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FIRST GRADE READING
6th SIX WEEKS
Assessment: Assess reading levels using a running record or informal reading
inventory. The PALS assessment will also be given to selected students.
Record all scores on the K-12 Language Arts Record Card.
Students are working in Reading Recovery levels 18-20 materials selected from
the Scott Foresman basal series and other Reading Recovery leveled materials.
Reading/Literature (50%)
Literature Content
Poetry/Songs – 10%
Fiction – 20%
Non-Fiction – 20%
Students should know at least 100 sight words at this point. Students will read
independently during SSR (approximately 30 minutes in two sessions).
Benchmark Reading Standards of Learning
(new for the six weeks - check off skills as taught)
No new reading Standards of Learning are taught during this six weeks.
Benchmark Reading Standards of Learning
(taught previous six weeks – continue to review - check off skills as reviewed)
_____ 1.5 Apply knowledge of how print is organized and read
_____ 1.5 a Read from left to right and from top to bottom
_____ 1.5 b Match spoken words with print
_____ 1.5 c Identify letters, words and sentences
_____ 1.6 Apply phonetic principles to read words
_____ 1.6 a Use beginning and ending consonants to decode single-syllable
words
_____ 1.6 b Use two-letter consonant blends to decode single-syllable
words
_____ 1.6 c Use beginning consonant digraphs to decode and spell single-
1
syllable words
_____ 1.6 d Use short vowel sounds to decode and spell single-syllable
words
_____ 1.6 e Blend beginning, middle, and ending sounds to recognize and
read words
_____ 1.6 f Use word patterns to decode unfamiliar words
_____ 1.6 g Use compound words
_____ 1.6 h Read common high-frequency sight words, including
the, said and come
_____ 1.7 Use meaning clues and language structure to expand vocabulary
when reading
_____ 1.7 a Use titles and pictures
_____ 1.7 b Use knowledge of story and topic to read words
_____ 1.7 c Use knowledge of sentence structure
_____ 1.7 d Reread and self-correct
_____ 1.9 Read and demonstrate comprehension of a variety of fiction and
nonfiction
_____ 1.9 a Preview the fiction or nonfiction selection
_____ 1.9 b Set purpose for reading
_____ 1.9 c Relate previous experiences to what is read
_____ 1.9 d Make predictions about content
_____ 1.9 e Ask and answer who, what, when, where, why, and how questions
about what is read
_____ 1.9 f Identify characters, setting and important events
_____ 1.9 g Retell familiar stories using beginning, middle, and end
_____ 1.9 h Identify the topic or main idea
_____ 1.10 Use simple reference materials
2
_____ 1.10 b Use a picture dictionary to find meanings of unfamiliar words
Recording Reading Levels on Report Cards for the 6th Six Weeks
Below Grade Level
-Reading Recovery Level 16 or lower
On Grade Level
-Reading Recovery Level 20
Above Grade Level
-Reading Level 2.1
3
PACING GUIDE - READING
Suggested Activities for Continued Review of Previous Six Weeks SOLs
SOL 1.5
Materials, Resources, and Activities
Scott Foresman 1.6 Reading Basal
Scott Foresman 1.6 Basal Teacher’s Edition
Scott Foresman/Darrell Morris Independent Leveled Readers 18-20
The Howard Street Tutoring Manual by Darrell Morris
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Running Records (required)
Tracking charts, poems, sentence strips, etc.
Teacher observation
SOL 1.6
Resources, Materials, and Activities
Scott Foresman Teachers’ Edition 1.6
RR Levels 18-20 books
Scott Foresman Phonics Songs and Rhymes Posters
Scott Foresman Workbook 1.6
Scott Foresman Phonics Readers
Poem/Rhyme Charts
Word Wall
The Howard Street Tutoring Manual by Darrell Morris
-page 70 ABC Sorts
-page 72 Initial Consonsant Sorts
-pages 78, Short Vowel Families
126, 168, 169
-page 127 Word Concentration
-page 129 Make-a-Word
4
-page 149 Word Bingo
-page 188 CVCe, “r,” CVVC patterns
Word Journeys
-page 118 Initial Blends and Digraphs
-page 120 Word Families and Short Vowels
-page 125 Final Consonants, Blends, and Digraphs
-page 127 Within Word Pattern Study
-page 129 Long Vowels with Vce
-page 133 Other Common Long Vowel Patterns
Everyday Spelling student book
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Running Records (required)
Teacher Observation
Scott Foresman Workbook 1.6
Spell checks (informal)
SOL 1.7
Materials, Resources and Activities
Scott Foresman Reading Basal 1.6
Scott Foresman Reading Workbook 1.6
Guided Reading (modeling)
Accelerated Reader (as appropriate)
RR Leveled Books 18-20
Shared Reading (Modeling)
Listening Center – tapes and CDs
SSR
Teacher Collection of Poem and Rhyme Charts
The Howard Street Tutoring Manual by Darrell Morris
-page 175 DRTA
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
5
Assessments
Teacher observation
Scott Foresman Basal 1.6
SOL 1.8
Resources, Material, and Activities
Scott Foresman Reading Basal 1.6
Scott Foresman Reading Workbook 1.6
Leveled Readers RR 18-20
Sentence Strips
-sequencing words and sentences, poems and songs
Teacher collection of poem and rhyme charts
Word Wall
Guided Reading (modeling)
Student poem and song folders
SSR
Shared Reading (modeling)
Scott Foresman Phonics Readers
Howard Street Tutorial Manual
-page 117 Echo/Partner Reading
-page 125 Reading Support
-page 203 Reading Fluency
-page 204 Echo Reading
-page 205 Easy Reading
-page 205 Repeated Readings
-page 208 Taped Readings
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Teacher observation
Scott Foresman Basal 1.6
6
SOL 1.9
Resources, Materials, and Activities
Fiction and nonfiction selections through basals and classroom collections
Shared Reading – DLTA
Guided Reading – DRTA
RR Levels 18-20
Scott Foresman Reading Basal 1.6
Scott Foresman Workbook 1.6
Howard Street Tutorial Manual
-page 117 Previewing
-page 121 Reading for Meaning
-page 174 Partner Reading
-page 175 DRTA
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Scott Foresman workbook 1.6 Unit Test
Scott Foresman Teacher’s Edition 1.6
Benchmark Test (resource)
SOL 1.10
Resources, Materials, and Activities
Uses a personal dictionary correctly when writing
ABC Class Names (teacher-created activity)
Word Wall
Student dictionaries
Pocket chart activities
Spelling/Word Study Words
ABC Order worksheets
American Heritage Picture Dictionary
American Heritage First Dictionary
7
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Teacher observation
Scott Foresman Basal 1.6 Teacher’s Edition
Scott Foresman Workbook 1.6
ABC Order worksheets
8
FIRST GRADE WRITING
6th SIX WEEKS
Writing Content – 30%
-Writes daily in a log (may be a journal or content related log)
-Writes two personal stories, letters or explanations and places in Grade
One Writing Portfolio
Benchmark Writing Standards of Learning
(new for the six weeks - check off skills as taught)
No new writing Standards of Learning are taught this six weeks period.
Benchmark Writing Standards of Learning
(taught previous six weeks – continue to review - check off skills as reviewed)
_____ 1.11 Print legibly
_____ 1.11 a Form letters
_____ 1.11 b Space words and sentences
_____ 1.12 Write to communicate ideas
_____ 1.12 a Generate ideas
_____ 1.12 b Focus on one topic
_____ 1.12 c Use descriptive words when writing about people, places, events,
and things
_____1.12 d Use complete sentences in final copies
_____ 1.12 e Begin each sentence with a capital letter and use ending
punctuation in final copies
_____ 1.12 f Use correct spelling for high-frequency sight words and
phonetically regular words in final copies
_____ 1.12 g Share writing with others
_____ 1.12 h Use available technology
9
PACING GUIDE - WRITING
Suggested Activities for Continued Review of Previous Six Weeks SOLs
SOL 1.11
Materials, Resources, and Activities
Zaner-Bloser Student Handwriting Book
Individual laminated student handwriting mats (teacher created)
Writing Center Activities - poem and thematic sentences (teacher created)
Shadow writing
Word Shape Blocks - letter placement within lines
Spacers/Space Men
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Student Handwriting Books
Daily Assignments
Writing Portfolios
SOL 1.12
Materials, Resources, and Activities
Word Wall for Sight Words
Student Journals – daily writing
Student Portfolios
Guided Writing
-charts
-overhead projector
Class books
Writing Center Activities
-student produced books
Literature Response logs
Student Dictionaries
10
Developing an Effective Writing Program for the Elementary Grades –
Gary Chadwell
-page 16 Prewriting Activities
-page 25 Drafting Activities
-page 34 Revising and Editing Activities
-page 45 Sharing Activities
-page 53 Five Types of Writing Experiences
-page 73 Teaching Writing Skills
-page 75 Writing Experiences that Teach and Motivate
Howard Street Tutorial Manual by Darrell Morris
-page 80 Sentence Writing
-page 82 Cut Up Sentences
Writes two personal stories or letters for the portfolio
Uses the prewriting and drafting stages of the writing process
Focuses on one topic
Shares writing with others
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Student Handwriting Books
Daily Assignments
Writing Portfolios
11
FIRST GRADE WORD STUDY
6th SIX WEEKS
Assessments: Assess students at the beginning of the marking period using the
Ganske Developmental Spelling Assessment from Word Journeys. Record this
score on the K-12 Language Arts Record Card.
Word Study Content – 20%
Students will:
-sort word and picture cards by the short vowel sounds.
-spell one syllable words with short vowel sounds correctly.
-spell 10-15 sight words on the high frequency first grade list correctly.
Benchmark Word Study Standards of Learning
(new for the six weeks – check off skills as taught)
No new Word Study Standards of Learning are taught during this six weeks.
Benchmark Word Study Standards of Learning
(taught previous six weeks – continue to review - check off skills as reviewed)
_____ 1.6 Apply phonetic principles to spell words
_____ 1.6 a Use beginning and ending consonants to spell single-syllable
words
_____ 1.6 c Use beginning consonant digraphs to spell single-syllable
words
_____ 1.6 h Spell common high-frequency sight words, including the, said,
and come
12
PACING GUIDE - WORD STUDY
Suggested Activities for Continued Review of Previous Six Weeks SOLs
SOL 1.6
Resources, Materials, and Activities
Rockingham County Public Schools Word Study Guide
Word Journeys by Kathy Ganske
-page 8 Emergent Spelling
-page 10 Letter Name Spelling
-page 13 Within Word Spelling Pattern
-page 76 Word Sorting, Getting Started
-page 116 Picture Sorts
-page 125 Final Consonants Blends and Digraphs
-page 201 Letter Name
-page 209 Word Lists
-pages 213-226 Within Word Pattern Lists
Words Their Way by Bear, Invernizzi, Johnston, Templeton
-page 16 Emergent Spelling
-page 19 Letter Name Spelling
-page 21 Within Word Spelling Pattern
-page 60 Picture Sorts
-page 91 Word Sorts for Emergent Stage
-page 138 Word Sorts for Letter Name Stage
-page 182 Word Study for Within Word Pattern Stage
-page 312-325 Initial Consonant Picture Sorts
The Howard Street Manual
-pages 133, 187 Word Pattern Sorts
-page 192 Vowel Pattern Bingo
Scott Foresman Phonics Workbooks 1.6
Scott Foresman Unit Benchmark Test
Word Sort Notebooks
Personal Dictionaries
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Word Sorts
Speed Sorts
Spelling Tests
13
Journal Writing
Word Wall Usage
Pocket Chart Sorting
File Folder Games
Student Word Study Notebook
Ganske Developmental Spelling Assessment
PALS
Word Study Sorting Games
14
FIRST GRADE ORAL LANGUAGE
6th SIX WEEKS
Benchmark Oral Language Standards of Learning
(new for the six weeks – check off skills as taught)
No new Oral Language Standards are taught during thissix weeks.
Benchmark Oral Language Standards of Learning
(taught previous six weeks – continue to review - check off skills as reviewed)
_____ 1.1 Continue to demonstrate growth in the use of oral language
_____ 1.1 a Listen to and responds to a variety of media, including books,
audiotapes, videos and other age-appropriate materials
_____ 1.1 b Tell and retell stories and events in logical order
_____ 1.1 c Participate in a variety of oral language activities, including choral
speaking and reciting short poems, rhymes, songs and stories
with repeated patterns
_____ 1.1 d Express ideas orally in complete sentences
_____ 1.2 Continue to expand and use listening and speaking vocabularies
_____ 1.2 a Increase oral descriptive vocabulary
_____ 1.2 b Begin to ask for clarification and explanation of words and ideas
_____ 1.2 c Follow simple two-step directions
_____ 1.2 d Give simple two-step oral directions
_____ 1.2 e Use singular and plural nouns
_____ 1.3 Adapt or change oral language to fit the situation
_____ 1.3 a Initiate conversation with peers and adults
_____ 1.3 b Follow basic rules of conversation
_____ 1.3 c Use appropriate voice level in small group settings
_____ 1.3 d Ask and responds to questions in small group settings
15
_____ 1.4 Orally identify and manipulate phonemes (small units of sound) in
syllables and multisyllabic words
_____ 1.4 a Count phonemes (sounds) in syllables or words with a maximum
of three syllables
_____ 1.4 b Add or delete phonemes (sounds) orally to change syllables or
words
_____ 1.4 c Create rhyming words orally
_____ 1.4 d Blend sounds to make word parts and words with one to three
syllables
16
PACING GUIDE - ORAL LANGUAGE
Suggested Activities for Continued Review of Previous Six Weeks SOLs
SOL 1.1
Resources, Materials, and Activities
Listens to and responds to a variety of media
Tells and retells stories and events in logical order
Participates in a variety of oral language activities
Is able to express ideas orally in complete sentences
Scott Foresman 1.6
“Who Lives in a Nest?” - play
Listening Center
-Stories on tape and CDs
Read Alouds
-Chapter Books
-Trade Books
Computer
-Living Books
Videos
-Reading Rainbow
-Magic School Bus
Story Responses
Dramatic Plays
“Show and Tell”
Songs and Chants
-Whole Group
Word Journeys by Kathy Ganske
-page 104 Modeling with Literature
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Teacher Observation
Scott Foresman Teacher’s Edition 1.6
17
SOL 1.2
Resources, Materials, and Activities
Increases oral descriptive vocabulary
Begins to ask for clarification and explanation of words and ideas
Gives and follows two-step directions
Uses singular and plural nouns
Shared reading
-DLTA
-Story responses
Guided Reading
-Literature Responses
Read Alouds
Word Journeys
-page 104 Modeling with Literature
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Teacher observation
Scott Foresman Teacher’s Edition 1.6
SOL 1.3
Resources, Materials, and Activities
Conversation with peers and adults
Follows rules for conversations
Uses appropriate voice level in small group settings
Asks and responds to questions in small/whole group settings
Shared Reading and Writing Sessions
“Show and Tell”
Guided Reading
Literature Discussions
Individual Conferencing
18
Calendar and Weather Helper
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Scott Foresman Teacher’s Edition 1.6
Teacher Observation
SOL 1.4
Resources, Materials, and Activities
Shared Reading
Poem/Song Charts
Nursery Rhymes
Guided Reading
Word Study activities
DOE Curriculum Framework Essential Knowledge – Grade 1
Standards of Learning Enhanced Scope and Sequence Plus
Assessments
Scott Foresman Teacher’s Edition 1.6
Teacher Observation
19
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