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CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit R, Week 6Approximate Timeline: 1 WeekBig Idea: What is all around me?Essential Question: What can we see around our neighborhood?CCSS / “I can ”Foundational Skills:*C.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.2.c: I can break apart a word and put it back together.*CC.1.R.F.3: I can decode words.*CC.1.R.F.4.a: I can read with purpose and ry of the Week: Farmers Market (RealisticFiction)*Monitor Progress:SI: Read the Words (Day 5, page 165c)*Match Initial, Medial, and Final PhonemesOL: Read the Words and Read the Sentences(Day 5, page 165c)*Identify SyllablesA: Advanced Selection (Day 5, page 165i)*CC.1.R.L.5: I can tell the difference between fiction andnonfiction stories.*Segment and Blend PhonemesInformational Text:*Letter sounds: v, y, z, qu*Unit R Test*Writing Prompt: Descriptive SentencesSpeaking/Listening:*CC.1.SL.1c: I can participate in conversations by askingquestions.*CC.1.SL.2: I can ask and answer questions about a text readaloud to me. I can ask and answer questions about informationpresented visually, such as a photograph or video. I can ask andanswer questions about information presented orally, such as aspeech or conversation.Language:*CC.1.L.1.j: I can write simple and compound sentences.*CC.1.L.2.b: I can end sentences I write with punctuation*CC.1.L.2: I can use Standard English when using capitalization,punctuation, and spelling in writing.Writing:*Vowel sound: Short u*Comprehension Skill: Realism and FantasyFluency Expectation:N/A*Comprehension Strategy: Background Knowledge*High-Frequency Words: where, go, here, for, me*Vocabulary: Sort Words*Fluency: Oral Rereading*Writing: Sentences with Nouns, Verbs, andAdjectives*Conventions: SentencesResources: Reading Street (Unit R) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, ABC Rhyme Time Big Book, First Grade, Here I Come!Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 1, Week 1Approximate Timeline: 1 WeekBig Idea: How are people and animals important to one another?Essential Question: What do pets need?CCSS / “I can ”Foundational Skills:*C.1.R.F.2.a: I can read long and short vowel words.*C.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.2.c: I can break apart a word and put it back together.*CC.1.R.F.3: I can decode words.*CC.1.R.F.4: I can read accurately and fluently, which helps mecomprehend what I read.Literature:*CC.1.R.L.3: I can identify characters, settings, and major eventsin a story, using key details.*CC.1.R.L.10: I can explain which parts of a text I understandand which parts I don’t. I can locate parts of a text that aredifficult for me. I can think about questions I have about a textand ask for help in order to understand parts of a text that aretoo difficult for me.Informational Text:Speaking/Listening:*CC.1.SL.1c: I can participate in conversations by askingquestions.Activities*Story of the Week: Sam, Come Back! (RealisticFiction)*Distinguish Phonemes*Blend and Segment Phonemes*Spelling Test: Short a words*Monitor Progress:SI: Read the Words (Day 5, page 37e)OL: Read the Sentences(Day 5, page 37f)*Consonant Pattern -ckA: Advanced Selection (Day 5, page 37m)*Vowel sound: Short a*Spelling: Short a words*Comprehension Skill: Character and Setting*Comprehension Strategy: Monitor and Clarify*High-Frequency Words: my, come, way, on, in*Vocabulary: Words for LocationLanguage:*CC.1.L.2.d: I can spell some common irregular verbs.*CC.1.L.2: I can use Standard English when capitalizing, usingpunctuation and spelling in my writing.*CC.1.L.2.b: I can end sentences I write with punctuation.*Fluency: AccuracyWriting:*Conventions: Sentences*CC.1.W.5: I can answer questions, add details, and explain mywriting to others.*CC.1.W.8: I can tell a story about myself using details.Assessments*Writing: StoryFluency Expectation:N/A

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 1, Week 2Approximate Timeline: 1 WeekBig Idea: How are people and animals important to one another?Essential Question: Who helps animals?CCSS / “I can ”Foundational Skills:*CS.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.2.c: I can break apart a word and put it back together.*CC.1.R.F.2.d: I can segment spoken single-syllable words intotheir complete sequence of individual sounds.*CC.1.R.F.3.a: I can read and spell words with commonconsonant digraphs.*CC.1.R.F.4.b: I can read orally with accuracy, fluency, and withexpression.ActivitiesAssessments*Story of the Week: Pig in a Wig (Animal Fantasy)*Spelling Test: Short i words*Count, Segment, and Blend Phonemes*Monitor Progress:SI: Read the Words (Day 5, page 65e)*Distinguish /i/*Consonant x, /ks/OL: Read the Sentences(Day 5, page 65f)*Vowel sound: Short iA: Advanced Selection (Day 5, page 65m)Literature:*CC.1.R.L.3: I can identify characters, settings, and major eventsin a story, using key details.*CC.1.R.L.2: I can tell my teacher and other students stories Iknow, remembering the important details and the main idea ofeach story.*Spelling: Short i words*Comprehension Skill: Plot*Comprehension Strategy: SummarizeInformational Text:Speaking/Listening:*CC.1.SL.1: I can participate in discussions about grade-levelappropriate topics and texts with peers and adults in small andlarger groups.Language:*CC.1.L.2: I can use Standard English when capitalizing, usingpunctuation and spelling in my writing.*CC.1.L.1.j: I can write simple and compound sentences.*High-Frequency Words: she, take, what, up*Vocabulary: Alphabetize*Fluency: Accuracy*Writing: Fantasy Story*Conventions: Subjects of SentencesWriting:*CC.1.W.3: I can write a sentence to introduce a topic. I canwrite about the events of a story. I can tell the order of events ina story.*CC.1.W.5: I can answer questions, add details, and explain mywriting to others.Fluency Expectation:N/A

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 1, Week 3Approximate Timeline: 1 WeekBig Idea: How are people and animals important to one another?Essential Question: How do animals help people?CCSS / “I can ”Foundational Skills:*CC.1.R.F.2: I can say my letter sounds.*CC.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.2.c: I can break apart a word and put it back together.*CC.1.R.F.3: I can decode words.*CC.1.R.F.3.b: I can decode regularly spelled one-syllable words.*CC.1.R.F.4: I can read accurately and fluently, which helps mecomprehend what I read.Activities*Story of the Week: The Big Blue Ox (AnimalFantasy)*Count, Segment, and Blend Phonemes*Plural –s, Consonant s /z/*Spelling Test: Short o words*Monitor Progress:SI: Read the Words (Day 5, page 93e)OL: Read the Sentences(Day 5, page 93f)*Vowel sound: Short oA: Advanced Selection (Day 5, page 93m)Literature:*CC.1.R.L.3: I can identify characters, settings, and major eventsin a story, using key details.*CC.1.R.L.7: I can find an illustration in a story and describe it. Ican explain why an illustration is part of the page it is on. I canexplain what part of the story the illustration is about.Assessments*Spelling: Short o words*Comprehension Skill: Character and SettingFluency Expectation:N/A*Comprehension Strategy: VisualizeInformational Text:Speaking/Listening:*CC.1.SL.4: I can describe characters, places, and events byproviding details about them and how I feel about them.*High-Frequency Words: blue, little, from, use, get,help*Vocabulary: SynonymsLanguage:*CC.1.L.1.j: I can write simple and compound sentences.*CC.1.L.2.d: I can spell some common irregular words.Writing:*CC.1.W.5: I can answer questions, add details, and explain mywriting to others.*Fluency: Appropriate Rate*Writing: Short Poem*Conventions: PredicatesResources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, A Kid’s Best Friend Big Book, Sound-Spelling Cards, ReadAloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 1, Week 4Approximate Timeline: 1 WeekBig Idea: How are people and animals important to one another?Essential Question: How do wild animals take care of their babies?CCSS / “I can ”Foundational Skills:*CC.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.3.f: I can read words with inflectional endings.*CC.1.R.F.4.b: I can read orally with accuracy, fluency, and withexpression.Literature:Informational Text:*CC.1.R.I.2: I can identify and understand the main topic of what Iread. I can retell the main topic of a text. I can retell key details ofa text.Speaking/Listening:Activities*Story of the Week: A Fox and a Kit (LiteraryNonfiction)*Blend and Segment Phonemes*Onset and RimeOL: Read the Sentences(Day 5, page 119f)A: Advanced Selection (Day 5, page 119m)*Spelling: Inflected ending -sLanguage:*Comprehension Strategy: Important Ideas*CC.1.W.3: I can write a sentence to introduce a topic. I canwrite about the events of a story. I can tell the order of events ina story.*Monitor Progress:SI: Read the Words (Day 5, page 119e)*Inflected ending -ing*Comprehension Skill: Main Idea and DetailsWriting:*Spelling Test: Inflected ending -s*Inflected ending –s*CC.1.SL.1.b: I can listen to what others say and the respond tothem.*CC.1.L.2.d: I can spell some common irregular words.*CC.1.L.1.j: I can write simple and compound sentences.*CC.1.L.2.b: I can end sentences I write with punctuation.AssessmentsFluency Expectation:N/A*High-Frequency Words: eat, four, five, her, this,too*Vocabulary: Alphabetize*Fluency: Accuracy and Appropriate Rate*Writing: Personal Narrative*Conventions: Declarative SentencesResources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Jungle Drum Big Book, Sound-Spelling Cards, Read AloudAnthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 1, Week 5Approximate Timeline: 1 WeekBig Idea: How are people and animals important to one another?Essential Question: Which wild animals live in our neighborhood?CCSS / “I can ”Foundational Skills:*CC.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.2.c: I can chop out a word and put it back together.*CC.1.R.F.3: I can decode words.*CC.1.R.F.4.b: I can read orally with accuracy, fluency, and withexpression.Literature:*CC.1.R.L.1: I can answer questions other people ask me about whatI read. I can ask other questions about what I read.*CC.1.R.L.3: I can identify characters, settings, and major events in astory, using key details.Activities*Story of the Week: Get the Egg! (Realistic Fiction)*Spelling Test: Short e Words*Segment and Blend Phonemes*Monitor Progress:SI: Read the Words (Day 5, page 145e)*Vowel Sound: Short e*Initial Consonant BlendsOL: Read the Sentences(Day 5, page 145f)*Spelling: Short e WordsA: Advanced Selection (Day 5, page 145m)*Comprehension Skill: Main Idea and DetailsInformational Text:*CC.1.R.I.2: I can identify and understand the main topic of what Iread. I can retell the main topic of a text. I can retell key details of atext.Assessments*Comprehension Strategy: Story StructureFluency Expectation:N/A*High-Frequency Words: saw, tree, your, smallSpeaking/Listening:*CC.1.SL.4: I can describe characters by providing details aboutthem and how I feel about them. I can describe places by providingdetails about them and how I feel about them. I can describe eventsby providing details about them and how I feel about them.*Vocabulary: Sort WordsLanguage:*Writing: Realistic Story*CC.1.L.2.d: I can spell some common irregular words.*CC.1.L.1.j: I can write simple and compound sentences.*Fluency: Appropriate Phrasing*Conventions: Interrogative SentencesWriting:*CC.1.W.3: I can write a sentence to introduce a topic. I can writeabout the events of a story. I can tell the order of events in a story.*CC.1.W.5: I can answer questions, add details, and explain mywriting to others.Resources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Jungle Drum Big Book, Sound-Spelling Cards, Read AloudAnthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 1, Week 6Approximate Timeline: 1 WeekBig Idea: How are people and animals important to one another?Essential Question: What can we learn about wild animals by watching them?CCSS / “I can ”ActivitiesFoundational Skills:*CC.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.2.c: I can chop out a word and put it back together.*CC.1.R.F.3: I can decode words.*CC.1.R.F.4.b: I can read orally with accuracy, fluency, and withexpression.Literature:Informational Text:*Story of the Week: Animal Park (LiteraryNonfiction)*Spelling Test: Short u Words with Final ConsonantBlends*Segment and Blend Onset and Rime*Monitor Progress:SI: Read the Words (Day 5, page 171e)*Vowel Sound: Short u*Final Consonant Blends*CC.1.R.I.7: I can study the pictures in a text to learn more abouta topic. I can explain how pictures in a text are helpful inlearning about a topic.*CC.1.R.I.8: I can read a text and identify the authors’ key points. Ican look for reasons an author gives to say why his or her ideasmake sense. I can identify the reasons an author gives to supportpoints in a text.*Spelling: Short u Words with Final ConsonantBlendsSpeaking/Listening:*High-Frequency Words: home, many, them, into*CC.1.SL.1.b: I can listen to what others say and then respond tothem.AssessmentsOL: Read the Sentences(Day 5, page 171f)A: Advanced Selection (Day 5, page 171o)*Unit 1 Test*Comprehension Skill: Cause and Effect*Writing Prompt: Personal Narrative*Comprehension Strategy: Text StructureFluency Expectation:N/A*Vocabulary: AntonymsLanguage:*CC.1.L.2.d: I can spell some common irregular words.*CC.1.L.1.j: I can write simple and compound sentences.Writing:*CC.1.W.2: I can write a topic sentence with supporting details.*Fluency: Appropriate Phrasing*Writing: Writing for Tests*Conventions: Exclamatory SentencesResources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Jungle Drum Big Book, Sound-Spelling Cards, Read AloudAnthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 2, Week 1Approximate Timeline: 1 WeekBig Idea: What is a community?Essential Question: What does a family do together?CCSS / “I can ”Foundational Skills:*CC.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.3.a: I can read and spell words with commonconsonant digraphs*CC.1.R.F.4: I can read accurately and fluently, which helps mecomprehend what I read.Literature:*CC.1.R.L.3: I can identify characters, settings, and major eventsin a story, using key details.*CC.1.R.L.1: I can answer questions other people ask me aboutwhat I read. I can ask others questions about what I read.Informational Text:Activities*Story of the Week: A Big Fish for Max (LiteraryNonfiction)*Blend and Segment Phonemes and Words*Consonant Digraphs sh, thAssessments*Spelling Test: Words with sh, th*Monitor Progress:SI: Read the Words (Day 5, page 43e)OL: Read the Sentences(Day 5, page 43f)*Vowel sound in ballA: Advanced Selection (Day 5, page 43m)*Spelling: Words with sh, th*Comprehension Skill: SequenceSpeaking/Listening:*Comprehension Strategy: Predict and Set Purpose*CC.1.SL.4: I can describe characters by providing details aboutthem and how I feel about them. I can describe places byproviding details about them and how I feel about them. I candescribe events by providing details about them and how I feelabout them.*High-Frequency Words: said, want, good, catch,no, putFluency Expectation:N/A*Vocabulary: Sort WordsLanguage:*CC.1.L.2.d: I can spell some common irregular words.*CC.1.L.1.c: I can write or talk about the past, present, andfuture by using verb tenses.Writing:*CC.1.W.2: I can write a topic sentence with supporting details.*Fluency: Accuracy and Appropriate Rate*Writing: Friendly Letter*Conventions: Common NounsResources: Reading Street (Unit 2) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Walk Around A City Big Book, Sound-Spelling Cards, ReadAloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 2, Week 2Approximate Timeline: 1 WeekBig Idea: What is a community?Essential Question: How is a school a community?CCSS / “I can ”Foundational Skills:*CC.1.R.F.2.a.: I can read short and long vowel words.*CC.1.R.F.2.b: I can blend sounds to make words includingconsonant blends.*CC.1.R.F.3: I can decode words.*CC.1.R.F.3.b: I can decode regularly spelled one-syllable words.*CC.1.R.F.3.c: I can identify the mean –e at the end of a word.*CC.1.R.F.4. b.: I can read orally with accuracy, fluency, and withexpression.Activities*Story of the Week: The Farmer in the Hat (RealisticFiction)*Distinguish Long and Short Vowels*Segment and Blend PhonemesAssessments*Spelling Test: Words with Long a*Monitor Progress:SI: Read the Words (Day 5, page 77e)OL: Read the Sentences(Day 5, page 77f)*Long a: a eLiterature:*CC.1.R.L.2: I can tell my teacher and other students’ stories I know,remembering the important details and the main idea of each story.*CC.1.R.L.1: I can answer questions other people ask me about whatI read. I can ask others questions about what I read.Informational Text:*CC.1.R.I.8: I can read a text and identify the authors’ key points. Ican look for reasons an author gives to say why his or her ideasmake sense. I can identify the reasons an author gives to supportpoints in a text.Speaking/Listening:*CC.1.SL.4: I can describe characters by providing details aboutthem and how I feel about them. I can describe places by providingdetails about them and how I feel about them. I can describe eventsby providing details about them and how I feel about them.A: Advanced Selection (Day 5, page 77m)*Consonants c/s/, g/j/*Spelling: Words with Long aFluency Expectation:N/A*Comprehension Skill: Cause and Effect*Comprehension Strategy: Monitor and Clarify*High-Frequency Words: could, be, old, paper, of,horse*Vocabulary: Time and Order WordsLanguage:*Fluency: Appropriate Phrasing*CC.1.L.2.d: I can spell some common irregular words.*CC.1.L.1.j: I can write simple and compound sentences.*CC.1.L.1: I can use Standard English when writing or speaking.*CC.1.L.2.a: I can capitalize dates and names of people.*Writing: Brief Composition*Conventions: Proper NounsWriting:*CC.1.W.2: I can write a topic sentence with supporting details.Resources: Reading Street (Unit 2) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, Walk Around A City Big Book, Sound-Spelling Cards, ReadAloud Anthology, Leveled Readers, Decodable Readers, Letter Tiles, Retelling Cards, On-Line Components

CVCSD First Grade: ELA Curriculum MapGrade Level: 1st GradeUnit 2, Week 3Approximate Timeline: 1 WeekBig Idea: What is a community?Essential Question: Who works to mak

Resources: Reading Street (Unit 1) Teacher and Student Editions, Reader’s and Writer’s Notebook, Sing With Me Big Book, ABC Rhyme Time Big Book, My Very Big Little World Big Book, Sound-Spelling Cards, Read Aloud Anthology, Leveled Readers, Decodable R