SALTA 1st grade
First Grade English Language Arts Scope and Sequence At-A-Glance: Condensed Unit R 2020-2021
Dates
AUG 16 – SEP 10
SEP 13-NOV 5
NOV 8-JAN13
JAN 18 – MAR 3
MAR 7 – APR 29
MAY 2 – May 25
DWSBA
INFORMATIONAL FEB 3-14
OPINION APR 11-22
Flexible Instructional Days
19 days
37 days
37 days
32 days
35 days
18 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
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