Reading/ELA Scope and Sequence

Key Topics in First Grade Reading/ELA:

Reads Grade Level Text

Sight Words/Fluency

  • Read at a level J (Fountas & Pinellas) or 451-500 (Lexile) or DRA (18).

Sight Words

  • Memorize sight words from Fry Sight Word Lists (101-250)

Fluency

  • Read grade level text orally with accuracy
  • Read grade level text orally with appropriate rate
  • Read grade level text with expression
  • Reread when needed
  • Use context clues to self correct

Phonics/Word Analysis

Vocabulary

  • Orally generates series of rhymes
  • Distinguish long from short vowels (bit/bite)
  • Recognize change in spoken word when a specified phoneme is added, changed or removed (blow to glow)
  • Blend phonemes to form one and two syllable words, including consonant blends
  • Isolate initial, medial and final sounds in spoken single syllable words
  • Segment spoken one syllable words into their complete sequence of individual
  • Use closed syllable (mat, rabbit)
  • Use open syllable (he, baby)
  • Decode one syllable words with common spelling patterns (ink, onk, ick)
  • Use knowledge of the meaning of base words to identify and read common compound words
  • Decode two syllable words following basic patterns by breaking the words into syllables
  • Read words with inflectional endings.
  • Identify and sort words into conceptual categories
  • Alphabetize a series of words to the first or second letter
  • Ask and answer questions to help determine or clarify the meaning of words and phrases in texts.
  • Use sentence-level context as a clue to the meaning of a word or phrase
  • Use frequently occurring affixes as a clue to the meaning of a word
  • Identify frequently occurring root words (e.g. look) and their inflectional forms (e.g., looks, looked, looking)
  • Define words by category and by one or more key attributes (e.g. a duck is a bird that swims)
  • Identify real-life connections between words and their use (e.g., note places at home that are cozy)
  • Distinguish shades of meaning among verbs differing in manner (e.g. look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g. large, gigantic) by defining or choosing them or by acting out the meanings

Comprehension Skills and Strategies

Beginning Reading Skills and Strategies

  • Identify upper and lower case letters
  • Sequence letters of the alphabet
  • Recognize the distinguishing features of a sentence (capitalization of first word, ending punctuation)
  • Read texts by moving from top to bottom and left to right
  • Identify information that different parts of a book provide (title, author, illustrator, table of contents)

Literary Text

  • Use illustrations and details in a story to describe characters, setting, and major events in a story, using key details.
  • Explain major differences between books that tell stories and books that give information
  • Ask and answer questions about key details in text
  • Retell stories, including key details, and demonstrate understanding of their central message or lesson
  • Identify words and phrases in stories or poems that suggest feelings or appeal to senses
  • Identify who is telling the story at various points in a text
  • Compare and contrast the adventures and experiences of characters in stories
  • With prompting and support, read prose and poetry of appropriate complexity for grade 1

Informational Text

  • Identify the main topic and recall key details of a text
  • Describe the connection between two individuals, events, ideas, or pieces of information in a text
  • Know and use various text features (table of contents, headings, glossaries) to locate key facts or information in a text
  • Distinguish between information provided by pictures or other illustrations and information provided by the words in a text
  • Identify the reasons an author gives to support points in a text
  • Identify basic similarities in and differences between two texts on the same topic

Writing

Conventions: spelling, capitalization, punctuation, usage grammar and Handwriting

  • Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide sme sense of closure
  • Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure
  • WRite narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure
  • With the guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and provide some sense of closure
  • WIth guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

Conventions

  • Use verbs to convey a sense of past, present and future
  • Use common, proper and possessive nouns
  • Use  frequently occurring adjectives
  • Use frequently occurring conjunctions
  • Use determiners
  • Use frequently occurring prepositions
  • Produce and expand complete simple and compound sentences

Handwriting

  • Print Neatly
  • Print upper and lower case letters

Capitalization and Punctuation

  • Capitalize the beginning of a sentence
  • Capitalize the pronoun I
  • Capitalize the names and dates
  • Recognize and use punctuation marks at the end of declarative, exclamatory, and interrogative sentences
  • Use commas in dates and to separate single words in a series

Spelling

  • Use phonological knowledge to match sounds to letters to construct known words
  • Spell consonant-vowel-consonant words
  • Spell consonant-vowel-silent e words
  • Spell one syllable words with consonant blends (drop)
  • Spell High Frequency Words from a commonly used list

Research

Speaking and Listening

  • Participate in shared research and writing projects (e.g. explore a number of “how to” books on a given topic and use them to write a sequence of instructions
  • With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • Participate in collaborative conversations
  • Ask and answer questions
  • Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly
  • Add drawings or other visuals to descriptions when appropriate to clarify ideas, thoughts and feelings

Reading/ELA Units: 1st Grade

First Quarter

Topic

Standard

Quarter

UNIT 1: Key Ideas and Details in Literature

Review of Kindergarten Skills

Beginning Reading Skills and Strategies

1st

Asking Questions

Ask and answer questions about key details

1st

Describing Characters

Use illustrations and details in a story to describe characters, setting, and major events in a story, using key details

1st

Describing Setting

Use illustrations and details in a story to describe characters, setting, and major events in a story, using key details

1st

Describing Events

Use illustrations and details in a story to describe characters, setting, and major events in a story, using key details

1st

Central Message

Retell stories, including key details, and demonstrate understanding of their central message or lesson

1st

Opinion Writing

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

UNIT 1 Test:

1st

Sight Words:  1-100 Review from Kinder

Reading Level: Fountas & Pinnell (D&E)

Second Quarter:

UNIT 2: Key Ideas and Details in Informational Text

Asking Questions

Ask and answer questions about key details

2nd

Main Topic

Identify the main topic and retell key details of a text

2nd

Describing Connections

Describe the connection between two individuals, events, ideas, or pieces of information in a text

2nd

Sequence of Instructions

Participate in shared research and writing projects/Explore a number of “how to” books on a given topic and use them to write a sequence of instructions

2nd

UNIT 2 Test:

2nd

Sight Words:  101-150

Reading Level: Fountas & Pinnell (F/G)

Third Quarter:

UNIT 3: Craft and Structure in Literature

Feeling Words

Identify words and phrases in stories or poems that suggest feelings or appeal to senses

3rd

Sensory Words

Identify words and phrases in stories or poems that suggest feelings or appeal to senses

3rd

Types of Books

Explain major differences between books that tell stories and books that give information

3rd

Poetry Writing

3rd

UNIT 3 Test:

3rd

UNIT 4: Craft and Structure in Informational Text

Finding Word Meanings

Ask and answer questions to help determine or clarify the meaning of words and phrases in texts.

Use sentence-level context as a clue to the meaning of a word or phrase

3rd

Text Features

Know and use various text features

3rd

More Text Features

Know and use various text features

3rd

Words and Pictures

Distinguish between information provided by pictures or other illustrations and information provided by words in a text

3rd

Non-Fiction Writing/Research

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure

Participate shared research

3rd

UNIT 4 Test:

3rd

Sight Words:  151-200

Reading Level: Fountas & Pinnell (H/I)

Fourth Quarter:

UNIT 5:  Integration of Knowledge and Ideas

Literature

Story Words and Pictures

Use illustrations and details in a story to describe characters, setting, and major events in a story, using key details.

4th

Comparing Characters

Compare and contrast the adventures and experiences of characters in stories

4th

Narrative Writing

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

4th

UNIT 5 Test

UNIT 6:  Integration of Knowledge and Ideas

Informational Text

Words with Pictures

Use illustrations and details in a story to describe characters, setting, and major events in a story, using key details.

4th

Identifying Reasons

Identify the reasons an author gives to support points in a text

4th

Comparing Two Texts

Identify basic similarities in and differences between two texts on the same topic

4th

UNIT 6 Test

Sight Words:  201-250

Reading Level: Fountas & Pinnell (J)