Curriculum Map: 1st-November/December
First Grade
November/December
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?
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 are some features of maps?
How do historical sources reveal information about how life in the past differs from the present?
How are liquids different from eachother?
How can liquids be described?
How do liquids change in containers?
Where are liquids outdoors?
Are these materials solid or liquid?
How can mixtures of particles be separated?
How do particles of solids move in bottles?
Which screens can separate beads?
Are there little pieces of solid material outdoors?
What happens when solids are mixed with water?
What happens when liquids are mixed with water?
Is toothpaste solid or liquid?
How do properties of materials change when they are heated or cooled?
What happens when you mix water with solid plant material collected outdoors?
Unit 2, Learning About the World: Reading Nonfiction
Bend l: Getting Smart on Nonfiction Topics
How can...
Readers get started as nonfiction readers?
Studying one page teach so much?
Readers learn more by chatting about what is happening?
Readers reread to make sure they understand their books?
Readers work on fluency, including stress and intonation?
Readers celebrate learning?
Bend ll: Tackling Super Hard Words in Order to Keep Learning
How can...
Readers don't let hard words get in their way?
Crashing word parts together to solve the whole word?
Readers check that the words they read look right and make sense?
Readers learn new words as they read?
Readers find and think about key words?
Rereading a page to find the just-right sound?
Bend lll: Reading Aloud Like Experts
How can...
Readers find interesting things to share?
Readers read with feeling?
Readers read like a writer?
Readers plan to talk and think about key words?
Readers use drama to brind a read-aloud to life?
Readers have a celebration of reading to learn about he world?
If...Then Curriculum/Supplemental (optional)
Topic 4
What strategies can be used to find addition and subtraction facts?
What are helpful strategies for addition facts with 0, 1, or 2.
How can you identify and complete doubles facts?
How can you use a doubles fact to find the answer for near doubles?
How can a ten frame help simplify addition?
How can you think of 10 to solve an addition problem with a 7 ,8, 9?
How can you use patterns and counting as strategies for remembering subtraction facts with 0, 1, and 2?
How can you use addition with doubles to solve a subtraction fact?
How can you use an addition fact to solve subtraction problems?
Is there a related addition fact for every subtraction fact?
How can drawing a picture help you solve problems and help you and check if your answers make sense?
Topic 5
What other strategies can be used to find addition facts?
How can you identify and show a doubles fact?
How can you use a doubles fact to find the sum of a doubles-plus 1 fact?
What strategies can be used to find the sums of doubles plus 2 facts?
How can the answer to one problem be used as information needed to solve another problem?
How can you make 10 to make addition easier?
How can you make 10 to add 9?
How can you make 10 to add 8?
How can you add three numbers?
How can you solve an addition story with three addends?
Topic 6
What other stategies can be used to find subtraction facts?
How can you make a 10 to help you subtract?
How can you make a 10 to help you solve a subtraction story problem?
What are related facts?
How does the relationship between addition and subtraction create a fact family?
How can you use addition to solve subtraction?
How can you identify an addition fact that will help you solve a subtraction problem?
How can drawing a picture and writing a number sentence help you solve a problem?
| 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.GEO.5 The location and place of physical features and man-made structures can be described and interpreted using symbols and geographic vocabulary. |
| 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.1.7 Use illustrations and details in a story to describe its characters, setting, or events. |
| RL.1.9 Compare and contrast the adventures and experiences of characters in stories. |
| 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. |
| 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.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). |
| SL.1.1.b Build on others' talk in conversations by responding to the comments of others through multiple exchanges. |
| SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. |
| SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. |
| SL.1.4 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.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. |
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.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, 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.
Fundations
Unit 5/Week 1
Glued sounds; am, an; reading with accuracy and prosody, proofreading; teach trick words: from, have, do, does
Unit 6/Week 1
Baseword and suffix with suffix s, pluralization; reading with accuracy and prosody; teach trick words: are, were
Unit 6/Week 2
Baseword and suffix with suffix s, pluralization; narrative fiction vs. informational books; teach reading with accuracy and prosody; teach trick words: who, what, when
Unit 6/Week 3
Baseword and suffix with suffix s, pluralization; narrative fiction vs. informational books; teach reading with accuracy and prosody; teach trick words: there, here
Vocabulary
Unit 4
Read-Aloud: Alexander and the Terrible, Horrible, No Good, Very Bad Day
Vocabulary:
scrunched, invisible, scold, dreadful, complain, exaggerate
Unit 5
Read-Aloud: The Frogs Wore Suspenders
Vocabulary:
suspend, serenade, spangled, pride, ridiculous, perform
Unit 6
Read-Aloud: Mr. Bizbee and Miss Doolittle
Vocabulary:
tidy, irk, admire, shuckle, astonished, coincidence
FOSS Science
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
Investigation 3
cornmeal, different, funnel, grain, largest, lima bean, mixture, mung bean, particle, pile, pinto bean, pour, powder, rice, same, scoop, screen, separate, size, smallest
Teacher Observations
Student Work Samples
Unit Tests
Benchmark Assessments
BrainPop Jr.
Scholastic News
Discovery Education
Raz Kids
IXL
Starfall
Teacher Collaboration
Student Workbooks
Mentors Texts
