Habits of Mind - Neshaminy School District · 2017-07-19 · Habits of Mind . Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics

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Neshaminy School District Curriculum Maps First Grade ELA

Contents of Document: 1. Teacher Resources2. Habits of Mind3. Pa Core Standards and Common Core Standards Crosswalk4. English Language Arts Curriculum Map

Resources Available to Teachers for Instruction: Superkids Curriculum (Teacher Guides, Student Books, Superkids Library Books, SuperSmart: Informational Text Read-Alouds (multimedia), Daily Read Aloud

Routine card, Superkids Skill-Building Book)

Reading A to Z and Raz Kids (online)

Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons

The Fundamentals of Grammar and Conventions

Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.

1. Persisting -sticking to a task until it iscompleted.

Identify characteristics of persistenceshown by individuals in well-knownevents

Imagine what might have occurred ifmore or less persistence was shown ina given scenario.

2. Managing Impulsivity -thinkingbefore acting.

Model the use of patience,including wait time duringdiscussion, or using helpfulsentence stems that reflectintentional choice.

3. Listening to Others-WithUnderstanding and Empathy –listening, understanding, andempathizing with someone else’s pointof view.

Model appropriate listening andhelp student identify the mostcommon “errors” in conversation.

4. Thinking Flexibly- considering alternative points of view or dealing withseveral sources of informationsimultaneously.

Use RAFT assignments (Role,Audience, Format, Topic) wherestudents must consider a situation,letter, speech or poem from adifferent perspective.

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5. Thinking About our Thinking(Metacognition)- mapping out thinkingprocess.

Diagram the relationship between awant and a need.

Map out how characters from booksor thinkers in history might havearrived at certain starting or stoppingpoints in thought.

6. Striving for Accuracy and Precision -taking time to check over work.

Use “three before me,” a strategythat insists on any importantassignment being checked by at least three other people beforebeing handed in.

7. Questioning and Posing Problems- knowing how to ask questions to fill inthe gaps and asking a range ofquestions.

Create a “parking lot” area in theclassroom—stocked with post-itnotes—where students can postquestions.

8. Applying Past Knowledge to New Situations-being able to abstractmeaning from one experience and applyit in a new and novel situation.

Use questions stems like “What do you remember about. . .?”, “Whenhave you ever seen anything likethis?”

9.Thinking and Communicating withClarity and Precision- communicatingaccurately in both written and oral form.

Remind students to avoid thevagueness and abstraction—andimprecision—of terms like always,never, all, everybody, teachers, etc.

10. Gathering Data through All Senses-knowing information gets into the brainthrough different sensory pathways.

Allow students to “cite” sourcesfrom sensory data in addition to traditional textual sources.

11. Creating, Imagining, andInnovating –examining alternativepossibilities from many angles.

Offer persistent sources ofinspiring thought, design, art ormultimedia through writingprompts, discussion points orsimply as a daily class closure.

12. Responding with Wonderment andAwe-having a passion for learning.

Don’t just allow opportunities forstudent choice in topics, formats, orlearning pathways—insist on it.

13. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.

Create an environment where failureis analyzed, not punished.

14. Finding Humor-initiating humormore often, placing greater value onhaving a sense of humor, appreciatingand understanding others’ humor.

Point out humor where it is notimmediately apparent, especially instories and examples from yourown life.

Teach students to distinguishbetween situations of human frailtyand fallibility that are in need ofcompassion and those that are trulyfunny.

15. Thinking Interdependently- realizing that all of us together aremore powerful, intellectually and /orphysically, than any one individual.

Cooperative learning groups

Using digital and social mediaprovides opportunity forinterdependence.

16. Learning Continuously –always striving for improvement.

Revisit old ideas, writing andprojects to identify areas fordevelopment, improvement orrevision.

Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org

http://www.edutopia.org/

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PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 1 ELA

PA Common Core Standard Common Core State Standard

Foundational Skills

CC.1.1.1.B.- Demonstrate understanding of theorganization and basic features of print.• Recognize the distinguishing features of asentence.

RF.1.1 (Print Concepts) -1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of asentence (e.g., first word, capitalization, endingpunctuation).

CC.1.1.1.C. - Demonstrate understanding of spoken words, syllables, and

sounds (phonemes).• Distinguish long from short vowel sounds inspoken single-syllable words.• Count, pronounce, blend, and segmentsyllables in spoken and written words.

• Orally produce single-syllable words,including consonant blends and digraphs.• Isolate and pronounce initial, medial vowel,and final sounds (phonemes) in spoken single syllablewords.Add or substitute individual sounds(phonemes) in one-syllable words to makenew words.

RF.1.2 (Phononlogical Awareness)- 2. Demonstrate understanding of

spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds inspoken single-syllable words.b. Orally produce single-syllable words by

blending sounds (phonemes),including consonant blends.c. Isolate and pronounce initial, medial vowel,and final sounds (phonemes) inspoken single-syllable words.d. Segment spoken single-syllable words intotheir complete sequence of individual sounds(phonemes).

CC.1.1.1.D -Know and apply grade level phonics and word

analysis skills in decoding words.• Identify common consonant diagraphs, finale,and common vowel teams.• Decode one and two-syllable words withcommon patterns.• Read grade level words with inflectionalendings.Read grade-appropriate irregularly spelledwords.

RF.1.3 (Phonics and Word Recognition)- 3. Know and apply grade-level

phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences forcommon consonant digraphs.b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel teamconventions for representing long vowelsounds.d. Use knowledge that every syllable must havea vowel sound to determine the number ofsyllables in a printed word.e. Decode two-syllable words following basicpatterns by breaking the words into syllables.f. Read words with inflectional endings.

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g. Recognize and read grade-appropriateirregularly spelled words.

CC.1.1.1.E. -Read with accuracy and fluency to support comprehension:• Read on-level text with purpose andunderstanding.• Read on-level text orally with accuracy,appropriate rate, and expression onsuccessive readings.Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.

RF.1.4 (Fluency) -4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose andunderstanding.b. Read on-level text orally with accuracy,appropriate rate, and expression on successivereadings.Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary.

Informational Text CC.1.2.1.A - Identify the main idea and retell key details of text. RI.1.2 -Identify the main topic and retell key details of a text.

CC.1.2.1.B -Ask and answer questions about key details in a text. RI.1.1 -With prompting and support, ask and answer

questions about key details in a text.

CC.1.2.1.C -Describe the connection between two individual, events, ideas, orpieces ofinformation in a text.

RI.1.3 -Describe the connection between two individuals, events, ideas, or pieces of information in a text.

CC.1.2.1.D – Intentionally Blank N/A

CC.1.2.1.E -Use various text features and search tools to locate key facts orinformation in a text.

RI.1.5 -Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

CC.1.2.1.F -Ask and answer questions to help determine or clarify the

meaning of words and phrases in a text.

RI.1.4 -Ask and answer questions to help determine or

clarify the meaning of words and phrases in a text.

CC.1.2.1.G -Use the illustrations and details in a text to describe its key ideas. RI.1.7 -Use the illustrations and details in a text to describe its key ideas.

CC.1.2.1.H -Identify the reasons an author gives to support points in a text. RI.1.8 -Identify the reasons an author gives to support

points in a text. CC.1.2.1.I -Identify basic similarities in and differences between two texts on

the same topic.

RI.1.9 -Identify basic similarities in and differences

between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

CC1.2.1.J -Use words and phrases acquired through conversations, reading, and being read to, and responding to texts, including words that signal connections and relationships between

L.1.6 -Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts, including using frequentlyoccurring conjunctions to signal simple

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the words and phrases. relationships (e.g., because).

CC.1.2.1.K -Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade level reading and content.

L.1.4 -Determine or clarify the meaning of unknownand multiple-meaning words and phrases based

on grade 1 reading and content, choosing flexibly

from an array of strategies.CC.1.2.1.L -Read and comprehend literary non-fiction and informational texton grade level, reading independently and proficiently.

RI.1.10 -With prompting and support, read informational texts appropriately complex for grade 1.

Literature CC.1.3.1.A -Ask and answer questions about key details in a text. RL.1.1 -Ask and answer questions about key details in a text.

CC.1.3.1.B -Describe characters, settings, and major events in a story, usingkey details.

RL.1.3 -Describe characters, settings, and major events in a story, using key details.

CC.1.3.1.C -Retell stories, including key details, and demonstrateunderstanding of their centralmessage or lesson.

RL.1.2 -Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CC.1.3.1.D -Identify who is telling the story at various points in a text. RL.1.6 -Identify who is telling the story at various points in a text.

CC.1.3.1.E-Explain major differences between books that tell stories and

books that give information, drawing on a wide reading or range of text type

RL.1.5 -Explain major differences between books that tell stories and books

that give information, drawing on a wide reading of a range of text types.

CC.1.3.1.F -Identify words and phrases in stories or poems that suggest

feelings or appeal to the senses

RL.1.4 -Identify words and phrases in stories or poems

that suggest feelings or appeal to the senses. CC.1.3.1.G -Use illustrations and details in a story to describe characters,

setting, or events.

RL.1.7 -Use illustrations and details in a story to describe its characters,

setting, or events. CC.1.3.1.H -Compare and contrast the adventures and experiences of

characters in stories.

RL.1.9 -Compare and contrast the adventures and

experiences of characters in stories. CC.1.3.1.I -Determine or clarify the meaning of unknown and multiple-

meaning word and phrases based on grade level reading and content.

L.1.4 -Determine or clarify the meaning of unknown

and multiple-meaning words and phrases basedon grade 1 reading and content, choosing flexiblyfrom an array of strategies.

CC.1.3.1.J -Use words and phrases acquired through conversations, reading,and being read to, and responding to texts, including words thatsignal connections and relationships betweenthe words and phrases.

L.1.6 -Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts, including using frequentlyoccurring conjunctions to signal simplerelationships (e.g., because).

CC.1.3.1.K -Read and comprehend literature on grade

level, reading independently and proficiently.

RL.1.10 -With prompting and support, read prose and

poetry of appropriate complexity for grade 1.

Writing CC.1.4.1.A -Write informative/ explanatory texts to examine a topic and

convey ideas andinformation.

W.1.2 -Write informative/explanatory texts in which they name a topic, supply

some facts about the topic,and provide some sense of closure.

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CC.1.4.1.B -Identify and write about one specific topic. W.1.2 -Write informative/explanatory texts in which they name a topic, supply


CC.1.4.1.C -Develop the topic with two or more facts. W.1.2 - Write informative/explanatory texts in which they name a topic, supply


CC.1.4.1.D - Group information and provide some sense of closure. W.1.2 - Write informative/explanatory texts in which they name a topic, supply

some facts about the topic,and provide some sense of closure

CC.1.4.1.E - Choose words and phrases for effect. L.1.1 / L.1.2 - Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.Print all upper- and lowercase letters.Use common, proper, and possessive nouns.Use singular and plural nouns with matching verbsin basic sentences (e.g., He hops; We hop).Use personal, possessive, and indefinite pronouns(e.g., I, me, my; they, them, their, anyone,everything).Use verbs to convey a sense of past, present, andfuture (e.g., Yesterday I walked home; Today I walkhome; Tomorrow I will walk home).Use frequently occurring adjectives.Use frequently occurring conjunctions (e.g., and,but, or, so, because).Use determiners (e.g., articles, demonstratives).Use frequently occurring prepositions (e.g., during,beyond, toward).Produce and expand complete simple andcompound declarative, interrogative, imperative, andexclamatory sentences in response to prompts.Demonstrate command of the conventions ofstandard English capitalization, punctuation, andspelling when writing.Capitalize dates and names of people.Use end punctuation for sentences.Use commas in dates and to separate single wordsin a series.Use conventional spelling for words with commonspelling patterns and for frequently occurring irregularwords.Spell untaught words phonetically, drawing onphonemic awareness and spelling conventions.

CC.1.4.1.F - Demonstrate a grade appropriate command of (Begins in grade 2)

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the conventions of standard English grammar and spelling. • Capitalize dates and names of people.• Use end punctuation; use commas in datesand words in series.• Spell words drawing on common spellingpatterns, phonemic awareness and spellingconventions.CC.1.4.1.G - Write opinion pieces on familiar topics. W.1.1 - Write opinion pieces in which they introduce the topic or name the

book they are writing about,state an opinion, supply a reason for the opinion,and provide some sense of closure.

CC.1.4.1.H - Form an opinion by choosing among given topics. W.1.1 - Write opinion pieces in which they introduce the topic or name the

book they are writing about,state an opinion, supply a reason for the opinion,and provide some sense of closure.

CC.1.4.1.I - Support the opinion with reasons related to the opinion. W.1.1 - Write opinion pieces in which they introduce the topic or name the

book they are writing about,state an opinion, supply a reason for the opinion,

and provide some sense of closure.CC.1.4.1.J - Create an organizational structure that includes reasons andprovides some sense of closure.

W.1.1 - Write opinion pieces in which they introduce the topic or name thebook they are writing about,state an opinion, supply a reason for the opinion,and provide some sense of closure.

CC.1.4.1.K - Use a variety of words and phrases. L.1.6 - Use words and phrases acquired through

conversations, reading and being read to, andresponding to texts, including using frequentlyoccurring conjunctions to signal simplerelationships (e.g., because).

CC.1.4.1.L - Demonstrate a grade appropriate command of the conventions of

standard English grammar, usage, capitalization, punctuation, and spelling. Capitalize dates and names of people. Use end punctuation; use commas in dates and words in a series. Spell words drawing on common spelling patterns, phonemic

awareness, and spelling conventions.

L.1.1 / L.1.2 - Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.Print all upper- and lowercase letters.Use common, proper, and possessive nouns.Use singular and plural nouns with matching verbsin basic sentences (e.g., He hops; We hop).Use personal, possessive, and indefinite pronouns(e.g., I, me, my; they, them, their, anyone,everything).Use verbs to convey a sense of past, present, andfuture (e.g., Yesterday I walked home; Today I walkhome; Tomorrow I will walk home).Use frequently occurring adjectives.Use frequently occurring conjunctions (e.g., and,

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but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

CC.1.4.1.M - Write narratives to develop real or imagined experiences or

events.

W.1.3 - Write narratives in which they recount two or

more appropriately sequenced events, includesome details regarding what happened, usetemporal words to signal event order, andprovide some sense of closure.

CC.1.4.1.N - Establish “who” and “what” the narrative will be about. N/A

CC.1.4.1.O - Include thoughts and feelings to describe experiences andevents.

N/A

CC.1.4.1.P - Recount two or more appropriately sequences events using

temporal words to signal event order and provide some sense of closure.

W.1.3 - Write narratives in which they recount two or

more appropriately sequenced events, includesome details regarding what happened, use

temporal words to signal event order, andprovide some sense of closure.

CC.1.4.1.Q - Use a variety of words and phrases. L.1.6 - Use words and phrases acquired through

conversations, reading and being read to, and responding to texts.

CC.1.4.1.R - Demonstrate a grade appropriate command of

the conventions of standard English grammarand spelling.• Capitalize dates and names of people.• Use end punctuation; use commas in datesand words in series.• Spell words drawing on common spellingpatterns, phonemic awareness and spellingconventions.

L.1.1/L.1.2- Demonstrate command of the conventions of standard English grammarand usage when writing or speaking.Print all upper- and lowercase letters.Use common, proper, and possessive nouns.Use singular and plural nouns with matching verbsin basic sentences (e.g., He hops; We hop).Use personal, possessive, and indefinite pronouns(e.g., I, me, my; they, them, their, anyone,everything).Use verbs to convey a sense of past, present, and

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future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions

CC.1.4.1.S – Intentionally Blank N/A

CC.1.4.1.T - With guidance and support from adults and peers, focus on a

topic, respond to questions and suggestions from peers, and add details tostrengthen writing as needed.

W.1.5 - With guidance and support from adults, focus on a topic, respond to

questions and suggestionsfrom peers, and add details to strengthen writingas needed.

CC.1.4.1.U- With guidance and support, use a variety of digital tools toproduce and publish writing including in collaboration with peers.

W.1.6 - With guidance and support from adults, use avariety of digital tools to produce and publishwriting, including in collaboration with peers.

CC.1.4.1.V - Participate in individual or shared research . W.1.7 - Participate in shared research and writingprojects (e.g., explore a number of “how-to”books on a given topic and use them to write asequence of instructions).

CC.1.4.1.W - With guidance and support, recall information from experiences

or gather information from provided sources to answer a question.

W.1.8 - With guidance and support from adults, recall

information from experiences or gatherinformation from provided sources to answer aquestion.

CC.1.4.1.X - Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day ortwo) for a range of discipline-specific tasks, purposes and audiences.

Begins in grade 4)

Speaking & Listening CC.1.5.1.A - Participate in collaborative conversations with SL.1.1 - Participate in collaborative conversations with

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peers and adults in small and larger groups. diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. o Follow agreed-upon rules for discussions (e.g.,listening to others with care, speaking one at atime about the topics and texts underdiscussion).o Build on others’ talk in conversations byresponding to the comments of others throughmultiple exchanges.

o Ask questions to clear up any confusion aboutthe topics and texts under discussion.

CC.1.5.1.B - Confirm understanding of a text read aloud or information

presented orally or through other media by asking and answering questionsabout key details and requesting clarification if something is not understood.

SL.1.2 - Ask and answer questions about key details in a text read aloud or

information presented orally or through other media.

CC.1.5.1.C - Ask and answer questions about what a speaker says in order togather additionalinformation or clarify something that is not understood.

SL.1.3- Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

CC.1.5.1.D - Describe people, places, things, and events with relevant details,expressing ideas and feelings clearly.

SL.1.4 - Describe people, places, things, and events with relevant details, expressing ideas and feelings

clearly. CC.1.5.1.E - Add drawings or other visual displays when sharing aloud toclarify ideas, thoughts, and feelings.

SL.1.5 -Add drawings or other visual displays to descriptions when appropriate.

CC.1.5.1.F - Produce complete sentences when

appropriate to task and situation.

SL.1.6 - Produce complete sentences when appropriate to task and situation.

CC.1.5.1.G - Demonstrate command of the conventions of standard Englishwhen speaking based on grade 1 level and content.

L.1.1 - Demonstrate command of the conventions ofstandard English grammar and usage whenwriting or speaking.o Print all upper- and lowercase letters.o Use common, proper, and possessive nouns.o Use singular and plural nouns with matchingverbs in basic sentences (e.g., He hops; Wehop).o Use personal, possessive, and indefinite

pronouns (e.g., I, me, my; they, them, their,anyone, everything).o Use verbs to convey a sense of past, present,and future (e.g., Yesterday I walked home; TodayI walk home; Tomorrow I will walk home).o Use frequently occurring adjectives.o Use frequently occurring conjunctions (e.g.,and, but, or, so, because).o Use determiners (e.g., articles,

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demonstratives). o Use frequently occurring prepositions (e.g.,during, beyond, toward).o Produce and expand complete simple andcompound declarative, interrogative, imperative,and exclamatory sentences in response toprompts.

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CURRICULUM MAP COURSE/ SUBJECT: GRAMMAR GRADE: FIRST MONTH: ONGOING THROUGHOUT ALL UNITS

Enduring Understanding: Writing is a means of documenting thinking.

Essential Question: What role does writing play in our lives?

Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.

Essential Question: How do we develop into effective writers?

Enduring Understanding: Purpose, topic, and audience guide types of writing.

Essential Questions: To what extent does the writing process contribute to the quality of writing?

STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT CC.1.4.1.F

CC.1.4.1.L

CC.1.4.1.R

The Fundamentals of Grammar and

Conventions

Capitalization

Punctuation

Text Layout

Parts of Speech

Sentence Structure

Understand that certain words need to begin with a capital letter

Discover the many uses of end-mark punctuation and recognize

the effects on writing

Notice how writers use the placement of pictures and words to

affect experiences with the story

Learn how text formats such as writing words in shapes and text

features such as boldface, capitalization and italics convey

particular meanings and emotions in a story

Practice using adjectives, nouns, and verbs

Discover how a list structure allows writers to explore and share

a them in depth

Work with a partner to tell a story with a focused sequence and

order and then work independently using the story structure

Notice how modifiers are connected to senses and help readers

“see” and “experience” a description

Understand (and apply) all sentences begin with a capital letterand end with an appropriate end mark; every sentence has a

subject and a verb; precise nouns, exciting adjectives, and

powerful verbs make writing more interesting for the reader

Student Work

Teacher Anecdotal

Records

Conventions of

Writing

Developmental

Scale

NSD Scope &

Sequence for

Conventions

Writing

Fundamentals

Skills Checklist

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COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER

Enduring Understanding: Spoken language can be represented in print.

Essential Question: How can the knowledge of language help us to communicate and understand?

STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT

CC.1.1.1.B

CC.1.1.1.C

Superkids Materials

Superkids-

Level 3 Units 1-6

Superkids-

Level 3 Units 1-4, 6

Print Concepts

Phonemic

Awareness

Identifies the purpose and type for reading and writing

Identifies the parts of a book using a variety of genre Uses correct book handling skills and directionality skills

Identifies various forms of print

Understands the use of speech and thought balloons

Chooses just right text for independent reading

Identifies common punctuation

Recognizes purposeful errors in a sentence

Distinguishes long and short vowel sounds in orally stated single-syllable words

Orally blends three or more spoken phonemes into recognizable words

Distinguishes initial, medial, and final sounds in single-syllables words

Orally segments single syllable spoken words into their phonemes

Manipulates individual phonemes to create new words through addition, deletion,

substitution Identifies the number of syllables in a given word

Identifies sounds in syllables

DIBELS

MAP

Superkids

Assessments

Superkids class work

Teacher Anecdotal

Records

Words Their Way

Assessment

Daily Dictation

Letter Production

Assessment

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CC.1.1.1.D

CC.1.1.1.E

Superkids- Level 3, Units 1-6

Superkids-

Level 3, Units 1-6

Phonics and Word

Recognition

(Alphabetic

Principle)

Fluency

Uses onset and rimes to create new words (decodes real and nonsense words) Decodes and encodes single syllable regular words correctly and independently

(cvc, ccvc, cvcc)

1-2 sound association for consonant digraphs (sh, ch, th, tch, wh)

Encodes (spells) three- and four-letter (single-syllable) words, short vowels, initial

and final consonant blends and digraphs

Distinguishes between syllable types (e.g. sort single syllable words) into either

closed (e.g. men), open ( e.g. me)

Decodes/encodes studied memory words accurately

Demonstrates an initial understanding that the consonant -le syllable contains a

consonant followed by the letter (e.g. apple, table)

Demonstrates an understanding of the different purposes for reading text

Demonstrates an understanding of grade-appropriate vocabulary

Determines genre of text before reading

Determines purpose for reading on-level text

Actively listens to examples of how reading rate can be adjusted and adapted to suit

purpose and context

Reads grade-level sight words accurately and automatically Decodes on-level words with increasing automaticity

Distinguishes between interrogative, declarative, and exclamatory sentences

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COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER

Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

Essential Question: How do we think while reading in order to understand and respond?

Informational (CC.1.2.1)


CC.1.2.1.ACC.1.2.1.B

CC.1.2.1.C

CC.1.2.1.E

CC.1.2.1.F

CC.1.2.1.G

CC.1.2.1.HCC.1.2.1.I

CC.1.2.1.J

CC.1.2.1.K

CC.1.2.1.L

Superkids materials

Superkids- Level 3 Units 1-6

Superkids materials

Key Ideas and

Details

Craft and Structure

Integrations of

Knowledge and

Ideas

Vocabulary

Acquisition & Use

Range of Reading

and Level of Text

Complexity

Generates questions about the text Identifies the main idea of an informational passage

Determines important ideas

Retell key details in their own words

Sequences events

Uses pictures and labels

Rereads to make sense

Monitors comprehension by identifying definitions of words and ideas

Recognizes patterns in text

Uses text features to locate information or answer questions

Identifies how illustrations support text Visualizes based on text

Identifies details to support a main idea

Notices similarities and differences between illustrations and descriptions

Determine the meaning of unknown and multiple-meaning word and phrases based

on grade level reading and content

Use words and phrases acquired through conversations, reading, and being read to,

and responding to texts.

Encounters appropriately complex texts to develop language skills and conceptual

knowledge

Teacher Anecdotal Records

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps & Other

Graphic Organizers

MAP

16

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER



Literature (CC.1.3.1)


CC.1.3.1.A

CC.1.3.1.B

CC.1.3.1.C

CC.1.3.1.E

CC.1.3.1.F

CC.1.3.1.G

CC.1.3.1.H

CC.1.3.1.I

CC.1.3.1.J

CC.1.3.1.K

Superkids-

Level 3 Units 1-6

Superkids-

Level 3 Units 1-6

Superkids-

Level 3 Units 3, 4

Superkids materials

Superkids-

Level 3 Units 4, 5, 6

Superkids-

Level 3 Units 1-8

Level 3 Units 1, 3, 4, 5, 6

Superkids-

Level 3 Units 1-6

Superkids-

Level 3 Units 1-6

Superkids-

Level 3 Units 1-6

Comprehension

Key Ideas and

Details

Craft and Structure

Integration of

Knowledge and Idea

Vocabulary

Acquisition & Use

Range of Reading

and Level of Text

Complexity

Uses prior knowledge to clarify understanding

Answers Who, What, When, and Where Identifies the main idea of a simple story or topic of an informational passage

Retells the main idea of simple story with supporting details

Retells a story and includes characters and setting

Sequences the events in a story

Identifies literary elements (character, setting, plot)

Stops while reading to assess understanding and clarify

Generates and answers questions about character and setting

Connects events, characters, and actions in the story to specific life experiences

Locate words that describe feelings

Identifies whether a story is fiction or non-fiction

Tells who is telling a story in a given section

Visualizes based on text

Tells what is the same or different about the characters in a story

Identifies illustrations that show main characters

Tell whether the characters solve the problem differently





Recognizes the different types of genres: poetry, drama and fiction

Encounters appropriately complex texts to develop language skills and conceptual knowledge

17

COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: SEPTEMBER/OCTOBER/NOVEMBER







STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT CC.1.4.1.A

CC.1.4.1.B

CC.1.4.1.C

CC.1.4.1.D

CC.1.4.1.E

CC.1.4.1.G

CC.1.4.1.H

CC.1.4.2.I

CC.1.4.1.J

CC.1.4.1.KCC.1.4.1.L

CC.1.4.1.M

CC.1.4.1.P

CC1.4.1.Q

CC.1.4.1.R

CC.1.4.1.T

CC.1.4.1.U

CC.1.4.1.V

CC.1.4.1.W

Writing Fundamentals- Unit 1-How Writers Work

Unit 2-Personal Narrative

Informative/Explanatory

Narrative

Response to Literature

Production and

Distributions of Writing

Learn the routines, rituals, and resources of writing workshop

Participate in collaborative conversations by sharing thoughts

and ideas with classmates

Recognize the important roles that pictures play when

developing or telling a story

Identify the various forms and functions of writing

Recall information from experiences to answer questions and

generate writing ideas

Incorporate techniques learned from mentor texts into writing

Publish a piece of informative or narrative writing, adding

details where needed

Participate in shared research exploring new books and authors

to learn from and be inspired by

Listen to and discuss various mentor texts

Engage in active learning by contributing to conversations about

the themes and features of personal narratives

Recognize that personal narrative writers draw on personal

experiences and interests to generate ideas for writing

Discover and identify features of personal narratives (e.g., 1st

person point of view or sequential text structure,

autobiographical details, literary devices, an d figurative

language

Consider how illustrations can complement the text and enhance

meaning

Select one story idea to focus on, develop, and publish

Use a combination of drawing, dictation, and writing to narrate

a single event or several loosely linked events to tell about an

event in the order it happened, including a reaction at the end

Student Work

Conferences

Teacher Anecdotal

Records

Writing

Fundamentals

Rubrics

District Writing

Assessment

18

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: SEPTEMBER, OCTOBER, NOVEMBER




CC.1.5.1.A

CC.1.5.1.B

CC1.5.1.C.

CC.1.5.1.D

CC.1.5.1.E

Superkids-Level 3 Units 1-8

Writing Fundamentals

Units 1-2

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas

Follow agreed-upon rules for discussions (e.g., listening to others and taking

turns speaking about the topics and texts under discussion).

Ask and answer questions about key details of a text read aloud or

information presented orally

Ask and answer questions in order to seek help, get information, or clarify

something that is not understood

Share stories, familiar experiences, and interests speaking clearly enough to

be understood by all audiences using appropriate volume

Speak audibly and express thoughts, feelings, and ideas clearly

Teacher

Anecdotal Records

19

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY




CC.1.1.1.B

CC.1.1.1.C

Superkids-

Level 3 Units 7-10 Level 4 Units 1-2

Superkids materials

Superkids-

Level 4 Unit1

Print Concepts

Phonemic Awareness








Distinguishes initial, medial and final sounds in single-syllable words



Orally segments single syllable spoken words into their phonemes Manipulates individual phonemes to create new words through addition, deletion,

substitution

Identifies the number of syllables in a given word

DIBELS

Superkids Assessments

Superkids Class

work

Teacher Anecdotal

Records

Words Their Way

Assessment

Daily Dictation

MAP

20


CC.1.1.1.D

CC.1.1.1.E

Superkids-

Level 3 Units 7-10

Level 4 Units 1,2

Superkids-

Level 3 Units 7-10

Level 4 Units 1,2

Phonics and Word

Recognition

(Alphabetic Principle)

Fluency

Uses onset and rimes to create new words(decodes real and nonsense words)

Decodes and encodes with inflectional endings (ed, ing, s, es,) decodes/encodes studied memory words accurately

Encodes (spells) three- and four-letter (single-syllable) words with short vowels,

initial and final consonant blends and digraphs

Demonstrates that words can be divided into parts or chunks called syllables

Demonstrates knowledge of syllabication rules(open and closed)

Demonstrates an understanding that a closed syllable has a single vowel with a

consonant after it, making the vowel sound short (e.g. map, sit, and stop)

Demonstrates that an open syllable contains a vowel at the end of the syllable and the vowel is usually long ( e.g., we, go, she)

Distinguishes between syllable types( e.g. sort single syllable words) into either closed(e.g. men), open ( e.g. me)

Decodes and encodes two syllable words following basic patterns


Demonstrates and understanding of grade-appropriate vocabulary



Actively listens to examples of how reading rate can be adjusted and adapted to suit

purpose and context

Reads grade-level sight words accurately and automatically

Decodes on-level words with increasing automaticity


Demonstrates accuracy and automaticity in decoding and oral reading at the word level and connected text (34 wcpm)

21

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY





CC.1.2.1.ACC.1.2.1.B

CC.1.2.1.C

CC.1.2.1.E

CC.1.2.1.F

CC.1.2.1.G

CC.1.2.1.H

CC.1.2.1.I

CC.1.2.1.J

CC.1.2.1.K

CC.1.2.1.L

Superkids materials

Superkids-

Level 4 Unit 1

Superkids- Level 4 Unit 1

Superkids-

Level4 Unit 1

Superkids Level 3 Units 7-10

Level 4 Units 1, 2

Superkids-

Level4 Unit 1

Key Ideas and

Details

Craft and Structure

Integrations of

Knowledge and Ideas

Vocabulary

Acquisition & Use

Range of Reading

and Level of Text

Complexity

Generates questions about the text Identifies the main idea of an informational passage

Determines important ideas


Sequences events

Determines cause and effect




Recognizes text structure


Identifies how illustrations support text









knowledge

Teacher Anecdotal

Records

Superkids

Assessments

Superkids Class

work

Story Maps & Other

Graphic Organizers

MAP

22

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY



Literature (CC.1.3.1.)


CC.1.3.1.A

CC.1.3.1.B

CC.1.3.1.C

CC1.3.1.D

CC.1.3.1.E

CC.1.3.1.F

CC.1.3.1.G

CC.1.3.1.H

CC.1.3.1.ICC.1.3.1.J

CC.1.3.1.K

Superkids-

Level 3 Units 7-10

Level 4 Units 1, 2

Superkids-

Level 3 Units 7-10

Level 4 Units 1, 2

Superkids-

Level 3 Unit 9

Level 4 Units 1, 2

Superkids-

Level 3 Unit 9

Superkids materials


Level 4 Unit 1


Level 4 Units 1, 2


Superkids materials

Superkids-

Level 3 Unit 7 Level 4 Unit 1

Comprehension

Key Ideas and Details

Craft and Structure

Integrations of

Knowledge and Ideas

Vocabulary

Acquisition & Use

Range of Reading and

Level of Text

Complexity

Answers Who, What, When and Where

Identifies the main idea of a simple story or topic of an informational passage

Retells the main idea of simple story with supporting details

Retells a story and includes characters and setting





Connects events, characters, and actions in the story to specific life experiences

Locates words that describe feelings

Recognizes descriptive language

Identifies whether a story is fiction to non-fiction

Recognizes patterns in a text

Tells who is telling a story in a given section


Tells what is the same or different about the characters in a story Identifies illustrations that show main characters

Identifies illustrations that show setting

Tells whether the characters solve the problem differently. If so, how?


Identifies literary devices (alliteration, onomatopoeia)

Determines the rhyme and rhythm of a poem


knowledge



Use words and phrases acquired through conversations, reading, and being read to, and responding to text

23

COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY








CC.1.4.1.ACC.1.4.1.B

CC.1.4.1.C

CC.1.4.1.D

CC.1.4.1.ECC.1.4.1.G

CC.1.4.1.H

CC.1.4.1.ICC.1.4.1.J

CC.1.4.1.K

CC.1.4.1.L

CC.1.4.1.MCC.1.4.1.P

CC.1.4.1.Q

CC.1.4.1.RCC.1.4.1.T

CC.1.4.1.U

CC.1.4.1.VCC.1.4.1W

Writing Fundamentals-

Unit 3-Nonfiction All-About

(Informational/Explanatory)


Narrative

Production and


Understand why authors communicate information to readers

Make connections with books being read and ask questions

about topics of interest

Think about and discuss how illustrations, photographs, andother visual features play a role in understanding information

presented

Name the functions and features of nonfiction all-about books

(e.g., Table of Contents, Glossaries, subtopics or headings,

captions, visuals, etc.)

Participate in collaborative conversations about first grade

topics and texts

Consider various topics about which to write an all-about book

about and choose one to focus on

Gather information from various sources to answer questionsand teach readers about a particular topic

Think about writing choices regarding purpose, audience, and

structure

Recognize the purpose of all-about writing and its effects on

readers

Publish a nonfiction all-about book using stages of writing

process

Student Work

Conferences

Teacher Anecdotal

Records

Writing

Fundamentals

Rubrics

Self-reflections

District Writing Assessment

24

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: DECEMBER/JANUARY/FEBRUARY




CC.1.5.1.A

CC.1.5.1.B

CC1.5.1.C.

CC.1.5.1.D

CC.1.5.1.E

Superkids-Level 3 Units 9-13

Writing Fundamentals- Unit 3

Comprehension and

Collaboration

Presentation of Knowledge

and Ideas

Follow agreed-upon rules for discussions (e.g., listening to others

and taking turns speaking about the topics and texts under discussion).



Ask and answer questions in order to seek help, get information, or

clarify something that is not understood

Share stories, familiar experiences, and interests speaking clearly

enough to be understood by all audiences using appropriate volume


Teacher

Anecdotal Records

25

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: MARCH/APRIL




CC.1.1.1.B

CC.1.1.1.C

Superkids materials

Superkids-


Superkids-


Print Concepts

Phonemic

Awareness












Manipulates individual phonemes to create new words through addition, deletion, substitution


Decodes and encodes with inflectional endings (er, est)

DIBELS


Superkids Class

work

Teacher Anecdotal

Records

Daily Dictation

26


CC.1.1.1.D

CC.1.1.1.E

Superkids-

Level 4 Units 3-6

Superkids-

Level 4 Units 3-6

Phonics and

Word Work

(Alphabetic

Principle)

Fluency


Encodes (spells) three- and four-letter (single-syllable) words short vowels, final –e

spellings, initial and final consonant blends and digraphs


Demonstrates an understanding of grade-appropriate vocabulary



Actively listens to examples of how reading rate can be adjusted and adapted to suit purpose and context

Reads grade-level sight words accurately and automatically

Decodes on-level words with increasing automaticity


Demonstrates accuracy and automaticity in decoding and oral reading at the word

level and connected text (50 wcpm)

27

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MARCH/APRIL





CC.1.2.1.ACC.1.2.1.B

CC.1.2.1.C

CC.1.2.1.E

CC.1.2.1.F

CC.1.2.1.G

CC.1.2.1.H

CC.1.2.1.I

CC.1.2.1.J

CC.1.2.1.K

CC.1.2.1.L

Superkids materials



Superkids Level 4 Units 3-6


Key Ideas and

Details

Craft and

Structure

Integrations of

Knowledge and

Ideas

Vocabulary

Acquisition &

Use

Range of

Reading and

Level of Text

Complexity

Generates questions about the text

Identifies the main idea of an informational passage Determines important ideas

Sequences events

Determines Cause and effect






Identifies how illustrations support text

Visualizes based on text Identifies details to support a main idea


Determine the meaning of unknown and multiple-meaning word and phrases based on

grade level reading and content

Use words and phrases acquired through conversations, reading, and being read to, and

responding to texts.


knowledge

Teacher

Anecdotal Records

Superkids

Assessments

Superkids Class

work

Story Maps &

Other Graphic

Organizers

DRA-2

28

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MARCH/APRIL





CC.1.3.1.A

CC.1.3.1.BCC.1.3.1.C

CC.1.3.1.D

CC.1.3.1.E

CC.1.3.1.F

CC.1.3.1.G

CC.1.3.1.H

CC.1.3.1.I

CC.1.3.1.J

CC.1.3.1.K


Superkids-

Level 4 Units 5, 6

Superkids materials

Superkids- Level 4 Units 3, 5




Comprehension

Key Ideas and

Details

Craft and

Structure

Integration of

Knowledge and

Ideas

Vocabulary

Acquisition & Use

Range of Reading

and Level of Text

Complexity

Answers Who, What, When and Where

Demonstrates an understanding of central message or lesson Retells the main idea of simple story with supporting details.

Retells a story and includes characters, setting, problem and solution





Connects events, characters and actions in the story to specific life experiences

Locate words that describe feelings

Understands descriptive language

Identifies whether a story is fiction to non-fiction and how they know

Recognize patterns in a text Tell who is telling a story in a given section and how they know


Tells what is the same or different about the characters in a story

Tells whether they solve the problem differently. If so, how?


Identifies literary devices ( personification, alliteration, onomatopoeia)

Determines the rhyme and rhythm of a poem


knowledge




responding to text

With prompting and support, read prose and poetry of appropriate complexity for grade 1

29

COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: MARCH/APRIL








CC.1.4.1.A

CC.1.4.1.B

CC.1.4.1.C

CC.1.4.1.D

CC.1.4.1.ECC.1.4.1.G

CC.1.4.1.H

CC.1.4.1.I

CC.1.4.1.J

CC.1.4.1.J

CC.1.4.1.K

CC.1.4.1.L

CC.1.4.1.M

CC.1.4.1.P

CC.1.4.1.Q

CC.1.4.1.RCC.1.4.1.T

CC.1.4.1.V

CC.1.4.1.W

Writing Fundamentals-

Unit 4-Fiction with Book Review

(Opinion/Argument) Informative/Explanatory

Narrative

Opinion/Argumentative


Production and


Recognize the characteristics of the fiction genre, such as settings,

characters with believable human emotion and traits, and plots

centering on realistic problems and solutions

Comprehend that writers of fiction draw inspiration and material from

real people, places, problems, and emotions

Determine similarities and differences between realistic fiction and

fantasy

See how writers use humor and exaggeration to entertain us and make

us think

Write fiction texts which follow the narrative text structure recounting

a sequence of events with a definitive beginning, middle, and end

Use temporal words to signal event order

Publish a fiction text using the writing process that includes fiction

elements: characters, setting, problems and solutions

Use relevant details to describe who, what, where, and when

Student Work

Conferences

Teacher Observation

& Notes

Writing

Fundamentals

Rubrics

District

Writing

Assessment

30

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: MARCH/APRIL




CC.1.5.1.A

CC.1.5.1.B

CC1.5.1.C.

CC.1.5.1.D

CC.1.5.1.E

Superkids –Level 4 Units 3-6

Writing Fundamentals- Unit 4

Comprehension and

Collaboration


and Ideas










Teacher

Anecdotal Records

31

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: FIRST MONTH: MAY/JUNE




CC.1.1.1.B

CC.1.1.1.C

Superkids-


Superkids-

Level 4 Units 8, 9

Print Concepts

Phonemic

Awareness












Manipulates individual phonemes to create new words through addition, deletion, substitution


DIBELS


Superkids Class

work

Teacher

Anecdotal

Records

Words Their

Way

Assessment

Daily Dictation

MAP

32


CC.1.1.1.D

CC.1.1.1.E


Phonics and

Word

Recognition

(Alphabetic

Principle)

Fluency

Decodes/encodes common vowel team patterns Decodes and encodes long vowel patterns, r- controlled vowels


Encodes (spells) three- and four-letter (single-syllable) words with short vowels, final –e

spellings, initial and final consonant blends and digraphs

Decodes and encodes with inflectional endings(ed,ing,es,er,est)

Encodes/decodes studied memory words accurately

Uses onset and rimes to create new words(decodes real and nonsense words)

Demonstrates that words can be divided into parts or chunks called syllables

Demonstrates knowledge of syllabication rules (open and closed)

Demonstrates an understanding that a closed syllable has a single vowel with a consonant

after it, making the vowel sound short (e.g. map, sit and stop)

Demonstrate that an open syllable contains a vowel at the end of the syllable and the vowel is usually long( e.g. we, go, she)

Distinguishes between syllable types( e.g. sort single syllable words) into either closed (

e.g. men, open ( e.g. me)

Decodes and encodes two syllable words following basic patterns

Demonstrate an understanding of the different purposes for reading text

Demonstrate and understanding of grade-appropriate vocabulary

Determine genre of text before reading

Determine purpose for reading on-level text

Actively listen to examples of how reading rate can be adjusted and adapted to suit purpose

and context Read grade-level sight words accurately and automatically

Decode on-level words with increasing automaticity

Distinguish between interrogative, declarative, and exclamatory sentences

Demonstrates accuracy and automaticity in decoding and oral reading at the word level and

connected text (69 wpm)

33

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MAY/JUNE





CC.1.2.1.A

CC.1.2.1.B

CC.1.2.1.C

CC.1.2.1.E

CC.1.2.1.F

CC.1.2.1.G

CC.1.2.1.H

CC.1.2.1.I

CC.1.2.1.J

CC.1.2.1.K

CC.1.2.1.L

Superkids materials

Superkids- Level 4 Units 7,10

Superkids-

Level4 Unit 7

Superkids- Level 4 7, 10

Level 4, Unit 7

Level 4 Units 7, 10

Superkids Level 4 Units 7, 10

Superkids- Level 4 Unit

Superkids Level 4 Units 7, 10

Key Ideas and

Details

Craft and

Structure

Integrations of

Knowledge and

Ideas

Vocabulary

Acquisition &

Use

Range of

Reading and

Level of Text

Complexity

Generates questions about the text

Identifies the main idea of an informational passage Determines important ideas


Sequences events


Reread to make sense





Identifies how illustrations support text Visualizes based on text






responding to texts.


knowledge

Teacher

Anecdotal Records

Superkids

Assessments

Superkids Class

work

DRA-2

Story Maps &

Other Graphic

Organizers

MAP

34

COURSE/ SUBJECT: READING WORKSHOP GRADE: FIRST MONTH: MAY/JUNE





CC.1.3.1.A

CC.1.3.1.BCC.1.3.1.C

CC.1.3.1.D

CC.1.3.1.E

CC.1.3.1.F

CC.1.3.1.G

CC.1.3.1.H

CC.1.3.1.I

CC.1.3.1.J

CC.1.3.1.K

Superkids-

Level 4 Units 7-10

Superkids-

Level 4 Units 7

Superkids

Level 4 Unit 9

Superkids-

Level 4 Units 7-10

Superkids-

Level 4 Units 7-10

Superkids-

Level 4 Units 7,8

Superkids-

Level 4 Units 7-10

Superkids-

Level 4 Units 7-10

Comprehension

Key Ideas and

Details

Craft and

Structure

Integration of

Knowledge and

Ideas

Vocabulary

Acquisition &

Use

Range of Reading

and Level of Text

Complexity

Identifies the main idea of a simple story or topic of an informational passage

Demonstrates understanding of central message/lesson Retells the main idea of story with supporting details

Retells a story and includes characters , setting, problem, and solution





Connects events, characters and actions in the story to specific life experiences

Locates words that describe feelings

Understands descriptive language

Identifies whether a story is fiction or non-fiction and how they know


Recognizes patterns in a text

Tells who is telling a story in a given section and how they know




responding to text

With prompting and support, read prose and poetry of appropriate complexity for

grade 1

35

COURSE/ SUBJECT: WRITING GRADE: FIRST MONTH: MAY/JUNE








CC.1.4.1.A

CC.1.4.1.B

CC.1.4.1.C

CC.1.4.1.D

CC.1.4.1.E

CC.1.4.1.G

CC.1.4.1.H

CC.1.4.1.I

CC.1.4.1.J

CC.1.4.1.JCC.1.4.1.K

CC.1.4.1.L

CC.1.4.1.M

CC.1.4.1.P

CC.1.4.1.Q

CC.1.4.1.R

CC.1.4.1.T

CC.1.4.1.V

CC.1.4.1.W

Writer’s Workshop/Teacher

made materials


Narrative

Opinion/Argumentative


Production and


Express an opinion and demonstrate the ability to share their opinion

with others verbally and in writing

Clearly state their preferences and supply a reason for their thinking

Participate in multiple opportunities to express their opinions and

develop writing behaviors (turn & talk, small & large group discussion)

Write using temporal words (now, when, then) to show the order of

events

Demonstrate strategies for introducing concepts (beginning with a fact

or question) and concluding their thoughts (learning to write a summary

statement) when writing.

Write opinions about favorite part of the school year and support with

reasons

Write a research report on an interest or an “I wonder” statement

Labeled Diagram: Create a diagram to provide information about a topic

(for example, parts of a plant)

Writing Process: Plan and draft a story with a setting, characters, a

problem and solution.

Sequence or order words can be used to tell when things happen, develop interesting settings,

Student Work

Teacher

Observation

Conventions of

Writing

Developmental

Scale

Writing

Fundamentals

Rubrics

36

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: FIRST MONTH: MAY/JUNE




CC.1.5.1.A

CC.1.5.1.B

CC1.5.1.C.

CC.1.5.1.D

CC.1.5.1.E

Superkids –Level 4 Units 7-10 Comprehension and

Collaboration


and Ideas










Teacher

Anecdotal Records

Documents

Habits of Mind - Neshaminy School District · 2017-07-19 · Habits of Mind . Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics