Curriculum Map: 1st Grade May June
First Grade
May/June
Units of Study for Teaching Reading
Fuindations
Writing Workshop
Math
Vocabulary
Grammar
Science
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 people with limited resources obtain their needs and wants?
What are goods and services?
What are producers and consumers?
Essential Questions: Terrariums
What do plants need to live and grow in a terrarium?
What do animals need to live and grow in terrarium?
What structures or behaviors do plants or animals have that help them live in their habitat?
How does the behavior of squirrels help them survive the winter?
Essential Questions: Growth and Change
How does a bulb grow?
What parts of the plant can grow new plants?
How do plants in the schoolyard compare to the plants studied in class?
Unit 4 (continued)
Bend lll: Learning Important Lessons
How can...
Readers discover the lessons familiar stories teach?
Readers always keep life lessons in mind?
Readers group books by the lessons they teach?
If...Then Curriculum/Supplemental (optional)
Bend lV: Growing Opinions About Books
How can...
Readers share their opinions about books?
Readers rehearse what they will say?
If...Then Curriculum/Supplemental (optional)
Topic 15:
How are everyday objects close approximations of standards plane shapes?
How does writing down all the ways of doing something help to solve a problem?
How can identifying the properties of plane shapes help you sort the shapes?
How can you combine plane shapes to make different pictures?
How can plane shapes be combined to make new plane shapes?
What are some everyday objects that are close approximations of geometric solids?
How does the number of flat surfaces and vertices (corners) help you describe solid figures?
How can attributes be used to sort solid figures?
How can soldi figures be combined to make new solid figures?
How do you know the name of a plane shape or solid figure?
Topic 16:
How can you divide a shape into equal parts?
How can you describe equal parts of a whole?
How can a shape that is folded into halves/fourths be described?
How can drawing a picture help you solve problems related to parts of a whole?
| SS.1.ID.1 Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community. |
| 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.8 Historical sources reveal information about how life in the past differs from the present. |
| SS.1.ECO.9 People have many economic wants and needs, but limited resources with which to obtain them. |
| SS.1.ECO.10 People make economic choices as producers and consumers of goods and services. |
There are no standards currently aligned to this resource.
| 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.1.8 Identify the reasons an author gives to support points in a text. |
| 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.1.7 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. |
| 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. |
| L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. |
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.
There are no standards currently aligned to this resource.
| 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. |
| 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. |
| 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. |
Fundations:
Unit 12 /Week 1
concept of syllable in multisyllabic words, syllable division rules, compound words.
trick words: people, month
Unit 12/Week 2
teach reading and spelling of words with two closed syllables or closed and v-e syllables
trick words: little, been, own, want
Unit 12/Week 3
teach spelling of "ic", paragraph structure
trick words: Mr., Mrs.
Unit 13/Week 1
Teach suffix s, ing, ed, added to multisyllabic words
trick words: work, word, write
Unit 13/Week 2
teach es suffix
trick words: their, being, first
Unit 13/Week 3
Review spelling for base words and suffixes;
trick words: look, good,new
Unit 14/Week 1
review of word structure and concepts; review sentence construction and proofreading, review narrative vs. informational text;
trick words: water, called
Unit 14/Week 2
trick words: day, way, may
Vocabulary/Elements of Reading:
Unit 22
Read Aloud: Seal Surfer
injured, bask, haul, elated, seasonal, contemplate
Unit 23
Read Aloud: Jamaica and the Substitute Teacher
memorize, stare, exchange, relief, regret, anxious
Unit 24:
Read Aloud: And to Think That We Thought That We'd Never Be Friends
commotion, fret, soothe, protest, conflict, harmony
Foss Science/Plants and Animals
Investigation 3/Terrariums
behavior, desert, forest, grassland, habitat, map, ocean, pond, predator, rain forest, shelter, structure, survive, terrarium, tundra, wetland
Investigation 4/Growth and Change
bulb, carrot, garlic, offspring, onion, parent, radish, vermeculite
Envisions Math
Topic 15/Geometry
plane shapes (circle, triangle, rectangle, square, hexagon, trapezoid), hexagon, trapezoid, sort, side, corner, solid figure (cubes, rectagular prism, sphere, cylinder, cone, cube, rectangular prism) sphere, cylinder, cone, flat surface, vertex (vertices), pyramid
Topic 16/Fractions of Shapes
equal parts, halves, fourths, quarters, half of, fourth of, quarter of, two of, four of
Teacher Observations
Student Work Samples
Unit Tests
Benchmark Assessments
BrainPop Jr.
Scholastic News
Discovery Education
Raz Kids
IXL
Starfall
Teacher Collaboration
Student Workbooks
Mentor Texts
