Grade 1 final full

Table of Contents
Grade 1
English Language Arts
Curriculum Alignment ................................................................................................................. 1
Curriculum Map .......................................................................................................................... 21
Curriculum Guide ........................................................................................................................ 35
Lesson Plan Quarter 1 ................................................................................................................. 58
Math
Curriculum Map .......................................................................................................................... 84
Lesson Plan Quarter 3, Lesson 2 ................................................................................................. 144
Science
Curriculum Alignment .................................................................................................................148
Curriculum Map .......................................................................................................................... 150
Social Science
Curriculum Map .......................................................................................................................... 206
Funded by Title V-A Consolidated Grant i

GUAM District Level Curriculum Alignment Grade 1 – ELA
Guam Department of Education 2013
Common Core State Standard (CCSS) GDOE Content Standard Alignment Notes
SAT 10
Objectives
SBA
Objectives
1.RL.1 Ask and answer questions
about key details in a text.
1.2.2 Respond to Who?, What?, When?,
Where?, Why?, and How? questions and
recognize the main idea of what is read.
Aligned -Identify explicit
supporting
details
#49–52
Answer key
details in a
text
1.RL.2 Retell stories, including key
details, and demonstrate
understanding of their central
message or lesson.
1.3.1 Identify and describe the story
elements of plot, setting, and characters,
including the story's beginning, middle,
and ending.
1.6.4 Retell stories, important life events,
or personal experience using basic story
grammar and relating the sequence of
story events by answering Who?, What?,
When?, Where?, Why?, and How?
questions.
Partial: Does not
address theme or
moral of the story or
author's purpose
(central message).
-Draw
conclusions from
details
-Make
predictions from
details and ideas
1.2.2: #49–
52
Answer key
details in a
text
1.3.1: #53–56
Identify and
describe
story
elements
1.RL.3 Describe characters, settings,
and major events in a story,
using key details.
and ending.
Aligned -Identify explicit
supporting
details
-Identify explicit
sequence
#53–56
Identify story
elements
1.RL.4 Identify words and phrases in
stories or poems that suggest
feelings or appeal to the
senses.
1.1.9 Classify categories of words.
1.6.5 Provide descriptions with careful
attention to sensory detail.
Partial: GDOE doesn't
specify identify
sensory words within
a text.
N/A N/A
Funded by Title V-A Consolidated Grant 1

SAT 10
Objectives
SBA
Objectives
1.RL.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.
1.7.2 Identify a variety of sources of
information (books, online sources,
pictures, charts, tables of contents,
diagrams) and document the sources
(titles).
Partial: Does not
address explaining
major differences
between books of the
same genre.
-Identify
characteristics of
genre
1.7.2: #41–44
Using
sources to
identify
information
1.RL.6 Identify who is telling the
story at various points in a
text.
Partial: Does not
specify identifying
who is telling the story
at various points in a
text.
N/A #49–52
Answer key
details in a
text
1.RL.7 Use illustrations and details in
a story to describe its
characters, setting, or events.
and ending.
1.6.6 Use visual aids, such as pictures
and objects to present oral information.
Aligned with multiple
grade level GDOE
standards.
-Demonstrate
comprehension
of a two-
sentence story by
identifying the
picture described
by the story
1.3.1: #53–56
Describe
story
elements
1.RL.9 Compare and contrast the
adventures and experiences of
characters in stories.
including the story's beginning, middle
and ending.
Partial: The example
uses compare and
contrast of a character
in a story but does not
specify compare and
contrast as a strategy.
N/A 1.3.1: #53–56
Describe
story
elements
1.RL.10 With prompting and support,
read prose and poetry of
appropriate complexity of
grade 1.
1.4.2 Write brief fictional texts (stories,
rhymes) describing an experience using
descriptive words (adjectives, nouns,
verbs).
Partial: Does not
specify reading prose
and poetry of grade 1
level. See Appendix B
of CCSS for examples.
-Identify
characteristics of
genre
N/A
1.RI.1 Ask and answer questions
about key details in a text.
Partial: Does not
include key details in a
-Identify explicit
supporting
1.2.2: #49–52
Answer key

SAT 10
Objectives
SBA
Objectives
recognize the main idea of what is read. text. details details
1.RI.2 Identify the main topic and
retell key details of a text.
and ending.
questions.
grade level GDOE
standards.
-Identify explicit
supporting
details
-Draw
conclusions
based on text
-Extract implicit
main idea or
theme
1.2.2: #49–52
Respond to
clarifying
questions
1.3.1: #53–56
Describe
story
elements
1.RI.3 Describe the connection
between two individuals,
events, ideas, or pieces of
information in a text.
and ending.
Partial: Does not
specify describing the
connection between
two individuals,
events, ideas, or piece
of information in a
text.
N/A #53–56
Describe
story
elements
1.RI.4 Ask and answer questions to
help determine or clarify the
meaning of words and phrases
in a text.
1.3.2 Understand what is read by
responding to questions (Who?, What?,
When?, Where?, Why?, How?)
Partial: Does not
specifically address
clarifying unknown
words or phrases in
text.
-Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
#57–60
Responding
to
information
1.RI.5 Know and use various text
features (e.g., headings, tables
of contents, glossaries,
electronic menus, icons) to
Partial: Does not list
various text features
to be addressed.
-Identify text
characteristics
#41–44
Using
sources to
identify

SAT 10
Objectives
SBA
Objectives
locate key facts or information
in a text.
(titles). information
1.RI.6 Distinguish between
information provided by
pictures or other illustrations
and information provided by
the words in a text.
and objects, to present oral information.
(titles).
Partial: Does not
specifically address
comparing
information between
illustrations and text.
N/A 1.7.2: #41–44
Using
sources to
identify
information
1.RI.7 Use the illustrations and
details in a text to describe its
key ideas.
Partial: Does not
specify using
illustrations to
describe key ideas.
-Multiple printed
words to picture
N/A
1.RI.8 Identify the reasons an author
gives to support points in a
text.
When?, Where?, Why?, How?)
Partial: Does not
specify author's point
of view or identifying
the reasons.
N/A #57–60
Responding
to
information
1.RI.9 Identify basic similarities in
and differences between two
texts on the same topic (e.g.,
in illustrations, descriptions,
or procedures).
and ending.
Partial: Does not
specify comparing two
texts on same topic,
although with
example provided it
might be inferred.
N/A #53–56
Story
elements
1.RI.10 With prompting and support,
read informational texts of
appropriate complexity of
grade 1.
1.1.6 Read aloud with fluency in a
manner that sounds like natural speech.
(titles).
Partial: Does not
address the
complexity of grade
one. See Appendix B
of CCSS for examples.
N/A 1.7.2: #41–44
Identify a
variety of
sources of
information

SAT 10
Objectives
SBA
Objectives
1.RF.1a Demonstrate understanding
of the organization and basic
features of print: Recognize
the distinguishing features of
a sentence (e.g., first word,
capitalization, ending
punctuation).
1.1.1 Identify and explain more
advanced concepts about print.
Aligned -Distinguish
correct
capitalization
-Distinguish
correct
punctuation
-Distinguish
between clearly
written
sentences and
sentences that
contain errors in
expression or
construction
#1–4
Capital and
ending
punctuation
1.RF.2a Demonstrate understanding
of spoken words, syllables,
and sounds (phonemes):
Distinguish long from short
vowel sounds in spoken
single-syllable words.
1.1.2 Distinguish beginning, middle, and
ending sounds in monosyllabic words
(words with only one vowel sound or
syllable).
1.1.3 Recognize and say what is different
or the same when one sound is added,
deleted, or changed.
grade level GDOE
standards.
-Apply phonetic
principles to
recognize
incorrect spelling
of phonemes
within words
1.1.2: #5–6
PA sounds
1.RF.2b Demonstrate understanding
Orally produce single-syllable
words by blending sounds
(phonemes), including
consonant blends.
1.1.4 Generate the sounds from all the
letters and from a variety of letter
patterns, including consonant blends and
long- and short-vowel patterns (a, e, i, o,
u) and blend those sounds into
recognizable words, knowing the
different combinations of letters can
represent the same or different sounds.
Aligned N/A #9–11
Letter sounds
1.RF.2c Demonstrate understanding
Aligned -Single
consonant
#5–6
PA sounds

SAT 10
Objectives
SBA
Objectives
Isolate and pronounce the
initial, medial vowel, and ﬁnal
sounds (phonemes) in spoken
single-syllable words.
syllable).
sounds
-Consonant
blends
-Consonant
digraphs
-Long vowel
sounds
-Short vowel
sounds
-Other vowel
sounds
1.RF.2d Demonstrate understanding
Segment spoken single-
syllable words into their
complete sequence of
individual sounds (phonemes).
syllable).
Partial: skill
continuum does not
include segmenting.
-Apply phonetic
principles to
recognize
incorrect spelling
of phonemes
within words
1.1.2: #5–6
PA sounds
1.1.4: #9–11
Letter sounds
1.RF.3a Know and apply grade-level
phonics and word analysis
skills in decoding words:
Know the spelling-sound
correspondences for common
consonant digraphs.
Partial: Does not
include consonant
digraphs (e.g. th, ch,
sh, ph).
-Consonant
digraphs
#9–11
Letter sounds

SAT 10
Objectives
SBA
Objectives
1.RF.3b Know and apply grade-level
Decode regularly spelled one-
syllable words.
1.1.5 Read common sight words (words
that are often seen and heard) at grade
level.
Partial: does not
address grade-level
phonics decoding
skills.
-Apply phonetic
principles to
recognize
incorrect spelling
of phonemes
within words
-Identify
misspelled words
in which the
incorrect spelling
reflects errors in
applying
structural
principles
N/A
1.RF.3c Know and apply grade-level
Know ﬁnal -e and common
vowel team conventions for
representing long vowel
sounds.
Partial: Does not
indicate that this
pattern is a decodable
syllable type. GDOE
may be referring to
onset and rime
patterns.
-Long vowel
sounds
#9–11
Letter sounds
1.RF.3d Know and apply grade-level
skills in decoding words: Use
knowledge that every syllable
must have a vowel sound to
determine the number of
syllables in a printed word.
Partial: Does not
specify knowledge of
syllable types.
-Long vowel
sounds
-Short vowel
sounds
-Other vowel
sounds
#10–11
Vowel
sounds
1.RF.3e Know and apply grade-level 1.1.7 Read and understand simple Partial: Does not -Compound #13

SAT 10
Objectives
SBA
Objectives
Decode two-syllable words
following basic patterns by
breaking the words into
syllables.
compound words (birthday, anything)
and contractions (isn’t, aren’t, can’t,
won’t).
include two syllable
words that are not
compound (e.g. table,
letter).
words Compound
words
1.RF.3f Know and apply grade-level
skills in decoding words: Read
words with inﬂectional
endings.
1.1.8 Read and understand root words
(look) and their inflectional forms (looks,
looked, looking).
Aligned N/A #14
Root words
and
inflections
1.RF.3g Know and apply grade-level
Recognize and read grade-
appropriate irregularly spelled
words.
level.
Aligned -Recognize the
correct spelling
of sight words
N/A
1.RF.4a Read with sufficient accuracy
and fluency to support
comprehension: Read grade-
level text with purpose and
understanding.
Aligned -Draw
conclusions from
details
-Make
predictions from
details and ideas
-Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
N/A
1.RF.4b Read with sufficient accuracy
grade level GDOE
N/A N/A

SAT 10
Objectives
SBA
Objectives
comprehension: Read grade-
level text orally with accuracy,
appropriate rate, and
expression on successive
readings.
level.
standards.
1.RF.4c Read with sufficient accuracy
comprehension: Use context
to conﬁrm or self-correct
word recognition and
understanding, rereading as
necessary.
level.
Partial: Does not
address using phonics
or context clues as
strategies for self-
correction.
-Identify
meanings of
subject areas and
other sources
-Determine
unknown words
from context
N/A
1.W.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.
1.8.1 Write for different purposes and to
a specific audience or person.
Partial: Does address
writing opinion piece
with reason and some
sense of closure. See
Appendix C of CCSS
for examples.
-Determine
purpose for
writing
-Determine an
appropriate
supporting
sentence
-Organize
information
N/A
1.W.2 Write informative/explanatory
texts in which they name a
topic, supply some facts about
the topic, and provide some
sense of closure.
1.4.3 Write brief expository
(informational) descriptions of a real
object, person, place, or event, using
sensory details.
1.7.3 Write a brief expository
(nonfiction) description of a real object,
person, place, or event, using details of
the senses (smell, taste, touch, sounds,
sights).
Partial: Does not
include the writing
process specific to
topic or closure. See
Appendix C of CCSS
for examples.
-Determine topic
relevance
-Organize
information
-Determine an
appropriate
supporting
sentence
-Determine
purpose for
N/A

SAT 10
Objectives
SBA
Objectives
a specific audience or person. writing
1.W.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.
1.4.2 Write brief fictional texts (stories,
rhymes) describing an experience using
descriptive words (adjectives, nouns,
verbs).
Partial: Does not
specify two or more
sequenced events or
use of temporal words
to signal order.
-Determine topic
relevance
-Organize
information
-Determine an
appropriate
supporting
sentence
-Determine
purpose for
writing
N/A
1.W.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.
1.4.4 Self-correct word usage.
Partial: does not
address interacting
with adults and peers
to strengthen writing.
-Distinguish
between clearly
written
sentences and
sentences that
contain errors in
expression or
construction
-Identify
correctly and
effectively
written
sentences
N/A
from adults, use a variety of
digital tools to produce and
publish writing, including in
collaboration with peers.
1.4.1 Use various organizational
strategies to plan for writing.
Partial: Does not
address interacting
with adults and peers
to strengthen writing
or using digital tools.
N/A N/A

SAT 10
Objectives
SBA
Objectives
1.W.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).
1.7.1 Begin asking questions to guide
topic selection (who, what, where, why,
and how).
Partial: Does not
include sharing
research project or
writing a sequence of
instructions.
N/A N/A
from adults, recall information
from experiences or gather
information from provided
sources to answer a question.
questions.
(titles).
1.7.3 Write a brief expository
(nonfiction) description of a real object,
person, place, or event using details of
the senses (smell, taste, touch, sounds,
sights).
Partial: Does not
address guidance and
support from adults to
answer a question.
-Draw
conclusions
based on text
-Interpret implicit
actions
make inferences
based on text
-Determine
implicit causes or
effects of events
or ideas
-Draw
conclusions from
details
-Make
predictions from
details and ideas
1.7.2: #41–44
Identify a
variety of
sources of
information.
1.SL.1a Participate in collaborative
conversations with diverse
partners about grade 1 topics
and texts with peers and
adults in small and larger
groups: Follow agreed-upon
1.2.3 Follow one-step written
instructions.
1.6.2 Give, restate, and follow simple
two-step directions.
1.6.3 Stay on the topic when speaking.
Partial: Does not
include collaborative
conversations.
-Identify
meanings of
subject areas and
other sources
-Draw
conclusions from
N/A

SAT 10
Objectives
SBA
Objectives
rules for discussions (e.g.,
listening to others with care,
speaking one at a time about
the topics and texts under
discussion).
details
-Make
predictions from
details and ideas
1.SL.1b Participate in collaborative
groups: Build on others' talk in
conversations by responding
to the comments of others
through multiple exchanges.
1.2.3 Follow one-step written
instructions.
Partial: Does not
conversations.
-Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
-Draw
conclusions from
details
-Make
predictions from
details and ideas
N/A
1.SL.1c Participate in collaborative
groups: Ask questions to clear
up any confusion about the
topics and texts under
discussion.
1.6.1 Ask questions for clarification and
understanding.
Partial: Does not
conversations.
-Form hypothesis
from ideas
N/A
1.SL.2 Ask and answer questions
about key details in a text
read aloud or information
presented orally or through
other media.
inlcuding the story's beginning, middle,
and ending.
grade level GDOE
standards.
-Identify
meanings of
spoken words
from a variety of
subject areas and
1.3.1: #53–56
Story
elements
1.3.2: # 57–
60

SAT 10
Objectives
SBA
Objectives
When?, Where?, Why?, How?).
understanding.
other sources
-Draw
conclusions from
details
-Make
predictions from
details and ideas
Key story
details
1.SL.3 Ask and answer questions
about what a speaker says in
order to gather additional
information or clarify
something that is not
understood.
understanding.
1.7.1 Begin asking questions to guide
topic selection (who, what, where, why,
and how).
grade level GDOE
standards.
-Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
-Draw
conclusions from
details
-Make
predictions from
details and ideas
N/A
1.SL.4 Describe people, places,
things, and events with
relevant details, expressing
ideas and feelings clearly.
1.6.5 Provide descriptions with careful
attention to sensory detail.
Partial: Does not
include expressing
ideas or feelings.
-Determine
implicit details,
plot, sequence,
or action
N/A
1.SL.5 Add drawings or other visual
displays to descriptions when
appropriate to clarify ideas,
thoughts, and feelings.
1.4.1 Use various organizational
strategies to plan for writing.
Partial: Does not
include clarifying
feelings or ideas.
N/A N/A
1.SL.6 Produce complete sentences
when appropriate to task and
situation. (See grade 1
Language standards 1 and 3
1.5.1 Write in complete, simple
sentences.
Partial: See Langugage
standards 1 and 3.
-Distinguish
correct
capitalization
-Identify
#17–20
Complete
sentences

SAT 10
Objectives
SBA
Objectives
for speciﬁc expectations.) correctly applied
grammar
-Distinguish
correct
punctuation
-Distinguish
between clearly
written
sentences and
sentences that
contain errors in
expression or
construction
1.L.1a Demonstrate command of the
conventions of standard
English grammar and usage
when writing or speaking:
Print all upper- and lowercase
letters.
1.5.8 Print legibly and space letters,
words, and sentences appropriately.
Aligned -Apply phonetic
principles to
recognize
incorrect spelling
of phonemes
within words
-Distinguish
correct
capitalization
N/A
1.L.1b Demonstrate command of the
when writing or speaking: Use
common, proper, and
possessive nouns.
1.5.3 Identify and correctly write
contractions (isn’t, aren’t, can’t) and
possessive nouns (cat’s meow, girls’
dresses) and possessive pronouns
(my/mine, his/hers).
correct
capitalization
-Identify
correctly applied
grammar
#25–28
Use plural,
possessive
nouns
1.L.1c Demonstrate command of the
1.5.2 Identify and correctly use singular
and plural nouns (dog/dogs).
Partial: Does not
address matching
verbs with singular
-Identify
correctly applied
grammar
1.5.2: #21–24
Plural nouns

SAT 10
Objectives
SBA
Objectives
singular and plural nouns with
matching verbs in basic
sentences (e.g., He hops; We
hop).
and plural nouns.
1.L.1d Demonstrate command of the
personal, possessive, and
indefinite pronouns (e.g., I,
me, my, they, them, their;
anyone, everything).
1.5.3 Identify and correctly write
contractions (isn’t, aren’t, can’t) and
possessive nouns (cat’s meow, girls’
dresses) and possessive pronouns
(my/mine, his/hers).
Partial: Does not
include personal and
indefinite pronouns.
-Identify
correctly applied
grammar
#27–28
Possessive
and
indefinite
pronouns
1.L.1e Demonstrate command of the
verbs to convey a sense of
past, present, and future (e.g.,
Yesterday I walked home;
Today I walk home; Tomorrow
I will walk home).
N/A GDOE does not
address verb tense
until grade 3.
-Identify
correctly applied
grammar
#14
Root words
and
inflections
1.L.1f Demonstrate command of the
frequently occurring
adjectives.
N/A GDOE does not
address adjectives
until grade 3.
-Identify
correctly applied
grammar
N/A
1.L.1g Demonstrate command of the
N/A GDOE does not
address specifically
using conjunctions.
-Identify
correctly applied
grammar
N/A

SAT 10
Objectives
SBA
Objectives
conjunctions (e.g., and, but,
or, so, because).
1.L.1h Demonstrate command of the
determiners (e.g., articles,
demonstratives).
sentences.
Partial: Does not
address specifically
recognizing and using
determiners.
-Identify
correctly applied
grammar
N/A
1.L.1i Demonstrate command of the
prepositions (e.g., during,
beyond, toward).
sentences.
Partial: does address
specifically
recognizing and using
prepositions.
-Identify
correctly applied
grammar
N/A
1.L.1j Demonstrate command of the
when writing or speaking:
Produce and expand complete
simple and compound
declarative, interrogative,
imperative, and exclamatory
sentences in response to
prompts.
sentences.
1.5.4 Correctly use periods (I am 5 years
old.), exclamation points (Help!), and
question marks (How old are you?) to
distinguish between declarative,
exclamatory, and interrogative
statements.
grade level GDOE
standards.
-Distinguish
correct
punctuation
-Identify
correctly and
effectively
written
sentences
1.5.4 #29–32
Use ending
punctuation
1.L.2a Demonstrate command of the
English capitalization,
punctuation, and spelling
1.5.5 Capitalize the first letter of the first
word of a sentence, names of people,
and the pronoun I.
Partial: Does not
include capitalizing
dates.
-Distinguish
correct
capitalization
1.5.5: #34, 36
Capitalization

SAT 10
Objectives
SBA
Objectives
when writing: Capitalize dates
and names of people.
1.L.2b Demonstrate command of the
when writing: Use end
punctuation for sentences.
1.5.4 Correctly use periods (I am 5 years
old.), exclamation points (Help!), and
question marks (How old are you?) to
distinguish between declarative,
exclamatory, and interrogative
statements.
correct
punctuation
#29–32
Ending
punctuation
1.L.2c Demonstrate command of the
when writing: Use commas in
dates and to separate single
words in a series.
N/A GDOE does not
address commas in
dates and series until
Grade 3.
-Distinguish
correct
punctuation
N/A
1.L.2d Demonstrate command of the
when writing: Use
conventional spelling for
words with common spelling
patterns and for frequently
occurring irregular words.
sentences.
1.5.6 Spell correctly three- and four-
letter words (can, will) and grade level
appropriate sight words (red, fish).
Partial: Does not
include spelling
irregular words.
-Recognize the
correct spelling
of sight words
-Apply phonetic
principles to
recognize
incorrect spelling
of phonemes
within words
1.5.6: #37–40
Correct
spelling
1.L.2e Demonstrate command of the
when writing: Spell untaught
words phonetically, drawing
on phonemic awareness and
syllable).
Partial: Does not
address words that
have more than one
syllable.
-Recognize the
correct spelling
of sight words
-Apply phonetic
principles to
recognize
incorrect spelling
1.1.2: #5–6
PA sounds

SAT 10
Objectives
SBA
Objectives
spelling conventions. of phonemes
within words
1.L.4a Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 1
reading and content, choosing
flexibly from an array of
strategies: Use sentence-level
context as a clue to the
meaning of a word or phrase.
1.1.7 Read and understand simple
compound words (birthday, anything)
and contractions (isn’t, aren’t, can’t,
won’t).
looked, looking).
2.1.11 Use context (the meaning of the
surrounding text) to understand word
and sentence meanings.
Partial: Does not
include using context
clues as a strategy for
determining an
unknown word.
Context is addressed
in GDOE grade 2.
-Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
-Determine
unknown words
from context
1.1.7: #13,
15–16
Word
meaning
1.L.4b Determine or clarify the
strategies: Use frequently
occurring affixes as a clue to
the meaning of a word.
looked, looking).
Partial: Does not
include affixes that
frequently occur as a
clue to the meaning of
a word.
-Identify
meanings of
subject areas and
other sources
1.1.8: #14
Root words
and
inflections
1.L.4c Determine or clarify the
strategies: Identify frequently
occurring root words (e.g.,
look) and their inflectional
forms (e.g, looks, looked,
looked, looking).
Aligned -Identify
meanings of
subject areas and
other sources
1.1.8: #14
Root words
and
inflections

SAT 10
Objectives
SBA
Objectives
looking)
1.L.5a With guidance and support
from adults, demonstrate
understanding of word
relationships and nuances in
word meanings: Sort words
into categories (e.g., colors,
clothing) to gain a sense of the
concepts the categories
represent.
1.1.9 Classify categories of words. Partial: does not
address word
relationships and
nuances in word
meanings.
-Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
-Draw
conclusions from
details
#16
Classify
words
1.L.5b With guidance and support
word meanings: Define words
by category and by one ore
more key attributes (e.g., a
duck is a bird that swims; a
tiger is a large cat with
stripes).
1.1.9 Classify categories of words. Partial: does not
address word
relationships and
attributes.
-Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
-Draw
conclusions from
details
#16
Classify
words
1.L.5c With guidance and support
word meanings: Identify real-
life connections between
words and their use (e.g., note
places at home that are cozy).
N/A N/A -Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
-Draw
conclusions from
details
N/A
1.L.5d With guidance and support
1.1.9 Classify categories of words.
Partial: does not
address shades of
-Identify
meanings of
#16
Classify

SAT 10
Objectives
SBA
Objectives
word meanings: 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.
meaning among verbs
or adjectives.
spoken words
from a variety of
subject areas and
other sources
-Draw
conclusions from
details
words
1.L.6 Use words and phrases
acquired through
conversations, reading and
being read to, and responding
to texts, including using
conjunctions to signal simple
relationships (e.g., because).
1.2.4 Confirm predictions about what
will happen next in a text by identifying
key words (signal words that alert the
reader to a sequence of events, such as
before, first, during, while, as, at the
same time, after, then, next, at last,
finally, now, and when or cause and
effect, such as because, since, therefore,
and so).
Aligned -Identify
meanings of
spoken words
from a variety of
subject areas and
other sources
N/A

Guam GUAM College and Career Readiness Anchor Standards ELA
College and Career Readiness Anchor Standards
The college and career readiness standards offer a broad spectrum of what students will be able to demonstrate as a result of mastery of the
more specific, grade level standards, which follow the umbrella anchor standards listed below for reading and writing. In students’ abilities to
exhibit an increasing fullness of being literate individuals, they will be able to: demonstrate independence; build strong content knowledge;
respond to varying demands of audience, task, purpose, and discipline; comprehend as well as critique; value evidence; use technology and
digital media strategically and capably; and understand other perspectives and cultures.
College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter,
scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors
take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.

Guam College and Career Readiness Anchor Standards ELA
College and Career Readiness Anchor Standards for Writing
Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured
event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject
under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the
information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards for Language
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Guam College and Career Readiness Anchor Standards ELA
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking,
and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
encountering an unknown term important to comprehension or expression.
College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated.

GUAM District Level Curriculum Map Grade 1 – ELA
Quarter 1
Italic Information: Recursive standard – repeated in at least one other quarter
BOLD information: Standards that should be emphasized
Big Idea 1, Quarter 1:
Students will foster comprehension through clarifying questions and
answers.
Essential Question(s):
What do good readers do?
Am I clear about what I just read?
How do I know?
Standards:
1.RL.1 Ask and answer questions about key details in a text.
1.RI.1 Ask and answer questions about key details in a text.
1.RI.2 Identify the main topic and retell key details of a text.
1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1.RI.7 Use the illustrations and details in a text to describe its key ideas.
1.SL.1a Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics
and texts under discussion).
1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not
understood.
1.L.5a With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: Sort words
into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Suggested Timeline: 1st
– 4th
quarter

Quarter 1
Students will use phonics skills to decode words.
How do individual sounds make up words?
Standards:
1.RF.2a-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.
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends; c) Isolate and pronounce the
initial, medial vowel, and ﬁnal sounds (phonemes) in spoken single-syllable words; d) Segment spoken single-syllable words into
their complete sequence of individual sounds (phonemes).
1.RF.3a Know and apply grade-level phonics and word analysis skills in decoding words: Know the spelling-sound correspondences for
common consonant digraphs.
Suggested Timeline: 4 weeks
Students will use phonics skills to write words.
How will knowing letter sounds help me write about my ideas?
Standards:
1.RF.3b;
d-e
Know and apply grade-level phonics and word analysis skills in decoding words: b) Decode regularly spelled one-syllable words;
d) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word; e) Decode
two-syllable words following basic patterns by breaking the words into syllables.
1.L.2d Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use
conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.W.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.
1.SL.6 Produce complete sentences when appropriate to task and situation.

Quarter 1
Students will use standard English conventions when writing.
How does using conventions when writing help a reader?
Standards:
1.RF.1a Demonstrate understanding of the organization and basic features of print: Recognize the distinguishing features of a sentence
(e.g., first word, capitalization, ending punctuation).
1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for speciﬁc
expectations.)
1.L.1a
and j
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: a) Print all upper- and
lowercase letters; j) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory
sentences in response to prompts.
1.L.2a-b 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.
Suggested Timeline: 1st
quarter

Quarter 2
Students will demonstrate an understanding of the usage of parts of
speech.
How does knowing parts of speech help when I’m communicating?
Standards:
1.SL.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
1.L.1b; d-g Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: b) Use common,
proper, and possessive nouns; d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their; anyone,
everything; e) Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I
will walk home); f) Use frequently occurring adjectives; g) Use frequently occurring conjunctions (e.g., and, but, or, so, because).
1.RF.3f Know and apply grade-level phonics and word analysis skills in decoding words: Read words with inﬂectional endings.
Suggested Timeline: 3–4 weeks
Students will demonstrate an understanding of grade-level phonics
through reading and writing.
How does knowing letter sounds help me in reading and writing?
Standards:
1.RF.3c
and g
Know and apply grade-level phonics and word analysis skills in decoding words: c) Know ﬁnal -e and common vowel team
conventions for representing long vowel sounds; g) Recognize and read grade-appropriate irregularly spelled words.
1.L.2e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Spell untaught
words phonetically, drawing on phonemic awareness and spelling conventions.
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer
a question.

Quarter 2
Students will develop a deeper understanding of vocabulary and
usage in different situations.
Which type of words can help me express my ideas?
Standards:
1.L.1g-h Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: g) Use frequently
occurring conjunctions (e.g., and, but, or, so, because); h) Use determiners (e.g., articles, demonstratives).
1.L.5b-d With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: b) Define
words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); c) Identify
real-life connections between words and their use (e.g., note places at home that are cozy); d) Distinguish shades of meaning among
verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by
defining or choosing them or by acting out the meanings.
1.SL.4 Describe people, places, things, and events with relevant details expressing ideas and feelings clearly.
Students will demonstrate comprehension by discussing ideas and
providing details from text.
Do I understand what I’ve read?
How do I know?
Standards:
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1.RL.3 Describe characters, settings, and major events in a story, using key details.
1.RL.6 Identify who is telling the story at various points in a text.
1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
1.RL.9 Compare and contrast the adventures and experiences of characters in stories.
1.SL.1b-c Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups: b) Build on others' talk in conversations by responding to the comments of others through multiple exchanges; c) Ask
questions to clear up any confusion about the topics and texts under discussion.
Suggested Timeline: 2nd
quarter

Quarter 2
Students will be able to compare and contrast information through
different texts.
How is text the same?
How is it different?
Standards:
1.RL.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.
1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Quarter 3
Students will demonstrate grade 1 phonics and standard English
conventions when speaking, reading, and writing.
How do inflectional endings change the meaning of a sentence?
Standards:
1.L.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use singular and plural
nouns with matching verbs in basic sentences (e.g., He hops; We hop).
1.L.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: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g.,
looks, looked, looking).

Quarter 3
Students will be able to support their opinions in speaking and writing
with text.
How do we support our opinions in speaking and writing?
Standards:
1.RI.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.
1.RI.8 Identify the reasons an author gives to support points in a text.
1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1.
1.W.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.
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to
answer a question.
1.L.1j Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Produce and expand
complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Quarter 3
Students will clarify unknown words or phrases accurately with
fluency to gain reading comprehension.
How do I know?
Standards:
1.RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RF.4a-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 on successive readings; c) Use context to conﬁrm or
self-correct word recognition and understanding, rereading as necessary.
1.L.4a-b Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content,
choosing flexibly from an array of strategies: a) Use sentence-level context as a clue to the meaning of a word or phrase; b) Use
frequently occurring affixes as a clue to the meaning of a word.
Suggested Timeline: 3rd
quarter

Quarter 3
Students will develop a piece of writing in which they compare
individuals, events, or ideas using the conventions of standard English
grammar.
What key words are needed when I write comparing or contrasting ideas?
Standards:
1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
1.RI.9 Identify basic similarities and differences between two texts on the same topic (e.g., illustrations, descriptions, procedures).
1.W.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.
1.L.1i Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: Use frequently
occurring prepositions (e.g., during, beyond, toward).
1.L.2c Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use commas in
dates and to separate single words in a series.

Quarter 4
Students will develop a deeper understanding of grade-level poetry.
What are the elements of poetry?
Standards:
1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
1.RF.1a Demonstrate understanding of the organization and basic features of print: recognize the distinguishing features of a sentence.
1.RF.4b Read with sufficient accuracy and fluency to support comprehension: Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings.
1.L.5d With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings:
Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, state, glare, scowl) and adjectives differing in
intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
Students will produce opinion, narrative, and expository writing
pieces.
What elements are needed for opinion, narrative, or expository writing?
Standards:
1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with
peers.
1.W.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).
1.SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
1.L.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).
Suggested Timeline:

GUAM District Level Curriculum Guide Grade 1 – ELA
Quarter 1
Students will foster comprehension through clarifying questions and
answers.
How do I know?
Standards:
1.RL.1 Ask and answer questions about key details in a text.
1.RI.1 Ask and answer questions about key details in a text.
1.RI.2 Identify the main topic and retell key details of a text.
1.RI.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1.RI.7 Use the illustrations and details in a text to describe its key ideas.
1.SL.1a Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics
and texts under discussion).
1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
1.SL.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not
understood.
1.L.5a With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: Sort words
into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Elements of the Standard(s) – What’s the meaning?
Asking and answering questions to foster comprehension is practiced throughout the standards in this quarter. This is regardless of the text read or
heard by students or if comprehension is from illustrations, informational text, or narrative text. Often students will want to respond from memory––yet
what these standards want is for students to also be able to find where in text the answers are found or inferred. Students can practice orally asking and
answering questions from stories they heard or read to build their vocabulary and oral language fluency. Explicitly teach the procedures for student
discussions and working together patterns (with partner or small group). Displaying steps of routines and procedures (e.g., clarifying questions,
expectations for collaborative conversations) that include text and pictures supports all students. (1.R.L.1, 1.RI.1, 1.SL.1a)

Quarter 1
Key Vocabulary
clarifying questions, key details, main idea,
topic, supporting facts, illustrations, narrative
text, informational text, comprehension
Links to Prior Learning
Students need to know from prior grade:
• How to formulate a question (See
Houghton Mifflin English Unit One.)
• How to determine informational text
from narrative text
Links to Future Learning
Students orally asking and answering questions can
eventually include ‘note-taking’ on a graphic organizer
(e.g. Cornell notes, Main Idea/Key details,
Topic/Supporting Facts). Note-taking is the essential
stepping stone to summarizing.
Instructional Strategies (EL, SIOP, SPED, Marzano)
Prepare in advance: (SIOP, EL, and Marzano)
• Anchor Charts or Focus Walls as a visual resource for current lesson objectives (e.g., vocabulary, phonics/spelling patterns, high-frequency word
list, current reading genre, reading procedures, writing procedures, agenda, calendar, comprehension question cues)
• Picture clues with text for vocabulary, routine directions, and procedures (e.g., how to whisper-read with a partner, how to be a good listener,
process for editing and revising work)
• Assign student partners and small groups to complete or practice tasks. Sometimes you will have them work with only a partner, other times
they will work as a small group. These need to be flexible groups to balance out the abilities and support English Language Learners or struggling
students.
• Review narratives and informational text prior to students reading the material. Frontload students with essential vocabulary for meaning and
pronunciation.
• Provide a variety of contrasting text structures from informational to narrative. Practice with students: (SIOP, EL, and Marzano).
• Procedures for discussion, response, and extending ideas between partners (or small groups)
• Procedures for partner whisper-reading while the teacher monitors for accuracy and fluency
• Each lesson should involve a type of compare and contrast activity (e.g. “How are ‘questions’ and ‘statements’ different?” “Compare how the
topic of this text and the main idea from this story are similar . . . and how are they different?”)
• Each lesson should include more challenging materials for students to accurately finish quickly and scaffolded material for students who are
struggling with the concepts. (Partner and small group work helps with this.)
• Build routines for students to repeat vocabulary words (the more opportunities the better) in order to check for pronunciation.
Resources & Links to Technology
• Houghton Mifflin English, U. 1: The Sentence, L.: 4, 5, 6, 7, 8, pp. 27–39
• CCSS Appendix A –explanation and strategies for phonemic awareness

Quarter 1
• www.readingonline.org article and resources for reading comprehension and engagement
• http://readwritethink.org key word: index, then select a variety of reading information, including lesson, standards, resources, and student
materials
• www.explicitinstruction.org series of classroom instruction examples (videos) for setting up procedures and explicit instruction
Students will use phonics skills to decode words.
How do individual sounds make up words?
Standards:
1.RF.2a-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.
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends; c) Isolate and pronounce the
initial, medial vowel, and ﬁnal sounds (phonemes) in spoken single-syllable words; d) Segment spoken single-syllable words into
their complete sequence of individual sounds (phonemes).
1.RF.3a Know and apply grade-level phonics and word analysis skills in decoding words: Know the spelling-sound correspondences for
common consonant digraphs.
1.RF.2a-d: This standard covers phonological awareness (i.e., hearing the sounds in the English language). This skill emphasizes what students hear in
the English language. Students need to know that words are made of individual sounds blended together to make a word––as a precursor to reading and
writing. Guide students by emphasizing the sounds (phonemes) first while students watch how the mouth articulates as well as the sounds. Students are
provided frequent opportunities to repeat correctly and practice.
1.RF.3a: This standard covers the connection between the sound of the English language (phonological awareness) and print. Once students have
mastered identifying the sounds in the English language, then assist them with connecting the sound to the symbol (letter) we use in print to represent
the sound.

Quarter 1
Key Vocabulary
phoneme, sound, segment, blend,
short/relaxed vowel, long/tense vowel,
digraph, decode
• Hearing words in sentences
• Introduced to letter sounds and
names
• Students will begin to connect sound to
appropriate grapheme symbol (printed letter).
Continuum of Skills:
• English Language Learners need to practice hearing individual words in sentences. The teacher may use manipulatives to represent the words
that are spoken. (“The dog sat on the rug.” = O O O O O O) Manipulatives can be dots, unifix cubes, or small pieces of foam or paper (sticky
notes).
• Hearing and identifying initial individual consonant sounds are practiced first, and then consonant blends (e.g., black, stop, trap). This skill is
followed by ending individual consonant sounds, then ending consonant blends (e.g., find, jump, old).
• Hearing and identifying medial (middle) sounds are typically vowel sounds in first grade reading/writing vocabulary: Short vowels (or relaxed
vowel sounds) are identified first due to their consistency in spelling, then long vowels (or tense vowel sounds).
• Students need to practice ALL alphabet sounds with phonological awareness activities throughout the year––even though the reading lesson
may be focused on only one phonics pattern. Phonological awareness activities provide support, distributed practice, and review for hearing the
sounds of the English language.
Strategies:
• When introducing a read-aloud story, segment the main noun and have students blend the phonemes. (Example: “Blend the sounds I give you to
find out about today’s story: Tommy Goes to /c/-/a/-/m/-/p/. What is the title? Whisper it to your partner; now tell me aloud . . . right! Camp.
Tommy Goes to Camp.” This can be done throughout the day across content areas providing distributed practice of hearing, blending sounds.
For variety, the reverse can be done: “Today’s story is ‘Tommy Goes to Camp.’ Let’s segment the word camp: /c/-/a/-/m/-/p/.”
• As sounds are introduced, demonstrate a connection across content areas throughout the day by enthusiastic identification. (Example: “Today in
math we will count by fives. Count. You say ‘count’ . . . What consonant blend do you hear in the word count? Right! Let’s segment the word
sound by sound: /c/-/ou/-/n/- /t/. What’s the word? Count!”).
• When instructing the digraphs (e.g., ch, sh, and th), insert these graphemes if you have an Alphabetized Word Wall. ELL students may correctly
hear these sounds ch, sh, and th as one unit yet we confuse them when we show words like ‘them’ or ‘there’ listed in the T column.
• Phoneme-Mapping –Graphing is a visual and concrete way of having students practice moving from the sounds in a word to the spelling of each
of the sounds. (See http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions )

Quarter 1
• Houghton Mifflin First Grade Spelling and Vocabulary Workbook
• http://www.corestandards.org/ELA-Literacy CCSS Appendix A: for information and explanation of phonics instruction
• www.explicitinstruction.org series of classroom instruction examples (videos)
• http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions for phoneme mapping: grapheme
directions.
Students will use phonics skills to write words.
How will knowing letter sounds help me write about my ideas?
Standards:
1.RF.3b;
d-e
Know and apply grade-level phonics and word analysis skills in decoding words: b) Decode regularly spelled one-syllable words;
d) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word; e) Decode
two-syllable words following basic patterns by breaking the words into syllables.
1.L.2d Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Use
conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
1.SL.6 Produce complete sentences when appropriate to task and situation.
(1.RF.3b, d-e): These standards require students to have mastery of individual letter sounds in order to read regularly spelled one-syllable and two-
syllable words. Students will follow patterns to determine how to break words into syllables (e.g., double medial consonants: ladder, bubble, copper;
compound words: hotdog, rainbow, mailbox). This skill provides students with knowledge of how to pronounce the vowel––whether it is long or short.
As students write sentences, they will use correct spelling for words with common spelling patterns (1.L.2d) that are not necessarily phonetic (e.g., find,
mind, bind; bread, dread, dead; would, could, should; love, glove, dove, shove). In first grade, there are high-frequency sight words that do not fall into
the phonics patterns that need to be read ‘by sight’ and spelled correctly (e.g., the, said, was, does, of). These combined standards expect mastery of
foundational phonics skills so as not to impede students when responding to questions or adding details in their writing (1.W.5). Students should not be
hampered in writing their ideas by struggling to create the symbols for the sounds/words they wish to produce.

Quarter 1
Key Vocabulary
vowel team, vowel-consonant-silent e, high-
frequency sight words, decodable words
Mastery of common high-frequency words
(e.g., the, once, was, of, find, school)
Establish procedures for peer suggestions for writing
revisions.
Strategies with students:
• Phoneme-Mapping –Graphing is a visual and concrete way of having students practice moving from the sounds in a word to the spelling of each
of the sounds. (http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions)
• Provide a word bank of key words that students may use in their writing. For example, provide a high-frequency word wall or a page in their
personal writing journals with a list of words students are apt to misspell (the, said, was, of).
• Provide students with a writing journal or a method of collecting their writing samples in order to see their growth over the course of a year.
• Have students read their writing samples to peers on a regular basis. This can evolve into students reading each other’s work and offering
revision suggestions.
• Provide anchor charts or posters posted in the room as a visual reminder of sentence punctuation expectations.
• Houghton Mifflin First Grade English workbook, pp. 302–318 resources for tricky words to spell, categories of word banks, picture dictionary
• Houghton Mifflin First Grade Spelling and Vocabulary (phonemes, digraph instruction)
• http://processesacquisitionreading-students.wikispaces.com/Phoneme+Grapheme+Mapping+Directions
Students will use standard English conventions when writing.
How does using conventions when writing help a reader?
Standards:
1.RF.1a Demonstrate understanding of the organization and basic features of print: Recognize the distinguishing features of a sentence
(e.g., first word, capitalization, ending punctuation).
1.SL.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for speciﬁc
expectations.)

Quarter 1
1.L.1a
and j
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: a) Print all upper- and
lowercase letters; j) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory
sentences in response to prompts.
1.L.2a-b 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.
Effective communication of ideas when speaking or writing requires the appropriate use of conventions of the English language. For first-grade students,
this will require demonstrating how to write different sentences with proper punctuation. Thinking aloud while demonstrating is a strong instructional
model for students. It allows them to hear the tone of the sentence as well as see the punctuation. Students need multiple opportunities to practice
creating and correcting examples of different types of sentences (e.g., declarative, interrogative, exclamatory).
Key Vocabulary
sentence, statement, question, inquiry,
capital, uppercase, lowercase, proper noun,
common noun
Students need to demonstrate mastery of
recognizing and being able to print all capital
and lowercase letters. Students should not be
hampered in writing their ideas by struggling
to create the symbols for the sounds/words
they wish to produce.
• A scaffolded rubric may be offered to
students to increase their writing. (Example: a
star = 5 sentences, a happy face = 3
sentences, a check mark = 2 sentences).
• Students who need more of a challenge may
create short paragraphs.
• Provide three sentences with punctuation or spelling errors for students to copy correctly into their writing journal or on writing paper. This can
be part of a daily routine as they begin their day (e.g., enter classroom, hang up backpack, sit and write opening sentences with corrections). The
whole class then can share their corrections and revise their writing as necessary.
• Provide opportunities for students to practice penmanship by having them write their spelling words and vocabulary words with definitions.
• Houghton Mifflin First Grade English workbook, U. 1, The Sentence, pp. 21–39
• Houghton Mifflin First Grade English workbook, U. 3, Nouns and Pronouns, pp. 61–79
• Houghton Mifflin First Grade English workbook, U. 9, More Capitalization and Punctuation, pp. 216–237
• Houghton Mifflin Frist Grade English workbook, Tools and Tips (handwriting and picture dictionary), pp. 307–318

Quarter 2
Students will demonstrate an understanding of the usage of parts of
speech.
How does knowing parts of speech help when I’m communicating?
Standards:
1.L.1b; d-g Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: b) Use common,
proper, and possessive nouns; d) Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their; anyone,
everything; e) Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I
will walk home); f) Use frequently occurring adjectives; g) Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Effective communication of ideas when speaking or writing relies on students being able to use grammar accurately. (1.L1b; d-g): Whether they are
speaking, reading, or writing; students’ comprehension depends on understanding what the pronoun in a sentence is replacing; whether the verb
indicates past, present or future; how adjectives describe details or how conjunctions (e.g., and, but, because) change the meaning of a sentence.
When working with verbs, besides knowing how to decode and the concept of past, present, and future, students need to have word analysis skills
(1.RF.3f). Three inflectional endings: -e/-es, -ed, and -ing are found in 65% of words that have inflectional endings and suffixes, so students need to know
when to add ‘s’ or ‘es’; the 3 sounds of -ed endings (/t/, /d/, and /ed/ depending on the consonant sound prior to adding ‘ed’).
Key Vocabulary
inflectional ending, possessive pronoun,
indefinite pronoun, past tense, adjectives,
conjunctions
• Review voiced and unvoiced
consonant sounds.
• Review how to make nouns plural.
Oral fluency using grammar phrases evolves to writing
with more correctly formed sentences.
Strategies with students:
• Provide instruction and practice that focuses on one part of speech at a time. The instruction includes the definition and identification in text.
• Provide text for students to analyze by highlighting the assigned part of speech. Assignments may increase in complexity over time:
Example:
1. “Today you will highlight all the adjectives you see in this passage.”

Quarter 2
2. “Today you will highlight the adjectives in blue and conjunctions in yellow.”
3. “Today you will highlight the adjectives in blue, conjunctions in yellow, and the pronouns in pink. Then draw an arrow from the pronoun to
the noun it is replacing.”
• Provide examples of words listed categories (‘grammar word banks’) for adjectives, nouns, pronouns, verbs, conjunctions, and prepositions to
provide a visual support for English Language Learners.
• Provide timed opportunities for students to orally practice phrases emphasizing the assigned parts of speech:
(e.g., adjective/noun phrases, prepositional phrases, verb/adverb phrases). Fluency in language supports fluency in writing and reading. You
may assign students: “With your partner, take turns giving an adjective and noun phrase such as ‘red car, three cats, creepy monster,
or large blanket.’ You’ll rally back and forth for about 4 minutes, ready? Go!”
• Houghton Mifflin First Grade English workbook, U. 3, Nouns and Pronouns, pp. 60–81
• Houghton Mifflin First Grade English workbook, U. 5, Verbs, pp. 123–135
• Houghton Mifflin First Grade English workbook, U. 7, Adjectives, pp. 172–183
• Houghton Mifflin First Grade English workbook, U. 8, Writing a Description, pp. 190–200
Students will demonstrate an understanding of grade-level phonics
through reading and writing.
How does knowing letter sounds help me in reading and writing?
Standards:
1.RF.3c
and g
Know and apply grade-level phonics and word analysis skills in decoding words: c) Know ﬁnal -e and common vowel team
conventions for representing long vowel sounds; g) Recognize and read grade-appropriate irregularly spelled words.
1.L.2e Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing: Spell untaught
words phonetically, drawing on phonemic awareness and spelling conventions.
1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer
a question.

Quarter 2
Students will continue to decode words when reading and writing phonetically including words with long vowel sounds in words using vowel-
consonant-silent-e patterns and common vowel-team patterns. Students will be able to recall experiences or gather information to answer questions in
writing using proper capitalization, punctuation, and spelling. Students will be able to utilize these skills in their writing. (DOK 2)
Key Vocabulary
vowel team, silent ‘e’
Students demonstrated mastery of vowels in
one-syllable words (e.g., open syllables – “go,
no”; closed syllables – “got, not”).
Teacher will introduce additional syllable types (e.g.,
r-controlled vowels).
• Provide visual support (anchor charts, focus walls, word lists to post inside student writing journals) with words categorized by their
phonics/spelling pattern (e.g., boat, float, goat; meat, beat, treat; rain, main, train).
• Provide timed writing opportunities to build fluency in writing grammar phrases. Example: “Students, you’ve done this orally during last quarter,
now you’ll use your writing journal (or piece of paper) to write as many grammar phrases (e.g. adjective/noun, verb/adverb, prepositional
phrase) as you can for 3 minutes.”
• Provide examples of words listed categories (‘grammar word banks’) for adjectives, nouns, pronouns, verbs, conjunctions, and prepositions to
provide a visual support for English Language Learners.
• Provide three sentences with punctuation or spelling errors for students to copy correctly into their writing journal or on writing paper. This can
be part of a daily routine as they begin their day (e.g., enter classroom, hang up backpack, sit and write opening sentences with corrections). The
whole class then can share their corrections and revise their writing as necessary.
• Houghton Mifflin First Grade English workbook, U. 1, The Sentence, pp. 20–37
• Houghton Mifflin First Grade English workbook, U. 9, More Capitalization and Punctuation, pp. 216–240
• Houghton Mifflin First Grade Spelling and Vocabulary workbook, U. 20, 21, 22, 23, 25, 28, 29 (long vowels)

Quarter 2
Students will develop a deeper understanding of vocabulary and
usage in different situations.
Which type of words can help me express my ideas?
Standards:
1.L.1g-h Demonstrate command of the conventions of standard English grammar and usage when writing or speaking: g) Use frequently
occurring conjunctions (e.g., and, but, or, so, because); h) Use determiners (e.g., articles, demonstratives).
1.L.5b-d With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings: b) Define
words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes); c) Identify
real-life connections between words and their use (e.g., note places at home that are cozy); d) Distinguish shades of meaning among
verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by
defining or choosing them or by acting out the meanings.
1.SL.4 Describe people, places, things, and events with relevant details expressing ideas and feelings clearly.
Students will analyze and use vocabulary appropriately to express, describe, or clarify ideas. Seeing the various shades of meaning or intensity in
vocabulary will assist them in expressing themselves clearly (e.g., disappointed or devastated? Tired or exhausted?) They will understand how
conjunctions change or clarify the meaning of a sentence (e.g., I would go, but I am sick. I would go because I’m the speaker. I would go and take a
sweater.) When students orally practice describing people, places, and events with clarifying details, their reading comprehension and writing will also
be enhanced.
Key Vocabulary
conjunctions, determiners, attributes,
intensity, context clues
Review activities with parts of speech (quarter
#2).
• Writing activities will include using a wider
selection of word choice to describe or set a
tone.
• Students will begin to recognize particular
word choice from authors to create moods or
opinion.
• I.L.5d (shades of meaning): Small groups of students are provided with a list of related words (verbs or adjectives) with an assignment to discuss
and place them in order from highest intensity to weakest intensity. The reading lesson may have vocabulary words that lend themselves to this
activity. Example #1, if the vocabulary word was freezing: (adjective): cold, warm, cool, hot, boiling, freezing. Example #2, if the vocabulary
word was sprint (verb): jog, walk, stroll, run, scamper, stand, sprint.

Grade 1 final full

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Grade 1 final full