Curriculum Map: 1st Grade-January/February
First Grade
January/February
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?
Review of Essential Questions/Liquids and Solids
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?
Introduction to Essential Questions/Plants and Animals
What happens to ryegrass and alfalfa seeds in moist soil?
What happens to the grass and alfalfa plants after we mow them?
How does a wheat seed grow?
How many different kinds of plants live in an area of the schoolyard?
Unit 3, Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension
BEND I: Readers Have Important Jobs
How Can...
You Be the Boss? How Can Readers Say, "I Can Do This!"?
Readers Use Everything They Know to Solve a Word?
Readers "Check It" to Self-Monitor?
Readers Make a Plan?
Readers Get Help When They Need It?
BEND II: Readers Add New Tools to Read Hard
How Can...
Readers Think about the Story to Problem-Solve Words?
Readers Think about What Kind of Word Would Fit?
Readers Slow Down to Break Up Long Words?
Readers Use Words They Know to Solve Words They Don't Know?
Readers Try Sounds Many Ways to Figure Out Words?
Readers Use Sight Words to Read Fluently?
BEND III: Readers Use Tools to Understand Their Books
How can...
Readers Work to Understand, ReReading If They Don't Get It?
Readers Make Mind Movies to Picture What's Happening?
Readers Keep Track of Who's Talking as They Read?
Readers Not Just Read the Words...But Understand the Words?
BEND IV: Readers Use Everything They Know to Get the Job Done
How Can...
Readers Use Everything They Know to Get the Job Done Quickly?
Readers Investigate Ways to Make Their Reading Sound Great?
Partners Work Together to Make Their Reading Sound Its Very Best?
If...Then Curriculum/Supplemental (optional)
Topic 7
What number patterns are there when counting to 120?
How can you use ten-frames to show numbers 11-19 as a group of 10 and some more?
How can you express the relationship between two numbers that are 1 or 2 more than or fewer than each other?
How can you use groups of 10 to count?
What pattern do you notice when you count forward from 1 through 100?
How can you use skip counting to find a total number of objects?
How can finding a number pattern help you solve a problem?
Topic 8
How can numbers 10 and higher be shown, counted, read and written?
How can a number be broken into groups of 10 and leftover ones?
How many tens make up each of the decade numbers from 10 through 90?
When objects are grouped in sets of 10 and leftovers (ones), how do you write the number for how many there are in all?
How does adding the values of digits produce the total value of the number?
How can you use tens and ones models to represent a number in different ways?
How can you use an organized list to solve a problem?
Topic 9
How can numbers to 100 be compared and ordered?
How is a number changed when its ones digit is changed by 1 or its tens digit is changed by 1?
How can a hundred chart show the relationships of 1 or more than, 1 less than, 10 more than, and 10 less than?
For any 2-two-digit numbers, how can you identify the greater number?
How is ordering three numbers similar to comparing two numbers?
How does listing all the possible ways to do something help to solve a problem?
Topic 10
What are ways to add with tens and ones?
Adding groups of 10 is similar to adding numbers less than 10.
What changes when you add tens to a two-digit number?
How do two-digit numbers change when multiples of ten are added to them?
How can you use mental math to add multiples of 10 to a two-digit number?
How do you know when to regroup when adding to a two-digit number?
How can you solve a problem by drawing a picture and writing a number sentence?
| 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. |
There are no standards currently aligned to this resource.
| 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. |
| 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.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. |
| RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words 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. |
| W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. |
| 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. |
| W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. |
| W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
| 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.1.1.d Seek to understand and communicate with individuals from different cultural backgrounds. |
| 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. |
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
| 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |
| 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |
| 1.NBT.2.a 10 can be thought of as a bundle of ten ones - called a "ten." |
| 1.NBT.2.b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. |
| 1.NBT.2.c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). |
| 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |
| 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. |
| 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |
There are no standards currently aligned to this resource.
There are no standards currently aligned to this resource.
Unit 7/Week 1
Glued sounds and, ing, ong, ung; blending, reading words with ng, nk; segmenting and spelling words with ng, nk; narrative fiction vs. informational books, reading with accuracy and prosody; teach trick words: why, by, my, try
Unit 7/Week 2
Glued sounds ank, ink, onk, and unk; blending, reading words with ng, nk; narrative fiction vs. informational books, reading with accuracy and prosody; teach trick words: put, two
Unit 7/Week 3
Review glued sounds ak, ink, onk, and unk; blending, reading workds with ng, nk; segmenting and spelling words with ng, nk; narrative fiction vs. informational books, reading with accuracy and prosody; teach trick words: very, too, also
Unit 8/Week 1
consonant blends; blending and reading words with up to four sounds; R-controlled vowel sounds, ar, or,
trick words: would, could, should
Unit 8/Week 2
digraph blends and controlled er, ir, ur
trick words: her over, number
Unit 9/Week 1
closed syllable concept with short vowel;
teach letter/sound/keyword ai, ay, ee, ea, ey
trick words: say, says
Unit 10
Read-Aloud: The Lion and the Red Bird
Vocabulary:
wander, nibble, crouch, artistic, inquire, patient
Unit 11
Read-Aloud: Herbert Glerbett
Vocabulary:
disslove, ghastly, sly, swift, preposterous, caution
Unit 12
Read-Aloud: Mama Provi and the Pot of Rice
Vocabulary:
tremendous, amazed, rearrange, sliver, palate, surplus
Unit 13
Read Aloud: Never Trust a Squirrel
Vocabulary:
dull, eager, alert, petrified, adventuous, rely
Unit 14
Read Aloud: Flip-Flops
Vocabulary:
relax, appear, tumble, leisure, resourceful, outgoing
Unit 15
Read Aloud: My Building
Vocabulary:
glimpse, pleasant, strain, grand, skyscraper, observant
FOSS SCIENCE
Review of Vocabulary/Liquids and Solids
Introduction of Vocabulary/Plants and Animals
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
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