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ELA First Grade Pacing Guide 2013-2014First-Six Weeks

(August 27- October 8)Second-Six Weeks

(October 9-November 21)Third-Six Weeks

(November 22-January 17)Fourth-Six Weeks(January 22-March 6)

Fifth-Six Weeks(March 7-April 28)

Six-Six Weeks(April 29-June 11)

Embedded Standards: RL.1.10, RI.1.10, SL.1.1, L.1.1, L.1.2, L.1.3Reading FoundationalRF.1.1aRF.1.2 b-d

Reading LiteratureRL.1.2RL 1.5RL.1.7

Reading InformationalRI.1.2

WritingW.1.3W.1.8

LanguageL.1.2bL.1.5a

Speaking & ListeningSL.1.5SL 1.6

Reading FoundationalRF 1.1aRF 1.2 a-dRF.1.3 b, gRF.1.4 a

Reading LiteratureRL.1.1RL.1.2RL.1.3

Reading InformationalRI.1.1RI.1.6

WritingW.1.2W.1.3

LanguageL.1.2a,b,eL.1.5aL.1.6

Speaking & ListeningSL.1.5SL 1.6

Reading FoundationalRF.1.1RF.1.2 a-dRF.1.3 a-c, gRF.1.4 a-b

Reading LiteratureRL.1.3RL.1.4RL.1.5RL.1.7

Reading InformationalRI.1.3RI 1.4RI 1.5RI.1.6RI.1.7

WritingW.1.2W.1.5W.1.7

LanguageL.1.2b,d,eL.1.4cL.1.6

Speaking & ListeningSL.1.2SL 1.4SL.1.6

Reading FoundationalRF.1.1RF.1.2 a-dRF.1.3 a-gRF.1.4 a-c

Reading LiteratureRL.1.2RL.1.4RL 1.6RL.1.9

Reading InformationalRI.1.2RI.1.4RI.1.7RI 1.8RI.1.9

WritingW.1.1W 1.5W.1.7W.1.8

LanguageL.1.2b-eL.1.4b

Speaking & ListeningSL 1.2SL.1.3SL.1.4SL.1.6


Reading LiteratureRL.1.1RL.1.3RL 1.6RL.1.9

Reading InformationalRI.1.1RI.1.3RI.1.4RI.1.8RI 1.9

WritingW 1.1W.1.2W.1.6

LanguageL.1.5c,d

Speaking & ListeningSL 1.3SL.1.4SL.1.5SL 1.6


Reading LiteratureRL.1.1RL.1.2RL.1.3RL.1.9

Reading InformationalRI.1.1RI.1.3RI.1.5RI.1.6RI 1.8

WritingW 1.1W.1.3W.1.6W.1.8

LanguageL.1.5c,d

Speaking & ListeningSL.1.2SL.1.4SL 1.6

ELA First Grade Pacing Guide 2013-2014Embedded Standards: These standards are embedded in each six-week period.RL.1.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.

RI.1.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range.

SL.1.1-Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.a. Follow agreed-upon rules for discussion.b. Build on others’ talk in conversations by linking their comments to the remarks of others.c. Ask for clarification and further explanation as needed about the topics and texts under discussion.

L.1.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Use collective nouns (e.g., group).

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

c. Use reflexive pronouns (e.g., myself, ourselves).

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

e. Use adjectives and adverbs, and choose between them depending on what is to be modified.

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

L.1.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage → _badge; boy → _b_o_i_l_).

ELA First Grade Pacing Guide 2013-2014e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.1.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Compare formal and informal uses of English.

Common Core Standard- Reading Foundational 1st 6 WeeksSupporting StandardsRF.1.1a-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).

RF.1.2 b-d-Demonstrate understanding of spoken words, syllables, and sounds (phonemes).b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.c. Isolate and pronounce 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).Unpacking:RF.1.1a- Students will understand how a sentence is organized.Use questions and prompts such as:• Show me the first word of the sentence.• Where does the period (question mark, etc) go?• Show me the capital letter.• How does a sentence begin?• What goes at the end of a sentence?

RF.1.2 b-d-Use questions and prompts such as:• Does this word have a long or short vowel sound?• Say each sound you hear in this word slowly.• What do you hear at the beginning of this word? What do you hear next? At the end

Concepts (What students need to know)

Skills (What students must be able to do)

Essential Vocabulary Essential Questions

First WordPunctuationCapital LetterLetter Sounds

RecognizeProduceSegmentIsolate

First word, Period, Capital letterPunctuation, Syllable, SoundBeginning, Medial, FinalBlends

-What should I do to demonstrate understanding of basic print?-What should I do to demonstrate an understanding of spoken words, syllables, and sounds?

ELA First Grade Pacing Guide 2013-2014Text Resources Suggested Thinking Maps Additional Resources/Websites

Open Court Unit 1 Circle MapBrace Map

Flipcharts:Go to ActivInspire Studio Technology Resources on Lenas 040Select Subject Area ResourcesSelect Computer Skills TechnologySelect ActivInspire FlipchartsSelect Language ArtsSelect K-2

ELA First Grade Pacing Guide 2013-2014

Common Core Standard- Reading Literature 1st 6 WeeksPriority Standards Supporting Standards

RL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.

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.

RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.

Unpacking:RL.1.2-At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements.RL.1.5-They should understand the difference between books that tell stories and books that provide information.RL.1.7-Students are required to use pictures and details in a story to tell about characters, setting, and events.Concepts (What students need to know)



Central MessageDifferencesIllustrationsSettingCharacters

Retell stories Use illustrations Explain differences

text features, genresfiction, non-fiction, main idea, key detail, charactersetting, author, illustratorauthor’s purpose (persuade, inform, entertain), character, setting, events, retell

-What are features of an informational text?-What are the differences between non-fiction and fiction text?-What is the main idea?-What do you remember about _______?-Use details from the text to explain why______?-What is the author’s purpose for writing this text?How do the illustrations help describe the story elements?

Text Resources Other Resources Suggested Thinking Maps

Open Court Unit 1 & Unit 2 NRMS Wiki Circle Map

ELA First Grade Pacing Guide 2013-2014NCDPI WikiFCRROpen Court Resources (website)

Tree MapMulti-Flow Map

Common Core Standard- Reading Informational 1st 6 WeeksPriority StandardsRI.1.2- Identify the main topic and retell key details of a text.Unpacking:RI.1.2-At this level, student should be able to identify the main idea and retell the key details in their own words.




Main TopicKey Details

Identify the main topic Retell key details

main topickey details

-What are the key details of a text?-What is the main topic of a text?


Open Court Unit 1 & Unit 2 NRMS WikiNCDPI WikiFCRROpen Court Resources (website)

Circle MapTree MapMulti-Flow Map


Common Core Standard- Writing 1st 6 WeeksPriority Standards Supporting Standards

W.1.3- 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.

W.1.8- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Unpacking:W.1.3- First grade students should be able to express their opinion and demonstrate the ability to share their opinion with others. In first grade, students write opinion pieces that clearly state their preferences and supply a reason for their thinking. In doing so, students need multiple opportunities to express opinions and develop writing behaviors.W.1.8- At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge the pieces they need to answer research questions and take notes. Students do this work with prompting and support.Concepts (What students need to know)



NarrativeDetailsEvent Orders

• Write narratives• Recall information

to answer questions

writing tools, writing maps, sequence, events, transitional words, evidence, connect, inform, recall

-What planning tools can you use to help the reader understand the sequence of events?-What do you remember about __________?-How is ______ connected to ____?-What evidence in the text can you find that _________?



Flow MapBubble mapDouble Bubble MapTree Map


Common Core Standard- Language 1st 6 WeeksSupporting StandardsL.1.2b- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.b. Use end punctuation for sentences.

L.1.5a- 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.Unpacking:L.1.2b- At this level, emphasis expands to include verb tense, possessives, pronouns, adjectives, conjunctions, and more complex sentences. With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and spelling unknown words phonetically.L.1.5a- Learning words at this stage includes exploring different shades of the same verb (run/sprint), adjectives of differing intensity, and inflectional forms; understanding categories of common concepts/objects; and defining words by category.Concepts (What students need to know)



CapitalizationPunctuationSpelling RulesWord Relationships

• Demonstrate command of conventions

• Demonstrate understanding of word relationships

punctuationcapitalizationphonetic spellingcategoriesVerbsAdjectivesMeanings

-What conventions do we use when writing and speaking to ensure understanding?-How does figurative language and word relationship help in understanding word meanings?





Common Core Standard- Speaking & Listening 1st 6 WeeksSupporting Standards SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.1.6- Produce complete sentences when appropriate to task and situation.Unpacking:SL.1.5- They should be able to add visual displays to illuminate chosen facts or details. In order to do so, students will need multiple opportunities to present information to others and develop behaviors that will lead to the ability to add appropriate visual displays.SL.1.6- Students will need to engage in behaviors (turn and talk, small group discussion, and listening and speaking learning centers) that lead to the expression of complete ideas both verbally and in writing. Students will also need a purposeful focus throughout ELA on choice-making.Concepts (What students need to know)



Visual DisplaysDrawingsComplete Sentences

Add drawings and visual displays

Produce complete sentences

feelingsillustrationsideassupportthoughtscomplete sentences

-What details do you need to include in the illustration to support your ideas, thoughts and feelings?-Why is it important to use complete sentences when communicating with peers and adults?





Common Core Standard- Reading Foundational 2nd 6 WeeksSupporting StandardsRF.1.1a-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).

RF.1.2 a-d-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 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).

RF.1.3 b, g-Know and apply grade-level phonics and word analysis skills in decoding words.b. Decode regularly spelled one-syllable words.g. Recognize and read grade-appropriate irregularly spelled words.

RF.1.4a-Read with sufficient accuracy and fluency to support comprehension.a. Read grade-level text with purpose and understanding.Unpacking:RF.1.1a- Students will understand how a sentence is organized.

RF.1.2 a-d- Use questions and prompts such as:• Does this word have a long or short vowel sound?• Say each sound you hear in this word slowly.• What do you hear at the beginning of this word? What do you hear next? At the end?

RF.1.3 b, g- Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling ability, and vocabulary development.


RF.1.4a- Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage benefit from opportunities to read texts multiple times at an independent level.




Features of PrintSyllablesSoundsPhonics and Word Analysis Skills

Demonstrate understanding of print

Demonstrate understanding of phonemes

Know and apply grade level word analysis skills

Read accurately and fluently

syllable, soundbeginning, medial, final, short vowel, long vowel, blends, rhymes, first word, period, capital letter, punctuation

-What are the sounds you hear in a word?-In this word do you hear _____ sound?-Tell me sounds you hear in the word______.-What are the beginning, medial, and final sound in ________ word.-What is the first word in the sentence?-Point to a capital letter, punctuation, first word in the story.-How do you spell ____ word?-Does this word follow _______ (phonics) rule?-Why did you choose this book? What did you learn from the story you read?-What strategies do fluent readers use?-What are the traits for a good reader?





Common Core Standard- Reading Literature 2nd 6 WeeksPriority Standards Supporting Standards

RL.1.1- Ask and answer questions about key details in a text.

RL.1.2- Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.3- Describe characters, settings, and major events in a story, using key details.

Unpacking:RL.1.1- First grade students continue to build on the skill of asking and answering questions about key details in a text.RL.1.2- At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements.RL.1.3- At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements.Concepts (What students need to know)



Key DetailsCentral MessageSettingCharacters

Ask and answer questions Retell stories Describe characters, settings,

and major events

characters, settings, events, lesson, central message

-How does question aid me in comprehending the text?-How do I use key details in the text to support my understanding of the text?


Open Court Unit 2 & 3 NRMS WikiNCDPI WikiFCRROpen Court Resources (website)

Bubble MapCircle MapTree Map


Common Core Standard- Reading Informational 2nd 6 WeeksPriority Standards Supporting Standards

RI.1.6- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

RI.1.1- Ask and answer questions about key details in a text.

Unpacking:RI.1.1- First grade students continue to build on the skill of asking and answering questions about key details in a text.RI.1.6- Students at this level should understand how to use text features to help them understand the text and be able to tell the difference between what information can be gained by examining the pictures and what can be gained from examining the words.Concepts (What students need to know)


Essential Vocabulary

Essential Questions

IllustrationsKey Details

Ask and answer questions

Distinguish between information in texts

illustrationsgraphicskey details

-How do I distinguish between information provided in a text?-How does asking and answering questions aid me with comprehending the text?

Text Resources Other Resources Suggested Thinking MapsOpen Court Unit 2 & 3 NRMS Wiki

NCDPI WikiFCRROpen Court Resources (website)



Common Core Standard- Writing 2nd 6 WeeksPriority Standards

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.

W.1.3- 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.Unpacking:W.1.2- In first grade, students write opinion pieces that clearly state their preferences and supply a reason for their thinking.W.1.3- First grade students are required to include both an introduction and a sense of closure or a closing statement in their writing. Students will need to build strategies for introducing concepts (such as beginning with a fact or question) and concluding their thoughts (learning to write a summary statement) when writing. They will begin to use temporal words (now, when, then) to show order of events.Concepts (What students need to know)



Essential Questions

Temporal WordsClosureInformative/Explanatory TextsNarratives

closure, facts, informative/explanatory texts, narratives,

-What planning tools can you use while writing to help the reader understand your informational/explanatory topic?-How can you introduce the topic, state an opinion, supply reasons for the opinion and provide sense of closure in a written piece?





Common Core Standard- Language 2nd 6 WeeksSupporting StandardsL.1.2a,b,e- 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.

L.1.5a-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.

L.1.6- 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).Unpacking:L.1.2a,b,e- At this level, emphasis expands to include verb tense, possessives, pronouns, adjectives, conjunctions, and more complex sentences. With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and spelling unknown words phonetically.L.1.5a- Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes.L.1.6- Learning words at this stage includes exploring different shades of the same verb (run/sprint), adjectives of differing intensity, and inflectional forms; understanding categories of common concepts/objects; and defining words by categoryConcepts (What students need to know)



Essential Questions

Spelling RulesGrammar RulesVocabulary (age appropriate words and phrases)

Demonstrate command of conventions

Demonstrate understanding of word relationships

Use grade appropriate words and phrases

capitalization, punctuation, categories,

-What conventions do we use when writing and speaking to ensure understanding?-How does figurative language and word relationship help in understanding word meanings?-How does word use signal simple relationships?


Common Core Standard- Speaking & Listening 2nd 6 WeeksSupporting StandardsSL.1.5-Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.1.6-Produce complete sentences when appropriate to task and situationUnpacking:SL.1.5- They should be able to add visual displays to illuminate chosen facts or details. In order to do so, students will need multiple opportunities to present information to others and develop behaviors that will lead to the ability to add appropriate visual displays.

SL.1.6- Students will need to engage in behaviors (turn and talk, small group discussion, and listening and speaking learning centers) that lead to the expression of complete ideas both verbally and in writing. Students will also need a purposeful focus throughout ELA on choice-making.Concepts (What students need to know)



Essential Questions

Visual AidsDrawingsComplete Sentences

Produce complete sentences Add drawings and visuals

feelingsillustrationsideassupportthoughts

-How do I add drawings and visuals to convey thoughts?-How do I produce complete sentences





Common Core Standard- Reading Foundational 3rd 6 WeeksSupporting Standards

RF.1.1a-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).


RF.1.3a-c, g-Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel team conventions for representing long vowel sounds.g. Recognize and read grade-appropriate irregularly spelled words.

RF.1.4 a-b-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.Unpacking:

RF.1.1a- Students will understand how a sentence is organized.RF.1.2 a-d- Use questions and prompts such as:• Does this word have a long or short vowel sound?• Say each sound you hear in this word slowly.• What do you hear at the beginning of this word? What do you hear next? At the end?RF.1.3a-c, g- Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling ability, and vocabulary development.RF.1.4 a-b- Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text.





Essential Questions








Text Resources Other Resources Suggested Thinking MapsOpen Court Unit 4 & Unit 5 NRMS Wiki




Common Core Standard- Reading Literature 3rd 6 WeeksPriority Standards Supporting Standards

RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.3-Describe characters, settings, and major events in a story, using key details.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.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.

Unpacking:RL.1.3- At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements.RL.1.4- First grade students begin to look at how words are used in a text by naming words and phrases that contribute to the feeling of the poem or story.RL.1.5- They should understand the difference between books that tell stories and books that provide information.RL.1.7- Students are required to use pictures and details in a story to tell about characters, setting, and events.Concepts (What students need to know)



Essential Questions

AppealSettingKey DetailsDifferencesIllustrationsEventsCharacters

Identify words and phrases

Describe characters, settings, and events

Use illustrations Explain major differences

characters, setting, events, illustrations, feelings, senses

-What words or phrases in the text suggest feelings or appeal to your senses?-What are features of an informational text?-What are the differences between non-fiction and fiction text?-How do the illustrations help describe the story elements?





Common Core Standard- Reading Informational 3rd 6 WeeksPriority Standards Supporting Standards

RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases 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.

RI.1.6-Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.7-Use the illustrations and details in a text to describe its key ideas.

Unpacking:RI.1.3- They should also be able to tell how two individuals, events, ideas or pieces of information are linked together.RI.1.4- First grade students should use the skill of asking and answering questions to help them understand what words and phrases mean in the text.RI.1.5- Students at this level should understand how to use text features to help them understand the text and be able to tell the difference between what information can be gained by examining the pictures and what can be gained from examining the words.RI.1.6- Students at this level should understand how to use text features to help them understand the text and be able to tell the difference between what information can be gained by examining the pictures and what can be gained from examining the words.RI.1.7- Students will understand how illustrations help explain the text.Concepts (What students need to know)



IllustrationsText FeaturesKey IdeasEventsIdeas


Know and use text features

Distinguish between information

Describe the connections in the text

Use illustrations

heading, captions, glossary, table of contents, index, diagrams, connection, connection, individuals, events, key idea, text features- caption, diagram, pictures, infer , evidence

-With teacher support- How does the picture/diagram/caption help you understand the text?-With teacher support- What are the text features that help you understand the information in the text?-What are some questions you have about the text?-Can you make a connection with this text?-With teacher support- How does the picture/diagram/caption help you understand the text?-What can you infer__________?-What evidence in the text can you find that __________?-Explain how the picture is helpful in understanding what the text is about.

ELA First Grade Pacing Guide 2013-2014Text Resources Other Resources Suggested Thinking MapsOpen Court Unit 4 & Unit 5 NRMS Wiki



ELA First Grade Pacing Guide 2013-2014Common Core Standard- Writing 3rd 6 Weeks

Priority Standards Supporting StandardsW.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

W.1.7-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).

W.1.5-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.

Unpacking:W.1.2- In first grade, students write opinion pieces that clearly state their preferences and supply a reason for their thinking.W.1.5- With assistance from adults and peers, students should focus their writing on a topic and be able to respond to questions and suggestions.W.1.7- First grade students are required to participate in shared research projects.Concepts (What students need to know)



Essential Questions

Informative/Explanatory TextsResearch ProjectsAdding Details

Write informative/explanatory texts

Participated in shared research projects

Strengthen writing, focus on a topic, & respond to questions

writing tools- writing maps, sequence, events, “how-to” , sequence, instructions, locate, informational

-What planning tools can you use while writing to help the reader understand your informational/explanatory topic?-With teacher support- How can you create an information book about ______?-How can you locate information to create an informational booklet about __________?




Common Core Standard- Language 3rd 6 Weeks

ELA First Grade Pacing Guide 2013-2014Supporting StandardsL.1.2b,d,e-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.b. Use end punctuation for sentences.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.

L.1.4c-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.c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L.1.6-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).Unpacking:First grade students must have a command of the grammar and usage of spoken and written standard English. Standards that are related to conventions are appropriate to formal spoken English as they are to formal written English. At this level, emphasis expands to include verb tense, possessives, pronouns, adjectives, conjunctions, and more complex sentences. With conventions, students are becoming more adept at ending punctuation, expanding their understanding and usage of capitalization, and spelling unknown words phonetically. Learning words at this stage includes exploring different shades of the same verb (run/sprint), adjectives of differing intensity, and inflectional forms; understanding categories of common concepts/objects; and defining words by category.Concepts (What students need to know)



Essential Questions

conventions, spelling patterns, root wards, inflection forms, conjunctions


Determine/clarify meaning of unknown words

Use words and phrases

conventions, spelling patterns, root wards, inflection forms, conjunctions

-How can you use various reading strategies to understand the meaning of words?-What conventions do we use when writing and speaking to ensure understanding?-How does word use signal simple relationships?




Common Core Standard- Speaking &Listening 3rd 6 WeeksPriority Standards Supporting Standards

ELA First Grade Pacing Guide 2013-2014SL.1.4-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.2-Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

SL.1.6-Produce complete sentences when appropriate to task and situation.

Unpacking:SL.1.2- First grade students will also ask and answer questions about key details of a text read aloud or information presented in multiple formats.SL.1.4- First grade students should be able to report facts and relevant details about an experience.SL.1.6- Students will need to engage in behaviors (turn and talk, small group discussion, and listening and speaking learning centers) that lead to the expression of complete ideas both verbally and in writing.Concepts (What students need to know)



Essential Questions

Key DetailsExpressing IdeasComplete Sentences

Describe items with appropriate detail

Ask and answer questions in a text


complete sentences, details, expressing

-Why is it important to use complete sentences when communicating with peers and adults?-What questions do you have about the key details in a text you have read or heard?-Why do good readers ask questions while they read or listen to a text?




Common Core Standard- Reading Foundational 4th 6 WeeksPriority Standards Supporting Standards

ELA First Grade Pacing Guide 2013-2014RF.1.1a-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).


RF.1.3 a-g-Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel team conventions for representing long vowel sounds.g. Recognize and read grade-appropriate irregularly spelled words.

RF.1.4 a-c-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.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Unpacking:

RF.1.1a- Students will understand how a sentence is organized.RF.1.2 a-d- Use questions and prompts such as:• Does this word have a long or short vowel sound?• Say each sound you hear in this word slowly.• What do you hear at the beginning of this word? What do you hear next? At the end?RF.1.3 a-g- Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling ability, and vocabulary development.RF.1.4 a-c- Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage benefit from opportunities to read texts multiple times at an independent level.

Concepts (What students need to know) Skills (What students must be able to do)


Essential Questions

ELA First Grade Pacing Guide 2013-2014Features of PrintSyllablesSoundsPhonics and Word Analysis Skills










Common Core Standard- Reading Literature 4th 6 WeeksPriority Standards Supporting Standards

RL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.

RL.1.9-Compare and contrast the adventures and experiences of characters in

RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

RL.1.6-Identify who is telling the story at various points in a text.

ELA First Grade Pacing Guide 2013-2014stories.Unpacking:RL.1.2- At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements.RL.1.4- First grade students begin to look at how words are used in a text by naming words and phrases that contribute to the feeling of the poem or story.RL.1.6- First grade students should be able to name who is telling the story.RL.1.9- They continue to build on character development by looking at similarities and differences in characters’ experiences in stories.Concepts (What students need to know)



Essential Questions

Key DetailsExperiencesWords and Phrases

Retell stories Compare and contrast items in

text Identify words and phrases Identify who is telling the story

main idea, key detail, character, setting, authorillustrator, author’s purpose (persuade, inform, entertain)

-How can I identify who is telling the story in the text?-What words or phrases in the text suggest feelings or appeal to your senses?-How do I compare and contrast experiences and adventures in the text?




Common Core Standard- Reading Informational 4th 6 WeeksPriority Standards Supporting Standards

RI.1.2-Identify the main topic and retell key details of a text.

RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.7-Use the illustrations and details in a text to describe its key ideas.

RI.1.8-Identify the reasons an author gives to support points in a text.

RI.1.9-Identify basic similarities in and differences between two texts on the

ELA First Grade Pacing Guide 2013-2014same topic (e.g., in illustrations, descriptions, or procedures).

Unpacking:RI.1.2- At this level, students should be able to identify the main idea and retell the key details in their own words.RI.1.4- First grade students should use the skill of asking and answering questions to help them understand what words and phrases mean in the textRI.1.7- Students will understand how illustrations help explain the text.RI.1.8- At this level, students should also develop the ability to recognize the author’s reasoning by finding support within the text.RI.1.9- Students will look for similarities and differences in two texts that share the same main idea.Concepts (What students need to know)



Essential Questions

RetellKey DetailsMain TopicIllustrationsSimilarities & Differences

Use illustrations Identify author’s reason Identify similarities and

differences Ask and answer

questions Identify the main topic

illustrations, key ideas, support/evidence, similarities, differences

-How do I identify the main topics in a text?-With teacher support- How does the picture/diagram/caption help you understand the text?-With teacher support- What are the text features that help you understand the information in the text?-Explain how the picture is helpful in understanding what the text is about.




Common Core Standard- Writing 4th 6 WeeksPriority Standards Supporting Standards

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.

W.1.7-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).

W.1.5-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.

W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a

ELA First Grade Pacing Guide 2013-2014question.

Unpacking:W.1.1- First grade students should be able to express their opinion and demonstrate the ability to share their opinion with others.W.1.5- With assistance from adults and peers, students should focus their writing on a topic and be able to respond to questions and suggestions.W.1.7- First grade students are required to participate in shared research projects.W.1.8- At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge the pieces they need to answer research questions and take notes.Concepts (What students need to know)



Essential Questions

ClosureOpinion PiecesDetailsTopic

Write opinion pieces Participated in shared

projects Strengthen writing Recall information

how-to”sequenceinstructionslocateinformationalevidenceconnect informrecall

-With teacher support- How can you create an information book about ______?-How can you locate information to create an informational booklet about __________?-What tools or materials do you need to strengthen or improve your writing?-How can you introduce the topic, state an opinion, supply reasons for the opinion and provide sense of closure in a written piece?




Common Core Standard- Language 4th 6 WeeksSupporting StandardsL.1.2b-e-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.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.

ELA First Grade Pacing Guide 2013-2014L.1.4b-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.b. Use frequently occurring affixes as a clue to the meaning of a word.Unpacking:L.1.2b-e- At this level, emphasis expands to include verb tense, possessives, pronouns, adjectives, conjunctions, and more complex sentences.L.1.4b- The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts.Concepts (What students need to know)



Essential Questions

Inflectional FormSpelling RulesConventionsRoot WordsAffixes


Determine/clarify the meaning of unknown words/multiple meaning words

punctuationcapitalizationphonetic spellingcontext clueaffixesroot wordsinflectional forms

-How can you use various reading strategies to understand the meaning of words?-What conventions do we use when writing and speaking to ensure understanding?




Common Core Standard- Speaking & Listening 4th 6 WeeksPriority Standards Supporting Standards

SL.1.4-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.


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.

ELA First Grade Pacing Guide 2013-2014SL.1.6-Produce complete sentences when appropriate to task and situation.

Unpacking:SL.1.2- First grade students will also ask and answer questions about key details of a text read aloud or information presented in multiple formats.SL.1.3- First grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard. Students need to ask questions and understand and answer questions asked of them in order to clarify or gain more information.SL.1.4- First grade students should be able to report facts and relevant details about an experience.SL.1.6- Students will need to engage in behaviors (turn and talk, small group discussion, and listening and speaking learning centers) that lead to the expression of complete ideas both verbally and in writingConcepts (What students need to know)



Essential Questions

Key DetailsExpressing IdeasComplete Sentences

Describe items with appropriate detail

Ask and answer questions in a text


complete sentences, details, expressing, key details, questions

-Why is it important to use complete sentences when communicating with peers and adults?-What questions do you have about the key details in a text you have read or heard?-Why do good readers ask questions while they read or listen to a text?-What questions do you have about the information presented by the speaker?•-Why do good listeners ask questions about information provide?

Text Resources Other Resources Suggested Thinking MapsOpen Court Unit 6 & Unit 7

NRMS WikiNCDPI WikiFCRROpen Court Resources (website)


Common Core Standard- Reading Foundational 5th 6 WeeksSupporting StandardsRF.1.1a-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).

RF.1.2 a-d-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.

ELA First Grade Pacing Guide 2013-2014c. Isolate and pronounce 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).

RF.1.3 a-g- Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel team conventions for representing long vowel sounds.g. Recognize and read grade-appropriate irregularly spelled words.

RF.1.4 a-c-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.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Unpacking:RF.1.1a- Students will understand how a sentence is organized.RF.1.2 a-d- Use questions and prompts such as:• Does this word have a long or short vowel sound?• Say each sound you hear in this word slowly.• What do you hear at the beginning of this word? What do you hear next? At the end?RF.1.3 a-g- Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling ability, and vocabulary development.RF.1.4 a-c- Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage benefit from opportunities to read texts multiple times at an independent level.Concepts (What students need to know) Skills (What students

must be able to do)Essential Vocabulary

Essential Questions




Know and apply


-What are the sounds you hear in a word?-In this word do you hear _____ sound?-Tell me sounds you hear in the word______.-What are the beginning, medial, and final sound in ________ word.-What is the first word in the sentence?-Point to a capital letter, punctuation, first word in the

ELA First Grade Pacing Guide 2013-2014grade level word analysis skills


story.-How do you spell ____ word?-Does this word follow _______ (phonics) rule?-Why did you choose this book? What did you learn from the story you read?-What strategies do fluent readers use?-What are the traits for a good reader?





RL.1.9- Compare and contrast the adventures and experiences of characters in stories.

RL.1.1- Ask and answer questions about key details in a text.

RL.1.3- Describe characters, settings, and major events in a story, using key details.

RL.1.6- Identify who is telling the story at various points in a text.Unpacking:

ELA First Grade Pacing Guide 2013-2014RL.1.1- First grade students continue to build on the skill of asking and answering questions about key details in a text.RL.1.3- Use questions and prompts such as:• Can you tell me what happened in the story at the beginning? What happened after that? What happened at the end of the story?• Can you tell me where the story took place?• Can you tell me the important things that happened in the story?• Who are the characters in the story? What do you know about them?RL.1.6- First grade students should be able to name who is telling the story.RL.1.9- They continue to build on character development by looking at similarities and differences in characters’ experiences in stories.Concepts (What students need to know)



Essential Questions

AdventuresExperiencesKey DetailsSettingsCharactersWho is telling the story

Compare and contrast character’s experiences

Ask and answer questions Describe various details in

text Identify who is telling the

story

adventures, experiences, key details, character, settings, events

-Who is the person telling the story?-What is the author’s purpose for writing this text?





RI.1.4- Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


RI.1.3- Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.8- Identify the reasons an author gives to support points in a text.

RI.1.9- Identify basic similarities in and differences between two texts on

ELA First Grade Pacing Guide 2013-2014the same topic (e.g., in illustrations, descriptions, or procedures).

Unpacking:RI.1.1- First grade students continue to build on the skill of asking and answering questions about key details in a text.RI.1.3- They should also be able to tell how two individuals, events, ideas or pieces of information are linked together.RI.1.4- First grade students should use the skill of asking and answering questions to help them understand what words and phrases mean in the text.RI.1.8- At this level, students should also develop the ability to recognize the author’s reasoning by finding support within the text.RI.1.9- Students will look for similarities and differences in two texts that share the same main idea.Concepts (What students need to know)



Essential Questions

QuestionsKey DetailsSimilaritiesDifferences


Describe connections Identify the author’s

purpose Identify basic

similarities and differences

connections, key details, events, ideas, reason/evidence, similarities, differences

-What is the author’s purpose for writing this text?-With teacher support- What are the text features that help you understand the information in the text?-With teacher support- How does the picture/diagram/caption help you understand the text?-With teacher support- What are the text features that help you understand the information in the text?-What are some questions you have about the text?-Can you make a connection with this text?




Common Core Standard- Writing 5th 6 WeeksPriority StandardsW.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.

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.

W.1.6- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers.Unpacking:

ELA First Grade Pacing Guide 2013-2014W.1.1- First grade students should be able to express their opinion and demonstrate the ability to share their opinion with others.W.1.2- In first grade, students write opinion pieces that clearly state their preferences and supply a reason for their thinking. In doing so, students need multiple opportunities to express opinions and develop writing behaviors.W.1.6- With assistance, students will use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology).Concepts (What students need to know)



Essential Questions

Opinion PiecesInformative/Explanatory TextsClosureDigital Tools

Write opinion pieces Write

informative/explanatory texts

Produce and publish writing

writing tools- writing maps, sequence, events, digital tools, publish

-What planning tools can you use while writing to help the reader understand your informational/explanatory topic?-What planning tools can you use while writing to help the reader understand your informational/explanatory topic?-What digital tools will you use to produce and publish writing pieces?




Common Core Standard- Language 5th 6 WeeksSupporting StandardsL.1.5 c,d-With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.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.Unpacking:L.1.5 c,d- Learning words at this stage includes exploring different shades of the same verb (run/sprint), adjectives of differing intensity, and inflectional forms; understanding categories of common concepts/objects; and defining words by category.

ELA First Grade Pacing Guide 2013-2014Concepts (What students need to know)



Essential Questions

Word RelationshipsWord MeaningsAdjectives

Demonstrate understanding of word relationships and nuances in word meanings

CategoriesVerbsAdjectivesMeanings

-How does figurative language and word relationship help in understanding word meanings?






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.

SL.1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.1.6-Produce complete sentences when appropriate to task and situation.

ELA First Grade Pacing Guide 2013-2014Unpacking:SL.1.3- First grade students should also be able to listen carefully to a text read aloud and to recount or describe details about what they heard.SL.1.4- First grade students should be able to report facts and relevant details about an experience.SL.1.5- They should be able to add visual displays to illuminate chosen facts or details.SL.1.6- Students will need to engage in behaviors (turn and talk, small group discussion, and listening and speaking learning centers) that lead to the expression of complete ideas both verbally and in writing.Concepts (What students need to know)



Essential Questions

QuestionsVisual DisplaysComplete SentencesPlacesPeopleThingsEvents

Describe items with relevant details

Ask and answer questions Add drawings and visual Produce complete sentences

visual displays, drawings, complete sentence, clarify, relevant details

-What details do you need to include in the illustration to support your ideas, thoughts and feelings?-Why is it important to use complete sentences when communicating with peers and adults?




Common Core Standard- Reading Foundational 6th 6 WeeksSupporting StandardsRF.1.1a-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).

RF.1.2 a-d-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 initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

ELA First Grade Pacing Guide 2013-2014d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.3 a-g-Know and apply grade-level phonics and word analysis skills in decoding words.a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel team conventions for representing long vowel sounds.g. Recognize and read grade-appropriate irregularly spelled words.

RF.1.4 a-c-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.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Unpacking:RF.1.1a- Students will understand how a sentence is organized. Use questions and prompts such as:• Show me the first word of the sentence.• Where does the period (question mark, etc) go?• Show me the capital letter.• How does a sentence begin?• What goes at the end of a sentence?RF.1.2 a-d- Use questions and prompts such as:• Does this word have a long or short vowel sound?• Say each sound you hear in this word slowly.• What do you hear at the beginning of this word? What do you hear next? At the end?RF.1.3 a-g- Students continue learning specific strategies for decoding words in texts. Learning suffixes and vowel patterns enhances decoding, spelling ability, and vocabulary development.RF.1.4 a-c- Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage benefit from opportunities to read texts multiple times at an independent level.Concepts (What students need to know) Skills (What students


Essential Questions



Demonstrate understanding of

syllable, soundbeginning, medial, final, short vowel, long vowel, blends, rhymes, first word, period, capital

-What are the sounds you hear in a word?-In this word do you hear _____ sound?-Tell me sounds you hear in the word______.-What are the beginning, medial, and final sound in ________ word.

ELA First Grade Pacing Guide 2013-2014phonemes



letter, punctuation -What is the first word in the sentence?-Point to a capital letter, punctuation, first word in the story.-How do you spell ____ word?-Does this word follow _______ (phonics) rule?-Why did you choose this book? What did you learn from the story you read?-What strategies do fluent readers use?-What are the traits for a good reader?

Text Resources Other Resources Suggested Thinking MapsOpen Court Unit 9 NRMS Wiki




RL.1.2- Retell stories, including key details, and demonstrate understanding of their central message or lesson.RL.1.9- Compare and contrast the adventures and experiences of characters in stories.

RL.1.1- Ask and answer questions about key details in a text.RL.1.3- Describe characters, settings, and major events in a story, using key details.

Unpacking:RL.1.1- First grade students continue to build on the skill of asking and answering questions about key details in a text.RL.1.2- At this level, students use key details to retell stories in their own words, reveal an understanding about the central message of the text, and tell about the story elements.

ELA First Grade Pacing Guide 2013-2014RL.1.3- Use questions and prompts such as:• Can you tell me what happened in the story at the beginning? What happened after that? What happened at the end of the story?• Can you tell me where the story took place?• Can you tell me the important things that happened in the story?• Who are the characters in the story? What do you know about them?RL.1.9- They continue to build on character development by looking at similarities and differences in characters’ experiences in stories.Concepts (What students need to know)



Essential Questions

Key DetailsStoriesAdventures/ExperiencesQuestionsSettingEventsCharacter

Ask and answer questions Describe items in text Retell Stores Compare and contrast

experiences

character, settings, events, details, adventures, experiences, key details

-How can I describe characters, settings, and major events in a story using key details?-How do I retell stories with details?-How does asking and answering questions aid me in comprehending the 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.

RI.1.6- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


RI.1.3- Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.1.8- Identify the reason an author gives to support points in a text.Unpacking:RI.1.1- First grade students continue to build on the skill of asking and answering questions about key details in a text.RI.1.3- They should also be able to tell how two individuals, events, ideas or pieces of information are linked together.

ELA First Grade Pacing Guide 2013-2014RI.1.5- Students at this level should understand how to use text features to help them understand the text and be able to tell the difference between what information can be gained by examining the pictures and what can be gained from examining the words.RI.1.6- Students at this level should understand how to use text features to help them understand the text and be able to tell the difference between what information can be gained by examining the pictures and what can be gained from examining the words.RI.1.8- At this level, students should also develop the ability to recognize the author’s reasoning by finding support within the text.Concepts (What students need to know)



Essential Questions

Text FeaturesIllustrationsKey DetailsconnectionsReasons/Evidence

Know and use text features Distinguish between

information Ask and answer questions Describe connections Identify reasons

text features, illustrations, key details, connections, reason/evidence

-How does text features help me understand the text?- With teacher support- How does the picture/diagram/caption help you understand the text?-With teacher support- What are the text features that help you understand the information in the text?-Explain how the picture is helpful in understanding what the text is about.




Common Core Standard- Writing 6th 6 WeeksPriority Standards Supporting Standards

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.

W.1.3- 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.

W.1.6- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.1.8- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

ELA First Grade Pacing Guide 2013-2014Unpacking:W.1.3- First grade students are required to include both an introduction and a sense of closure or a closing statement in their writing. Students will need to build strategies for introducing concepts (such as beginning with a fact or question) and concluding their thoughts (learning to write a summary statement) when writing. They will begin to use temporal words (now, when, then) to show order of events.W.1.6- With assistance, students will use digital tools to publish their writing independently and in collaboration with peers (use of keyboarding and technology)Concepts (What students need to know)



Essential Questions

Opinion PiecesTopicNarrativesTemporal WordsDigital Tools

Write opinion pieces Write narratives Produce and publish

writing Recall information

writing tools- writing maps, sequence, events transitional words, digital tools, publish, opinion, supporting details, topic, closure

- What planning tools can you use to help the reader understand the sequence of events?-What digital tools will you use to produce and publish writing pieces?-How can you introduce the topic, state an opinion, supply reasons for the opinion and provide sense of closure in a written piece?




Common Core Standard- Language 6th 6 WeeksSupporting StandardsL.1.5 c,d-With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.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.Unpacking:L.1.5 c,d- Learning words at this stage includes exploring different shades of the same verb (run/sprint), adjectives of differing intensity, and inflectional forms; understanding categories of common concepts/objects; and defining words by category.Concepts (What students need to know) Skills (What students


Essential Questions

ELA First Grade Pacing Guide 2013-2014Word RelationshipsWord MeaningsAdjectives

Demonstrate understanding of word relationships and nuances in word meanings

CategoriesVerbsAdjectivesMeanings

-How does figurative language and word relationship help in understanding word meanings?-How does defining adjectives and meaning help me to understand word meanings?







SL.1.6-Produce complete sentences when appropriate to task and situation.Unpacking:SL.1.2- First grade students will also ask and answer questions about key details of a text read aloud or information presented in multiple formats.SL.1.4- First grade students should be able to report facts and relevant details about an experience.SL.1.6- Students will need to engage in behaviors (turn and talk, small group discussion, and listening and speaking learning centers) that lead to the expression of complete ideas both verbally and in writing.

ELA First Grade Pacing Guide 2013-2014Concepts (What students need to know)



Essential Questions

QuestionsKey DetailsComplete SentencesPeoplePlacesThingsEvents

Describe people, places, things, and events

Ask and answer questions Produce complete sentences

feelingspeopleplacesthingseventsdetailkey detailsquestions

-Why is it important to use complete sentences when communicating with peers and adults?-What questions do you have about the key details in a text you have read or heard?-Why do good readers ask questions while they read or listen to a text?




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