Meade County’s 1st Grade Curriculum 2013-14 This document is a compilation of the various curriculum documents that have been created by teams of teachers within the district. This is an overview. More detailed information for instructional purposes is currently located on district teacher share –elementary curriculum- 2013-14 Pacing, Targets, IAs, and then by grade level for most content areas. There are separate folders for those areas in which a teacher is responsible for multiple grade levels (music, pe, library, counselors). The goal is to have all documents eventually housed on CIITS. 

1st Grade Reading Pacing Calendar (by standard)Learning Chunk

#1Learning Chunk

#2Learning Chunk #3 Learning Chunk #4 Learning Chunk

#5Learning Chunk #6

1.RF.1 Demonstrate understanding of the organization and basic features of print.

1RF.1a. Recognize the distinguishing features of a sentence (e.g., first word,capitalization, ending punctuation).

1.RF.2c . Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

1.RF.2d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

1.RF.3g (on-going) Recognize and read grade-appropriate irregularly spelled words.

1.RF.3g (on-going) . Recognize and read grade-appropriate irregularly spelled words.

1.RF.2a Distinguish long from short vowel sounds in spoken single-syllable words.

1.RF.2-C Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

1.RF.3f Read words with inflectional endings

1.RL.1 Ask and answer questions about key details in a text.

1.RL.3. Describe characters, settings, and major events ina story, using key details.

1.RI.1. Ask and answer questions about key details in a text

1.RI.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1.RI.6. Distinguish between information provided bypictures or other illustrations and information provided by the words in a text.

1.RF.3g (on-going) Recognize and read grade-appropriate irregularly spelled words

1.RF.2-b . Count, pronounce, blend, and segment syllables in spoken words.

1.RF.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

1.RL.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

1.RL10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

1.RI.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RI.2. Identify the main topic and retell key details of a text.

1.RI.7. Use the illustrations and details in a text to describe its key ideas

1.RF.3g (on-going)

1.RF.2a Distinguish long from short vowel sounds in spoken single-syllable words.

1.RF.2b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends

1.RF.3a Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs.

1.RF.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word

1.RF.3f Read words with inflectional endings

1.RL.7. Use illustrations and details in a story to describe its characters, setting, or events

1.RL. 9. Compare and contrast the adventures and experiences of characters in stories.

1.RL. 10. With prompting and support, read prose andpoetry of appropriate complexity for grade 1.

1.RI. 5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RF.3g (on-going)

1.RF.2-A Distinguish long from short vowel sounds in spoken single-syllable words.

1.RF.3-C Know final -e and common vowel teamconventions for representing long vowel sounds.

1.RF.3-E Decode two-syllable words following basicpatterns by breaking the words into syllables.

1.RF.4-C Use context to confirm or self-correct wordrecognition and understanding, rereading asnecessary

1.RI.3 Describe the connection between twoindividuals, events, ideas, or pieces of information in a text

1.RI.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RL.6 Identify who is telling the story at various points in a text.

1.RL.10. With prompting and support, read prose andpoetry of appropriate complexity for grade 1.

1.RF.3g (on-going)

1.RF.4 Read with sufficient accuracy and fluency tosupport comprehension

1.RF.4-A Read on-level text with purpose and understanding

1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

1.RI.8 Identify the reasons an author gives to support points in a text.

1.RI.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

1.RI.10. With prompting and support, read informational texts appropriately complex for grade 1.

1.RL. 5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

1.RL.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

1st Grade Language PacingThis is a list of language topics based on standards, teachers will use the actual standards to plan instruction.

Grad

e 1

Language 1.L.1 sentence

Introduce through writing journals.

1.L.1 action verbs Word order 1.L.1.j telling sentence

(declarative) 1.L.1.j questions 1.L.1c sentences (parts

of a sentence)

Language: 1.L.1.b Nouns, proper

nouns (days, months, holidays, special titles)

1.L.1.c Singular and plural nouns with matching verbs

Nouns in sentences

Language: 1.RF.2 Action verbs 1.L.1c verbs that add –s 1.L.1c verbs that do not

add –s 1.L.1e verbs that convey

past and FUTURE 1.L.1.c verbs: am, is are,

was, were 1.L.2.d contractions with

not

Language: RF.3.e Decode two

syllable words following basic patterns by breaking words into syllables.

1.L.1.f adjectives 1.L.1.f adjectives for

color and shapes 1.L.1.f adjectives for

size 1.L.1.f adjectives for

what kind 1.L.1.f adjectives for

how many & articles 1.L.1.f adjectives that

compare.

Language: 1.L.1.j commands

(imperative) 1.L.1.j exclamations

(exclamatory) 1.L.1.d pronouns 1.L.1.d using I and

me adverbs 1.L.1.i prepositions &

prepositional phrases

Language: Nouns (people,

animals, things

Nouns (places)

Verbs

Simple sentences

Adjectives

sentences

1st Grade Writing PacingEach school will create their own pacing for writing including the order in which they teach opinion writing (standard 1), informative/explanatory texts (standard 2), and narrative writing (standard 3). There will be common district on-demand prompts for each of these types of writing throughout the year. Each school will determine the order of the prompts for the “entire school.” (If a school chooses to give the narrative prompt first, it will be given to ALL students in all grades in the school, not just one grade level.) Students will write to the prompt in 1 sitting not over extended days (K-5 up to 30 minutes; 6th up to 40 minutes). Common rubrics will be used to score on-demand writing. A summary of results will be sent to the district.

__1__Grade Learning Targets for Elementary Math Instruction IA 1-3Learning Chunk #1

Learning Chunk #2

Learning Chunk #3

NBT.1 (starting at 1)I can count to 120 when given a start number.

I can read the numeral up to 120 when given in a random order.

I can write the numerals up to 120 when orally given in a random order.

I can look at a number of objects and write the correct numeral to represent the total number of objects.

OA.1I can add numbers up to 20 to accurately solve word problems.

I can subtract numbers (0-20) to accurately solve word problems.

I can use a variety of strategies such as using objects, drawings, or equations to solve addition and subtraction word problems.

OA.6I can quickly and accurately add two numbers with sums up to 20.

I can quickly and accurately subtract a number from a larger number < 20.

I can use a variety of strategies to quickly and accurately solve addition and subtraction problems. (Strategies may include counting on, making ten, decomposing a number leading to ten, using relationships between addition and subtraction, and creating equivalent but easier or known sums.)

MD.3I can tell time to the hour using analog and digital clocks.

I can write the correct time after determining the time on an analog or digital clock.

OA.1I can add numbers up to 20 to accurately solve word problems.

I can subtract numbers (0-20) to accurately solve word problems.

I can use a variety of strategies such as using objects, drawings, or equations to solve addition and subtraction word problems.

OA.5I can add by counting on.

I can subtract by counting backwards.

OA.6I can quickly and accurately add two numbers with sums up to 20.

I can quickly and accurately subtract a number from a larger number < 20.

I can use a variety of strategies to quickly and accurately solve addition and subtraction problems. (Strategies may include counting on, making ten, decomposing a number leading to ten, using relationships between addition and subtraction, and creating equivalent but easier or known sums.)

OA.7I can tell someone that the equal sign (=) means “the same as”.

I can look at addition number equations and decide if the equations are true or false.

I can look at subtraction number equations and decide if the equations are true or false.

MD.1I can order 3 objects by length.

I can compare the lengths of 2 objects by using a third object.

MD.2I can state the length of an object as a whole number of non-standard lengths. (i.e. unifix cubes, paper clips)

I can demonstrate how to measure an object to the nearest whole number using non-standard units of length. (end-to-end, no gaps in units, no overlapping of units)

OA.6I can quickly and accurately add two numbers with sums up to 20.

I can quickly and accurately subtract a number from a larger number < 20.

I can use a variety of strategies to quickly and accurately solve addition and subtraction problems. (Strategies may include counting on, making ten, decomposing a number leading to ten, using relationships between addition and subtraction, and creating equivalent but easier or known sums.)

NBT.1 (starting at # other than 1)I can count to 120 when given a start number.

I can read the numeral up to 120 when given in a random order.

I can write the numerals up to 120 when orally given in a random order.

I can look at a number of objects and write the correct numeral to represent the total number of objects.

1__Grade Learning Targets for Elementary Math Instruction IA#4-6Learning Chunk #4

Learning Chunk #5

Learning Chunk #6

MD.4I can organize and represent data with up to 3 categories on a variety of graphs (pictograph, bar graph, line plot) or charts.

I can interpret data with up to 3 categories on a variety of graphs or charts.

OA.2I can solve word problems by adding 3 whole numbers (addends) whose sum (answer) is < 20.

I can use a variety of strategies to solve addition word problems that have 3 whole number addends.

OA.3I can use the commutative property as a strategy to solve addition problems. (3+8=11 then 8+3=11)

I can use the commutative property as a strategy to solve subtraction problems.

I can use the associative property as a strategy to solve addition problems (2+6+4 = 2+10 = 12)

I can use the associative property as a strategy to solve subtraction problems.

OA.4I can solve subtraction problems by finding the missing or unknown addend of an addition problem in the same fact family.

OA.6I can quickly and accurately add two numbers with sums up to 20.

I can quickly and accurately subtract a number from a larger number < 20.

I can use a variety of strategies to quickly and accurately solve addition and subtraction problems. (Strategies may include counting on, making ten, decomposing a number leading to ten, using relationships between addition and subtraction, and creating equivalent but easier or known sums.)

OA.8I can find the unknown number in an addition equation to make the equation true. (8 + ? = 10)

I can find the unknown number in a subtraction equation to make the equation true. (? – 4 = 2)

NBT.2I can identify the ones place of a 2-digit number.

I can identify the tens place of a 2-digit number.

I can show that ten ones is called a “ten”.

I can identify how many “tens” and how many “ones” are in the numbers 11 through 19.

I can name 10, 20, 30, 40, 50, 60, 70, 80, 90 as ______ tens.

NBT.3I can compare 2-digit numbers using the symbols <,>, and =.

NBT.4I can add a 2-digit number and a 1-digit number with sums < 100.

I can add a 2-digit number and a multiple of 10 with sums < 100.

I can use a variety of strategies to add 2 numbers with sums < 100.

I can explain what strategy I used to solve my addition problem.

NBT.5I can mentally find “10 more” when given a number < 100.

I can mentally find “10 less” when given a number <100.

NBT.6I can subtract multiples of 10 (10-90) from multiples of 10 (10-90) using a variety of strategies.

I can explain how I solved subtraction problems.

G.1I can tell the difference between defining attributes (i.e. closed, 3-sides) and non-defining attributes (color, orientation, overall size).

I can build and draw the following shapes: rectangles, squares, trapezoids, triangles, and circles).

G.2I can use 2-dimensional shapes (rectangles, squares, trapezoids, triangles, half circles, quarter circles) to make a different shape.

I can use 3-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a different shape.

NBT.4I can add a 2-digit number and a 1-digit number with sums < 100.

I can add a 2-digit number and a multiple of 10 with sums < 100.

I can use a variety of strategies to add 2 numbers with sums < 100.

I can explain what strategy I used to solve my addition problem.

NBT.5I can mentally find “10 more” when given a number < 100.

I can mentally find “10 less” when given a number <100.

MD.3I can tell time to the half hour using analog and digital clocks.

MD.4I can organize and represent data with up to 3 categories on a variety of graphs (pictograph, bar graph, line plot) or charts.

I can interpret data with up to 3 categories on a variety of graphs or charts.

G.3I can divide a circle into 2 and 4 equal shares.

I can divide a rectangle into 2 and 4 equal shares.

I can describe equal shares of circles and rectangles using the words halves, fourths, and quarters.

I can use the phrases “half of”, “fourth of”, and “quarter of” appropriately when talking about equal parts of circles and rectangles.

I can describe the whole circle or rectangle as “two of” or “four of” the equal shares/parts.

First Grade Pacing Calendar for Science Instruction(Science & Soc.St. instruction will be taught within the context of ELA instead of as an isolated content.)

Learning Chunk #1

(Aug.-mid Sept.)

Learning Chunk #2

(mid. Sept - early Nov.)

Learning Chunk #3

early Nov.-W. break

Learning Chunk #4

Jan.-mid Feb.

Learning Chunk #5mid Feb. – Sp. Break

Learning Chunk #6

Spring Break- end

Ongoing: Sunrise/Sunset Calendar 1-ESS1-1B

Scie

nce

Structure, Function, and Information Processing

Reading Unit: Animas Tame and WildFocus on Science Standard 1-LS1-11-LS1-1.A1-LS1-1.B1-LS1-1.D

Possible 2 week

Structure, Function, and Information Processing

Reading Unit: CommunitiesSelection: The Big Circle1-LS1-2Honey Bees 1-LS3.B

LS3.A Inheritance of Traits

Supplement

Is Your Mama A Llama? Steven Kellogg

Are you my Mother? P.D. Eastman

Waves, Light, and SoundUnit 4 : Treasures

Selection:Peter’s Chair1-PS4-31-PS4-2

Phases of the Moon Project1-ESS1-1A

http://www.scholastic.com/teachers/top-teaching/2011/03/ready-edit-teaching-moon-phases-seems-be-one-those-skills-taught-across-grade-l

Oreo Moon Phaseshttp://www.sciencebob.com/blog/?p=828

Waves, Light, and SoundReading Unit 5: Great Ideas

Selection: Alexander Graham Bell1-PS4-4

Waves, Light, and SoundThe Singing ButtonHydrophoneCeral Box GuitarThe Chiming Fork

Students Facetime each other: 1PS4.C

http://www.monstersciences.com/light-science-experiments.html

K-2 Engineering Design Possibilities:

BPS Derby Unit:Build a BoatThat will float and hold maximum # Passengers

A Pig in a Wig: Design a structure that can withstand rain (water), hail (beans), and wind (blow dryer).

Build a Wallhttp://www.slpscience.org/1stgrade.htm

Orville and Wilber Wright (Big Book)Students will design a paper airplane that can fly the farthest.

K’Nex Kits

Recycling Project

During the 2013-14 school year, assessments will be created. These assessments may/may not be paper pencil but will probably more of a hand-on experience. Science assessments will be conducted at the end of the unit. Instructional units are being added to CIITS.

1st Grade Pacing Calendar for Social Studies Instruction In January, a revision-and-writing team was formed with the initial convening to happen this month. The national framework draft will drive the revision/writing process. This work will be done through July 2013. A review-and-comment period is planned for August/September 2013, with final standards presented to the Kentucky Board of Education in October. Full implementation of the new social studies standards will occur in the 2014-15 academic year

Start of School – Fall Break

Fall Break- Winter Break Winter Break-Spring Beak Spring Break-End of School

Families

I can give examples of chores/ responsibilities of family members.

I can list primary resources that help me learn about and document family history.

 I can make a timeline using event from my family's history.

I can describe how family life has changed over time.

I can define wants and needs.I can describe how different kinds of work help the family meet needs and wants

I can identify/give examples of how friends and families use cooperation and compromise to solve conflicts.

Careers

I can name different community workers and .tell why they are important to the community

Culture

I can explain how the geography and culture (traditinon, languages, literature, etc...) of another place (eg. France) is different from that of the United States.

Our Country

I can explain how maps and globes are alike and different.

I can use the map key and symbols to interpret simple maps.

I can locate the United States on a map. I can describe some of the  lessons can we

learn from people long ago who solved problems.

I can tell what it means to be an American.  I can identify the current United States

president. I can identify and describe the basic

democratic ideas of equality and responsibility.I can identify the flag, The Star Spangled Banner, and the Statue of Liberty as patriotic symbols for the United States.and explain why are they important to our citizens.

Economics

I can give examples of resources. I can explain why people cannot have

all the goods and services they want. I can describe how families work

together to meet their wants & needs. I can give examples of who provides

goods and services. I can explain how these (goods &

services) get to people.

School Citizenship

I can explain the consequences for breaking school rules.

I can tell and demonstrate what it takes to be a good citizen in school.

I can explain the roles and responsibilities of members of our school community.

I can give examples of how we show respect for the members of our school community.

Early Americans (Plains Indians)

I can describe some of the challenges the early Americans faced as they learned to live in our country.

I can explain how early Americans overcame the challenges they faced

.I can tell how life for the Plains Indians is different from my life.

FACTS Location:  Middle West-Great Plains Landforms: prairie, rolling hills with

wildflowers, rivers, plains Natural Resources: plants-grasses, few trees,

soil; animals-deer, rabbits, BUFFALO, fish;

Geography/ Map skills

I can give examples of things are found on a map/globe and explain how are these useful to people.

I can name the locations of the 4 hemispheres on a map and globe.

I can name/describe the 4 cardinal directions (north, south, east, west).

I can give reasons why families live where they do.

I can explain how the weather and geography of a neighborhood or community influence the way families live.

freshwater rivers & streams Culture: lived in teepees; nomads followed

buffalo; Buffalo important-used all parts for food, homes, tools; pow-wow meetings; 

1st Grade Financial Literacy PacingIn March 2013, a group of teachers worked together to create the following pacing for financial literacy. National standards are listed here, but a more detailed description showing both national standards and Ky core content is located on district teacher share. Once a month, primary teachers will use a read-aloud to provide instruction in consumerism. There’s a document with suggested literature and lessons also on district teacher share.

September

Financial Responsibility and Decision Making

Knowledge Statement: A first step toward reaching financial goals is to identify want/needs and rank them in order of importance

Standard 1: Take responsibility for personal financial decisions.

October

Income and Careers- Elementary counselors explore careers with students during guidance lessons.

Knowledge Statement: People can acquire income in several ways, including wages, salaries, and money gifts.

Standard 2: Identify sources of personal income

November

Planning and Money Management

Knowledge Statement: A budget is a plan for using income productively, including spending, sharing, and setting money aside for future expenses.

Standard 1: Organize and plan personal finances and use a budget to manage cash flow.

December

Planning and Money Management

Knowledge Statement: People pay for goods and services in different ways.

Standard 3: Describe how to use different payment methods.

January

Credit & Debt

February

Risk Management and InsuranceMarch

Saving and Investing

Knowledge Statement: People save for future financial goals. Standard 2: Explain how investing builds wealth and helps meet financial goals.

April

Financial Responsibility and Decision Making

1st Grade A/H PacingA public review of the comprehensive draft PreK-12 standards, including model cornerstone assessments, will begin in January 2014. The current project timeline includes a release date of March 2014, for the complete and finished standards. The Kentucky Board of Education would then consider adoption.

1st Grade Visual Art (sample draft created summer 2010)

The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Schools will determine the order and pacing in order allow for flexible integration of the content.

Elements of Art I can…ColorColor Schemes/ GroupsValue

Name primary and secondary colors. (primary- red, blue, yellow; secondary-violet, green, orange)

ShapeForm

Use geometric shapes to create art.

Line Use straight and curved lines to make shapes.

Texture Create texture by doing a rubbing.

Space Identify the horizon line which shows where land and sky meet.

Draw a horizon line and create a landscape

Media & Processes Use elements of art to create a landscape, portrait, and/or still life.

Use different processes to create works of art. Two-dimensional - drawing, painting, fiber art (e.g., fabric printing, stamping), collageThree-dimensional - pottery, sculpture, fiber art (e.g., constructing with fiber, weaving, quilting)

Exploration of art will include a look at art from diverse cultures and time periods.

K-1 Drama (sample draft created summer 2010)

The length and frequency of visual arts instruction varies from school to school. Therefore, students across the district will be assessed at slightly different times during the school year. Also, while the same basic skills will be taught regardless of the location, some locations could apply skills and concepts in greater/fewer completed art projects. Schools will determine the order and pacing in order allow for flexible integration of the content. Media specialists will incorporate drama into their curriculum. Drama will be also be incorporated into reading and other content when possible. Reading and Writing ScriptsStudents will make and write plays.

I can listen to and tell familiar stories with include the beginning and end and the main characters.

ActingStudents will portray characters in formal presentations and improvisations.

I can imitate common sounds. I can act out poems and songs. I can act out action in a story.

Directing (Technical Theater)Students will design and build environments for classroom dramatizations.

I can use materials to create a puppet character. I can add drawings or other visuals to go with my character that will help make

my ideas and feelings clear to others. (new standards for listening & speaking #5)

Analyze & Respond Students will analyze and explain personal preferences

Comparing & ConnectingStudents will compare and connect different forms of art. (plays, theatre, film, television, electronic media) and relate them to daily life, past and present..

Exploration of art drama will include a look at art from diverse cultures and time periods.

Music Pacing Learning Chunks for Special Areas are similar to but do not exactly match other content areas since actual minutes of instruction with students may vary from school to school.

Learning Chunk #1 Learning Chunk #2 Learning Chunk #3 Learning Chunk #4 Learning Chunk #5 Learning Chunk #6

Beat Rhythm tempo

melody harmony

Native American songs Performance AH-___-4.1.5

Instrument families Colonial/ Appalachian/

African-American music

Dynamics Form Music Styles Colonial/ Appalachian/

African-American music

Performance AH-___-4.1.5

Physical Education Pacing- Grade level, skill specific pacing is currently located on district teacher share.

Learning Chunk 1 Learning Chunk 2 Learning Chunk 3 Learning Chunk 4 Learning Chunk 5 Learning Chunk 6

Students will demonstrate basic psychomotor skills (locomotor and nonlocomotor)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate psychomotor skills related to DANCE.

Students will demonstrate Lifetime Physical Wellness Skills

(rules of game, rules of play, practice, fitness, benefits, sportsmanship)

Students will demonstrate psychomotor skills in soccer

Students will demonstrate psychomotor skills related to soccer

Students will demonstrate psychomotor skills related to basketball

Students will demonstrate psychomotor skills related to volleyball

Students will demonstrate psychomotor skills related to kickball

Students will demonstrate psychomotor skills in football

Students will demonstrate psychomotor skills related to football

Students will demonstrate psychomotor skills related to handball

Students will demonstrate psychomotor skills related to racket sports

…will probably be moved to chunk 6 if more time is required to adequately teach DANCE.

Students will demonstrate psychomotor skills related to baseball/softball/wiffle ball

**In locations where equipment is available, intermediate students will be introduced to psychomotor skills related to archery,

Students will demonstrate psychomotor skills related to jump rope

Meade County Counselors’ PL/CS Curriculum- D-R-A-F-T (10/26/2012)This is a general view of content that counselors address. The length and frequency of counseling varies from school to school. Therefore, the depth at which a counselor covers each these standards may vary from school to school. This content will be reinforced in the classroom.

1st Semester 2nd Semester

Topi

cs

Bullying/ Harassment Conflict resolution Drug and alcohol awareness Decision making skills Character Ed.- (Imbedded in school-wide behavior expectations)

Career Education (career awareness, exploration, & planning; employability skills- 14 career clusters)

6th grade ILPs Character Ed.- (Imbedded in school-wide behavior expectations)

First Grade Library Pacing(This is saved on district teacher share in a separate folder for library within the elementary curriculum - 2013-14 pacing folder.)

Start of School – Fall Break Fall Break- Winter Break Winter Break-Spring Beak Spring Break-End of School

Book CareLibrary RulesSeasonal BooksFiction vs NonfictionBeginning, Middle , End

Seasonal booksMaps

Caldecott AwardKY Bluegrass Award

PoetrySimilesMetaphors

1.RL.1 1.RL.2 1.RL.31.RL.5 1.RL.6Book Selection IL.4.1Book Care IL.7.2

1.RL.7 1.RL.9Book Care IL.7.2

1.Ri.1 1.Ri.2 1.Ri.3 1.Ri.4 1.Ri.51.Ri.6 1.Ri.7 1.Ri.8 1.Ri.9Book Care IL.7.2

1.RL.41.RL.10Book Care IL.7.2

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me.

I can ask and answer questions about important things that happen in a story.

I can retell stories with important parts of the story included and understand what the author is trying to tell me.

I can tell who is doing something in a story. (characters)

I can tell where and when a story happens. (setting)I can tell important things that happen in a story. (plot)

I can tell the difference between books that tell stories and give information.

I can tell who is telling the story.

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me. I can use pictures and words from a story to

tell about important parts of the story, like characters, setting, and plot.

I can tell what is the same and different about what happens to a character in stories that I know.

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me I can ask and answer questions about

important things that happen in a true book. I can tell what the most important part of a

true book is. I can tell how two people, things, ideas, or

information in a true book go together. I can ask and answer questions about words I

don’t know in a true book. I can know about and use different parts of a

true book, like the table of contents, pictures, and labels about the pictures.

I can tell the difference between what the pictures and words are teaching me in a true book.

I can use the pictures and words in a true book to tell what is most important in the book.

I can tell the reasons the author includes the information he does in a true book.

I can tell what is the same and different about two books about the same thing.

Learning Targets

I can take good care of my library books and return them on time.

I can pick a book that is just right for me.

I can pick out words or phrases in stories or poems that show feelings or the five senses.

I can tell what is the same and different about what happens to a character in stories that I know.

June 2011