Language arts pacing_guide_first_grade_8-21-09

Language Arts Pacing Guide
Grade 1
To successfully complete first grade the learner will
Core Standard 1: Word Recognition, Fluency, and Vocabulary Development
• Read aloud smoothly and easily in familiar text.
• Build a reading vocabulary of common sight words.
• Use increasing semantic, phonetic, and structural skills to become an effective reader. Have command of
phonemic awareness skills: identify, manipulate, blend, and delete letter sounds.
• See and translate letter patterns, having both long and short vowel sounds, into spoken language.
Essential Question:
• What do good readers do to figure out words they don’t know?
1.1.15 Read aloud smoothly and easily in familiar text.
1.1.11 Read common sight words (words that are often seen and heard).
1.1.14 Read common word patterns (-ite, -ate).
1.2.5 Use context (the meaning of the surrounding text) to understand word and sentence meanings.
1.1.12 Use phonic and context clues as self-correction strategies when reading.
1.1.4 Distinguish beginning, middle, and ending sounds in single-syllable words (words with only one vowel sound).
1.1.5 Recognize different vowel sounds in orally stated single-syllable words.
1.1.6 Recognize that vowels’ sounds can be represented by different letters.
1.1.8 Add, delete, or change sounds to change words.
1.1.9 Blend two to four phonemes (sounds) into recognizable words.
1.1.10 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.
MCAS First Grade Language Arts Pacing Guide 1

1.1.13 Read words by using knowledge of vowel digraphs (two vowels that make one sound such as the ea in eat) and knowledge of how vowel sounds
change when followed by the letter r (such as the ea in the word ear).
LEARNING GOALS
Concepts: Need to Know
Declarative Knowledge
1.1.15
• Fluency, Accuracy, Voice, Expression
1.1.11
 Sight Words
1.1.14
 Word Patterns
1.2.5
 Context
1.1.16
 Compound Words and Contractions
1.1.12
 Self-corrections strategies
1.1.4
 Beginning, middle, and ending sounds and single-syllable words
1.1.5 and 1.1.6
 Vowels sounds
Skills: Be Able to Do
(Procedural Knowledge)
1.1.15
• Accurately read grade level text:
o Total number of words read correct divided by Total words read
(correct or corrected + uncorrected errors).
o Interpretation: 99% Correct: Independent Level Reading 95%
Correct: Instructional Level Reading
 Winter 10-30 words per minute
 Spring 30-60 words per minute
1.1.11
 Read common sight words
1.1.14
 Identify and use word patterns.
1.2.5
 Use context (the meaning of the surrounding text) to understand
word and sentence meanings.
1.1.16
word and sentence meanings
1.1.12
 Use phonic and context clues as self-correction strategies when
reading.
1.1.4
 Distinguish beginning, middle, and ending sounds in single-syllable
words (words with only one vowel sound).
1.1.5
 Recognize different vowel sounds in orally stated single-syllable
words.
1.1.6
 Recognize that vowels’ sounds can be represented by different

1.1.8
 Words are made of sounds
1.1.9
 Phonemes (sound)
1.1.10
 Letter patterns, consonant blends, long and short vowel patterns
1.1.13
 Vowel diagraphs. Knowledge of how vowel sounds change after the
letter R
letters
1.1.8
 Add, delete, or change sounds to change words.
1.1.9
 Blend two to four phonemes (sounds) into recognizable words.
1.1.10
 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.
1.1.13
 Read words by using knowledge of vowel digraphs (two vowels that
make one sound such as the ea in eat) and knowledge of how vowel
sounds change when followed by the letter r (such as the ea in the
word ear).
Key Vocabulary
• Identify • Compound words
• Sentences • Contractions • Punctuation
• Blends • Root words • Question mark
• Signs & symbols • Exclamation point • Period
• Sight words, word wall words
• Context clues
Core Standard 2: Informational Text: Structure, Comprehension, and Analysis
• Independently read grade appropriate text.
• Find title, author, illustrator, and table of contents for both informational and literary texts.
Essential Question:
• What do good readers do to understand and explain the information they are reading?
1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.
1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.
1.2.7 Relate prior knowledge to what is read.
LEARNING GOALS

1.2.1
 Title, author, illustrator, table of contents
1.2.3
 Question words, main idea
1.2.5
 Context, word and sentence meanings
1.2.7
 Prior knowledge
1.2.1
 Identify the title, author, illustrator, and table of contents of a
reading selection.
1.2.3
 Respond to who, what, when, where, why, and how questions and
recognize the main idea of what is read.
1.2.5
word and sentence meanings.
1.2.7
 Relate prior knowledge to what is read.
Key Vocabulary
• Illustrator • Conclusion
• Table of Contents • Prediction
• Sequence • Prior knowledge
• Main idea
Core Standard 3: Literary Text: Comprehension and Analysis
• Identify setting, main characters, and the beginning, middle, and end of story.
• Confirm predictions about what will happen next in a story.
Essential Question:
• How do good readers use story elements to make sense of the stories they are reading?
1.3.1 Identify and describe the plot, setting, and character(s) in a story. Retell a story’s beginning, middle, and ending.
1.3.3 Confirm predictions about what will happen next in a story.
1.3.5 Understand what is read by responding to questions (who, what, when, where, why, how).
1.3.4 Distinguish fantasy from reality.
(This is not a Core Indicator, although it supports a Core Indicator.)
LEARNING GOALS
1.3.1
 Plot, setting, character and beginning, middle and end of story
1.3.1
 Identify and describe the plot, setting, and character(s) in a

1.3.3
 Predictions
1.3.5
 Question words
1.3.4
 Fantasy, reality
story. Retell a story’s beginning, middle, and ending.
1.3.3
 Confirm predictions about what will happen next in a story.
1.3.5
 Understand what is read by responding to questions (who,
what, when, where, why, how).
1.3.4
 Distinguish fantasy from reality.
Key Vocabulary
• Plot
Core Standard 4: Writing: Informational, Research, and Persuasive Texts
• Discuss and select a topic for expository writing.
• Write for different audiences and purposes.
• Revise writing for others to read.
Essential Questions:
• How do good writers decide what to write about?
• How do good writers use the writing process to make their writing better?
1.4.1 Discuss ideas and select a focus for group stories or other writing.
1.4.4 Begin asking questions to guide topic selection and ask how and why questions about a topic of interest.
1.4.5 Identify a variety of sources of information (books, online sources, pictures, charts, tables of contents, diagrams) and
document the sources (titles).
1.4.6 Organize and classify information by constructing categories on the basis of observation.
1.5.4 Use descriptive words when writing.
1.5.5 Write for different purposes and to a specific audience or person.
1.6.2 Write in complete sentences.
1.4.3 Revise writing for others to read.
LEARNING GOALS

1.4.1
1.4.4
 Topic, how and why questions
1.4.5
 A variety of resources
1.4.6
• Classify, categories, observe, organize
1.5.4
• Descriptive words
1.5.5
• Purpose and audience for writing
1.6.2
• Sentence structure
1.4.3
• Revision
1.4.1
 Discuss ideas and select a focus for group stories or other
writing.
1.4.4
 Begin asking questions to guide topic selection and ask how
and why questions about a topic of interest.
1.4.5
 Identify a variety of sources of information (books, online
sources, pictures, charts, tables of contents, diagrams) and
document the sources (titles).
1.4.6
 Organize and classify information by constructing categories
on the basis of observation.
1.5.4
 Use descriptive words when writing.
1.5.5
 Write for different purposes and to a specific audience or
person.
1.6.2
 Write in complete sentences.
1.4.3
 Revise writing for others to read.
Key Vocabulary
• Classify
Core Standard 5: Writing: Literary Text
• Write multiple, complete sentences, using English language conventions and descriptive words,
on a given topic.
• Begin to demonstrate sentence sense and reflect logical flow of words and ideas in narrative writing.
• Write for different audiences and purposes.
Essential Question:
• How do good writers use writing to communicate clearly with others?

1.4.1 Discuss ideas and select a focus for group stories or other writing.
1.5.1 Write brief narratives (stories) describing an experience.
1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.
1.5.5 Write for different purposes and to a specific audience or person.
LEARNING GOALS
1.4.1
• Topic/focus
1.5.1
• Narrative
1.5.2
• Expository, sensory detail
1.5.4
• Descriptive words
1.5.5
• Audience/purpose
1.4.3
• Revision
1.4.1
• Discuss ideas and select a focus for group stories or other writing.
1.5.1
• Write brief narratives (stories) describing an experience.
1.5.2
• Write brief expository (informational) descriptions of a real object,
person, place, or event, using sensory details.
1.5.4
• Use descriptive words when writing.
1.5.5
• Write for different purposes and to a specific audience or person.
1.4.3
• Revise writing for others to read.
Key Vocabulary
• Narrative (stories)
• Expository (informational)
Core Standard 6: English Language Conventions
• Print legibly, using correct letter formation and spacing when writing.

• Begin to use conventions in grammar, punctuation, capitalization, and spelling.
Essential Question:
• What does a good writer do to make sure that others can read what they have written?
1.6.3 Identify and correctly use singular and plural nouns (dog/dogs)
1.6.7 Capitalize the first word of a sentence, names of people, and the pronoun I.
1.6.6 Correctly use periods (I am five.), exclamation points (Help!), and questions marks (How old are you?) at the end of the
sentences.
1.6.8 Spell correctly three- and four- letter words and grade-level appropriate sight words.
(1.6.8 is not a core indicator although it supports a core standard.)
1.6.1 Print legibly and space letters, words, and sentences appropriately.
LEARNING GOALS
1.6.2
• Sentence structure
1.6.3
• Singular and plural nouns
1.6.7
• Capitalization
1.6.6
• Punctuation (end marks)
• period
• Exclamation point
• Question mark
1.6.2
• Write in complete sentences.
1.6.3
• Identify and correctly use singular and plural nouns (dog/dogs)
1.6.7
• Capitalize the first word of a sentence, names of people, and the
pronoun I.
1.6.6
• Correctly use periods (I am five.), exclamation points (Help!), and
questions marks (How old are you?) at the end of the sentences.

1.6.8
• Sight words
1.6.1
• Handwriting, word spacing
1.6.8
• Spell correctly three- and four- letter words and grade-level
appropriate sight words. (1.6.8 is not a core indicator although it
supports a core standard.)
1.6.1
• Print legibly and space letters, words, and sentences appropriately.
Key Vocabulary
• Singular, plural nouns
• Possessive nouns
• Pronoun
Core Standard 7: Listening and Speaking
• Listen attentively to form relevant questions, follow directions, and/or retell what is spoken.
• Recite short pieces, and stay on the topic when relating information and story events.
Essential Question:
• How does listening carefully and speaking clearly help me learn and communicate ideas with others?
1.7.1 Listen attentively.
1.7.2 Ask questions for clarification and understanding.
1.7.3 Give, restate, and follow two-step directions.
1.7.4 Stay on the topic when speaking.
1.7.6 Recite poems, rhymes, songs, and stories.
1.7.7 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why,
and how questions.
1.7.8 Relate an important life event or personal experience in a simple sentence.
LEARNING GOALS
1.7.1
• Listening skills
1.7.1
• Listen attentively.

1.7.2
• Questioning skills
1.7.3
• Directions
1.7.4
• Topic
1.7.6
• Poems, rhymes, songs and stories
1.7.7
• Question words, sequence of events
1.7.8
• Simple sentence
1.7.2
• Ask questions for clarification and understanding.
1.7.3
• Give, restate, and follow two-step directions.
1.7.4
• Stay on the topic when speaking.
1.7.6
• Recite poems, rhymes, songs, and stories.
1.7.7
• Retell stories using basic story grammar and relating the sequence of
story events by answering who, what, when, where, why, and how
questions.
1.7.8
• Relate an important life event or personal experience in a simple
sentence.
English Language Arts Teaching Models and Tools
• Making Meaning Comprehension Curriculum and/or Harcourt Reading Collections and resources
• Four Blocks Resources
• Fundations
• Wilson Reading
• Compass Odyssey
• Indiana State Standards ELA Resources: Curriculum Frameworks
• Write Source
• Being a Writer
English Language Arts Academic Milestones to be achieved by all first graders by
the end of the current school year
• Achieve proficiency on the Indiana Reading Assessment (three times per year).

NOTE TO THE TEACHER:
• The quarter in which a standard is listed is when the standard is EMPHASIZED. It is assumed these standards will be taught
throughout the school year.
Time-
frame
Content/Performance Standard Indicators Addressed Assessment
Suggestions
On-going:RevieweachQuarter
1.1.1 Match oral words to printed words.
1.1.2 Identify letters, words and sentences.
1.1.3 Recognize that sentences start with capital letters and end with punctuation, such as periods, question marks, and exclamation points.
1.1.4 Distinguish beginning, middle and ending sounds in single-syllable words (words with only one vowel sound).
1.1.5 Recognize different vowel sounds in orally stated single-syllable words.
1.1.6 Recognize that vowels’ sounds can be represented by different letters.
1.1.9 Blend two to four phonemes (sounds) into recognizable words.
1.1.10. 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.
1.1.11 Read common sight words (words that are often seen and heard).
1.1.12 Use phonic and context clues as self-correction strategies when reading.
1.1.14 Read common word patterns (ite, -ate).
1.2.1 Identify the title, author, illustrator, and table of contents of a reading selection.
1.2.3 Respond to who, what, when, where, why, and how questions and discuss the main idea of what is read.
1.2.4 Follow one-step written instructions.
1.2.7 Relate prior knowledge to what is read.
1.3.1 Identify and describe the plot, setting, or character(s) in a story. Retell a story’s beginning, middle, and ending.
1.3.3 Confirm predictions about what will happen next in a story.
Example: Read part of a story, such as The Musicians of Bremen: A Tale from
Germany by Jane Yolen, and tell what might happen next and how the story might end.
1.3.4 Distinguish fantasy from reality.
1.3.5 Understand what is read or heard by responding to questions (who, what, when, where, why, how) and by using other appropriate
comprehension strategies from Standard 2 such as responding to questions about conclusions, context, prior knowledge, or sequence.
1.4.1 Discuss ideas and select a focus for group stories or other writing
1.6.1 Print legibly and space letters, words, and sentences appropriately.
1.6.6 Correctly use periods (I am five.), exclamation points (Help!), and question marks (How old are you?) at the end of sentences.
1.6.7 Capitalize the first word of a sentence, names of people, and the pronoun I.
1.6.8 Spell correctly three-and four-letter words (can, will) and grade-level-appropriate sight words (red, fish).
1.7.1. Listen attentively.
1.7.2 Ask questions for clarification and understanding.
1.7.3 Give, restate, and follow simple two-step directions.
1.7.4 Stay on the topic when speaking.
1.7.6 Recites poems, songs, rhymes, and stories.
1.7.7 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how
questions.
End of the Book
Assessments
Holistic Assessment
Mid-Term/Final
Assessments
Theme Assessments
Selection Test
Language Skills Test
Making Meaning
Assessment Records
Fundations Unit
Assessments
Quarterly Writing
Assessments
Write Source
Being a Writer
AR Test results
Daily Language Review DLR
Daily Assignments
Spelling Tests
Self Selected Reading
Records
Responding to Literature
Narrative Writing
Compass Odyssey Learning
Paths
Teacher Observation
Student Participation
Curriculum Framework
Assessments
Oral Assessments
Slate Assessments
Word Wall Assessments
Highlighted items are “Power/Critical Standard Indicators”

Time-
frame
Content/Performance Standard Indicators Addressed Teaching Timeline With Resources
And Teaching Models
Assessment Suggestions
FirstQuarterAugust26-October30
1.1.7 Create and state a series of rhyming words.
1.1.19 Identify important signs and symbols, such as stop signs or
school crossing sign restroom symbols, from the colors, shapes, logos,
and letters on the signs or symbols.
1.3.2 Describe the roles of authors and illustrators.
1.7.8 Relate an important life event or personal experience in a
simple sequence.
HBJ Reading Series End of the Book Assessments
- Holistic Assessment
- Theme Assessments
- Selection Test
Making Meaning Assessment
Records
Fundations Unit Assessments
Quarterly Writing Assessments
Write Source
Being a Writer
AR Test results
Daily Assignments
Spelling Tests
Self Selected Reading Records
Narrative Writing
Compass Odyssey Learning Paths
Teacher Observation
Assessments
Oral Assessments
Slate Assessments
NWEA
• HBJ Reading
Inventory
• Theme 1: Look
at Me Now
• Theme 2: Just
for Fun
• Theme 3: It’s
my Turn Now
8/26 to 8/28
8/31 to 9/25
9/28 to 10/16
10/19 to 12/4
Fundations
• Unit 1
• Unit 2
• Unit 3
8/26 to 9/18
9/21 to 10/2
10/5 to 10/23
Making Meaning
• Unit 1
• Unit 2
8/31 to 9/25
9/28 to 10/23

Time-
frame
And Teaching Models
SecondQuarter
1.1.8 Add, delete, or change sounds to change words.
1.1.15 Read aloud smoothly and easily in familiar text.
1.1.18 Classify categories of words.
1.2.2 Identify text that uses sequence (first, second, third) or other
logical order (alphabetical order).
1.2.6 Draw conclusions or 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,
- Mid-Term
- Theme Assessments
- Selection Test
Making Meaning Assessment
Records
Write Source
Being a Writer
AR Test results
Daily Assignments
• Finish
Theme 3:
It’s my
Turn Now
• Theme 4:
I Think I
Can
10/19 to 12/4
12/7 to 2/5
Fundations
• Unit 4
• Unit 5
• Unit 6
• Unit 7
11/2 to 11/13
11/16 to 11/24
11/30 to 12/18
1/4 to 1/20
Making Meaning

November2nd
toJanuary20th
as, at the same time, after, then, next, at last, finally, now, when or
cause-and-effect, such as because, since, therefore, so).
1.5.2 Write brief expository (informational) descriptions of a
real object, person, place, or event, using sensory details.
1.5.1 Write brief narratives (stories) describing an experience
Spelling Tests
Expository Writing
Teacher Observation
Assessments
Oral Assessments
Slate Assessments
• Unit 3 11/2 to 12/4
Time-
frame
And Teaching Models
1.1.13 Read words by using knowledge of vowel digraphs (two
vowels that make one sound such as the ea in eat) and knowledge
of how vowel sounds change when followed by the letter r (such as
the ea in the word ear).
1.1.16 Read and understand contractions (isn’t, aren’t, can’t, won’t) and
simple compound words (birthday, anything).
1.1.17 Read and understand root words (look) and their inflectional
forms (looks, looked, looking).
- Theme Assessments
- Selection Test
Indiana Reading Assessment
Making Meaning Assessment Records
Write Source
Being a Writer
AR Test results
Daily Assignments
• Finish
Theme 4: I
Think I
Can
• Theme 5:
Hello,
Neighbor
12/7 to 2/5
2/8 to 4/1
Fundations
• Unit 8
• Unit 9
• Unit 10
• Unit 11
1/25 to 2/12
2/16 to 2/26
3/1 to 3/19
3/22 to 4/16
Making Meaning

ThirdquarterJanuary22nd
toMarch26th 1.4.4 Begin asking questions to guide topic selection and ask how
and why questions about a topic of interest.
1.5.3 Write simple rhymes.
1.5.5 Write for different purposes and to a specific audience or
person.
1.6.3 Identify and correctly use singular and plural nouns
(dog/dogs).
1.6.4 Identify and correctly write contractions (isn’t, aren’t, can’t).
1.7.5 Use descriptive words when speaking about people, places, things,
and events.
Spelling Tests
Narrative Writing
Teacher Observation
Curriculum Framework Assessments
Oral Assessments
Slate Assessments
• Unit 4
• Unit 5
• Unit 6
1/4 to 1/29
2/1 to 2/26
3/1 to 4/1
Time-
frame
Content/Performance Standard Indicators Addressed Teaching Timeline With
Resources And Teaching Models
1.4.2 Use various organizational strategies to plan writing.
1.4.5 Identify a variety of sources of information (books, online
sources, pictures, charts, tables of contents, diagrams) and document
the sources (titles).
1.4.6 Organize and classify information by constructing categories
on the basis of observation.
1.6.5 Identify and correctly write possessive nouns (cat’s meow, girls’
- Final Assessments
- Theme Assessments
- Selection Test
Indiana Reading Assessment
Making Meaning Assessment Records
Write Source
Being a Writer
AR Test results
• Finish
Theme 5:
Hello,
Neighbor
• Theme 6:
Going
Places
2/8 to 4/1
4/12 to 6/4
Fundations
• Finish Unit 11
• Unit 12
• Unit 13
• Unit 14
3/22 to 4/16
4/19 to 4/30
5/3 to 5/14
5/17 to 5/28
Making Meaning

FourthQuarterMarch29th
toJune8th
dresses) and possessive pronouns (my/mine, his/hers).
1.7.8 Relate an important life event or personal experience in a simple
sentence.
1.7.9 Use visual aids such as pictures and objects to present oral
information.
Daily Assignments
Spelling Tests
Narrative Writing
Teacher Observation
Curriculum Framework Assessments
Oral Assessments
Slate Assessments
NWEA
• Finish Unit 6
• Unit 7
3/1 to 4/1
4/12 to 4/16
8/14/08
Highlighted items are ““Power/Critical Indicators”

Language arts pacing_guide_first_grade_8-21-09

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