1st+Grade+Curriculum+Map

Formative (F) Summative (S) || **Optional Resources ** ||
 * **Embedded Skill ** || **Genre ** || **Content ** || **Skills ** || **Modeled/Shared Activities ** || **Guided/Independent Activities ** || **Assessments **Diagnostic (D)
 * **Determine Author’s Point of View** || short stories

historical fiction

fiction

non-fiction

poetry

biography

literary nonfiction || Author's Point of View || Explain why the author wrote the story the way he did.

Determine the author's point of view from information in the text. || * teacher modeling through read-alouds and think-alouds
 * teacher creates anchor chart of questions
 * teacher led class discussions of how the author felt when he/she wrote the story || * journal entries
 * time lines
 * story boards
 * || journal entry with rubric ||  ||
 * **Determine Author’s Purpose** || short stories

historical fiction

fiction

non-fiction

poetry

biography

literary nonfiction || Author's Purpose || Describe the audience for whom the author is writing.

Identify the 3 reasons an author writes a selection. || * discuss why authors write for an audience (to entertain, inform, or persuade
 * share various reading selections to demonstrate the 3
 * PIE chart (purpose, inform, entertain) || * familiar fiction and nonfiction picture books with sticky notes (smile=entertain, serious face=inform)
 * You Be the Author - SW create a cover of a book they could write. Discuss their purpose for writing. || Students will choose the type of paragraph they want to write (description, information - nutrition, or entertainment - breakfast, birthday celebration, etc.) ||  ||
 * **Follow a Sequence of Instructions** || short stories

non-fiction

realistic fiction || Sequence of Instructions || Arrange the instructions given in the correct sequence.

Organize the steps in the reading selection to provide a logical sequence. || * model
 * provide example (have steps written or illustrated on cards)
 * Shared activity of sequencing steps of getting ready for school in the correct order || * storyboards
 * chain of events flow chart
 * retelling cards || SW complete art activity by following a set sequence of instructions ||  ||
 * **Identify Features of Electronic Text** || online articles

grade level stories || Features of Electronic text ||  || * model how to use the computer (mouse, back buttons, search)
 * introduce students to drawing programs, educational based video
 * show students how they use action buttons/icons/toolbars on the computer || explore different educational websites in the classroom and lab (PBS Kids, Sports Illustrated for Kids, Starfall, Raz-Kids, Yahoo! Kids) || observable checklist ||  ||
 * **Infer** || picture books

short stories

poetry

realistic fiction

mystery

fairy tales

folktales

science fiction/fantasy

myths and legends

literary nonfiction || Infer || Identify clues in the story to prove what you know.

Determine/describe what you can tell about the story by looking at the illustrations. || * model through read-alouds
 * use wordless picture books
 * demonstrate how students use their schema plus clues from the text to comprehend || * use wordless picture books and create speech bubbles/text for the characters
 * graphic organizer (identify clues in the story to prove what they know)

[|http://reading.ecb.org] || * students will demonstrate knowledge during guided reading group (orally or written)
 * Inferencing cards - SW select card and tell something they could infer by looking at the picture (orally) ||  ||
 * **Interpret Character from Dialogue, Actions, Thoughts** || short stories

fairy tales

folktales

science fiction/fantasy

myths and legends

mystery

realistic fiction

poetry || Character || Identify character based on what the character says, does or thinks; and provide support from the text. || * teacher read-alouds
 * discussion of how a character can change in a story
 * create anchor chart to demonstrate how characters change from the beginning to the end || * character analysis
 * Venn Diagram
 * KWL
 * Character trait web || * observation
 * journal entry
 * role play (Character Day) ||  ||
 * **Interpret Data, Charts, Graphs** || mystery

historical fiction

non-fiction || Data, Charts, Graphs || Describe the information provided.

Analyze the information given on the chart or graph. || * teacher modeling through daily activities (weather graph, calendar, lunch count)
 * math instruction || * pulling information from graphs in reading and math
 * KWL
 * Venn Diagram
 * Weather graph
 * Calendar || * observation
 * oral recount
 * math assessments ||  ||
 * **Interpret Graphic Organizers** || non-fiction (informational text)

electronic text || Graphic Organizers || Compare/contrast two given subjects.

Summarize information given in a chart or table.

Explain or describe the information provided on a graph. || teacher modeled use of Venn Diagram, T-chart, KWL || * Scholastic News / National Geographic activities (resources to practice)
 * hands-on creation of Venn Diagram with hula hoops and sentence strips
 * hands-on creation of T-chart using meter sticks and sentence strips || students will answer questions about a completed graphic organizer orally or in written form. ||  ||
 * **Interpret Literary Devices** || predictable books

poetry

fairy tales || Literary Devices || Identify rhythmic pattern in text.

Locate examples of "word play" in the text.

Match the character with their related occupation. || * teacher modeling of rhythm and rhyme in predictable books
 * poetry (identifying rhyming words)
 * word play (character names and how they relate to occupation) || * writing the next page in a predictable book
 * use of highlighting tape to show rhyming words in poems
 * creating a character ( name and occupation) using concept of word play || * predictable class book (each student is responsible for page)
 * SW fill in missing words at end of stanza in a poem
 * oral response when reading a predictable book
 * matching activity - character to word play phrase ||  ||
 * **Interpret Poetry** || poetry

electronic text || Poetry || Construct visualizations as to what the poem is about.

Create a dramatization of the poem. || * modeling how the poem creates mental images
 * shared reading of poems
 * discuss what the poem is mostly about || students will create mental images and visualize what the poem is about through illustrations or dramatization || students will be given a poem to demonstrate their understanding through visualizations and dramatizations ||  ||
 * **Interpret Vocabulary** || fairy tales

short stories

folktales

science fiction/fantasy

mystery

historical fiction

non-fiction

biography/autobiography

realistic fiction

literary nonfiction

poetry

myths and legends || Vocabulary || Create "kid-friendly" definitions

Construct word web

Define in their own words

Matching word to synonym/antonym

Interpret through illustration || * teacher model of word web (characteristics including synonyms, antonyms, etc.)
 * synonyms/antonyms
 * context clues
 * writing a definition
 * using a dictionary
 * illustrate definition || * creating their own definition for words
 * illustrate meaning
 * matching activity with synonyms and antonyms
 * using a dictionary to identify correct definitions || * orally tell what the word means
 * illustrate the meaning of the word
 * listing a synonym and antonym for a given word
 * observing students using the dictionary ||  ||
 * **Locate Stated Information** || fairy tales

short stories

folktales

science fiction/fantasy

mystery

historical fiction

non-fiction

biography/autobiography

realistic fiction

literary nonfiction

poetry

myths and legends || Stated Information || Locate the answer to a question by going back in the text.

Identify important information in the text.

Prove how you came to the answer. || * teacher modeling of "right there" information in the text
 * strategy of highlighting or underlining || * using highlighting tape to identify information needed to answer a question
 * information hunt || * observation
 * oral response
 * reading assessments ||  ||
 * **Recall Fact and Detail** || fairy tales

short stories

folktales

science fiction/fantasy

mystery

historical fiction

non-fiction

biography/autobiography

realistic fiction

literary nonfiction

poetry

myths and legends || Fact and Detail || Create a retelling in your own words.

Elaborate the information you obtained from the reading.

State the important facts from the reading.

Arrange the events/facts in the correct sequence. || * teacher modeling of retelling the story
 * modeling of graphic organizers
 * strategy of highlighting important facts
 * strategy of note-taking || * story sequence chart
 * flow chart
 * retelling cards
 * post-it notes || * observation
 * retell cut and paste activity ||  ||
 * **Recognize Cause and Effect** || fairy tales

short stories

folktales

science fiction/fantasy

mystery

historical fiction

non-fiction

realistic fiction

poetry

myths and legends || Cause and Effect || Identify why things happen within a story or text || * teacher modeling of chain of events graphic organizer
 * review stories read that have the underlying cause and effect genre (If You Give a Mouse a Cookie, If You Give a Pig a Pancake, etc.) || * chain of events chart
 * matching activity
 * classify/categorize || * observation
 * journal entry
 * matching activity ||  ||
 * ** Recognize Different Levels of Meaning in Text ** || fairy tales

folktale

mystery

realisitc fiction

poetry

short stories

myths & legends || Different levels of meaning || Recognize if information is implied or stated || * teacher modeling / think aloud using realistic fiction text
 * oral discussion of why things happen as they do, how one thing leads to another
 * vocabulary - consequence || * (Why) questioning to get students thinking
 * graphic organizer (list, flow chart)
 * journal entries
 * illustrations || * oral or written confirmation
 * journal entry
 * reading assessments
 * Early literacy checklist ||  ||
 * **Set a Purpose for Reading** || all genres || Purpose for Reading || Understand why we read

Express how focus varies when choosing fiction or nonfcition

Recognize reading for pleasure or assigned || * teacher modeling/discussion of why we read
 * think aloud - demonstrating making predictions || * KWL chart
 * making predictions (orally or charted)
 * I wonder bubble
 * Journal entry || * oral discussion
 * written form - slip of paper ||  ||
 * **Understand Text as a Whole** || all genres || Text as a Whole || Understand the main idea of text and describe why the author wrote the text

Interpret the author's message || * model/review comprehension strategies N/A ||  ||   ||   ||   ||   ||
 * review various types of genre and their features || * identifying the genre of a book and journal entry telling why it's that genre
 * sort books by genre || * observation
 * journal entry
 * categorizing/sorting ||  ||
 * **Understand Text Structures** || all genres || Text Structures || Describe nonfiction and fiction text features || * model examples of various text structures
 * "clues" as to how to identify (vocabulary ex. signal words)
 * model think-aloud strategy || * highlighting/underlining "clues"
 * identifying signal words in text
 * skim and scan
 * graphic organizers to go with text structures
 * treasure hunt using magazines, newspapers, nonfiction books, chapter books, picture books, etc. || * observation
 * discussion
 * journal entries (reading/writing connection) ||  ||
 * **Construct a Thesis and Support with Fact** ||  || Thesis
 * **Construct Fluent Sentences** || all genres except poetry || Sentence Fluency || Write a text with related details

Vary sentence structure

Present ideas in a logical sequence || * introduce/review descriptive words (adjectives)
 * model simple and complex sentences
 * use storied/newspaper/magazine articles to reiterate fluency || * sentences cubes
 * sentence starters
 * journal entries
 * revising simple sentences
 * sight word mats || * observation in everyday journal writing
 * portfolio pieces ||  ||
 * **Critique** || all genres || Critique || Remember information from a text to support an opinion about the text || * model/review author's purpose
 * model/review the difference between a fact and an opinion || * journal entries
 * reader response
 * graphic organizers
 * Fishbowl discussion
 * pair/share
 * interview classmates/graph information || * observation
 * writing pieces ||  ||
 * **Establish Consistent Point of View in Writing** || all genres || Consistent point of view in writing || Write with the same tense (past, present, or future) and person (first, second, or third)

Stay focused on a topic || model/review literature that demonstrates first, second and third person point of view || * identify the writer of the story
 * journal entries || * portfolio pieces
 * observation ||  ||
 * **Generate Ideas/Brainstorm** || all genres || Ideas || Tell about experiences or topics

Choose type of text to fit the purpose

Generate and expand ideas through talk with teacher and peers

Make a list of ideas on topic for writing

Select information that will support the topic || * model/think aloud with graphic organizer
 * reinforce all ideas are good ideas
 * generate list of things teacher is interested in
 * share photos/show how a photograph can generate ideas when writing || * generate own list of writing topics
 * picture prompts
 * use graphic organizers
 * bulleting || * journal entry
 * writing piece
 * graphic organizer ||  ||
 * **Make Effective Word Choices** || all genres || Word Choice || Learn new words or phrases from reading and try them in new writing

Use vocabulary appropriate for the topic

Vary word choice to create interesting description and dialogue || * introduce/review synonyms and antonyms
 * model writing piece revision
 * identify grade level and above grade level vocabulary || * fill in the blank sentences
 * revising own journal writing
 * switching synonyms for words || evidence in their writing ||  ||
 * **Note-taking** || all genres || Note-taking || Make a list of ideas on topic

Record information in words or drawings || * discuss/review main idea and supporting details
 * model concept web
 * model listing (bullets) and paraphrasing || * listening activities
 * taking notes from a video or a reading selection
 * graphic organizers || * organization of writing
 * portfolio pieces (research report) ||  ||
 * **Organize Writing** || all genres || Organization || Present ideas in a logical sequence

Introduce ideas followed by supportive details and examples || * introduce/review various graphic organizers and when to use them
 * model structure of writing || * graphic organizers
 * sequencing
 * paragraph writing || evidence in journal writing and portfolio pieces ||  ||
 * **Recall Fact and Detail From Oral Text** || all genres || Fact and Detail from Oral Text || Recognize and describe the important facts and details from oral text || * model retelling the story
 * discuss importance of sequence of events
 * model how to illustrate what you've heard (filmstrip) || * oral retell
 * sequence activities
 * illustrations (filmstrip) || * anecdotal records
 * observation
 * journal entry ||  ||
 * **Recognize Different Levels of Meaning in Oral Text** || all genres || Different levels of meaning in oral text || Listen with attention and understanding to the text

Express opinions and explain reasoning (because...) || * model how to take notes using graphic organizer
 * identify "lesson learned or moral" through discussion
 * identify clues that support the lesson or the moral || * take notes in graphic organizer
 * scaffolding activities || * reading response
 * journal entry
 * portfolio pieces ||  ||
 * **Set Purpose for Listening** || all genres || Purpose for listening || Listen with attention and understanding to oral reading

Compare personal knowledge with what is heard || * teacher leads discussion for listening anchor chart orally or charted || * written form on slips of paper or orally Sentence Structure Punctuation || Place words in lines, starting left to right, top to bottom
 * model predictions and think-aloud
 * model thinking before, during and after
 * model note taking || * jounal entries during listening
 * KWL chart
 * making predictions
 * periodic note taking ||  ||
 * **Use Conventions of English Language** || all genres || Spelling

Use spaces between words

Use conventional sentence structure (noun + verb)

Use prepositional phrases

Demonstrate knowledge of the use of upper- and lowercase alphabet

Show awareness of the first place position of capital letters in words

Use a capital letter for the first place in a sentence

Use periods, exclamation points and question marks as ending marks

Attempt unknown words using known word parts

Use simple resources to check spelling || * Model during shared writing
 * model using student samples
 * daily edit || * daily edit
 * practice in writing pieces
 * writers workshop || Evidence in student writing ||  ||
 * **Using Effective Writer’s Voice** || all genres || Voice || Write in a way that one would speak about an experience, event, or topic || * Teacher modeling during shared writing
 * Show examples in literature || * students critique pieces for writer's voice
 * practice in their own writing || evidence in student written work ||  ||
 * **Use Graphic Organizers** || all genres || Graphic Organizers || Complete a graphic organizer using schema for a topic || model use of various graphic organizers (T-chart, web, Venn Diagram, 4 square, etc) || Students will use graphic organizers for pre-writing in the classroom || * evidence of organization in writing
 * comparing writing to their organizer ||  ||
 * **Use Sophisticated Vocabulary** || all genres || Vocabulary || Use vocabulary approrpiate for the topic

Vary word choice to create interesting descripttion and dialogue || * Teacher models using colorful, vivid language during shared writing
 * review synonyms
 * create words bank of synonyms || * Students use cloze passages for practice
 * revise writing samples by using alternate word choices || evidence through student writing pieces ||  ||
 * **Compare and Contrast** || all genres || Compare and Contrast || Describe orally & writing how things are the same and different using descriptive vocaulary and details || * teacher models the use of a venn diagram for comparing and contrasting (stories, characters, etc)


 * model writing comparitive and contrasting sentences (alike and different) || students will write comparing and contrasting statements from information on a Venn diagram or other graphic organizer || fill in Venn diagram or other appropriate graphic organizer and answer questions involving comparing and contrasting ||  ||
 * **Determine Importance** || all genres || Determine Importance || Distingush between important information and interesting details || * Teacher explains and demonstrates text features for fiction and non-fiction
 * Teacher models what is important and unimportant in text bases on the purpose for reading (locating specific information in non-fiction text or understanding the story line in fiction) || * practice retelling narrative text
 * locating specific information in non-fiction text
 * use graphic organizer || student retell orally or written ||  ||
 * **Determine Theme** || all genres || Theme || Notice the similarities among texts that are by the same author or on the same text || * Teacher models through read alouds what the author is trying to tell us (the secret message)
 * teacher models giving written response || Students will give written responses to read-alouds or their own reading indicating the theme || evidence of theme through student writing or oral response ||  ||
 * **Distinguish between Fact and Opinion** || all genres || Fact and Opinion || Compare opinion and factual statements while reading and in their writing || * Teacher demonstrates how to distinguish between fact and opinion

N/A ||  ||   ||   ||   ||   ||
 * model factual statements and opinion statements || * students will practice making oral statements
 * write critiques for stories, assemblies, etc
 * write factual descriptions or statements || * oral responses
 * writing samples ||  ||
 * ** Paraphrase ** ||  || Paraphrase
 * **Sequence** || all genres || Sequence || Present ideas in a logical sequence

Recall information from a text to produce lists, simple sequence of actions, and directions

Represent a sequence of events through drawings || * Teacher will model using flow charts, retell, and note taking
 * Teacher model "how to" writing || * Students will practice retelling in sequence
 * Use picture cards or sentence strips to arrange in proper order
 * write "How to do" something || independently retell orally or in written form the sequence of events ||  ||
 * **Summarize** || all genres || Summarize || Write short sentences to report or summarize important details from a text || * Teacher models retelling in own words in a condensed form
 * focus on character, problem, and solution
 * [|summarizing] || Students will practice orally and in written form summarizing read-alouds and/or self selected reading || * Oral reporting
 * Literature log ||  ||
 * **Use Supporting Details** || all genres || Supporting Details || Identify the important pieces of information from a text and in writing with support || * Teacher will show examples of supporting detail in text
 * Through shared writing the teacher will demonstrate how to respond to literature giving supporting details for a statement || * Students will respond to literature through lit. logs and writing
 * small group discussion || Evidense in writing and through oral responses ||  ||