<p> Grade 1</p><p>Essential Question, Concept or Theme: A. Develop the necessary skills of phonetic Approx. Time Allotment: analysis and structural analysis to enable the student to become an independent reader that will enable him/her to apply strategies to comprehend, organize, analyze, synthesize and evaluate texts to construct meaning. Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology READING 1. Student is acquiring word recognition Required Assessments:  Spotlight on Literacy . Big Books skills and strategies. (See Reading/Language Arts Assessment Materials- . Book Talks a) Recognizes both upper and lower case Addenda) Macmillan /McGraw- . Buddy Reading letters in the alphabet. Hill, 1997-Guides, . Cloze Activities b) Demonstrates understanding that spoken Optional Assessments (See Addendum) Reading Books, . Dictation words consist of a sequences of phonemes.  Teacher Observation Related Readings c) Understands that the sequence of letters in  Open Court Phonics, . Discuss Prior Knowledge a written word represents the sequence of  Worksheets 1995- Materials- . Dramatizations sounds (phonemes) in a spoken word.  Dictation Workbooks, Step-By- . Silent Reading d) Demonstrates understanding that spoken Step Practice Books, . Flash Cards words consist of a sequences of phonemes.  Spelling Tests (weekly) addressing Mini Books . Flexible Grouping e) Merges spoken segments into a meaningful sounds/words introduced during the week;  Phonemic Awareness . Games target word. including high frequency words (see in Young Children f) Recognizes and completes predictable Spelling Binder) M.J. Adams etal. . Group Discussions language patterns.  Word Building Activities (Open Court)  D’Nealian . Journals g) Acquires a sight vocabulary by identifying Handwriting, Scott . KWL rhymes and word families and reading  Workshops/Centers Foresman . Language Experience them in context.  Teacher prepared as needed  On-Line Research Stories/Books h) Decodes orally regular, one-syllable words Materials . Learning Centers and nonsense words.  Pizza Hut Book-It Modeling i) Uses letter-sound correspondence . Program . Peer Tutors knowledge to sound out unknown words .100 Book Challenge . Reading Aloud when reading text. .CD’s j) Counts the number of syllables in a word. .Children’s Personal . Story Mapping k) Recognizes and has mastered the following Materials . Story Retelling sound-symbol correspondences: all .Class Libraries . Tape Recorded Readings consonants, all short vowels and their .Class Encyclopedias . Think/Pair/Share spellings, all long vowels and their .Class Dictionaries . Word Walls/Folders spellings. .Classroom Sets of l) Begins to recognize all digraphs, all Literature diphthongs, and all variant vowels.</p><p>7/02 Grade 1 m) Applies structural analysis skills and The Rain Forest-Helen picture and context clues to decode and Cowcher (IL) understand new words. Nature’s Green Umbrella- n) Recognizes basic sight words in isolation Gail Gibbons (IL) and in context. Frog and Toad are o) Recognizes required contractions and the Friends-Arnold Loebel words they represent. (IL and RT) p) Recognizes required homophones.  Weekly Readers  Words I Use</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: A. Develop the necessary skills of phonetic Approx. Time Allotment: analysis and structural analysis to enable the student to become an independent reader that will enable him/her to apply strategies to comprehend, organize, analyze, synthesize and evaluate texts to construct meaning. Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology READING 2. Student is constructing meaning. Required Assessments: .100 Book Challenge . Big Books a) Previews illustrations and makes (See Reading/Language Arts .CD’s . Book Talks predictions. Assessment Addenda) .Children’s Personal Materials . Buddy Reading b) Recognizes story genre. .Class Libraries c) Differentiates among various types of Optional Assessments (See .Class Encyclopedias . Cloze Activities genre. Addendum) .Class Dictionaries . Dictation d) Reads with accuracy and  Teacher Observation .Classroom Sets of Literature . Discuss Prior Knowledge comprehension at his/her reading level.  Comprehension Worksheets The Rain Forest-Helen Cowcher . Dramatizations e) Monitors his/her reading and that accompany each story (IL) . Silent Reading self/corrects when an incorrectly  Oral Story Retelling Nature’s Green Umbrella-Gail . Flash Cards identified word does not fit with cues Gibbons (IL)  Response Journals-Use . Flexible Grouping provided by the letters in the word or Frog and Toad are Friends- suggested response questions . Games the context surrounding the word. from the manuals Arnold Loebel (IL and RT) . Group Discussions f) Generates the necessary vocal  Book Reports  D’Nealian Handwriting, expression to confirm understanding of  Class Participation Scott Foresman . Journals the text.  Performance Tasks  On-Line Research Materials . KWL g) Answers simple oral and written  Teacher made tests, quizzes,  Open Court Phonics, 1995- . Language Experience Stories/Books comprehension questions based on worksheets Materials-Workbooks, Step- . Learning Centers material read.  Unit Reading Tests that By-Step Practice Books, . Modeling h) Describes new information gained from Mini Books accompany each level . Peer Tutors texts in own words.  Pizza Hut Book-It Program Reading Aloud i) Identifies literary elements in stories---  Spotlight on Literacy . main idea, details, setting, and Materials-Macmillan . Story Mapping characters. /McGraw-Hill, 1997-Guides, . Story Retelling j) Sequentially summarizes the events in a Reading Books, o. Related . Tape Recorded Readings story. Readings . Think/Pair/Share k) Differentiates the dialogue in plays and  Weekly Readers . Word Walls/Folders stories.  Words I Use l) Responds to literature through illustrations and writing.</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: A. Develop the necessary skills of Approx. Time Allotment: phonetic analysis and structural analysis to enable the student to become an independent reader that will enable him/her to apply strategies to comprehend, organize, analyze, synthesize and evaluate texts to construct meaning. Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology READING 3. Student is beginning to read Required Assessments: .100 Book Challenge . Big Books orally at an appropriate flow and (See Reading/Language Arts .CD’s . Book Talks rhythm. Assessment Addenda) .Children’s Personal Materials . Buddy Reading a) Demonstrates fluency and .Class Libraries accuracy while reading orally. Optional Assessments (See Addendum) .Class Encyclopedias . Cloze Activities b) Reads aloud with accuracy and  Tape recordings .Class Dictionaries . Dictation comprehension at his/her reading  Teacher observations .Classroom Sets of Literature . Discuss Prior Knowledge level.  Oral Participation The Rain Forest-Helen Cowcher . Dramatizations c) Self-corrects his/her reading.  Self-Evaluations (IL) . Silent Reading d) Generates the necessary Nature’s Green Umbrella-Gail . Flash Cards expression to confirm Gibbons (IL) . Flexible Grouping understanding of the text. Frog and Toad are Friends- Arnold Loebel (IL and RT) . Games  D’Nealian Handwriting, . Group Discussions Scott Foresman . Journals  On-Line Research Materials . KWL  Open Court Phonics, 1995- . Language Experience Stories/Books Materials-Workbooks, Step- . Learning Centers By-Step Practice Books, . Modeling Mini Books . Peer Tutors  Pizza Hut Book-It Program Reading Aloud  Spotlight on Literacy . Materials-Macmillan . Story Mapping /McGraw-Hill, 1997-Guides, . Story Retelling Reading Books, o. Related . Tape Recorded Readings Readings . Think/Pair/Share  Weekly Readers . Word Walls/Folders  Words I Use</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: A. Develop the necessary skills of Approx. Time Allotment: phonetic analysis and structural analysis to enable the student to become an independent reader that will enable him/her to apply strategies to comprehend, organize, analyze, synthesize and evaluate texts to construct meaning. Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology READING 4. Student continues to develop an  Teacher Observation .100 Book Challenge . Big Books interest in print.  Student/Teacher .CD’s . Book Talks a) Selects reading materials Conferences .Children’s Personal Materials . Buddy Reading independently. .Class Libraries  Self-Evaluations . Cloze Activities b) Shows enthusiasm by sharing  Self-Selection of reading .Class Encyclopedias . Dictation reading selections with others. materials .Class Dictionaries c) Requests additional reading time. .Classroom Sets of Literature . Discuss Prior Knowledge d) Recognizes environmental print. The Rain Forest-Helen Cowcher (IL) . Dramatizations Nature’s Green Umbrella-Gail Gibbons . Silent Reading (IL) . Flash Cards Frog and Toad are Friends-Arnold Loebel . Flexible Grouping (IL and RT)  D’Nealian Handwriting, Scott . Games Foresman . Group Discussions  On-Line Research Materials . Journals  Open Court Phonics, 1995- Materials- . KWL Workbooks, Step-By-Step Practice . Language Experience Stories/Books Books, Mini Books . Learning Centers  Pizza Hut Book-It Program . Modeling  Spotlight on Literacy Materials- . Peer Tutors Macmillan /McGraw-Hill, 1997- Reading Aloud Guides, Reading Books, o. Related . Readings . Story Mapping  Weekly Readers . Story Retelling  Words I Use . Tape Recorded Readings . Think/Pair/Share . Word Walls/Folders</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: A. Develop the necessary skills of phonetic Approx. Time Allotment: analysis and structural analysis to enable the student to become an independent reader that will enable him/her to apply strategies to comprehend, organize, analyze, synthesize and evaluate texts to construct meaning. Standards: 1.1.1 A-H, 1.2.1 A, C, 1.3.1 A-F</p><p>Adaptations/Inclusion Enrichment Remediation Multicultural/ Techniques Strategies Strategies Interdisciplinary Connection READING  Additional Practice  AG/Classroom Teacher Some strategies would include: small group  Artist-in-residence  Alternate Assignments Cooperation instruction, one to one instruction,  Assemblies/speakers  Audio-Taped Books  CD Programs preferential seating, reading tutors, modified  Author studies  Buddy System  Contracts worksheets, untimed tasks, trained  Community awareness/projects  Flash Cards  Independent Studies parent volunteers, pending technology, repeated  Field trips  Hands-On Activities  Learning Centers readings, home work and reading  Fine arts presentations  Highlighted Instruction  Tiered Assignments packets, peer tutoring, word games, supplemental  Holiday recognitions leveled reader.  Large Print Books  Integrated curriculum Teachers should preview assessment materials to  Learning Centers  Interdisciplinary units (Frogs, determine final goals required for Rain Forest)  Manipulatives reading.  Modify Assignments  Pen pal correspondence/e-mail  One-To-One  Theater Instruction  Use of folk tales from other  Organizers countries  Preferential Seating  Unlimited Time  Use of an EZC Reader Bookmark  Tutors  Visual/Verbal Clues  Wait Time</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: B. Develop the necessary skills to produce quality Approx. Time Allotment: writing in a variety of forms such as journals, stories, letters, poems, and reports, demonstrating effective use of language skills. Standards: 1.4.1 A-B, 1.5.1 C, E, F</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology WRITING 1. Recognizes and uses steps of the writing Required Assessments:  Macmillan/McGraw-Hill  Dictation process. (See First Grade Writing Portfolio Materials  Flexible Grouping a) Uses relevant illustrations when appropriate. Guidelines)  Open Court Materials  Graphic Organizers b) Labels or annotates an original illustration of  D’Nealian Handwriting, Scott  Group Discussions a content-area topic. Additional Required Assessments: Foresman  Journals c) Transfers sound-symbol correspondences to . Spelling Tests (weekly) addressing  KWL a written word. sounds/words introduced that  Language d) Uses invented spelling/phonics-based week; including high frequency Experience Stories knowledge to spell independently. words (see spelling binder)  Modeling e) Shows spelling consciousness or sensitivity  Peer Tutors to conventional spelling. Other Assessments:  Pen Pals f) Spells with accuracy most of the required  Teacher Observations (ongoing)  Publishing Books first-grade spelling words.  Daily journal writing  Think/Pair/Share g) Uses legible writing.  Daily edits (see sample)  Word Walls/Folders h) Uses an appropriate strategy to plan for their  Handwriting Samples (ongoing) writing (graphic organizer found in program  Written alphabet sample materials.) (September) i) Writes a series of related sentences with one  Daily practice central idea and specific purpose.  End of the year sample (to be j) Writes with a recognizable beginning, placed in cumulative folder) middle, and end.  Dictation (ongoing) k) Edits writing using conventions of language  Open Court provided as specified in the Scope and Sequence: l) Spells common, frequently-used words.  Teacher created m) Uses capital letters correctly.  Capitalization and Punctuation n) Uses proper punctuation marks- periods, question marks, and exclamation marks. o) Uses complete sentences. p) Publishes and/or shares writing.</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: B. Develop the necessary skills to produce quality Approx. Time Allotment: writing in a variety of forms such as journals, stories, letters, poems, and reports, demonstrating effective use of language skills. Standards: 1.4.1 A-B, 1.5.1 C, E, F</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology WRITING 2. Student begins to write for a Required Assessments:  Macmillan/McGraw-  Dictation variety of purposes. (See First Grade Writing Portfolio Guidelines) Hill Materials  Flexible Grouping a) Identifies and writes a complete  Open Court Materials  Graphic Organizers sentence both declarative and Other Assessments:  D’Nealian  Group Discussions interrogative.  Teacher Observations (ongoing) Handwriting  Journals b) Responds to nonfiction and  Daily journal writing  KWL fiction works of literature  Daily edits  Language Experience Stories through illustrations and writing.  Dictation (ongoing)  Modeling c) Writes a couplet (rhyme  Story Responses (second semester) eg. book  Peer Tutors phrase/sentence.) reports, story reactions, alternative story  Pen Pals d) Writes a narrative piece from starters and endings personal experience with a  Publishing Books minimum of three sentences.  Think/Pair/Share e) Writes an informational sentence  Word Walls/Folders about a topic discussed in content area. f) Writes a personal letter. g) Writes a personal opinion.</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: B. Develop the necessary skills to produce Approx. Time Allotment: quality writing in a variety of forms such as journals, stories, letters, poems, and reports, demonstrating effective use of language skills. Standards: 1.4.1 A-B, 1.5.1 C, E, F</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology WRITING 3. Student recognizes the need for Required Assessments:  Macmillan/McGraw-Hill Materials  Dictation proper mechanics and (See First Grade Writing  Open Court Materials  Flexible Grouping conventions of writing. Portfolio Guildelines)  D’Nealian Handwriting, Scott  Graphic Organizers a) Writes from top to bottom, left to Foresman  Group Discussions right, and front to back. Other Assessments:  Journals b) Places spaces between words.  Teacher Observations  KWL c) Edits writing using conventions  Daily journal writing  Language Experience Stories of language as specified in the  Daily edits  Modeling Scope and Sequence:  Dictation  Peer Tutors d) Spells common, frequently-used  Open Court provided words.  Pen Pals  Teacher created  Publishing Books e) Uses capital letters correctly.  Written Tests (spring) f) Uses proper punctuation marks-  Think/Pair/Share  Capitalization periods, question marks, and  Word Walls/Folders  Punctuation exclamation marks. g) Uses complete sentences.  Handwriting Samples</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: B. Develop the necessary skills to produce Approx. Time Allotment: quality writing in a variety of forms such as journals, stories, letters, poems, and reports, demonstrating effective use of language skills. Standards: 1.4.1 A-B, 1.5.1 C, E, F</p><p>Adaptations/Inclusion Enrichment Remediation Multicultural/ Techniques Strategies Strategies Interdisciplinary Connection WRITING  Additional Practice  AGP/Classroom Teacher  Additional Practice  Artist-in-residence  Alternate Assignments Cooperation  Writing Centers  Assemblies/speakers  Audio-Taped Books  CD Programs  Modify Assignments  Author studies  Buddy System  Contracts  One-to-One Instruction  Community awareness/projects  Flash Cards  Writing Centers  Graphic Organizers  Field trips  Hands-On Activities  Tiered assignments  Unlimited Time  Fine arts presentations  Highlighted Instruction  Holiday recognitions  Large Print Books  Integrated curriculum  Learning Centers  Interdisciplinary units (Frogs, Rain  Manipulatives Forest)  Modify Assignments  Pen pal correspondence/e-mail  One-To-One  Theater Instruction  Use of folk tales from other  Organizers countries  Preferential Seating  Unlimited Time  Use of an EZC Reader Bookmark  Tutors  Visual/Verbal Clues  Wait Time</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: C. Develop the necessary skills to listen Approx. Time Allotment: actively for a variety of purposes, as well as speak and respond using effective communication skills to promote understanding. Standards: 1.6.1 A-E</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology LISTENING AND SPEAKING 1. Begins to develop age  Teacher Observations  CD’s  Big Books appropriate listening skills.  Response Journals  Class libraries  Book Talks a) Listens attentively to others  Oral Readings  Classroom sets of literature  Buddy Reading without interrupting.  Open Court materials  Cloze Activities b) Listens to selections of literature.  Mini books  Dictation c) Listens to and discusses content  Macmillan/Mcgraw-Hill  Dramatizations of all types of literature and materials  Flexible Grouping genre.  Weekly Readers  Games d) Listens to and compares orally a  Journal variety of literature. e) Able to follow a sequence of  Language Experience directions Stories/Books  Modeling  Publishing books  Reading Aloud  Reading with children  Reading by children  Story Retelling  Tape Recorded Readings  Think/Pair/Share</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: C. Develop the necessary skills to Approx. Time Allotment: listen actively for a variety of purposes, as well as speak and respond using effective communication skills to promote understanding. Standards: 1.6.1 A-E</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology LISTENING AND SPEAKING 2. Begins to develop age  Teacher Observations  CD’s  Big Books appropriate speaking skills.  Response Journals  Class libraries  Book Talks a) Speaks using appropriate speech  Oral Readings  Classroom sets of literature  Buddy Reading and language skills.  Open Court materials  Cloze Activities b) Participates in small and large  Mini books  Dictation group discussions.  Macmillan/Mcgraw-Hill materials  Dramatizations c) Respond to speakers in a variety  Weekly Readers  Flexible Grouping of ways (ask questions, think  Games aloud, contribute ideas, retell  Journal what is heard) d) Respond to speakers in a variety  Language Experience of ways (ask questions, think Stories/Books aloud, contribute ideas, retell  Modeling what is heard)  Publishing books  Reading Aloud  Reading with children  Reading by children  Story Retelling  Tape Recorded Readings  Think/Pair/Share</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: C. Develop the necessary skills to listen actively Approx. Time Allotment: for a variety of purposes, as well as speak and respond using effective communication skills to promote understanding. Standards: 1.6.1 A-E</p><p>Adaptations/Inclusion Enrichment Remediation Multicultural/ Techniques Strategies Strategies Interdisciplinary Connection LISTENING AND SPEAKING  Additional Practice  AG/Classroom  One-to-One Instruction  Artist-in-residence  Alternate Assignments Teacher  Additional Practice  Assemblies/speakers  Audio-Taped Books Cooperation  Modify Assignments  Author studies  Buddy System  CD Programs  Additional Time  Community awareness/projects  Flash Cards  Contracts  Field trips  Hands-On Activities  Independent  Fine arts presentations  Highlighted Instruction Studies  Holiday recognitions  Large Print Books  Learning Centers  Integrated curriculum  Learning Centers  Tiered  Interdisciplinary units (Frogs,  Manipulatives Assignments Rain Forest)  Modify Assignments  Pen pal correspondence/e-mail  One-To-One Instruction  Theater  Organizers  Use of folk tales from other  Preferential Seating countries  Unlimited Time  Use of an EZC Reader Bookmark  Tutors  Visual/Verbal Clues  Wait Time</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: D. Develop the necessary skills to be able to Approx. Time Allotment: conduct and document age-appropriate research using a variety of multimedia resources. Standards: 1.8.1 A-C</p><p>Benchmark/Skills Assessment Aligned Materials/ Instructional Strategies Resources/Technology RESEARCH 1. Begins to develop age appropriate Library  Teacher Observations  Class libraries . Modeling and Research Skills.  Projects  School libraries . Computer programs a) Demonstrates appropriate listening skills  Group Work  Computers . Internet sites during group reading experiences.  Performance Tasks  Learning centers . Cooperative groups b) Demonstrates interest in reading as a  Field Trips recreational activity. . Flexible groups c) Locates and retrieves a specific book on the . Graphic organizers Library Media Center shelves. d) Checks in and checks out materials using established Library Media Center procedures. e) Demonstrates proper care in the handling of print and non-print resources. f) Asks a question to solve an information problem. g) Determines if a fiction or nonfiction book is needed to solve the information problem. h) Develops follow-up question(s) to solve the information problem i) Uses his/her own words or phrases to record response(s) to information problem(s). j) Writes or states a simple citation (title and author) to indicate the information source. k) Shares findings with a group. l) Uses the OPAC (with the support of teacher, librarian, or other student) to find a book by its subject or title. m) Uses the mouse, space bar, enter, delete, and arrow keys to perform basic computer functions. n) Navigates age-appropriate multimedia resources.</p><p>7/02 Grade 1</p><p>Essential Question, Concept or Theme: D. Develop the necessary skills to be able to Approx. Time Allotment: conduct and document age-appropriate research using a variety of multimedia resources. Standards: 1.8.1 A-C</p><p>Adaptations/Inclusion Enrichment Remediation Multicultural/ Techniques Strategies Strategies Interdisciplinary Connection RESEARCH  Additional Practice  AG/Classroom Teacher  Writing Centers  Artist-in-residence  Alternate Assignments Cooperation  Modify Assignments  Assemblies/speakers  Audio-Taped Books  CD Programs  One-to-One Instruction  Author studies  Buddy System  Contracts  Graphic Organizers  Community awareness/projects  Flash Cards  Independent Studies  Unlimited Time  Field trips  Hands-On Activities  Learning Centers  Fine arts presentations  Highlighted Instruction  Tiered Assignments  Holiday recognitions  Large Print Books  Integrated curriculum  Learning Centers  Interdisciplinary units (Frogs, Rain  Manipulatives Forest)  Modify Assignments  Pen pal correspondence/e-mail  One-To-One Instruction  Theater  Organizers  Use of folk tales from other  Preferential Seating countries  Unlimited Time  Use of an EZC Reader Bookmark  Tutors  Visual/Verbal Clues  Wait Time</p><p>7/02 Grade 1</p><p>7/02</p>