Curriculum Map: 1st Grade-September/October
First Grade
September/October
Rules and routines
All About Me
Units of Study for Teaching Reading
Fundations
Writing Workshop
Math
Vocabulary
Grammar
Science
What are some customs and/or traditions that help shape the identity and culture of a family and community?
What are some historical events, symbols, and peolpe that are important to American culture?
How do historical sources reveal information about how life in the past differs from the present?
Why do we celebrate national holidays?
What are some traits of a responsible citizen?
Why do we have rules and laws?
How do families change over time?
What happens when rocks together?
What happens when rocks are placed in water?
How are river rocks the same?
What are the properties of schoolyard rocks?
How many ways can rocks be sorted?
How can rocks be separated by size?
How else can rocks be sorted by size?
Is there an earth material smalle3r than sand?
What earth material is smaller than silt?
How can solid objects be described?
What are solid objects made of?
What objects are useful for building towers?
Are there solid objects outdoors?
How are liquids different from each other?
How can liquids be described?
How do liquids change in containers?
What are liquids outdoors?
Unit 1, Building Good Reading Habits
BEND I: Habits for Reading Long and Strong
How Can...
Readers Take a Sneak Peek to Get Ready to Read?
Readers Do Something at the End of a Book?
Readers Get Stronger by Reading More and More?
Readers Set Goals to Read All Day Long?
BEND II: Habits for Tackling Even the Hardest Words
How Can...
Readers Sneak Peek at the Pictures to Figure Out the Words
Readers Drop Bad Habits and Pick Up Good Habits?
Readers Look at All Parts of a Word?
Readers Use Meaning to Figure Out Words?
Readers Double-Check Their Reading?
Readers Not Give Up-And Try and Try Again?
Readers Try It Two Ways?
BEND III: Partners Have Good Habits, Too!
How Can...
Partners Introduce Their Books to Each Other?
Partners "Don't Tell", "They Help"?
Partners Do Something at the End of a Book, Too!
Readers Celebrate and Set New Goals?
If...Then Curriculum/Supplemental (optional)
How can you use a pattern to find a number of objects without counting?
How can the numbers 6 and 7 be described by their parts?
How can numbers be broken into parts of a whole?
How can the number 9 be described in terms of its parts?
How can additition number sentences be used to show the parts and the whole?
How can stories about joining be represented by pictorial models and additions sentences?
Does changing the order of the addends change the sums?
How can real objects and physical actions be used to model mathematical ideas?
How can you find a missing part of 6 and 7 when the other part is known?
How can a missing part of 9 be determined when when the other part is known?
How can you write a number sentence to show subtraction?
How can you write a subtraction sentence to represent a story about taking away?
How can subtraction be used to compare two groups?
How can you find the misssing part when one part and the whole are given?
How can you write a subtraction sentence to represent different kinds of subtraction stories?
How are additition and subtraction related?
What are two ways a subtraction sentence and a number sentence be written?
How can you use objects to help you solve problems?
| SS.1.ID.1 Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community. |
| SS.1.ID.2 There are significant individuals, historical events, and symbols that are important to American cultural identity. |
| SS.1.CIV.3 A citizen is a member of a community or group. Students are citizens of their local and global communities. |
| SS.1.CIV.4 People create governments in order to create peace and establish order. Laws are created to protect the rights and define the responsibilities of individuals and groups. |
| SS.1.TCC.7 Families have a past and change over time. There are different types of documents that relate family histories. (NOTE: Teachers will use their professional judgment and demonstrate sensitivity regarding the varied family structures of their students and availability of information.) |
| SS.1.TCC.8 Historical sources reveal information about how life in the past differs from the present. |
| MST4 Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. |
| RL.1.1 Ask and answer questions about key details in a text. |
| RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
| RL.1.3 Describe characters, settings, and major events in a story, using key details. |
| RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. |
| 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. |
| RL.1.6 Identify who is telling the story at various points in a text. |
| RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |
| RL.1.8 (Not applicable to literature) |
| RL.1.9 Compare and contrast the adventures and experiences of characters in stories. |
| RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. |
| RI.1.1 Ask and answer questions about key details in a text. |
| RI.1.2 Identify the main topic and retell key details of a text. |
| RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
| RI.1.7 Use the illustrations and details in a text to describe its key ideas. |
| RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
| RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. |
| RF.1.1 Demonstrate understanding of the organization and basic features of print. |
| RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. |
| RF.1.4 Read with sufficient accuracy and fluency to support comprehension. |
| L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
| 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. |
| SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. |
| SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. |
| SL.1.6 Produce complete sentences when appropriate to task and situation. |
| L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
| L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). |
There are no standards currently aligned to this resource.
| 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. |
| 1.OA.3 Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) |
| 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8. |
| 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to dd 2). |
| 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |
| 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. |
| 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, 6 + 6 = ?. |
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
SKILLS
Unit 1/Week 3
Letter/Keyword/Sound l,h,k,v,w,y,x,z,q
Unit 2/Week 1
Sound manipulation (initial, final, medial); blending/reading 3-sound short vowel words; segmenting/spelling 3-sound short vowel works; sentence dictation procedures; story retelling
Unit 2/Week 2
Sound manipulation (initial, final, medial); blending/reading 3-sound short vowel words; segmenting/spelling 3-sound short vowel words; sentence dictation procedures; story retelling; Teach trick words: the, a, and, is, his, of
Unit 3/Week 1
Phoneme segmentation; Consonant digraph keywords wh, ch, sh, th, ck, Spelling of ck, narrative story form, reading with accuracy and prosody, retelling with pictures and visualization; teach trick words as, has, to, into
Unit 3/Week 2
Phoneme segmentation, Consonant digraph keywords wh, ch, sh, th, ck, Spelling of ck, narrative story form, reading with accuracy and prosody, retelling with pictures and visualization; teach trick words- we, he, she, be me, or, for
VOCABULARY
ELEMENTS OF READING
Unit 1
Read-Aloud: Words Are Like Faces
Vocabulary:
comfort, fleet, glimmer, expression, lively, versatile
Unit 2
Read-Aloud: Big Al
Vocabulary:
delightful, clumsy, capture, fierce, rescue, suspense
Unit 3
Read-Aloud: One Good Turn Deserves Another
Vocabulary:
grateful, amble, plead, deceive, challenge
FOSS SCIENCE
Investigations 1: Solids
bend, build, ceramic, color, curve, cylider, engineer, fabric, flat, flexible, gas, group, hard, human-made, leather, liquid, material, matter, metal, natural, object, observe, paper, plastic, pointy, property, properties, rigid, rough, rubber, shape, smooth, soft, solid, sort, straight, texture, tower, wood
Investigation 2: Liquids
bubbly, colorless, dish soap, fabric softener, flow, foamy, hand soap, has color, level, liquid, oil, pour, puddle, shake, starch, surface, syrup, thick, thin, translucent, transparent, viscous
ENVISIONS MATH
Topic 1
in all, inside, outside, part, whole, double, plus (+), add, sum, addition sentence, equals (=), join, order, addend
Topic 2
missing part, subtract, difference, subtraction sentence, minus sign, equal sign, take away, compare, same amount
Teacher Observations
Student Work Samples
Unit Tests
Benchmark Assessments
BrainPop Jr.
Scholastic News
Discovery Education
Raz Kids
xtramath.org
IXL
Starfall
Teacher Collaboration
Student Workbooks
Mentors Texts
