1st Grade Reading Curriculum Map                                                   Isaac School District No. 5            ...
1st Grade Reading Curriculum Map                                                             Isaac School District No. 5  ...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                        Isaac School District No. 5S1C2PO8...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                         Isaac School District No. 5Quarte...
1st Grade Reading Curriculum Map                                                          Isaac School District No. 5Quart...
1st Grade Reading Curriculum Map                                                       Isaac School District No. 5S2C1PO3 ...
1st Grade Reading Curriculum Map                                                       Isaac School District No. 5Quarter:...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5*S1C...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                        Isaac School District No. 5*S1C2PO...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                       Isaac School District No. 5S1C3PO7 ...
1st Grade Reading Curriculum Map                                                              Isaac School District No. 5Q...
1st Grade Reading Curriculum Map                                                        Isaac School District No. 5`S1C3PO...
1st Grade Reading Curriculum Map                                                         Isaac School District No. 5Quarte...
1st Grade Reading Curriculum Map                                                       Isaac School District No. 5S1C4PO3 ...
1st Grade Reading Curriculum Map                                                          Isaac School District No. 5Quart...
1st Grade Reading Curriculum Map                                                       Isaac School District No. 5*S1C6PO1...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                            Isaac School District No. 5Qua...
1st Grade Reading Curriculum Map                                                        Isaac School District No. 5*S1C2PO...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                        Isaac School District No. 5*S1C3PO...
1st Grade Reading Curriculum Map                                                         Isaac School District No. 5Quarte...
1st Grade Reading Curriculum Map                                                       Isaac School District No. 5*S1C4PO3...
1st Grade Reading Curriculum Map                                                            Isaac School District No. 5Qua...
1st Grade Reading Curriculum Map                                                         Isaac School District No. 5S3C2PO...
1st Grade Reading Curriculum Map                                                         Isaac School District No. 5Quarte...
1st Grade Reading Curriculum Map                                                        Isaac School District No. 5Quarter...
1st Grade Reading Curriculum Map                                                       Isaac School District No. 5S1C4PO3 ...
1st Grade Reading Curriculum Map                                                           Isaac School District No. 5Quar...
1st Grade Reading Curriculum Map                                                       Isaac School District No. 5S2C1PO4 ...
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First Grade Reading

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Transcript of "First Grade Reading"

  1. 1. 1st Grade Reading Curriculum Map Isaac School District No. 5 Isaac School District No. 5Authors: SchoolSara Salazar Lela AlstonMarissa King Alta E. ButlerEmily Bergquist Alta E. ButlerGina Ruiz MoyaDelia Rivera P.T. CoeCassandra Leon P.T. CoeRationaleRationale for the selection of priority objectives is based on the Five Pillars of Reading.Linking performance objectives are scaffolded to guide the student’s toward mastery of priority objective(s). Each quarter a variety of genresof both expository text and literary elements are spiraled and clustered to increase skill rigor according to blooms taxonomy. Mastery of theseobjectives is critical and will help prepare students for second grade.As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year tosupport student mastery. These recurring performance objectives are listed in the Preamble.
  2. 2. 1st Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PRINT CONCEPTSS1C1PO3 Features of a sentence Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).S1C1PO4 Title, author and table of contents Identify the title, author, and table of contents of a book. PHONEMIC AWARENESSS1C2PO4 Initial, medial and final sounds in words Distinguish between initial, medial and final sounds in single syllable words.S1C2PO5 Long and short vowel sounds Distinguish between long and short vowel sounds in orally stated single-syllable words (bit/bite).S1C2PO7 Phonemes, one syllable words, consonant Blend spoken phonemes with more than three sounds into one-syllable words, including blends and digraphs consonant blends and digraphs (e.g., /f/i/n/d = find; /f/l/a/t/ = flat). PHONICSS1C3PO3 Base words to compounds words Use knowledge of base words to identify compound words.S1C3PO4 Words with common spelling patterns Read words with common spelling patterns (e.g., -ite, -ill, -ate).S1C3PO5 High frequency words; irregular sight words Recognize high frequency words and irregular sight words. VOCABULARYS1C4PO1 Base words and inflections Recognize base words and their inflections (e.g., look, looks, looked, looking). FLUENCYS1C5PO1 Fluent reading Read grade level text consistently with 90% accuracy. COMPREHENSION STRATEGIESS1C6PO1 Reasonable and meaningful predictions Predict what might happen next in a reading selection.S1C6PO2 Events from a literary selection can relate Relate information and events in a reading selection to life experiences and life experiences to to life experiences the text. * = POs previously introduced Bold = Priority PO 2 Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010 Underlining = Cognitive rigor Isaac School District
  3. 3. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Print ConceptsCluster: 1Big Ideas/Enduring Understandings Essential Question(s) What does a sentence look like?Every book has a title and author. What does an author do?Every sentence begins with a capital letter and has ending punctuation. Where would you find the table of contents in a book?Books have similar parts. What can a book cover tell you? Why do authors use punctuation? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C1PO3 Features of a sentence Recognize the distinguishing features of a sentence (e.g., punctuation capitalization, ending punctuation). capital letter upper caseS3C1PO3 Features of expository text Identify organizational features (e.g., title, table of contents, lower case heading ,bold print) of expository text. capitalization titleS1C1PO2 Upper and lower case letters Distinguish between upper case and lower case letters. table of contents author sentenceS1C1PO4 Title, author and table of contents Identify the title, author, and table of contents of a book. expository of a book* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  4. 4. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Phonemic AwarenessCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Letters make sounds. What is the difference between the sounds in a word and the syllables?Sounds make up words. Why is it important to know the difference between initial, medial and final sounds?We can change one sound to make different words.Changing beginning sounds can create rhyming words. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C2PO6 Letter sounds, letter patterns and Generate sounds from letters and letter patterns, including vowel vowel patterns into recognizable consonant blends and long- and short- vowel patterns vowel patterns words (phonograms), to combine those sounds into recognizable long vowel words. short vowel consonant blendS1C2PO1 Rhyming words and consonant Generate a series of rhyming words including consonant rhyme blends blends. blendS1C2PO4 Initial, medial and final sounds in Distinguish between initial, medial and final sounds in single single syllable words syllable words.* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  5. 5. 1st Grade Reading Curriculum Map Isaac School District No. 5S1C2PO8 Spoken phonemes into phoneme Segment spoken phonemes contained in one-syllable words of sounds two to five phoneme sounds into individual phoneme sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to mark each phoneme).S1C2PO3 New spoken words Recognize the new spoken word when a specified phoneme is added, changed or removed (e.g., change cow to how, pan to an).* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  6. 6. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: FluencyCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Poetry is made up of words arranged in sound patterns with rhyme and What do good readers sound like?rhythm. Why do we memorize high frequency words?Fluency is being able to read quickly and accurately with theability to self-correct. Why do we need to read with fluency?Knowing high frequency words helps make readers more fluent. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C5PO2 Natural speech Read aloud with fluency in a manner that sounds like fluency natural speech. rhyme poetryS1C3PO5 High frequency words, irregular Recognize high frequency words and irregular sight words. high frequency sight words wordsS1C5PO1 Fluent reading Read grade level text consistently with 90% accuracy.S2C1PO5 Poetry with rhythm and rhyme Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the rhyme and rhythm.* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  7. 7. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: DecodingCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Different sounds make up words. Why is letter/sound correspondence important?Readers use word families to help them read. How do word families help me decode text?Readers decode words to read fluently. Why is it important to know parts of a word?Vowels have a short and long sound. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C3PO4 Words with common spelling Read words with common spelling patterns (e.g., -ite, -ill, - phonics patterns ate). decoding consonant*S1C2PO6 Sounds from letters, letter patterns, Generate sounds from letters and letter patterns, including vowels consonant blends, and vowels consonant blends and long- and short- vowel patterns blends combine into recognizable words (phonograms), to combine those sounds into recognizable word families words. rhyming phonograms* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  8. 8. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Word PartsCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Using word parts helps readers decode words. How can words change?Changing the ending of a word changes the word and its meaning. Why is knowledge of word parts important? How can inflectional endings change the meaning of a word? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C4PO1 Base words and their inflections Recognize base words and their inflections (e.g., look, base word looks, looked, looking). inflectional endingS1C3PO2 Inflectional endings and base words Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words.* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  9. 9. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Understanding What We ReadCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Readers understand what they read. Why is it important to know the 5 W’s in a story (e.g., who, what, when,Answering and justifying questions shows understanding. where and why)?Events in a text happen in a specific order. What do good readers do to understand what they read?Good readers predict what will happen next in a story. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO2 Questions about expository text Answer and [justify] questions (e.g., who, what, where, sequence when, why, how) about expository text, heard or read. events predictS2C1PO4 Realistic and fantasy text Determine whether a literary selection, heard or read, is classify realistic or fantasy. retell eventsS1C6PO2 Events from a literary selection can Relate information and events in a reading selection to life realistic relate to life experiences experiences and life experiences to the text. fantasy personalS1C6PO1 Reasonable and meaningful Predict what might happen next in a reading selection. experience predictionsS1C4PO2 Conceptual categories Classify common words into conceptual categories (e.g., animals, food, toys).* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  10. 10. 1st Grade Reading Curriculum Map Isaac School District No. 5S2C1PO3 Sequence of events Sequence a series of events in a literary selection, heard or read.* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  11. 11. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Print ConceptsCluster: 7Big Ideas/Enduring Understandings Essential Question(s)Every book has a title and author. What does a sentence look like?Every sentence begins with a capital letter and has ending punctuations. What does an author do?Books have similar parts. Where would you find the table of contents in a book?Non-fiction books are organized to help the reader understand information. What can a book cover tell you?Signs have meaning. Why do authors use punctuation?We use alphabetical order to organize things like dictionaries and lists. Why do we use alphabetical order? How does the organization of a book help you read? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C1PO3 Features of a sentence Recognize the distinguishing features of a sentence (e.g., punctuation capitalization, ending punctuation). capital letter upper case*S3C1PO3 Features of expository text Identify organizational features (e.g., title, table of contents, heading, bold print) of expository text. lower case capitalization* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  12. 12. 1st Grade Reading Curriculum Map Isaac School District No. 5*S1C1PO2 Upper and lower case letters Distinguish between upper case and lower case letters. title table of contents*S1C1PO4 Title, author and table of contents Identify the title, author, and table of contents of a book. author of a book sentence alphabeticalS1C1PO1 Alphabetical order Alphabetize a series of words to the first letter. order expositoryS3C2PO3 Meaning of specific signs State the meaning of specific signs (e.g., traffic, safety, warning signs).* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  13. 13. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Phonemic AwarenessCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Letters make sounds. How can I use letters and sounds to make words?Sounds make up words. How do I make rhyming words?We can change one sound to make a different word. How do we know when words rhyme?Changing beginning sounds can create rhyming words. How do we make word families?Vowels have short and long sounds. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C2PO6 Letter sounds, letter patterns and Generate sounds from letters and letter patterns, including vowel vowel patterns combine into consonant blends and long- and short- vowel patterns vowel patterns recognizable words (phonograms), to combine those sounds into recognizable long vowel words. short vowel consonant blend*S1C2PO1 Rhyming words, consonant blends Generate a series of rhyming words, including consonant rhyme blends. blend*S1C2PO4 Initial, medial and final sounds in Distinguish between initial, medial and final sounds in single single syllable words syllable words.* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  14. 14. 1st Grade Reading Curriculum Map Isaac School District No. 5*S1C2PO8 Spoken phonemes into phoneme Segment spoken phonemes contained in one-syllable words of sounds two to five phoneme sounds into individual phoneme sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to mark each phoneme).S1C2PO7 Spoken phonemes, consonant Blend spoken phonemes with more than three sounds into blends and digraphs one-syllable words, including consonant blends and digraphs (e.g., /f/i/n/d = find; /f/l/a/t/ = flat).S1C2PO5 Long and short vowel sounds Distinguish between long and short vowel sounds in orally stated single syllable words (bit/bite).* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  15. 15. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: FluencyCluster: 9Big Ideas/Enduring Understandings Essential Question(s)Fluency is being able to read quickly and accurately with the ability to self- What is fluency?correct. How will reading fluently help me in the future?Knowing high frequency words helps make readers more fluent. How does knowing high frequency words help me read fluently?Knowing common contractions helps make readers more fluent. What do fluent readers sound like?Good readers understand word order. Why do we need to know word order? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C5PO2 Natural speech Read aloud with fluency in a manner that sounds like fluency natural speech. rhyme poetry*S1C3PO5 High frequency words, irregular Recognize high frequency words and irregular sight words. high frequency sight words words contractions*S1C5PO1 Fluent reading Read grade level text consistently with 90% accuracy.S1C3PO6 Common Contractions Read common contractions fluently (e.g., I’m, I’ll, can’t).* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  16. 16. 1st Grade Reading Curriculum Map Isaac School District No. 5S1C3PO7 Word order (syntax) and decoding [Apply] knowledge of word order and context to confirm decoding.* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  17. 17. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: DecodingCluster: 10Big Ideas/Enduring Understandings Essential Question(s)Different sounds make up words. Why are rhymes important in reading?Readers use word families to help them read. How do letter sounds help us read?Readers decode words to read fluently. What is a rhyming word?Vowels have a short and long sound. Why is it important to be able to decode words?Words with the same ending sound are called rhyming words. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C3PO4 Words with common spelling Read words with common spelling patterns (e.g., -ite, -ill, - phonics patterns ate). decoding consonant*S1C2PO6 Letter sounds, letter patterns and Generate sounds from letters and letter patterns, including vowels vowel patterns combine into consonant blends and long- and short- vowel patterns blends recognizable words (phonograms), to combine those sounds into recognizable word families words. rhyming*S1C2PO5 Long and short vowel sounds Distinguish between long and short vowel sounds in orally stated single syllable words (bit/bite).* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  18. 18. 1st Grade Reading Curriculum Map Isaac School District No. 5`S1C3PO1 Letter- sound correspondence Decode regularly spelled two syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by: • Single letters (consonants and vowels), • Consonant blends (e.g., bl, st, tr), • Consonant digraphs (e.g., th, sh, ck), and • Vowel digraphs and diphthongs (e.g., ea, ie, ee).*S1C2PO1 Rhyming words, consonant blends Generate a series of rhyming words including consonant blends.*S2C1PO5 Poetry with rhythm and rhyme Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the rhyme and rhythm.* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  19. 19. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Word PartsCluster: 11Big Ideas/Enduring Understandings Essential Question(s)Using word parts helps readers decode words. How can endings change the meaning of words?Changing the ending of a word changes the word and its meaning. How do inflectional endings help us read?A compound word is two base words put together to create a new word. How are contractions made?A contraction is a shortened form of two words put together. Why do we use contractions? What makes a compound word? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C4PO1 Base Words and Inflections Recognize base words and their inflections (e.g., look, base word looks, looked, looking). inflectional ending contractionS1C4PO4 Compound words [Recognize] that two words can make a compound word (e.g., compound word sailboat, football, popcorn).S1C3PO3 Base words to compound words Use knowledge of base words to identify compound words.*S1C3PO2 Inflectional endings and base words Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words.* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  20. 20. 1st Grade Reading Curriculum Map Isaac School District No. 5S1C4PO3 Contractions Identify the words that comprise contractions (e.g., can’t=can not, it’s=it is, aren’t=are not).* = POs previously introduced Bold = Priority PO 20Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  21. 21. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Understanding What We ReadCluster: 12Big Ideas/Enduring Understandings Essential Question(s)Characters have specific traits that are important to the story. Why are characters important in a story?Events or characters can be similar to events or people in the life of a reader. Why is it important to know the sequence of events in a story?Fantasy stories contain make believe characters/events. What information can readers use to make predictions? What is the difference between fantasy and realistic? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C1PO2 Questions about expository text Answer [and justify] questions (e.g., who, what, where, characters when, why, how) about expository text, heard or read. traits sequence of events predict*S1C6PO2 Events from a literary selection can Relate information and events in a reading selection to life classify relate to life experiences experiences and life experiences to the text. real fantasyS2C1PO2 Character traits, roles and Describe characters (e.g., traits, roles, similarities) within a similarities literary selection, heard or read.*S2C1PO4 Realistic and fantasy text Determine whether a literary selection, heard or read, is realistic or fantasy.* = POs previously introduced Bold = Priority PO 21Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  22. 22. 1st Grade Reading Curriculum Map Isaac School District No. 5*S1C6PO1 Reasonable and meaningful Predict what might happen next in a reading selection. predictions*S2C1PO3 Sequence of events Sequence a series of events in a literary selection, heard or read.* = POs previously introduced Bold = Priority PO 22Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  23. 23. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Print ConceptsCluster: 13Big Ideas/Enduring Understandings Essential Question(s)Every sentence begins with a capital letter and has ending punctuations. What information can you find in a non-fiction book?We use alphabetical order to organize things like dictionaries and lists. What does a complete sentence look like?Non-fiction books are organized to help the reader understand information. How can knowing alphabetical order help you?Words can be organized by its first letter. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C1PO3 Features of a sentence Recognize the distinguishing features of a sentence (e.g., punctuation capitalization, ending punctuation). capital letter capitalization*S3C1PO3 Features of expository text Identify organizational features (e.g., title, table of contents, alphabetical order heading ,bold print) of expository text. sentence author*S1C1PO4 Title, author and table of contents Identify the title, author, and table of contents of a book. title of a book table of contents heading*S1C1PO1 Alphabetical order Alphabetize a series of words to the first letter. bold print non-fiction* = POs previously introduced Bold = Priority PO 23Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  24. 24. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Phonemic AwarenessCluster: 14Big Ideas/Enduring Understandings Essential Question(s)Vowels have short and long sounds. What are words made of?Words have syllables. Why is blending important?Letter patterns create rhyming words. Why is it important to know the difference between initial, medial and final sounds?Words have initial, medial and final sounds. Why is it important to break words into sounds? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C2PO6 Letter sounds, letter patterns and Generate sounds from letters and letter patterns, including vowel vowel patterns combine into consonant blends and long- and short- vowel patterns vowel patterns recognizable words (phonograms), to combine those sounds into recognizable long vowel words. short vowel consonant blendS1C2PO2 Multi- syllable words Orally segment a multi-syllable word into its syllables. syllable blend*S1C2PO4 Initial, medial and final sounds Distinguish between initial, medial and final sounds in single- syllable words.* = POs previously introduced Bold = Priority PO 24Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  25. 25. 1st Grade Reading Curriculum Map Isaac School District No. 5*S1C2PO8 Spoken phonemes into phoneme Segment spoken phonemes contained in one-syllable words of sounds two to five phoneme sounds into individual phoneme sounds (e.g., splat = /s/p/l/a/t/ using manipulatives to mark each phoneme).*S1C2PO7 Spoken phonemes, consonant Blend spoken phonemes with more than three sounds into blends and digraphs one-syllable words, including consonant blends and digraphs (e.g., /f/i/n/d = find; /f/l/a/t/ = flat).*S1C2PO5 Long and short vowel sounds Distinguish between long and short vowel sounds in orally stated single syllable words (bit/bite).* = POs previously introduced Bold = Priority PO 25Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  26. 26. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: FluencyCluster: 15Big Ideas/Enduring Understandings Essential Question(s)Fluency is being able to read quickly and accurately with the ability to self- What is fluency?correct. How will reading fluently help me in the future?Knowing high frequency words helps make readers more fluent. How does knowing high frequency words help me read fluently?Knowing common contractions helps make readers more fluent. What do fluent readers sound like?Good readers understand word order. Why do we need to know word order? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C5PO2 Natural speech Read aloud with fluency in a manner that sounds like fluency natural speech. rhyme poetry*S1C3PO5 High frequency words, irregular Recognize high frequency words and irregular sight words. high frequency sight words words*S1C5PO1 Fluent reading Read grade level text consistently with 90% accuracy. contractions*S1C3PO6 Common Contractions Read common contractions fluently (e.g., I’m, I’ll, can’t).*S1C3PO7 Word order (syntax) and decoding [Apply] knowledge of word order and context to confirm decoding.* = POs previously introduced Bold = Priority PO 26Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  27. 27. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: DecodingCluster: 16Big Ideas/Enduring Understandings Essential Question(s)Different sounds make up words. Why are rhymes important in reading?Good Readers use word families to help them read. What is the difference between a long vowel and short vowel?Good readers decode words to read fluently. Why is it important to know the different common spelling patterns?Vowels have a short and long sound.Words with the same ending sound are called rhyming words. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C3PO4 Words with common spelling Read words with common spelling patterns (e.g., -ite, -ill, - phonics patterns ate). decoding consonant*S1C2PO6 Sounds from letters, letter patterns, Generate sounds from letters and letter patterns, including vowels consonant blends, and vowels consonant blends and long- and short- vowel patterns blends combine into recognizable words (phonograms), to combine those sounds into recognizable word families words. rhyming*S1C2PO5 Long and short vowel sounds Distinguish between long and short vowel sounds in orally stated single syllable words (bit/bite).* = POs previously introduced Bold = Priority PO 27Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  28. 28. 1st Grade Reading Curriculum Map Isaac School District No. 5*S1C3PO1 Letter- sound correspondence Decode regularly spelled two syllable words fluently by applying the most common letter-sound correspondences, including the sounds represented by: • Single letters (consonants and vowels), • Consonant blends (e.g., bl, st, tr), • Consonant digraphs (e.g., th, sh, ck), and • Vowel digraphs and diphthongs (e.g., ea, ie, ee).*S1C2PO1 Rhyming words and consonant Generate a series of rhyming words including consonant blends blends.* = POs previously introduced Bold = Priority PO 28Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  29. 29. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Word PartsCluster: 17Big Ideas/Enduring Understandings Essential Question(s)Using word parts helps readers decode words. What is the difference between a contraction and a compound word?Changing the ending of a word changes the word and its meaning. How are contractions made?A contraction is a shortened form of two words put together. Why do we use contractions?A compound word is two base words put together to create a new word. What makes a compound word?A base word is a word to which other word parts may be added. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C4PO1 Base words and their inflections Recognize base words and their inflections (e.g., look, base word looks, looked, looking). inflectional ending contraction*S1C4PO4 Compound words Recognize that two words can make a compound word (e.g., compound word sailboat, football, popcorn).*S1C3PO3 Base words to compounds words. Utilize knowledge of base words to identify compound words.*S1C3PO2 Inflectional endings and base words Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to identify base words.* = POs previously introduced Bold = Priority PO 29Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  30. 30. 1st Grade Reading Curriculum Map Isaac School District No. 5*S1C4PO3 Contractions Identify the words that comprise contractions (e.g., can’t=can not, it’s=it is, aren’t=are not).* = POs previously introduced Bold = Priority PO 30Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  31. 31. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Understanding What We ReadCluster: 18Big Ideas/Enduring Understandings Essential Question(s)Expository texts are about real life. Why are characters important in a story?Characters have specific traits that are important to the story. Why is it important to know the sequence of events in a story?Events or characters can be similar to events or people in the life of a reader. What information can readers use to make predictions? What is the difference between fantasy and realistic? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C1PO2 Questions about expository text Answer [and justify] questions (e.g., who, what, where, characters when, why, how) about expository text, heard or read. traits directions*S2C1PO2 Character traits, roles and [Analyze] characters (e.g., traits, roles, similarities) with in a non-fiction/ similarities literary selection, heard or read. expository text main ideaS3C1PO1 Topic of expository text Identify the topic of an expository text, heard or read. cultureS2C2PO1 Events, characters and conflicts Compare events, characters and conflicts in literary selections from a variety of cultures from a variety of cultures to their experiences.* = POs previously introduced Bold = Priority PO 31Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  32. 32. 1st Grade Reading Curriculum Map Isaac School District No. 5S3C2PO1 Written multi-step directions Follow a set of written multi-step directions with pictures cues to assist.S3C2PO2 Specific tasks completed Determine whether a specific task is completed, by checking to make sure all the steps were followed in the right order, with picture cues to assist.* = POs previously introduced Bold = Priority PO 32Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  33. 33. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (2nd Grade)Unit Name and Description: Phonemic AwarenessCluster: 19Big Ideas/Enduring Understandings Essential Question(s)Letters make sounds. How can I use letters and sounds to make words?Sounds make up words. Why do we need to know the separate sounds in a word?We can change one sound to make different words. Why is blending important?A word can be separated into syllables. How do spelling patterns help us read? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C2PO1 Multi-syllable words into Orally segment a multi-syllable word into its syllables. syllable syallables blend vowelS1C2PO2 Isolated Phonemes into two syllable Blend isolated phonemes to form two syllable words, using r- words controlled vowel sounds, digraphs and diphthongs (e.g., /t/…/i/…/g/…/er/ makes tiger).S1C2PO3 Spoken phonemes Segment spoken phonemes in two-syllable words, using manipulatives to mark each phoneme (e.g., tiger makes /t/…/i/…/g/…/er/ while student moves one block for each phoneme).* = POs previously introduced Bold = Priority PO 33Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  34. 34. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (2nd Grade)Unit Name and Description: DecodingCluster: 20Big Ideas/Enduring Understandings Essential Question(s)Different sounds make up words. Why is it important to know the different common spelling patterns?Readers use word families to help them read. What is a prefix?Readers decode words to read fluently. What is a suffix?Prefixes and suffixes change the meaning of a word. How do prefixes and suffixes change a word?A contraction is a shortened form of two words put together. What is the difference between a contraction and a compound word?A compound word is two base words put together to make a new word. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C3PO4 Spelling patterns Use knowledge of spelling patterns such as diphthongs and prefix special vowel spellings when reading. suffix contractionS1C3PO6 High frequency words and [Read] high frequency words and irregular sight words. compound word irregular sight words sight wordsS1C4PO1 Simple prefixes Identify simple prefixes (e.g., un-, re-) to determine the meaning of words.* = POs previously introduced Bold = Priority PO 34Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  35. 35. 1st Grade Reading Curriculum Map Isaac School District No. 5S1C4PO3 Simple suffixes Identify simple suffixes (e.g., -ful, -ly) to determine the meaning of words.S1C4PO6 Contractions [Determine] the words that comprise contractions (e.g., can’t=can not, it’s=it is, aren’t=are not).S1C4PO7 Compound words Determine the meaning of compound words, using knowledge of individual words (e.g., lunchtime, daydream, everyday).* = POs previously introduced Bold = Priority PO 35Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  36. 36. 1st Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (2nd Grade)Unit Name and Description: Understanding What We Read: Narrative TextCluster: 21Big Ideas/Enduring Understandings Essential Question(s)Events in a text happen in a specific order. What is the difference between fiction and nonfiction?We ask questions about a narrative to understand it better. What helps us make predictions?A narrative is a story that describes a sequence of fictional or non-fictional How does the setting help you understand the story?events. Why are characters important in a story? How can questions help us understand what we read? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO7 Fiction and nonfiction [Justify] differences between fiction and nonfiction. fiction nonfictionS2C1PO1 Characters, plots, specific events, [Distinguish] literary elements of text including characters, characters problem, solution and setting plot (specific events, problem and solution), and setting. plot problemS1C6PO1 Reasonable and meaningful Predict what might happen next in a reading selection. solution predictions predict settingS1C6PO3 Relevant questions [Formulate] relevant questions in order to comprehend text. sequence of eventsS2C1PO3 Sequence of events Sequence a series of events in a literary selection.* = POs previously introduced Bold = Priority PO 36Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District
  37. 37. 1st Grade Reading Curriculum Map Isaac School District No. 5S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary selection.* = POs previously introduced Bold = Priority PO 37Italics = POs taught at earlier grade level [ ] = Increased skill rigor 6-28-2010Underlining = Cognitive rigor Isaac School District

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