SALTA 1st grade

First Grade English Language Arts Scope and Sequence At-A-Glance: Unit R 2021-2022

Dates

AUG 19-OCT 1

OCT 4-NOV 23

NOV 29-JAN 21

JAN 24-MAR 3

MAR 14-APR 15

APR 28 – MAY 25

INFORMATIONAL FEB 3-21

OPINION APRIL 11-22

DWSBA

Instructional Days

33 days

35 days

30 days

29 days

30 days

27 Days

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

How are people and animals important to one another?

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?

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

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

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

ow, ou, oo in foot, oi, oy, ie, aw, au er, or V/CV, VC/V

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

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

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

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,

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

room, stood, thought, across, because, dance, only, opened, shoes, told

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

©Canyons School District