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Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Curriculum Map Course Title: Mathematics – First Grades Month: First Nine Weeks Academic Year: 2013-2014
Essential Questions for this month: 1. How can I count to 120? (1NBT1) 2. How can I represent a number of objects with written numbers? (1NBT1) 3. How can I bundle ones to create “tens?” (1NBT2) 4. How can I use strategies to help me add and subtract numbers? (1OA3) 5. How do I tell and write time in hours and half-hours using analog and digital clocks?(1MD3) 6. How do I organize, represent, and interpret data up to 3 categories? (1MD4) 7. How do I order 3 objects by length and compare the lengths of two objects by using a third
object? (1MD1) 8. How can I name and create two dimensional shapes? (1G1) 9. How can I use to tangrams to create new shapes? (1G2)
Grading Period
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
1 Count to 120. (1NBT1)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Oral Assessment Pre-Testing/Post-
Testing Formal/Informal
YouTube, IXL Math
1 Make a group of 10. (1NBT2) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Demonstrate using manipulatives
Pre-Testing/Post-Testing
Formal/Informal
Unifex Cubes, IXL Math
1 Use the commutative property to add. (1OA3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Dice, dominoes, markers, IXL
Math
1 Add within 20, using addition strategies. (1OA6)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Number line, counters,
fingers, IXL Math
1 Tell time to the hour, using digital and analog. (1MD3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment and Demonstration Pre-Testing/Post-
Testing Formal/Informal
Analog and Digital Clocks,
IXL Math
1 Sort, build, and explain a graph. (1MD4)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment, Demonstration, and
Interpretation Pre-Testing/Post-
Testing Formal/Informal
Food, Manipulatives,
IXL Math
1 Put 3 objects in order (big, bigger, biggest) (1MD1)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Demonstration Pre-Testing/Post-
Testing Formal/Informal
Manipulatives, IXL Math
1 Name and create shapes (rectangle, square, trapezoid, triangle, circle). (1G1)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Oral Assessment Pre-Testing/Post-
Testing Formal/Informal
Manipulatives, IXL Math
1 Use tangrams to create shape or pictures. (1G2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Demonstration Pre-Testing/Post-
Testing Formal/Informal
Tangrams, IXL Math
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Curriculum Map Course Title: Mathematics Month: Second Nine Weeks Academic Year: 2013-2014
Essential Questions for this Month: 1. How can I count to 120, starting at any number less than 120? (1NBT1) 2. What strategies can I use to demonstrate fluency for addition within 10? (1OA6) 3. How do I represent the numbers to 90 with tens and ones? (1NBT2c)
4. How do I tell and write time in hours and half-hours using analog and digital clocks?(1MD3) 5. How do I use multiple copies of a shorter object to measure a longer one? (1MD2) 6. How can I use strategies to help me subtract numbers? (1OA3) 7. Can I count sides and vertices on two dimensional shapes? (1G2)
Grading Period
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
2 Count to 120, starting at any number less than 120. (1NBT1)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Oral Assessment Pre-Testing/Post-
Testing Formal/Informal
YouTube, IXL Math
2 Addition facts within 10, fluently. (1OA6)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Timed Tests and Flashcards
Pre-Testing/Post-Testing
Formal/Informal
Flashcards, Stop watch, IXL Math
2 Use 10’s and 1’s to represent numbers to 90. (1NBT2c)
(IS) Direct instruction from teacher, student led, hands on centers, and technology
Demonstrations and Written Assessment
Tens and Ones Blocks, IXL Math
based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Pre-Testing/Post-Testing
Formal/Informal
2 Tell time to the half hour, using digital and analog. (1MD3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Demonstration, Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Analog and Digital Clocks,
IXL Math
2 Measure an object by using multiple copies of a shorter object, laying it end to end. (1MD2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Demonstration and Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Paperclips, IXL Math
2 Subtract using fact families. (1OA3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Fact Triangles or Fact Family
House, IXL Math
2 Explain (define) shapes (rectangle, square, trapezoid, triangle, circle). (1G2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing
Written Assessment and/or Oral Assessment
YouTube, Tangrams IXL
Math
followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Pre-Testing/Post-Testing
Formal/Informal
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Curriculum Map Course Title: Mathematics Month: Third Nine Weeks Academic Year: 2013-2014
Essential Questions for this Month: 1. Can I read numbers from 1 -120? (1NBT1) 2. How can I use the associative property to add? (1OA3) 3. What strategies can I us to subtract within 20? (1OA6) 4. How do I compare numbers using >, < and =? (1NBT3) 5. How do I mentally find 10 more than a given number? (1NBT5)
Grading Period
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
3 Read numbers from 1 to 120. (1NBT1)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Oral Assessment Pre-Testing/Post-
Testing Formal/Informal
Flashcards, 120’s Chart, IXL Math
3 Add using the associative property. (1OA3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Dice, Playdoh, Dry Erase
Markers/Boards, IXL Math
3 Subtract within 20, using subtraction strategies.(1OA6)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Number Lines, Cubes, Counters,
IXL Math
team involvement (including teacher, intervention specialists, and community volunteers.
3 Compare 2-digit numbers using the symbols (<, >, =). (1NBT3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
YouTube, Dice, Placemat, IXL
Math
3 Count forward by 10’s to 100 from any number. (1NBT5)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Oral Assessment Pre-Testing/Post-
Testing Formal/Informal
100’s Chart, Game Board, IXL Math
3 Identify and divide shapes into halves.
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Demonstration and Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Play dough, play knives, cookie
cutters, IXL Math
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Curriculum Map Course Title: Mathematics Month: Fourth Nine Weeks Academic Year: 2013-2014
Essential Questions for this Month: 1. Can I write numbers to 120? (1NBT1) 2. How do I understand subtraction as an unknown addend problem? (1OA4) 3. What strategies can I use to solve addition and subtraction word problems? (10A1) 4. How do I solve word problems that call for addition of three whole numbers? (1OA2) 5. What strategies can I use to demonstrate fluency for addition within 10? (1OA6) 6. How can I use concrete model strategies to add and subtract within 100? (1NBT4) 7. How do I mentally find 10 less than a given number? (1NBT5) 8. How can I partition circles and rectangles to create 2 or 4 equal shares? (1G3) 9. Can I identify coins and their values? (2MD8)
Grading Period
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
4 Write the numbers from 1 to120. (1NBT1)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
120’s Chart, IXL Math
4 Understand subtraction as a missing addend. (1OA4)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
2 sided counters, IXL
Math
4 Solve addition and subtraction word problems within 20, using objects, drawings, and/or equations). (1OA1)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Manipulative, student
illustrations, IXL Math
4 Solve addition word problems within 20 that involve 3 addends. (1OA2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Manipulative, student
illustrations, IXL Math
4 Know my subtraction facts within 10, fluently. (1OA6)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Timed Test, Flashcards
Pre-Testing/Post-Testing
Formal/Informal
Flashcards, IXL Math
4 Add 2-digit numbers, without regrouping. (1NBT4)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Popsicle Sticks, IXL
Math
4 Count backwards by 10’s from 100 to any number. (1NBT5)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI
Oral Assessment, Written Assessment Pre-Testing/Post-
Testing
100’s Chart, IXL Math
team involvement (including teacher, intervention specialists, and community volunteers.
Formal/Informal
4 Identify and divide shapes into quarters. (1G3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Demonstration and Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Playdoh, play knives,
cookie cutters, Fraction
Book, IXL Math
4 Identify coins and their values. (2MD8)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.
Demonstration and Written Assessment Pre-Testing/Post-
Testing Formal/Informal
Coins, Activity Sheets,
IXL
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Curriculum Map Course Title: English/Language Arts Month: First Nine Weeks Academic Year: 2013-2014
Essential Questions for this Month: 1. What are the basic features of print? (RF.1.1) 2. How do you form each upper and lower-case letter? (L.1.1.a) 3. What are the distinguishing features of a sentence? (RF.1.1.a) 4. How do I use capitalization, punctuation, and spelling when writing? (L.1.2) 5. What is a declarative sentence? (L.1.1.j) 6. How do I blend single syllable words? (RF.1.2.b) 7. How do I ask and answer questions about key details in the text? (RL.1.1) 8. How do I read and identify irregularly spelled words? (RF.1.3.g)
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
1 Identify all 26 letters (RF.1.1) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Letter flashcards
1 Identify all 26 sounds (RF.1.1) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Letter flashcards
1 Print upper and lowercase letters in order, with correct
formation. (L.1.1.a)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Written assessment Letter cards
1 Write a three word sentence using correct capitalization and a period. (RF.1.1.a), (L.1.2),
(L.1.1.j)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Written assessment Journals, writing center
1 Read one syllable words with short vowels. (RF.1.2.b)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Teacher resource
book
1 Answer questions orally about a story read by the teacher.
(RL.1.1)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Leveled readers,
trade books
1 Read the first nine week’s sight word list. (RF.1.3.g)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Sight word folder
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Curriculum Map Course Title: English/Language Arts Month: Second Nine Weeks Academic Year: 2013-2014
Essential Questions for this Month: 1. How do I segment the beginning, middle, and ending sounds in words? (RF.1.2.c) 2. What spelling rules can you use when you write? (L.1.2.d)
3. How can I use key details when retelling a story to demonstrate an understanding of the central message? (RL.1.2) 4. How can I use key details to describe the characters, settings, and major events in a story? (RL.1.3)
5. How do I use capitalization, punctuation, and spelling when writing? (L.1.2) 6. What is an interrogative sentence? (L.1.1.j) 7. How do I segment spoken words into their individual sounds? (RF.1.2.d) 8. How do I read and identify irregularly spelled words? (RF.1.3.g)
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
2 Identify the beginning, middle, and end of a word. (RF.1.2.c)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral and written assessments
Core books,
Reading A-Z, teacher resource
book
2 Spell using common word families. (L.1.2.d)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by
Written assessment
Word family activity books
curriculum adjustments and RTI team involvement (including teacher,
intervention specialists, and community volunteers.
2 Retell a story with the beginning, middle, and end. (RL.1.2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Leveled readers,
trade books
2 Identify the characters in a story. (RL.1.3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Leveled readers,
trade books
2 Write a four word sentence using correct capitalization and
a question mark. (L.1.2), (L.1.1.j)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Written assessment Journals, writing center
2 Spell a word the way it sounds. (RF.1.2.d)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Written assessment Journals, writing center
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
2 Read the second nine week’s sight word list. (RF.1.3.g)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Sight word folder
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Curriculum Map Course Title: English/Language Arts Month: Third Nine Weeks Academic Year: 2013-2014
Essential Questions for this Month: 1. How do I read words with consonant blends and digraphs? (RF.1.2.a) 2. What is the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound)? (RF.1.3.a)
3. How do I know when to use long and short vowels? (RF.1.2) 4. How do I decode two syllable words following basic patterns? (RF.1.3.e) 5. How do I determine the number of syllables in a word? (RF.1.3.d) 6. How do I use capitalization, punctuation, and spelling when writing? (L.1.2)
7. How can I use key details to describe the characters, settings, and major events in a story? (RL.1.3) 8. How do I read and identify irregularly spelled words? (RF.1.3.g)
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
3 Read words with consonant blends. (RF.1.2.a)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Teacher resource
book, leveled readers
3 Read words with digraphs. (RF.1.2.a), (RF.1.3.e)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
Oral assessment Teacher resource
book, leveled readers
involvement (including teacher, intervention specialists, and community
volunteers.
3 Read words with long vowels using silent e. (RF.1.2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Teacher resource
book, leveled readers
3 Read two syllable words. (RF.1.3.d), (RF.1.3.e)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Teacher resource
book
3 Write a five word sentence using correct capitalization and an exclamation mark. (L.1.2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Written assessment Journals, writing center
3 Identify the setting of a story. (RL.1.3)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by
Oral assessment/written
assessment
Leveled readers
and trade books
curriculum adjustments and RTI team involvement (including teacher,
intervention specialists, and community volunteers.
3 Read the third nine week’s sight word list. (RF.1.3.g)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Sight word folder
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS
Curriculum Map Course Title: English/Language Arts Month: Fourth Nine Weeks Academic Year: 2013-2014
Essential Questions for this Month: 1. What can I do to become a fluent reader? (RF.1.4) 2. How do I read grade-level text with purpose and understanding? (RF.1.4.a)
3. How can I use key details when retelling a story to demonstrate an understanding of the central message? (RL.1.2) 4. What are the major differences between books that tell stories and books that give information? (RL.1.5)
5. What are common, proper, and possessive nouns? How do you use them? (L.1.1.b) 6. How do I use verbs to convey a sense of past, present, and future? (L.1.1.e) 7. What are frequently occurring adjectives? How can you use them? (L.1.1.f)
8. How can I use key details when retelling a story to demonstrate an understanding of the central message? (RL.1.2) 9. How do I use capitalization, punctuation, and spelling when writing? (L.1.2) 10. How do I write simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts? (L.1.1.j) 11. How do I read and identify irregularly spelled words? (RF.1.3.g)
Unit/Time Frame
Core-Standards Instructional Strategies and Differentiation
Assessment Resources
4 Read fluently (RF.1.4), (RF.1.4.a)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Leveled readers,
trade books
4 Answer questions orally about what I read (RL.1.2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Leveled readers,
trade books
4 Know the difference between fiction and non-fiction (RL.1.5)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Leveled readers,
trade books
4 Identify nouns (L.1.1.b) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment/Written
assessment
Trade books, center based
activities
4 Identify verbs (L.1.1.e) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment/Written
assessment
Trade books, center based
activities
4 Identify adjectives (L.1.1.f) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment/Written
assessment
Trade books, center based
activities
4 Retell a story giving the main idea and details. (RL.1.2)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Word wall, spelling
dictionary, story map
4 Write a story with a beginning, middle, and end. (L.1.2),
(L.1.1.j)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Written assessment Word wall, spelling
dictionary
4 Write a story using words such as: first, next, and last. (L.1.2),
(L.1.1.j)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Written assessment Word wall, spelling
dictionary, story map
4 Read the fourth nine week’s sight word list. (RF.1.3.g)
(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)
Prescriptive pre-testing followed by curriculum adjustments and RTI team
involvement (including teacher, intervention specialists, and community
volunteers.
Oral assessment Sight word folder
Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS