First Grade Reading

1st Grade Reading Curriculum Map
Isaac School District No. 5

Authors: School
Sara Salazar Lela Alston
Marissa King Alta E. Butler
Emily Bergquist Alta E. Butler
Gina Ruiz Moya
Delia Rivera P.T. Coe
Cassandra Leon P.T. Coe

Rationale

Rationale 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 genres
of both expository text and literary elements are spiraled and clustered to increase skill rigor according to blooms taxonomy. Mastery of these
objectives 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 to
support student mastery. These recurring performance objectives are listed in the Preamble.

PREAMBLE
These POs will be integrated throughout the year:
AZ
Essential Learning
Standard
Knowledge Skills
PRINT CONCEPTS
S1C1PO3 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 AWARENESS
S1C2PO4 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).
PHONICS
S1C3PO3 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.

VOCABULARY
S1C4PO1 Base words and inflections Recognize base words and their inflections (e.g., look, looks, looked, looking).

FLUENCY
S1C5PO1 Fluent reading Read grade level text consistently with 90% accuracy.
COMPREHENSION STRATEGIES
S1C6PO1 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

Quarter: 1
Unit Name and Description: Print Concepts

Cluster: 1
Big 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 Summative
Standard 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, lower case
heading ,bold print) of expository text. capitalization
title
S1C1PO2 Upper and lower case letters Distinguish between upper case and lower case letters. table of contents
author
sentence
S1C1PO4 Title, author and table of contents Identify the title, author, and table of contents of a book.
expository
of a book


Quarter: 1
Unit Name and Description: Phonemic Awareness

Cluster: 2

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.
S1C2PO6 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 blend
S1C2PO1 Rhyming words and consonant Generate a series of rhyming words including consonant rhyme
blends blends. blend

S1C2PO4 Initial, medial and final sounds in Distinguish between initial, medial and final sounds in single
single syllable words syllable words.


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).

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).


Quarter: 1
Unit Name and Description: Fluency

Cluster: 3

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 the
ability to self-correct. Why do we need to read with fluency?

Knowing high frequency words helps make readers more fluent.
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.

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.


Quarter: 1
Unit Name and Description: Decoding

Cluster: 4

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.
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
phonograms


Quarter: 1
Unit Name and Description: Word Parts

Cluster: 5

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?

S1C4PO1 Base words and their inflections Recognize base words and their inflections (e.g., look, base word
looks, looked, looking). inflectional ending

S1C3PO2 Inflectional endings and base words Use knowledge of inflectional endings (e.g., -s, -ed, -ing) to
identify base words.


Quarter: 1
Unit Name and Description: Understanding What We Read

Cluster: 6

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.
S3C1PO2 Questions about expository text Answer and [justify] questions (e.g., who, what, where, sequence
when, why, how) about expository text, heard or read. events
predict
S2C1PO4 Realistic and fantasy text Determine whether a literary selection, heard or read, is classify
realistic or fantasy. retell
events
S1C6PO2 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
personal
S1C6PO1 Reasonable and meaningful Predict what might happen next in a reading selection. experience
predictions
S1C4PO2 Conceptual categories Classify common words into conceptual categories (e.g.,
animals, food, toys).


S2C1PO3 Sequence of events Sequence a series of events in a literary selection, heard or
read.


Quarter: 2

Cluster: 7

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?

*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


*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
alphabetical
S1C1PO1 Alphabetical order Alphabetize a series of words to the first letter.
order
expository
S3C2PO3 Meaning of specific signs State the meaning of specific signs (e.g., traffic, safety,
warning signs).


Quarter: 2

Cluster: 8

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.

*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.


*S1C2PO8 Spoken phonemes into phoneme Segment spoken phonemes contained in one-syllable words of
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).


Quarter: 2

Cluster: 9

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?
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?

*S1C5PO2 Natural speech Read aloud with fluency in a manner that sounds like fluency
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).


S1C3PO7 Word order (syntax) and decoding [Apply] knowledge of word order and context to confirm
decoding.


Quarter: 2

Cluster: 10

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.
*S1C3PO4 Words with common spelling Read words with common spelling patterns (e.g., -ite, -ill, - phonics
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


`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.


Quarter: 2

Cluster: 11

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?
*S1C4PO1 Base Words and Inflections Recognize base words and their inflections (e.g., look, base word
contraction
S1C4PO4 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.


S1C4PO3 Contractions Identify the words that comprise contractions (e.g., can’t=can
not, it’s=it is, aren’t=are not).


Quarter: 2

Cluster: 12

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?
*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
fantasy

S2C1PO2 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.


*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.


Quarter: 3

Cluster: 13

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.
*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


Quarter: 3

Cluster: 14

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?

*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
S1C2PO2 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.


*S1C2PO8 Spoken phonemes into phoneme Segment spoken phonemes contained in one-syllable words of
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).



Quarter: 3

Cluster: 15

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?
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?

*S1C5PO2 Natural speech Read aloud with fluency in a manner that sounds like fluency
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.


Quarter: 3

Cluster: 16

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.
*S1C3PO4 Words with common spelling Read words with common spelling patterns (e.g., -ite, -ill, - phonics
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



*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.


Quarter: 3

Cluster: 17

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.
*S1C4PO1 Base words and their inflections Recognize base words and their inflections (e.g., look, base word
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.


*S1C4PO3 Contractions Identify the words that comprise contractions (e.g., can’t=can
not, it’s=it is, aren’t=are not).


Quarter: 3

Cluster: 18

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?
*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 idea
S3C1PO1 Topic of expository text Identify the topic of an expository text, heard or read. culture

S2C2PO1 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.


S3C2PO1 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.


Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (2nd Grade)

Cluster: 19

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?
S1C2PO1 Multi-syllable words into Orally segment a multi-syllable word into its syllables. syllable
syallables blend
vowel
S1C2PO2 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).



Cluster: 20

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.
S1C3PO4 Spelling patterns Use knowledge of spelling patterns such as diphthongs and prefix
special vowel spellings when reading. suffix
contraction
S1C3PO6 High frequency words and [Read] high frequency words and irregular sight words. compound word
irregular sight words sight words

S1C4PO1 Simple prefixes Identify simple prefixes (e.g., un-, re-) to determine the
meaning of words.


S1C4PO3 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).


Unit Name and Description: Understanding What We Read: Narrative Text

Cluster: 21

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?
S2C1PO7 Fiction and nonfiction [Justify] differences between fiction and nonfiction. fiction
nonfiction
S2C1PO1 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
problem
S1C6PO1 Reasonable and meaningful Predict what might happen next in a reading selection. solution
predictions predict
setting
S1C6PO3 Relevant questions [Formulate] relevant questions in order to comprehend text. sequence of events

S2C1PO3 Sequence of events Sequence a series of events in a literary selection.


S2C1PO4 Cause and effect Identify cause and effect of specific events in a literary
selection.


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