1 Curriculum Map First Grade Language Arts Map Reading Course Understandings Essential Questions Assessments Course Knowledge/Skills Students will understand: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text. Why do we read? How can I understand what I read? What makes a great story? Why read it? Diagnostic Grades Reading and Language Inventory will be administered to determine comprehension skills. Benchmark Compass Computerized assessment will be administered periodically to determine literacy skills. Summative Assessments Students will be administered a curriculum based assessment when appropriate. Formative Assessments: At the conclusion of a literature selection, students will be assessed on applicable reading skills. Students will utilize graphic organizers to foster a better understanding of a literature selection. Students will utilize graphic organizers to foster vocabulary knowledge. Students will read an unfamiliar passage (cold read) independently. Students will be assessed and evaluated on comprehension skills as well as Purpose for Reading Identify the author s purpose and type and of text.(1.1.1.a) Identify the reasons an author gives to support points in a text. Word Recognition Skills Demonstrate: Phonological awareness through phoneme manipulation.(1.1.1.b) Knowledge of letter sound correspondence (alphabetic principle) to decode and encode) (1.1.1.B) Demonstrate understanding of spoken works, syllables, and sounds (phonemes). Distinguish long from short vowel sounds in spoken singlesyllable words. Orally produce single syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce 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). Know and apply grade level phonics and word analysis skills in decoding words. Know the spelling sound correspondences for common consonant digraphs. Decode regularly spelled one syllable words. Know fine 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. Decode two syllable words following basic patterns by breaking the words into syllables. Read with sufficient accuracy and fluency to support
2 their ability to analyze and interpret text. Students will actively and appropriately contribute to discussions related to a specific text or topic. Literacy Boards Literacy boards will be utilized daily to assess reading and language skills. comprehension. Use context to confirm or self correct word recognition and understanding, rereading as necessary. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Read words with inflectional endings. Recognize and read grade appropriate irregular spelled words. Vocabulary Development Use increasingly robust vocabulary in oral and written language.(1.1.1.c) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 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 phrase. Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., look) and their 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; 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., book, 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
3 and being read to, and responding to texts including using frequently occurring conjunctions to signal simple relationships (e.g., because). Comprehension and Interpretation Demonstrate listening and reading comprehension/understanding before reading, during reading, and after reading through strategies such as think aloud, retelling, summarizing, connecting to prior knowledge, and nonlinguistic representations. (1.1.1.D) Ask and answer questions about key details in a text. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Identify who is telling the story at various points 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. Read on level text with purpose and understanding. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Fluency Demonstrate accuracy and automaticity in decoding and oral reading of grade level text.(1.1.1.e) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Orally produce single syllable words by blending sounds (phonemes), including consonant blends. Decode regularly spelled one syllable words. Read with sufficient accuracy and fluency to support comprehension. Read on level text orally with accuracy, appropriate rate, and expression on successive readings. Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and context, choosing flexibly from an array or strategies. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Text Organization
4 Demonstrate concepts of print. (1.2.1.A) Identify text organization and use of content to derive meaning from text.(1.2.1.a) 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 of other illustrations and information provided by the words in a text. Use the illustrations and details in a text to describe its key ideas. Demonstrate understanding of the organization and basic features of print. Fact and Opinion Identify the difference between facts and opinions within a text.(1.2.1.b) Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Essential and Nonessential Text Identify essential information within and across a variety of texts. (1.2.1.C) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Inferences Make inferences and draw conclusions citing evidence from the text to support answers. (1.2.1.D) Ask and answer questions about key details in a text. Text Analysis and Evaluation Student will be able to: Read and respond to essential content of text.(1.2.1.e) With prompting and support, read informational texts appropriately complex for grade 1. Determine or clarify the meaning of unknown and multiple
5 meaning words and phrases based on grade 1 reading and context, choosing flexibly from an array of strategies. Analysis and Evaluation Read, understand, and respond to works of literature.(1.3.1.a) Describe characters, settings, and major events in a story, using key details. Literary Genres Recognize different types of genres such as poetry, drama, and fiction.(1.3.1.b) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. With prompting and support, read prose and poetry of appropriate complexity for grade 1. Literary Elements Identify literary elements (characters, setting, and main idea) in selected readings. (1.3.1.C) Describe characters, settings, and major events in a story, using key details. Use illustrations and details in a story to describe its characters, setting, or events. Compare and contrast the adventures and experiences of characters in stories. Literary Devices Identify literary devices in selected readings (e.g., personification, rhyming, and alliteration).(1.3.1.d) Writing Course Understandings Essential Questions Assessments Course Knowledge/Skills Writing is a means of documenting thinking. Writing is a recursive Why am I writing and for whom? How do effective writers Summative Assessment Narrative Students will be required to Narrative Write, dictate, or illustrate descriptive poems and stories that include literary elements. (1.4.1.A)
6 process that conveys ideas, thoughts and feelings. Purpose, topics and audience guide types of writing. Spoken language can be represented in print. hook and hold their readers? What makes writing flow? How can I write well? produce a narrative through the use of illustrations and words with support. Informational Students will compose a sample of informational writing. A combination of illustrations and words will be utilized by the student. Persuasive Students will present an opinion through writing utilizing illustrations and words. Formative Assessment Journal Using a journal, students will demonstrate writing skills by responding to a given prompt 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. Informational Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions). (1.4.1.B) Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Focus Students will be able to : Identify and write about one specific topic. (1.5.1.A) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Content Develop content appropriate for the topic.(1.5.1.b) Gather and organize information, incorporating details relevant to the topic. (1.5.1.B) Write a series of related sentences with one central idea. (1.5.1.B) Organization Organize writing in a logical order.(1.5.1.c) Participate in shared research and writing projects (e.g., explore a number of how to books on a given topic and use them to write a sequence of instructions). Style Write using adjectives, precise nouns, and action verbs.(1.5.1.d) Use common, proper, and possessive nouns. Use singular and plural nouns with matching verbs in basic
7 sentences (e.g., He hops; We hop). 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). Use frequently occurring adjectives. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Revising Revise writing by adding details or missing information.(1.5.1.e) With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Convention Student will be able to: Use grade appropriate conventions of language when writing and editing.(1.5.1.f) Spell common, frequently used words correctly(1.5.1.f) Use capital letters correctly. (1.5.1.F) Punctuate correctly(1.5.1.f) Begin to use correct grammar and sentence formation. (1.5.1.F) Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Produce complete sentences when appropriate to task and situation (see grade 1 Language standards 1 and 3 on page 26 for specific expectations.) Print all upper and lower case letters. Use common, proper, and possessive nouns. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward.
8 Speaking and Listening (language) Course Understandings Essential Questions Assessments Course Knowledge/Skills Listening provides the opportunity to learn, reflect, and respond. Effective speaking and listening are essential for productive communication. Language is used to communicate and deepen understanding. Identify differences in formal and informal language used in speech, writing and literature. How do good speakers express their thoughts and feelings? How do I answer correctly? How do I express myself? Formative Assessment Students will actively and appropriately contribute to discussions related to a specific text or topic. Listening Skills/Discussion Listen actively and respond to others in small and large group situations with appropriate questions and ideas. (1.6.1.A) Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 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). 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 discussions. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Speaking Skills/Presentation Use appropriate volume and clarity in individual or group situations.(1.6.1.b) Deliver brief oral presentations on a topic supported by visual aids. (1.6.1.B) 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. Formal and Informal Language Recognize formal and informal language used in speech.(1.7.1.a)
9 Research Course Understandings Essential Questions Assessments Course Knowledge/Skills Information to gain or expand knowledge can be acquired through a variety of sources. How can I learn from this information? How do I learn more? Is this information important to my research? Research Students will demonstrate research skills by authoring a research project. Inquiry Based Process Generate appropriate questions about a topic. (1.8.1.A) Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Location of Information and Citing Sources Locate and discuss information on an identified topic in a small group, with teacher guidance. (1.8.1.B) Organization and Production of Final Product Create and explain a research based project in a small group.(1.8.1.c) Technology Course Understandings Essential Questions Assessments Course Knowledge/Skills How can I use technology to help me learn? Media and Technology Resources Use media and technology resources for directed learning activities.(1.9.1.a) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Evaluating Media Sources Identify different types of media and what purposes they may serve.(1.9.1.b) With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.