Language Arts* Curriculum Guide 1 st Grade

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1 Gresham Barlow School District Curriculum Guide Language Arts* Curriculum Guide 1 st Grade * Note: A detailed Writing Curriculum Guide will be produced separately. To be implemented beginning

2 Gresham Barlow School District Language Arts* Curriculum Guide 1 st Grade TABLE OF CONTENTS Page Common Core State Standards 1-12 LBD Theme Pacing LBD Correlation st Grade RL st Grade RI st Grade Learning Gargets: SL Reading Level Conversion Chart.. 30 * Note: A detailed Writing Curriculum Guide will be produced separately. To be implemented beginning

3 COMMON CORE STATE STANDARDS FOR English Language Arts* & Literacy in History/Social Studies, Science, and Technical Subjects (*Writing section removed as separate document) Grade 1 1st Grade Language Arts Curriculum Guide - Page 1

4 Introduction to the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade- level version Preparing Oregon s Students When Oregon adopted the Common Core in October 2010, our state joined other states in the pursuit of a common, standards- based education for our students, kindergarten through high school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common assessments, common achievement goals for grade level groups, and efficiencies of scale for instructional and professional development materials. Instruction in the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects the Standards will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts (ELA) skills Reading, Writing, Language, and Speaking and Listening. Utilizing Content Area Expertise Because students need grade- level literacy skills to access full content in school, the emphasis in the Common Core is to learn to read and write in ELA and to develop those skills, specific to the content, in all other classes. The name of the standards reflects this expectation. The Standards for grade 6 and above are predicated on all teachers using their content area expertise to help students meet the particular challenges of reading and writing in their respective fields. For grades K- 5, the ELA and subject- area literacy standards are integrated; for grades 6-11/12, they are separate but parallel. Incorporating a Unique Design The College and Career Readiness (CCR) Anchor Standards, the backbone of the Standards, describe the literacy skills which all students need when they graduate. The grade- specific standards describe the literacy skills, corresponding to the CCR Anchor Standards by number, which all students need when they finish each grade. Keeping the college and career focus at the forefront of Kindergarten through grade 11/12 implementation is critical; that is why the CCRs are placed before the grade- specific standards in the CCSS. It is this unique design that supports the preparation of all students to be successful in school, from the beginning of school, and proficient in the Essential Skills of Reading, Writing, and Speaking and Listening required for an Oregon Diploma. Using an Integrated Model of Literacy The Standards are cross- referenced across all four strands Reading, Writing, Language, and Speaking and Listening so they can be clustered for instruction. Language Standards apply to the other three strands Reading, Writing, and Speaking and Listening. 1st Grade Language Arts Curriculum Guide - Page 2 Oregon Department of Education Common Core Introduction

5 Focusing on Key Features Reading: Text complexity and the growth of comprehension* Writing: Text types, responding to reading, and research* Speaking and Listening: Flexible communication and collaboration* Language: Conventions, effective use, and vocabulary* Appendices** o o o Appendix A: Supplementary material on the four strands; glossary of key terms included Appendix B: Text exemplars and sample performance tasks illustrating the complexity, quality, and range of reading appropriate for various grade levels Appendix C: Annotated examples of student writing demonstrating at least adequate performance at various levels Grade Reading this Document Only in the grade- level versions for K- 5 do the Reading Foundational Skills Standards, which have no CCR Anchor Standards, precede the CCR Anchor Standards for Reading. Because the CCR Anchor Standards are the backbone of the Standards, with the exception of the Foundational Reading Skills Standards as noted above, the CCRs for each strand are featured on a separate page before the grade- specific standards for that strand; this placement underscores the importance of the CCR connection to every standard. Reading down the columns, the order is as follows: Foundational Reading Skills Standards Reading CCRs Literature Standards Informational Text Standards Writing CCRs Writing Standards Language CCRs Language Standards Speaking and Listening CCRs Speaking and Listening Standards Notation for grade- specific standards: Individual grade- specific standards are identified by grade, strand, and number (or number and letter, where applicable); for example, 2.RL.1, means grade 2, Reading Literature, standard 1. Literature Literature 2.RL Key Ideas and Details 2.RL.1 Strand Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Standard number Grade-level Standard *See Appendix A (from ODE homepage search ccss or add go/commoncore to address; then link to ELA). **See Appendices A, B, and C (from ODE homepage search ccss or add go/commoncore to address; then link to ELA). 1st Grade Language Arts Curriculum Guide - Page 3 Oregon Department of Education Common Core Introduction

6 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 Reading Standards: Foundational Skills These standards are directed toward fostering students understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know to discern when particular children or activities warrant more or less attention. Foundational Skills Print Concepts 1.RF.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Phonological Awareness 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single- syllable words. b. Orally produce single- syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. d. Segment spoken single- syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition 1.RF.3 Know and apply grade- level phonics and word analysis skills in decoding words. a. Know the spelling- sound correspondences for common consonant digraphs. b. Decode regularly spelled one- syllable words. c. Know final e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two- syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade- appropriate irregularly spelled words. 1.RF Fluency 1.RF.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade- level text with purpose and understanding. b. Read grade- level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self- correct word recognition and understanding, rereading as necessary. 1st Grade Language Arts Curriculum Guide - Page 4 Adopted October

7 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 College and Career Readiness Anchor Standards for Reading The K- 5 standards define what students should understand and be able to do by the end of each grade. Each grade- specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade- specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Note on range and content of student reading To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. *Please see Research to Build Knowledge in Writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 1st Grade Language Arts Curriculum Guide - Page 5 Adopted October

8 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 Reading Standards: Literature The following standards offer a focus for instruction and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year s grade- specific standards and retain or further develop skills and understandings mastered in preceding grades. Literature Key Ideas and Details 1.RL 1.RL.1 1.RL.2 1.RL.3 Ask and answer questions about key details in a text. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Describe characters, settings, and major events in a story, using key details. Craft and Structure 1.RL.4 1.RL.5 1.RL.6 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas 1.RL.7 1.RL.8 1.RL.9 Use illustrations and details in a story to describe its characters, setting, or events. (Not applicable to literature) Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity 1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. 1st Grade Language Arts Curriculum Guide - Page 6 Adopted October

9 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 Reading Standards: Informational Text Informational Text 1.RI Key Ideas and Details 1.RI.1 1.RI.2 1.RI.3 Ask and answer questions about key details in a text. Identify the main topic and retell key details of a text. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Craft and Structure 1.RI.4 1.RI.5 1.RI.6 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas 1.RI.7 1.RI.8 1.RI.9 Use the illustrations and details in a text to describe its key ideas. Identify the reasons an author gives to support points in a text. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. 1st Grade Language Arts Curriculum Guide - Page 7 Adopted October

10 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 College and Career Readiness Anchor Standards for Language The K- 5 standards define what students should understand and be able to do by the end of each grade. Each grade- specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade- specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple- meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain- specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Note on range and content of student language use To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts. 1st Grade Language Arts Curriculum Guide - Page 8 Adopted October

11 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 Language Standards The following standards offer a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year s grade- specific standards and retain or further develop skills and understandings mastered in preceding grades. Language 1.L Conventions of Standard English 1.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 1.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Knowledge of Language 1.L.3 (Begins in grade 2) Vocabulary Acquisition and Use 1.L.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence- level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 1st Grade Language Arts Curriculum Guide - Page 9 Adopted October

12 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 1.L.5 1.L.6 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define 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). c. Identify real- life connections between words and their use (e.g., note places at home that are cozy). d. 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. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). 1st Grade Language Arts Curriculum Guide - Page 10 Adopted October

13 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 College and Career Readiness Anchor Standards for Speaking and Listening The K- 5 standards define what students should understand and be able to do by the end of each grade. Each grade- specific standard corresponds to the same College and Career Readiness (CCR) Anchor Standard below by number. The CCR and grade- specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Note on range and content of student speaking and listening To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio. 1st Grade Language Arts Curriculum Guide - Page 11 Adopted October

14 OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects GRADE 1 Speaking and Listening Standards The following standards offer a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year s grade- specific standards and retain or further develop skills and understandings mastered in preceding grades. Speaking and Listening Comprehension and Collaboration 1.SL 1.SL.1 1.SL.2 1.SL.3 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed- upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas 1.SL.4 1.SL.5 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) 1st Grade Language Arts Curriculum Guide - Page 12 Adopted October

15 1 st Grade Literacy By Design Theme Pacing and Common Core Curriculum Standards for English Language Arts Correlation Houghton Mifflin Harcourt created the first edition of Literacy By Design prior to the formulation of the Common Core Curriculum Standards. But, Literacy by Design pairs research- based instruction with classroom practices that work. This is the basis of the Common Core Standards, so the correlation is quite comprehensive. However, below you will find a few standards not clearly covered by LBD. In the case of those few standards, teachers will need to supplement their English Language Arts instruction. 1.RL.6 1.RL.9 1.RI.6 1.RI.8 1.RI.9 1.SL.6 1.L.5 1.L.6 1.L.5a 1.L.5b 1.L.5c 1.L.5d 1 st Grade Standards not clearly covered by Literacy By Design Identify who is telling the story at various points in a text. Compare and contrast the adventures and experiences of characters in stories. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Identify the reasons an author gives to support points in a text. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define 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). Identify real- life connections between words and their use (e.g., note places at home that are cozy). 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. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). 1st Grade Language Arts Curriculum Guide - Page 13

16 1 st Grade Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District September/October LBD Theme One LBD Theme Two LBD Theme Three Reading Standards Language Standards 1.RL.7 (Modeled Reading: Connect to Prior Knowledge) 1.RL.10 (Shared Reading- Fiction) 1.RI.3 (Comprehension Strategy: Make Connections) 1.RI.4 (Modeled Reading Idioms) 1.RF.2a (Phonemic Awareness/Phonics) 1.RF.3d (Phonemic Awareness/Phonics) 1.RF.3e (Phonemic Awareness/Phonics) 1.RF.3g (Spelling) 1.RF.4a (Lesson 8: Fluency) 1.L.4a (Lesson 1: Modeled Reading ELL Focus: Idioms) 1.RL.1 (Comprehension Strategy: Ask Questions) 1.RL.5 (Lesson 7: Teach Non- Fiction Features Content Page) 1.RI.1 (Comprehension Strategy: Ask Questions) 1.RI.3 (Review Comprehension Strategy: Make Connections) 1.RI.4 (Modeled Reading Idioms) 1.RI.5 (Lesson 7: Teach Non- Fiction Features Content Page) 1.RI.7 (Modeled Reading: Connect to Prior Knowledge) 1.RI.10 (Shared Reading- Non- Fiction) 1.RF.2a (Phonemic Awareness/Phonics) 1.RF.3f (ELL Preview) 1.RF.3g (Spelling) 1.L.4a (Lesson 1: Modeled Reading ELL Focus: Idioms) 1.L.4c (ELL Preview) 1.RL.3 (Lesson 5: Target Skill Identify Character) 1.RL.4 (Comprehension Strategy: Create Images) 1.RL.7 (Modeled Reading: Connect to Prior Knowledge) 1.RL.10 (Shared Reading- Fiction) 1.RF.2a (Phonemic Awareness/Phonics) 1.RF.2c (Phonemic Awareness/Phonics) 1.RF.2d (Phonemic Awareness/Phonics) 1.RF.3g (Spelling) Speaking and Listening Standards 1.SL.1a (Teaching Turn and Talk and Interactive Reading Protocol) 1.SL.1b (Turn and Talk) 1.SL.1a (Teaching Turn and Talk and Interactive Reading Protocol) 1.SL.1b (Turn and Talk) 1.SL.1c (Comprehension Strategy: Ask Questions) 1.SL.2 (Comprehension Strategy: Ask Questions) 1.SL.1a (Teaching Turn and Talk and Interactive Reading Protocol) 1.SL.1c (Review Comprehension Strategy: Ask Questions) 1.SL.3 (Modeled Reading: Strategic Listening) 1.SL.5 (Comprehension Strategy: Create Images) 1st Grade Language Arts Curriculum Guide - Page 14

17 1 st Grade Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District November/December LBD Theme Four LBD Theme Five LBD Theme Six Reading Standards 1.RL.4 (Review Comprehension Strategy: Create Images) 1.RL.5 (Lesson 7: Teach Non- Fiction Features Recipe) 1.RI. 4 (Modeled Reading Idioms) 1.RI.7 (Modeled Reading: Connect to Prior Knowledge) 1.RI.10 (Shared Reading- Non- Fiction) 1.RF.2a (Phonemic Awareness/Phonics) 1.RF.2b (Phonemic Awareness/Phonics) 1.RF.2d (Phonemic Awareness/Phonics) 1.RF.3g (Spelling) 1.RF.4b (Lesson 8: Fluency) 1.RL.7 (Modeled Reading: Connect to Prior Knowledge) 1.RL.10 (Shared Reading- Fiction) 1.RF.2a (Phonemic Awareness/Phonics) 1.RF.3g (Spelling) 1.RL.5 (Lesson 7: Teach Non- Fiction Features Picture Index) 1.RI.4 (Modeled Reading Idioms) 1.RI.5 (Lesson 7: Teach Non- Fiction Features Picture Index) 1.RI.7 (Modeled Reading: Connect to Prior Knowledge) 1.RI.10 (Shared Reading- Non- Fiction) 1.RF.1a (Lesson 5: Target Skill End Punctuation) 1.RF.2c (Phonemic Awareness/Phonics) 1.RF.2d (Phonemic Awareness/Phonics) 1.RF.3g (Spelling) Language Standards 1.L.4a (Lesson 1: Modeled Reading ELL Focus: Idioms) 1.L.6 (ELL Preview) 1.L.4a (Lesson 1: Modeled Reading ELL Focus: Idioms) Speaking and Listening Standards 1st Grade Language Arts Curriculum Guide - Page 15

18 1 st Grade Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District January/February LBD Theme Seven LBD Theme Eight LBD Theme Nine LBD Theme Ten Reading Standards 1.RL.3 (Lesson 7: Target Skill Identify Plot) 1.RL.7 (Modeled Reading: Connect to Prior Knowledge) 1.RL.10 (Shared Reading- Fiction) 1.RF.2b (Phonemic Awareness/Phonics) 1.RF.3a (Phonemic Awareness/Phonics & Spelling) 1.RF.3g (Spelling) 1.RI.7 (Modeled Reading: Connect to Prior Knowledge) 1.RI.10 (Shared Reading- Non- Fiction) 1.RF.3c (Phonemic Awareness/Phonics & Spelling) 1.RF.3g (Spelling) 1.RF.4a (Lesson 8: Fluency) 1.RF.4c (Comprehension Strategy: Use Fix- Up Strategies) 1.RL.5 (Lesson 7: Teach Non- Fiction Features Parts of a Book) 1.RL.7 (Modeled Reading: Connect to Prior Knowledge) 1.RL.10 (Shared Reading- Fiction) 1.RI.3 (Comprehension Strategy: Make Connections) 1.RF.1a (Lesson 5: Target Skill Upper & Lower Case Letters) 1.RF.2c (Phonemic Awareness/Phonics) 1.RF.2d (Phonemic Awareness/Phonics) 1.RF.3c (Phonemic Awareness/Phonics & Spelling) 1.RF.3f (ELL Preview) 1.RF.3g (Spelling) 1.RF.4b (Lesson 8: Fluency) 1.RF.4c (Review Comprehension Strategy: Use Fix- Up Strategies) 1.RL.1 (Comprehension Strategy: Ask Questions) 1.RL.5 (Lesson 7: Teach Non- Fiction Features Glossary) 1.RI.1 (Comprehension Strategy: Ask Questions) 1.RI.4 (Modeled Reading Idioms) 1.RI.4 (Comprehension Strategy: Ask Questions - Meaning) 1.RI.5 (Lesson 7: Teach Non- Fiction Features Glossary) 1.RI.7 (Modeled Reading: Connect to Prior Knowledge) 1.RI.10 (Shared Reading- Non- Fiction) 1.RF.1a (Lesson 5: Target Skill Abbreviations) 1.RF.2b (Phonemic Awareness/Phonics) 1.RF.3c (Phonemic Awareness/Phonics & Spelling) 1.RF.3g (Spelling) 1.RF.4a (Lesson 8: Fluency) 1.L.4a (Lesson 1: Modeled Reading ELL Focus: Idioms) Languag e Standar ds 1.L.4b (ELL Preview) 1.L.4c (ELL Preview) Speaking and Listening Standards 1.SL.3 (Modeled Reading: Strategic Listening) 1.SL.1c (Comprehension Strategy: Ask Questions) 1.SL.2 (Comprehension Strategy: Ask Questions) 1st Grade Language Arts Curriculum Guide - Page 16

19 1 st Grade Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District March/April LBD Theme Eleven LBD Theme Twelve LBD Theme Thirteen Reading Standards 1.RL.1 (Review Comprehension Strategy: Ask Questions) 1.RL.3 (Lesson 5: Target Skill Identify Setting) (Lesson 7: Target Skill - Identify Story Structure) 1.RL.7 (Modeled Reading: Connect to Prior Knowledge) 1.RL.10 (Shared Reading- Fiction) 1.RF.2a (Phonemic Awareness/Phonics) 1.RF.3g (Spelling) 1.RL.5 (Lesson 7: Teach Non- Fiction Features Index) 1.RI.4 (Modeled Reading Idioms) 1.RI.5 (Lesson 7: Teach Non- Fiction Features Index) 1.RI.7 (Modeled Reading: Connect to Prior Knowledge) 1.RI.10 (Shared Reading- Non- Fiction) 1.RF.2b (Phonemic Awareness/Phonics) 1.RF.3g (Spelling) 1.RL.2 (Comprehension Strategy: Synthesize Retell) 1.RL.7 (Modeled Reading: Connect to Prior Knowledge) 1.RL.7 (Lesson 5: Target Skill Role of Illustrator) 1.RL.10 (Shared Reading- Fiction) 1.RI.2 (Comprehension Strategy: Synthesize Retell, ELL Review) 1.RF.2a (Phonemic Awareness/Phonics) 1.RF.2c (Phonemic Awareness/Phonics) 1.RF.2d (Phonemic Awareness/Phonics) 1.RF.3g (Spelling) Language Standards 1.L.4a (Lesson 1: Modeled Reading ELL Focus: Idioms) Speaking and Listening Standards 1.SL.1c (Review Comprehension Strategy: Ask Questions) 1.SL.5 (Comprehension Strategy: Create Images) 1.SL.4 (Comprehension Strategy: Synthesize Retell) 1st Grade Language Arts Curriculum Guide - Page 17

20 1 st Grade Literacy By Design Theme Pacing and Standards Correlation Gresham- Barlow School District May/June LBD Theme Fourteen LBD Theme Fifteen LBD Theme Sixteen Reading Standards 1.RL.5 (Lesson 7: Teach Non- Fiction Features Captions) 1.RI.2 (Review Comprehension Strategy: Synthesize Retell, ELL Review) 1.RI.4 (Modeled Reading Idioms) 1.RI.7 (Modeled Reading: Connect to Prior Knowledge) 1.RI.10 (Shared Reading- Non- Fiction) 1.RF.3g (Spelling) 1.RL.7 (Modeled Reading: Connect to Prior Knowledge) 1.RL.10 (Shared Reading- Fiction) 1.RF.2b (Phonemic Awareness/Phonics) 1.RF.3f (ELL Preview) 1.RF.3g (Spelling) 1.RF.4b (Lesson 8: Fluency) 1.RL.5 (Lesson 7: Teach Non- Fiction Features Labels) 1.RI.4 (Modeled Reading Idioms) 1.RI.7 (Modeled Reading: Connect to Prior Knowledge) 1.RI.10 (Shared Reading- Non- Fiction) 1.RF.1a (Lesson 5: Target Skill Sentences and Paragraphs) 1.RF.2b (Phonemic Awareness/Phonics) 1.RF.2d (Phonemic Awareness/Phonics) 1.RF.3a (Phonemic Awareness/Phonics & Spelling) 1.RF.3b (Phonemic Awareness/Phonics & Spelling) 1.RF.3g (Spelling) 1.L.4a (Lesson 1: Modeled Reading ELL Focus: Idioms) Speaking and Listening Standards Language Standards 1.SL.3 (Modeled Reading: Strategic Listening) 1.SL.4 (Comprehension Strategy: Monitor Understanding) 1st Grade Language Arts Curriculum Guide - Page 18

21 The previous pages provide teachers in the Gresham- Barlow School District with the pacing that is required to complete the Literacy By Design program during the school year and provide their students with a comprehensive Literacy education. The following pages show, in a different format, how the Houghton Mifflin Harcourt Literacy By Design curriculum correlates to the Common Core Curriculum Standards for English Language Arts 1st Grade Language Arts Curriculum Guide - Page 19

22 1 st Grade CCSS ELA Correlation with Literacy By Design Gresham- Barlow School District STANDARD DESCRIPTOR LBD CORRELATION 1.RL Reading: Literature Key Ideas and Details 1.RL.1 Ask and answer such questions about key details in a text. Theme 2 (Comprehension Strategy: Ask Questions) Theme 10 (Comprehension Strategy: Ask Questions) Theme 11 (Review Comprehension Strategy: Ask 1.RL.2 1.RL.3 Craft and Structure 1.RL.4 1.RL.5 1.RL.6 Retell stories, including key details, and demonstrate understanding of their central message or lesson. Describe characters, settings, and major events in a story, using key details. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas 1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events. 1.RL.8 (Not applicable to literature) N/A Questions) Theme 13 (Comprehension Strategy: Synthesize Retell) Theme 3 (Lesson 5: Target Skill Identify Character) Theme 7(Lesson 7: Target Skill Identify Plot) Theme 11 (Lesson 5: Target Skill Identify Setting) (Lesson 7: Target Skill - Story Structure) Theme 3 (Comprehension Strategy: Create Images) Theme 4 (Review Comprehension Strategy: Create Images) Lesson 7: Teach Non- Fiction Features in Themes: Theme 2 (Contents Page); Theme 4 (Recipe); Theme 6 (Picture Index); Theme 9 (Parts of a Book); Theme 10 (Glossary); Theme 12 (Index); Theme 14 (Captions); Theme 16 (Labels) Themes 1, 3, 5, 7, 9, 11, 13, 15 (Modeled Reading: Connect to Prior Knowledge) Theme 13 (Lesson 5: Target Skill Role of Illustrator) 1.RL.9 Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity 1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Themes 1, 3, 5, 7, 9, 11, 13, 15 (Shared Reading- Fiction) 1st Grade Language Arts Curriculum Guide - Page 20

23 1 st Grade CCSS ELA Correlation with Literacy By Design Gresham- Barlow School District 1.RI Reading: Informational Text Key Ideas and Details 1.RI.1 Ask and answer questions about key details in a text. Theme 2 (Comprehension Strategy: Ask Questions) Theme 10 (Comprehension Strategy: Ask Questions) 1.RI.2 Identify the main topic and retell key details of a text. Theme 13 (Comprehension Strategy: Synthesize Retell, ELL Review) Theme 14 (Review Comprehension Strategy: Synthesize 1.RI.3 Craft and Structure 1.RI.4 1.RI.5 1.RI.6 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Retell, ELL Review) Theme 1 (Comprehension Strategy: Make Connections) Theme 2 (Review Comprehension Strategy: Make Connections) Theme 9 (Comprehension Strategy: Make Connections) Themes 1, 2, 4, 6, 10, 12, 14, 16 (Modeled Reading Idioms) Theme 10 (Comprehension Strategy: Ask Questions Meaning) Lesson 7: Teach Non- Fiction Features in Themes: Theme 2 (Contents Page); Theme 6 (Picture Index); Theme 10 (Glossary); Theme 12 (Index Integration of Knowledge and Ideas 1.RI.7 Use the illustrations and details in a text to describe its key ideas. Theme 2, 4, 6, 8, 10, 12, 14, 16 (Modeled Reading: Connect to Prior Knowledge) 1.RI.8 Identify the reasons an author gives to support points in a text. 1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. Themes 2, 4, 6, 8, 10, 12, 14, 16 (Shared Reading- Non- fiction) 1st Grade Language Arts Curriculum Guide - Page 21

24 1 st Grade CCSS ELA Correlation with Literacy By Design Gresham- Barlow School District 1.RF Reading: Foundational Skills Phonics and Word Recognition 1.RF.1 1.RF.1a Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Lesson 5: Teach Target Skill Theme 6 (End Punctuation); Theme 9 (Upper/Lower Case); Theme 10 (Abbreviations); Theme 16 (Sentences and Paragraphs) Phonological Awareness 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.2a Theme 1; Theme 2; Theme 3; Theme 4; Theme 5; Distinguish long from short vowel sounds in spoken single- Theme 11; Theme 13 syllable words. (Phonemic Awareness/Phonics) 1.RF.2b 1.RF.2c 1.RF.2d Orally produce single- syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words. Segment spoken single- syllable words into their complete sequence of individual sounds (phonemes). Theme 4; Theme7; Theme 10; Theme 12; Theme 15; Theme 16 (Phonemic Awareness/Phonics) Theme 3; Theme 6; Theme 9; Theme 13 (Phonemic Awareness/Phonics) Theme 3; Theme 4; Theme 6; Theme 9; Theme 13; Theme 16 (Phonemic Awareness/Phonics) Phonics and Word Recognition 1.RF.3 Know and apply grade- level phonics and word analysis skills in decoding words. 1.RF.3a Themes 7, 16 Know the spelling- sound correspondences for common (Phonemic Awareness/Phonics & Spelling) consonant digraphs. 1.RF.3b Theme 16 Decode regularly spelled one- syllable words. (Phonemic Awareness/Phonics & Spelling) 1.RF.3c 1.RF.3d Know final e and common vowel team conventions for representing long vowel sounds. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Themes 8, 9, 10 (Phonemic Awareness/Phonics & Spelling) Theme 1 (Phonemic Awareness/Phonics) 1st Grade Language Arts Curriculum Guide - Page 22

25 1 st Grade CCSS ELA Correlation with Literacy By Design Gresham- Barlow School District Fluency 1.RF.4 1.RF.3e 1.RF.3f 1.RF.3g Decode two- syllable words following basic patterns by breaking the words into syllables. Read words with inflectional endings. Recognize and read grade- appropriate irregularly spelled words. Theme 1 (Phonemic Awareness/Phonics) Theme 2, 9, 10 (ELL Preview) Themes 1-16 (Spelling) Read grade- level text with purpose and understanding. 1.RF.4a Read on- level text with purpose and understanding. Theme 1; Theme 8; Theme 10 (Lesson 8: Fluency) 1.RF.4b Read on- level text orally with accuracy, appropriate rate, and Theme 4; Theme 9; Theme 15 (Lesson 8: Fluency) expression on successive readings. 1.RF.4c Use context to confirm or self- correct word recognition and understanding, rereading as necessary. Theme 8 (Comprehension Strategy:Use Fix- Up Strategy) Theme 9 (Review Comprehension Strategy: Use Fix- Up Strategy) 1.SL Speaking and Listening: Comprehension and Collaboration 1.SL.1 1.SL.1a 1.SL.1b 1.SL.1c Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Comp. Teachers Guide Professional Handbook (T62-3) Follow agreed- upon rules for discussions (e.g., listening to others Themes 1, 2, 3 (Teaching Turn and Talk and Interactive with care, speaking one at a time about the topics and texts Reading Protocol) under discussion). Build on others talk in conversations by responding to the comments of others through multiple exchanges. Ask questions to clear up any confusion about the topics and texts under discussion. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas 1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Themes 1, 2 (Turn and Talks) Themes 2, 10 (Comprehension Strategy: Ask Questions) Themes 3, 11 (Review Comprehension Strategy: Ask Questions) Theme 2, 10 (Comprehension Strategy: Ask Questions) Themes 3, 8, 14 (Modeled Reading: Strategic Listening) Theme 13 (Comprehension Strategy: Synthesize Retell), Theme 15 (Comprehension Strategy: Monitor 1st Grade Language Arts Curriculum Guide - Page 23

26 1 st Grade CCSS ELA Correlation with Literacy By Design Gresham- Barlow School District 1.SL.5 1.SL.6 1.L Language: Vocabulary Acquisition and Use 1.L.4 1.L.5 1.L.6 1.L.4a 1.L.4b 1.L.4c 1.L.5a 1.L.5b 1.L.5c 1.L.5d Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) Understanding) Theme 3, 11 (Comprehension Strategy: Create Images) 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. Use sentence- level context as a clue to the meaning of a word or Themes 1, 2, 4, 6, 10, 12, 14 phrase. (Lesson 1: Modeled Reading ELL Focus: Idioms) Theme 9 (ELL Preview) Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., look) and their Theme 2; Theme 9 (ELL Preview) inflectional forms (e.g., looks, looked, looking). With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims) Identify real- life connections between words and their use (e.g., note places at home that are cozy). 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. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). 1st Grade Language Arts Curriculum Guide - Page 24

27 RL.1.1 RL.1.2 Grade 1: Reading Literature Ask and answer questions about key details in a text. I can explain that a key detail is an important part of a text. I can identify key details in a text (e.g., who, what, where, when, why, and how). I can ask and answer questions about key details in a text. Retell stories, including key details, and demonstrate understanding of their central message or lesson. I can retell (put into my own words) stories using key details. I can define central message or lesson (the overall idea an author is trying to share). I can determine the central message or lesson found in a story using key details. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.4 RL.1.5 RL.1.6 I can identify the characters, settings, and major events in a story. I can use key details to describe the characters in a story. I can use key details to describe the settings in a story. I can use key details to describe the major events in a story. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. I can identify the five senses (sight, hearing, taste, touch, smell). I can identify words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels, or smells. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. I can read or listen to books that tell stories. I can read or listen to books that give information. I can explain the differences between books that tell stories and books that give information. Identify who is telling the story at various points in a text. I can identify the characters in a story. I can recognize when more than one character is telling the story. I can identify when the character telling the story changes. I can identify the character telling the story at any point. Gr 1- RL/ELA Learning Targets 1st Grade Language Arts Curriculum Guide - Page 25

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