2016-17 Curriculum Blueprint
Grade:
First
Course: ELA
District Unit 2
Wonders Unit 1 Week 5 Unit 2 Week 1-3
Lexile Band: 190-275 (1st quarter) Lexile Band: 190L – 530L (whole year)
Flexible Time
Line
20 days
Unit Overview
In this unit, students will retell the major events from a story using key details. Students will be able to identify story
elements. They will make connections between two texts by identifying how they are the same and different. At the
end of the unit the students will use their understanding of story elements to compose a narrative including details
regarding what happened, signal event order and provide closure.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
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Suggested Essential Questions to Choose From
Why is using key details from the story important in retelling the story?
How can I use the details of the text to express the central message or lesson?
What can I learn from comparing two texts?
Reading Learning Goals
Students will be able to understand how to retell stories
using key details and story elements. Students will be
able to describe the connection between two individuals
or events in a text.
RL.1.3 Scale
RL.3.9 Scale RI. 3. 9 Scale
Focus Reading Standard
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and
major events in a story, using key details.
LAFS.1.RI.1.3 (DOK 2) Describe the connection between
two individuals, events, ideas, or pieces of information in
a text.
LAFS.1.RL3.9 (DOK 3) Compare and Contrast the
adventures and experiences of characters in stories.
LAFS.1.RI.3.9 (DOK 3) Identify basic similarities in and
differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Writing Learning Goals
Students will understand how to write a narrative with
two or more detailed events in order. W.1.3 Scale
Focus Writing Standard
LAFS.1.W.1.3 (DOK 3) Write narratives in which they
recount two or more appropriately sequenced events,
include some details regarding what happened, use
temporal words to signal event order, and provide some
sense of closure.
Recursive Standards
English Language Development
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the
school setting.
Reading Foundational Skills
LAFS.1.RF.1.1 (DOK 1) Demonstrate understanding of the organization and basic features of print. a. Recognize the
distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
LAFS.1.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.1.RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text
with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on
Updated 6-15-2016
successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Reading
LAFS.1.RL/RI.1.1 (DOK 2) Ask and answer questions about key details in a text.
LAFS.1.RL/RI.4.10 (DOK 2) With prompting and support, read prose and poetry of appropriate complexity for grade 1.
LAFS.1.RL 2.4 (DOK 2) Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
LAFS.1.RI.2.4 (DOK 2) Ask and answer questions to help determine or clarify the meaning of words and
phrases in a text.
Speaking and Listening
LAFS.1.SL.1.1 (DOK 2) Participate in collaborative conversations with diverse partners about grade 1 topics and texts
with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others
with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in
conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any
confusion about the topics and texts under discussion.
LAFS.1.SL.1.2 (DOK 2) Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
LAFS.1.SL.1.3 (DOK 2) Ask and answer questions about what a speaker says in order to gather additional information
or clarify something that is not understood.
LAFS.1.SL.2.4 (DOK 2) Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
LAFS.1.W.2.5 (DOK 3) With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
Language
LAFS.1.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas
in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling
patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic
awareness and spelling conventions.
LAFS.1.L.3.5 (DOK 2) With guidance and support from adults, demonstrate understanding, word relationships and
nuances in word meanings.
c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).
d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and
adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
LAFS.1.L.3.6 (DOK 1) Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my
hamster Nibblet because she nibbles too much because she likes that).
Writing
LAFS.1.W.2.5 (DOK 3) With guidance and support from adults, focus on a topic, respond to questions and suggestions
from peers, and add details to strengthen writing as needed.
Updated 6-15-2016
Phonics
S blends
Short vowel e /e/
Short vowel u /u/
Ending blends (end, ast, ink)
Suggested: *Wonders Unit 1 Week 5
Unit 2 Week 1-3
High Frequency/Vocabulary
DOLCH WORD LINK
FRY LIST LINK
Suggested: *Wonders Unit 1 Week 5
Unit 2 Week 1-3
Grammar/Language
Sentences
Nouns
Singular/Plural Nouns
Possessive Nouns
Mechanics:
Capitalization and Punctuation
Commas in a Series
Apostrophes with Contractions
Apostrophes with Possessive Nouns
Suggested: *Wonders Unit 1 Week 5
Unit 2 Week 1-3
Deconstructed Reading Standards
LAFS.1.RL.1.3 (DOK 2) Describe characters, setting, and major events in a story, using key details.
 Define character.
 Define setting.
 Define major events.
 Define key details.
 Identify characters using key details.
 Identify setting using key details.
 Identify major events using key details.
 Describe characters using key details, discern which details are important.
 Describe setting using key details, discern which details are important.
 Describe major events using key details, discern which details are important.
K: With prompting and support, identify characters, setting, and major events in a story.
2nd: Describe how characters in a story respond to major events and challenges.
LAFS.1.RI.1.3 (DOK 2) Describe the connection between two individuals, events, ideas, or pieces of information in a
text.
 Identify key details in an informational text.
 Associate details with an individual, event or idea.
 Describe the connection / relationship between the details within an informational text.
 Describe the connection between 2 pieces of information.
K: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of
information in a text.
2nd: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text.
LAFS.1.RL3.9 (DOK 3) Compare and Contrast the adventures and experiences of characters in stories.
 Identify characters in a story.
 Identify similarities and differences of adventures and experiences of characters.
 Compare/contrast details from stories about the experiences of characters.
K: With prompting and support, compare and contrast the adventures and experiences of characters in familiar
text.
2nd: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or
by different cultures.
LAFS.1.RI.3.9 (DOK 3) Identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Updated 6-15-2016
 Identify comparable points between two texts on the same topic.
 Identify basic similarities between two texts on the same topic.
 Identify differences between two texts on the same topic.
K: With prompting and support, identify basic similarities in and differences between two texts on the same topic
(e.g., in illustrations, descriptions, or procedures).
2nd: Compare and contrast the most important points presented by two texts on the same topic.
Deconstructed Writing Standard
LAFS.1.W.1.3 (DOK 3) Write narratives in which they recount two or more appropriately sequenced events, include
some details regarding what happened, use temporal words to signal event order, and provide some sense of
closure.
 Choose an experience in which to write.
 Identify two or more events of the experience and sequence appropriately.
 Identify transitional words.
 Identify details, transitions, closure, final thoughts.
 Choose relevant details that correspond to a chosen event.
 Reflect on identified event.
 Apply appropriate transitional words in order to signal change of events in narrative.
 Create relevant and elaborate details to support events of narrative writing.
 Write a narrative, recounting two or more events and including supporting details.
 Write a narrative, recounting two or more events and including transitional words.
Write a narrative, recounting two or more events and including a sense of closure.
Suggested Literary Texts
Literary Tasks (Teach and Model)
*Depending on readability of text, Interactive ReadChoose at least 1 task per standard that will support and
Alouds may be utilized (refer to Higher Order
scaffold learning for the published product. Can be used in
Questions to ensure deeper comprehension)
whole group, small group, and journal responses.
Paired Texts
Week 7
LAFS.1.R.1.3 (DOK2) After reading a suggested text use a
 Millie Waits for the Mail (Lexile 530)
tree map or other graphic organizer to describe the
Wonders Unit 2 Week 1 Literature Big Book
characters, setting and key details from the text. Use the key
 Good Job, Ben!
details from text to complete the graphic organizer.
Wonders Unit 2 Week 1 Reading and Writing
Workshop
LAFS.1.RL.1.3 (DOK 2) After reading a suggested text or a
 The Red Hat
text of your choice, create a graphic organizer to describe
Wonders Unit 2 Week 1 Literature Anthology
the major events from the story. Use key details to discern
which details are important.
Week 8
LASF.1.R.3.9 (DOK 2) After reading Good Job, Ben and The
 The Three Little Dassies (Lexile 720)
Red Hat or other paired texts.
Wonders Unit 2 Week 2 Literature Big Book
Part A: Students will have a collaborative discussion to discuss
the
similarities and differences between the experiences in
 The Pigs, the Wolf, and the Mud (Lexile 320)
each
text.
Wonders Unit 2 Week 2 Literature Anthology
Part B: After reading paired texts, students will use a Thinking
 Cubs in a Hut
Map/graphic organizer (i.e. Tree Map) to list the various
Wonders Unit 2 Week 2 Reading and Writing
characters from the stories.
Workshop
Updated 6-15-2016
Week 9
 Move (Lexile 450)
Wonders Unit 1 Week 5 Literature Big Book
 At the Pond (Lexile 190)
Wonders Unit 2 Week 3 Literature Anthology
 The Best Spot (Lexile 160)
Wonders Unit 2 Week 3 Reading and Writing Workshop
Part C: Students will use the main characters to
compare/contrast details from stories about the
experiences of characters within the story.
LASF.1.R.3.9 (DOK 2) After reading At the Pond, and The
Best Spot or other paired texts, students will use a Thinking
Map/graphic organizer to similarities and differences
between two texts on the same the topic.
*Students
should
interact
with
the
suggested/optional texts multiple times to master the
three focus reading standards within this unit. PLC’s
should collaborate to determine the order of
instruction and strategies that support the learning
goal.
Use to create your own tasks starting on page 3 –
LDC K-1 Template Tasks
*The tasks provided are a sampling therefore additional
tasks would be required to ensure adequate practice and
deepening of knowledge to ensure mastery of the focus
standards.
Tools and Resources for Finding Optional Text
Science Texts
Social Studies Texts
Unit 2: Work in the Community
Unit 3: Looking at Our World
Document-Based Questions (DBQs)
When applicable
Tools to measure text complexity (Vetting a text)
Published Product
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the
standards, with modeling. Use Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading a narrative text, choose an experience, identify at least two events from the text, and reflect on the
events by describing how they are similar to events that have happened to you. Provide a sense of closure.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking,
listening, and writing throughout the unit.
LAFS.1.RL3.9 (DOK 3)
 How are their adventures similar? How are they
LAFS.1.RL.1.3 (DOK 2)
different?
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How do the characters in the story solve their
problem?
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What happens at the beginning, middle, and end
of the story?
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How are the characters behaving, or feeling, at

the beginning, middle, and end of the story?
How do we know the characters are feeling _____, 
or are going to do ________?
LAFS.1.RI.3.9 (DOK 3)
Can you tell me how that picture is the same as this
one?
We read two books, what was different about them?
We are going to compare these two books. How were
they the same?
We are going to fill in this chart; can you tell me how the
two texts we read were different?
Updated 6-15-2016

What happened first? What happened next? Was this
the same order as what we read in the other book?
Additional Resources & Links
Ebscohost
Under this link, use “Searchasarus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Marzano Proficiency Scales Bank
Link to Webb’s DOK Guide
LDC K-1 Template Tasks
Recursive Standards
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Writing Rubric Narrative rubric
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
5th Grade ELA Test Item Specifications
4th Grade ELA Test Item Specifications
Updated 6-15-2016