic. away  Write a series of related sentences with one central idea. Writer’s Craft C. Organize writing in a logical order.  Prewrite and draft D. Write using adjectives, precise nouns,  Revise and reflect and action verbs.  Traits of good writing (focus/ideas, E. Revise writing by adding details or missing organization, voice, word choice, information. development, effective sentences, F. Use grade appropriate conventions of effective paragraphs, conventions) language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly. Grammar  Punctuate correctly.  Describing Words  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 108

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Discussion group small and large group situations with  Expressive reading appropriate questions and ideas.  Picture and read B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 109

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: Tell Me a Story TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Type vocabulary words B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 110

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies. Phonemic Awareness  Teacher‟s Edition – Volume 1-4 Time  Phoneme Deletion; focus on /s/ Together A. Identify the author‟s purpose and type of  Phoneme Segmentation; focus on /s/  Student anthology 1-4 Time Together text.  Phoneme Blending; focus on /s/  Vocabulary flashcards: always, does, B. Demonstrate:  Phoneme Substitution; focus on /ā/a-e even, pretty, say, sound, almost, once  Phonological awareness through and /ī/i-e  Audio text 4 phoneme manipulation.  Phoneme Deletion; focus on/īs/, /īd/  Oo-pples and Boo-noo-noos: Songs and  Knowledge of letter sound Activities for Phonemic Awareness correspondence (alphabetic Decoding/Phonics  Intervention Kits principle) to decode and encode  Consonant /s/c  Intervention Stations words.  Phonograms –ice, -ide  Transparencies: # 67, 68, 69, 107 C. Use increasingly robust vocabulary in oral  Harcourt website and written language. Vocabulary www.harcourtschool.com D. Demonstrate listening and reading  Story words: always, does, even, pretty, www.eharcourt.com comprehension/understanding before say, sound, almost, once  Literacy Stations reading, during reading, and after  Introduce words from the attached  Fluency Builder Cards reading through strategies such as think Dolch Word list (First Grade list) as  Big Book: On a Hot, Hot Day by Nicki aloud, retelling, summarizing, connecting appropriate to correlate with Weiss to prior knowledge, and non-linguistic Independent Readers, Decodable  Big Book of Rhymes representations. Books, as well as the anthology. E. Demonstrate accuracy and automaticity Books for All Learners in decoding and oral reading of grade Spelling Words  Below-Level: I Have a Robot level text.  ice, nice, rice, race, face, space, like,  On – Level: Cindy‟s Cellar nine, why, most  Advanced: Robots Rush  ELL: All the Things I Did Today Comprehension  Fantasy/Reality  Reread Aloud

Reading Gr 1 rev 8/2011 cs 111

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Fluency Decodable Book # 23 Literature – Fiction and Non-Fiction: Students  Pair/Share Reading  Cindy‟s Circus read and respond to works of literature.  Echo Reading  Bats are Nice  Choral Reading A. Read, understand, and respond to works Additional Resources of literature.  Practice book B. Recognize different types of genres such Narrative Elements  Spelling Practice Book as poetry, drama, and fiction.  Reread Aloud  Language Handbook C. Identify literary elements (characters, setting and main idea) in selected Comprehension Kid Writing readings.  Fantasy/Reality  Kid Writing Handbook D. Identify literary devices in selected  Reread Aloud readings (e.g., personification, rhyming, Library Books Collection alliteration). Genre  Ask Mr. Bear by Marjorie Flack  Science Fiction  Leon and Bob by Simon James  Firefighters by Norma Simon

Related Books  Special Things by Virginia Loewen  Bear‟s Busy Family by Stella Blackstone  Harriet, You‟ll Drive Me Wild! By Mem Fox  Rolie, Polie, Olie by William Joyce 1.4.1 Types of Writing: Students write for different purposes and audiences. Writer’s Craft Assessment  Sentences about stores  End of selection test A. Write, dictate, or illustrate descriptive  Thank-You note poems and stories that include literary  Shared Writing CD-ROM elements.  Describing words  Mission Comprehension B. Write informational pieces using  Speech balloons  Media Literacy and Communication illustrations when relevant (e.g.,  Independent Writing  Grammar Jingles descriptions, letters, instructions).  Interactive Writing  Writing Express  Kid Writing  Reading and Language Skills

Reading Gr 1 rev 8/2011 cs 112

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear Cross Curricular Integration and focused text to convey a well-defined  Science: Watch plant growth perspective and appropriate content.  Social Studies: Games around the world, Learning about past and present, Robots A. Identify and write about one specific Steps for Kid Writing on the job topic.  Mini Lesson  Art: Draw a picture of a robot at your B. Develop content appropriate for the  Draw a Picture house, Robot puppets topic.  Write a story  Writing: Write a thank-you letter, My  Gather and organize information,  Adult Write robot wish incorporating details relevant to the  Share/Lesson  Computer: Use draw or paint program to topic. design a picture using color, size and  Write a series of related sentences shape with one central idea.  Letter & Word Center: Word puzzles C. Organize writing in a logical order. D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of Grammar language when writing and editing.  Describing Words Color, Size Shape  Spell common, frequently used words  Capital Letters and Periods correctly.  Spelling  Use capital letters correctly.  Punctuation  Punctuate correctly.  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 113

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Act out the story using dialogue small and large group situations with  Pantomime story appropriate questions and ideas.  Present story using character cutouts B. Use appropriate volume and clarity in  Interview characters individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 114

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 5: Hello, Neighbor STORY: My Robot TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Use draw or paint program to design a B. Identify different types of media and picture using color, size and shape what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 115

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 5: Hello Neighbor STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-4  Phoneme Substitution  Student anthology Here and There 1-4 A. Identify the author‟s purpose and type of  Phoneme Blending  Vocabulary flashcards: busy, care, Dr., text. eight, any, took B. Demonstrate: Decoding/Phonics  Audio text 4  Phonological awareness through  Variant vowel /ou/ ow, ou  Big Book: On a Hot, Hot Day phoneme manipulation.  Intervention kits  Knowledge of letter sound Fluency  Intervention Stations correspondence (alphabetic  Choral reading  Transparencies: # 70, 71, 72, 109 principle) to decode and encode  Echo Reading  Harcourt website words.  Pair/Share Reading www.harcourtschool.com C. Use increasingly robust vocabulary in oral www.eharcourt.com and written language. Vocabulary D. Demonstrate listening and reading  Story words: busy, care, Dr., eight, any, Books for All Learners comprehension/understanding before took  Below-Level: A Pet to the Vet reading, during reading, and after  Introduce words from the attached  On – Level: Dr. Brown at Work reading through strategies such as think Dolch Word list (First Grade list) as  Advanced: Keep Well Day aloud, retelling, summarizing, connecting appropriate to correlate with  ELL: What is my Job? to prior knowledge, and non-linguistic Independent Readers, Decodable representations. Books, as well as the anthology. Decodable Book # 24 E. Demonstrate accuracy and automaticity  Howdy Clown in decoding and oral reading of grade Spelling Words:  What Joan Found level text.  cow, how, now, down, out, round, nice,  Bow-Wow Hound face, does, once  The Grouchy Mice

Word Study  Describing Words: Taste, Smell, Sound, Feel

Reading Gr 1 rev 8/2011 cs 116

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 5: Hello Neighbor STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Additional Resources Students read, understand, and respond to  Practice book informational text.  Spelling Practice Book  Language Handbook A. Demonstrate concepts of print. Identify Comprehension text organization and use content to  Classify/ categorize Assessment derive meaning from text.  Read ahead  End of selection test B. Identify the difference between facts and opinions within a text. CD-ROM C. Identify essential information within and  Mission Comprehension across a variety of texts.  Media Literacy and Communication D. Make inferences and draw conclusions  Grammar Jingles citing evidence from the text to support  Writing Express answers.  Reading and Language Skills E. Read and respond to essential content of text. Related Websites www.starfall.com www.raz-kids.com www.kidwriting.homestead.com 1.3.1 Reading, Analyzing and Interpreting www.studyisland.com Literature – Fiction and Non-Fiction: Students www.readinga-z.com read and respond to works of literature. Cross Curricular Integration A. Read, understand, and respond to works  Social Studies: Job tasks of a vet, of literature. Genre Community workers B. Recognize different types of genres such  Nonfiction  Math: Make up math problems as poetry, drama, and fiction.  Letter & Word Center: Pets and their C. Identify literary elements (characters, names setting and main idea) in selected  Computer: Design a poster about pet readings. adoption D. Identify literary devices in selected  Music: Animal songs readings (e.g., personification, rhyming,  Art: Pet mask alliteration).  Writing: Write your own animal story  Health: Healthy pet food

Reading Gr 1 rev 8/2011 cs 117

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 5: Hello Neighbor STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different purposes and audiences. A. Write, dictate, or illustrate descriptive poems and stories that include literary  How-to paragraph elements. B. Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions).

1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the topic.  Gather and organize information, Writer’s Craft incorporating details relevant to the  Prewriting topic.  Drafting  Write a series of related sentences  Responding and revising with one central idea.  Proofreading C. Organize writing in a logical order.  Publishing D. Write using adjectives, precise nouns, and action verbs. E. Revise writing by adding details or missing information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Describing Words: Taste, Smell, Sound,  Punctuate correctly. Feel  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 118

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 5: Hello Neighbor STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Interpretive reading small and large group situations with  Listen and Respond appropriate questions and ideas.  Concept Vocabulary B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  Describing Words: Taste, Smell, Sound, Feel

Reading Gr 1 rev 8/2011 cs 119

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

THEME 5: Hello Neighbor STORY: On the Job with Dr. Martha Smith TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Design a poster about pet adoption what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 120

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello, Neighbor STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  Phoneme Isolation; Focus on /ī/  Teacher‟s Edition – Volume 1-4  Phoneme Blending; Focus on /ī/  Student anthology: 1-4 Time Together A. Identify the author‟s purpose and type of  Phoneme Segmentation; Focus on /ī/  Vocabulary flashcards: again, blue, high, text.  Phoneme Substitution; Focus on /ī/ and love, opened, hello B. Demonstrate: /ē/  Audio text 4  Phonological awareness through  Phoneme Substitution; Focus on –ed/d/,  Intervention Kits phoneme manipulation. /t/, /ed/  Intervention Stations  Knowledge of letter sound  Long Vowels /ī/y, ie  Transparencies: # 73, 74, 75, 103 correspondence (alphabetic  Building words  Harcourt website principle) to decode and encode  Inflections –s, -ed, -ing www.harcourtschool.com words. www.eharcourt.com C. Use increasingly robust vocabulary in oral  Literacy Stations and written language. Vocabulary  Fluency Builder Cards D. Demonstrate listening and reading  Story words: again, blue, high, love,  Big Book: Hattie and the Fox by Mem Fox comprehension/understanding before opened, hello  Big Book of Rhymes 42 reading, during reading, and after  Introduce words from the attached reading through strategies such as think Dolch Word list (First Grade list) as Books for All Learners aloud, retelling, summarizing, connecting appropriate to correlate with  Below-Level: Bears Are Big to prior knowledge, and non-linguistic Independent Readers, Decodable  On – Level: Kyle‟s Attic representations. Books, as well as the anthology.  Advanced: The Bear Facts E. Demonstrate accuracy and automaticity  ELL: Counting My Friends in decoding and oral reading of grade Spelling Words level text.  my, fly, by, why, sky, try, out, now, any, eight

Word Study  Alphabetize

Reading Gr 1 rev 8/2011 cs 121

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello, Neighbor STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Decodable Book # 25 Literature – Fiction and Non-Fiction: Students  Let‟s Fly read and respond to works of literature.  Fried Fish and Apple Pie  Freddy and the Fly A. Read, understand, and respond to works Narrative Elements  A Fly on My Pie of literature.  Retelling B. Recognize different types of genres such Additional Resources as poetry, drama, and fiction. Comprehension  Practice book C. Identify literary elements (characters,  Cause/Effect  Spelling Practice Book setting and main idea) in selected  Create Mental Images  Language Handbook readings.  Retelling D. Identify literary devices in selected Library Books Collection readings (e.g., personification, rhyming, Genre  Ask Mr. Bear by Marjorie Flack alliteration).  Fantasy  Leon and Bob by Simon James  Firefighters by Norma Simon

Related Books  Skimper-Scamper by Jeff Newell  A Kiss for Little Bear by Else Holmelund Minarik  Goldilocks and the Three Bears by James Marshall  Every Autumn Comes the Bear by Jim Arnosky

1.4.1 Types of Writing: Students write for different Assessment purposes and audiences. Writer’s Craft  End of selection test  Writing Across the Curriculum (Animal A. Write, dictate, or illustrate descriptive book) CD-ROM poems and stories that include literary  Interactive Writing (Story Response)  Mission Comprehension elements.  Shared Writing (Want Ad, Rhyme)  Media Literacy and Communication B. Write informational pieces using  Sentences  Grammar Jingles illustrations when relevant (e.g.,  Independent Writing  Writing Express descriptions, letters, instructions)  Reading and Language Skills

Reading Gr 1 rev 8/2011 cs 122

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello, Neighbor STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear Cross Curricular Integration and focused text to convey a well-defined  Science: Bear facts perspective and appropriate content.  Social Studies: Being a good neighbor  Math: Number words, Animal addition A. Identify and write about one specific Steps for Kid Writing problems topic.  Mini Lesson  Art: Clay B. Develop content appropriate for the  Draw a Picture  Letter & Word Center: Puppets topic.  Write a story  Computer: Use a draw or paint program  Gather and organize information,  Adult Write to create a picture of a bear and label its incorporating details relevant to the  Share/Lesson parts topic.  Writing: Create a class book about  Write a series of related sentences Writer’s Craft camping with one central idea.  Prewrite and draft C. Organize writing in a logical order.  Revise and reflect D. Write using adjectives, precise nouns,  Traits of good writing (focus/ideas, and action verbs. organization, voice, word choice, E. Revise writing by adding details or missing development, effective sentences, information. effective paragraphs, conventions) F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Describing Words  Punctuate correctly.  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 123

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello, Neighbor STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.  Act it out A. Listen actively and respond to others in  Pantomime small and large group situations with  Puppet retelling appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.  Introduction to research will be differentiated to student needs at the A. Generate appropriate questions about a discretion of the teacher utilizing topic. Harcourt and Cross Curricular topics. B. Locate and discuss information on an identified topic in small group, with teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 124

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello, Neighbor STORY: Little Bear’s Friend TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Use a draw or paint program to create a what purposes they may serve. picture of a bear and label its parts

Reading Gr 1 rev 8/2011 cs 125

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello Neighbor STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-4  Phoneme Substitution  Student anthology Here and There 1-4 A. Identify the author‟s purpose and type of  Phoneme Blending  Vocabulary flashcards: another, change, text.  Count Syllables field, touch, twelve, wait, wild B. Demonstrate:  Audio text 4  Phonological awareness through Decoding/Phonics  Intervention Kits phoneme manipulation.  Long Vowel /ō/ o-e  Intervention Stations  Knowledge of letter sound  Transparencies: # 76, 77, 78, 103 correspondence (alphabetic Fluency  Harcourt website principle) to decode and encode  Choral reading www.harcourtschool.com words.  Echo Reading www.eharcourt.com C. Use increasingly robust vocabulary in oral  Pair/Share Reading  Literacy Stations and written language.  Fluency Builder Cards D. Demonstrate listening and reading Vocabulary  Big Book: Hattie and the Fox by Mem Fox comprehension/understanding before  Story words: another, change, field,  Big Book of Rhymes 14, 30 reading, during reading, and after touch, twelve, wait, wild reading through strategies such as think  Introduce words from the attached Books for All Learners aloud, retelling, summarizing, connecting Dolch Word list (First Grade list) as  Below-Level: What a Bee Can See to prior knowledge, and non-linguistic appropriate to correlate with  On – Level: Ants are Busy representations. Independent Readers, Decodable  Advanced: A Honey of a Story E. Demonstrate accuracy and automaticity Books, as well as the anthology.  ELL: Let‟s Take a Walk in decoding and oral reading of grade level text. Spelling Words Decodable Book # 26  bone, cone, code, rode, rose, those, my,  Rabbit and Mole try, again, blue  A Vole Finds a Home

Word Study  Describing Words: Weather

Reading Gr 1 rev 8/2011 cs 126

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello Neighbor STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Additional Resources Students read, understand, and respond to  Practice Book informational text.  Spelling Practice Book  Language Handbook

A. Demonstrate concepts of print. Identify Comprehension Library Books Collection text organization and use content to  Cause/effect  Ask Mr. Bear by Marjorie Flack derive meaning from text. reread   Leon and Bob by Simon James B. Identify the difference between facts  Firefighters by Norma Simon and opinions within a text. C. Identify essential information within and Related Books across a variety of texts.  Seasons by Lucy Floyd D. Make inferences and draw conclusions  Bumblebee, Bumblebee, Do You Know citing evidence from the text to support Me? By Ann Rockwell answers.  It‟s a Good Thing There Are Insects by E. Read and respond to essential content of Allan Fowler text.  Buzz! By Melvin Berger

Assessment  End of selection test

CD-ROM 1.3.1 Reading, Analyzing and Interpreting  Mission Comprehension Literature – Fiction and Non-Fiction: Students  Media Literacy and Communication read and respond to works of literature.  Grammar Jingles  Writing Express A. Read, understand, and respond to works  Reading and Language Skills of literature. Genre

B. Recognize different types of genres such  Nonfiction as poetry, drama, and fiction. C. Identify literary elements (characters, setting and main idea) in selected readings. D. Identify literary devices in selected readings (e.g., personification, rhyming, alliteration) E.

Reading Gr 1 rev 8/2011 cs 127

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello Neighbor STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different Cross Curricular Integration purposes and audiences.  Science: How bees gather food, A. Write, dictate, or illustrate descriptive Spreading pollen, Bees and bugs poems and stories that include literary Writer’s Craft  Social Studies: elements.  Sentence frames  Math: Counting, Addition story problems B. Write informational pieces using  Story response  Writing: Write what happens next in the illustrations when relevant (e.g.,  Sentences about work story descriptions, letters, instructions).  Write sentences  Letter & Word Center: Build /ō/ o-e words  Computer: Use draw or paint software to 1.5.1 Quality of Writing: Students write clear create a picture of a bee at work and and focused text to convey a well-defined label its parts perspective and appropriate content.  Health: Create a list showing what foods A. Identify and write about one specific humans use from animals topic. B. Develop content appropriate for the topic. Steps for Kid Writing  Gather and organize information,  Mini Lesson incorporating details relevant to the  Draw a Picture topic.  Write a story  Write a series of related sentences  Adult Write with one central idea.  Share/Lesson C. Organize writing in a logical order. D. Write using adjectives, precise nouns, Writer’s Craft and action verbs.  Prewrite and draft E. Revise writing by adding details or missing  Revise and reflect information.  Traits of good writing (focus/ideas, F. Use grade appropriate conventions of organization, voice, word choice, language when writing and editing. development, effective sentences,  Spell common, frequently used words effective paragraphs, conventions) correctly.  Use capital letters correctly.  Punctuate correctly. Grammar  Begin to use correct grammar and  Describing Words: Weather sentence formation. 

Reading Gr 1 rev 8/2011 cs 128

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello Neighbor STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present  Act it out appropriately in formal speaking situations, listen  Listening comprehension critically, and respond intelligently as individuals  Listen and respond or in group discussions.  Build concept vocabulary

A. Listen actively and respond to others in small and large group situations with appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from  Introduction to research will be a variety of sources, analyzing and evaluating differentiated to student needs at the the quality of information they obtain to answer discretion of the teacher utilizing research questions. Harcourt and Cross Curricular topics.

A. Generate appropriate questions about a topic. B. Locate and discuss information on an identified topic in small group, with teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 129

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-4 THEME 6: Hello Neighbor STORY: Busy Buzzy Bee TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 130

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme substitution  Teacher‟s Edition – Volume 1-5  Phoneme isolation  Student anthology Gather Around 1-5 A. Identify the author‟s purpose and type of  Rhyming words  Vocabulary flashcards: nothing, thought, text. afraid, flew, join, learn, wonder B. Demonstrate: Decoding/Phonics  Audio text 5  Phonological awareness through  Long Vowel: /ī/ igh  Intervention Kits phoneme manipulation.  Contractions: „s, n’t, ‘ll  Intervention Stations  Knowledge of letter sound  Inflections: -ed, -ing (drop final e)  Transparencies: # 79, 80, 81, 105, 106 correspondence (alphabetic  Look for Word Bits and Parts  Writer‟s Companion Unit 5: Lesson 1 principle) to decode and encode  Harcourt website words. Vocabulary www.harcourtschool.com C. Use increasingly robust vocabulary in oral  Story words: nothing, thought, afraid, www.eharcourt.com and written language. flew, join, learn, wonder  Literacy Stations D. Demonstrate listening and reading  Introduce words from the attached  Fluency Builder Cards comprehension/understanding before Dolch Word list (First Grade list) as  Big Book: To Market, To Market by Anne reading, during reading, and after appropriate to correlate with Miranda reading through strategies such as think Independent Readers, Decodable aloud, retelling, summarizing, connecting Books, as well as the anthology. Books for All Learners to prior knowledge, and non-linguistic  Below-Level: Flying High representations. Spelling Words  On – Level: The Bird in the Plum Tree E. Demonstrate accuracy and automaticity  high, night, light, right, might, bright,  Advanced: The Wright Brothers in decoding and oral reading of grade rode, those, touch, twelve  ELL: What‟ level text. Word Study Decodable Book # 27  Suffixes  Seeing the Sights  Describing words  The Light Flight

Comprehension Additional Resource  Plot  Practice Book  Spelling Practice Book  Language Handbook

Reading Gr 1 rev 8/2011 cs 131

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Fluency Library Books Collection Literature – Fiction and Non-Fiction: Students  Reread for fluency Little Fox Goes to the End of the World by read and respond to works of literature.  Echo reading  Ann Tompert  Choral reading A. Read, understand, and respond to works  Pair/Share reading  The Big Dipper by Franklyn M. Branley  Peeping and Sleeping by Fran Manushkin of literature. B. Recognize different types of genres such Narrative Elements Related Books as poetry, drama, and fiction.  Plot  Dream Around the World by Deborah C. Identify literary elements (characters, Eaton setting and main idea) in selected Genre  Are You My Mother? P.D. Eastman readings.  Fiction  The Story of Ferdinand by Monro Leaf D. Identify literary devices in selected  The Little House by Virginia Lee Burton readings (e.g., personification, rhyming, alliteration). Assessment  End of selection test

CD-ROM  Mission Comprehension  Media Literacy and Communication  Grammar Jingles  Writing Express  Reading and Language Skills

1.4.1 Types of Writing: Students write for different Cross Curricular Integration purposes and audiences. Writer’s Craft  Science: Observing birds, Bird habits, Birds  Theme word chart and their nests A. Write, dictate, or illustrate descriptive  Story Response  Social Studies: Draw a map of the school poems and stories that include literary  How birds fly from a bird‟s-eye view elements.  Story About a Problem  Math: Sorting, Number stories, Nothing = 0 B. Write informational pieces using  Postcards  Art: Bird collage illustrations when relevant (e.g.,  Writing: Write about where you would go descriptions, letters, instructions). if you could fly

Reading Gr 1 rev 8/2011 cs 132

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Steps for Kid Writing topic.  Mini Lesson B. Develop content appropriate for the  Draw a Picture topic.  Write a story  Gather and organize information,  Adult Write incorporating details relevant to the  Share/Lesson topic.  Write a series of related sentences Writer’s Craft with one central idea.  Prewrite and draft C. Organize writing in a logical order.  Revise and reflect D. Write using adjectives, precise nouns,  Traits of good writing (focus/ideas, and action verbs. organization, voice, word choice, E. Revise writing by adding details or missing development, effective sentences, information. effective paragraphs, conventions) F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Describing words: -er, -est  Punctuate correctly.  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 133

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: The Story of a Blue Bird TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Dramatize events small and large group situations with  Listen and Respond appropriate questions and ideas.  Connect to Prior Knowledge B. Use appropriate volume and clarity in  Set a Purpose individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 134

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Segmentation  Teacher‟s Edition – Volume 1-5  Phoneme Counting  Student anthology Gather Around 1-5 A. Identify the author‟s purpose and type of  Initial Phoneme Deletion/Substitution  Vocabulary flashcards: cold, sure, text.  Final Phoneme Deletion caught, hurried, near, son B. Demonstrate:  Audio text 5  Phonological awareness through Decoding/Phonics:  Intervention Kits phoneme manipulation.  Long Vowels /ā/ ai, ay  Intervention Stations  Knowledge of letter sound  Phonograms –ail, -ain  Transparencies: # 82, 83, 84, 109 correspondence (alphabetic  Inflections –ed, -ing (drop final e)  Harcourt website principle) to decode and encode www.harcourtschool.com words. Vocabulary www.eharcourt.com C. Use increasingly robust vocabulary in oral  Story words: cold, sure, caught, hurried,  Literacy Stations and written language. near, son  Fluency Builder Cards D. Demonstrate listening and reading  Introduce words from the attached  Big Book: I Swam with a Seal by Charlotte comprehension/understanding before Dolch Word list (First Grade list) as Agell reading, during reading, and after appropriate to correlate with  Big Book of Rhymes 21 reading through strategies such as think Independent Readers, Decodable aloud, retelling, summarizing, connecting Books, as well as the anthology. Books for All Learners to prior knowledge, and non-linguistic  Below-Level: Rainy Day Pals representations. Spelling Words  On – Level: Two Snails E. Demonstrate accuracy and automaticity  day, say, sail, pail, pay, play, right, high,  Advanced: Just Around the Corner in decoding and oral reading of grade learn, join  ELL: What Season Is It? level text. Word Study Decodable Books: #28  Verbs  Daisy  A Gray Day Comprehension  One Rainy Day  Cause/Effect  Rain, I Say  Details

Reading Gr 1 rev 8/2011 cs 135

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Fluency Additional Resources Literature – Fiction and Non-Fiction: Students  Reread for fluency  Practice Book read and respond to works of literature.  Echo reading  Spelling Practice Book  Choral reading  Language Handbook A. Read, understand, and respond to works  Pair/Share reading of literature. Library Books Collection B. Recognize different types of genres such Narrative Elements  Little Fox Goes to the End of the World by as poetry, drama, and fiction.  Setting (past and present) Ann Tompert C. Identify literary elements (characters,  The Big Dipper by Franklyn M. Branley setting and main idea) in selected Comprehension  Peeping and Sleeping by Fran Manushkin readings.  Cause/Effect D. Identify literary devices in selected Related Books readings (e.g., personification, rhyming, Genre  Henry by F. R. Robinson alliteration).  Fiction  Who Stole the Cookie? By Judith Muffatt  Frog and Toad Together by Arnold Lobel  Frogs by Gail Gibbons

Assessment 1.4.1 Types of Writing: Students write for different  End of selection test purposes and audiences. CD-ROM A. Write, dictate, or illustrate descriptive Writer’s Craft  Mission Comprehension poems and stories that include literary  Story Response  Media Literacy and Communication elements.  Dialogue  Grammar Jingles B. Write informational pieces using  Report  Writing Express illustrations when relevant (e.g.,  Lists  Reading and Language Skills descriptions, letters, instructions).

Reading Gr 1 rev 8/2011 cs 136

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear Cross Curricular Integration and focused text to convey a well-defined  Science: Signs of Spring, The seasons, perspective and appropriate content. Create a tree frog model, Life cycle of a frog A. Identify and write about one specific Writer’s Craft  Math: Measurement topic.  Prewrite and draft  Social Studies: Seasons around the world B. Develop content appropriate for the  Revise and reflect  Computer: Create an action scene using topic.  Traits of good writing (focus/ideas, clip art  Gather and organize information, organization, voice, word choice,  Letter & Word Center: Long vowel /ā / incorporating details relevant to the development, effective sentences, words topic. effective paragraphs, conventions)  Art: Illustrate a “just around the corner”  Write a series of related sentences picture with one central idea. C. Organize writing in a logical order. Steps for Kid Writing D. Write using adjectives, precise nouns,  Mini Lesson and action verbs.  Draw a Picture E. Revise writing by adding details or missing  Write a story information.  Adult Write F. Use grade appropriate conventions of  Share/Lesson language when writing and editing.  Spell common, frequently used words correctly. Grammar  Use capital letters correctly.  Verbs  Punctuate correctly.  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 137

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in small and large group situations with  Listen and Respond appropriate questions and ideas.  Connect to Prior Knowledge B. Use appropriate volume and clarity in  Set a Purpose individual or group situations. Deliver  Visualize brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  Verbs

Reading Gr 1 rev 8/2011 cs 138

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Frog and Toad All Year TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Create an action scene using clip art what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 139

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 5: Going Places STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-5  Phoneme Blending  Student anthology Gather Around 1-5 A. Identify the author‟s purpose and type of  Vocabulary flashcards: both, during, text. Decoding/Phonics ready B. Demonstrate:  Long Vowels /ī/ i  Audio text 5  Phonological awareness through  Inflections –ed, -ing (double final  Intervention Kits phoneme manipulation. consonant)  Intervention Stations  Knowledge of letter sound  Transparencies: # 85, 86, 87, 108 correspondence (alphabetic Vocabulary  Harcourt website principle) to decode and encode  Story words: both, during, ready www.harcourtschool.com words.  Introduce words from the attached www.eharcourt.com C. Use increasingly robust vocabulary in oral Dolch Word list (First Grade list) as  Literacy Stations and written language. appropriate to correlate with  Fluency Builder Cards D. Demonstrate listening and reading Independent Readers, Decodable  Big Book: To Market, To Market by Anne comprehension/understanding before Books, as well as the anthology. Miranda reading, during reading, and after  Big Book of Rhymes 6, 7, 38, 39 reading through strategies such as think Spelling Words aloud, retelling, summarizing, connecting  find, kind, mind, mild, child, wild, day, Books for All Learners to prior knowledge, and non-linguistic play, sure, son  Below-Level: Young Animals representations.  On – Level: Counting Bears E. Demonstrate accuracy and automaticity Word Study  Advanced: The Wild Giant Panda in decoding and oral reading of grade  Verbs  ELL: Every Animal Has a Home level text. Comprehension Decodable Books #29  Main Idea  Hi, Green Beans  Self-Correct  Wild, Wild Things

Fluency Additional Resources  Reread for fluency  Practice Book  Echo reading  Spelling Practice Book  Choral reading  Language Handbook  Pair/Share reading

Reading Gr 1 rev 8/2011 cs 140

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 5: Going Places STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Students read, understand, and respond to Library Books Collection informational text.  Little Fox Goes to the End of the World by Ann Tompert A. Demonstrate concepts of print. Identify Comprehension  The Big Dipper by Franklyn M. Branley text organization and use content to  Main Idea  Peeping and Sleeping by Fran Manushkin derive meaning from text. B. Identify the difference between facts Related Books and opinions within a text.  Grizzly and the Bumblebee by Joy Cowley C. Identify essential information within and  A Friend Growl Bear by Margot Austin across a variety of texts.  Three Pandas by Jan Wahl D. Make inferences and draw conclusions  Copy Me, Copycub by Susan Winter citing evidence from the text to support answers. Assessment E. Read and respond to essential content of  End of selection test text. CD-ROM  Mission Comprehension  Media Literacy and Communication 1.3.1 Reading, Analyzing and Interpreting  Grammar Jingles Literature – Fiction and Non-Fiction: Students  Writing Express read and respond to works of literature.  Reading and Language Skills

A. Read, understand, and respond to works Cross Curricular Integration of literature. Genre  Science: Life of a river B. Recognize different types of genres such  Nonfiction  Social Studies: Alaska, Life in Alaska as poetry, drama, and fiction.  Math: Fact families, How many? C. Identify literary elements (characters,  Computer: Kinds of bears setting and main idea) in selected  Music: Create additional verses to the readings. song, The Bear Went Over the Mountain D. Identify literary devices in selected  Letter & Word Center: Missing letters readings (e.g., personification, rhyming,  Writing: Illustrate a caption from the story alliteration).

Reading Gr 1 rev 8/2011 cs 141

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 5: Going Places STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different Writer’s Craft purposes and audiences.  Poem A. Write, dictate, or illustrate descriptive  Story Response poems and stories that include literary  Dialogue elements.  Report B. Write informational pieces using  Lists illustrations when relevant (e.g., descriptions, letters, instructions).

1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. Writer’s Craft B. Develop content appropriate for the  Prewrite and draft topic.  Revise and reflect  Gather and organize information,  Traits of good writing (focus/ideas, incorporating details relevant to the organization, voice, word choice, topic. development, effective sentences,  Write a series of related sentences effective paragraphs, conventions) with one central idea. C. Organize writing in a logical order. Steps for Kid Writing D. Write using adjectives, precise nouns,  Mini Lesson and action verbs.  Draw a Picture E. Revise writing by adding details or missing  Write a story information.  Adult Write F. Use grade appropriate conventions of  Share/Lesson language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly. Grammar  Punctuate correctly.  Verbs that tell about now  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 142

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 5: Going Places STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Connect to Prior Knowledge appropriate questions and ideas.  Set a Purpose B. Use appropriate volume and clarity in  Visualize individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  Verbs that tell about now

Reading Gr 1 rev 8/2011 cs 143

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 5: Going Places STORY: Fishing Bears TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Kinds of bears what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 144

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-5  Phoneme Matching  Student anthology Gather Around 1-5 A. Identify the author‟s purpose and type of  Vocabulary flashcards: clues, detectives, text. Decoding/Phonics floor, nature, piece, pulls B. Demonstrate:  Long vowels /ō/ o  Audio text 5  Phonological awareness through  Contractions: ‘ve, ‘d, ‘re  Intervention Kits phoneme manipulation.  Intervention Stations  Knowledge of letter sound Vocabulary  Transparencies: # 88, 89, 90, 108 correspondence (alphabetic  Story words: clues, detectives, floor,  Harcourt website principle) to decode and encode nature, piece, pulls www.harcourtschool.com words.  Introduce words from the attached www.eharcourt.com C. Use increasingly robust vocabulary in oral Dolch Word list (First Grade list) as  Literacy Stations and written language. appropriate to correlate with  Fluency Builder Cards D. Demonstrate listening and reading Independent Readers, Decodable  Big Book: I Swam With a Seal by Charlotte comprehension/understanding before Books, as well as the anthology. Agell reading, during reading, and after  Big Book of Rhymes 45 reading through strategies such as think Spelling Words aloud, retelling, summarizing, connecting  old, fold, told, cold, roll, most, find, child, Books for All Learners to prior knowledge, and non-linguistic both, during  Below-Level: The Thing that Visited Our representations. Camp E. Demonstrate accuracy and automaticity Word Study  On – Level: Girl Detective in decoding and oral reading of grade  Using Am, Is, and Are  Advanced: Looking for Clues level text.  ELL: A Cat Has Four Paws Comprehension  Main Idea Decodable Books: #30  Read Ahead  Let‟s Go  Flo Hippo Fluency  Reread for fluency Additional Resources  Echo reading  Practice Book  Choral reading  Spelling Practice Book  Pair/Share reading  Language Handbook

Reading Gr 1 rev 8/2011 cs 145

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Library Books Collection Students read, understand, and respond to  Little Fox Goes to the End of the World by informational text. Ann Tompert  The Big Dipper by Franklyn M. Branley A. Demonstrate concepts of print. Identify Narrative Elements  Peeping and Sleeping by Fran Manushkin

text organization and use content to  Setting Related Books derive meaning from text. Characters   The Monarch Butterfly by Sarah Gaitanos B. Identify the difference between facts Problem/Solution   If You Find a Rock by Peggy Christian and opinions within a text.  Hide and Snake by Keith Baker C. Identify essential information within and Comprehension  Animals Camouflage by Phyllis across a variety of texts.  Main Idea Lymbacher-Tildes D. Make inferences and draw conclusions citing evidence from the text to support Assessment answers.  End of selection test

E. Read and respond to essential content of CD-ROM text.  Mission Comprehension

 Media Literacy and Communication  Grammar Jingles

 Writing Express 1.3.1 Reading, Analyzing and Interpreting  Reading and Language Skills Literature – Fiction and Non-Fiction: Students read and respond to works of literature. Cross Curricular Integration  Science: Animal food, Animal diets, A. Read, understand, and respond to works Genre Nature detective walk of literature.  Nonfiction  Math: Measurement, Symmetry B. Recognize different types of genres such  Computer: Type animal clues and use as poetry, drama, and fiction. clip art to illustrate C. Identify literary elements (characters,  Art: Vegetable and fruit prints, Poster setting and main idea) in selected paws readings.  Letter & Word Center: Words with long D. Identify literary devices in selected vowel /ō/ readings (e.g., personification, rhyming,  Writing: Write a tv news story as a alliteration). reporter

Reading Gr 1 rev 8/2011 cs 146

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different purposes and audiences. A. Write, dictate, or illustrate descriptive poems and stories that include literary Writer’s Craft elements.  Chart B. Write informational pieces using  Picture Caption illustrations when relevant (e.g.,  Newspaper Article descriptions, letters, instructions).  Riddle  Description of Setting 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content. A. Identify and write about one specific topic. B. Develop content appropriate for the topic.  Gather and organize information, Writer’s Craft incorporating details relevant to the  Prewrite and draft topic.  Revise and reflect  Write a series of related sentences  Traits of good writing (focus/ideas, with one central idea. organization, voice, word choice, C. Organize writing in a logical order. development, effective sentences, D. Write using adjectives, precise nouns, effective paragraphs, conventions) and action verbs. E. Revise writing by adding details or missing Steps for Kid Writing information.  Mini Lesson F. Use grade appropriate conventions of  Draw a Picture language when writing and editing.  Write a story  Spell common, frequently used words  Adult Write correctly.  Share/Lesson  Use capital letters correctly.  Punctuate correctly.  Begin to use correct grammar and Grammar sentence formation.  Using Am, Is, and Are

Reading Gr 1 rev 8/2011 cs 147

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Develop Listening appropriate questions and ideas.  Comprehension B. Use appropriate volume and clarity in  Connecting Texts individual or group situations. Deliver  Appreciating Language brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  Using Am, Is, and Are

Reading Gr 1 rev 8/2011 cs 148

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: How to Be a Nature Detective TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Type animal clues and use clip art to what purposes they may serve. illustrate

Reading Gr 1 rev 8/2011 cs 149

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME: Going Places STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Teaching Tools wide range of strategies. Phonemic Awareness  Teacher‟s Edition – Volume 1-5  Phoneme Matching  Student anthology Gather Around 1-5 A. Identify the author‟s purpose and type of  Phoneme Addition  Vocabulary flashcards: angry, okay, text.  Phoneme Substitution nearly, sorry B. Demonstrate:  Phoneme Deletion  Audio text 5  Phonological awareness through  Intervention Kits phoneme manipulation. Decoding/Phonics  Intervention Stations  Knowledge of letter sound  Consonant /j/ g, dge  Transparencies: # 91, 92, 93, 110 correspondence (alphabetic  Inflections –ed, -ing (drop final e)  Harcourt website principle) to decode and encode  Contractions: ‘ve, ‘d, ‘re www.harcourtschool.com words. www.eharcourt.com C. Use increasingly robust vocabulary in oral Vocabulary  Literacy Stations and written language.  Story words: angry, okay, nearly, sorry  Fluency Builder Cards D. Demonstrate listening and reading  Introduce words from the attached  Big Book: I Swam With a Seal by Charlotte comprehension/understanding before Dolch Word list (First Grade list) as Agell reading, during reading, and after appropriate to correlate with  Big Book of Rhymes 21 reading through strategies such as think Independent Readers, Decodable aloud, retelling, summarizing, connecting Books, as well as the anthology. Books for All Learners to prior knowledge, and non-linguistic  Below-Level: Storm Watch representations. Spelling words  On – Level: The Edge of the Puddle E. Demonstrate accuracy and automaticity  age, page, cage, badge, budge, fudge,  Advanced: The World of Water in decoding and oral reading of grade old, most, floor, piece  ELL: All Kinds of Weather level text. Word Study Decodable Books: #31  Verbs that tell about the past  Roger‟s Gerbil  The Fudge Judge Comprehension  Ginger  Plot  The Badgers Have a Picnic  Make Inferences

Reading Gr 1 rev 8/2011 cs 150

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME: Going Places STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Additional Resources Literature – Fiction and Non-Fiction: Students  Practice Book read and respond to works of literature.  Spelling Practice Book  Language Handbook A. Read, understand, and respond to works Fluency of literature.  Reread for fluency Library Books Collection B. Recognize different types of genres such  Echo reading  Little Fox Goes to the End of the World by as poetry, drama, and fiction.  Choral reading Ann Tompert C. Identify literary elements (characters,  Pair/Share reading  The Big Dipper by Franklyn M. Branley setting and main idea) in selected  Peeping and Sleeping by Fran Manushkin readings. D. Identify literary devices in selected Genre Related Books readings (e.g., personification, rhyming,  Fiction  Water‟s Journey by F. R. Robinson alliteration).  Pig Pig Grows Up by David McPhail Narrative Elements  The Three Billy Goats Gruff illustrated by  Plot Steven Carpenter  Problem/Solution  Meet the Boxcar Children-The Adventures of Benny and Watch by Gertrude Chandler

Assessment  End of selection test 1.4.1 Types of Writing: Students write for different purposes and audiences. Writer’s Craft CD-ROM  Animal Bingo Cards  Mission Comprehension A. Write, dictate, or illustrate descriptive  Class Book  Media Literacy and Communication poems and stories that include literary  Writing Directions  Grammar Jingles elements.  Narrative Sentences  Writing Express B. Write informational pieces using  Writing Letters  Reading and Language Skills illustrations when relevant (e.g., descriptions, letters, instructions).

Reading Gr 1 rev 8/2011 cs 151

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME: Going Places STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear Cross Curricular Integration and focused text to convey a well-defined  Science: Evaporation perspective and appropriate content.  Social Studies: Create a poster of rules  Writing: Choose an animal and continue A. Identify and write about one specific Writer’s Craft the story, Write about something else the topic.  Prewrite and draft boy and the alligator can do together B. Develop content appropriate for the  Revise and reflect  Health: Appropriate clothing for weather topic.  Traits of good writing (focus/ideas,  Computer: Create sentences and  Gather and organize information, organization, voice, word choice, illustrate using a draw or paint program incorporating details relevant to the development, effective sentences,  Art: Write a caption and illustrate topic. effective paragraphs, conventions) activities that can be done inside and  Write a series of related sentences outside with one central idea. Steps for Kid Writing  Music: Sing a puddle song C. Organize writing in a logical order.  Mini Lesson D. Write using adjectives, precise nouns,  Draw a Picture and action verbs.  Write a story E. Revise writing by adding details or missing  Adult Write information.  Share/Lesson F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly. Grammar  Punctuate correctly.  Verbs that tell about the past  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 152

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME: Going Places STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Develop Listening Comprehension appropriate questions and ideas.  Generating words B. Use appropriate volume and clarity in  Connect to Prior Knowledge individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature. Grammar A. Recognize formal and informal language  Verbs that tell about the past used in speech.

Reading Gr 1 rev 8/2011 cs 153

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME: Going Places STORY: The Puddle TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Create sentences and illustrate using a what purposes they may serve. draw or paint program

Reading Gr 1 rev 8/2011 cs 154

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-5  Phoneme Blending  Student anthology Gather Around 1-5 A. Identify the author‟s purpose and type of  Phoneme Addition  Vocabulary flashcards: boy, head, read, text. brought, few B. Demonstrate: Decoding/Phonics  Audio text 5  Phonological awareness through  Long vowels /(y)ōō / u-e  Intervention Kits phoneme manipulation.  Contractions: ‘ve, ‘d, ‘re  Intervention Stations  Knowledge of letter sound  Inflections –ed, -ing (double final  Transparencies: # 94, 95, 96, 107 correspondence (alphabetic consonant)  Harcourt website principle) to decode and encode www.harcourtschool.com words. Vocabulary www.eharcourt.com C. Use increasingly robust vocabulary in oral  Story words: boy, head, read, brought,  Literacy Stations and written language. few  Fluency Builder Cards D. Demonstrate listening and reading  Introduce words from the attached  Big Book: To Market, To Market by Anne comprehension/understanding before Dolch Word list (First Grade list) as Miranda reading, during reading, and after appropriate to correlate with  Big Book of Rhymes 18 reading through strategies such as think Independent Readers, Decodable aloud, retelling, summarizing, connecting Books, as well as the anthology. Books for All Learners to prior knowledge, and non-linguistic  Below-Level: Goldy and the Three Bears representations. Word Study  On – Level: All About Pigs E. Demonstrate accuracy and automaticity  Using was and were  Advanced: Little Pig at the State Fair in decoding and oral reading of grade  ELL: The Furniture in My House level text. Spelling Words  tube, cube, cute, use, rule, huge, page, Decodable Books: #32 fudge, angry, sorry  Queen June and the Rude Dude  Jules and Luke Comprehension  Predict Outcomes Additional Resources  Use Decoding/Phonics  Practice Book  Spelling Practice Book  Language Handbook

Reading Gr 1 rev 8/2011 cs 155

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.3.1 Reading, Analyzing and Interpreting Fluency Library Books Collection Literature – Fiction and Non-Fiction: Students  Reread for fluency  Little Fox Goes to the End of the World by read and respond to works of literature.  Echo reading Ann Tompert  Choral reading  The Big Dipper by Franklyn M. Branley A. Read, understand, and respond to works  Pair/Share reading  Peeping and Sleeping by Fran Manushkin of literature. B. Recognize different types of genres such Narrative Elements Related Books as poetry, drama, and fiction.  Plot  Boring Old Bed by Joy Cowley C. Identify literary elements (characters,  Characters  The Rainy Day Grump by Deborah Eaton setting and main idea) in selected  Small Pig by Arnold Lobel readings. Comprehension  Henry and Mudge and the Best Day by D. Identify literary devices in selected  Predict Outcomes Cynthia Rylant readings (e.g., personification, rhyming,  Use Decoding/Phonics Assessment alliteration).  End of selection test Genre  Fiction CD-ROM  Mission Comprehension  Media Literacy and Communication  Grammar Jingles  Writing Express  Reading and Language Skills

Cross Curricular Integration

 Math: Spatial awareness, Number sense

 Science: Animal needs

 Social Studies: City life or farm life, Stores 1.4.1 Types of Writing: Students write for different and their products purposes and audiences.  Letter & Word Center: Review short vowel

/ĭ/ A. Write, dictate, or illustrate descriptive Writer’s Craft  Computer: Write a fantasy story poems and stories that include literary  Fantasy story  Writing: Write complete sentences telling elements. what you do at bedtime B. Write informational pieces using  Art: Create a collage illustrations when relevant (e.g., descriptions, letters, instructions).

Reading Gr 1 rev 8/2011 cs 156

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.5.1 Quality of Writing: Students write clear and focused text to convey a well-defined perspective and appropriate content.

A. Identify and write about one specific Writer’s Craft topic.  Prewriting B. Develop content appropriate for the  Drafting topic.  Responding and Revising  Gather and organize information,  Proofreading incorporating details relevant to the  Publishing topic.  Write a series of related sentences Steps for Kid Writing with one central idea.  Mini Lesson C. Organize writing in a logical order.  Draw a Picture D. Write using adjectives, precise nouns,  Write a story and action verbs.  Adult Write E. Revise writing by adding details or missing  Share/Lesson information. F. Use grade appropriate conventions of language when writing and editing.  Spell common, frequently used words correctly.  Use capital letters correctly. Grammar  Punctuate correctly.  Using was and were  Begin to use correct grammar and sentence formation.

Reading Gr 1 rev 8/2011 cs 157

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Listen and Respond small and large group situations with  Develop Listening Comprehension appropriate questions and ideas.  Choral Reading B. Use appropriate volume and clarity in  Connect to Prior Knowledge individual or group situations. Deliver  Generate rhyming words brief oral presentations on a topic  Predict outcomes supported by visual aids.  Extend the Pattern  Retell Story Events

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature. Grammar A. Recognize formal and informal language  Using was and were used in speech.

Reading Gr 1 rev 8/2011 cs 158

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Poppleton Everyday TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Write a fantasy story what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 159

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Phonemic Awareness Teaching Tools wide range of strategies.  Phoneme Isolation  Teacher‟s Edition – Volume 1-5  Phoneme Segmentation  Student anthology Gather Around 1-5 A. Identify the author‟s purpose and type of  Vocabulary flashcards: afternoon, text. Decoding/Phonics bicycle, carry, hours, parents, words B. Demonstrate:  Short vowel /e/ ea  Audio text 5  Phonological awareness through  Inflections –er, -est  Intervention Kits phoneme manipulation.  Inflections –ed, -ing (double final  Intervention Stations  Knowledge of letter sound consonant)  Transparencies: # 97, 98, 99, 108 correspondence (alphabetic  Harcourt website principle) to decode and encode Vocabulary www.harcourtschool.com words.  Story words: afternoon, bicycle, carry, www.eharcout.com C. Use increasingly robust vocabulary in oral hours, parents, words  Literacy Stations and written language.  Introduce words from the attached  Fluency Builder Cards D. Demonstrate listening and reading Dolch Word list (First Grade list) as  Big Book: To Market, To Market by Anne comprehension/understanding before appropriate to correlate with Miranda reading, during reading, and after Independent Readers, Decodable  Big Book of Rhymes 18 reading through strategies such as think Books, as well as the anthology. aloud, retelling, summarizing, connecting Books for All Learners to prior knowledge, and non-linguistic Spelling Words  Below-Level: An Afternoon Nap representations.  lead, head, bread, read, ready, heavy,  On – Level: Ready, Set, Sleep E. Demonstrate accuracy and automaticity rule, use, few, boy  Advanced: Jobs at All Hours in decoding and oral reading of grade  ELL: Touch Your Nose, Wiggle Your Toes level text. Word Study  Using go and went Decodable Books: #33  All Kinds of Weather Comprehension  Ned‟s Feathers  Main Idea  Make Inferences

Reading Gr 1 rev 8/2011 cs 160

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Fluency Additional Resources Students read, understand, and respond to  Reread for fluency  Practice Book informational text.  Echo reading  Spelling Practice Book  Choral reading  Language Handbook

A. Demonstrate concepts of print. Identify  Pair/Share reading Library Books Collection text organization and use content to  Little Fox Goes to the End of the World by derive meaning from text. Ann Tompert B. Identify the difference between facts Comprehension  The Big Dipper by Franklyn M. Branley and opinions within a text. Main Idea   Peeping and Sleeping by Fran Manushkin C. Identify essential information within and  Note Details across a variety of texts.  Make Inferences Related Books D. Make inferences and draw conclusions  Goodnight Goodnight by Brenda Parkes citing evidence from the text to support  The Sun is My Favorite Star by Frank Asch answers.  Mabel Dancing by Ann Hest E. Read and respond to essential content of  What! Cried Granny: An Almost Bedtime text. Story by Kate Lum

Assessment  End of selection test

1.3.1 Reading, Analyzing and Interpreting CD-ROM Literature – Fiction and Non-Fiction: Students  Mission Comprehension read and respond to works of literature.  Media Literacy and Communication  Grammar Jingles A. Read, understand, and respond to works  Writing Express  Reading and Language Skills of literature. B. Recognize different types of genres such Genre as poetry, drama, and fiction.  Nonfiction C. Identify literary elements (characters, setting and main idea) in selected readings. D. Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

Reading Gr 1 rev 8/2011 cs 161

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES

1.4.1 Types of Writing: Students write for different Cross Curricular Integration purposes and audiences.  Science: Observing animals (record A. Write, dictate, or illustrate descriptive keeping) poems and stories that include literary Writer’s Craft  Social Studies: Night jobs, Elephants elements.  Animal Chart around the world, Beds around the world B. Write informational pieces using  Story Response  Math: Creating addition story problems, illustrations when relevant (e.g.,  Captions Using the clock descriptions, letters, instructions). Facts list   Letter & Word Center: /ē/ ea and /ĕ/ ea words 1.5.1 Quality of Writing: Students write clear  Computer: Write and illustrate an and focused text to convey a well-defined animal‟s dream perspective and appropriate content.  Writing: Write about your favorite dream A. Identify and write about one specific  Music: Lullaby topic. B. Develop content appropriate for the topic. Writer’s Craft  Gather and organize information,  Prewrite and draft incorporating details relevant to the  Revise and reflect topic.  Traits of good writing (focus/ideas,  Write a series of related sentences organization, voice, word choice, with one central idea. development, effective sentences, C. Organize writing in a logical order. effective paragraphs, conventions) D. Write using adjectives, precise nouns, and action verbs. Steps for Kid Writing E. Revise writing by adding details or missing  Mini Lesson information.  Draw a Picture F. Use grade appropriate conventions of  Write a story language when writing and editing.  Adult Write  Spell common, frequently used words  Share/Lesson correctly.  Use capital letters correctly.  Punctuate correctly.  Begin to use correct grammar and Grammar sentence formation.  Verbs that tell about the past

Reading Gr 1 rev 8/2011 cs 162

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Present story as a television show small and large group situations with  Listen and Respond appropriate questions and ideas.  Develop Listening Comprehension B. Use appropriate volume and clarity in  Generating words individual or group situations. Deliver  Connect to Prior Knowledge brief oral presentations on a topic  Connect to Personal Experiences supported by visual aids.

1.7.1 Characteristics and Functions of the English Language: Students recognize formal and informal language and its use in speech, writing, and literature.

A. Recognize formal and informal language Grammar used in speech.  Verbs that tell about the past

Reading Gr 1 rev 8/2011 cs 163

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Sleep is For Everyone TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for directed learning activities. Computer B. Identify different types of media and  Write and illustrate an animal‟s dream what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 164

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.1.1 Reading Independently: Students apply a Decoding/Phonics Teaching Tools wide range of strategies.  /oo/: Phonograms -oom, -oot  Teacher‟s Edition – Volume 1-5  Student anthology A. Identify the author‟s purpose and type of Phonemic Awareness:  Vocabulary flashcards: against, careful, text.  Phoneme isolation fire, quietly, shook B. Demonstrate:  Phoneme blending  Audio text  Phonological awareness through  Phoneme segmentation  Intervention Kits phoneme manipulation.  Phoneme manipulation  Intervention Stations  Knowledge of letter sound  Phoneme substation  Transparencies: # 100,101,102,109 correspondence (alphabetic  Counting syllables  Oopples and Boonoonoos principle) to decode and encode  Thinking Maps words. Vocabulary  Word builder/ letter cards C. Use increasingly robust vocabulary in oral  Story words: against, careful, fire, quietly,  Harcourt website and written language. shook www.harcourtschool.com D. Demonstrate listening and reading  Introduce words from the attached www.eharcourt.com comprehension/understanding before Dolch Word list (First Grade list) as  Literacy Stations reading, during reading, and after appropriate to correlate with  Fluency Builder Cards reading through strategies such as think Independent Readers, Decodable  Big Book: I Swam with a Seal by Charlotte aloud, retelling, summarizing, connecting Books, as well as the anthology. Agell to prior knowledge, and non-linguistic representations. Spelling Words Books for All Learners E. Demonstrate accuracy and automaticity  cool, tool, toot, tooth, booth, boot, read,  Below-Level: Baboons Park in decoding and oral reading of grade head, carry, hours  On – Level: Around the Zoo with Baboon level text.  Advanced: Who Is in the Pond? Comprehension  ELL: Let‟s Visit the Zoo  Plot

 Sequence of Events/Summarize

Fluency Decodable Book # 34  Echo reading  The Loose Tooth  Choral reading  The Goose and the Loon  Partner/ small reading groups  Partner  Triangle Reading  Pair Share Reading

Reading Gr 1 rev 8/2011 cs 165

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.2.1 Reading, Analyzing and Interpreting Text: Additional Resources Students read, understand, and respond to  Practice Book informational text.  Spelling Practice Book  Language Handbook A. Demonstrate concepts of print. Identify Narrative Elements text organization and use content to  Characters Library Books Collection derive meaning from text.  Setting  Little Fox Goes to the End of the World by B. Identify the difference between facts  Plot (Beginning, Middle, End) Ann Tompert and opinions within a text.  The Big Dipper by Franklyn M. Branley C. Identify essential information within and  Peeping and Sleeping by Fran Manushkin across a variety of texts. D. Make inferences and draw conclusions Related Books citing evidence from the text to support  How the Sky Got Its Stars by Gail Tuchman answers.  Gift From the Sea by Kate Banks E. Read and respond to essential content of  Up the Mountain by Charlotte Agell text.  Lionel at Large by Steven Krensky

Assessment  End of selection test

1.3.1 Reading, Analyzing and Interpreting CD-ROM Literature – Fiction and Non-Fiction: Students Genre:  Mission Comprehension read and respond to works of literature.  Informational Fiction  Media Literacy and Communication  Grammar Jingles A. Read, understand, and respond to works  Writing Express of literature.  Reading and Language Skills B. Recognize different types of genres such as poetry, drama, and fiction. C. Identify literary elements (characters, setting and main idea) in selected readings. D. Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

Reading Gr 1 rev 8/2011 cs 166

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.4.1 Types of Writing: Students write for different Cross Curricular Integration purposes and audiences.  Science: Shadows, Groups of baboons, A. Write, dictate, or illustrate descriptive How mother animals care for their young, poems and stories that include literary Writer’s Craft Animal facts elements.  Talking mural  Social Studies: B. Write informational pieces using  Story response  Math: Math stories illustrations when relevant (e.g.,  Sentence frames  Letter & Word Center: /ōō/ oo words descriptions, letters, instructions).  Write a description  Art: Draw a picture about another  Posters experience for Baboon, Make a mobile 1.5.1 Quality of Writing: Students write clear  Prompt-About Animals  Computer: Publish a story and focused text to convey a well-defined  Writing: Write sentences for your art perspective and appropriate content. mobile using descriptions for dark and A. Identify and write about one specific light topic. B. Develop content appropriate for the topic. Writer’s Craft  Gather and organize information,  Prewrite and draft incorporating details relevant to the  Revise and reflect topic.  Traits of good writing (focus/ideas,  Write a series of related sentences organization, voice, word choice, with one central idea. development, effective sentences, C. Organize writing in a logical order. effective paragraphs, conventions) D. Write using adjectives, precise nouns, and action verbs. Steps for Kid Writing E. Revise writing by adding details or missing  Mini Lesson information.  Draw a Picture F. Use grade appropriate conventions of  Write a story language when writing and editing.  Adult Write  Spell common, frequently used words  Share/Lesson correctly.  Use capital letters correctly.  Punctuate correctly.  Begin to use correct grammar and Grammar sentence formation.  Contractions with not

Reading Gr 1 rev 8/2011 cs 167

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.6.1 Speaking and Listening: Students present  appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

A. Listen actively and respond to others in  Role-play story animals small and large group situations with appropriate questions and ideas. B. Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids.

1.8.1 Research: Students gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answer research questions.

A. Generate appropriate questions about a  Introduction to research will be topic. differentiated to student needs at the B. Locate and discuss information on an discretion of the teacher utilizing identified topic in small group, with Harcourt and Cross Curricular topics. teacher guidance. C. Create and explain a research-based project in a small group.

Reading Gr 1 rev 8/2011 cs 168

POCONO MOUNTAIN SCHOOL DISTRICT READING – GRADE 1 SCOPE & SEQUENCE

Book 1-5 THEME 6: Going Places STORY: Baboon TIMEFRAME: Based upon the Harcourt Five Day Plan PA STANDARDS FOCUS POINT CLASSROOM RESOURCES 1.9.1 Information, Communication, and Technology Literacy: Students use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.

A. Use media and technology resources for Computer directed learning activities.  Publish a story B. Identify different types of media and what purposes they may serve.

Reading Gr 1 rev 8/2011 cs 169

DOLCH WORD LIST Sorted alphabetically by grade level Highlighted words should be introduced as appropriate to correlate with Independent Readers, Decodable Books, as well as the anthology.

Pre-primer Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word a K I am Special Theme X and 1 The Hat X away 1 Fun with Fish X big 1 Jack and Rick X blue 1 Little Bear’s Friend X can 1 The Hat X come K Around the Town Theme X down 1 The Hat X find 1 On the Way to the Pond X for K Neighborhood Helpers Theme X funny 1 Fun with Fish X go K Silly Business Theme X help 1 Jack and Rick X here K Under the Ocean Theme X I K Around the Table Theme X in 1 The Hat X is 1 Jack and Rick X it jump little K Explore Our Surroundings X Theme look K Around the Town Theme X make 1 Ants X me K Neighborhood Helpers Theme X my K I am Special Theme X not 1 Todd’s Box X one K Explore Our Surroundings X Theme play 1 Jack and Rick X red run said 1 Dan’s Pet X see K Animal Adventures Theme X the K I am Special Theme X three to K Family Ties Theme 5 X two 1 Where Do Frogs Come From? X up 1 The Hat X we K Silly Business Theme X where 1 All That Corn X yellow you K Animal Families Theme X

Primer Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word all 1 All That Corn X am 1 The Hat X are K Under the Ocean Theme X at ate be 1 Try Your Best X black brown but came 1 Me on the Map X did do K Bug Surprises Theme X eat 1 Where Do Frogs Come From? X four 1 On the Way to the Pond X get good 1 Try Your Best X have K Animal Families Theme X he 1 Space Pup X into like K Around the Table Theme X must 1 Space Pup X new 1 Boots for Beth X no K Animal Adventures Theme X now 1 Jack and Rick X on K Family Ties Theme X our 1 Try Your Best X out 1 Space Pup X please pretty 1 My Robot X ran ride saw 1 Try Your Best X say 1 My Robot X she 1 Boots for Beth X so 1 Todd’s Box X soon 1 I am a Butterfly X that 1 All That Corn X there 1 Did You See Chip? X they 1 Ants X this 1 Boots for Beth X too 1 Jack and Rick X under want 1 Jack and Rick X was 1 Dan’s Pet X well went 1 what K Bug Surprises Theme X white who 1 The Fox and the Stork X will with 1 Dan’s Pet X yes 1 The Hat X

First Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word after 1 again 1 Little Bear’s Friend X an any 1 On the Job with Dr. Smith X as ask by 1 Tomás Rivera X could 1 Boots for Beth X every 1 Dan’s Pet X fly 1 I am a Butterfly X from 1 Where Do Frogs Come From? X give 1 Space Pup X going had 1 Sam and the Bag X has her 1 Dan’s Pet X him his how 1 Fun with Fish X just know 1 Bed Full of Cats X let live 1 I am a Butterfly X may of 1 Todd’s Box X old 1 At Home Around the World X once 1 My Robot X open 1 Little Bear’s Friend X (opened) over 1 Me on the Map X put 1 Boots for Beth X round 1 On the Job with Dr. Smith X some 1 Fun with Fish X stop take 1 Did You See Chip? X thank them 1 Boots for Beth X then 1 Boots for Beth X think walk 1 Ants X were 1 On the Way to the Pond X when 1 Space Pup X

Second Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word always 1 My Robot X around 1 I am a Butterfly X because 1 Tell Me a Story X been before best both 1 Fishing Bears X buy 1 All That Corn X call 1 All That Corn X cold 1 Frog and Toad All Year X does 1 My Robot X don’t 1 Todd’s Box X fast first five found 1 On the Way to the Pond X gave goes green its made 1 The Fox and the Stork X many 1 Fun with Fish X off or 1 Where Do Frogs Come From? X pull 1 How to be a Nature Detective X read 1 Tomás Rivera X right 1 Try Your Best X sing sit sleep 1 Sleep is for Everyone X (in title) tell their 1 Fun with Fish X these 1 On the Way to the Pond X those 1 Bed Full of Cats X upon us 1 Space Pup X use 1 Boots for Beth X very 1 All That Corn X wash which 1 Tomás Rivera X why 1 Tell Me a Story X wish 1 Fun with Fish X work 1 Tomás Rivera X would 1 The Fox and the Stork X write 1 Bed Full of Cats X your 1 Space Pup X

Third Dolch Word Grade Level Harcourt Story Story Vocabulary Word Spelling Word about 1 Tomás Rivera X better bring 1 Where Do Frogs Come From X carry 1 Sleep is for Everyone X clean cut done draw drink eight 1 On the Job with Dr. Smith X fall 1 All That Corn X far 1 Did You See Chip? X full 1 On the Way to the Pond X got 1 The Hat X grow 1 Where Do Frogs Come From? X hold 1 At Home Around the World X hot 1 Todd’s Box X hurt if keep kind 1 The Fox and the Stork X laugh light 1 The Story of a Blue Bird X long much myself never only 1 Bed Full of Cats X own pick 1 Jack and Rick X seven shall show six small start ten today together 1 Friends Forever X try 1 Try Your Best X warm 1 At Home Around the World X

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.1.1: LEARNING TO READ INDEPENDENTLY

1.1.1.A. Purpose of Reading: CC.1.R.L.5 Craft and Structure: Explain major differences between books that tell stories and books that Identify the purpose and type give information, drawing on a wide reading of a range of text types. (fiction and nonfiction) of text. CC.1.R.I.8 Integration of Knowledge and Ideas: Identify the reasons an author gives to support points in a text.

CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds. (phonemes). CC.1.R.F.2a Phonological Awareness: Distinguish long from short vowel sounds in spoken single-syllable words. 1.1.1.B. Word Recognition Skills: CC.1.R.F.2b Phonological Awareness: Orally produce single-syllable words by blending sounds Demonstrate: (phonemes), including consonant blends. CC.1.R.F.2c Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds  Phonological awareness (phonemes) in spoken single-syllable words. through phoneme CC.1.R.F.2d Phonological Awareness: Segment spoken single-syllable words into their complete sequence manipulation. of individual sounds (phonemes).  Knowledge of letter sound CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills correspondence in decoding words. (alphabetical principle) to CC.1.R.F.3a Phonics and Word Recognition: Know the spelling-sound correspondences for common decode and encode consonant digraphs (two letters that represent one sound). words. CC.1.R.F.3b Phonics and Word Recognition: Decode regularly spelled one-syllable words. CC.1.R.F.3c Phonics and Word Recognition: Know final –e and common vowel team conventions for representing long vowel sounds. CC.1.R.F.3d Phonics and Word Recognition: Use knowledge that every syllable must have vowel sound to determine the number of syllables in a printed word. CC.1.R.F.3e Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking the words into syllables. CC.1.R.F.4c Use context to confirm or self-correct words recognition and understanding, rereading as necessary. CC.1.RL.2e Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Read/Communications Standard 1.1.1 rev 6/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.1.1: LEARNING TO READ INDEPENDENTLY

CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CC.1.R.I.4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CC.1.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CC.1.L.4a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase. CC.1.L.4b Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a word. CC.1.L.4c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). CC.K.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate 1.1.1.C.Vocabulary Development: understanding of word relationships and nuances in word meanings. Use increasingly robust CC.K.L.5a Vocabulary Acquisition and Use: Sort common objects into categories (e.g., colors, clothing) vocabulary in oral and written to gain a sense of the concepts the categories represent. language. CC.K.L.5b Vocabulary Acquisition and Use: Demonstrate words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). CC.K.L.5c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at school that are cozy). CC.1.L.5d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. CC.1.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because shs nibbles too much because she likes that).

Read/Communications Standard 1.1.1 rev 6/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.1.1: LEARNING TO READ INDEPENDENTLY

CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text. 1.1.1.D. Comprehension and CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of Interpretation: Demonstrate their central message or lesson. listening and reading CC.1.R.L.6 Craft and Structure: Identify who is telling the story at various points in a text. comprehension/understanding CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text. before reading, during reading, CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or and after reading through pieces of information in a text. strategies such as think aloud, CC.1.R.F.4a Fluency: Read grade-level text with purpose and understanding. retelling, summarizing, CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text read connecting to prior knowledge, aloud or information presented orally or through other media. and nonlinguistic representation. CC.1.L.4c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

CC.1.R.F.2b Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes), 1.1.1.E. Fluency: Demonstrate including consonant blends. accuracy and automaticity in CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding and oral reading of decoding words. grade level text. CC.1.R.F.3b Phonics and Word Recognition: Decode regularly spelled one-syllable words. CC.1.R.F.3c Phonics and Word Recognition: Know final –e and common vowel team conventions for representing long vowel sounds. CC.1.R.F.3d Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CC.1.R.F.3e Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking the words into syllables. CC.1.R.F.3f Phonics and Word Recognition: Read words with inflectional endings. CC.1.R.4b Fluency: Read grade-level text orally with accuracy, appropriate rate, and expression. CC.1.L.4C Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Read/Communications Standard 1.1.1 rev 6/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

IRA/NCTE STANDARDS: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)

Read/Communications Standard 1.1.1 rev 6/2011 cs 4

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

FOCUS POINTS: Fluency  Oral  Independent Phonics and Decoding  Short vowel sounds: a,e,i,o,u  Long vowel sounds: /a/, a-e, ai, ay /e/, e, ee, ea, y /i/, i, i-e, ie, igh, y /o/, o, ow, oa, o-e /u/, u-e  Phonograms: -ace, -ack, -ad, -ag, -age, -ail, -ain, -ake, -all, -am, -ame, -an, -ang, -ap, -arm, -art, -at, -ate, -ay, -ead, -ean, -eet, -en, -end, - ice, -ide, -ick, -ight, -ike, -ild, -ill, -inch, -ind, -ine, -ing, -ink, -it, -itch, -ite, -ode, -old, -one, -ool, -oom, -oot, -op, -or, -ore, -ot, -own, -ound, -ube, - ug, -us  Consonant: /j/, /dge/, /s/, /c/  Digraphs: ck, qu, sh, th, tch,wh  Dipthong: /ng/, ng  Initial Blends: r, s  Blends: l, r, s  R-Controlled Vowels: /ar/ ar /er/ er, ir, ur /or/ or & ore  Syllable /l/ -le  Variant Vowels: /ou/ ou, ow /o/ oo  Concepts of Print  Vocabulary and Concept Vocabulary  Vocabulary and High Frequency Words  Literacy Response Phonemic Awareness  Blending Sounds  Counting Syllables  Rhyming Wrods  Phoneme Isolation  Phoneme Blending  Phoneme Segmentation

Read/Communications Standard 1.1.1 rev 6/2011 cs 5

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

 Phoneme Addition  Phoneme Matching  Phoneme Deletion  Phoneme Substitution  Phoneme Manipulation  Phoneme Counting Vocabulary  Sight Words  Dolch Words Writing  For Purpose

ACTIVITIES:  Identify and produce rhyming words.  Identify and sort words into categories.  Track auditorialy each word in print and each syllable in a word.  Match words to form compound words.  Match long and short vowel sounds to the appropriate letters.  Spell independently by using phonetic knowledge.  Write sentences using phonetic knowledge in Kid Writing  Blend sounds to read words using common patterns of words.  Word games, bingo, word find puzzles, crossword puzzles, spelling squares, bang rainbow words, memory.  Count the number of syllables in a word.  Create a class book.  Increase reading fluency through read alouds, echo reading, choral reading, partner reading, taped stories, reading transparencies, computer programs.  Read and use words from word wall.  Recognize digraphs.  Recognize, write and read common blends.  Recognize, read and write initial and ending digraphs.  Read and use inflections.  Read and construct contractions.  Demonstrate knowledge of word meaning through listening, speaking, reading and comprehending.  Read aloud using proper intonation and inflection.  Vocabulary builder – word of the day.

Read/Communications Standard 1.1.1 rev 6/2011 cs 6

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

ASSESSMENTS:  Unit assessments based upon learning objectives  End of Story Tests  DIBELS, Teacher Observations, Anecdotal Records (check lists, rubrics, etc.)  Vocabulary Assessments  Fluency Assessments

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation  English Language Learner Resource kit  Intervention Station  Leveled Guided Readers  Graphic Organizers, Thinking Maps  Computer Programs  English Language Learner Kits Extension  Earobics  Learning Centers Leap Desk, Leap Pad, Leap Mat, Leapsters, Language Master, Books on Tape, Phonics Handheld Games, Read the Room  Leveled Guided Readers  Graphic Organizers, Thinking Maps  Computer Programs Enrichment  Leveled Guided Readers  Computer Programs  Graphic Organizers, Thinking Maps

Read/Communications Standard 1.1.1 rev 6/2011 cs 7

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

RESOURCES:  Harcourt Trophies Basal Reading Series and Resources  Kidwriting: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Fedgus  Intervention Station  Intervention Kit  Literacy Station Activities  Fluency Builders  Starfall  Earobics  Raz-Kids  Reading A – Z  Thinkginity.org  Harcourt.com  A–Z Learning.com  Funbrain.com  Kidwriting.com  Dolch Word List

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.1.1 rev 6/2011 cs 8

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.2.1: READING, ANALYZING AND INTERPRETING TEXT

1.2.1.A. Text Organization: Demonstrate concepts of print. CC.1.R.I.5 Craft and Structure: Know and use various text features (e.g., headings, tables of contents, Identify text organization and use glossaries, electronic menus, icons) to locate key facts or information in a text. content to derive meaning from CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print. text.

1.2.1.B. Fact and Opinion: Identify CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text. the difference between facts and CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text. opinions within a text.

1.2.1.C Essential and Nonessential: CC.K.R.I.9 Integration of Knowledge and Ideas: With prompting and support, identify basic similarities Identify essential information within in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or and across a variety of texts. procedures). CC.1.R.I.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences between two text on the same topic(e.g., in illustrations, descriptions, or procedures).

1.2.1.D. Inferences: Make inferences CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or and draw conclusions citing pieces of information in a text. evidence from the text to support answers.

1.2.1.E. Text Analysis and CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text. Evaluation: Read and respond to CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read essential content of text. informational texts appropriately complex for grade 1. decoding words. CC.1.L.4a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.

Read/Communications Standard 1.2.1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

IRA/NCTE STANDARDS: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)

Read/Communications Standard 1.2.1 rev 8/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

FOCUS POINTS: Comprehension  Sequencing  Ask/Answer Questions  Author’s Purpose  Background Knowledge; Prior Knowledge and Experiences  Details  Make and Confirm Predictions  Build Concept Vocabulary  Draw Conclusions  Make Inferences  Listen and Respond  Retell and Summarize  Listening Comprehension  Setting  Create Mental Images  Cause/Effect  Re-read  Character  Self-correct  Read Across texts  Setting  Retell  Summarize  Problem/Solution  Fact/Fiction  Classify/Categorize  Compare/Contrast  Fantasy/Reality  Plot  Main Idea

Read/Communications Standard 1.2.1 rev 8/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

ACTIVITIES:  Read title and make predictions about story content  Activate prior knowledge  Make connections to events in the text  Picture walk (look at pictures and photographs)  Confirm predictions  Identify and understand story elements (characters, setting, problem and solution)  Draw conclusions based on story elements  Make inferences based on information provided in text  Identify and understand main idea and details  Compare/Contrast characters in story  Guided comprehension questions (Ask and answer questions about text)  Understand cause/effect  Distinguish fantasy from realistic text  Understand that printed materials provide information  Understand story dialogue  Harcourt Science Leveled Readers  Trade Books 

ASSESSMENTS:  End of Selection Test  DIBELS/Progress Monitoring  Teacher observation  Thinking Maps  Teacher anecdotal records (checklists, rubrics, observation, etc.)

Read/Communications Standard 1.2.1 rev 8/2011 cs 4

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation  Earobics  Additional Support Activities in Harcourt Teacher Manual  Intervention Resource Kit  English Language Learners Resource Kit  Below Level Books for All Learners  Below Level Practice Book  Thinking Maps  Computer Websites  English Language Learner Kit Extension  On Level Books for All Learners  On Level Practice Book  Thinking Maps  Related Theme Resources in Harcourt Teacher Manual  Computer Websites Enrichment  Advanced Books for All Learners  Advanced Level Practice Book  Thinking Maps  Additional Support Activities in Harcourt Teacher Manual  Computer Websites

RESOURCES:  Harcourt Trophies Basal Reading Series and Resources  Computer Programs: Study Island, Earobics  Computer Websites: www.harcourtschool.com, www.learninga-z.com, www.starfall.com, http://www.brainpopjr.com/  Guided Reading Books  Thinking Maps  Learning Centers – Leap Pad, PLATO,  Harcourt Trophies Audiotexts

Read/Communications Standard 1.2.1 rev 8/2011 cs 5

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.2.1 rev 8/2011 cs 6

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.3.1: READING, ANALYZING AND INTERPRETING LITERATURE – FICTION AND NON-FICTION

CC.1.R.l.1 Key Ideas and Details: Ask and answer questions about key details in a text. CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of 1.3.1.A. Analysis and Evaluation: their central massage or lesson. Read, understand, and respond to CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key works of literature. details.

CC.1.R.L.10 Range of Reading and Level of Text Complexity: With prompting and support, read prose and poetry of appropriate complexity for grade 1. CC.1.L.4a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase.

1.3.1.B. Literary Genres: Recognize different types of genres such as poetry, drama, and fiction

1.3.1.C Literary Elements: Identify CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of literary elements (characters, their central message or lesson. setting, and main idea in selected CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key readings. details. CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.

1.3.1.D. Literary Devices: Identify literary devices in selected readings (e.g., personification, rhyming, alliteration).

Read/Communications Standard 1.3.1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

IRA/NCTE STANDARDS: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information)

Read/Communications Standard 1.3.1 rev 8/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

FOCUS POINTS: Genre  Realistic Fiction  Fiction  Poetry  Nonfiction  Fantasy  Play  Biography  Fable  Science Fiction  Informational Fiction Narrative Elements  Characters  Sequence  Make and Confirm Predictions  Draw Conclusions  Make Inferences  Create Mental Images  Setting  Fantasy/Reality  Cause/Effect  Retelling  Details  Plot  Predict Outcomes  Dialog  Problem/Solution  Fact/Fiction  Reread  Summarize  Classify/Categorize

Read/Communications Standard 1.3.1 rev 8/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

ACTIVITIES:  Author’s Purpose  Preview/Predict  Story Response/Retelling  Shared Writing  Think and Respond Questions  Graphic Organizers, Thinking Maps  Story Maps  Puppetry  Readers Theatre  Reread  Picture /Story Walk  Harcourt Language Handbook  Daily Oral Language Practice  Morning Message

ASSESSMENTS:  End of Selection Test  DIBELS(Retelling)  Progress Monitoring  Anecdotal Records  Teacher Observation  QRI  Rubrics  Computerized Tests (RAZ Kids, Brain Pop)

Read/Communications Standard 1.3.1 rev 8/2011 cs 4

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation  Intervention  English Language Learner resource kit  Intervention resource kit  Intervention Station  Leveled Guided Readers  Graphic organizers, Thinking Maps  Computer Programs (RAZ Kids)  Language Master Extension  Leveled Guided Readers  Learning Centers  Graphic Organizers, Thinking Maps  Computer Programs (RAZ Kids)  Language Master Enrichment  Leveled Guided Readers  Graphic Organizers  Learning Centers  Language Master

RESOURCES:  Harcourt Trophies Reading Series and Resources/Computer Programs  Graphic Organizers  Workable Documents (charts, schedules, recipes, rules, signs, posters, maps)  Classroom Library (nonfictional, fictional, informational tests, magazines, dictionaries, newspapers)  Reading, Comprehension and Fluency, Grade 1, by Mary Rose (Scholastic)  Trade Books  Language Master

Read/Communications Standard 1.3.1 rev 8/2011 cs 5

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.3.1 rev 8/2011 cs 6

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.4.1: TYPES OF WRITING

1.4.1.A. Narrative: Write, CC.1.W.3 Text Types and Purposes: Write narratives in which they recount two or more appropriately dictate, or illustrate descriptive sequenced events, include some details regarding what happened, use temporal words to poems and stories that include signal event order, and provide some sense of closure. literary elements.

1.4.1.B. Informational: Write CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply Informational pieces using some facts about the topic, and provide some sense of closure. illustrations when relevant (e.g., CC.1.W.3 Text Types and Purposes: Write narratives in which they recount two or more appropriately descriptions, letters, instructions). sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

IRA/NCTE STANDARDS: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary)to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). Read/Communications Standard 1.4.1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

FOCUS POINTS:  Kid Writing/Craft of Writing: Rewrite, Draft, Revise, Reflect, Proofread, Publish,  Graphic Organizers, Thinking Maps

ACTIVITIES:  Word Charts: Use word charts as resources (family poster, WWW, Holiday words, Kid Crowns etc.)  Prompts: Use ideas from the Themes in Harcourt  Creative Writing  Story Response: To teach the students how to respond to literature  Sentence Frames:  Sentences in dialogue form: Using quotation marks, having conservation  Sentences utilizing data from a graph  Write Invitations  Messages  Write Captions/Cartoon dialogue  Reports: Gather information to write reports  Write Poems: Explore different types of writing poetry(acrostic, haiku, rhyming, shape poems)  Song Lyrics  Riddles  Class Books: Create a book using students collective on a variety of topics  Create a list: Uses of lists( shopping, to do, organizing)  Create persuasive posters  Shared Writing  Independent Writing  Diagrams  Writing Directions  Writing Friendly Letters: Parts of a letter(opening, body, date, signature, closing) 

ASSESSMENTS  Kid Writing Rubric  Teacher Observations  Checklists  Completion of projects

Read/Communications Standard 1.4.1 rev 8/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need. Remediation  Small groups with teacher assistance  Accommodations (2 sentences instead of 5)  Teachers starts and student finishes  Teacher models  Use of Graphic Organizers/Thinking Maps for organization assisted by teacher  Computer Programs  English Language Learner Kit Extension  Use thinking maps to aid project  Use resources in the classroom  Use conventions of writing Enrichment  Using multiple thinking maps when completing project  Require/Expect more: more facts, more sentences, longer poem  Use more advanced conventions of writing  Using skills taught correctly in writing

RESOURCES:

 Kid Writing: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Felgus  Harcourt Trophies Basal Reading Series and Resources  Thinking Maps  Children’s Literature  Computer Program: Microsoft Word

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.4.1 rev 8/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.5.1: QUALITY OF WRITING

CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, 1.5.1.A. Focus: Identify and write supply some facts about the topic, and provide some sense of closure. about one specific topic. CC.1.W.3 Text Types and Purposes: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

1.5.1.B. Content: Develop content appropriate for the topic.  Gather and organize CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, information, incorporating supply some facts about the topic, and provide some sense of closure. details relevant to the topic. CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with  Write a series of related relevant details, expressing ideas and feelings clearly. sentences or a paragraph with one central idea

1.5.1.C Organization: Organize CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, writing in a logical order. supply some facts about the topic, and provide some sense of closure.

CC.1.L.1b Conventions of Standard English: Use common, proper, and possessive nouns. 1.5.1.D. Style: Write using CC.1.L.1c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic adjectives, precise nouns, and sentences (e.g., He hops; We hop). action verbs. CC.1.L.1h Conventions of Standard English: Use determiners (e.g., articles, demonstratives). CC.1.L.1j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

1.5.1.E Revising: Revise writing by CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a adding details or missing topic, respond to questions and suggestions from peers, and add details to strengthen writing information. as needed.

Read/Communications Standard 1.5.1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.5.1: QUALITY OF WRITING CC.1.R.F.1a Print Concepts: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). CC.1.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations). CC.1.L.1.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.1.L.1a Conventions of Standard English: Print all upper- and lowercase letters. CC.1.L.1b Conventions of Standard English: Use common, proper, and possessive nouns. CC.1.L.1c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CC.1.L.1d Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me, 1.5.1.F. Convention: Use grade my; they, them, their, anyone, everything. appropriate conventions of CC.1.L.1e Conventions of Standard English: Use verbs to convey a sense of past, present, and future language when writing and editing. (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).  Spell common, frequently CC.1.L.1f Conventions of Standard English: Use frequently occurring adjectives. used words correctly. CC.1.L.1g Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so,  Use capital letters correctly. because).  Punctuate correctly. CC.1.L.1h Conventions of Standard English: Use determiners (e.g., articles, demonstratives).  Begin to use correct CC.1.L.1i Conventions of Standard English: Use frequently occurring prepositions (e.g., during, beyond, grammar and sentence toward). formation. CC.1.1j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. CC.1.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.1.l.2a Conventions of Standard English: Capitalize dates and names of people. CC.1.L.2b Conventions of Standard English: Use end punctuation for sentences. CC.1.L.2c Conventions of Standard English: Use commas in dates and to separate single words in a series. CC.1.L.2d Conventions of Standard English: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Read/Communications Standard 1.5.1 rev 8/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

IRA/NCTE STANDARDS: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation) media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Read/Communications Standard 1.5.1 rev 8/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

FOCUS POINTS: Comprehension  Build Concept Vocabulary  Characters  Classify/ Categorize  Creating Mental Images  Details  Dialogue  Drawing Conclusions  Fact/Fiction  Fantasy/Reality  Listening and Responding to Text  Main Idea  Make and Confirm Predictions  Making Inferences  Plot  Predicting Outcomes  Problem/Solution  Reading  Reading Ahead  Retell and Summarize  Rereading  Rereading Aloud with Inflection  Reread for Fluency  Self-Correcting  Sequencing Events in a Story  Setting Genre  Biography  Fable  Fantasy  Fiction  Informational Fiction  Nonfiction  Play  Realistic Fiction  Science Fiction

Read/Communications Standard 1.5.1 rev 8/2011 cs 4

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

Grammar  Complete Sentences  Compound Words  Contractions: ‘s, n’t, ‘ll,  Capital Letters and End Marks  Describing Words (adjectives): color, size, shape, taste, smell, sound, fell  Joining Sentences  Identify Nouns as People ,Animals, Things and Places  Identify Verbs  Inflections: -s, -ed, -er, -est, -ing  Match sentence Parts  Naming Parts of A Sentence  Naming Parts For Two  Naming Sentences  One or More Than One  Pronouns: He, She, It, They  Proper Nouns: Months, Days of the Week, Holidays,  Proper Nouns: Titles for People, Places,  Punctuation  Spelling  Telling Parts Of A Sentence  Telling Parts For Two  Telling Sentences  Using Am, Is, Are, Was, Were  Using I and Me  Using Nouns In Sentences  Word Classification  Writing Basic Sentences Phonics and Decoding  Short vowel sounds: a,e,i, o, u  Long vowel sounds: /a/, a-e, ai, ay /e/ e, ee, ea, y /i/ i-e, ie, igh, y /o/: o, ow, oa, o-e /u/u-e  Phonograms: -ace, -ack, -ad, -ag, -age, -ail, -ain, -ake, -all, -am, -ame, -an -ang, –ap, -arm, -art, -at, -ate, -ay, -ead, -ean, -eet, -en, -end, -- ice, -ide, -ick, -ight, -ike, -ild, -ill, -inch, -ind, -ine, -ing, -ink, -it, -itch, -ite, -ode, -old, -one, -ool, -oom, -oot, -op, -or, -ore, -ot, -ow, -own, -ound, - ube, -ug -us

Read/Communications Standard 1.5.1 rev 8/2011 cs 5

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

 Consonant /j/ dge, /s/ c  Digraphs: -ck, qu, sh, th, tch, wh  Diphthong/ng/ ng,  Initial Blends: r, s  Blends: l, r, s,  R-Controlled Vowels: /ar/ ar /er/ er, ir, ur, /or/ or & ore,  Syllable/l/ -le  Variant Vowels: /ou/ ou, ow /o/ oo  Concepts of Print  Vocabulary and Concept Vocabulary  Vocabulary and High Frequency Words  Literary Response Phonemic Awareness  Blending Sounds  Counting Syllables  Rhyming Words  Phoneme Isolation  Phoneme Blending  Phoneme Segmentation  Phoneme Addition  Phoneme Matching  Phoneme Deletion  Phoneme Substitution  Phoneme Manipulation  Phoneme Counting Writing For Purpose  Enjoyment  Persuasive  Informational  Narrative  Descriptive

Read/Communications Standard 1.5.1 rev 8/2011 cs 6

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

Writing Process  Prewrite  Draft  Respond/Revise  Proofread  Publish Conventions  Creative Writing (Kid Writing)  Development of Effective Sentences  Dialogue  Effective Paragraph  Facts  Focus/Idea  Independent Writing  Interactive Writing  Listen and Respond  Match Text With Picture  Notes  Organization  Poem  Purpose  Reflection  Report  Riddles  Shared Writing  Story Response  Voice  Word Choice  Write Sentences

Read/Communications Standard 1.5.1 rev 8/2011 cs 7

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

ACTIVITIES:  Write about self-selected topics  Brainstorm ideas to use for the topic  Match text with picture  Finish story starters  Write in complete sentences  Write captions  Create a list  Use appropriate capital letters and end marks  Write proper names and titles  Add details to support the main idea  Spell independently, by using prephonetic knowledge, sounds of the alphabet, and knowledge of letter names  Arrange ideas in logical order  Use the kidwriting process and mini-lessons  Reread sentences or story to oneself, a classmate and/or an adult  Take pride in authoring a page in a class book  Read and listen to literature books to spark ideas for writing  Utilize dialogue in writing  Purposeful Writing: Newspaper ads, riddles, poems, posters, persuasive, informational, letters, invitations, cards, song lyrics, messages, postcards  Games: Crossword Puzzles, Spelling Squares, Rainbow Words, Write the Room  Publish written work  Interactive Writing (Story Response)  Shared Writing  Independent Writing

ASSESSMENTS:  Unit assessments based upon learning objectives  End of Story Tests  DIBELS, Teacher Observations, Anecdotal Records (check lists, rubrics, etc.)  Vocabulary Assessments  Rubrics/Checklists

Read/Communications Standard 1.5.1 rev 8/2011 cs 8

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need.

Remediation  Earobics  English Language Learner resource kit  Intervention Station  Leveled Guided Readers  Graphic Organizers, Thinking Maps  Computer Programs  English Language Learner Kit Extension  Earobics  Learning Centers-Leap Desk, Leap Pad, Leap Mat, Leapsters, Language Master, Books on Tape, Phonics Handheld Games, Read the Room  Leveled Guided Readers  Graphic Organizers, Thinking Maps  Computer Programs Enrichment  Leveled Guided Readers  Starfall  Study Island  Graphic Organizers, Thinking maps  Computer Programs

Read/Communications Standard 1.5.1 rev 8/2011 cs 9

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

RESOURCES:  Harcourt Trophies Reading Series and Resources  Kidwriting: A Systematic Approach to Phonics, Journals, and Writing Workshops by Eileen Feldgus  Intervention Station  Intervention Kit  Literacy Station Activities  Fluency Builders  Kid Writing Library: o A Story for Bear by Dennis Haseley & Jim LaMarche o Angelo by David MacAaulay o Annie and the Wild Animals by Jan Brett o The Bear Snores On by Jane Chapman o Butterfly House by Eve Bunting o Chester’s Way by Kevin Henkes o Come On Rain by Karen Hesse & Jon J Muth o Dory Story by Jerry Pallotta o Earthdance by Joanne Ryder o Fritz and the Beautiful Horses by Jan Brett o The Gardner by David MacAaulay o Giant Jam Sandwich by John Vernon Lord o Grammar Tales by Liza Charlesworth o Green Eyes o Hey Little Ant by Phillip M. Hoose o Listen to the Rain by Bill Martin, Jr. o The Mitten by Jan Brett o Miz Berlin Walks by Jane Yolen o Mr. Brown Can Moo by Dr. Seuss o My Lucky Day by Keiko Kasza o My Mama Had a Dancing Heart by Libba Gray o Muncha Muncha Muncha by Candace Fleming o Nothing Ever Happens on 90th Street by Roni Schotter o Owl Moon by Jane Yolen o Pinduli by Janell Cannon o Seven Blind Mice by Ed Young o Stellaluna by Janell Cannon o The Gardner by David MacAaulay o The Giant Jam Sandwich by John Vernon Lord o The Old Woman Who Named Things by Cynthia Rylant o The Pain and the Great One by Judy Blume

Read/Communications Standard 1.5.1 rev 8/2011 cs 10

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

o Rain by Manya Stojic o The Quilt Makers Gift by Jeff Brumbeau o The Squiggle by Carole Lexa Schaefer o The Very Noisy Night by Diana Hendry o Thundercake by Patricia Polacco o Too Many Pumpkins by Linda White o Tops and Bottoms by Janet Stevens o When I was Young in the Mountains by Cynthia Rylant  Starfall.com  Raz-Kids  Study Island  Reading A-Z

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.5.1 rev 8/2011 cs 11

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.6.1: SPEAKING AND LISTENING

CC.1.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about Grade 1 topics and texts with peers and adults in small and larger groups.

CC.1.SL.1a Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., listening 1.6.1.A. Listening Skills/Discussion: to others with care, speaking one at a time about the topics and texts under discussion). Listen actively and respond to others CC.1.SL.1b Comprehension and Collaboration: Build on others’ talk in conversations by responding to in small and large group situations the comments of others through multiple exchanges. with appropriate questions and CC.1.SL.1c Comprehension and Collaboration: Ask questions to clear up any confusion about the topics ideas. and texts under discussion. CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.SL.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

1.6.1.B. Speaking Skills/Presentation: CC.1.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall Use appropriate volume and clarity information from experiences or gather information from provided sources to answer a in individual or group situations. question. Deliver brief oral presentations on a CC.1.SL.1a Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., listening topic supported by visual aids. to others with care, speaking one at a time about the topics and texts under discussion). CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CC.1.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Read/Communications Standard 1.6.1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

IRA/NCTE STANDARDS: 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and informational resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

FOCUS POINTS:  Listening Skills and Strategies  Speaking Skills and Strategies

Read/Communications Standard 1.6.1 rev 8/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

ACTIVITES: Listening  Listen and Respond  Choral Reading  Echo Reading  Pair/Share or Partner Reading  Listen to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, or informational speeches  Listen for a purpose (1) to follow oral directions (one, two, three, and multi-step), (2) for specific information, and (3) for enjoyment.  Respond to a variety of media and speakers  Big Book of Rhymes  Listening Center – listen to books on tape Speaking  Speak clearly and audibly and use appropriate volume and pace in different settings  Use formal and informal English appropriately  Follow rules of conversation  Stay on topic when speaking  Use descriptive words  Give and follow two, three, and four, step directions  Recite poems, rhymes, songs, stories, soliloquies, or dramatic dialogues  Participate in classroom activities and discussion

ASSESSMENTS:  Checklists  Teacher observations  Daily oral dictation activities

Read/Communications Standard 1.6.1 rev 8/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need. Remediation  Earobics  Intervention Resource Kit  English Language Learners Resource Kit  Below Level Books for All Learners  Computer Websites  Harcourt Fluency Builder Cards  English Language Learner Kit Extension  On Level Books for All Learners  Related Theme Resources in Harcourt Teacher Manual  Computer Websites  Oral Reading Fluency Guide  Harcourt Fluency Builder Cards Enrichment  Advanced Books for All Learners  Advanced Level Practice Book  Thinking Maps  Additional Support Activities in Harcourt Teacher Manual  Computer Websites  Harcourt Fluency Builder Cards

RESOURCES:  “Oo-ples and Boo-noo-noos: Songs and Activities for Phonemic Awareness”  Big Books  Read Aloud Anthology  Poems, Rhymes, Songs, etc.  Harcourt Literacy Centers  Harcourt Trophies Basal Reading Series and Resources  Computer Programs: Study Island, Earobics  Computer Websites: www.harcourtschool.com, www.learninga-z.com, www.starfall.com, http://www.brainpopjr.com/  Guided Reading Books  Learning Centers – Leap Pad, PLATO,  Harcourt Trophies Audiotexts

Read/Communications Standard 1.6.1 rev 8/2011 cs 4

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.6.1 rev 8/2011 cs 5

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.7.1: CHARACTERISTICS AND FUNCTIONS OF THE ENGLISH LANGUAGE

1.7.1.A. Formal and Informal Language: Recognize formal and informal language used in speech.

IRA/NCTE STANDARDS: 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audience for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and informational resources (e.., libraries databases, computer networks, video) to gather and synthesize information to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions and social roles. 10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information.

Read/Communications Standard 1.7.1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

FOCUS POINTS: Grammar  Writing basic sentences  Recite a rhyme  Making connections  Telling sentences  Capital letters and periods, punctuation marks  Asking sentences  Naming parts of sentence  Joining naming parts with “and”  Telling parts of sentences  Identify sentence parts  Match sentence parts  Create telling parts of sentences  Joining telling parts with “and”  Generate/form complete sentences  Nouns-(people, places, things, animals  One and more than one  Special names and titles for people  Special names of places  Names of Days  Names of Months  Names of Holidays  Spelling  Using I and Me  Pronouns (he, she, it and they)  Describing words (color, size, shape, taste, smell, sound feel, weather, -er, -est)  Verbs  Using “and, is and are”  Using “was and were”  Contractions

Read/Communications Standard 1.7.1 rev 8/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

ACTIVITES:  Grammar packets  Kid Writing – Mini lesson  Shared Writing  Story Responses  Teacher Modeling

ASSESSMENTS:  End of selection tests  Kid Writing Journals/Samples  Teacher Observation  Anecdotal records  Story Responses

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need. Remediation  Leveled Guided Readers  Intervention resource kit  Intervention Station  Graphic organizers  Kid Writing groups  English Language Learner resource kit Extension  Leveled Guided Readers  Graphic organizers  Kid Writing groups  Learning Centers  Computer programs Enrichment  Leveled Guided Readers  Computer Programs  Writing Centers

Read/Communications Standard 1.7.1 rev 8/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

RESOURCES:  Harcourt Trophies Language Handbook/Transparencies/Teacher Manual  Kid Writing  Creating Young Writers  Harcourt Writer’s Companion  Learn to Write Series (Creative Teaching Press)  Grammar Jingles CD  Scholastic Grammar Tales  Scholastic Parts of Speech Tales  Scholastic Punctuation Tales  Trade Books  Starfall  Raz Kids  Learning a-z  Funbrain  Promethean Planet

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.7.1 rev 8/2011 cs 4

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.8.1: RESEARCH

1.8.1.A. Inquiry Based Process: Generate appropriate questions about a topic.

1.8.1.B. Location of Information and Citing Sources: Locate and discuss information on an identified topic in a small group, with teacher guidance.

1.8.1.C Organization and Production of Final Product: Create and explain CC.1.W.7 Research to Build and Present Knowledge: Participate in shared research and writing a research-based project in a small projects (e.g., explore a number of “how-to” books on a given topic and use them to write group. a sequence of instructions.

IRA/NCTE STANDARDS 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Read/Communications Standard 1.8.1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

8. Students use a variety of technological and informational resources (e.g., libraries, databases, computers, networks, video) to gather and synthesize information and to create and communicate knowledge. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

FOCUS POINTS:  Locate, gather, organize, and interpret information on given topics to share in a variety of forms.

ACTIVITES:  Write caption/Cartoon dialogue  Reports  Write Poems  Create persuasive posters  Writing a Friendly Letter

ASSESSMENTS:  Teacher Observations  Projects  Rubrics

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need. Remediation  Small group instruction  Accommodations for assignment  Thinking Maps to organize information On Level  Thinking Maps to organize information Extension  Rubric-more requirements, more research information  Help the rest of the class with computer skills  Present project to class

Read/Communications Standard 1.8.1 rev 8/2011 cs 2

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

RESOURCES:  Library  Computer: teacher directed sites Brainpop Jr., United Streaming, Thinkfinity.org  Literature  Video – with specific tasks (note taking)

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.8.1 rev 8/2011 cs 3

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

PA ACADEMIC STANDARDS CORRESPONDING COMMON CORE STANDARD(S) 1.9.1: INFORMATION, COMMUNICATION, AND TECHNOLOGY LITERACY

1.9.1.A. Media and Technology CC.K.W.6 Production and Distribution of Writing: With guidance and support from adults, explore a Resources: Use media and variety of digital tools to produce and publish writing, including in collaboration with peers. technology resources for directed CC.1.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety learning activities. of digital tools to produce and publish writing, including in collaboration with peers.

1.9.1.B. Evaluating Media Sources: Identify different types of media and what purposes they may serve.

IRA/NCTE STANDARDS 3. Students use a variety of technological and informational resources (e.g., libraries, databases, computers, networks, video) to gather and synthesize information and to create and communicate knowledge. 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

FOCUS POINTS:  Locate, gather, organize, and interpret information on given topics to share in a variety of forms.

ACTIVITES:  Introduction to technology will be differentiated to student needs at the discretion of the teacher utilizing Harcourt and Cross Curricular topics.

ASSESSMENTS:  Teacher Observations  Anecdotal records  Projects  Rubics

Read/Communications Standard 1.9.1 rev 8/2011 cs 1

POCONO MOUNTAIN SCHOOL DISTRICT CURRICULUM READING/COMMUNICATIONS – GRADE 1

DIFFERENTIATED INSTRUCTION: Teacher directed differentiated instructional projects and activities are ongoing and based on student need. Remediation  Small group instruction  Accommodations for assignment  Thinking Maps to organize information On Level  Thinking Maps to organize information Extension  Rubric-more requirements, more research information  Help the rest of the class with computer skills  Present project to class 

RESOURCES:  Library  Computer: teacher directed sites (e.g., Brainpop Jr., United Streaming, Thinkfinity.org)  Literature  Video – with specific tasks (note taking)  District approved computer programs (e.g., Microsoft Word, Publisher)

COMMON CORE STANDARDS KEY RL - READING – LITERATURE RI - READING – INFORMATIONAL TEXT RF - FOUNDATIONAL SKILLS W - WRITING SL - SPEAKING AND LISTENING L - LANGUAGE

Read/Communications Standard 1.9.1 rev 8/2011 cs 2