SALTA 1st Grade Curriculum Map

First Grade English Language Arts Year At-A-Glance: Unit R 2020-2021

Dates

AUG 17–SEP 24

SEP 28-NOV 13

NOV 16-JAN 14

JAN 19-FEB 25 INFORMATIONAL FEB 1-12

MARCH 1-APRIL 16

APR 19- MAY 27

DWSBA

OPINION APRIL 12-23

Instructional Days

28

33

31

27

30

29

Unit

Unit R

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

How are people and animals important to one another? ck, x /ks/, plural -s, s /z/ inflected ending -s inflected ending -ing initial and final consonant blends short a, i, o, e, u come, in, on, my, way, she, take, up, what, blue, get, from, help, little, use, eat, five, four, her, this, too, saw, small, tree, your, home, into, many, them

How are people and animals important to one another? ow, ou, oo in foot, oi, oy, ie, aw, au er, or V/CV, VC/V

Big Question

What is all around me? m, s, t, c, p, n, b, g, f, d, l, h, r, w, j, k, v, y, z, qu short a, i, o, e, u

What is a community?

What is changing in our world? Vowel sounds-y Syllable pattern CV Patterns -ng, -nk Compound words Ending -es , Plural - es R-controlled vowels: or, ore, ar, er, ir, ur Contractions ‘s, ‘ve, ‘re Inflected endings Comparative endings -er, -est, -dge always, become, day, everything, nothing, stays, things, any, enough, ever, every, own, sure, were, away, car, friends, house, our, school, very, afraid, again, few, how, read (both pronunciations), soon, done, know, push, visit, wait, before, does, good-bye, oh, right, won’t

What do we treasure?

Phonics Skills

sh, th, wh, ch, tch, ph vowel sound in ball a_e, i_e, o_e, u_e, long e, ee c /s/, g /j/ contractions -ed syllables VC/CV

ai, ay, ea, oa, ow, ie, igh, ue, ew, ui, oo in moon kn, wr Compound words -ly, -ful Adding Endings Singular & Plural Possessives Three-Letter Consonant Blends about, enjoy, gives, surprise, worry, would, colors, draw, drew, great, over, show, sign, found, mouth, once, took, wild, above, eight, laugh, moon, touch, picture, remember, room, stood, thought, across, because, dance, only, opened, shoes, told

Inflected endings Syllable patterns

High Frequency Words

a, green, I, see, like, the, one, two, three, we, do, look, was, yellow, you, are have, that, they, he, is, to, with, for, go, me, here, where

catch, good, no, put, said, want, be, could, horse, of, old, paper, live, out, people, who, work, down, inside, now, there, together, around, find, food, grow, under, water, also, family, new, other, some, their

along, behind, eyes, never, pulling, toward, door, loved, should, wood, among, another, instead, none, against, goes, heavy, kinds, today, built, early, learn, science, through, answered, carry, different, poor

A suggested text aligned reading standard has been identified for each week of Reading Street within the scope and sequence pages of the map. Although a standard might be targeted for mastery, moving through the comprehension standards as part of close reading while scaffolding text with repeated reading and discussion is vital in order for students to comprehend text. The reading standards are like a path that guide students through multiple encounters with text. • Reading Standards 1-3 take the student through “what does the text say?” • Reading Standards 4-6 guide the student through “how does the text work?” • Reading Standards 7-9 take the student through “what does the text mean?” (Fisher, Frey 2014)

Reading Comprehension

Writing to Sources

Narrative

Opinion

Informative/ Explanatory

Narrative

Opinion

Informative/ Explanatory

* Unfinished learning can be accessed in the scope and sequence. Click the link for more information. ©Canyons School District