Grade 1
Common Core Implementation Archdiocese of New York 1
Grade 1
Table of Contents
Grade-by-Grade Snapshot
03
Year at a Glance
Reading Strategies
1
Grammar Pacing Guide
3
Unit 1
Alphabet Books and Children Who Read Them
3
Unit 2
The Amazing Animal World
Unit 3
Life Lessons
Unit 4
Winds of Change
Unit 5
American Contributions
Unit 6
Around the World with a Glass Slipper
4
4
5
2
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
KINDERGARTEN STANDARDS
“What should students
have learned?”
GRADE 1 STANDARDS
“What are students currently learning?”
GRADE 2 STANDARDS
“What will students
learn next?”
Reading Standards for Literature (RL)
Ask and answer who, what,
where, when, why, and how
questions about key details in a
text.
With help, ask and answer
questions about key details in a
text.
RL.1.1 Ask and answer questions about key details in
a text.
With help, retell familiar stories;
include details.
RL.1.2 Retell stories with details and demonstrate
understanding of main message
Retell stories including fables
and folktales, determining
central message, moral, etc.
With help, identify characters,
settings, and major events in a
story.
RL.1.3 Describe characters, settings, and major
events in a story using details.
Describe how characters in story
respond to major events and
challenges.
Ask and answer questions about
unknown words in a text.
RL.1.4 Identify words and phrases in stories/poems
that suggest feelings or appeal to the senses.
Recognize common types of
texts (e.g., storybooks, poems).
RL.1.5 Explain the difference between books that
tell stories and books that give information.
Describe how words/phrases
(e.g. rhymes, alliteration) supply
rhythm and meaning to a story,
poem, or song.
Know the structure of a story
including how the beginning
introduces and the ending
concludes it.
With help, name the author and
illustrator of a story and what
they do.
RL.1.6 Identify who is telling the story in a text.
RL.K.7 With help, describe
the relationship between
illustrations and the story in
which they appear (e.g., what
moment in a story an
illustration depicts).
Know characters, who is
speaking, and their points of
view. Use a different voice for
each character when reading.
RL.1.7 Use the illustrations and details in a story to
describe the characters, setting, and events.
Use the illustrations and printed
words in text to understand story
elements (characters, plot, and
setting).
(Not applicable to literature)
RL.1.8 NA
Not applicable to literature
With help, compare and
contrast the experiences of
characters in familiar stories,
making cultural connections.*
RL.1.9 Compare and contrast the experiences of
characters in stories, making cultural connections. *
Compare and contrast different
versions of the same story.
RL.1.10 With help, read first grade prose and
poetry.
Read and comprehend grades 23 text with scaffolding by end of
the year.
RL.1.11 Make connections between self, text, and
the world (text, media, social interaction).*
Make connections between self,
text, and the world (text, media,
social interaction).*
Participate in group reading
activities with purpose and
understanding.
With help, make connections
between self, text, and the world
(text, media, social interaction).
*
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
Page 1 of 6
3
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
KINDERGARTEN STANDARDS
“What should students
have learned?”
GRADE 1 STANDARDS
“What are students currently learning?”
GRADE 2 STANDARDS
“What will students
learn next?”
Reading Standards for Informational Text (RI)
With help, ask and answer
questions about key details in a
text.
With help, identify the main
idea and details of a text.
RI.1.1 Ask and answer questions about key details in
a text.
RI.1.2 Identify the main topic and retell key details
of a text.
Ask and answer who, what,
where, when, why, and how
questions about key details in a
text.
Identify the main idea of
multiparagraph text and focus of
individual paragraphs.
Describe the connection between
a series of historical events,
scientific ideas/concepts, or
steps in a technical procedure in
a text.
With help, describe the
connection between two things
(e.g. people, events, ideas, etc.)
in a text.
RI.1.3 Describe the connection between two things
(e.g. people, events, ideas, etc.) in a text.
With help, ask and answer
questions about unknown
words in a text.
RI.1.4 Ask and answer questions about unknown
words in a text.
Identify the front and back
covers and title page of a book.
RI.1.5 Know and use various text features (e.g.,
headings, tables of contents, glossaries) to locate
information.
Know and use various text
features (e.g., captions, bold
print, subheadings, glossaries,
indexes, electronic menus, icons)
to locate information.
RI.1.6 Distinguish between information in
illustrations and text.
Identify the author’s main
purpose of a text.
RI.1.7 Use the illustrations and details to describe
key ideas.
Explain how an image (e.g.,
diagram) contributes to and
clarifies the text.
With help, tell why an author
points out certain things in a
text.
RI.1.8 Tell why an author points out certain things in
a text.
Tell how reasons support specific
points the author makes in a
text.
With help, identify similarities in
and differences between two
texts on the same topic.
RI.1.9 Identify similarities in and differences
between two texts on the same topic.
Compare and contrast important
points presented by two texts on
the same topic.
RI.1.10 With help, read informational texts
appropriate to first grade.
Read and comprehend grades 2-3
informational texts (history/social
studies, science, and technical
texts) proficiently, with
scaffolding, by the end of year.
Name the author and illustrator
of a story and what they do.
With help, describe the
relationship between
illustrations and the story.
Participate in group reading
activities with purpose and
understanding.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
Determine the meaning of words
and phrases in a text relevant to
a grade 2 topic or subject area.
Page 2 of 6
4
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
KINDERGARTEN STANDARDS
“What should students
have learned?”
GRADE 1 STANDARDS
“What are students currently learning?”
GRADE 2 STANDARDS
“What will students
learn next?”
Reading - Foundational Skills (RF)
Know basic features of print
such as following words left to
right, top to bottom, page by
page; know that the sequence
of letters represents words, and
printed words are separated by
spaces; name upper and lowercase letters.
RF.1.1 Know basic features of print such as
distinguishing features of a sentence (e.g., first
word capitalized and ending punctuation).
NA
Understand spoken words,
syllables, and sounds by being
able to recognize and produce
rhyming words; count,
pronounce, blend, and segment
syllables in spoken words; blend
and segment onsets and rimes;
isolate and pronounce the
initial, medial vowel, and final
sounds in three-phoneme (CVC)
words (excluding CVCs ending
with /l/, /r/, or /x/); and add or
substitute in simple, onesyllable words to make new
words.
RF.1.2 Understand spoken words, syllables, and
sounds by being able to distinguish long and short
vowels, produce single-syllable words by blending,
isolating, and segmenting sounds in single-syllable
words.
NA
Decode K level words: know
one-to-one letter-sound
correspondence for consonants
and long/short vowel sounds;
read common high-frequency
words by sight; distinguish
between similarly spelled words
by identifying the sounds of the
letters that differ.
RF1.3 Decode grade 1 level words: know spellingsound correspondence for consonant diagraphs
and regularly spelled one-syllable words; vowels
and final e; number of syllables in a word/every
syllable must have a vowel; decode two-syllable
words; read inflectional endings; read first grade
irregularly spelled words.
Read emergent-reader texts.
RF.1.4 Read with sufficient accuracy and fluency to
support comprehension (e.g., grade level text
fluently with comprehension and use context to
confirm, or self-correct).
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
Decode grade 2 level words: long
and short vowels in one syllable
words; spelling-sound
correspondence for common
vowel combinations; regularly
spelled two-syllable words with
long vowels; common prefixes
and suffixes; inconsistent (but
common) spelling-sound
correspondences; grade level
irregularly spelled words.
Read with sufficient accuracy and
fluency to support
comprehension (e.g., grade level
text fluently with comprehension
and use context to confirm, or
self-correct).
Page 3 of 6
5
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
KINDERGARTEN STANDARDS
“What should students
have learned?”
GRADE 1 STANDARDS
“What are students currently learning?”
GRADE 2 STANDARDS
“What will students
learn next?”
Writing Standards (W)
Write opinion piece by
introducing topic/book, stating
opinion and reason, using linking
words (because, also, etc.) to
connect opinion with reasons;
provide conclusion.
Draw, dictate, and/or write an
opinion/preference about a
book or topic (e.g., My favorite
book is . . .).
W.1.1 Write opinion piece by introducing
topic/book, stating opinion and reason, provide
closure.
Draw, dictate, and/or write to
create an informational text
about a topic and name what is
being written about.
W.1.2 Write informative/ explanatory texts by
naming topic, facts about topic, and provide
closure.
Draw, dictate, and/or write to
narrate a single event or several
linked events sequentially, and a
reaction to what happened.
W.1.3 Write narratives by providing two or more
sequenced events and details; use temporal words
and provide closure.
(Begins in grade 3)
W.1.4 (Begins in grade 3)
(Begins in grade 3)
With help, respond to peer
comments by adding details to
strengthen writing.
With help, use digital tools to
produce and publish writing in
collaboration with peers.
Participate in shared research
and writing projects (e.g.,
explore books by a favorite
author and express opinions
about them).
With help, use prior knowledge
or provided information to
answer a question.
W.1.5 With adult help, focus on a topic and respond
to peer comments by adding details to strengthen
writing.
With help from adults and peers,
focus on a topic and improve
writing by revising and editing.
With help, use digital tools to
produce and publish writing in
collaboration with peers.
(Begins in grade 4)
(Begins in grade 3)
Create and/or present a poem,
dramatization, art work, or
personal response to a
particular author or theme, with
support as needed.*
W.1.6 With help, use digital tools to produce and
publish writing in collaboration with peers.
W.1.7 Participate in shared research and writing
projects (e.g., explore “how-to” books and use to
write sequential directions).
Write informative/explanatory
texts by introducing a topic and
develop points using facts and
definitions. Provide conclusion.
Write narratives recounting an
event using sequence, details
and descriptions of
actions/thoughts/feelings; use
temporal words and provide
closure.
Participate in shared research and
writing projects.
W.1.9 (Begins in grade 4)
Use prior knowledge or provided
information to answer a
question.
(Begins in grade 4)
W.1.10(Begins in grade 3)
(Begins in grade 3)
W.1.11 Create and/or present a poem,
dramatization, art work, or personal response to a
particular author or theme, with support as needed.*
Create and/or present a poem,
narrative, play, or personal
response to a particular author
or theme, with support as
needed.*
W.1.8 With help, use prior knowledge or provided
information to answer a question.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
Page 4 of 6
6
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
KINDERGARTEN STANDARDS
“What should students
have learned?”
GRADE 1 STANDARDS
“What are students currently learning?”
GRADE 2 STANDARDS
“What will students
learn next?”
Speaking and Listening Standards (SL)
Work with a partner or in
groups discussing kindergarten
topics/texts, following rules
(e.g., listening to others, taking
turns, etc.), and continue the
conversation over multiple
exchanges.
Understand and communicate
with those from different
cultural backgrounds. *
Ask/answer questions about
details after listening to an oral
text or presentation. Ask for
information if something is not
understood.
SL.1.1 Work with a partner or in groups discussing
grade 1 topics/texts, following rules (e.g., listening
to others, taking turns, etc.), and continue the
conversation over multiple exchanges, ask questions
to clarify.
Understand and communicate with those from
different cultural backgrounds.*
Work with a partner or in groups
discussing grade 2 topics/texts,
following rules (e.g., listening to
others, taking turns, etc.), and
build the conversation by linking
comments to others, ask
questions to clarify. Understand
and communicate with those
from different cultural
backgrounds.*
SL.1.2 Ask/answer questions about details after
listening to an oral text or presentation.
Recount key ideas or details
after listening to an oral text or
presentation.
Ask/answer questions for
information, additional help, or
clarification.
SL.1.3 Ask/answer questions for information,
additional help, or clarification.
Ask/answer questions for
clarification, information, or
deepen understanding.
Describe familiar people, places,
things, and events, and give
additional detail with help.
SL.1.4 Describe people, places, things, and events in
detail, and express ideas and feelings clearly.
Add drawings to provide
additional descriptions or detail.
SL.1.5 Add drawings/visuals to descriptions to clarify
information.
Speak audibly and express
thoughts, feelings, and ideas
clearly.
SL.1.6 Produce complete sentences appropriately.
Speaking coherently, orally tell a
story or recount an experience,
with relevant facts and details.
Create audio recordings of
stories/poems; add drawings or
visuals; recount experiences to
clarify.
Appropriately use complete
sentences to provide detail and
clarification as requested.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
Page 5 of 6
7
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
KINDERGARTEN STANDARDS
“What should students
have learned?”
GRADE 1 STANDARDS
“What are students currently learning?”
GRADE 2 STANDARDS
“What will students
learn next?”
Language Standards (L)
Use standard English grammar
in writing/ speaking using
upper-and lowercase letters,
frequently occurring nouns and
verbs. Add /s/ to plural nouns,
understand and use question
words (who, what, where, when,
why, how), use common
prepositions (e.g., to, from, in,
out, on, off, for, of, by, with), use
complete sentences.
Use standard conventions of
English capitalization,
punctuation, and spelling when
writing (first word of sentence
and “I” capitalized; name end
punctuation, write most letters
for sounds, spell simple words
phonetically).
(Begins in grade 2)
Determine the meaning of
unknown and multiple-meaning
words and phrases based on
grade appropriate reading,
including using inflections and
affixes (e.g., -ed, -s, re-, un-, pre, -ful, -less) as clues.
With help, explore word
relationships and nuances in
word meanings by sorting into
categories, recognizing
antonyms/synonyms, making
real-life connections, and
distinguishing shades of
meaning in verbs (e.g., walk,
march, strut, prance) by acting
out the meanings.
Use words and phrases learned
through conversations, reading
and being read to.
L.1.1 Use standard English grammar in writing/
speaking (upper-and lowercase letters; common,
proper, and possessive nouns; noun/verb
agreement; correct pronoun agreements [they,
them, their]; tense; adjectives; conjunctions;
determiners; prepositions; and complete simple
and compound sentences).
Use standard English grammar in
writing/ speaking (collective
nouns [group], irregular plural
nouns [e.g., feet, mice, children],
reflective pronouns [myself],
tense; adjectives and adverbs;
complete simple and compound
sentences).
L.1.2 Use standard conventions of English
capitalization, punctuation, and spelling when
writing (dates and names of people, end
punctuation, commas, conventional spelling
patterns, and common irregularly spelled words,
spell words phonetically).
Use standard conventions of
English capitalization (e.g.,
holidays, product names,
geographic names), punctuation
(commas, apostrophes), and
spelling when writing; use
reference materials (dictionary).
L.1.3(Begins in grade 2)
L.1.4 Determine the meaning of unknown and
multiple-meaning words and phrases based on
grade appropriate reading, using multiple strategies
(context, affixes, and frequently occurring roots).
Use knowledge of language
conventions when writing,
speaking, reading, or listening;
compare formal /informal uses
of English.
Determine the meaning of
unknown and multiple-meaning
words and phrases based on
grade appropriate reading, using
multiple strategies (context,
affixes, roots, compound words,
and reference materials).
L.1.5 With help, explore word relationships and
nuances in word meanings by sorting into
categories, defining by categories, making real-life
connections, and distinguishing shades of meaning
in verbs by defining or acting out the meanings
(look, peek, glance, stare; large, gigantic).
Understand word relationships
and nuances in word meanings
by making real-life connections,
and distinguishing shades of
meaning in related verbs (toss,
throw) and related adjectives
(thin, slender).
L.1.6 Use words and phrases learned through
reading, conversations, and being read to, including
conjunctions such as because.
Use words and phrases learned
through conversations, reading,
and being read to, including
adjectives and adverbs.
*Indicates standard specific to NY only.
Grade-by-Grade Snapshot of NY State ELA Common Core Standards – Grade 1
Page 6 of 6
8
Grade 1 ELA Standards At-A-Glance
*Indicates standard specific to NY only.
** Indicates standards that are not overtly addressed in the maps. These standards are naturally
addressed during instruction where lesson frameworks such as shared and guided reading are
employed to teach foundational skills. Teachers may add these codes to their lesson plans.
Reading Standards for Literature (RL)
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories with details and demonstrate understanding of main message.
RL.1.3 Describe characters, settings, and major events in a story using details.
RL.1.4 Identify words and phrases in stories/poems that suggest feelings or appeal to the
SEPT
OCT
NOV
DEC
JAN
U1
U1
U2
U2
U3
U3
U3
U3
senses.
RL.1.5 Explain the difference between books that tell stories and books that give information.
**RL.1.6 Identify who is telling the story in a text.
**RL.1.7 Use the illustrations and details in a story to describe the characters, setting, and
U2
FEB
MAR
U4
U4
APR
MAY
JUN
U6
U6
U6
U6
U2
events.
RL.1.8 (Not applicable to literature)
RL.1.9 Compare and contrast the experiences of characters in stories, making cultural
connections.*
**RL.1.10 With help, read first grade prose and poetry.
**RL.1.11 Make connections between self, text, and the world (text, media, social
interaction).*
Reading Standards for Informational Text (RI)
RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main idea and details of a text.
RI.1.3 Describe the connection between two things (e.g. people, events, ideas, etc.) in a text.
**RI.1.4 Ask and answer questions about unknown words in a text.
**RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries) to
U1
U1
U2
U2
U5
U5
locate information.
RI.1.6 Distinguish between information in illustrations and text.
U3
U3
**RI.1.7 Use the illustrations and details to describe key ideas.
RI.1.8 Tell why an author points out certain things in a text.
RI.1.9 Identify similarities in and differences between two texts on the same topic.
RI.1.10 With help, read informational texts appropriate to first grade.
NYC ARCH Year-at-a-Glance Grade 1
U4
U4
U5
U5
Page 1 of 3
9
Grade 1 ELA Standards At-A-Glance
*Indicates standard specific to NY only.
** Indicates standards that are not overtly addressed in the maps. These standards are naturally
addressed during instruction where lesson frameworks such as shared and guided reading are
employed to teach foundational skills. Teachers may add these codes to their lesson plans.
SEPT
OCT
NOV
DEC
JAN
FEB
MAR
U1
U1/2
U2
U3
U3
U4
U4
RF.1.2 Understand spoken words, syllables, and sounds by being able to distinguish long and
short vowels, produce single-syllable words by blending, isolating, and segmenting sounds in
single-syllable words.
U1
U1/2
U2
U3
U3
U4
RF.1.3 Decode grade 1 level words: know spelling-sound correspondence for consonant
diagraphs and regularly spelled one-syllable words; vowels and final e; number of syllables in a
word and that every syllable must have a vowel; decode two-syllable words; read inflectional
endings; read first grade irregularly spelled words.
U1
U1/2
U2
U3
U3
U1
U1/2
U2
U3
U3
Reading – Foundational Skills (RF)
RF.1.1 Know basic features of print such as distinguishing features of a sentence (e.g., first
word capitalized and ending punctuation).
RF.1.4 Read with sufficient accuracy and fluency to support comprehension (e.g., grade level
text fluently with comprehension and use context to confirm, or self-correct).
APR
MAY
JUN
U4/5
U5
U6
U6
U4
U4/5
U5
U6
U6
U4
U4/5
U5
U6
U6
U5
U5
U6
U6
U6
U6
U6
U6
U6
U6
U6
U6
Writing Standards (W)
W.1.1 Write opinion piece by introducing topic/book, stating opinion and reason, provide
closure.
W.1.2 Write informative/explanatory texts by naming topic, facts about topic, and provide
U2
closure.
W.1.3 Write narratives by providing two or more sequenced events and details; use temporal
U2
U4
U3
words and provide closure.
W.1.4 (Begins in grade 3)
U4
U3
W.1.5 With help, focus on a topic and respond to peer comments by adding details to
strengthen writing.
W.1.6 With help, use digital tools to produce and publish writing in collaboration with peers.
W.1.7 Participate in shared research and writing projects (e.g., explore “how-to” books and
use to write sequential directions).
U4
U1
U4
U1
**W.1.8 With help, use prior knowledge or provided information to answer a question.
W.1.9 (Begins in grade 4)
W.1.10 (Begins in grade 3)
W.1.11 Create and/or present a poem, dramatization, art work, or personal response to a
particular author or theme, with support as needed.*
NYC ARCH Year-at-a-Glance Grade 1
U5
U5
Page 2 of 3
10
Grade 1 ELA Standards At-A-Glance
*Indicates standard specific to NY only.
** Indicates standards that are not overtly addressed in the maps. These standards are naturally
addressed during instruction where lesson frameworks such as shared and guided reading are
employed to teach foundational skills. Teachers may add these codes to their lesson plans.
SEPT
OCT
U1
U1
NOV
DEC
JAN
FEB
MAR
APR
U5
U5
MAY
JUN
U6
U6
U6
U6
U6
U6
Speaking and Listening Standards (SL)
SL.1.1 Work with a partner or in groups discussing grade 1 topics/texts, following rules (e.g.,
listening to others, taking turns, etc.), and continue the conversation over multiple exchanges,
ask questions to clarify.
Understand and communicate with those from different cultural backgrounds.*
SL.1.2 Ask/answer questions about details after listening to an oral text or presentation.
U2
SL.1.3 Ask/answer questions for information, additional help, or clarification.
U2
SL.1.4 Describe people, places, things, and events in detail, and express ideas and feelings
U4
clearly.
U4
SL.1.5 Add drawings/visuals to descriptions to clarify information.
**SL.1.6 Produce complete sentences appropriately.
Language Standards (L)
L.1.1 Use standard English grammar in writing/ speaking (upper-and lowercase letters;
common, proper, and possessive nouns; noun/verb agreement; correct pronoun agreements
[e.g., they, them, their]; tense; adjectives; conjunctions; determiners; prepositions; and
complete simple and compound sentences).
L.1.2 Use standard conventions of English capitalization, punctuation, and spelling when
writing (dates and names of people, end punctuation, commas, conventional spelling patterns,
and common irregularly spelled words, spell words phonetically).
L.1.3 (Begins in grade 2)
U1
U1/2
U2
U3
U3
U1
U1/2
U2
U3
U3
U5
L.1.4 Determine the meaning of unknown and multiple-meaning words and phrases based on
U5
grade appropriate reading, using multiple strategies (context, affixes, and frequently occurring
roots).
U5
U5
L.1.5 With help, explore word relationships and nuances in word meanings by sorting into
categories, defining by categories, making real-life connections, and distinguishing shades of
meaning in verbs by defining or acting out the meanings (look, peek, glance, stare; large,
gigantic).
**L.1.6 Use words and phrases learned through conversations, reading, and being read to,
including conjunctions such as because.
NYC ARCH Year-at-a-Glance Grade 1
U2
U2
U4
U4
Page 3 of 3
11
Reading Strategies for Archdiocese of NYC Unit Plans
General Reading Strategies and Techniques
Annotating the Text – is writing notes in the margins of the text or on sticky notes while reading.
Annotating is a way to summarize main ideas by paraphrasing a section of text. Annotation can be done
by having students write synonyms above difficult words and restating the phrases of difficult
sentences. You may begin by having students visualize the text and write notes about what they see in
their minds beside each image in the text.
Anticipation Guide – An anticipation guide is a checklist of approximately five to ten controversial
statements that either tap into a student’s prior knowledge or focus on the themes and main ideas of
the text being considered. Next to each statement, have students write A (Agree), D (Disagree) or ?,(Not
sure). For example, a statement on an anticipation guide for Kate Chopin’s The Awakening might read,
“Men and women should have different roles in life based on their different abilities,” while a statement
on an anticipation guide for Shakespeare’s Hamlet, or Julius Caesar, or Orwell’s Animal Farm might read,
“Power always eventually corrupts.” Teachers can generate statements or provide students with a topic
or theme of text and see if they can generate statements.
Categorizing – Categorizing involves grouping objects or ideas according to criteria that describe
common features or the relationships among all members of that group. This procedure enables
students to see patterns and connections; it develops students' abilities to manage or organize
information
Choral Reading – Choral Reading is a group or class oral reading method in which the students read
together, allowing them to feel more comfortable with reading unfamiliar words. The teacher may also
read with the students, allowing the teacher to lead by example. The teacher might use a slightly faster
pace and louder voice to direct the students in correct pronunciation and emphasis.
Clarify-Clarifying is the awareness that the text being read or the situation being described is not making
sense. It is noticing when you are not understanding, and then having strategies to “fix-up” the problem.
Clarifying, also called “monitoring your thinking” involves asking yourself questions while reading such
as: Does this make sense?, What does not make sense?, Do I know what is going on in the text?, Am I
getting the main idea?, Is there anything I don’t understand—vocabulary, sentence, paragraph, page, or
concept? The process of clarifying and the use of fix-up strategies must be explicitly taught and applied
in all content areas.
Cloze – Cloze is a procedure that requires students to use clues from the context of a passage to fill in
the blanks—those places in the passage where words have been deleted. As students read, they must
infer the missing words and details.
Directed Reading and Thinking Activity (DRTA) – instructional approach used with fluent readers to
improve comprehension skills. During independent reading students follow a predict, read, verify
sequence to discover information and derive meaning from text.
Dramatization (Drama)-Drama is an art form that explores human conflict and tension. It takes the form
of a story presented to an audience through dialogue and action. Drama has an emotional and
Page 1 of 10
12
intellectual impact on both the participants and the audience. It enables students to examine
themselves and deepen theirr understanding of human motivation and behavior. It broadens students’
perspectives through stories that portray life from different points of view, cultures and time periods.
Evaluate-An evaluation is an overall value claim about a subject. To evaluate, we use criteria to make
judgments based on evidence. Often, we also make use of comparison and contrast as strategies for
determining the relative worth of the subject we are considering. Critical parts of a solid evaluation are:
• Overall Claim or Judgment
• Supporting Judgments
• Criteria
• Evidence
• Comparison and Contrast
Good Reader Strategies – skills (e.g., look at the picture, read it again, find a little word in the big word,
see if the word fits, read it again, etc.) students should use to comprehend text and self-monitor. These
skills should be taught explicitly during instruction and reviewed during each lesson.
Graphic Organizers – a tool used to provide a visual way for students to organize the information or
concepts presented in text or an idea. Organizers assist students with the comprehension strategies of
visualizing, making connections and summarizing. Graphic organizers included in the appendix are:
Basic Web, GO Box, KWL, Prediction Chart, Cause/Effect Chart, Sequence Chart, Story Map, Main
Idea/Details, Concept Map, Character Map, Vocabulary Map, and the Venn Diagram.
Guided Reading – instructional approach whereby the teacher introduces a text to students and then
uses questions and prompts to interact with each child as he attempts to apply good reader strategies to
decode and comprehend the story, bringing meaning to the text.
Guided Reading steps: Introduce the text to the students in a brief conversation about the meaning,
language, and features of the text. During this conversation, clarify some of the language or provide
other vital information students will need to process the text with understanding, explain a few difficult
words or concepts (at the lower grade levels, the teacher may do a picture walk through the book to
prepare students for reading the text independently), and help the students notice a few important
words. Students then read for themselves. Each student whisper reads the text (softly in a “whisper”
voice). The teacher moves among students listening to individuals and sometimes interacting to support
reading. After reading, the group discusses the meaning of the text and revisits the text as necessary.
Guided reading provides the teacher with ideas for explicit teaching points based on what was observed
as students processed the text.
Identify the Goals of the Assignment Before Reading the Text – Is the assignment to read the text and
report on the information it contains? Is it to understand and follow a specific procedure? Is it to assess
how an author uses literary elements to shape the plot and convey a theme? Knowing what they need
to gain from a reading assignment can help students focus their attention and select the appropriate,
specific reading strategies to help them meet these goals.
Incorporate Vocabulary – When a student encounters an unfamiliar vocabulary word while reading a
passage, he or she should highlight the word, consider the context clues to gain a general sense of
Page 2 of 10
13
meaning, and then move on. After the reading assignment is completed, the student should go back and
enter the unfamiliar words in his or her vocabulary log or create note cards for them.
Journal- Journal writing is a flexible instructional tool, useful across the entire curriculum. While often
used as a class startup activity, it is used primarily to give students an opportunity to speculate on paper.
Curriculum oriented journal entries have the advantage of causing students to relate personally to the
topic before instruction begins. Asking for a summary of learning or for a question or two the student
still has at the end of the period causes the student to process and organize his or her thoughts about
the material covered. Journals are also beneficial as repositories for personal vocabulary and and word
list collections.
Multimedia Presentation – The integration of text, graphics, animation, sound, and/or video into a
presentation (e.g., Power Point presentations, commercial software, multimedia encyclopedias used for
reference)
Paired Reading – Paired reading is a method used to support student reading by having a pair of
students either read together in unison, or take turns reading sections of text aloud to each other. After
students read a designated section, the pair discusses what they have read. Usually strong readers are
paired with weak readers.
Phonemic Awareness – ability to think about and manipulate sounds to create new words
(i.e., cat  bat, an  fan). Phonemic awareness is auditory where phonics is both auditory and visual.
Picture Walk – Before opening the book, show the children the cover and read the title. Ask them what
they think the story will be about, based only on what they see. Slowly flip through the book, page by
page. Do not read the text aloud. Ask students questions about each picture they see, and try to elicit
responses that require them to make inferences based upon the pictures. On each page ask questions
using the 5 “W’s” such as: "Who is this?" "What is going on here?" "When is this story taking place?"
"Where is the character going?" "Why does the character look happy?" "How do you think the story will
end?" At the end of a picture walk, students go back to the beginning of the book and attempt to
independently read the text.
QAR – Question Answer Relationships is a guided reading strategy that trains students to recognize the
relationship between the type of question being asked and the place in the text where the answer may
be found. Generally there are four major types of questions identified in this strategy. They are: Right
There questions (factual answers which can be found in clearly stated text), Think and Search questions
(answers found in different parts of the text), Author and You questions (answer combines the reader’s
knowledge with information found in the text) and On My Own questions (questions do not ask the
reader to refer to the passage).
Questioning – a reading strategy in which questions are provided to readers before they begin reading a
narrative or informative passage. This strategy helps the reader pay close attention to specific
information such as key definitions and concepts within a text.
Page 3 of 10
14
Questioning the Author – is when teachers encourage students to question an author’s purpose and to
ponder the meanings the author intended to communicate in a given text. In addition to evaluating and
author’s viewpoint, questioning the author includes critically examining how successful an author is at
communicating his or her ideas. For example, students may disagree with the author’s perspective, but
respect the writer’s craft.
Read Aloud- A read aloud is a planned oral reading of a book or print excerpt, usually related to a theme
or topic of study. The read aloud can be used to engage the student listener while developing
background knowledge, increasing comprehension skills, and fostering critical thinking. A read aloud can
be used to model the use of reading strategies that aid in comprehension
Reader’s Theater-The performance of a literary work by an individual or group, wherein the text is read
expressively, but not fully staged and acted out.
Reciprocal Teaching – an instructional activity in which the teacher and students engage in a dialogue
about a text or specific content. Initially the teacher leads the dialogue and models how to lead the
discussion. Gradually over the course of the lesson, or over the course of the year, the teacher allows
students to take charge of guiding the dialogue, exchanging leadership responsibilities with their teacher
and peers.
Reread – After finishing a reading assignment, students often move on without reviewing the material.
However, going back and rereading recently or previously completed sections of the text are essential
for checking predictions or opinions and verifying information. Additionally, revisiting a particular
passage after completing the whole assignment can help students troubleshoot areas of difficulty.
Reflect – After reading students should reflect both on what they have learned and on the strategies
that best allow them to maximize their comprehension of the material.
Retelling-The process of retelling improves comprehension, concept of a story, critical thinking and oral
language development. The student constructs meaning as connections are being made between prior
knowledge of the content and an understanding about how text works. The structure of fiction retelling
is provided by basic story elements such as character, setting etc. The structure for nonfiction retelling is
through text features such as headings, photographs, and diagrams and the organization of the main
idea and supporting details of the content.
Shared Reading – is an instructional approach where the teacher reads the book to children in order to
develop reading readiness skills. Focus is on book awareness (cover page, title, etc.) and conventions of
print (written, spoken, word correspondence, punctuation, etc.) Shared reading involves using an
enlarged text, such as a big book that all the children can see. The teacher reads with fluency and
expression and may use a pointer as she/he moves through the text. Rereading of books, retellings,
poems, songs, shared writing products, and charts are included in this type of reading. The value of
shared reading is as follows:
• Allows the teacher to explicitly demonstrate early reading strategies
• Involves children in an active, social and purposeful and risk free way
• Provides opportunity to behave like a reader
• Creates body of known texts that children can access during independent reading
Page 4 of 10
15
Shared Writing – Shared writing is a cooperative instructional activity during which the teacher
serves as the scribe. Students contribute their ideas and the teacher negotiates the text. Shared
writing provides an opportunity for students to see the relationship between reading and writing.
Skim the Text to Identify the Main idea – Suited to shorter reading assignments, this strategy can be
tailored to skimming and identifying the main idea within chapters or sections of longer texts.
SQ3R – SQ3R, or survey, question, read, recite, review is a method of studying informative text. SQ3R
was designed to be used with textbooks and expository texts that provide information in an organized,
direct way.
Summarize – The process of synthesizing, condensing, and restating the important ideas of a text.
Summarizing is useful in helping students to identify and connect the main ideas and significant details
from a piece, while eliminating unnecessary or redundant information.
Take Notes – Whether they highlight or annotate, use a graphic organizer, or maintain a separate
notebook, constantly taking notes keeps students actively engaged with the text. These reading notes
can then become the basis for such assessments or assignments as paraphrasing and summarizing,
creating critical questions, making predictions, and role playing.
Textual Clues – Skilled readers get the lay of the land before they even begin reading. Looking at any
pictures or illustrations and reading introductions or chapter headings can help students think critically
about what to expect from the text.
Text Structure – The various patterns or ideas that are imbedded in the organization of text. Common
patterns of text structure are expository, cause/effect, compare/contrast, problem/solution and
sequence.
Think Aloud – A form of explicit modeling in which teachers give an oral description of the cognitive
processes they go through as they read with their students, so that students can understand how a
successful reader approaches a text. In other words, teachers say whatever they are looking at, thinking,
doing, and feeling, as they go about their task. This enables the students to see first-hand the process of
task completion (rather than only its final product).
Timeline – A timeline is a way of displaying a list of events in chronological order. It is typically a graphic
design showing a long bar labeled with dates alongside itself and (usually) events labeled on points
where they would have happened.
Whisper Reading – Students read their book out loud, yet in a quiet voice as the teacher provides “over
the shoulder” monitoring and support.
Before Reading Strategies
•
Question and Discuss-elicit prior knowledge, identify textual clues (titles, headings) and make
predictions
Page 5 of 10
16
•
Brainstorm-textual clues, topic articles, keywords and concepts, word maps, analogy problems
•
Connect to-own experiences, other texts and authors, preview the text, and examine clues to
overall structure and elements of the story
•
Set Purposes and General Questions-using anticipation guide, by selecting reading strategies
•
Write-nonstop, focused, or generalized notes, questions, pretests, questionnaires
•
Enact-role playing, improvisations, dramatizations, debates
•
Construct-graphic organizers, sketches, drawings, models, semantic maps
During Reading Strategies
•
Clarify-Notice if something is not making sense and clarify it.
•
Discuss-retellings from different points of view, responses to any before or during reading
activities, reflections.
•
Students Independently-mark or gloss text, take notes, write questions, partner read, keep
reading journals, predict, read to prove predictions, reread, alter reading rate, make
associations, compare and contrast, restate information, monitor comprehension, ask
questions, use fix-up strategies, hypothesize, ignore small problems and move on, seek expert
sources for clarification, ask reciprocal questions.
•
Teacher Directed-questioning or predicting, role taking, playing doubting or believing, reading
aloud
After Reading Strategies
•
Enact-debates, panel discussions, dramatizations, simulations, role playing
•
Present-demonstrations, talks
•
Write-nonstop, focused or generalized note taking, questions or answers
•
Map or Revise-previously made literary or informational text, tests, stories
•
Read-related material, rereading text from different perspectives
•
Construct-sketches, drawings
•
Question-self-question, generate questions from text
Page 6 of 10
17
•
View Related-slides, videos, films
•
Summarize-Summarize what was read, identifying and connected main ideas and details.
•
Evaluate-evaluate what was read, judging its validity based on the evidence given.
•
Retelling-paraphrase/retell what was just read.
Vocabulary Strategies
•
Context Clues-Students use their knowledge of their overall understanding of a sentence or
passage and their knowledge of other word meanings, syntax, and grammatical structures in the
passage to determine the meaning of an unknown word.
•
T-chart – A chart used to compare, contrast, or simply list two ideas
•
Vocabulary Journals-Students maintain a notebook for new vocabulary they encounter. There
are several forms of a vocabulary journal: Record unfamiliar vocabulary words they have learned
and what they have learned about them. Students record word definitions before they read and
arrange them in alphabetical order for a glossary. Maintain a list of unfamiliar words students
encounter while engaged in independent reading, research or homework assignments. Have
students record vocabulary word, definition and example in table format.
•
Vocabulary Note Cards-Note cards should contain some of the following information: part of
speech, etymological information, such as its Greek or Latin roots and prefixes or suffixes, and
the word’s definition in the students’ own words. Students can also include a sentence that uses
the word correctly or synonyms or antonyms or both.
•
Vocabulary Games- Most games are best played at the end of a unit when students have had
ample opportunities to explore new terminology in depth, and apply their knowledge in writing
and classroom discussion.
•
Word Wall-Word walls are posted lists of words students should know and be able to use
effectively. These words are posted on a wall of the classroom, creating a physical environment
that supports vocabulary enrichment. Word walls can deepen students’ understanding of the
content of a unit when each student is asked to contribute a new word from the reading or class
assignment. This is also a good way to frame the approach to vocabulary within a unit, by
creating a student-selected list of words that can be further investigated through word
organizers, concept webs, vocabulary note cards, and vocabulary games.
•
Another alternative is to create a wall of high-frequency words that students should master. To
be effective, the word wall should be a regular part of the classroom activities, as it could serve
as a part of a journal prompt, in conjunction with a particular assignment, or as ammunition for
an impromptu game.
Class Discussion Strategies
Page 7 of 10
18
Debate-Classroom debate requires students to conduct independent research, build a case, share their
learning with team members, and then present their findings to a cohesive group. The four basic styles
of debate are public forum debate on open-ended topics, parliamentary debate on broad policy topics,
Lincoln-Douglas debate on value-based topics, and a policy debate, on public policy issues.
Gallery Walk-A discussion activity for active student engagement. The Gallery Walk gets students out of
their chairs and actively involves them in synthesizing important concepts, in consensus building, in
writing, and in public speaking. In Gallery Walk, teams rotate around the classroom, composing answers
to questions as well as reflecting upon the answers given by other groups. Questions are posted on
charts or just pieces of paper located in different parts of the classroom. Each chart or "station" has its
own question that relates to an important class concept. The technique closes with an oral presentation
or "report out" in which each group synthesizes comments to a particular question.
Jigsaw-Jigsaw is a cooperative learning strategy that enables each student of a “home” group to
specialize in one aspect of a learning unit. Students meet with members from other groups who are
assigned the same aspect, and after mastering the material, return to the “home” group and teach the
material to their group members.
Just as in a jigsaw puzzle, each piece--each student's part--is essential for the completion and full
understanding of the final product. If each student's part is essential, then each student is essential. That
is what makes the Jigsaw instructional strategy so effective.
Roundtable Discussion-In a roundtable discussion there is no “head” or “foot” of the table. Everyone’s
input should be considered equal. A group or team discusses an issue, share opinions, strategies, tactics,
creation, maintenance, outcomes assessment, or just to brainstorm (throwing forth any ideas, no matter
what they may be). At these meetings, individuals should be open, honest, and direct with others
around the table; always showing mutual respect for the opinions of others.
Socratic Seminars-Is a collaborative intellectual dialogue facilitated with open-ended questions about
the text. In a Socratic Seminar, the participants carry the burden of responsibility for the quality of the
discussion. Good discussions occur when participants study the text closely in advance, listen actively,
share their ideas and questions in response to the ideas and questions of others, and search for
evidence in the text to support their ideas. The discussion is not about right answers; it is not a debate.
Students are encouraged to think out loud and to exchange ideas openly while examining ideas in a
rigorous, thoughtful, manner.
Think-Pair-Share-is a cooperative learning activity structured for partners. Students are given a problem,
asked to think about it and to come up with a response. Then they pair with a partner to discuss their
approach, ideas, and strategies for solving the problem. Each pair then shares their common
understandings with the whole class or group.
Essential Comprehension Skills
Cause and Effect-This pattern describes or discusses an event or action that is caused by another event
or action. On occasion, this pattern is also referred to as result. There are four possible cause-effect
Page 8 of 10
19
relationships: single cause-single effect, single cause-multiple effects, multiple causes-single effect, and
multiple causes-multiple effects.
Character Analysis- The character analysis is a specific character's traits. You can include feelings, acts,
says, looks, thoughts, title, author, etc.
Compare and Contrast-Compare and Contrast is used to highlight similarities and differences between
two things. It is a process where the act of classification is practiced. Compare and Contrast is used to
help students distinguish between types of ideas or group like ideas. It can be used to help students
identify language cues, clarify thinking and define ideas. It can also be used to facilitate indirect
instruction through concept formation or concept attainment.
Drawing Conclusions- Drawing conclusions refers to information that is implied or inferred. This means
that the information is never clearly stated. In drawing conclusions (making inferences), you are really
getting at the ultimate meaning of things - what is important, why it is important, how one event
influences another, how one happening leads to another.
Fact and Opinion-Helping students understand and apply the differences between fact and opinion is
crucial to analytical reading, writing, listening, and speaking. Distinguishing between fact and opinion is
key to interpreting information intelligently. It is one of the few “macro” skills that is interdisciplinary. It
is also a life-long skill that is refined from elementary school up through post doctoral study.
Identifying Main Idea-Students must be able to follow a specific sequence to identify stated and
inferred main idea as follows:
1. Identifying the key words of a sentence
2. Identifying key words or topic of a paragraph
3. Identifying the topic sentence of a paragraph
4. Recognizing an explicitly stated main idea of a paragraph
5. Inferring the main idea of a paragraph
6. Recognize relationships among main ideas in related paragraphs in longer selections
7. Inferring relationships among main ideas in related paragraphs in longer selections
Infer-An inference is a prediction or deduction about something in written text often to do with what
the character may see, hear, smell, taste or feel. An inference contrasts sharply with mere observation,
or literal language. Apart from generally improving a student's vocabulary and word knowledge, a good
way to improve inference skills is to ask prediction questions. The student could read a passage from a
book and then asked what may happen next and why.
Predict-Predicting involves more than trying to figure out what happens next. Students need to learn to
find evidence to form hunches, Prediction skills are also improved as students learn to ask better
questions, recall facts, reread, skim, infer, draw conclusions, and, ultimately, comprehend the text more
fully.
Sequence- Sequencing is recognizing the order of events. This not only helps in reading comprehension
with stories or historical events, but also provides a foundation for breaking large tasks into manageable
pieces that must go together in proper order.
Page 9 of 10
20
Skimming and Scanning –
Skimming is used to quickly identify the main ideas of a text. When you read the newspaper, you're
probably not reading it word-by-word; instead you're scanning the text. Skimming is done at a speed
three to four times faster than normal reading. People often skim when they have lots of material to
read in a limited amount of time. Use skimming when you want to see if an article may be of interest in
your research.
Scanning is a technique you often use when looking up a word in the telephone book or dictionary. You
search for key words or ideas. In most cases, you know what you're looking for, so you're concentrating
on finding a particular answer. Scanning involves moving your eyes quickly down the page seeking
specific words and phrases. Scanning is also used when you first find a resource to determine whether it
will answer your questions. Once you've scanned the document, you might go back and skim it.
Supporting Details-Students must be able to identify Details as major and minor. They must know that
they support the main idea by telling how, what, when, where, why, how much, or how many.
Tone and Mood- Tone is the attitude a writer has towards the subject they're writing about. It is evident
in their diction, style, and opinion if they express one. Mood is the atmosphere created by the setting,
and actions of people and characters in it. It also relates to how the reader emotionally responds to
these elements like sadness for a tragedy.
Graphic Organizers
Definition-A graphic organizer is a visual depiction of key points in the text. It is a powerful tool to help
students process semantic information (words, facts and places). It creates images in the brain that
facilitate long term memory and it shows the relationship between concepts, facts and events in the text
in an explicit manner. A list of graphic organizer suggestions follows. Please see appendix___ for
samples.
•
•
•
•
•
•
•
•
•
•
•
•
•
K-W-L
Venn Diagram
Cause and Effect Chart
Sequence Chart
Story Map
Prediction Chart
Main Idea/Details
Semantic/Concept Map
Character Map
Vocabulary Map
Basic Web
Basic Graphic Organizer Box
T-Chart
Page 10 of 10
21
Cause and Effect
Fill in the missing information for the first five examples; then write your own cause/effect
statements.
Cause (reason)
Effect (result)
1. It rains very hard for one hour.
1. _________________________
2. Your teacher gives a surprise
quiz.
3. Your alarm clock doesn’t go off.
2. _________________________
4. _______________________
3. _________________________
4. The boy was very hungry.
5. _______________________
5. The principal sent a message that
he wants to see you.
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Cause/Effect Graphic Organizer
22
Venn Diagram Compare/Contrast
Compare and Contrast Venn Diagram Graphic Organizer
23
DETAILS
Main
Idea
_________________________________________________________
Details = Main Idea Graphic Organizer
24
Graphic Organizer Box
(Use for Sequence of Events, Details, Prediction, etc.)
GO BOX Graphic Organizer
25
Prediction Chart
For use with narrative text (fiction)
Write your prediction in the box on the left. After reading the passage, write what actually happened in the
box on the right. Compare your prediction with what really happened. Was your prediction correct?
Prediction
What Actually Happened
Prediction Chart Graphic Organizer
26
SEQUENCE CHAIN FOR
Sequence Chain Graphic Organizer
27
Story Map
Title: _________________________________Author ________________
Genre: ________________________________
Setting:
Characters:
_____________________ _____________________
_____________________ _____________________
_____________________ _____________________
Problem:
Event 1 _____________________________________________
Event 2 _____________________________________________
Event 3 _____________________________________________
Event 4 _____________________________________________
Summary
Theme/Author’s Purpose:______________________________________
Solution:
28
Topic______________________
Name:
_________________ Date:
___
29
ADNY Grammar Pacing Guide
Grade 1
Grammar/Mechanics Infused daily:
GRAMMAR:
EIGHT parts of speech:
• STRUCTURE:
what part of
speech it IS
(noun)
•
FUNCTION:
what that part of
speech DOES
(subject in a
sentence)
SENTENCES:
• Simple
MECHANICS: recognize
and use correct
• Capitalization
• Punctuation
• Spelling
September
Introduce the correct structure
of:
• Nouns: definition,
common nouns
• Verbs: action
Introduce the correct function
of:
• Nouns: subject
• Verbs: predicate
Introduce
• Word order in a sentence
• Declaratory sentences
Recognize and use
• Simple sentences
October
Review the correct structure of:
• Nouns: definition,
common nouns
• Verbs: action
November
Review the correct structure of:
• Nouns: definition,
common nouns
• Verbs: action/being
Review the correct function of:
• Nouns: subject
• Verbs: predicate
Introduce the correct structure
of:
• Conjunctions: coordinate
(and, or, but)
• Synonyms
Review
• Word order in a sentence
• Declaratory sentences
Introduce
• Verbs: being
• Interrogative sentences
Recognize and use
• Simple sentences
Review the correct function of:
• Nouns: subject
• Verbs: predicate
Introduce the correct function
of:
• Conjunctions: connect
Review
• Word order in a sentence
• Declaratory sentences
• Interrogative sentences
Recognize and use
• Simple sentences
30
ADNY Grammar Pacing Guide
Grade 1
Grammar/Mechanics Infused daily:
GRAMMAR:
EIGHT parts of speech:
• STRUCTURE:
what part of
speech it IS
(noun)
•
FUNCTION:
what that part of
speech DOES
(subject in a
sentence)
December
Review the correct structure
of:
• Nouns: definition,
common nouns,
synonyms
• Verbs: action/being
• Conjunctions:
coordinate (and, or,
but)
Introduce the correct
structure of:
• Nouns: proper
SENTENCES:
• Simple
Review the correct function
of:
• Nouns: subject
• Verbs: predicate
• Conjunctions: connect
MECHANICS: recognize
and use correct
• Capitalization
• Punctuation
• Spelling
Review
• Word order in a
sentence
• Declaratory sentences
• Interrogative sentences
Recognize and use
• Simple sentences
January
Review the correct structure of:
• Nouns: definition, common
nouns, proper nouns,
synonyms
• Verbs: action/being
• Conjunctions: coordinate
(and, or, but)
Introduce
• Antonyms
Review the correct function of:
• Nouns: subject
• Verbs: predicate
• Conjunctions: connect
Introduce
• Exclamatory sentences
Review
• Word order in a sentence:
subject predicate agreement
• Declaratory sentences
• Interrogative sentences
Recognize and use
• Simple sentences
February
Review the correct structure of:
• Nouns: definition,
common nouns, proper
nouns, synonyms,
antonyms
• Verbs: action/being
• Conjunctions: coordinate
(and, or, but)
Introduce the correct structure
• Adjectives: expand
meaning of nouns
Review the correct function of:
• Nouns: subject
• Verbs: predicate
• Conjunctions: coordinate
• Agreement: subject &
predicate
Introduce the correct function
• Adjectives: describe
nouns
Recognize and use simple
• Declaratory sentences
• Interrogative sentences
• Exclamatory sentences
31
ADNY Grammar Pacing Guide
Grade 1
Grammar/Mechanics Infused daily:
GRAMMAR:
EIGHT parts of speech:
• STRUCTURE:
what part of speech
it IS (noun)
•
FUNCTION: what
that part of speech
DOES (subject in a
sentence)
SENTENCES:
• Simple
MECHANICS: recognize
and use correct
• Capitalization
• Punctuation
• Spelling
March
Review the correct structure of:
• Nouns: definition,
common nouns, proper
nouns, synonyms,
antonyms
• Adjectives
• Verbs: action/being
• Conjunctions: coordinate
(and, or, but)
Introduce the correct structure
• Pronouns: personal
• Adjectives: comparative,
superlative
Review the correct function of:
• Nouns: subject
• Verbs: predicate
• Agreement: subject &
predicate
• Conjunctions: connect
Introduce
• Imperative sentences
Recognize and use
• The four types of simple
sentences
April
Review the correct structure of:
• Nouns: definition,
common nouns, proper
nouns, synonyms,
antonyms
• Adjectives: comparative,
superlative
• Pronouns: personal
• Verbs: action/linking
• Conjunctions: coordinate
(and, or, but)
Introduce the correct structure
• Verbs: irregular
• Contractions
Review the correct function of:
• Nouns: subject
• Verbs: predicate
Agreement: subject &
predicate
• Conjunctions: connect
Recognize and use
• The four types of simple
sentences
May / June
Review the correct structure
of:
• Nouns: definition,
common nouns, proper
nouns, synonyms,
antonyms
• Adjectives:
comparative,
superlative
• Pronouns: personal
• Contractions
• Verbs: regular, irregular
• Conjunctions:
coordinate (and, or, but)
Review the correct function of:
• Nouns: subject
• Verbs: predicate
Agreement: subject &
predicate
• Conjunctions: connect
Recognize and use simple
• Declaratory sentences
• Interrogative sentences
• Exclamatory sentences
• Imperative sentences
32
ADNY Grammar Pacing Guide
Grade 1 Mechanics
September
•
•
•
Reviews word order in a
sentence
Reviews correct letter
formation
Reviews correct usage of
capital letters, periods,
and spacing between
words
October
•
•
•
February
•
Understands and uses
special titles such as Mr.,
Mrs., Miss, and Dr.
Uses periods at the end
of declarative and
imperative sentences
Uses question marks at
the end of an
interrogative sentence
Understands the use of
capital “I” when
referring to the first
person
November
•
•
Reviews correct usage of
capital letters,
punctuation, and spacing
between words
December
•
•
•
March
•
Changes statements to
questions and vice versa
Recognizes and uses
editing marks for
proofreading and
revision
April
•
Uses apostrophes to form
contractions
Uses classroom and
electronic resources to
help with writing and
editing
Uses correct punctuation
in a friendly letter
Capitalizes proper nouns,
holidays, and places
January
•
•
May
•
Reviews correct usage of
capital letters,
punctuation, and spacing
between words
Uses commas in dates
and to separate single
words in a series
Uses exclamation points
at the end of an
exclamatory sentence
June
•
Reviews correct usage of
capital letters,
punctuation, and spacing
between words
33
ADNY Grammar Pacing Guide
Grade 1 Writing
September
•
•
Informative /
Explanatory
(Expository): Using
illustrations to share
information
Narrative: Journal
writing
October
•
February
•
Opinion (Descriptive):
Report
Narrative: Story writing
with prompts; Journal
writing; Writing about
actual and Narrative
(Imaginative)
experiences and
observations
November
•
Narrative: Fantasy
December
•
•
March
•
Opinion:
Compare/Contrast;
Cause/Effect
April
•
•
Narrative: Story with
plot, setting, and
characters
Peer critique using rubric
Narrative /
Communicative:
Friendly Letter;
Sequenced story
Opinion (Descriptive):
Response to a Book
using words and
illustrations
January
•
Opinion (Descriptive):
Including main idea and
supporting details
•
Prose writing in journal
May
•
Informative /
Explanatory
(Expository): Giving
directions
June
34
Grade: 1
Unit: 1
Title: Alphabet Books and Children Who Read Them
Essential Question
Key Content: The student will…
Why is it important to ask
questions while reading?
• Use pictures, illustrations, and details in a text to generate questions and
describe key ideas.
• Participate in shared research and writing projects, create a class
ABC book.
• Listen to one another in conversations and speak one at a time.
• Use choral reading to perform a poem.
Unit Focus
Questioning is foundational to learning, ideas are
processed through inquiry, thought, and conversation,
students perform shared research based on a class
question. Class creates an ABC book about a topic
paying close attention to sentence formation and
proper punctuation; students write about healthy habits
and support their writings with facts; students apply
their knowledge of questioning to poetry and perform
the poetry as a choral reading.
Vocabulary and Terms to Emphasize
•
•
•
•
•
•
•
•
•
•
alphabet books
author
capitalization
illustrator
informational
key details
periods
poems
question marks
questions
•
•
•
•
research
shared research
stories
topic
Code
Dates of Instruction: _______________________
• Use capitalization (names, places, dates) and punctuation.
• Write an informative essay on a healthy living topic.
Standard
Concept
RL.1.1
Ask and answer questions about key details in a text.
Questioning
RI.1.1
Ask and answer questions about key details in a text.
Questioning
Know basic features of print, such as distinguishing features of a sentence (e.g., first word capitalized and
ending punctuation).
Understand spoken words, syllables, and sounds by being able to distinguish long and short vowels,
produce single-syllable words by blending, isolating, and segmenting sounds in single-syllable words.
Decode grade 1 level words: know spelling-sound correspondence for consonant diagraphs and regularly
spelled one-syllable words; vowels and final e; number of syllables in a word and that every syllable must
have a vowel; decode two-syllable words; read inflectional endings; read first grade irregularly spelled
words.
Read with sufficient accuracy and fluency to support comprehension (i.e., grade level text fluency with
comprehension and use context to confirm, or self-correct).
Concepts of Print
RF.1.1
RF.1.2
RF.1.3
RF.1.4
W.1.7
SL.1.1
L.1.1
L.1.2
Participate in shared research and writing projects (e.g., explore “how-to” books and use to write
sequential directions).
Work with a partner or in groups discussing grade 1 topics/texts, following rules (e.g., listening to others,
taking turns, etc.), and continue the conversation over multiple exchanges, ask questions to clarify.
Understand and communicate with those from different cultural backgrounds.*
Use standard English grammar in writing/speaking (upper-and lowercase letters; common, proper, and
possessive nouns; noun/verb agreement; correct pronoun agreements (e.g., they, them, their); tense;
adjectives; conjunctions; determiners; prepositions; and complete simple and compound sentences).
Use standard conventions of English capitalization, punctuation, and spelling when writing (dates and
names of people, end punctuation, commas, conventional spelling patterns, and common irregularly
spelled words, spell words phonetically).
*Indicates standard specific to NY only.
Phonological Awareness
Phonological Awareness
Sight Words
Fluency
Directions
Sequencing
Cooperative Learning
Listening Skills
Clarifying Questions
Cultural Diversity
Language Conventions
Language Conventions:
Capitalization
Punctuation
Spelling
35
Grade: 1
Unit: 1
Title: Alphabet Books and Children Who Read Them
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
1.
DISCUSSION/ART CONNECTION: To demonstrate how asking questions help to open the mind and think deeply about something, share the
picture The Last Supper by Leonardo da Vinci (see Resources). Ask the students to study it closely for a few minutes and write down any
questions they have about what they see. Ask students to complete a think-pair-share about the painting and try to come up with additional
questions with their partner (e.g., What kinds of things are they doing? Who is Jesus eating with? What is Jesus saying to them?). Ask for groups
to share some of the questions that they wrote down. Write them on the board. For each question, ask if there is another question that they are
now wondering (e.g., What’s on the table? What are they eating? Do you recognize anyone in the painting?).
2.
DISCUSSION/READING/INFORMATIONAL: Read an ABC book, such as Eating the Alphabet: Fruits & Vegetables from A to Z, by Lois Ehlert.
Ask students to raise hands when they hear the name of a fruit that they do not know. Complete a Venn diagram graphic organizer with the
class to compare and contrast two fruits or vegetables.
Strategies
Think-pair-share
Graphic Organizer: Venn Diagram
Use Family Pictures, by Carmen Lomas Garza as a resource for discussing the importance of family dinner. This activity would make a
connection to Social Studies Unit 1 – My Family and Other Families and Unit 2 – History of My Family.
3.
LANGUAGE/WRITING: As a follow up to reading Eating the Alphabet: Fruits and Vegetables from A to Z, ask students to tell you their favorite
fruit. Record their answers on a chart. Remind students to answer the question with a complete declarative response, such as “My favorite fruit is
a strawberry.” Discuss the end punctuation. Remind students to listen to one another and speak one at a time. Ask students to draw a picture of
their favorite fruit and write one or two sentences about the fruit.
4.
READING/LITERARY: Use a shared reading format as you read the book Alphabet Mystery, by Audrey Wood, (or another appropriate readaloud book). Pause periodically and encourage students to ask questions and make predictions. Prompt students to use illustrations and details
in the text to describe key ideas.
5.
DISCUSSION/POETRY/FLUENCY: The theme of the poetry in this unit is the love of books and language. By visually displaying the poems,
students will review sight words and see how the poem is written (i.e., with lines and stanzas). Using a simple poem from Good Books, Good
Times!, by Lee Bennett Hopkins, encourage the students to read along repeating the lines and to ask questions until they understand the poem.
Use choral reading strategy by assigning groups to read different sections. Create a class poem by replacing the word “good’ with another
adjective or replacing the nouns with other people places or things.
Shared Reading
Choral Reading
Graphic Organizer: Basic Web
6. WRITING/INFORMATIVE: Give students this prompt: “Children should eat healthy foods, exercise, and take care of their bodies.” Discuss some
ways to stay healthy. Provide each student with a copy of a basic web graphic organizer and ask them to write facts about how to keep our
bodies healthy. Students should use their web to create an informative essay about healthy habits. As students write, check that they are using
proper punctuation and capitalization and that they are correctly responding to the prompt.
7. WRITING/SHARED RESEARCH: Using the ABC books as a model, generate some ideas for writing a class ABC book. Allow the class to
suggest ideas (e.g., names, authors, animals, insects). After ideas have been shaped into a research question, have children vote on a theme for
the class ABC book. Once the theme is chosen, collect (and research using a variety of texts and digital resources) ideas for each letter of the
alphabet. Assign each student a letter in the book. Each page should include an upper and lower case letter, the key word, an illustration, and a
sentence using the key word. Review proper punctuation and capitalization.
36
Grade: 1
Unit: 1
Title: Alphabet Books and Children Who Read Them
Dates of Instruction: _______________________
Cross-curricular Connections
Resources
Religion/Values: How do children see themselves as part of the church community? Do they volunteer?
Brainstorm ideas and write ideas on the board (e.g., Do they donate their old toys/clothing to the needy?).
Art: Have students draw a picture of what their table would look like if Jesus was coming to their home for dinner.
What would they do to prepare?
For ABC book ideas:
http://www.readwritethink.org (Search keywords “abc books”.)
http://www.abcgallery.com/L/leonardo/leonardo4.html The Last
Supper.
For related poems, search:
http://poemhunter.com/
Other:
www.sadlierreligion.com/webelieve
Assessing Student Understanding
• Using a picture, or the cover of a text, ask students for some questions they might ask to
deepen their understanding of the ideas that the picture conveys.
• Distribute a simple poem for students to read and have students work in pairs to generate
three to five questions they have about what the poem is about.
• Provide students with a prompt and ask them to write a short informative essay in response
to the prompt. Check that students use proper capitalization (names, places, dates) and
punctuation (periods and question marks), and that they use facts to support their essay.
• Allow students to contribute a new piece of information during shared research with a
partner. Ask students how their information contributed to the topic they were researching.
• When a classmate is speaking, check that all students are listening and understand not to
interrupt.
Teacher Notes/Reflections
37
Grade: 1
Unit: 2
Essential Question
How can reading teach us
about writing?
Title: The Amazing Animal World
Key Content: The student will…
•
•
•
•
Use details to retell stories and demonstrate understanding of the
central message in literary text
Identify the main idea and key details of an informational text.
Write an informative text about an animal; include appropriate details
and provide a sense of closure.
Add details during revision process to strengthen informative writing;
with support from an adult.
Unit Focus
Improve strength of informative writing pieces (to build on
previous unit); edit and revise text to improve writing;
create an informative “how to” writing; retell a fictional text
using details and focusing on central message.
Code
Vocabulary and Terms to Emphasize
attributes
categories
context clues
informative/explanatory
lesson
main idea
message
retell
revision
•
•
Write an explanatory text telling how they created their
Matisse-like artwork
Define words by category and by one or more key attributes (e.g., a
cat has a tail and four legs).
Standard
Concept
RL.1.2
Retell stories with details and demonstrate understanding of main message.
Retell
Main Idea/ Details
RL.1.5
Explain the difference between books that tell stories and books that give information.
Structure of Texts
RI.1.2
Identify the main topic and retell key details of a text.
Retell
Main Idea/ Details
RF.1.1
Know basic features of print, such as distinguishing features of a sentence (i.e., first word capitalized and
ending punctuation).
RF.1.2
•
•
•
•
•
•
•
•
•
Dates of Instruction: _______________________
RF.1.3
RF.1.4
W.1.2
L.1.1
L.1.2
L.1.5
SL.1.2
Understand spoken words, syllables, and sounds and be able to distinguish long and short vowels,
produce single-syllable words by blending, isolating, and segmenting sounds in single-syllable words.
Decode grade 1 level words: know spelling-sound correspondence for consonant diagraphs and regularly
spelled one-syllable words; vowels and final e; number of syllables in a word and that every syllable must
have a vowel; decode two-syllable words; read inflectional endings; read grade 1 irregularly spelled
words.
Read with sufficient accuracy and fluency to support comprehension (i.e., grade level text fluency with
comprehension and use context to confirm or self-correct).
Write informative/explanatory texts by naming topic, facts about topic, and provide closure.
Use standard English grammar in writing/ speaking (upper- and lowercase letters; common, proper, and
possessive nouns; noun/verb agreement; correct pronoun agreements (e.g., they, them, their); tense;
adjectives; conjunctions; determiners; prepositions; and complete simple and compound sentences).
Use standard conventions of English capitalization, punctuation, and spelling when writing (dates and
names of people, end punctuation, commas, conventional spelling patterns, and common irregularly
spelled words, and spell words phonetically).
With support, explore word relationships and nuances in word meanings by sorting into categories,
defining by categories, making real-life connections, and distinguishing shades of meaning in verbs by
defining or acting out the meanings (look, peek, glance, stare).
Ask/answer questions about details after listening to an oral text or presentation.
Concepts of Print
Phonological Awareness
Phonological Awareness
Sight Words
Fluency
Writing: Structure of
Informational Text
Language Conventions
Language Conventions:
Capitalization/Punctuation
Spelling
Word Meaning
Listening
Questioning
38
Grade: 1
Unit: 2
Title: The Amazing Animal World
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
1.
2.
3.
4.
5.
6.
DISCUSSION/READING/INFORMATIONAL TEXT: Prior to reading an informational book about animals, such as How Animals Work (DK
Publishing) create a KWL chart with the class. In the far left column, write the names of animals mentioned in the book (e.g., caterpillars, deer,
snakes). Ask students to write something they “know” about the different animals on a note card and adhere to chart. Then ask the class what
they want to find out about the animals (record on chart). Before reading the book, ask students whether they think the book is narrative (tells a
story) or informational (provides facts). After reading the book, complete the “L” section of the chart. Use the charts to create oral and written
sentences about the animals.
DISCUSSION/READING/INFORMATIONAL TEXT: Before beginning this lesson, ask students what they are experts at doing (e.g., bike riding,
roller skating, or back flips). Allow some time to share. Remind the students that an author is a real person who has worked hard to know the
information to fill a book, such as What Do You Do With a Tail Like This?, by Steve Jenkins & Robin Page. Ask the students to think about how
authors become experts on a topic, such as the tails of animals. If possible, invite a speaker who has expertise on a topic. Talk about how they
became an expert.
EXPLANATORY WRITING/ART CONNECTION: Display the Tate Museum’s site for Henri Matisse’s The Snail (see Resources) on an
interactive whiteboard, or using a computer and projector. Encourage students to comment about the colors and what they see in the artwork.
Read the background information on how Matisse created his work. Using the Creation story, connect the idea that God is an artist in the same
way that Matisse is an artist. Have students create a Matisse-inspired artwork of their favorite animal using torn pieces of colored paper. Later,
lead students in a shared writing activity to explain the steps they took to create an art piece in the style of Matisse (i.e., “How to” create artwork
like Matisse.). God made us in His image and likeness and through that we are all given gifts. Matisse’s gift is being an artist. What is your gift?
INFORMATIVE WRITING REVISION: Prompt students: “Write about your favorite animal (the animal from their Matisse-style artwork). Be sure
to include interesting facts about the animal and end with a solid closing.” Encourage students to research using digital resources to locate
information about their animal. Introduce/remind them to use the Index or Table of Contents in the informational texts that they use. Once
students have some information, direct them to write their first drafts. Ask students to share their drafts with a partner who should suggest ways
to improve/add detail to their writing. Ensure that adults are available to help with revision of the writing. Display the published writing with the
Matisse-style artwork.
LITERARY/VOCABULARY: Read a fictional animal story, such as Are You My Mother?, by P. D. Eastman. Review the difference between a
story and an informational text. After reading ask students for the main idea and key details of the story. Divide the students into groups of three
and have them retell the story to each other, taking turns as each tells a part. Let them know that if they are stuck on a part of the story, they are
allowed to use the book to solve the problem. Encourage the students to try to remember as many details as they can to tell the story because
that is what makes it interesting. When they are finished retelling the story, talk about what lesson might be learned from the story. Provide
students with a sequence chain to write or illustrate the key parts of the story.
DISCUSSION/READING/LITERARY: Use a book previously read in class, such as Are You My Mother? Go back and reread the story. This
time, read for the purpose of finding all of the animals and things that baby bird thought might be his mother. As students find the words, write
them on the whiteboard or chart paper (e.g., kitten, hen, dog, cow, boat, plane). Identify categories that the words fit into (e.g., animals, modes of
transportation). Have students categorize each word. Then, have students suggest additional words for each category.
Strategies
Graphic Organizer: KWL Chart
Shared Writing – Informational
Research/Multimedia
Graphic Organizer:
Sequence Chain
Categorizing
39
Grade: 1
Unit: 2
Title: The Amazing Animal World
Dates of Instruction: _______________________
Cross-curricular Connections
Resources
Religion/ Values: Explain the religious attributes; Definition of Christian Catholic qualities (patience, caring, brave,
strong). Based on the student’s chosen animal, identify scientific attributes. Now use the same animal to build
understanding of a religious quality (penguin is caring; dog is loyal  loyalty to Christ; fox is faithful).Students will
complete a sort based on scientific attributes and religious attributes.
Science: Talk about scientific and religious attributes of the animals discussed after reading How Animals Work,
connect it to how we are all made in the likeness of God. Chart the top five animals chosen by the class and
compare/contrast their qualities.
Social Studies: After reading Are You My Mother?, discuss the mother’s role and roles of other family members in
the community. Identify and categorize the roles of the family members and the connections to animals using a
picture walk.
http://www.tate.org.uk/ (Search: “Matisse The Snail”)
For animal poems:
http://www.poetry4kids.com (Search: “poems”…“poems by
category”…“animal antics”)
For additional ideas and lesson plans on using nonfiction for inquiry-based
research, go to: http://www.readwritethink.org
(Search “investigating animals”)
http://www.gardenofpraise.com/bibl52s.htm (Review “Parable of Talents”)
Assessing Student Understanding
• Ask students to write an informational text about an animal. Have them divide a piece of
paper into fourths and label the top of each quadrant (“Name and Description of Animal”,
“Animal Babies”, “Habitat”, and “Interesting Facts”). Students can use print or digital
resources to write a few sentences in each square related to the headers. They can
illustrate each section to support their writing.
• Have students orally present their animal writing to the class. Classmates should be
reminded to listen carefully and ask the author questions to clarify understanding.
• Have students work with a partner, or in a small group, to select and read an appropriately
leveled book. Ask them to determine how they will retell the key ideas of the reading
selection by acting out the story for their classmates. Encourage students to use props.
• Ask students to select a particular animal habitat (e.g., desert) and research the types of
animals that live there. Ask students to define key attributes of the animals. As an additional
activity to reinforce informational writing, have students write about the habitat and the
animals that live there. Provide the opportunity for students to improve/strengthen their
writing through a revision process, supported by an adult.
• Include assessment for phonological awareness.
Teacher Notes/Reflections
40
Grade: 1
Unit: 3
Title: Life Lessons
Dates of Instruction: _______________________
Essential Question
Key Content: The student will…
What can stories teach us about
life?
•
•
•
Describe characters, key events, and the setting in a story and identify
who is speaking in the story or fable.
Distinguish between the information provided by the pictures or
illustrations in a text and the information provided by the words.
Write narratives that include at least two sequenced events, using time
cue words, details, a sense of closure, and complete sentences with
correct tenses (past, present, future), and appropriate end punctuation.
Unit Focus
Code
•
•
Revise narratives with the help of an adult, recognizing/using
punctuation as a way to read more expressively.
Compare and contrast two versions of a fable.
Standard
Concept
Retell
Main Idea/Details
Story Elements:
Characters, Settings,
Major Events
Retell stories with details, and categorize details by
characters, key events, and settings; read and learn
about fables with morals, rules for life (manners), and
overcoming obstacles (e.g., George Washington
Carver) to make important contributions.
RL.1.2
Retell stories with details and demonstrate understanding of main message.
RL.1.3
Describe characters, settings, and major events in a story using details.
RI.1.6
Distinguish between information in illustrations and text.
Expository Text Features
Vocabulary and Terms to Emphasize
RF.1.1
Know basic features of print, such as distinguishing features of a sentence (e.g., first word capitalized and
ending punctuation).
Concepts of Print
RF.1.2
Understand spoken words, syllables, and sounds; and be able to distinguish long and short vowels,
produce single-syllable words by blending, isolating, and segmenting sounds in single-syllable words.
Phonological Awareness
RF. 1.3
Decode grade 1 level words: Know spelling-sound correspondence for consonant diagraphs and regularly
spelled one-syllable words; vowels and final e; number of syllables in a word and that every syllable must
have a vowel; decode two-syllable words; read inflectional endings; read first grade irregularly spelled
words.
Phonological Awareness
Sight Words
RF.1.4
Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently with
comprehension and use context to confirm, or self-correct)
Fluency
Write narratives by providing two or more sequenced events and details; use temporal words and provide
closure.
Writing: Narratives
Sequence
•
•
•
•
•
•
•
•
•
•
•
adjectives
affixes
characters
complete sentences
declarative
end punctuation
exclamation point
question mark
period
exclamatory
fable
•
•
•
•
•
•
•
•
key events
lesson
message
moral
narratives
revision
setting
verbs
W.1.3
L.1.1
L.1.2
Use standard English grammar in writing/speaking (upper- and lowercase letters; common, proper, and
possessive nouns; noun/verb agreement; correct pronoun agreements (e.g., they, them, their); tense;
adjectives; conjunctions; determiners; prepositions; and complete simple and compound sentences).
Use standard conventions of English capitalization, punctuation, and spelling when writing (dates and
names of people, end punctuation, commas, conventional spelling patterns, and common irregularly
spelled words, spell words phonetically).
Language Conventions
Language Conventions
41
Grade: 1
Unit: 3
Title: Life Lessons
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
1.
2.
3.
4.
5.
6.
LANGUAGE/LITERACY: Discuss how punctuation can be used to increase expression while reading. Use a book, such as Yo! Yes?, by Chris
Raschka, to demonstrate this relationship. Using a shared reading strategy, show the students the cover of the book and ask how someone would
say the words in the title. Read the book a second time, allowing students to read along, alternating between pages (boys one page, girls the next),
focusing on the illustrations and how each sentence ends. Reinforce the importance of noticing punctuation in other books as well.
DISCUSSION/LITERATURE: Explain that a fable is a story that teaches a lesson, and its characters are usually animals with one main characteristic.
Read a familiar fable, such as The Tortoise and the Hare. (Give background information for students who are not familiar with the terms tortoise
and/or hare.) Ask students to retell the story, filling in information about each of the characters (i.e., the tortoise is slow, but steady; the hare is fast,
but undependable). Using a basic GO Box graphic organizer, fill in each box with the following: title, characters (with one characteristic each),
setting, key events (i.e., from the beginning, middle, and end), and the lesson learned (e.g., the moral of the story). As each fable is read in this unit,
continue to fill in the organizer (or create a new one), allowing the students to take on more responsibility by filling in the information themselves.
LITERATURE/LITERARY RESPONSE: Read two versions of an Indian fable to the students: The Blind Men and the Elephant (original version) and
Seven Blind Mice (more common version). Read the original story first, then read Seven Blind Mice. (Read aloud to students, or they may read on
their own if they are able.) As the two fables are added to the fable story chart, ask the students to explain how these two stories are the same and
how they are different. Write their responses on a Venn diagram.
WRITING/NARRATIVE: Review general life rules, such as manners, with the students. Give students the prompt: “Think of a time when you learned
a lesson.” Encourage them to think about the lessons in the fables, incorporating good manners as they write their own story. Using a basic GO Box
graphic organizer format, have students use three boxes – one for the beginning, middle, and end of their story (where they also tell about the
lesson learned) for their draft. Students should include at least two sequenced events, use time cue words, provide a few details, complete sentences,
use correct punctuation and tense, and a sense of closure with the lesson learned. Allow students to create an art piece on the computer, or draw an
illustration to add to their story.
INFORMATIONAL TEXT: Explain that illustrations are very important to a book, not just the text. Using a picture walk, go through the book A Weed
Is a Flower: The Story of George Washington Carver, by Aliki (or a similar book), asking students to predict what is happening in the story based on
the illustrations. Using a two-column graphic organizer, write “Illustrations” on one side and “Text” on the other. Have students volunteer
information learned from the illustrations and from the text, and insert into correct column.
ART CONNECTION/LANGUAGE: Show students several examples of paintings by Georgia O’Keeffe (see Resources), after reading about George
Washington Carver’s love of nature. Explain that both have a love of nature in common, when they lived, and their first names both come from the
same Greek word geo, meaning earth. Ask students to use descriptive words (adjectives) to describe O’Keeffe’s paintings. Following the description,
have students write a response to the following quotations:
“Nobody sees a flower, really, it is so small. We haven’t time—and to see takes time, like to have a friend takes time.” Georgia O’Keeffe
Strategies
Shared Reading
Retell
Graphic Organizer: GO Box
Graphic Organizer: Venn Diagram
Graphic Organizer: GO Box
Picture Walk
Prediction
Graphic Organizer: Divide Paper in
Half Vertically
“If I could paint the flower exactly as I see it no one would see what I see because I would paint it small like the flower is small. So I said to myself—
‘I’ll paint what I see—what the flower is to me, but I’ll paint it big, and they will be surprised into taking time to look at it—I will make even busy New
Yorkers take time to see what I see of flowers.’” Georgia O’Keeffe
7.
WRITING/INFORMATIONAL TEXT: Ask students to write about the plants that George Washington Carver studied. Discuss plants’ stages of growth
and development and have students chart the stages. Students will then create a chart representing the development from seed to plant. Students
should write neatly, include additional information about their life span. Allow students to present their posters to their class or put them on display.
42
Grade: 1
Unit: 3
Title: Life Lessons
Dates of Instruction: _______________________
Cross-curricular Connections
Resources
Religion/Values: In small groups, children will be assigned The Ugly Duckling to watch on DVD. They will
compare and contrast the characters’ lives to their own through role playing. Include Christian Living (p.2 ) from
the Catechesis.
To view examples of paintings by Georgia O’Keeffe, go to
www.okeeffemuseum.org/
Music: Download We Are the World (see Resources). Play song for students and have students listen and analyze
lyrics of the song. Discuss the lesson from the lyrics and have students pair and share what they can do to make
the world a better place.
For additional fables, go to http://worldoftales.com and enter a title and
topic in the search box.
Science: Use the writing/informational text activity to have students observe how plants change over time.
Music: www.usaforafrica.org – click on “Download WATW United in Song”
for We Are the World.
Assessing Student Understanding
• Assess understanding at unit’s end by reading a fable, then have each student write or
dictate the entries on his or her own graphic organizer about characters, setting, and events.
• Have students write a narrative/fable that includes at least two sequenced events (using time
cue words), details, a sense of closure, and complete sentences with correct tenses
(past/present/future), and appropriate end punctuation.
• Have students orally present their electricity posters to the class and explain the rule of why
it is important to be safe around electricity. Classmates should be reminded to listen carefully
and ask the author questions to clarify understanding.
• Have students work with a partner to orally read an appropriate level book, demonstrating
understanding of how punctuation adds to expression when reading.
• Have students create a new ending to the current story that they are reading. They should
provide their comprehension/understating of the story (characters, settings, etc.). Encourage
them to use critical thinking questions to create their new ending.
Teacher Notes/Reflections
43
Grade: 1
Unit: 4
Essential Question
How does a reader know what a
character is feeling or when the
character’s feelings changed?
Title: Winds of Change
Key Content: The student will…
•
•
•
•
Identify words and phrases in stories or poems that suggest feelings and •
that appeal to the senses.
Identify cause-and-effect relationships in informational text.
•
Distinguish shades of meaning among verbs by defining, choosing, or
acting out the meanings.
Use commas to separate the words, dictate sentences with a series of
nouns, and an identifying conjunction.
Unit Focus
Describe story characters’ feelings, act out various
ways of demonstrating verbs, read an article on wind
power to look at how wind can provide efficient energy,
focus on cause and effect in nonfiction; and improve
writing through revision.
Vocabulary and Terms to Emphasize
•
•
•
•
•
•
•
•
•
•
cause
effect
revision
verbs
adjectives
nouns
commas
conjunction
root word
affixes
Dates of Instruction: _______________________
Code
Write a narrative text with a focus on feelings; revise to strengthen,
adding details, using temporal words, feeling words, and vivid verbs.
Distinguish between the root and affixes of verb conjugations, such as
walk, walks, walked, walking.
Standard
Concept
RL.1.4
Identify words and phrases in stories/poems that suggest feelings or appeal to the senses.
Vocabulary
RI.1.8
Tell why an author points out certain things in a text.
Author’s Purpose
RF.1.1
Know basic features of print, such as distinguishing features of a sentence (e.g., first word capitalized and
ending punctuation).
Concepts of Print
RF.1.2
Understand spoken words, syllables, and sounds, and be able to distinguish long and short vowels;
produce single-syllable words by blending, isolating, and segmenting sounds in single-syllable words.
Phonological Awareness
RF.1.3
Decode grade 1 level words: know spelling/sound correspondence for consonant diagraphs and regularly
spelled one-syllable words; vowels and final e; number of syllables in a word and that every syllable must
have a vowel; decode two-syllable words; read inflectional endings; read first grade irregularly spelled
words.
Phonological Awareness
Sight Words
RF.1.4
Read with sufficient accuracy and fluency to support comprehension (e.g., grade level text fluently with
comprehension and use context to confirm, or self-correct).
Fluency
W.1.2
Write informative/explanatory texts by naming topic, facts about topic, and provide closure.
Writing: Informative
With support, focus on a topic and respond to peer comments by adding details to strengthen writing.
Details
Clarification
W.1.6
L.1.5
With support, explore word relationships and nuances in word meanings by sorting into categories,
defining by categories, making real-life connections, and distinguishing shades of meaning in verbs by
defining or acting out the meanings (look, peek, glance, stare).
SL.1.4
Describe people, places, things, and events in detail, and express ideas and feelings clearly.
Vocabulary: Shades of
Meaning
Details
Expression
44
Grade: 1
Unit: 4
Title: Winds of Change
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
1.
2.
3.
4.
5.
6.
7.
8.
READING /LITERACY: Read The Wonderful Wizard of Oz by L. Frank Baum or a similar book aloud to the class. Discuss the characters’
feelings and how the author expresses those feelings through the use of words. Using a character map following each read-aloud session, have
the students describe the characters, what they are feeling, and how the author helps the reader to use his/her senses to see, smell, feel, hear,
and even taste through the written word. Using a think-aloud strategy, model the way you are drawn to use your senses. Describe what is
seen, heard, etc. and the ability to feel what the character is feeling. Focus on the characters’ feelings throughout the entire book.
LANGUAGE/VOCABULARY: Choose a common everyday verb, such as “walk,” and using The Wonderful Wizard of Oz, or a different book
read in class, have students pretend to join the action with the characters and be part of the book. For example, the students will “join” Dorothy,
Lion, Scarecrow, and Tin Man on the yellow brick road. Have them think about the different feelings associated with the times they traveled the
road. How did they walk when they were happy (e.g., skip, bounce, dance)? What about when they were afraid or sad (e.g., quiver, trudge,
drag)? Let the students demonstrate how they would walk, and work together to find the right verb for how they are moving. Make a list of all the
new, more visual words (other than walk). Extend the lesson by having the students create word cards and categorize them. This lesson on
verbs can be extended to cover roots and affixes -ed, -s, -ing. Repeat this lesson substituting the words see (e.g., peek, glance, stare, glare) and
speak (e.g., whisper, yell, cry, scream, screech). Have the students create cards and order them from timid to more emotional feelings
(whisper/timid; scream/emotional). Use a thesaurus to find more synonyms.
WRITING/ NARRATIVE PROMPT/ REVISION: Have students write a story about a time when they felt extra happy or excited, and explain what
happened to cause this happiness. Combine the focuses of this unit (revision, appealing to the senses with details, and using well-chosen verbs)
by having the students focus on details and synonyms during the revision process. Remind them to watch for the proper use of personal,
possessive, and indefinite pronouns while editing.
READING /INFORMATIONAL: Brainstorm with the students the different things caused by (or as a result of) wind. Record their responses on a
cause/effect graphic organizer (wind/cause = sailing, kite flying, windmills, destruction (tornado), etc.). Using guided reading, introduce an
informational text about wind, such as “Wind Power” (National Geographic Young Explorer!), and have the students whisper read. Add to the
information by reading other informational articles and books about wind.
MUSIC CONNECTION/MOOD: At different points throughout this unit, play a variety of music selections (e.g., a violin concerto, a dirge, a Sousa
march, etc.) in the background. Each time, ask the students how the music made them feel. Following listening to a violin concerto, read the
book The Bat Boy and His Violin, by Gavin Curtis or a similar book about a child who plays an instrument. After reading the book, have the
students discuss how the author used words/phrases to show what characters were feeling. Encourage the students to refer back to the text to
explain their answers.
LANGUAGE: Teach the use of a comma in a series by writing “Happy” and “Sad” on the white board, then the following sentences below:
“Things that make me happy are….” “Things that make me sad are….” Ask the students to finish the sentence with one word answers, and put a
comma after each word. Just before the final item, add “and.” Explain that when we use the word “and” we are using a conjunction (e.g., “Things
that make me happy are puppies, playing, camping, swimming, and friends.”).
READING /INFORMATIONAL: Create a large cause/effect graphic organizer on the board with the word “tornado” at the top in the center, and
“cause” below it on the left, and “effect” below, on the right. Read several informational texts about tornadoes (e.g., Tornadoes!, by Gail Gibbons;
Tornadoes!, by Seymour Simon; Super Storms, by Seymour Simon, etc.). Have the students create sentences showing cause and effect (e.g.,
The high winds blew the tree across the road.) based on what they have read. Continue this activity with each of the books, giving the students
more responsibility for filling in the organizer, using complete sentences. Note: If the study of tornadoes is too disturbing for the class, focus on
wind energy and how wind can be beneficial, not destructive.
POETRY/LANGUAGE: Read aloud, The Wind, by Robert Louis Stevenson (see Resources). Have the students listen for rhyming words and
discuss how the poem describes the wind. Identify words that appeal to the senses.
Strategies
Graphic Organizer: Character Map
Modeling/Think-aloud
Vocabulary Word Cards
Brainstorm
Graphic Organizer: Cause/Effect
Guided Reading/Whisper Reading
Graphic Organizer: Cause/Effect
45
Grade: 1
Unit: 4
Title: Winds of Change
Dates of Instruction: _______________________
Cross-curricular Connections
Resources
Religion/Values: Examine the season of Lent in preparation for Easter. Discuss the feelings invoked during this
time, growing closer to Jesus, and showing love to others by helping them. Focus on change and new lives around
us (buds sprouting, baby animals, insects emerging, etc.) and connect to the celebration of Jesus dying and rising
again to a new life.
To listen to music examples, go to http://www.youtube.com/ – and type
violin concertos, marches, lullabies, etc. in the search box, choose one of
the examples.
Science: Life Cycles: As a substitute for change through weather, teach students about life cycles of insects and
animals (larvae to butterflies, eggs to turtles, tadpoles to frogs). Students can document change in nature through
the observation of metamorphosis. This also connects to the theme of new life in Religion. How do living things
change over time? Why are these changes necessary for the insect or animal to survive in nature?
Social Studies: Families and family celebrations (diversity): Students can document how families change over
time using a timeline or cause/effect graphic organizer; students can write a personal narrative/memoir about a
family celebration with extended family members and friends.
To view a clip of the yellow brick road in Wizard of Oz, go to
http://www.youtube.com and type “Follow the Yellow Brick Road – Wizard
of Oz” in search box. To view a tornado scene, type “Wizard of Oz tornado
scene” in search box. Use discretion and only show a short clip for cause
and effect; be sensitive to any fear students might have before showing. To
view a wind turbine video, type in “Puget Sound Energy’s Wind Power.”
Link to poem: http://www.poemhunter.com – type Robert Louis Stevenson
in search box, then type “The Wind” in next search box.
Assessing Student Understanding
• Students will demonstrate understanding of synonyms and shades of meaning by creating word
webs of commonly used verbs (e.g., walk, eat, talk, look) and adding at least three other words
that are similar, but convey shades of meaning and are more descriptive (e.g., skip, prance,
trudge).
• Students will create a cause/effect graphic organizer demonstrating understanding of the effects
of wind, both positive and negative.
• Students will write a sentence using the following prompt: “I had ________ for lunch.” They
should include at least three items with a comma between each and the conjunction
“and” before the last item.
• Have students write, revise, and orally present a story about “a time when they were
extra happy” to the class. The story should include descriptive words, verbs
demonstrating shades of meaning, and an obvious cause and effect. The story should
be read fluently with expression.
Teacher Notes/Reflections
46
Grade: 1
Unit: 5
Essential Question
How do we learn about people
who contribute to the lives of
others in our communities and
country?
Title: American Contributions
Key Content: The student will…
•
•
•
Read non-fiction independently, proficiently, and fluently.
See and describe the connection between two key events or ideas in a
text and between texts.
Use context to confirm or self-correct word recognition; reread when
necessary.
Unit Focus
Learn about famous Americans in informational and
nonfiction books; read nonfiction independently and
fluently, to learn about the contributions made by
interesting people in America; make connections on a
timeline between events during a similar time period;
write and revise an opinion piece; focus on context
while reading/rereading for meaning.
Code
Vocabulary and Terms to Emphasize
biography
compare
contrast
expression
opinion
reread
support
timeline
context
•
Write an opinion about an interesting person studied in this unit,
supporting their choices with reasons; revise to strengthen writing, using
proper grammar and punctuation.
Standard
Concept
RI.1.3
Describe the connection between two things (e.g. people, events, ideas, etc.) in a text.
Text Connection
RI.1.10
With support, read informational texts appropriate for first grade.
Fluency
RF.1.2
RF.1.3
•
•
•
•
•
•
•
•
•
Dates of Instruction: _______________________
RF.1.4
Understand spoken words, syllables, and sounds by being able to distinguish long and short
vowels, produce single-syllable words by blending, isolating, and segmenting sounds in singlesyllable words.
Decode grade 1 level words: know spelling-sound correspondence for consonant diagraphs and
regularly spelled one-syllable words; vowels and final e; number of syllables in a word and that
every syllable must have a vowel; decode two-syllable words; read inflectional endings; read
first grade irregularly spelled words.
Read with sufficient accuracy and fluency to support comprehension (i.e., grade level text
fluency with comprehension and use context to confirm, or self-correct).
Phonological
Awareness
Phonological
Awareness
Sight Words
Fluency
W.1.1
Write opinion piece by introducing topic/book, stating opinion and reason, provide closure.
Writing: Opinion
L.1.1
Use standard English grammar in writing/ speaking (upper-and lowercase letters; common,
proper, and possessive nouns; noun/verb agreement; correct pronoun agreements (e.g., they,
them, their); tense; adjectives; conjunctions; determiners; prepositions; and complete simple
and compound sentences.
Language
Conventions:
Grammar
L.1.4
Determine the meaning of unknown and multiple-meaning words and phrases based on grade
appropriate reading, using multiple strategies (context, affixes, and frequently occurring roots).
SL.1.3
Ask/answer questions for information, additional help, or clarification.
Vocabulary
Context
Affixes/Inflections
Questioning
Clarifying
47
Grade: 1
Unit: 5
Title: American Contributions
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
1.
READING /INFORMATIONAL: Read (as a class, in guided reading groups, or independently) biographies about several early American figures
during this unit. Have students create and record events on a simple timeline in order to make connections between events and historical figures
during this time. The timeline will give the students a sense of chronology and understanding of how everything fits together. Continue to add to the
timeline throughout the unit. Encourage the students to use context clues and good reader strategies when they get stuck. Extension activity:
Create an American Contribution word wall.
2.
READING /INFORMATIONA/FLUENCY: Have students practice reading one of their favorite biographies from this unit until they can read it
fluently and with expression. They should use context to confirm or self-correct word recognition and understanding, rereading as necessary. Have
the students practice reading with a buddy.
READING/MUSIC/VOCABULARY: Display the lyrics to two songs, such as The Yankee Doodle Boy and You’re a Grand Old Flag, both by George
M. Cohan (see Resources) on an overhead or LCD projector. Sing the songs as a class several times. Ask the students to choose words that are
interesting/unknown to them, and write them on the board. Using a think-aloud strategy, model using the context to find the meaning of one or
two of the words, then have the students look for context clues to determine the meanings of the other words. Students should continue to create
word cards and add any new words to their word banks. Extension activity: Have the students write another verse to one of the songs.
WRITING /OPINION/VOCABULARY: Ask the students to use their new words by writing three opinion sentences about their favorite or most
interesting one, they learned about during this unit. They should name the person, support their opinion based on what they have read, include at
least three new words from their word bank, and illustrate each sentence to give added meaning to the words.
READING/LITERACY/WRITING/REVISION: Read and discuss The Hatmaker’s Sign, by Candace Fleming and Robert Parker (or a similar book
that relates to revision). Discuss the importance of revision and Ben Franklin’s story when even Thomas Jefferson’s draft needed revision. Instruct
students to revise their opinion paper about their favorite/most interesting person in this unit, adding descriptive words and editing punctuation and
grammar as needed. Create a newsletter that includes all the stories and publish it using digital publishing program.
READING/LITERARY/INFORMATIONAL: Demonstrate the different genre characteristics by pairing informational biographies with fictional books
about the same person. Discuss how the books vary and if they should be read differently, as well as how they connect to each other. Using a
Venn diagram, compare and contrast the genres and information learned from each of the books. Option: Separate students into two groups; each
group presents what they learned from the book through the use of the Smart Board or poster. (Suggested read-aloud literary books: Little House in
the Big Woods, by Laura Ingalls Wilder; Willie Was Different, by Norman & Molly Rockwell; Rockwell: A Boy and His Dog, by Loren Spiotta-DiMare;
Testing the Ice: A True Story About Jackie Robinson, by Sharon Robinson; A. Lincoln and Me, by Louise Borden; Mr. Lincoln’s Whiskers, by Karen
Winnick; George Washington and the General’s Dog, by Frank Murphy; The Hatmaker’s Sign: A Story of Benjamin Franklin, by Candace Fleming.
Suggested informational texts: Rookie Biographies series about George Washington, Abraham Lincoln, Paul Revere, Ben Franklin, Jackie
Robinson, Laura Ingalls Wilder; Let’s Read About series includes George Washington, Abraham Lincoln, Cesar Chavez.)
GUEST SPEAKER/LISTENING/QUESTIONING: Invite a person from the community (who has made a notable contribution) to visit your
classroom. Have the person share his/her story; then encourage the students to ask questions to gather additional information or to clarify
understanding. Follow up the visit by having the students write thank-you notes telling one new thing they learned. You may also consider dressing
up, or inviting someone who impersonates a historical figure, and make a “guest appearance.”
DISCUSSION/ART/ART CONNECTION/RESEARCH: Select several works of art to view (see Resources). Ask the students to share with a partner
what they notice about the work. As a group, discuss who they think the person in the work is or what he or she might do, based on their
observations. Write the name of the subjects on the board. Ask the students if anyone has heard of any of these important people. Have students
find and read additional books/articles about one of the subjects, then share what they learned, and from the artist’s depiction what was learned
about the subject in the picture (i.e., Are the struggles and accomplishments of the person evident in the art work?).
3.
4.
5.
6.
7.
8.
Strategies
Timeline
Context Clues
Good Reader Strategies
Word Wall
Buddy Reading
Think-aloud/Modeling
Context Clues
Vocabulary Word Cards
Graphic Organizer: Venn Diagram
48
Grade: 1
Unit: 5
Title: American Contributions
Dates of Instruction: _______________________
Cross-Curricular Connections
Resources
Religion/Values: Include the study of American religious leaders (e.g., Popes, Saints) and important people in
daily lives who exemplify the Catholic way of life. Identify characteristics of a community member who has Saintlike qualities; write an opinion letter to the Pope stating why this person should be sainted. Research: How does
someone become a Saint? What are the qualities of a Saint? Refer to Loyola Kids Book of Heroes: Stories of
Catholic Heroes and Saints Throughout History. Create a newsletter about the Saints or religious leaders.
Art: Study an American artist; develop a list of the artist’s qualities, making a connection between the artist and
Catholicism; connect art work details to writing details; create a visual representation of a Saint or one of the
Americans studied during the unit.
Social Studies: Have students read about Saints and identify their country of origin; list the qualities of Christ that
is exemplified by the Saint; research the Saint’s country for five differences between America and the Saint’s
country; have students dress up as a Saint and present what they learned through the use of a poster, diorama,
and visual display.
Art links:
Click on http://www.art.com and type in John Singleton Copley, or Gilbert
Stuart, or George P.A. Healey in the search box (each artist has several
works of historical figures).
Song lyrics links:
Click on http://www.youtube.com and type in You’re a Grand Old Flag
and/or Yankee Doodle Boy, or go to http://www.allthelyrics.com and type
George Cohan in the search box, scroll down and click on songs.
Poetry link:
For poetry that connects to the unit, click on http://poemhunter.com and
type subject (e.g., Paul Revere’s Ride) in search box.
For a link to Catholic saints, go to http://www.loyolapress.com and type
Saint stories for kids in the search box.
Assessing Student Understanding
• Students will make a connection between historical events and figures from the same time period by
keeping a timeline of early America.
• Students will write an opinion paper detailing a favorite/most interesting person from this unit, naming
the person, why they chose the person based on text, use three new vocabulary words, and add
illustrations.
• Students will demonstrate ability and willingness to ask a speaker questions in order to
obtain more information and/or clarify what they heard.
• Students will revise their writing, making a noticeable improvement between the first
draft and the final product. Revisions include adding descriptive language, editing
misspellings, grammar, and punctuation, as needed.
Teacher Notes/Reflections
49
Grade: 1
Unit: 6
Essential Question
What can different versions of
the same story teach us about
different cultures?
Title: Around the World with a Glass Slipper
Key Content: The student will…
•
•
•
•
Compare and contrast multiple versions of Cinderella by different authors •
and from different cultures.
Identify similarities in and differences between two texts on the same
•
topic.
Write opinions about a favorite version of Cinderella.
Read nonfiction texts independently with a sense of purpose (e.g., to
know about the continents and cultures discussed in a fairy tale version).
Unit Focus
Continue to focus on opinion writing by writing about a
favorite version of a fairy tale, supporting choice;
continue to focus on similarities and differences in
fictional and nonfictional texts; examine artistic masks
from various cultures and use descriptive words to tell
about the masks.
Code
act out
compare
contrast
culture
dialogue
fairy tales
fantasy
once upon a time
scene
setting
Standard
Ask and answer questions about key details in literary text.
RI.1.9
Ask and answer questions about key details in informational text.
RF.1.2
RF.1.4
Vocabulary and Terms to Emphasize
Illustrate an adaptation of a scene from Cinderella and present it to the
class in a PowerPoint slide.
Use descriptive words to tell about masks from cultures around the
world.
RL.1.9
RF.1.3
•
•
•
•
•
•
•
•
•
•
Dates of Instruction: _______________________
Understand spoken words, syllables, and sounds and be able to distinguish long and short vowels, produce
single-syllable words by blending, isolating, and segmenting sounds in single-syllable words.
Decode grade 1 level words: know spelling-sound correspondence for consonant diagraphs and regularly
spelled one-syllable words; vowels and final e; number of syllables in a word and that every syllable must
have a vowel; decode two-syllable words; read inflectional endings; read first grade irregularly spelled
words.
Read with sufficient accuracy and fluency to support comprehension (i.e., grade level text fluency with
comprehension and use context to confirm or self-correct)
W.1.1- 2
Write opinion piece by introducing topic/book, stating opinion and reason, provide closure.
W.1.5
With help, focus on a topic and respond to peer comments by adding details to strengthen writing.
W.1.6
With help, use digital tools to produce and publish writing in collaboration with peers.
W.1.11
Create and/or present a poem, dramatization, art work, or personal response to a particular author or
theme, with support as needed.*
Use standard conventions of English capitalization, punctuation, and spelling when writing (dates and
names of people, end punctuation, commas, conventional spelling patterns, and common irregularly spelled
words, spell words phonetically).
With help, explore word relationships and nuances in word meanings by sorting into categories, defining by
categories, making real-life connections, and distinguishing shades of meaning in verbs by defining or
acting out the meanings (look, peek, glance, stare).
L.1.2
L.1.5
SL.1.5
Add drawings/visuals to descriptions to clarify information.
Concept
Questioning
Details
Questioning
Details
Phonological
Awareness
Phonological
Awareness
Sight Words
Fluency
Writing: Opinion
Revision
Details
Digital Tools
Cooperative Learning
Response to Literature
Language Conventions:
Spelling, Punctuation,
Grammar
Vocabulary
Shades of Meaning
Clarify using visuals
*Indicates standard specific to NY only.
50
Grade: 1
Unit: 6
Title: Around the World with a Glass Slipper
Dates of Instruction: _______________________
Suggested Activities/Investigations/Demos:
READING /LITERARY: Throughout this unit, keep a Venn diagram wall chart showing similarities and differences between each version of Cinderella read (e.g.,
Cinderella, by Charles Perrault; Cinderella, by Marcia Brown; The Korean Cinderella, by Shirley Climo; Prince Cinders, by Babette Cole; Cinderquacker, by Mike
Thaler; Fair, Brown & Trembling: An Irish Cinderella Story, by Jude Daly; Little Gold Star: A Spanish American Cinderella Tale, by Robert D. San Souci, Yeh-Shen:
A Cinderella Story from China, by Ai-Ling Louie; The Way Meat Loves Salt: A Cinderella Tale from the Jewish Tradition, by Nina Jaffe). Include information about
characters, setting, beginning, middle/events, and ending. Students should continue to add new words on index cards to their word banks, including new shades
of meaning words, throughout the unit.
READING/OPINION WRITING: After reading many different versions of Cinderella, have the students write an opinion response about which one was their favorite.
They should include the title of the book, at least two reasons why it was their favorite, and a conclusion. After writing their opinion paper, have them add some sort
of visual or drawing, and present their paper to the class.
READING/LITERARY/ MULTIMEDIA PRESENTATION: Ask: “How do all of the Cinderella stories that we have read differ, based on the time and place where
they happen?” Write responses on the white board. Following the discussion, have the students draw a picture of the “trying on the slipper” scene in today’s time
and culture (i.e., casual clothes and a tennis shoe or flip-flop). Scan the pictures and create a PowerPoint slide for each picture. Have the students present their
drawings to the class explaining their version of the “slipper scene.”
READING/INFORMATIONAL/LITERARY: Introduce various informational books about different countries/continents using guided reading and a picture walk.
Have the students whisper read, using Good Reader Strategies when they get stuck. After reading the informational texts, have the students find and look
through a fairy tale set in a similar culture as one of the informational texts. Students should ask and answer questions about what was read, discuss what similar
things the students saw in both books (e.g., geography, people, clothing, food, places, and customs) and things that differed between the books (i.e., one tells a
story, the other gives factual information). Create a word wall of new words learned specific to each culture/country/continent, or words from students’ native
language, as appropriate.
READING /INFORMATIONAL: Choose two books about the same country, such as Australia, by Madeleine Donaldson (Pull Ahead Books Continents) and Look
What Came From Australia, by Kevin Davis. Discuss how the books are similar because they are about the same country. Show how they are also different
because they are written by different authors and have different purposes. Then, read the books as a class and create a Venn diagram for the two books. Work
together to document what was learned in each book that is similar and different. Partner the students. Using two new books by different authors (about the same
location), have the students each read one of the books independently, then share their information with each other to determine what is similar and what is
different, creating their own Venn diagram.
READING /INFORMATIONAL/ PRESENTATION: Divide the students into small groups. Have them research the contributions/inventions of a country introduced to
them in this unit (e.g., The Look What Came from… series; Pull Ahead Books Continents series; Internet; etc.). After finding information about the types of things
that different countries contributed, have the students gather actual items that represent the contributions (e.g., China: paper, compass, and paper money). Have
each group design information cards digitally for their country’s contributions, and create a classroom museum displaying the items. Invite another classroom and
have students stand behind their table to explain the origins of the items and answer questions.
ART CONNECTION/LANGUAGE: Discuss how the countries/continents read about in this unit are very different in many ways. Show the students pictures of
masks from different continents (see Resources). As each mask is viewed, have the students use descriptive words (i.e., adjectives) to describe them. Ask if any of
the masks could be used for one of the characters in any of the Cinderella versions read during this unit. If so, which one?
ART CONNECTION/LITERARY: Have the students choose one of the characters from their favorite version of Cinderella or a similar fairy tale, then create a mask
that would be appropriate for the character. Students should include as many physical characteristics as possible based on the information in the text. Once the
masks have been completed, have the students hold up their masks and recite or read a few lines from the text and let the other students guess the character.
POETRY: Read Shel Silverstein’s In Search of Cinderella (see Resources) and discuss who is “speaking,” and why he has “started hating feet.” Encourage the
students to think about how each of the characters in various Cinderella stories may have felt at different times.
Strategies
Graphic Organizer – Venn
Diagram, Wall Chart
Vocabulary Word Cards
Guided Reading
Picture Walk
Whisper Read
Good Reader Strategies
Word Wall
Graphic Organizer:
Venn Diagram
51
Grade: 1
Unit: 6
Title: Around the World with a Glass Slipper
Dates of Instruction: _______________________
Cross-Curricular Connections
Resources
Religion/Values: 1) Using a Venn diagram, compare and contrast the similarities and differences between the
main character of a fairy tale and Jesus, from the religious point of view. Students may also choose a favorite Bible
story or character and write an opinion paper about why it is their favorite. 2) Give the students the prompt: “Once
upon a time…” and have them create their own version of their favorite fairy tale, incorporating family
values/morals into the story. The story should contain three to four sentences, with a beginning, middle, and end.
Art Connection: After viewing masks from around the world, have students create a self-portrait and refer to how
they are made in God’s image.
ELA: Have students write a letter/postcard to an imaginary relative in a country of their choice, and refer to the fairy
tale in their letter. They should also demonstrate how they would address the envelope or postcard.
Social Studies: 1) Have students create a menu from their country or a country of choice in order to explore
different types of food from that culture. 2) Create a map that is labeled with directions, bodies of water, and a map
key. 3) Students can write a paper based on the prompt: “If your relative from another country was coming to
dinner, what would you do here in America to make him/her feel comfortable?” Students should use complete
sentences. 4) To help them explore the different aspects of their cultural background and experiences, have
students construct a poster by researching that particular culture.
Mask links:
Click on http://www.masksoftheworld.com and click on a country or picture
of mask.
Click on http://anthromuseum.missouri.edu and type “Masks Around the
World Minigallery,” then choose a mask to view.
Poem link:
Click on http://www.poemhunter.com and type “In Search of Cinderella”
and click on Silverstein’s link.
Assessing Student Understanding
• Students will retell the story of Cinderella from one of their favorite versions, using details and correct
sequence.
• Students will write an opinion response about their favorite version of Cinderella, including the title of
the book and at least two reasons stating why it was their favorite, a conclusion, and illustration. They
should revise their paper, editing punctuation, misspellings, grammar, etc., as needed, add additional
details, and present it to the class.
• Students will create a mask based on a character from their favorite version of
Cinderella or fairly tale, then read from a section of the story to the class, while using
their mask.
• Students will collaborate in a small group to research contributions and inventions from
another country, collect contemporary items that are a result of the contributions,
digitally design information cards for the items, and exhibit them in a classroom
museum. Ask and answer questions about the exhibit.
Teacher Notes/Reflections
52