habits of mind - neshaminy school district · 2017-07-19 · habits of mind . research in effective...
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Neshaminy School District Curriculum Maps First Grade ELA
Contents of Document: 1. Teacher Resources2. Habits of Mind3. Pa Core Standards and Common Core Standards Crosswalk4. English Language Arts Curriculum Map
Resources Available to Teachers for Instruction: Superkids Curriculum (Teacher Guides, Student Books, Superkids Library Books, SuperSmart: Informational Text Read-Alouds (multimedia), Daily Read Aloud
Routine card, Superkids Skill-Building Book)
Reading A to Z and Raz Kids (online)
Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons
The Fundamentals of Grammar and Conventions
Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.
1. Persisting -sticking to a task until it iscompleted.
Identify characteristics of persistenceshown by individuals in well-knownevents
Imagine what might have occurred ifmore or less persistence was shown ina given scenario.
2. Managing Impulsivity -thinkingbefore acting.
Model the use of patience,including wait time duringdiscussion, or using helpfulsentence stems that reflectintentional choice.
3. Listening to Others-WithUnderstanding and Empathy –listening, understanding, andempathizing with someone else’s pointof view.
Model appropriate listening andhelp student identify the mostcommon “errors” in conversation.
4. Thinking Flexibly- considering alternative points of view or dealing withseveral sources of informationsimultaneously.
Use RAFT assignments (Role,Audience, Format, Topic) wherestudents must consider a situation,letter, speech or poem from adifferent perspective.
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5. Thinking About our Thinking(Metacognition)- mapping out thinkingprocess.
Diagram the relationship between awant and a need.
Map out how characters from booksor thinkers in history might havearrived at certain starting or stoppingpoints in thought.
6. Striving for Accuracy and Precision -taking time to check over work.
Use “three before me,” a strategythat insists on any importantassignment being checked by at least three other people beforebeing handed in.
7. Questioning and Posing Problems- knowing how to ask questions to fill inthe gaps and asking a range ofquestions.
Create a “parking lot” area in theclassroom—stocked with post-itnotes—where students can postquestions.
8. Applying Past Knowledge to New Situations-being able to abstractmeaning from one experience and applyit in a new and novel situation.
Use questions stems like “What do you remember about. . .?”, “Whenhave you ever seen anything likethis?”
9.Thinking and Communicating withClarity and Precision- communicatingaccurately in both written and oral form.
Remind students to avoid thevagueness and abstraction—andimprecision—of terms like always,never, all, everybody, teachers, etc.
10. Gathering Data through All Senses-knowing information gets into the brainthrough different sensory pathways.
Allow students to “cite” sourcesfrom sensory data in addition to traditional textual sources.
11. Creating, Imagining, andInnovating –examining alternativepossibilities from many angles.
Offer persistent sources ofinspiring thought, design, art ormultimedia through writingprompts, discussion points orsimply as a daily class closure.
12. Responding with Wonderment andAwe-having a passion for learning.
Don’t just allow opportunities forstudent choice in topics, formats, orlearning pathways—insist on it.
13. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.
Create an environment where failureis analyzed, not punished.
14. Finding Humor-initiating humormore often, placing greater value onhaving a sense of humor, appreciatingand understanding others’ humor.
Point out humor where it is notimmediately apparent, especially instories and examples from yourown life.
Teach students to distinguishbetween situations of human frailtyand fallibility that are in need ofcompassion and those that are trulyfunny.
15. Thinking Interdependently- realizing that all of us together aremore powerful, intellectually and /orphysically, than any one individual.
Cooperative learning groups
Using digital and social mediaprovides opportunity forinterdependence.
16. Learning Continuously –always striving for improvement.
Revisit old ideas, writing andprojects to identify areas fordevelopment, improvement orrevision.
Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org
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PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 1 ELA
PA Common Core Standard Common Core State Standard
Foundational Skills
CC.1.1.1.B.- Demonstrate understanding of theorganization and basic features of print.• Recognize the distinguishing features of asentence.
RF.1.1 (Print Concepts) -1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of asentence (e.g., first word, capitalization, endingpunctuation).
CC.1.1.1.C. - Demonstrate understanding of spoken words, syllables, and
sounds (phonemes).• Distinguish long from short vowel sounds inspoken single-syllable words.• Count, pronounce, blend, and segmentsyllables in spoken and written words.
• Orally produce single-syllable words,including consonant blends and digraphs.• Isolate and pronounce initial, medial vowel,and final sounds (phonemes) in spoken single syllablewords.Add or substitute individual sounds(phonemes) in one-syllable words to makenew words.
RF.1.2 (Phononlogical Awareness)- 2. Demonstrate understanding of
spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds inspoken single-syllable words.b. Orally produce single-syllable words by
blending sounds (phonemes),including consonant blends.c. Isolate and pronounce initial, medial vowel,and final sounds (phonemes) inspoken single-syllable words.d. Segment spoken single-syllable words intotheir complete sequence of individual sounds(phonemes).
CC.1.1.1.D -Know and apply grade level phonics and word
analysis skills in decoding words.• Identify common consonant diagraphs, finale,and common vowel teams.• Decode one and two-syllable words withcommon patterns.• Read grade level words with inflectionalendings.Read grade-appropriate irregularly spelledwords.
RF.1.3 (Phonics and Word Recognition)- 3. Know and apply grade-level
phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences forcommon consonant digraphs.b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel teamconventions for representing long vowelsounds.d. Use knowledge that every syllable must havea vowel sound to determine the number ofsyllables in a printed word.e. Decode two-syllable words following basicpatterns by breaking the words into syllables.f. Read words with inflectional endings.
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g. Recognize and read grade-appropriateirregularly spelled words.
CC.1.1.1.E. -Read with accuracy and fluency to support comprehension:• Read on-level text with purpose andunderstanding.• Read on-level text orally with accuracy,appropriate rate, and expression onsuccessive readings.Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.
RF.1.4 (Fluency) -4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose andunderstanding.b. Read on-level text orally with accuracy,appropriate rate, and expression on successivereadings.Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.
Informational Text CC.1.2.1.A - Identify the main idea and retell key details of text. RI.1.2 -Identify the main topic and retell key details of a text.
CC.1.2.1.B -Ask and answer questions about key details in a text. RI.1.1 -With prompting and support, ask and answer
questions about key details in a text.
CC.1.2.1.C -Describe the connection between two individual, events, ideas, orpieces ofinformation in a text.
RI.1.3 -Describe the connection between two individuals, events, ideas, or pieces of information in a text.
CC.1.2.1.D – Intentionally Blank N/A
CC.1.2.1.E -Use various text features and search tools to locate key facts orinformation in a text.
RI.1.5 -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.
CC.1.2.1.F -Ask and answer questions to help determine or clarify the
meaning of words and phrases in a text.
RI.1.4 -Ask and answer questions to help determine or
clarify the meaning of words and phrases in a text.
CC.1.2.1.G -Use the illustrations and details in a text to describe its key ideas. RI.1.7 -Use the illustrations and details in a text to describe its key ideas.
CC.1.2.1.H -Identify the reasons an author gives to support points in a text. RI.1.8 -Identify the reasons an author gives to support
points in a text. CC.1.2.1.I -Identify basic similarities in and differences between two texts on
the same topic.
RI.1.9 -Identify basic similarities in and differences
between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CC1.2.1.J -Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between
L.1.6 -Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts, including using frequentlyoccurring conjunctions to signal simple
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the words and phrases. relationships (e.g., because).
CC.1.2.1.K -Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content.
L.1.4 -Determine or clarify the meaning of unknownand multiple-meaning words and phrases based
on grade 1 reading and content, choosing flexibly
from an array of strategies.CC.1.2.1.L -Read and comprehend literary non-fiction and informational texton grade level, reading independently and proficiently.
RI.1.10 -With prompting and support, read informational texts appropriately complex for grade 1.
Literature CC.1.3.1.A -Ask and answer questions about key details in a text. RL.1.1 -Ask and answer questions about key details in a text.
CC.1.3.1.B -Describe characters, settings, and major events in a story, usingkey details.
RL.1.3 -Describe characters, settings, and major events in a story, using key details.
CC.1.3.1.C -Retell stories, including key details, and demonstrateunderstanding of their centralmessage or lesson.
RL.1.2 -Retell stories, including key details, and demonstrate understanding of their central message or lesson.
CC.1.3.1.D -Identify who is telling the story at various points in a text. RL.1.6 -Identify who is telling the story at various points in a text.
CC.1.3.1.E-Explain major differences between books that tell stories and
books that give information, drawing on a wide reading or range of text type
RL.1.5 -Explain major differences between books that tell stories and books
that give information, drawing on a wide reading of a range of text types.
CC.1.3.1.F -Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses
RL.1.4 -Identify words and phrases in stories or poems
that suggest feelings or appeal to the senses. CC.1.3.1.G -Use illustrations and details in a story to describe characters,
setting, or events.
RL.1.7 -Use illustrations and details in a story to describe its characters,
setting, or events. CC.1.3.1.H -Compare and contrast the adventures and experiences of
characters in stories.
RL.1.9 -Compare and contrast the adventures and
experiences of characters in stories. CC.1.3.1.I -Determine or clarify the meaning of unknown and multiple-
meaning word and phrases based on grade level reading and content.
L.1.4 -Determine or clarify the meaning of unknown
and multiple-meaning words and phrases basedon grade 1 reading and content, choosing flexiblyfrom an array of strategies.
CC.1.3.1.J -Use words and phrases acquired through conversations, reading,and being read to, and responding to texts, including words thatsignal connections and relationships betweenthe words and phrases.
L.1.6 -Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts, including using frequentlyoccurring conjunctions to signal simplerelationships (e.g., because).
CC.1.3.1.K -Read and comprehend literature on grade
level, reading independently and proficiently.
RL.1.10 -With prompting and support, read prose and
poetry of appropriate complexity for grade 1.
Writing CC.1.4.1.A -Write informative/ explanatory texts to examine a topic and
convey ideas andinformation.
W.1.2 -Write informative/explanatory texts in which they name a topic, supply
some facts about the topic,and provide some sense of closure.
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CC.1.4.1.B -Identify and write about one specific topic. W.1.2 -Write informative/explanatory texts in which they name a topic, supply
some facts about the topic,and provide some sense of closure.
CC.1.4.1.C -Develop the topic with two or more facts. W.1.2 - Write informative/explanatory texts in which they name a topic, supply
some facts about the topic,and provide some sense of closure.
CC.1.4.1.D - Group information and provide some sense of closure. W.1.2 - Write informative/explanatory texts in which they name a topic, supply
some facts about the topic,and provide some sense of closure
CC.1.4.1.E - Choose words and phrases for effect. L.1.1 / L.1.2 - Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.Print all upper- and lowercase letters.Use common, proper, and possessive nouns.Use singular and plural nouns with matching verbsin basic sentences (e.g., He hops; We hop).Use personal, possessive, and indefinite pronouns(e.g., I, me, my; they, them, their, anyone,everything).Use verbs to convey a sense of past, present, andfuture (e.g., Yesterday I walked home; Today I walkhome; Tomorrow I will walk home).Use frequently occurring adjectives.Use frequently occurring conjunctions (e.g., and,but, or, so, because).Use determiners (e.g., articles, demonstratives).Use frequently occurring prepositions (e.g., during,beyond, toward).Produce and expand complete simple andcompound declarative, interrogative, imperative, andexclamatory sentences in response to prompts.Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.Capitalize dates and names of people.Use end punctuation for sentences.Use commas in dates and to separate single wordsin a series.Use conventional spelling for words with commonspelling patterns and for frequently occurring irregularwords.Spell untaught words phonetically, drawing onphonemic awareness and spelling conventions.
CC.1.4.1.F - Demonstrate a grade appropriate command of (Begins in grade 2)
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the conventions of standard English grammar and spelling. • Capitalize dates and names of people.• Use end punctuation; use commas in datesand words in series.• Spell words drawing on common spellingpatterns, phonemic awareness and spellingconventions.CC.1.4.1.G - Write opinion pieces on familiar topics. W.1.1 - 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.
CC.1.4.1.H - Form an opinion by choosing among given topics. W.1.1 - 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.
CC.1.4.1.I - Support the opinion with reasons related to the opinion. W.1.1 - 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.CC.1.4.1.J - Create an organizational structure that includes reasons andprovides some sense of closure.
W.1.1 - Write opinion pieces in which they introduce the topic or name thebook they are writing about,state an opinion, supply a reason for the opinion,and provide some sense of closure.
CC.1.4.1.K - Use a variety of words and phrases. L.1.6 - Use words and phrases acquired through
conversations, reading and being read to, andresponding to texts, including using frequentlyoccurring conjunctions to signal simplerelationships (e.g., because).
CC.1.4.1.L - Demonstrate a grade appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling. Capitalize dates and names of people. Use end punctuation; use commas in dates and words in a series. Spell words drawing on common spelling patterns, phonemic
awareness, and spelling conventions.
L.1.1 / L.1.2 - Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.Print all upper- and lowercase letters.Use common, proper, and possessive nouns.Use singular and plural nouns with matching verbsin basic sentences (e.g., He hops; We hop).Use personal, possessive, and indefinite pronouns(e.g., I, me, my; they, them, their, anyone,everything).Use verbs to convey a sense of past, present, andfuture (e.g., Yesterday I walked home; Today I walkhome; Tomorrow I will walk home).Use frequently occurring adjectives.Use frequently occurring conjunctions (e.g., and,
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but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
CC.1.4.1.M - Write narratives to develop real or imagined experiences or
events.
W.1.3 - Write narratives in which they recount two or
more appropriately sequenced events, includesome details regarding what happened, usetemporal words to signal event order, andprovide some sense of closure.
CC.1.4.1.N - Establish “who” and “what” the narrative will be about. N/A
CC.1.4.1.O - Include thoughts and feelings to describe experiences andevents.
N/A
CC.1.4.1.P - Recount two or more appropriately sequences events using
temporal words to signal event order and provide some sense of closure.
W.1.3 - Write narratives in which they recount two or
more appropriately sequenced events, includesome details regarding what happened, use
temporal words to signal event order, andprovide some sense of closure.
CC.1.4.1.Q - Use a variety of words and phrases. L.1.6 - Use words and phrases acquired through
conversations, reading and being read to, and responding to texts.
CC.1.4.1.R - Demonstrate a grade appropriate command of
the conventions of standard English grammarand spelling.• Capitalize dates and names of people.• Use end punctuation; use commas in datesand words in series.• Spell words drawing on common spellingpatterns, phonemic awareness and spellingconventions.
L.1.1/L.1.2- Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.Print all upper- and lowercase letters.Use common, proper, and possessive nouns.Use singular and plural nouns with matching verbsin basic sentences (e.g., He hops; We hop).Use personal, possessive, and indefinite pronouns(e.g., I, me, my; they, them, their, anyone,everything).Use verbs to convey a sense of past, present, and
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future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
CC.1.4.1.S – Intentionally Blank N/A
CC.1.4.1.T - With guidance and support from adults and peers, focus on a
topic, respond to questions and suggestions from peers, and add details tostrengthen writing as needed.
W.1.5 - With guidance and support from adults, focus on a topic, respond to
questions and suggestionsfrom peers, and add details to strengthen writingas needed.
CC.1.4.1.U- With guidance and support, use a variety of digital tools toproduce and publish writing including in collaboration with peers.
W.1.6 - With guidance and support from adults, use avariety of digital tools to produce and publishwriting, including in collaboration with peers.
CC.1.4.1.V - Participate in individual or shared research . W.1.7 - Participate in shared research and writingprojects (e.g., explore a number of “how-to”books on a given topic and use them to write asequence of instructions).
CC.1.4.1.W - With guidance and support, recall information from experiences
or gather information from provided sources to answer a question.
W.1.8 - With guidance and support from adults, recall
information from experiences or gatherinformation from provided sources to answer aquestion.
CC.1.4.1.X - Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day ortwo) for a range of discipline-specific tasks, purposes and audiences.
Begins in grade 4)
Speaking & Listening CC.1.5.1.A - Participate in collaborative conversations with SL.1.1 - Participate in collaborative conversations with
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peers and adults in small and larger groups. diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. o Follow agreed-upon rules for discussions (e.g.,listening to others with care, speaking one at atime about the topics and texts underdiscussion).o Build on others’ talk in conversations byresponding to the comments of others throughmultiple exchanges.
o Ask questions to clear up any confusion aboutthe topics and texts under discussion.
CC.1.5.1.B - Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering questionsabout key details and requesting clarification if something is not understood.
SL.1.2 - Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
CC.1.5.1.C - Ask and answer questions about what a speaker says in order togather additionalinformation or clarify something that is not understood.
SL.1.3- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
CC.1.5.1.D - Describe people, places, things, and events with relevant details,expressing ideas and feelings clearly.
SL.1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly. CC.1.5.1.E - Add drawings or other visual displays when sharing aloud toclarify ideas, thoughts, and feelings.
SL.1.5 -Add drawings or other visual displays to descriptions when appropriate.
CC.1.5.1.F - Produce complete sentences when
appropriate to task and situation.
SL.1.6 - Produce complete sentences when appropriate to task and situation.
CC.1.5.1.G - Demonstrate command of the conventions of standard Englishwhen speaking based on grade 1 level and content.
L.1.1 - Demonstrate command of the conventions ofstandard English grammar and usage whenwriting or speaking.o Print all upper- and lowercase letters.o Use common, proper, and possessive nouns.o Use singular and plural nouns with matchingverbs in basic sentences (e.g., He hops; Wehop).o Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; they, them, their,anyone, everything).o Use verbs to convey a sense of past, present,and future (e.g., Yesterday I walked home; TodayI walk home; Tomorrow I will walk home).o Use frequently occurring adjectives.o Use frequently occurring conjunctions (e.g.,and, but, or, so, because).o Use determiners (e.g., articles,
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demonstratives). o Use frequently occurring prepositions (e.g.,during, beyond, toward).o Produce and expand complete simple andcompound declarative, interrogative, imperative,and exclamatory sentences in response toprompts.
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CURRICULUM MAP COURSE/ SUBJECT: GRAMMAR GRADE: FIRST MONTH: ONGOING THROUGHOUT ALL UNITS
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT CC.1.4.1.F
CC.1.4.1.L
CC.1.4.1.R
The Fundamentals of Grammar and
Conventions
Capitalization
Punctuation
Text Layout
Parts of Speech
Sentence Structure
Understand that certain words need to begin with a capital letter
Discover the many uses of end-mark punctuation and recognize
the effects on writing
Notice how writers use the placement of pictures and words to
affect experiences with the story
Learn how text formats such as writing words in shapes and text
features such as boldface, capitalization and italics convey
particular meanings and emotions in a story
Practice using adjectives, nouns, and verbs
Discover how a list structure allows writers to explore and share
a them in depth
Work with a partner to tell a story with a focused sequence and
order and then work independently using the story structure
Notice how modifiers are connected to senses and help readers
“see” and “experience” a description
Understand (and apply) all sentences begin with a capital letterand end with an appropriate end mark; every sentence has a
subject and a verb; precise nouns, exciting adjectives, and
powerful verbs make writing more interesting for the reader
Student Work
Teacher Anecdotal
Records
Conventions of
Writing
Developmental
Scale
NSD Scope &
Sequence for
Conventions
Writing
Fundamentals
Skills Checklist
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COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.1.B
CC.1.1.1.C
Superkids Materials
Superkids-
Level 3 Units 1-6
Superkids-
Level 3 Units 1-4, 6
Print Concepts
Phonemic
Awareness
Identifies the purpose and type for reading and writing
Identifies the parts of a book using a variety of genre Uses correct book handling skills and directionality skills
Identifies various forms of print
Understands the use of speech and thought balloons
Chooses just right text for independent reading
Identifies common punctuation
Recognizes purposeful errors in a sentence
Distinguishes long and short vowel sounds in orally stated single-syllable words
Orally blends three or more spoken phonemes into recognizable words
Distinguishes initial, medial, and final sounds in single-syllables words
Orally segments single syllable spoken words into their phonemes
Manipulates individual phonemes to create new words through addition, deletion,
substitution Identifies the number of syllables in a given word
Identifies sounds in syllables
DIBELS
MAP
Superkids
Assessments
Superkids class work
Teacher Anecdotal
Records
Words Their Way
Assessment
Daily Dictation
Letter Production
Assessment
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STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.1.D
CC.1.1.1.E
Superkids- Level 3, Units 1-6
Superkids-
Level 3, Units 1-6
Phonics and Word
Recognition
(Alphabetic
Principle)
Fluency
Uses onset and rimes to create new words (decodes real and nonsense words) Decodes and encodes single syllable regular words correctly and independently
(cvc, ccvc, cvcc)
1-2 sound association for consonant digraphs (sh, ch, th, tch, wh)
Encodes (spells) three- and four-letter (single-syllable) words, short vowels, initial
and final consonant blends and digraphs
Distinguishes between syllable types (e.g. sort single syllable words) into either
closed (e.g. men), open ( e.g. me)
Decodes/encodes studied memory words accurately
Demonstrates an initial understanding that the consonant -le syllable contains a
consonant followed by the letter (e.g. apple, table)
Demonstrates an understanding of the different purposes for reading text
Demonstrates an understanding of grade-appropriate vocabulary
Determines genre of text before reading
Determines purpose for reading on-level text
Actively listens to examples of how reading rate can be adjusted and adapted to suit
purpose and context
Reads grade-level sight words accurately and automatically Decodes on-level words with increasing automaticity
Distinguishes between interrogative, declarative, and exclamatory sentences
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COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Informational (CC.1.2.1)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.1.ACC.1.2.1.B
CC.1.2.1.C
CC.1.2.1.E
CC.1.2.1.F
CC.1.2.1.G
CC.1.2.1.HCC.1.2.1.I
CC.1.2.1.J
CC.1.2.1.K
CC.1.2.1.L
Superkids materials
Superkids- Level 3 Units 1-6
Superkids materials
Key Ideas and
Details
Craft and Structure
Integrations of
Knowledge and
Ideas
Vocabulary
Acquisition & Use
Range of Reading
and Level of Text
Complexity
Generates questions about the text Identifies the main idea of an informational passage
Determines important ideas
Retell key details in their own words
Sequences events
Uses pictures and labels
Rereads to make sense
Monitors comprehension by identifying definitions of words and ideas
Recognizes patterns in text
Uses text features to locate information or answer questions
Identifies how illustrations support text Visualizes based on text
Identifies details to support a main idea
Notices similarities and differences between illustrations and descriptions
Determine the meaning of unknown and multiple-meaning word and phrases based
on grade level reading and content
Use words and phrases acquired through conversations, reading, and being read to,
and responding to texts.
Encounters appropriately complex texts to develop language skills and conceptual
knowledge
Teacher Anecdotal Records
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps & Other
Graphic Organizers
MAP
16
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Literature (CC.1.3.1)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.1.A
CC.1.3.1.B
CC.1.3.1.C
CC.1.3.1.E
CC.1.3.1.F
CC.1.3.1.G
CC.1.3.1.H
CC.1.3.1.I
CC.1.3.1.J
CC.1.3.1.K
Superkids-
Level 3 Units 1-6
Superkids-
Level 3 Units 1-6
Superkids-
Level 3 Units 3, 4
Superkids materials
Superkids-
Level 3 Units 4, 5, 6
Superkids-
Level 3 Units 1-8
Level 3 Units 1, 3, 4, 5, 6
Superkids-
Level 3 Units 1-6
Superkids-
Level 3 Units 1-6
Superkids-
Level 3 Units 1-6
Comprehension
Key Ideas and
Details
Craft and Structure
Integration of
Knowledge and Idea
Vocabulary
Acquisition & Use
Range of Reading
and Level of Text
Complexity
Uses prior knowledge to clarify understanding
Answers Who, What, When, and Where Identifies the main idea of a simple story or topic of an informational passage
Retells the main idea of simple story with supporting details
Retells a story and includes characters and setting
Sequences the events in a story
Identifies literary elements (character, setting, plot)
Stops while reading to assess understanding and clarify
Generates and answers questions about character and setting
Connects events, characters, and actions in the story to specific life experiences
Locate words that describe feelings
Identifies whether a story is fiction or non-fiction
Tells who is telling a story in a given section
Visualizes based on text
Tells what is the same or different about the characters in a story
Identifies illustrations that show main characters
Tell whether the characters solve the problem differently
Determine the meaning of unknown and multiple-meaning word and phrases based
on grade level reading and content
Use words and phrases acquired through conversations, reading, and being read to,
and responding to texts.
Recognizes the different types of genres: poetry, drama and fiction
Encounters appropriately complex texts to develop language skills and conceptual knowledge
17
COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT CC.1.4.1.A
CC.1.4.1.B
CC.1.4.1.C
CC.1.4.1.D
CC.1.4.1.E
CC.1.4.1.G
CC.1.4.1.H
CC.1.4.2.I
CC.1.4.1.J
CC.1.4.1.KCC.1.4.1.L
CC.1.4.1.M
CC.1.4.1.P
CC1.4.1.Q
CC.1.4.1.R
CC.1.4.1.T
CC.1.4.1.U
CC.1.4.1.V
CC.1.4.1.W
Writing Fundamentals- Unit 1-How Writers Work
Unit 2-Personal Narrative
Informative/Explanatory
Narrative
Response to Literature
Production and
Distributions of Writing
Learn the routines, rituals, and resources of writing workshop
Participate in collaborative conversations by sharing thoughts
and ideas with classmates
Recognize the important roles that pictures play when
developing or telling a story
Identify the various forms and functions of writing
Recall information from experiences to answer questions and
generate writing ideas
Incorporate techniques learned from mentor texts into writing
Publish a piece of informative or narrative writing, adding
details where needed
Participate in shared research exploring new books and authors
to learn from and be inspired by
Listen to and discuss various mentor texts
Engage in active learning by contributing to conversations about
the themes and features of personal narratives
Recognize that personal narrative writers draw on personal
experiences and interests to generate ideas for writing
Discover and identify features of personal narratives (e.g., 1st
person point of view or sequential text structure,
autobiographical details, literary devices, an d figurative
language
Consider how illustrations can complement the text and enhance
meaning
Select one story idea to focus on, develop, and publish
Use a combination of drawing, dictation, and writing to narrate
a single event or several loosely linked events to tell about an
event in the order it happened, including a reaction at the end
Student Work
Conferences
Teacher Anecdotal
Records
Writing
Fundamentals
Rubrics
District Writing
Assessment
18
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: SEPTEMBER, OCTOBER, NOVEMBER
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.1.A
CC.1.5.1.B
CC1.5.1.C.
CC.1.5.1.D
CC.1.5.1.E
Superkids-Level 3 Units 1-8
Writing Fundamentals
Units 1-2
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Follow agreed-upon rules for discussions (e.g., listening to others and taking
turns speaking about the topics and texts under discussion).
Ask and answer questions about key details of a text read aloud or
information presented orally
Ask and answer questions in order to seek help, get information, or clarify
something that is not understood
Share stories, familiar experiences, and interests speaking clearly enough to
be understood by all audiences using appropriate volume
Speak audibly and express thoughts, feelings, and ideas clearly
Teacher
Anecdotal Records
19
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.1.B
CC.1.1.1.C
Superkids-
Level 3 Units 7-10 Level 4 Units 1-2
Superkids materials
Superkids-
Level 4 Unit1
Print Concepts
Phonemic Awareness
Identifies the purpose and type for reading and writing
Identifies the parts of a book using a variety of genre Uses correct book handling skills and directionality skills
Identifies various forms of print
Understands the use of speech and thought balloons
Chooses just right text for independent reading
Identifies common punctuation
Recognizes purposeful errors in a sentence
Distinguishes initial, medial and final sounds in single-syllable words
Distinguishes long and short vowel sounds in orally stated single-syllable words
Orally blends three or more spoken phonemes into recognizable words
Orally segments single syllable spoken words into their phonemes Manipulates individual phonemes to create new words through addition, deletion,
substitution
Identifies the number of syllables in a given word
DIBELS
Superkids Assessments
Superkids Class
work
Teacher Anecdotal
Records
Words Their Way
Assessment
Daily Dictation
MAP
20
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.1.D
CC.1.1.1.E
Superkids-
Level 3 Units 7-10
Level 4 Units 1,2
Superkids-
Level 3 Units 7-10
Level 4 Units 1,2
Phonics and Word
Recognition
(Alphabetic Principle)
Fluency
Uses onset and rimes to create new words(decodes real and nonsense words)
Decodes and encodes with inflectional endings (ed, ing, s, es,) decodes/encodes studied memory words accurately
Encodes (spells) three- and four-letter (single-syllable) words with short vowels,
initial and final consonant blends and digraphs
Demonstrates that words can be divided into parts or chunks called syllables
Demonstrates knowledge of syllabication rules(open and closed)
Demonstrates an understanding that a closed syllable has a single vowel with a
consonant after it, making the vowel sound short (e.g. map, sit, and stop)
Demonstrates that an open syllable contains a vowel at the end of the syllable and the vowel is usually long ( e.g., we, go, she)
Distinguishes between syllable types( e.g. sort single syllable words) into either closed(e.g. men), open ( e.g. me)
Decodes and encodes two syllable words following basic patterns
Demonstrates an understanding of the different purposes for reading text
Demonstrates and understanding of grade-appropriate vocabulary
Determines genre of text before reading
Determines purpose for reading on-level text
Actively listens to examples of how reading rate can be adjusted and adapted to suit
purpose and context
Reads grade-level sight words accurately and automatically
Decodes on-level words with increasing automaticity
Distinguishes between interrogative, declarative, and exclamatory sentences
Demonstrates accuracy and automaticity in decoding and oral reading at the word level and connected text (34 wcpm)
21
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Informational (CC.1.2.1)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.1.ACC.1.2.1.B
CC.1.2.1.C
CC.1.2.1.E
CC.1.2.1.F
CC.1.2.1.G
CC.1.2.1.H
CC.1.2.1.I
CC.1.2.1.J
CC.1.2.1.K
CC.1.2.1.L
Superkids materials
Superkids-
Level 4 Unit 1
Superkids- Level 4 Unit 1
Superkids-
Level4 Unit 1
Superkids Level 3 Units 7-10
Level 4 Units 1, 2
Superkids-
Level4 Unit 1
Key Ideas and
Details
Craft and Structure
Integrations of
Knowledge and Ideas
Vocabulary
Acquisition & Use
Range of Reading
and Level of Text
Complexity
Generates questions about the text Identifies the main idea of an informational passage
Determines important ideas
Retell key details in their own words
Sequences events
Determines cause and effect
Rereads to make sense
Monitors comprehension by identifying definitions of words and ideas
Recognizes patterns in text
Recognizes text structure
Uses text features to locate information or answer questions
Identifies how illustrations support text
Visualizes based on text
Identifies details to support a main idea
Notices similarities and differences between illustrations and descriptions
Determine the meaning of unknown and multiple-meaning word and phrases based
on grade level reading and content
Use words and phrases acquired through conversations, reading, and being read to,
and responding to texts.
Encounters appropriately complex texts to develop language skills and conceptual
knowledge
Teacher Anecdotal
Records
Superkids
Assessments
Superkids Class
work
Story Maps & Other
Graphic Organizers
MAP
22
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Literature (CC.1.3.1.)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.1.A
CC.1.3.1.B
CC.1.3.1.C
CC1.3.1.D
CC.1.3.1.E
CC.1.3.1.F
CC.1.3.1.G
CC.1.3.1.H
CC.1.3.1.ICC.1.3.1.J
CC.1.3.1.K
Superkids-
Level 3 Units 7-10
Level 4 Units 1, 2
Superkids-
Level 3 Units 7-10
Level 4 Units 1, 2
Superkids-
Level 3 Unit 9
Level 4 Units 1, 2
Superkids-
Level 3 Unit 9
Superkids materials
Superkids- Level 3 Unit 7
Level 4 Unit 1
Superkids- Level 3 Units 7-10
Level 4 Units 1, 2
Superkids- Level 3 Units 7-10
Superkids materials
Superkids-
Level 3 Unit 7 Level 4 Unit 1
Comprehension
Key Ideas and Details
Craft and Structure
Integrations of
Knowledge and Ideas
Vocabulary
Acquisition & Use
Range of Reading and
Level of Text
Complexity
Answers Who, What, When and Where
Identifies the main idea of a simple story or topic of an informational passage
Retells the main idea of simple story with supporting details
Retells a story and includes characters and setting
Identifies literary elements (character, setting, plot)
Stops while reading to assess understanding and clarify
Generates and answers questions about character and setting
Determines cause and effect
Connects events, characters, and actions in the story to specific life experiences
Locates words that describe feelings
Recognizes descriptive language
Identifies whether a story is fiction to non-fiction
Recognizes patterns in a text
Tells who is telling a story in a given section
Visualizes based on text
Tells what is the same or different about the characters in a story Identifies illustrations that show main characters
Identifies illustrations that show setting
Tells whether the characters solve the problem differently. If so, how?
Recognizes the different types of genres: poetry, drama and fiction
Identifies literary devices (alliteration, onomatopoeia)
Determines the rhyme and rhythm of a poem
Encounters appropriately complex texts to develop language skills and conceptual
knowledge
Determine the meaning of unknown and multiple-meaning word and phrases based
on grade level reading and content
Use words and phrases acquired through conversations, reading, and being read to, and responding to text
23
COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.1.ACC.1.4.1.B
CC.1.4.1.C
CC.1.4.1.D
CC.1.4.1.ECC.1.4.1.G
CC.1.4.1.H
CC.1.4.1.ICC.1.4.1.J
CC.1.4.1.K
CC.1.4.1.L
CC.1.4.1.MCC.1.4.1.P
CC.1.4.1.Q
CC.1.4.1.RCC.1.4.1.T
CC.1.4.1.U
CC.1.4.1.VCC.1.4.1W
Writing Fundamentals-
Unit 3-Nonfiction All-About
(Informational/Explanatory)
Informative/Explanatory
Narrative
Production and
Distributions of Writing
Understand why authors communicate information to readers
Make connections with books being read and ask questions
about topics of interest
Think about and discuss how illustrations, photographs, andother visual features play a role in understanding information
presented
Name the functions and features of nonfiction all-about books
(e.g., Table of Contents, Glossaries, subtopics or headings,
captions, visuals, etc.)
Participate in collaborative conversations about first grade
topics and texts
Consider various topics about which to write an all-about book
about and choose one to focus on
Gather information from various sources to answer questionsand teach readers about a particular topic
Think about writing choices regarding purpose, audience, and
structure
Recognize the purpose of all-about writing and its effects on
readers
Publish a nonfiction all-about book using stages of writing
process
Student Work
Conferences
Teacher Anecdotal
Records
Writing
Fundamentals
Rubrics
Self-reflections
District Writing Assessment
24
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.1.A
CC.1.5.1.B
CC1.5.1.C.
CC.1.5.1.D
CC.1.5.1.E
Superkids-Level 3 Units 9-13
Writing Fundamentals- Unit 3
Comprehension and
Collaboration
Presentation of Knowledge
and Ideas
Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
Ask and answer questions about key details of a text read aloud or
information presented orally
Ask and answer questions in order to seek help, get information, or
clarify something that is not understood
Share stories, familiar experiences, and interests speaking clearly
enough to be understood by all audiences using appropriate volume
Speak audibly and express thoughts, feelings, and ideas clearly
Teacher
Anecdotal Records
25
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: MARCH/APRIL
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.1.B
CC.1.1.1.C
Superkids materials
Superkids-
Level 4 Units 4, 5, 6
Superkids-
Level 4 Units 4, 5, 6
Print Concepts
Phonemic
Awareness
Identifies the purpose and type for reading and writing
Identifies the parts of a book using a variety of genre Uses correct book handling skills and directionality skills
Identifies various forms of print
Understands the use of speech and thought balloons
Chooses just right text for independent reading
Identifies common punctuation
Recognizes purposeful errors in a sentence
Distinguishes initial, medial and final sounds in single-syllable words
Distinguishes long and short vowel sounds in orally stated single-syllable words
Orally blends three or more spoken phonemes into recognizable words
Orally segments single syllable spoken words into their phonemes
Manipulates individual phonemes to create new words through addition, deletion, substitution
Identifies the number of syllables in a given word
Decodes and encodes with inflectional endings (er, est)
DIBELS
Superkids Assessments
Superkids Class
work
Teacher Anecdotal
Records
Daily Dictation
26
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.1.D
CC.1.1.1.E
Superkids-
Level 4 Units 3-6
Superkids-
Level 4 Units 3-6
Phonics and
Word Work
(Alphabetic
Principle)
Fluency
Decodes/encodes studied memory words accurately
Encodes (spells) three- and four-letter (single-syllable) words short vowels, final –e
spellings, initial and final consonant blends and digraphs
Demonstrates an understanding of the different purposes for reading text
Demonstrates an understanding of grade-appropriate vocabulary
Determines genre of text before reading
Determines purpose for reading on-level text
Actively listens to examples of how reading rate can be adjusted and adapted to suit purpose and context
Reads grade-level sight words accurately and automatically
Decodes on-level words with increasing automaticity
Distinguishes between interrogative, declarative, and exclamatory sentences
Demonstrates accuracy and automaticity in decoding and oral reading at the word
level and connected text (50 wcpm)
27
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MARCH/APRIL
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Informational (CC.1.2.1)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.1.ACC.1.2.1.B
CC.1.2.1.C
CC.1.2.1.E
CC.1.2.1.F
CC.1.2.1.G
CC.1.2.1.H
CC.1.2.1.I
CC.1.2.1.J
CC.1.2.1.K
CC.1.2.1.L
Superkids materials
Superkids- Level 4 Unit 6
Superkids- Level 4 Unit 6
Superkids Level 4 Units 3-6
Superkids- Level 4 Unit 6
Key Ideas and
Details
Craft and
Structure
Integrations of
Knowledge and
Ideas
Vocabulary
Acquisition &
Use
Range of
Reading and
Level of Text
Complexity
Generates questions about the text
Identifies the main idea of an informational passage Determines important ideas
Sequences events
Determines Cause and effect
Rereads to make sense
Monitors comprehension by identifying definitions of words and ideas
Recognizes patterns in text
Recognizes text structure
Uses text features to locate information or answer questions
Identifies how illustrations support text
Visualizes based on text Identifies details to support a main idea
Notices similarities and differences between illustrations and descriptions
Determine the meaning of unknown and multiple-meaning word and phrases based on
grade level reading and content
Use words and phrases acquired through conversations, reading, and being read to, and
responding to texts.
Encounters appropriately complex texts to develop language skills and conceptual
knowledge
Teacher
Anecdotal Records
Superkids
Assessments
Superkids Class
work
Story Maps &
Other Graphic
Organizers
DRA-2
28
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MARCH/APRIL
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Literature (CC.1.3.1)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.1.A
CC.1.3.1.BCC.1.3.1.C
CC.1.3.1.D
CC.1.3.1.E
CC.1.3.1.F
CC.1.3.1.G
CC.1.3.1.H
CC.1.3.1.I
CC.1.3.1.J
CC.1.3.1.K
Superkids- Level 4 Units 3-6
Superkids-
Level 4 Units 5, 6
Superkids materials
Superkids- Level 4 Units 3, 5
Superkids- Level 4 Units 3-6
Superkids- Level 4 Units 3-6
Superkids- Level 4 Units 3-6
Comprehension
Key Ideas and
Details
Craft and
Structure
Integration of
Knowledge and
Ideas
Vocabulary
Acquisition & Use
Range of Reading
and Level of Text
Complexity
Answers Who, What, When and Where
Demonstrates an understanding of central message or lesson Retells the main idea of simple story with supporting details.
Retells a story and includes characters, setting, problem and solution
Identifies literary elements (character, setting, plot)
Stops while reading to assess understanding and clarify
Generates and answers questions about character and setting
Determines cause and effect
Connects events, characters and actions in the story to specific life experiences
Locate words that describe feelings
Understands descriptive language
Identifies whether a story is fiction to non-fiction and how they know
Recognize patterns in a text Tell who is telling a story in a given section and how they know
Visualizes based on text
Tells what is the same or different about the characters in a story
Tells whether they solve the problem differently. If so, how?
Recognizes the different types of genres: poetry, drama and fiction
Identifies literary devices ( personification, alliteration, onomatopoeia)
Determines the rhyme and rhythm of a poem
Encounters appropriately complex texts to develop language skills and conceptual
knowledge
Determine the meaning of unknown and multiple-meaning word and phrases based on
grade level reading and content
Use words and phrases acquired through conversations, reading, and being read to, and
responding to text
With prompting and support, read prose and poetry of appropriate complexity for grade 1
29
COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: MARCH/APRIL
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.1.A
CC.1.4.1.B
CC.1.4.1.C
CC.1.4.1.D
CC.1.4.1.ECC.1.4.1.G
CC.1.4.1.H
CC.1.4.1.I
CC.1.4.1.J
CC.1.4.1.J
CC.1.4.1.K
CC.1.4.1.L
CC.1.4.1.M
CC.1.4.1.P
CC.1.4.1.Q
CC.1.4.1.RCC.1.4.1.T
CC.1.4.1.V
CC.1.4.1.W
Writing Fundamentals-
Unit 4-Fiction with Book Review
(Opinion/Argument) Informative/Explanatory
Narrative
Opinion/Argumentative
Response to Literature
Production and
Distributions of Writing
Recognize the characteristics of the fiction genre, such as settings,
characters with believable human emotion and traits, and plots
centering on realistic problems and solutions
Comprehend that writers of fiction draw inspiration and material from
real people, places, problems, and emotions
Determine similarities and differences between realistic fiction and
fantasy
See how writers use humor and exaggeration to entertain us and make
us think
Write fiction texts which follow the narrative text structure recounting
a sequence of events with a definitive beginning, middle, and end
Use temporal words to signal event order
Publish a fiction text using the writing process that includes fiction
elements: characters, setting, problems and solutions
Use relevant details to describe who, what, where, and when
Student Work
Conferences
Teacher Observation
& Notes
Writing
Fundamentals
Rubrics
District
Writing
Assessment
30
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: MARCH/APRIL
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.1.A
CC.1.5.1.B
CC1.5.1.C.
CC.1.5.1.D
CC.1.5.1.E
Superkids –Level 4 Units 3-6
Writing Fundamentals- Unit 4
Comprehension and
Collaboration
Presentation of Knowledge
and Ideas
Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
Ask and answer questions about key details of a text read aloud or
information presented orally
Ask and answer questions in order to seek help, get information, or
clarify something that is not understood
Share stories, familiar experiences, and interests speaking clearly
enough to be understood by all audiences using appropriate volume
Speak audibly and express thoughts, feelings, and ideas clearly
Teacher
Anecdotal Records
31
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: MAY/JUNE
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.1.B
CC.1.1.1.C
Superkids-
Level 4 Units 7, 9, 10
Superkids-
Level 4 Units 8, 9
Print Concepts
Phonemic
Awareness
Identifies the purpose and type for reading and writing
Identifies the parts of a book using a variety of genre Uses correct book handling skills and directionality skills
Identifies various forms of print
Understands the use of speech and thought balloons
Chooses just right text for independent reading
Identifies common punctuation
Recognizes purposeful errors in a sentence
Distinguishes initial, medial and final sounds in single-syllable words
Distinguishes long and short vowel sounds in orally stated single-syllable words
Orally blends three or more spoken phonemes into recognizable words
Orally segments single syllable spoken words into their phonemes
Manipulates individual phonemes to create new words through addition, deletion, substitution
Identifies the number of syllables in a given word
DIBELS
Superkids Assessments
Superkids Class
work
Teacher
Anecdotal
Records
Words Their
Way
Assessment
Daily Dictation
MAP
32
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.1.D
CC.1.1.1.E
Superkids- Level 4 Units 7-10
Phonics and
Word
Recognition
(Alphabetic
Principle)
Fluency
Decodes/encodes common vowel team patterns Decodes and encodes long vowel patterns, r- controlled vowels
Decodes/encodes studied memory words accurately
Encodes (spells) three- and four-letter (single-syllable) words with short vowels, final –e
spellings, initial and final consonant blends and digraphs
Decodes and encodes with inflectional endings(ed,ing,es,er,est)
Encodes/decodes studied memory words accurately
Uses onset and rimes to create new words(decodes real and nonsense words)
Demonstrates that words can be divided into parts or chunks called syllables
Demonstrates knowledge of syllabication rules (open and closed)
Demonstrates an understanding that a closed syllable has a single vowel with a consonant
after it, making the vowel sound short (e.g. map, sit and stop)
Demonstrate that an open syllable contains a vowel at the end of the syllable and the vowel is usually long( e.g. we, go, she)
Distinguishes between syllable types( e.g. sort single syllable words) into either closed (
e.g. men, open ( e.g. me)
Decodes and encodes two syllable words following basic patterns
Demonstrate an understanding of the different purposes for reading text
Demonstrate and understanding of grade-appropriate vocabulary
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to examples of how reading rate can be adjusted and adapted to suit purpose
and context Read grade-level sight words accurately and automatically
Decode on-level words with increasing automaticity
Distinguish between interrogative, declarative, and exclamatory sentences
Demonstrates accuracy and automaticity in decoding and oral reading at the word level and
connected text (69 wpm)
33
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MAY/JUNE
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Informational (CC.1.2.1)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.1.A
CC.1.2.1.B
CC.1.2.1.C
CC.1.2.1.E
CC.1.2.1.F
CC.1.2.1.G
CC.1.2.1.H
CC.1.2.1.I
CC.1.2.1.J
CC.1.2.1.K
CC.1.2.1.L
Superkids materials
Superkids- Level 4 Units 7,10
Superkids-
Level4 Unit 7
Superkids- Level 4 7, 10
Level 4, Unit 7
Level 4 Units 7, 10
Superkids Level 4 Units 7, 10
Superkids- Level 4 Unit
Superkids Level 4 Units 7, 10
Key Ideas and
Details
Craft and
Structure
Integrations of
Knowledge and
Ideas
Vocabulary
Acquisition &
Use
Range of
Reading and
Level of Text
Complexity
Generates questions about the text
Identifies the main idea of an informational passage Determines important ideas
Retell key details in their own words
Sequences events
Determines cause and effect
Reread to make sense
Monitors comprehension by identifying definitions of words and ideas
Recognizes patterns in text
Recognizes text structure
Uses text features to locate information or answer questions
Identifies how illustrations support text Visualizes based on text
Identifies details to support a main idea
Notices similarities and differences between illustrations and descriptions
Determine the meaning of unknown and multiple-meaning word and phrases based on
grade level reading and content
Use words and phrases acquired through conversations, reading, and being read to, and
responding to texts.
Encounters appropriately complex texts to develop language skills and conceptual
knowledge
Teacher
Anecdotal Records
Superkids
Assessments
Superkids Class
work
DRA-2
Story Maps &
Other Graphic
Organizers
MAP
34
COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MAY/JUNE
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Literature (CC.1.3.1)
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.1.A
CC.1.3.1.BCC.1.3.1.C
CC.1.3.1.D
CC.1.3.1.E
CC.1.3.1.F
CC.1.3.1.G
CC.1.3.1.H
CC.1.3.1.I
CC.1.3.1.J
CC.1.3.1.K
Superkids-
Level 4 Units 7-10
Superkids-
Level 4 Units 7
Superkids
Level 4 Unit 9
Superkids-
Level 4 Units 7-10
Superkids-
Level 4 Units 7-10
Superkids-
Level 4 Units 7,8
Superkids-
Level 4 Units 7-10
Superkids-
Level 4 Units 7-10
Comprehension
Key Ideas and
Details
Craft and
Structure
Integration of
Knowledge and
Ideas
Vocabulary
Acquisition &
Use
Range of Reading
and Level of Text
Complexity
Identifies the main idea of a simple story or topic of an informational passage
Demonstrates understanding of central message/lesson Retells the main idea of story with supporting details
Retells a story and includes characters , setting, problem, and solution
Identifies literary elements (character, setting, plot)
Stops while reading to assess understanding and clarify
Generates and answers questions about character and setting
Determines cause and effect
Connects events, characters and actions in the story to specific life experiences
Locates words that describe feelings
Understands descriptive language
Identifies whether a story is fiction or non-fiction and how they know
Recognizes text structure
Recognizes patterns in a text
Tells who is telling a story in a given section and how they know
Determine the meaning of unknown and multiple-meaning word and phrases based on
grade level reading and content
Use words and phrases acquired through conversations, reading, and being read to, and
responding to text
With prompting and support, read prose and poetry of appropriate complexity for
grade 1
35
COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: MAY/JUNE
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.1.A
CC.1.4.1.B
CC.1.4.1.C
CC.1.4.1.D
CC.1.4.1.E
CC.1.4.1.G
CC.1.4.1.H
CC.1.4.1.I
CC.1.4.1.J
CC.1.4.1.JCC.1.4.1.K
CC.1.4.1.L
CC.1.4.1.M
CC.1.4.1.P
CC.1.4.1.Q
CC.1.4.1.R
CC.1.4.1.T
CC.1.4.1.V
CC.1.4.1.W
Writer’s Workshop/Teacher
made materials
Informative/Explanatory
Narrative
Opinion/Argumentative
Response to Literature
Production and
Distributions of Writing
Express an opinion and demonstrate the ability to share their opinion
with others verbally and in writing
Clearly state their preferences and supply a reason for their thinking
Participate in multiple opportunities to express their opinions and
develop writing behaviors (turn & talk, small & large group discussion)
Write using temporal words (now, when, then) to show the order of
events
Demonstrate strategies for introducing concepts (beginning with a fact
or question) and concluding their thoughts (learning to write a summary
statement) when writing.
Write opinions about favorite part of the school year and support with
reasons
Write a research report on an interest or an “I wonder” statement
Labeled Diagram: Create a diagram to provide information about a topic
(for example, parts of a plant)
Writing Process: Plan and draft a story with a setting, characters, a
problem and solution.
Sequence or order words can be used to tell when things happen, develop interesting settings,
Student Work
Teacher
Observation
Conventions of
Writing
Developmental
Scale
Writing
Fundamentals
Rubrics
36
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: MAY/JUNE
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.1.A
CC.1.5.1.B
CC1.5.1.C.
CC.1.5.1.D
CC.1.5.1.E
Superkids –Level 4 Units 7-10 Comprehension and
Collaboration
Presentation of Knowledge
and Ideas
Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
Ask and answer questions about key details of a text read aloud or
information presented orally
Ask and answer questions in order to seek help, get information, or
clarify something that is not understood
Share stories, familiar experiences, and interests speaking clearly
enough to be understood by all audiences using appropriate volume
Speak audibly and express thoughts, feelings, and ideas clearly
Teacher
Anecdotal Records