Parent Curriculum Guide
__________________________
Grade Level: 1st Grade
Six Weeks: 3rd Six Weeks – Week 1 (Nov. 18th – Nov. 22nd)
What will students learn?
Skill described
Genre: Literary Text/Drama
Text Feature: Charts
Theme: Have Fun!
Reading/Beginning Reading Skills
 Isolate initial, middle, and final sounds in one-syllable spoken words (e.g., /m/../a/../n/ in the word
man)
 Recognize the change in words when a specific sound that each letter makes is added, changed, or
removed (e.g., /b/l/o/w/ to /g/l/o/w)
 Break 3-5 letter words apart into individual sounds that each letter makes (e.g., splat = /s/p/l/a/t/)
 Long i (i-e) (e.g., lion)
 Identify and read at least 100 high-frequency (site) words
Ex: call, funny, how, more, so, there
Reading Comprehension
 Confirm predictions about what will happen next in text by “reading the part that tells”
 Describe the plot (problem and situation) and retell a story’s beginning, middle, and end with
attention to the sequence of events
How can I assist my child?
Activity described
Materials: rubber band, pencil, paper & print material (newspapers, magazines, sales paper, etc.)
 Cut out an assortment of pictures. Have your child stretch the rubber band while sounding out the
word, then write the spelling of the word on the paper.

Use notecards or notebook paper to make flashcards of high-frequency (site) words.

Pre-read a child’s book. Using notebook or construction paper, make 4-5 sentence strips with
details from the story. Read the book with the child, afterwards allow them to place the sentence
strips in sequential order.
Partners-Teachers-Advocates- Advisors
What does it look like?
Models and visual
representation of the skill graphics
How do I know my child
understands?
Character
Setting
Beginning
Middle
Confirm Predictions
 The reader can tell that ___ (prediction stated) because ___ (part that tells –text evidence)
 The reader can tell that ___ (predictions not stated) because ___ (part that tells –text evidence)
What to look for…
Plot & Sequence
 What happened when ___?
 What happened at the beginning of the story?
 What happened at the end of the story?
 Why is paragraph ___ important?
 Retell 3 important events in the order that the events happened.
Vocabulary Reference:

End
Literary text – a wide variety of imaginative and creative writing
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: 1st Grade
Six Weeks: 3rd Six Weeks – Week 2 (Dec 2nd – Dec 6th)
What will students learn?
Skill described
Genre: Informational Text
Text Feature: Newspapers
Theme: Have Fun!
Reading/Beginning Reading Skills
 Orally generate a series of rhyming words using –ake, -ain, -ant, bl-, st-, tr-,
 Blend the sound that letters make to form words
 Break 3-5 letter words apart into individual sounds that each letter makes (e.g., splat =
/s/p/l/a/t/)
 Consonant Digraphs: s, ch, tch, wh, ph
 Identify and read at least 100 high frequency (site) words
Ex: every, from, into, people, soon, your
Reading Comprehension
 Restate the main idea, heard or read
 Identify the topic and explain the author’s purpose in writing about the text
How can I assist my child?
Activity described
Materials: alphabet magnets, blocks, or toys, pencil & paper

Allow the child to create rhyming words by rearranging the alphabet letters, then make a list of
the rhyming words created.

Read a newspaper or community paper article with your child. Allow them to identify high
frequency (site) words within the article. Then discuss reason the author may have written the
text to inform or entertain.
Partners-Teachers-Advocates- Advisors
What does it look like?
Author’s Purpose
Inform
Entertain
Models and visual representation
of the skill - graphics
How do I know my child
understands?
Main Idea
 What is the main idea of this newspaper article?
 The main idea of the section called ____ is ____
What to look for…
Author’s Purpose
 What was the topic of this article?
 The topic of this information is -- The author wrote this article to ---
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: 1st Grade
Six Weeks: 3rd Six Weeks – Week 3 (Dec 7th – Dec 13th)
What will students learn?
Skill described
Genre: Literacy Text/Fiction
Text Feature: Floor Plan
Theme: Have Fun!
Reading/Beginning Reading Skills
 Isolate initial, middle, and final sounds in one-syllable spoken words (e.g., /m/../a/../n/ in the
word man)
 Recognize the change in words when a specific sound that each letter makes is added,
changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w)
 Blend the sound of letters to form words and consonant blends (e.g. spr)
 Long o (o-e) (e.g., oval, vote) , Long u (u-e) (e.g., cube, cute) , Long e (e-e) (e.g., eat, flea)
 Identify and read at least 100 high-frequency (site) words
Ex: after, done, find, new old, work
Reading Comprehension
 Retell or act out important events in stories in logical order
 Describe the plot (problem and situation) and retell a story’s beginning, middle, and end with
attention to the sequence of events
How can I assist my child?

Read or have the child read a story. Take a legal size paper or tape two notebook sheets of
paper together. Fold the legal or taped paper into four sections. Have your child write or
illustrate the topic in the first square, then write the important facts in sequential order.

Retell the three most important events in this story in the order in which the events happened.

Create a 3 X 4 bingo board. Have the child pick high-frequency (site) words from current and
previous parent curriculum guides. The parent reads a selection from any print source. The
child marks off high-frequency (site) words they hear being used in the text.
Activity described
Partners-Teachers-Advocates- Advisors
What does it look like?
Topic
Beginning
Middle
Models and visual representation
of the skill - graphics
Word Bingo
How do I know my child
understands?
What to look for…
Important Events
 What happened after ____?
 What happened before ____?
 What happened when ______?
Vocabulary Reference:

Literary text – a wide variety of imaginative and creative writing
Partners-Teachers-Advocates- Advisors
End
Parent Curriculum Guide
__________________________
Grade Level: 1st Grade
Six Weeks: 3rd Six Weeks – Week 4 (Dec 16th – Dec 20th)
What will students learn?
Skill described
Genre: Informational Text/Expository
Theme: Have Fun!
Reading/Beginning Reading Skills
 Break 3-5 letter words apart into individual sounds that each letter makes (e.g., splat =
/s/p/l/a/t/)
 Blend the sound of letters to create words and consonant blends (e.g., spr)
 Recognize the change in words when a specific sound that each letter makes is added,
changed, or removed (e.g., /b/l/o/w/ to /g/l/o/w)
 Identify and read at least 100 high-frequency (site) words
Ex: any, boy, by, does, friends, girl, water
Reading Comprehension
 Connect the meaning of a well-known story or fable to personal experiences
 Describe the plot (problem and situation) and retell a story’s beginning, middle, and end with
attention to the sequence of events
How can I assist my child?

Parent & child play “My turn, your turn” using the following words (can, hen, boat, jug, nail &
top). Parents start by writing one of the listed words on a paper. Take turns writing different
words by changing the initial letter. (Ex: flow to glow)

Watch a 30 minute episode with your child. At the end of the show, ask the child to complete a
SWBS chart. Compare the character to themselves and their own person experiences.

Make flashcards of high-frequency (site) words and review daily.
Activity described
Partners-Teachers-Advocates- Advisors
What does it look like?
Models and visual representation
of the skill - graphics
SWBS
Somebody..
Who is the main character?
Wanted..
What did he/she want?
But..
What problem gets in the way?
So..
How does the character solve the problem?
Compare & Contrast Character & Self
Character
How do I know my child
understands?
What to look for…
Self
Plot & Sequence
 What happened when ___?
 What happened at the beginning of the story?
 What happened at the end of the story?
 Why is paragraph ___ important?
 Retell 3 important events in the order that the events happened.
Vocabulary Reference:

Expository Text – non-fictional writing that informs the reader about a specific topic
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: 1st Grade
Six Weeks: 3rd Six Weeks-Week 5 (Jan 7th – Jan 10th)
What will students learn?
Skill described
How can I assist my child?
Activity described
Genre: Literary Text/Folktale
Text Feature: Captions
Theme: Let’s Team Up
Reading/Beginning Reading Skills
 Orally create a series of rhyming words using different letter sounds using sounds and consonant
blends (e.g. fake, bake, cake, etc.)
 Distinguish between long and short vowels in words
Short vowels: (ex. Words) apple, echo, insect, mop, ugly
Long vowels: (ex. words): gate, eat, kite, oak, united
 Isolate initial, middle, and final sounds in one-syllable words (e.g., /m/../a/../n/ in the word man)
 Identify and read at least 100 high-frequency (site) words
Ex: across, carry, eight, once, saw, upon, walked
Reading Comprehension
 Confirm predictions about what will happen next in text by “reading the part that tell”
 Describe the plot (problem and solution) and retell a story’s beginning, middle, and end with
attention to sequence of events
Materials: cut out pictures of various items
 Place an assortment of pictures in front of the child. Have them identify the name of the picture and
identify if there is a long or short vowel in the pictures.

Allow your child to watch a television program, but mute the volume and turn on the caption feature.
For 5-10 minutes, allow them to call out the site words that they recognize displayed in caption.

Begin reading or have the child read a story. Half way through the story, stop and have the child
complete “Follow the Clues” to make a prediction of what will happen next in the story. At the end of
the story, compare prediction to actual events.
Partners-Teachers-Advocates- Advisors
What does it look like?
Models and visual
representation of the skill graphics
Confirming Predictions
Clue 1
Clue 2
Prediction
How do I know my child
understands?
Confirm Predictions
 The reader can tell that ___ (prediction stated) because _____ (part that tells – text evidence)
 The reader can tell that ___ (prediction not stated) because ____ (part that tells-text evidence)
What to look for…
Describe Plot
 What happened when?
What happened at the beginning of the story?
 What happened at the end of the story?
Why is paragraph ___ important?
 Retell 3 important events in the order that the events happened.
Vocabulary Reference:


Literary text – a wide variety of imaginative and creative writing
Folk tale – a story originating in popular culture, typically passed on by word of mouth
Partners-Teachers-Advocates- Advisors
Parent Curriculum Guide
__________________________
Grade Level: 1st Grade
Six Weeks: 3rd Six Weeks-Week 6 (Jan 13th – Jan 17th)
District Assessments
Partners-Teachers-Advocates- Advisors