purpose of the pacing guides...maury county public schools, spring 2019 1st grade ela pacing guide -...

Maury County Public Schools, Spring 2019 1st Grade ELA Pacing Guide - 1 Purpose of the Pacing Guides

This pacing guide provides a map for instructing the required standards in a logical sequence. Just as a map may show multiple routes for arriving at a destination, a pacing document is simple a guide for ensuring all standards are instructed within an academic school year. While it is the expectation that standards noted in a specified nine weeks be instructed within that period, teachers have the professional liberty to teach these standards in a preferred order during that nine-weeks period.

Teachers are certainly the authority on how to teach the standard. Teaching grade-level standards to a depth that ensures students master the content by the end of the school year is the goal. Teacher must teach a curriculum that favors depth over breadth rather than being “an inch deep and a mile wide.” Assessing learning needs of each student and providing interventions to help students master grade-level standards are critical to student academic growth.

Integration of social studies and/or science standards in ELA and math instruction is encouraged as feasible. Teacher collaboration for the purpose of integrating instruction of literacy, social studies, and/or science standards will enhance the total instructional program of a school.

Literature and Informational Text in the English/Language Arts Classroom

Elementary Classrooms Middle Grades ELA Classrooms High School English Classrooms 50% literature with introduction to the

different genres. Emphasis on literature with an integrated

examination of themes across genres; some specific genre studies.

Emphasis on literature and the interaction among archetypal story patterns and the

references of classical, traditional, and religious texts in contemporary texts.

50% informational text with introduction to the different text

features and text structures in scientific and social studies texts.

Literary nonfiction as a means of exploration on matters of science, social studies, and

other specialized disciplines.

Literary nonfiction as a means of contemplation of concepts on matters of

science, social studies, and specialized disciplines.

Informational text as it can be used to research and support an argument.

Sophisticated informational text from specialized disciplines as it can be used to

research and support an argument. Note on Coding:

5.FL.WC.4: 5 is the grade level; Foundational Literacy (FL) is the strand; Word Composition (WC) is the category; 4 is the standard number within the strand.

Abbreviation Key:

I: Introduce O: Ongoing standard (standards that are continually instructed and assessed throughout the year)

E: Standard explicitly instructed M: Standard instructed and assessed to gauge mastery

*: Indicates a Power Standard, based on the TNReady Blueprints (grades 2-12)

Maury County Public Schools, Spring 2019 1st Grade ELA Pacing Guide - 2

1st Grade ELA – Year at a Glance Foundational Literacy Foundational Literacy (cont’d) Reading Informational Text

Q1 Q2 Q3 Q4 Standard Q1 Q2 Q3 Q4 Standard Q1 Q2 Q3 Q4 Standard O O O M *1.FL.PC.1 I E E M *1.FL.SC.6i

I E-M O M *1.FL.PA.2a E M *1.FL.SC.6j O O M *1.RI.KID.1 E M O M *1.FL.PA.2b I/E/M O O O *1.FL.SC.6k E O M *1.RI.KID.2 E M O M *1.FL.PA.2c E M 1.FL.SC.6l E M *1.RI.KID.3 E M O M *1.FL.PA.2d O O O O 1.FL.VA.7a E O O M *1.RI.CS.4 E E E M *1.FL.PWR.3a O O O O 1.FL.VA.7a-i E E O M *1.RI.CS.5 E M *1.FL.PWR.3b O O O O 1.FL.VA.7a-ii E M 1.RI.CS.6 E E M *1.FL.PWR.3c

O O O O 1.FL.VA.7a-iii O O O M *1.RI.IKI.7

E E E M *1.FL.PWR.3d O O O O 1.FL.VA.7b E M *1.RI.IKI.8 E E M *1.FL.PWR.3e O O O O 1.FL.VA.7b-i E E E M 1.RI.IKI.9

E E M *1.FL.PWR.3f O O O O 1.FL.VA.7b-ii O O O M 1.RI.RRTC.10 E-M E-M E-M E-M *1.FL.PWR.3g O O O O 1.FL.VA.7b-iii E-M E-M E-M E-M *1.FL.PWR.3h O O O O 1.FL.VA.7b-iv Writing

E E E M *1.FL.WC.4a O O O O 1.FL.VA.7c Q1 Q2 Q3 Q4 Standard E E M *1.FL.WC.4b E-O E-O E-O E-M *1.W.TTP.1 E E M *1.FL.WC.4c E-O E-O E-O E-M *1.W.TTP.2 E E M *1.FL.WC.4d E-O E-O E-O E-M *1.W.TTP.3

O O O O *1.FL.WC.4e O O O M 1.W.PDW.4 O O O M *1.FL.WC.4f O O O M 1.W.PDW.5 M O O O *1.FL.WC.4g Reading Literature O O O M 1.W.PDW.6

O O O O *1.FL.F.5a Q1 Q2 Q3 Q4 Standard O O O M 1.W.RBPK.7 E-M E-M E-M E-M *1.FL.F.5b O M *1.RL.KID.1 O O O M 1.W.RBPK.8

O O O O 1.FL.F.5c E O O M *1.RL.KID.2 O O O M 1.W.RW.10

E E E M *1.FL.SC.6a E E M *1.RL.KID.3 Speaking and Listening E E-M O O 1.FL.SC.6b O O M 1.RL.CS.4 Q1 Q2 Q3 Q4 Standard I E M 1.FL.SC.6c E M 1.RL.CS.5 O O O O 1.SL.CC.1 E M 1.FL.SC.6d E M 1.RL.CS.6 O O O O *1.SL.CC.2 E M 1.FL.SC.6e E M *1.RL.IKI.7 O O O O 1.SL.CC.3 E O M 1.FL.SC.6f E E E M 1.RL.IKI.9 O O O O 1.SL.PKI.4

I/E E M 1.FL.SC.6g O O O M 1.RL.RRTC.10 O O O O 1.SL.PKI.5 E M 1.FL.SC.6h O O O O 1.SL.PKI.6


Q1 Tennessee Academic Standards: English Language Arts Foundational Literacy

PC: Print Concepts –

O ***1.FL.PC.1 Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence, such as first word, capitalization, and ending punctuation. PA: Phonological Awareness-

***1. FL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

I a. Distinguish long from short vowel sounds in spoken single-syllable words.

E b. Orally produce single-syllable words by blending sounds(phonemes) in spoken single-syllable words.

E c. Isolate and produce initial, medial vowel, and final sounds in spoken single-syllable words. E d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

PWR: Phonics and Word Recognition

***1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

E a. Know the sound-spelling correspondence for common consonant digraphs.

E b. Decode regularly spelled one-syllable words. E d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

E-M g. Recognize and read grade-appropriate irregularly spelled words. E-M h. Read grade-level decodable text with purpose and understanding.

WC: Word Composition

***1.FL.WC.4 Know and apply grade level phonics and word analysis skills when encoding words; write legibly.

E a. Use conventional spelling for one-syllable words with common consonant spelling patterns, including consonant digraphs, double letters, and initial and final-consonant blends.

O e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. O f. Write many common, frequently used words and some irregular words. M g. Print all upper and lower letters.


FL: Fluency – READING LEVEL D

***1.FL.F.5 Read with sufficient accuracy and fluency to support comprehension.

O a. Read grade-level text with purpose and understanding. E-M b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Mastery Level D

O c. Use context to confirm or self-correct word recognition and understanding of words; reread as necessary.

SC: Sentence Composition

***1.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing.

E a. Use common, proper, and possessive nouns. E b. Use singular and plural nouns with correct verbs in basic sentences.

I c. Use personal, possessive, and indefinite pronouns. I/E g. Use articles and demonstratives. I i. Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

E j. Capitalize names of people and dates. I/E/M k. End sentences with correct punctuation.

VA: Vocabulary Acquisition

1.FL.VA.7a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

O i. Use sentence-level context as a clue to the meaning of a word or phrase. O Ii. Use frequently occurring affixes as a clue to the meaning of a word or phrase. O iii. Identify frequently occurring root words and their inflectional forms. 1.FL.VA.7b With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

O i. Sort words into categories to gain a sense of the concepts the categories represent. O ii. Define words by category and by one or more key attributes. O iii. Identify real-life connections between words and their use. O iv. Distinguish shades of meaning among words by defining or choosing them or by acting out the meanings.

O 1.FL.VA.7c. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.

Reading – Literature KID: Key Ideas and Details (Literal Understanding)


O ***1.RL.KID.1 Ask and answer questions about key details in a text. E ***1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CS: Craft and Structure (Inferential Understanding) E

1.RL.CS.5 Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types.

IKI: Integration of Knowledge and Ideas (Analytical Understanding) E

***1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.

E 1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate.

RRTC: Range of Reading and Level of Text Complexity O 1.RL.RRTC.10 With prompting and support, read stories and poems of appropriate complexity for grade 1.

Reading – Informational Text

KID: Key Ideas and Details (Literal Understanding)

O

***1.RI.KID.1 Ask and answer questions about key details in a text.

E ***1.RI.KID.2 Identify the main topic and retell key details of a text.

CS: Craft and Structure (Inferential Understanding)

E

***1.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area.

E ***1.RI.CS.5 Know and use various text features to locate key facts or information in a text.

IKI: Integration of Knowledge and Ideas (Analytical Understanding)

O

***1.RI.IKI.7 Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas.

E 1.RI.IKI.9 Identify basic similarities and differences between two texts on the same topic including written details and illustrations when developmentally appropriate.

RRTC: Range of Reading and Level of Text Complexity


O ***1.RI.RRTC.10 With prompting and support, read informational texts of appropriate complexity for grade 1.

Speaking and Listening CC: Comprehension and Collaboration

O

1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

O

***1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

O 1.SL.CC.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

PKI: Presentation of Knowledge and Ideas

O

1.SL.PKI.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

O

1.SL.PKI.5 Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings.

O 1.SL.PKI.6 With prompting and support, speak in complete sentences when appropriate to task and situation.

Writing TTP: Text Types and Protocol

E-O

***1.W.TTP.1 With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure.

E-0

***1.W.TTP.2 With prompting and support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure.

E-O

***1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feeling; use time order words to signal event order and provide some sense of closure.

PDW: Production and Distribution of Writing O

1.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

O

1.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed.

O 1.W.PDW.6 With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing.

RBPK: Research to Build and Present Knowledge


O

1.W.RBPK.7 Participate in shared research and writing projects, such as exploring a number of “how to” books on a given topic and using them to write a sequence of instructions.

O 1.W.RBPK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

RW: Range of Writing O 1.W.RW.10 With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing

stamina.


Q2 Tennessee Academic Standards: English Language Arts

Foundational Literacy PC: Print Concepts –

O

***1.FL.PC.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence, such as first word, capitalization, and ending punctuation.

PA: Phonological Awareness- ***1. FL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

E-M a. Distinguish long from short vowel sounds in spoken single-syllable words. M b. Orally produce single-syllable words by blending sounds(phonemes) in spoken single-syllable words. M c. Isolate and produce initial, medial vowel, and final sounds in spoken single-syllable words. M d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

PWR: Phonics and Word Recognition ***1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

E a. Know the sound spelling correspondence for consonant digraphs.

M b. Decode regularly spelled one-syllable words. E c. Know the final e and common vowel team conventions for representing long vowel sounds, including r-controlled vowels.

E d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

E e. Decode two syllable words following basic patterns by breaking the words into syllables.

E f. Read words with inflectional endings. E-M g. Recognize and read grade-appropriate irregularly spelled words.

E-M h. Read grade-level decodable text with purpose and understanding. WC: Word Composition

***1.FL.WC.4 Know and apply grade level phonics and word analysis skills when encoding words; write legibly.



E b. Use conventional spelling for one-syllable words with common vowel spelling patterns including VCVe, common vowel teams, final y, and r-controlled vowels.

E c. Spell words with inflectional endings.

E d. Spell two-syllable words that end in –y or –ly, are compounds, or have two closed syllables.

O e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

O f. Write many common, frequently used words and some irregular words.

O g. Print all upper and lower letters.

FL: Fluency – READING LEVEL F

***1.FL.F.5 Read with sufficient accuracy and fluency to support comprehension.

O a. Read grade-level text with purpose and understanding.

E-M b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Mastery Level F




E a. Use common, proper, and possessive nouns. E-M b. Use singular and plural nouns with correct verbs in basic sentences.

E d. Use verbs to convey a sense of past, present, and future. E e. Use frequently occurring adjectives. E f. Use punctuation to separate items in a series. E g. Use articles and demonstratives. E i. Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to

prompts.

M j. Capitalize names of people and dates. O k. End sentences with correct punctuation.

VA: Vocabulary Acquisition O 1.FL.VA.7a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content,

choosing flexibly from an array of strategies.


O i. Use sentence-level context as a clue to the meaning of a word or phrase.

O ii. Use frequently occurring affixes as a clue to the meaning of a word or phrase.

O iii. Identify frequently occurring root words and their inflectional forms.

O 1.FL.VA.7b With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

O I. Sort words into categories to gain a sense of the concepts the categories represent.

O II. Define words by category and by one or more key attributes.

O III. Identify real-life connections between words and their use.

O IV. Distinguish shades of meaning among words by defining or choosing them or by acting out the meanings.

O 1.FL.VA.7c. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships.


M ***1.RL.KID.1 Ask and answer questions about key details in a text. O ***1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

E ***1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details.


O 1.RL.CS.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

M 1.RL.CS.5 Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types.

E 1.RL.CS.6 Identify who is telling the story at various points in a text.


M ***1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events.




O ***1.RL.RRTC.10 With prompting and support, read informational texts of appropriate complexity for grade 1.

Reading – Informational Text KID: Key Ideas and Details (Literal Understanding)

O ***1.RI.KID.1 Ask and answer questions about key details in a text.

O ***1.RI.KID.2 Identify the main topic and retell key details of a text.

CS: Craft and Structure (Inferential Understanding) O ***1.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area.

E ***1.RI.CS.5 Know and use various text features to locate key facts or information in a text.

IKI: Integration of Knowledge and Ideas (Analytical Understanding) O ***1.RI.IKI.7 Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas.

E ***1.RI.IKI.8 Identify the reasons an author provides to support points in a text.




Speaking and Listening CC: Comprehension and Collaboration

O

1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

O ***1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.




O 1.SL.PKI.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

O 1.SL.PKI.5 Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings.



E-O ***1.W.TTP.1 With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure.

E-O ***1.WTTP.2 With prompting and support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and

providing some sense of closure. E-O ***1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and

feelings; use time order words to signal event order and provide some sense of closure.

PDW: Production and Distribution of Writing O 1.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

O 1.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed.


RBPK: Research to Build and Present Knowledge O 1.W.RBPK.7 Participate in shared research and writing projects, such as exploring a number of "how to" books on a given topic and using

them to write a sequence of instructions. O 1.W.RBPK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to

answer a question.

RW: Range of Writing O 1.W.RW.10 With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing

stamina.


Q3 Tennessee Academic Standards: English Language Arts

Foundational Literacy PC: Print Concepts –

***1.FL.PC.1 Demonstrate understanding of the organization and basic features of print.

O a. Recognize the distinguishing features of a sentence, such as first word, capitalization, and ending punctuation.

PA: Phonological Awareness- ***1. FL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

O a. Distinguish long from short vowel sounds in spoken single-syllable words.

O b. Orally produce single-syllable words by blending sounds (phonemes) in spoken single-syllable words.

O c. Isolate and pronounce initial, medial vowel, and final sounds(phonemes) in spoken single-syllable words.

O d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

PWR: Phonics and Word Recognition ***1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected

text. E a. Know the sound spelling correspondence for consonant digraphs.

E c. Know the final -e and common vowel team conventions for representing long vowel sounds, including r-controlled vowels.

E d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

E e. Decode two-syllable words following basic patterns by breaking the words into syllables.

E f. Read words with inflectional endings.

E-M g. Recognize and read grade-appropriate irregularly spelled words.

E -M h. Read grade-level decodable text with purpose and understanding.

WC: Word Composition

***1.FL.WC.4 Know and apply grade level phonics and word analysis skills when encoding words, write legibly.



E b. Use conventional spelling for one-syllable words with common vowel spelling patterns including CVCe, common vowel teams, final –y. and r-controlled vowels.

E c. Spell words with inflectional endings. E d. Spell two-syllable words that end in –y or –ly, are compounds, or have two closed syllables. O e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. O f. Write many common, frequently used words and some irregular words. O g. Print all upper and lower letters.

FL: Fluency – READING LEVEL H

O a. Read grade-level text with purpose and understanding.

E-M b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Mastery level H.




E a. Use common, proper, and possessive nouns. O b. Use singular and plural nouns with correct verbs in basic sentences. E c. Use personal, possessive, and indefinite pronouns.

M d. Use verbs to convey a sense of past, present, and future.

M e. Use frequently occurring adjectives.

O f. Use frequently occurring conjunctions. M g. Use frequently occurring prepositions such as during, beyond, and toward. E h. Use a comma to set off the words yes and no, to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t

it?), and to indicate direct address. E i. Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response

to prompts. O k. End sentences with correct punctuation. E l. Use commas in dates and to separate words in a series.

VA: Vocabulary Acquisition


O 1.FL.VA.7a Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies

O I. Use sentence-level context as a clue to the meaning of a word or phrase.

O II. Use frequently occurring affixes as a clue to the meaning of a word or phrase.

O III. Identify frequently occurring root words and their inflectional forms. 1.FL.VA.7b With guidance and support from adults, demonstrate understanding of word relationships and nuances in word

meanings. O I. Sort words into categories to gain a sense of the concepts the categories represent.

O II. Define words by category and by one or more key attributes. O III. Identify real-life connections between words and their use. O IV. Distinguish shades of meaning among words by defining or choosing them or by acting out the meanings. O 1.FL.VA.7c. Use words and phrases acquired through conversations, reading and being read to, and responding to texts,

including using frequently occurring conjunctions to signal simple relation.

Reading – Literature

KID: Key Ideas and Details (Literal Understanding) O *** 1.RL.KID.2 Retell stories, include key details, and demonstrate understanding of their central message or lesson.

E ***1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details.


O *** 1.RL.CS.4 Identify words or phrases in stories or poems that suggest feelings or appeal to the senses.

M ***1.RL.CS.6 Identify who is telling the story at various points in a text.




O ***1.RL.RRTC.10 with prompting and support, read stories and poems of appropriate complexity for grade 1.




M *** 1.RI.KID.1 Ask and answer questions about key details in a text.

M

***1.RI.KID.2 Identify the main topic and retell key details of a text.

E ***1.RI.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe the connections between two individuals, events, ideas, or pieces of information in a text.


O ***1.RI.CS.4 Determine the words of meanings and phrases in a text relevant to a grade 1 topic or subject area.

O

***1.RI.CS.5 Know and use various text features to locate key facts or information in a text.

E 1.RI.CS.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


O ***1.RI.IKI.7 Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas.

M

***1.RI.IKI.8 Identify the reasons an author provides to support points in a text.




Speaking and Listening

CC: Comprehension and Collaboration O 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st

grade topics and texts. O

1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.





O

1.SL.PKI.5 Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings.


Writing

TTP: Text Types and Protocol E-O ***1.W.TTP.1 With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a

reason for the opinion, and providing some sense of closure. E-O


E-O ***1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure.

PDW: Production and Distribution of Writing

O 1.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

O

1.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed.


RBPK: Research to Build and Present Knowledge

O 1.W.RBPK.7 Participate in shared research and writing projects, such as exploring a number of “how to” books on a given topic and using them to write a sequence of instructions.

O 1.W.RBPK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

RW: Range of Writing

O 1.W.RW.10 With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina.


Q4 Tennessee Academic Standards: English Language Arts Foundational Literacy PC: Print Concepts –

M

***1.FL.PC.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence, such as first word, capitalization, and ending punctuation.

PA: Phonological Awareness- M ***1. FL.PA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

M a. Distinguish long from short vowel sounds in spoken single-syllable words.

M b. Orally produce single-syllable words by blending sounds (phonemes) in spoken single-syllable words.

M c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

M d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

PWR: Phonics and Word Recognition ***1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text.

M a. Know the sound-spelling correspondence for common consonant digraphs.

M c. Know the final –e and common vowel team conventions for representing long vowel sounds, including r-controlled vowels.

M

d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

M

e. Decode two syllable words following basic patterns by breaking the words into syllables.

M f. Read words with inflectional endings. E-M g. Recognize and read grade-appropriate irregularly spelled words.

E-M

h. Read grade-level decodable text with purpose and understanding.

WC: Word Composition ***1.FL.WC.4 Know and apply grade level phonics and word analysis skills when encoding words; write legibly.


M

a. Use conventional spelling for one-syllable words with common consonant spelling patterns, including consonant digraphs, double letters, and initial and final-consonant blends.

M

b. Use conventional spelling for one-syllable words with common vowel spelling patterns including CVCe, common vowel teams, final –y and r-controlled vowels.

M c. Spell words with inflectional endings.

M d. Spell two-syllable words that end in –y or –ly, are compounds, or have two closed syllables.

O

e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

M

f. Write many common, frequently used words and some irregular words.

O g. Print all upper and lower letters.

FL: Fluency – READING LEVEL I ***1.FL.F.5 Read with sufficient accuracy and fluency to support comprehension.

O

a. Read grade-level text with purpose and understanding.

E-M

b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. Mastery level I.


SC: Sentence Composition ***1.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of

standard English grammar and usage, including capitalization and punctuation, when writing.

M

a. Use common, proper, and possessive nouns.

O

b. Use singular and plural nouns with correct verbs in basic sentences.

M

c. Use personal, possessive, and indefinite pronouns.

M

f. Use frequently occurring conjunctions.

M

h. Use frequently occurring prepositions such as during, beyond, and toward.


M i. Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

O k. End sentences with correct punctuation.

M l. Use commas in dates and to separate single words in a series.

VA: Vocabulary Acquisition O 1.FL.VA.7a. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content,

choosing flexibly from an array of strategies.

O I. Use sentence-level context as a clue to the meaning of a word or phrase.

O II. Use frequently occurring affixes as a clue to the meaning of a word or phrase.

O

III. Identify frequently occurring root words and their inflectional forms.

O 1.FL.VA.7b With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

O I. Sort words into categories to gain a sense of the concepts the categories represent.

O

II. Define words by category and by one or more key attributes.

O III. Identify real-life connections between words and their use.

O IV. Distinguish shades of meaning among words by defining or choosing them or by acting out the meanings.

O 1.FL.VA.7c. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relation.


M

***1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.


M ***1.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details.


M ***1.RL.CS.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.


M 1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate.


M ***1.RL.RRTC.10 With prompting and support, read stories and poems of appropriate complexity for grade 1.



M ***1.RI.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe the connections between two individuals, events, ideas, or pieces of information in a text.

CS: Craft and Structure (Inferential Understanding) M

***1.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area.

M

***1.RI.CS.5 Know and use various text features to locate key facts or information in a text.

M ***1.RI.CS.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

IKI: Integration of Knowledge and Ideas (Analytical Understanding) M

***1.RI.IKI.7 Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas.

M 1.RI.IKI.9 Identify basic similarities and differences between two texts on the same topic including written details and illustrations when developmentally appropriate.


M ***1.RI.RRTC.10 With prompting and support, read informational texts of appropriate complexity for grade 1.

Speaking and Listening


CC: Comprehension and Collaboration

O 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts.

O 1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

O 1.SL.CC.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not

understood.



O 1.SL.PKI.5 Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings.



E-M

***1.W.TTP.1 With prompting and support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure.

E-M


E-M ***1.W.TTP.3 With prompting and support, write narratives recounting an event, including some details to describe actions, thoughts, and

feelings; use time order words to signal event order and provide some sense of closure.

PDW: Production and Distribution of Writing M

1.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

M

1.W.PDW.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed.


M 1.W.PDW.6 With guidance and support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing.

RBPK: Research to Build and Present Knowledge M

1.W.RBPK.7 Participate in shared research and writing projects, such as exploring a number of "how to" books on a given topic and using them to write a sequence of instructions.

M 1.W.RBPK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

RW: Range of Writing M 1.W.RW.10 With guidance and support from adults, engage routinely in writing activities to promote writing fluency and build writing

stamina.

Read To Be Ready Units Quarter 1

August: Back to School (Social/Emotional Learning -SEL- shared by McDowell) Sept. 4-Oct. 4 – Earth Science

Quarter 2 October 21-November 21- Change (Social Studies)

Quarter 3

February 3-29 – Interdependence (Social Studies)

Quarter 4 March 18-April 17 – Life Science

purpose of the pacing guides...maury county public schools, spring 2019 1st grade ela pacing guide -...

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