Recommendations for Pacing:

Foundational Skills, Reading, and Vocabulary

1st grade

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Welcome! and Purpose

We know it’s hard to fit everything in!

Here is our pacing recommendations for foundational skills and vocabulary components. We hope this helps!

These recommendations come from:

• Teacher feedback
• Classroom observations
• Instructional minutes for Language Arts

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Included in this Slide Deck

1. Scope and Sequence of Modules (:43- 2:11)
2. SFUSD Daily Instructional Minutes (2:12- 2:45)
3. Pacing recommendations for

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• Foundational Skills Block (3:15-6:32)

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• Vocabulary Block (6:36-9:25)
• Reading Block (9:26-12:26)

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Scope and Sequence of Modules

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A Year At a Glance Documents

Into Reading K-5 Year At a Glance

First Grade Year at a Glance

Module at a Glance

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The modules are designed to be taught in 3 weeks.

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We recommend you teach each module across 4 weeks. That will give time to adjust pacing as needed.

week 4

SFUSD Daily Instructional Minutes

1st Grade Instructional Minutes

From the Academic Essential Content: English Language Arts section of the Instructional Guidance.

Zooming in on Three Literacy Components

• Foundational Skills
• Vocabulary
• Reading

In the following slides, we provide suggestions to support you in pacing these lessons.

Pacing the Foundational Skills Block

Foundational Skills Block is 40 minutes daily

The foundational skills block will include lessons on:

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• High-frequency words

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• Phonological awareness

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• Phonics

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• Spelling

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• Fluency

Recommended Foundational Skills Times Across A Week (40 minutes daily)

Recommendations for “Fitting It In” with High Frequency Words

• In HMH, 8 High Frequency words are introduced on day 1.
• We recommend introducing the words across 2 days
• Day 1: Teach 4 of the High Frequency Words
• Day 2: Skip the Day 2 Review lesson. Instead, teach the other half of the high frequency words from day 1.

Teach these 4 words on day 1

Teach these 4 words on day 2

Recommendations for Spelling Pacing

Administer on day 1.

Since there are too many components taught on Day 1, we recommend administering the pre-test only on Day 1. Then move the Spelling Lesson from Day 1 to Day 3.

Whole Group Decodable Text Teaching Tips

• The curriculum suggests teaching the decodable text in small groups. However, we suggest that you teach the decodable text whole class as well in order for all students to practice focal phonics skills in text.

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• We suggest teaching the decodable texts whole class 2 days a week (Days 2 and 4) since there are less components to teach on these two days.

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Add Whole Group Decodable Text Here

Add Whole Group Decodable Text Here

Whole Group Decodable Text Teaching Tips

Teach each of the decodable text small group lessons as whole group lessons on days 2 and 4.

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Suggestions for Foundational Skills Instruction In Week 4

• Teach any remaining lessons from the foundational skills block you haven't taught yet

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• Reteach and review lessons for any of the high frequency words, phonics, or spelling that students need additional practice.

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• Use for small group differentiation and additional practice in centers.

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• Monitor students’ progress using the curriculum embedded assessments.

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Pacing the Vocabulary Lessons

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Vocabulary is 10 minutes

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Recommendation for Vocabulary Instruction Across Four Weeks

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Types of Vocabulary Lessons

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Big Idea Words

• Academic vocabulary words that are important to understand the module topic

Academic Vocabulary

• Tier 2 academic vocabulary words that are relevant to understanding the texts students are reading

Vocabulary Strategy

• Strategies to apply to learn unknown words when reading a text

Generative Vocabulary

• Utilizing known words to learn new words and concepts

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Because the academic vocabulary lessons are integral to understanding the week’s texts, it is important that you teach those lessons as recommended.

Our Recommendations for Week 1

There are 2 lessons on Day 4 of Week 1 because of the building knowledge & language lesson that introduces the module topic on Day 1.

Only select

3 power words for vocabulary lesson 3.

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Only teach the generative vocabulary lesson on day 4.

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Only select

3 oral language words for vocabulary lesson 2.

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Our Recommendations for Weeks 2-3

For Weeks 2-3

In HMH, 6 Power Words are introduced each week. We recommend introducing those 6 words across 2 days

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1st Day: Teach three of the Power Words

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2nd Day: Skip the review lesson. Instead, teach the other half of the power words from day 1.

Teach 3 words on 1st Day

Teach the last 3 words on the 2nd Day

Suggestions for Vocabulary Instruction In Week 4

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• Teach any remaining lessons you haven't taught yet

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• Reteach and review lessons for any of the vocabulary words that students need more practice.

Pacing the Reading Lessons

Reading Instruction Is 25 minutes daily

The reading block includes:

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• Reading lesson
• Students reading independently and/or with a partner
• Interactive read aloud (trade

book)

• Shared reading

in MyBook

• Differentiated Small group

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1. When the text is long, spread the “Day 1” reading of the text across 2 days

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Pacing to Support The First Read of a Text

This text is shorter so you may read it in one day.

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Choose 4-6 blue prompts

This text is long.

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Take 2 days to read this text. Use prompts from bookstix to discuss the text.

2. Choose less prompts.

• Choose 4 - 6 “blue” prompts/day:
• That support the lesson’s focus comprehension skill
• That support the overall comprehension of the story

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**** Notice & Note prompts - Only use them if the prompts are connected to collaborative discussion and/or writing

Pacing to Support The First Read of a Text

For Targeted Close Reading Lessons…

• Use purple Targeted Close Reading prompts
• Only read a selection of the text

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Revisiting Texts - Targeted Close Reading Lesson

Suggestions for Reading Instruction In Week 4

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• Teach any remaining lessons you haven't taught yet

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• Reteach and review lessons that students need more practice.

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• Monitor students’ progress using the curriculum embedded assessments. (click here to learn more about these assessments)

Please reach out if you

have any questions.

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Contact: Nikki Thornton

thorntona@sfusd.edu