<p>Grade 1 Standards Alignment & Pacing 2015 ***See below for Quarter Breakdown of all Standards</p><p>Handwriting: (10 min.) Q 1, 2, 3, 4 - primary ruled, lined paper with a middle lin, letters first two weeks of school letters, move into names, quotes e. Practice of “skipping a line” starts in the draft notebooks. Purpose - you must leave space for editing and revision.</p><p>Grammar: 2 days (10-15min.) Q1 - finger spacing between words. Capitals for months and days of the week. Correctly spelling months of the year on all published writing and tests.</p><p>Sentences - NO Project Read frame. Use Writing Alive terminology for capitals and punctuation. Q1 - All ending punctuation. Q 3, 4 - Commas for dates and items in a series.</p><p>Parts of Speech -Writing Alive Scope & Sequence for: Subject, Verb, Object. Use adjectives and prepositions in writing,</p><p>Usage - Writing Alive Scope & Sequence for: subject-verb agreement; past-present-future verbs (correct usage), correct use of possessives</p><p>Spelling: 2 days (10-15 min.) - Q - Project Read red words, Weekly Project Read Phonics words. Weekly summative spelling assessments, 5 words from Project Read skill of the week. </p><p>Date WPhonics & Word Study Grammar Skills Reading: Narratives Writing: Narratives Reading: Writing: eProject Read (Red Writing Alive Informational Informational eSpiral) kSpelling notebook</p><p>Aug. 19 1Unit 1 and 2 REVIEW: Unit 1 - o Ask and o Write a sentence with o Ask and (one day per unit:sounds, words Reintroduce stories and handwriting letters answer questions subject and verb, capital answer (all short vowels) sentence about key details and punctuation that questions components. makes sense. Sentence Show o Retell stories o Activate Aug. 24 2Unit 3-7 see above Sentence subject schema or Aug. 31 3Unit 8,9, 10 (3days) Sentence subject o Make background and verb Sept. 9 4Unit 10 (+1),11 (2 days) Sentence Subject verb capital period Sept. 14 5Unit 11 (4 days) Sentence subject verb question mark Sept. 21 6Unit 12 could, would sentence cont. should, 13a subject verb exclamation mark predictions about knowledge to Sept. 28 7Unit 13b sentence: what will happen construct subject, verb, next meaning object Oct. 5 8Unit 13c sentence: subject, o Identify verb, object characters and Oct. 12 9REVIEW ALL beginning sentences: maybe setting END 1rst qrt. blends, red word review add phrases (test) Date WPhonics & Word Study Grammar Skills eProject Read (Red Writing Alive eSpiral) kSpelling notebook Oct. 20 1Unit 15 (4 days) 0 Oct. 25 1Unit 15 b,c 1 Nov.2 1Unit 16 lesson 1,2,3 2 Nov. 9 1Unit 17, lesson1,2,3 3 Nov. 16 1Unit 17, lesson 4,5 4 Nov. 30 1Unit 18 5 Dec. 7 1Unit 18 6 Dec. 14 (end of 1Review of skills that 2nd q) 7needed it. (h brothers, sliders) Date WPhonics & Word Study Grammar Skills eProject Read (Red Writing Alive eSpiral) kSpelling notebook Jan. 5 1Red word review (test), 8Unit 19 ar Jan. 11 1Unit 19 ar 9 Jan. 19 2Unit 19 er,ir, ur 0 Jan. 25 2Unit 19, er,ir, ur, or 1 Feb. 1 2Unit 19 finish or/review 2bossy r Feb. 8 2Continue review bossy r 3 Feb. 17 (3 days) 2Red word reveiw 4 Feb. 22 2Unit 20, lesson 1,2 5 Feb. 29 2Unit 20, lesson3 6 March 7 2Unit 21 Magic e 7 March 15 (end 2Unit 21 ing quarter 3) 8 Date WPhonics & Word Study Grammar Skills eProject Read (Red Writing Alive eSpiral) kSpelling notebook April 4 2Unit 22 Lesson 1 9 April 11 3Unit 22 Lesson 2 0 April 18 3Unit 22 Lesson 3 1 April 25 3Start third book and 2review multisyllablic words May 2 3Vowel teams 3 May 9 3Vowel teams 4 Last week of 3 school 5</p><p>1st Grade Standards – 1st Quarter Quick Look…DRAFT Ø Notes: As you progress throughout the year, include the standards from previous quarters, plus add the new ones identified. 2. Reading for All Purposes: · GLE 1.2.1 Comprehending and fluently reading a variety of literary texts are the beginning traits of readers. o Ask and answer questions about key details o Retell stories o Make predictions about what will happen next o Identify characters and setting · GLE 1.2.2 Comprehending and fluently reading a variety of informational texts are the beginning traits of readers o Ask and answer questions o Activate schema or background knowledge to construct meaning · GLE 1.2.3 Decoding words require the application of alphabetic principles, letter sounds, and letter combinations o Know the spelling-sound correspondence and decode regularly spelled one-syllable short vowel words with consonant digraphs (Project Read up to Unit 13c) o Recognize and read irregularly spelled words (red words) up through 13c o Accurately decode words that follow a predictable letter/sound relationship (up through 13c) o Use onsets and rimes to create new words · GLE 1.2.4 Understanding word structure, word relationships and word families needs to be demonstrated to begin to read. o Use sentence-level context clues o Sort words into categories o Distinguish shades of meaning among verbs 3. Writing and Composition · GLE 1.3.1 Exploring the writing process develops ideas for writing texts that carry meaning. o Write a sentence with subject and verb, capital and punctuation that makes sense. · GLE 1.3.2. Appropriate spelling, conventions and grammar are applied in writing. o Print upper and lower case letters o Write sentences with a subject and verb. o Capitalize the beginning of the sentence and use punctuation at the end. o Use conventional spelling for words with common spelling patterns (short vowel up through Unit 13) and for frequently occurring irregular words (red words) 1st Grade Standards – 2nd Quarter Quick Look…DRAFT 2. Reading for All Purposes: · GLE 1.2.1 Comprehending and fluently reading a variety of literary texts are the beginning traits of readers. o Ask and answer questions about key details in a text o Demonstrate understanding of the central message or lesson o Identify characters, setting and major events in a story o Follow and replicate patterns in predictable poems · GLE 1.2.2 Comprehending and fluently reading a variety of informational texts are the beginning traits of readers o Ask and answer questions about key details in text o Identify the main idea and retell key details of a text o Distinguish between information from pictures and information from text o Use illustrations to describe main idea and key details · GLE 1.2.3 Decoding words require the application of alphabetic principals, letter sounds, and letter combinations o Know the spelling-sound correspondence and decode regularly spelled one-syllable short vowel words with consonant digraphs (Project Read up to Unit 18 o Recognize and read irregularly spelled words (red words) up through 18 o Accurately decode words that follow a predictable letter/sound relationship (up through 18 · GLE 1.2.4 Understanding word structure, word relationships and word families needs to be demonstrated to begin to read. o Identify real-life connections between words and their use 3. Writing and Composition · GLE 1.3.1 Exploring the writing process develops ideas for writing texts that carry meaning. o Write two or three connected sentences on a topic. o Write a narrative in which they recount two or more appropriately sequenced events including some details and use temporal words to signal order, provide a closing o Use pictures or graphic organizer to plan writing · GLE 1.3.2. Appropriate spelling, conventions and grammar are applied in writing. o Use personal and possessive pronouns in writing o Use singular and plural nouns that match the verbs o Produce and expand complete sentences o Spell untaught words phonetically, using phonemic awareness and spelling conventions 1st Grade Standards – 3rd Quarter Quick Look…DRAFT 2. Reading for All Purposes: · GLE 1.2.1 Comprehending and fluently reading a variety of literary texts are the beginning traits of readers. o Describe characters, setting and major events in a story using key details o Make predictions and explain whether they confirmed and why or why not o Explain major differences between that tell stories and books that give information o Compare and contrast the adventures and experiences of characters in stories · GLE 1.2.2 Comprehending and fluently reading a variety of informational texts are the beginning traits of readers o Describe the connections between two individuals, events, ideas or pieces of information in text o Identify the reasons an author gives to support points in a text o Identify the basic similarities and differences between two texts on the same topic (illustrations, descriptions, procedures) · GLE 1.2.3 Decoding words require the application of alphabetic principals, letter sounds, and letter combinations o Decode regularly spelled words with r-controlled, silent-e (up to Unit 21) o Use knowledge that every syllable must have a vowel to determine the number of syllables o Decode two-syllable words following basic patterns by breaking words into syllables · GLE 1.2.4 Understanding word structure, word relationships and word families needs to be demonstrated to begin to read. o Use frequently occurring affixes (-s, -ed, -ing) as a clue to the meaning o Identify frequently occurring root words and their inflectional forms o Identify and understand compound words 3. Writing and Composition · GLE 1.3.1 Exploring the writing process develops ideas for writing texts that carry meaning. o Write opinion pieces in which they introduce the topic, state an opinion, supply a reason for the opinion and provide a closing o Write an informational piece with a topic, some facts about the topic, and a closing. · GLE 1.3.2. Appropriate spelling, conventions and grammar are applied in writing. o Use verbs to convey a sense of past, present and future o Use frequently occurring conjunctions o Produce and expand sentences o Capitalize dates o Use commas in dates and to separate single words o Use conventional spelling (Up through Unit 21) </p>