Last updated: 6/7/2016

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Curriculum Map: 1st grade March/April

Subject/Grade Level/Unit Title:

First Grade

Timeframe Needed for Completion/Grading Period:

March/April

Big Idea/Themes/Understandings:

Units of Study for Teaching Reading

Fundations

Writing Workshop

Math

Vocabulary

Grammar

Science

Essential Questions: Social Studies

 What are some traits of a responsible citizen?

Why do we have rules and laws?

How do families change over time?

How do people modify their physical environment in oder to meet basic needs?

How do historical sources reveal information about how life in the past differs from the present?

Essential Questions: Science

 How can we make a new plant from an old one?

What grows from the nodes of a potatoe?

How do we cuttings alive?

 

 

 

 

Essential Questions: Language Arts

Unit 4, Meeting Characters and Learning Lessons:  A Study of Story Elements

Bend l:  Going on Reading Adventures

How can...

Readers preview stories to get ready for reading adventures?

Readers use the storyline to predict?

Readers retell to retain the story?

Readers revisit books to notice more?

Readers rereade to notice that pages go together?

If...Then Curriculum/Supplemental (optional)

 

Bend ll:  Studying Characters in Books

How can...

Readers learn about the main character?

Readers learn about characters by noticing relationships?

Readers become the character?

Readers change their voices when character feelings change?

Clues help readers know how to read a story?

Readers reread to smooth out their voices and show big feelings?

If...Then Curriculum/Supplemental (optional)

Essential Questions: Mathematics

Topic 11 Subtractng With Tens and Ones

How is subtracting groups of 10 from groups of 10 similar to subtracting 1 from numbers  less than 10?

How can you use a hundred chart to subtract tens from two-digit numbers?

How do two-digit numbers change when multiples of ten are subtracted from them?

Why does only the tens digit change when subtracting tens from a two-digit number?

How do you know when to regroup when you subtract from a two-digit number?

How can you draw a picture and write a number sentence to solve a problem?

Topic 12: Length

How can you compare and then order concrete objects according to length?

How can you compare the lengths of two objects when they are in different places?

How can you estimate and measure length with no standard objects?

How can you use a nonstandard unit such as connecting cube to measure and compare the lengths and heights of objects?

How does the length of the unit of measure affect the number of units needed to measure an object's length?

How can you measure length using cubes and straws?

Topic 13: Time

How do the hands on the clock show time?

What are the different ways that you write and see times on clocks?

How do you tell time and write time to the half hour?

How can you use information in a table to solve problems?

Topic 14:  Using Data to Answer Questions

What questions can you answer by looking at a real-object graph?

What questions can you answer by looking at a picture graph?

What questions can you answer by looking at a bar graph?

How can tally marks be used to record information?

How can connecting cubes be used to make a real graph?

How can you create a picture graph to show information and to answer questions?

How can you use information in a tally chart to make a bar graph and answer questions?

Social Studies:

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.6
People and communities depend on and modify their physical environment in order to meet basic needs.

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.

Science:

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.

Language Arts: Reading

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.1.9.a
With prompting and support, students will make cultural connections to text and self.

RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Language Arts: Writing

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.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, 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.1.7
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Language Arts: Speaking and Listening

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.1.3
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.

Language Arts: Language

L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1.a
Print all upper- and lowercase letters.

L.1.1.b
Use common, proper, and possessive nouns.

L.1.1.c
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

L.1.1.d
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

L.1.1.e
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L.1.1.f
Use frequently occurring adjectives.

L.1.1.g
Use frequently occurring conjunctions (e.g., and, but, or, so, because).

L.1.1.h
Use determiners (e.g., articles, demonstratives).

L.1.1.i
Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1.j
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Mathematics: Counting and Cardinality

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.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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.

Mathematics: Operations and Algebraic Thinking

1.MD.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps

Mathematics: Number and Operations and Base Ten

1.MD.3
Tell and write time in hours and half-hours using analog and digital clocks. Recognize and identify coins, their names, and their value.

1.MD.4
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Mathematics: Measurement and Data
There are no standards currently aligned to this resource.
Mathematics: Geometry
There are no standards currently aligned to this resource.
Essential Skills and Vocabulary:

Fundations

Unit 9/Week 2 

reteach closed syllables, teach letter/keyword/sound oi,oy

closed vs.open syllables

trick words: see, between, each

Unit 10/Week 1 

segmenting and blending up to 5 sounds;

teach letter/keyword/sound oa,oe,ow,ou,oo

trick words: any, many

Unit 10/Week 2

teach letter/keyword/sound ue,ew

teaching reading words with suffix s

 trick words: words, how, now, down 

Unit 10/Week 3

 suffixes ed, ing

letter/keyword/sound au, aw

trick words: out, about, our

Vocabulary: Elements of Reading:

Unit 19

Read Aloud: Coyote and the Coyote Stars

Vocabulary:

delicate, vast, investigate, variety, enhance, accomplish

Unit 20

Read Aloud: Strong Enough!

Vocabulary:

boast, mighty, flatter, frighten, enormous, humble

Unit 21

Read Aloud: The Tortoise and the Baboon

Vocabulary:

determined, savory, scamper, frantic, stunned, shrewd

 Unit 16

Read Aloud: Rabbit Counts the Crocodiles

Vocabulary:

longs, realize, furious, admit, cunning, gullible

Unit 17

Read Aloud: Mickey Mouse Speaks

Vocabulary:

romp, fad, gather, household, entertain, creative

Unit 18

Read Aloud: Kiss the Cow!

Vocabulary:

pasture, velvet, scrap, mandatory, tempting, provide

Unit 19

Read Aloud: Coyote and the Stars

Vocabulary:

delicate, vast, investigate, variety, enhance, accomplish

Unit 20

Read Aloud: Strong Enough!

Vocabulary:

boast, mighty, flatter, frighten, enormous, humble

Unit 21

Read Aloud: The Tortoise and the Baboon

Vocabulary: determined, savory, scamper, frantic, stunned, shrewd

 

 

Assessment Tasks:

Teacher Observations

Student Work Samples

Unit Tests

Benchmark Assessments

Resources:
Resources:

BrainPop Jr.

Scholastic News

Discovery Education

Raz Kids

IXL

Starfall

Teacher Collaboration

Student Workbooks

Mentors Texts

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