Grade1_Scope_and_Sequence

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					 Updated 6/8/2011

10/27/0810/12/08
                                               Curriculum Guide            2010-2011

This curriculum guide is designed to assist you in helping your students meet the requirements of the Maryland State Curriculum
(SC). It provides a framework and resources to help develop our students into independent readers who comprehend, analyze,
self-monitor, acquire and develop a robust vocabulary, and choose to read for pleasure and to gain information. It is also
structured to encourage students to develop into writers, who write for personal expression, as well as to inform and persuade.
Teachers should be advised that incorporating a well balanced approach to literacy involves focusing on: phonemic awareness (1),
phonics (1-2), fluency, word knowledge/vocabulary, listening, speaking, reading comprehension, grammar, and writing. It is
suggested that each of these components are addressed in your literacy block. In order to create independent and critical readers,
writers, and thinkers, teachers should ensure that all skills and strategies are continuously modeled, taught, and assessed on a
daily basis throughout the year after they are initially introduced. The curriculum guide is divided into four parts: 1) The
Suggested Literacy Curriculum Sequence, 2) Assessments, 3) Knowledge and Skills, and 4) The Suggested Learning Plan. Each of
these sections comprises an essential instructional component for effective literacy instruction.

 Scope and Sequence
 The literacy curriculum scope and sequence is skill-based to          Enduring Understandings are the ―Big Ideas‖ that need to be
 allow teachers the flexibility to use multiple resources to meet      retained for a lifetime. Samples have been included as a starting
 the diverse needs of students in each classroom. A skill-based        point; add more as the concept develops. Sample Essential
 curriculum will also contribute to school-based collaborative         Questions have been included to help frame your daily instruction.
 planning efforts.                                                     Concept Knowledge is the basic information that students need to
 Assessments                                                           know in order to understand the concept.
 Assessing students‘ needs is the key to a successful literacy
 instructional program. Suggested unit assessments and                 Error Intervention suggestions, also known as ―Hot Spots‖, help
 formative assessments are included in this document to assist         identify the problems students might have and possible ways to
 teachers in designing effective instruction. Unit assessments are     address them.
 not mandatory and can be used at the teacher‘s discretion. All
 materials included in this document can be modified to meet the       The Learning Plan
 instructional needs of individual students. Benchmarks will be        This section includes various activities and strategies that can be
 administered on a quarterly basis. The benchmark will assess all      used to motivate the students, and to introduce, teach, or reinforce
 skills that have been outlined in the suggested scope and             each concept. On-line links to access additional activities and
 sequence. The September Reading Benchmark will assess                 resources are provided.
 students‘ knowledge from the previous year.
 Knowledge and Skills                                                  Core reading programs have great ideas, information, and
 This section includes a range of time to teach each concept           materials, but should not be the only source for your learning plan.
 based on students’ needs. This is a suggested time that it            You are the key in developing a rigorous learning plan that engages
 might take to introduce the concept. However, once a concept          all students and ensures that they master the concepts.
 is introduced, it should be constantly revisited and assessed.
 Prerequisite skills as well as sub-skills are indicated for each
 concept. Teachers should introduce students to and use a
 variety of genres, both fiction and nonfiction, and different types
 of text with the various concepts throughout the year.
                                     Common Core Standards
                                           Grade 1

             *Please note that students will still be assessed using Stanford 10 and teachers are expected
                 to teach from the State Curriculum, however, as we progressively move towards the
                 Common Core, teachers should consider the Common Core Standards in planning for
                                                   rigorous instruction.


Reading & Literature
Grasping specific details       1. Retell key details and
and key ideas                      information drawn from text                Narrative,
                                2. Explain the subject of the text           Drama, and
                                   or the problem the characters               Poetry
                                   face.
                                3. Answer questions about
                                   characters and events that take          Informational
                                   place in the text.                            Text

Observing craft and             4. Identify the meanings of words
structure                          and phrases as they are used in   Narrative,
                                   the text.                        Drama, and
                                5. Identify important parts or         Poetry
                                   sections of texts.
                                6. Compare and contrast
                                   characters or event from        Informational
                                   different stories.                   Text

Integrating information         7. Use text illustrations to predict
and evaluating evidence            or confirm what the text is                Narrative,
                                   about.                                    Drama, and
                                8. Identify words in a text that               Poetry
                                   link ideas and events together.
                                9. Identify who is telling a story or
                                   providing information in the
                                   text.                                    Informational
                                                                                 Text
Reading Foundations
Linguistic Awareness            1. Students gain awareness of spoken words, syllables, and phonemes
Phonics and Word         2. Students know and apply grade-level phonics and word analysis skills in
Recognition                 decoding words
Developing Fluency       3. Students read with sufficient accuracy and fluency to support
                            comprehension
Writing and Research
Writing to reflect       1. Write narratives, informative, and explanatory texts, and opinions that
audience, purpose, and      communicate to a familiar, known audience.
task
Conducting research      2. Gather information from experiences or provided text sources.
Revising writing         3. With specific guidance, add details to strengthen writing through revision.
                            Grade 1 Literacy Curriculum
                                     Sequence
                                         School Year 2010-2011

                                     Quarter 1 (Aug 23 – Nov 5)

                                 Benchmark A                                                   testing window
                                                                                               Sep 7- Sep 17
                                                                                               Timeline:
                                                                                               August/September
                           UNIT 1: Dive Into Books!
                             Phonics                                                   Literary Text
Word Analysis/Word Study




                                    Review of Alphabet                                        Fiction
                                    Introduce letter sounds:                                  Realistic fiction
                                     /s/, /m/, /a/, /t/, /h/, /p/,
                                                                     Suggested Genres
                                                                                               Fairy Tales
                                     /i/, /n/, /l/, spelling ll,
                                                                                               Fables
                                     /d/, /o/, /b/, /k/ spelled c
                                     and ck, /r/, /u/, /g/
                                    Blending to decode short
                                     vowel words

                             Phonemic Awareness

                             Fluency

                             Vocabulary
                         Personal Narrative                                   Making Predictions
                                                                                   Examine title and
                         Mechanics                                                  cover
                                Capitalization                                    Examine
                                End Punctuation                                     illustrations,
                                                                                     photographs, and
                         Writing Simple Sentences                                   text
                                Word order                                        Examine familiar
                                Types of sentences                                  author/text
                                 (telling/asking)
                                                                                   Asking questions
                                Complete vs.
                                                                                   Make, confirm,
                                 incomplete
                                                                                     and adjust

                                                                               Monitor and Clarify
                                                                                      Recall, self-correct,
                                                                                       and discuss what is
                                                                                       understood
                                                                                      Retell
                                                      Reading Comprehension
Language Arts/Writing




                                                                                      Identify what did
                                                                                       not make sense
                                                                                      Asking questions

                                                                               Making Connections
                                                                                      Use prior knowledge
                                                                                      Make personal
                                                                                       connections to text

                                                                               Story Elements
                                                                                      Beginning, middle,
                                                                                       end, characters,
                                                                                       setting, problem,
                                                                                       solution

                                                                               Text Features (Literary)
                                                                                      Title, illustrations,
                                                                                       print features
                                                                                      Contribution to
                                                                                       meaning

                                                                               Characteristics of Genre
                                                                                      Identify and
                                                                                       distinguish between
                                                                                       fiction and
                                                                                       nonfiction text

                                                                               Set Purpose for Reading
                                          UNIT 1 ASSESSMENT

                             UNIT 2: Story Time!                                           Timeline: October



                            Phonics                                                     Fiction
                                   Introduce letter sounds                              Realistic fiction
                                    /j/ spelled j and _dge, /f/,                         Fairy Tales
                                    /or/, /e/ spelled e and ea,
                                                                                         Fables
Word Analysis/Word Study




                                    /d/ and /t/ spelled ed,
                                    /ks/ spelled x, /z/ spelled
                                    z, _zz, and _s, /s/ spelled




                                                                   Suggested Genres
                                    ss, /sh/, /th/, /ch/ spelled
                                    ch and tch, /ar/, /m/
                                    spelled mb, /w/, /hw/
                                    spelled wh, /er/ spelled
                                    er, ir, and ur
                                   Blending to decode short
                                    vowel words

                            Phonemic Awareness

                            Vocabulary
                                   Compound words

                            Fluency
                         Narrative                                                Character Traits
                                                                                          What is a character
                         Mechanics                                                        trait?
                                 Capital letters to                                      Analyzing
                                  identify proper nouns                                    character‘s words




                                                          Reading Comprehension
Language Arts/Writing




                                                                                           and actions
                         Writing Process
                                                                                   Directly Stated Main
                                                                                    Idea (Literary)
                                                                                          Identify important
                                                                                           details

                                                                                   Sequence of Events
                                                                                          Transition words
                                                                                          Beginning, middle,
                                                                                           end
                                                                                          Recognize what
                                                                                           happens before and
                                                                                           after



                                       UNIT 2 ASSESSMENT

                                 Quarter 2 ( Nov 6 – Jan 21)
                                 Benchmark B                                               testing window
                                                                                               Nov 1- 12
                         UNIT 3: Let’s Explore!                                                 Timeline:
                                                                                           October/November
                            Phonics                                                        Informational Text
                                   Review short vowels                                         Textbooks
                                   Review r-controlled                                         Grade-appropriate
                                    vowels (ar, or, er, ir, ur)
                                   Review digraphs (sh, th,
                                                                                                  reference materials
                                    ch, tch, wh)                                                Articles
                                   Introduce letter sounds                                     Magazines
Word Analysis/Word Study




                                    /l/ spelled le and el, /k/                                  Sets of directions
                                    spelled k, /ng/ spelled                                     Posters




                                                                  Suggested Genres
                                    _ng, /kw/ spelled qu,
                                    /y/ spelled y, long /a/
                                                                                                Flyers
                                    spelled a_e, /s/ spelled                                    Invitations
                                    ce and ci, long /i/                                         Menus
                                    spelled i_e, long /o/                                       Recipes
                                    spelled o_e                                                 Rules
                                   Blending to decode
                                    short vowel words
                                                                                                Classroom schedules
                                   Identifying words with                                      Trade books
                                    like sounds

                            Vocabulary
                                   Inflectional Endings
                                   Synonyms
                                   Antonyms

                            Fluency

                            Composing a Paragraph                                         Making Connections
                                   Topic Sentence                                                Text-to-Text
                                   Details
                                   Concluding sentence                                    Text Features
                                                                                            (Informational)
                            Mechanics                                                            Print
                                                                  Reading Comprehension
Language Arts/Writing




                                   Capitalization                                                Graphic
                                   End Punctuation                                               Informational
                                   Capital letters to                                            Organizational
                                    identify proper nouns                                         How text features make
                                                                                                   text easier to
                                                                                                   understand

                                                                                           Text Structures
                                                                                                  Main Idea/Details
                                                                                                  Similarities and
                                                                                                   Differences
                                                                                                   (compare/contrast;
                                                                                                   signal words- same,
                                                                                                   different)
                                                                                                  Fact and Opinion
                                         UNIT 3 ASSESSMENT

                           UNIT 4: Tell Me About It!                                             Timeline:
                                                                                                 December


                            Phonics                                                Informational Text
                                   Introduce letter                                    Textbooks
                                    sounds /v/, long /u/                                Grade-appropriate
                                    spelled u and u_e, /j/
Word Analysis/Word Study




                                    spelled ge and gi, long
                                                                                          reference materials
                                    /e/ spelled e, e_e, ee,                             Articles




                                                              Suggested Genres
                                    ea, _y, and _ie, long                               Magazines
                                    vowels followed by r,                               Sets of directions
                                    long /a/ spelled ai_                                Posters
                                    and _ay
                                   Blending to decode
                                                                                        Flyers
                                    short and long vowel                                Invitations
                                    words                                               Menus
                                                                                        Recipes
                            Vocabulary                                                 Rules
                                   Contractions                                        Classroom schedules
                                                                                        Trade books
                            Fluency
                                                                                 Literary Text
                           Writing to Explain                              Text Structures
                               Research Writing                                Cause/Effect
                                                                                Signal words
                                                                                   (because, so, cause,
                           Mechanics                                              effect)
                               Use periods in                                  Review all structures




                                                   Reading Comprehension
Language Arts/Writing




                                 numbered lists                                    (main idea and
                                                                                   details, similarities
                           Parts   of Speech                                      and differences,
                                   Nouns                                          cause and effect, fact
                                   Verbs                                          and opinion)
                                   Pronouns
                                   Adjectives                              Text Features
                                                                                Review

                                                                            Summarizing
                                                                                Identify main idea
                                                                                Sequence most
                                                                                 important events
                                                                                Identify details not
                                                                                 related to main idea



                                        UNIT 4 ASSESSMENT

                                Quarter 3 (Jan 22 – Mar 30)
                                Benchmark C                                            testing window
                                                                                       Jan 31- Feb 11

                        UNIT 5: What’s It All About?                                         Timeline:
                                                                                        January/February
                            Phonics                                                             Informational Text
                                    Introduce letter sounds                                     Articles
                                     /oo/ (goo) spelled oo,                                      Journals
                                     _ue, u_e, _ew, and u;
                                     /oo/ (book) spelled oo;
                                                                                                 Magazines
Word Analysis/Word Study




                                     /ow/ spelled ow; /ow/
                                     spelled ou_; /aw/




                                                                Suggested Genres
                                     spelled au_ and aw; /n/
                                     spelled kn; /oi/ spelled
                                     oi and _oy; /r/ spelled
                                     wr_; /er/ spelled or and
                                     ar; long /a/
                                    Blending words with
                                     short and long vowel
                                     patterns

                            Vocabulary
                                    Root words/base words
                                    Prefixes
                                     pre-, re-, un-, mis-

                              Fluency

                            Opinion Paragraph                                           Author‘s Message
                                                                                                 Identify author‘s
                            Mechanics                                                            purpose
                                    Use commas in dates,                                        Retell important facts
                                     salutations, and                                            Main idea
                                     closings
                                                                Reading Comprehension
Language Arts/Writing




                                                                                         Evaluate Informational
                                                                                          Text
                                                                                                 Author‘s Purpose
                                                                                                 Author‘s language
                                                                                                 Author‘s message

                                                                                         Monitor and Clarify
                                                                                                 Adjust reading speed
                                                                                                 Restate difficult parts
                                                                                                  in your own words
                                                                                                 Asking questions


                                                                                         Identify information
                                                                                          directly stated in text
                                              UNIT 5 ASSESSMENT

                           UNIT 6: Read Between the Lines                                            Timeline: March



                               Phonics                                                             Fables
                                       Introduce letter sounds:                                    Fantasy
                                        consonant blends, ch, sh,                                   Folk Tales
Word Analysis/Word Study




                                        th (voiced and voiceless),
                                        wh, word endings such as
                                                                                                    Myths
                                        nd, mb, and ng, r-                                          Mystery




                                                                         Suggested Genres
                                        controlled vowels,
                                        dipthongs (oo, ow, au, aw,
                                        oi, oy), special spellings (ea
                                        in head, love), phonetic
                                        analysis review

                               Vocabulary
                                       Context Clues
                                       Review contractions
                                       Review compound words
                                       Review inflectional endings

                               Fluency

                               Personal Narrative                                           Making Inferences
                                                                         Comprehension




                                                                                                    Identify
Arts/Writing




                               Parts of Speech                                                      information not
 Language




                                                                            Reading




                                       Subject/verb agreement                                       directly stated
                                       Personal noun/pronoun                                       Explain what is not
                                        agreement                                                    directly stated
                                                                                                    Sentence reading
                                                                                                     and Two-sentence
                                                                                                     riddles


                                              UNIT 6 ASSESSMENT
                               STANFORD 10 TESTING April 4-8
                                       Quarter 4 ( Mar 31 – Jun 10)

                                UNIT7: Rhyme Time                                                     Timeline: April
                            Phonics                                                             Poems
Word Analysis/Word Study


                                   Making words                                                 Nursery rhymes




                                                                 Suggested Genres
                            Vocabulary
                                   Use resources to determine
                                    unknown words
                                   Multiple meaning words

                            Fluency




                            Writing Poems                                                Elements of Poetry
                                                                                                 Identify rhyme,
                            Parts of Speech                                                      rhythm, and
                                   Special Plurals (adding es                                    repetition
                                    to words that end in s, x,                                   Identify main idea
                                    ch, sh)                                                       or meaning of a
                                   Special Plurals (when                                         poem
                                    word ends in consonant                                       Understand author‘s
                                                                 Reading Comprehension


                                    and y, change y to i and                                      language
Language Arts/Writing




                                    add es; when word end                                        Understand tone
                                    in vowel and y, add s)
                                                                                          Author‘s Use of
                                                                                           Language
                                                                                                 Sensory language
                                                                                                 Repetition
                                                                                                 Tone

                                                                                          Elements of Drama
                                                                                                 Characteristics of a
                                                                                                  play
                                                                                                 Characters
                                                                                                 Dialogue
                                                                                                 Costumes
                                                                                                 Setting




                                         UNIT 7 ASSESSMENT
                               UNIT 8: Acting It Out                                  Timeline:
                                                                                       May/June


                            Phonics                                              Realistic Fiction
Word Analysis/Word Study




                                     Making words                                Plays
                                                                                  Folktales




                                                       Suggested Genres
                            Vocabulary
                                Multiple meaning
                                  words

                              Fluency




                            Narrative Writing                             Elements of Drama

                                                       Comprehension
Arts/Writing




                            Parts of Speech                               Story Elements
                                                          Reading
 Language




                                 Review all skills

                            Mechanics
                                Review all skills



                                           UNIT 8 ASSESSMENT
                                                                                                      Return to Scope and Sequence
Phonics
                         TIME FRAME: on going                                                    PREREQUISITE SKILLS
                         Phonics                                                                    Letter identification
                                                                                                    Print Knowledge
                                                                                                    Phonemic Awareness

                         SC OBJECTIVE(S)
                         1.B.1.a   Produce letter/sound correspondences rapidly (1 per second)
                         1.B.1.b   Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt
  Knowledge and Skills




                         1.B.2.a   Recognize and apply short vowels, long vowels, and ―y‖ as a vowel
                         1.B.2.b   Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns
                         1.B.2.c   Read one-syllable words fluently (CVC, CVCE)
                         1.B.2.d   Use known word/part to decode unknown words, such as carcard

                         ENDURING UNDERSTANDINGS
                               Phonics is the letter/sound relationships in language, and also the relationship of spelling patterns to sound
                                patterns.
                               Phonics involves the relationship between sounds and their spellings.
                         ESSENTIAL QUESTIONS
                               What is the relationship between sounds and their spellings?
                               Why is phonics important?
                               Why read? What can we learn from print?
                         CONCEPT KNOWLEDGE AND PROCESS
                               The goal of phonics instruction is to teach students the most common sound-spelling relationships so that they
                                can decode, or sound out, words.
                               This decoding ability is a crucial element in reading success.
                               A child who has mastered phonics can connect the sounds he knows with letters, then put them together to
                                make words. (And then he can put words together to read sentences, and so on.)
                         ERROR INTERVENTION
                         IF students have trouble decoding       THEN go back to individual letters and sounds
                            words

                         IF students are struggling with         THEN have them listen to a teacher made tape of someone blending
                            blending sounds together to
                            make words



Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                             Grade 1 Literacy Curriculum DRAFT                               Page 16
   Phonics
                                                 LEARNING ACTIVITIES AND STRATEGIES
Learning Plan
                                   Single Consonant      These generic teaching strategies
                                    Sound/Spelling       introduce the consonant /s/. The
  Suggested



                   NOTE:          Introducing Single     same strategies can be used to
                                  Consonants             introduce other single consonant
                                                         sounds.
                Mini-lesson       Phonemic Warm-Up       Ask students to listen for the /s/ sound in
                                                         the following words and to stand up each
                                                         time they hear it: sick, kiss, hat, mouse,
                                                         pot, spot, bird, sorry. Encourage students
                                                         to share other words with the /s/ sound.
                Mini-lesson       Teach Sound/Spelling   Print the letter s on the board. Display a
                                                         picture of a sun and tell students that the
                                                         letter s stands for the /s/ sound at the
                                                         beginning of the of the word sun




   Baltimore City Schools – Office of Literacy
    officeofliteracy@bcps.k12.md.us               Grade 1 Literacy Curriculum DRAFT                    Page 17
Phonics
        Whole group            Practice Blending          Have students practice blending words
                                                          with /s/, sound by sound, using the
                                                          following example for the word sat. Print
                                                          the letter s on the board. Point to the s
                                                          and say /s/. Ask students to say the /s/
                                                          sound with you as you point to the letter
                                                          and say it again. Print the letter a. Point
                                                          to the a and say /a/. Now have students
                                                          say the/a/ sound with you as you point to
                                                          the letter and say it again. Slowly slide
                                                          your finger or hand from left to right
                                                          below the letters sa and say /sa/. Then
                                                          have students join you in blending the two
                                                          sounds through the vowel. Print the letter
                                                          t. Point to the t and say /t/. Have
                                                          students say the /t/sound with you as you
                                                          point to the letter and say it again. Slowly
                                                          slide your finger or hand from left to right
                                                          below the word sat as you blend the
                                                          sounds together and pronounce the word.
                                                          Then have students blend the whole word
                                                          and pronounce it on their own. Finally,
                                                          ask a volunteer to use the word in a
                                                          sentence.

                                                          Help students blend the words and
                                                          sentence shown below. Have them read
                                                          the sentence, sounding out and blending
                                                          each word in sequence. The high-
                                                          frequency words in the sentence are
                                                          underlined. Students should read these
                                                          words as a whole.

                                                          Sam, mats
                                                          Sam sat on the mat.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                   Grade 1 Literacy Curriculum DRAFT                     Page 18
Phonics
        Whole group            Decodable Text           Provide students with connected reading           Any Open Court decodable
        Small group            Reading                  practice. Choose text selections in which          book or approved reading
                                                        most of the words are wholly decodable             manual
                                                        and the majority of the remaining words
                                                        are previously taught high-frequency and
                                                        story words.

        Whole group            Dictation and Spelling   Dictate the words shown below. Say each           Paper
                                                        word, use it in a sentence, and then say          Pencils
                                                        the word again. Have students say the             Color pencils to fix
                                                        word, then guide them in spelling it sound         mistakes
                                                        by sound. Ask: What is the first sound in
                                                        sat? (/s/) Say: Print the letter that stands
                                                        for the /s/ sound. Repeat the process for
                                                        the remaining sounds in each word.

                                                        Sat, Sam, mats

                                                        After the dictation, print the words on the
                                                        board, and ask students to proofread their
                                                        work. Use a color pencil to circle any
                                                        words spelled incorrectly then spell the
                                                        word correctly next to it.

        Small group            Consonant Picture        Picture sorts help students compare and           Picture cards focusing on
                               Sort                     contrast the sounds in words. This                 the specific letter of the
                                                        strategy reinforces recognition of the             lesson
                                                        single-consonant sounds /m/ and /s/. The
                                                        same strategy can be used to reinforce
                                                        other consonant sounds.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                Grade 1 Literacy Curriculum DRAFT                             Page 19
Phonics
        Mini-lesson            Warm-Up                 Read aloud a series of words including
                                                       some that begin with the consonant s,
                                                       such as sun, sat, seed, secret. Tell
                                                       students to show ―thumbs up: when they
                                                       hear the /s/ sound. Repeat the procedure
                                                       for words beginning with the consonant
                                                       m, such as map, many, mitten, mask.

        Mini-lesson            Sort the Words          Display the letter cards for m and s, and
                                                       place a picture card—such as a moose or
                                                       a sun—next to the corresponding letter.
                                                       Shuffle the remaining picture cards. Say:
                                                       We’re going to listen for the sound at the
                                                       beginning of each word. We’ll decide if it
                                                       begins like moose or like sun. Select a
                                                       picture card and model the whole-word
                                                       blending process, emphasizing the initial
                                                       consonant sound. For example, say:
                                                       Monkey…monkey begins like moose, so I’ll
                                                       put the monkey below the picture of the
                                                       of the moose. Place the picture of the
                                                       monkey below the moose, point to the
                                                       letter card m and say: Monkey and
                                                       moose; they both begin with /m/. Model
                                                       the same process with the s picture and
                                                       letter cards. After modeling several
                                                       picture cards, let students have a turn.
                                                       After all the pictures have been sorted
                                                       into letter categories, name each picture.
                                                       Have students repeat the sort on their
                                                       own.
                                                       These generic teaching strategies
                                   Short Vowel
                                                       introduce the short vowel /e/.
                                 Sound/Spelling
                                                       The same strategies can be used
              NOTE:             Introducing Short
                                                       to introduce other short vowels.
                                     Vowels
                                                       Many students confuse the short-e
                                                       and the short-i sounds.

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                Grade 1 Literacy Curriculum DRAFT                   Page 20
Phonics
        Mini lesson            Warm-Up                Display the picture cards egg and hen.
                                                      Tell students that you are going to say
                                                      some words with the /e/ sound. Some of
                                                      the words you say will have the /e/ sound
                                                      at the beginning of the word like egg;
                                                      others will have the /e/ sound in the
                                                      middle, like hen. Say the following words
                                                      and have students raise their hands when
                                                      they hear the /e/ sound in the middle:
                                                      wet, end, bed, fed, edge, neck, elbow,
                                                      pen.
        Mini lesson            Teach Sound/Spelling   Print the letter e on the board. Display a
                                                      picture of a jet and tell students that letter
                                                      e stands for the /e/ sound in the middle of
                                                      the word jet. Ask students to say the /e/
                                                      sound, first with you and then on their
                                                      own. Then have them say the whole word
                                                      jet.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us               Grade 1 Literacy Curriculum DRAFT                       Page 21
Phonics
        Whole group            Practice Blending          Have students practice blending words
                                                          with /e/, sound by sound, using the
                                                          flowing examples for the word red. Print
                                                          the letter r on the board. Point to the r
                                                          and say /r/. Ask students to say the /r/
                                                          sound with you as you point out the letter
                                                          and say it again. Print the letter e. Point
                                                          to the e and say /e/. Now have the
                                                          students say the/e/ sound with you as you
                                                          point to the letter and say it again. Slowly
                                                          slide your finger or hand from left to right
                                                          below the letters re and say /re/. Then
                                                          have students join you in blending the two
                                                          sounds through the vowel. Print the letter
                                                          d. Point to the d and say /d/. have
                                                          students say the /d/ sound with you as
                                                          you point to the letter and say it again.
                                                          Slowly slide your finger or hand from left
                                                          to right below the word red as you blend
                                                          the sounds together and pronounce the
                                                          word. Then have students blend the
                                                          whole word and pronounce it on their
                                                          own. Finally, ask a volunteer to use the
                                                          word in a sentence.

                                                          Help students blend the words and
                                                          sentence shown below.

                                                          Wet, pen, fed, men , beg
                                                          When can I get in bed?




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                   Grade 1 Literacy Curriculum DRAFT                     Page 22
Phonics
        Whole group            Short Vowel Song        Sung to the tune of ―Farmer in the
                                                       Dell‖

                                                       Short /a/ is in lamb, short /a/ is in
                                                       lamb,
                                                       /a/, /a/, /a/, /a/, /a/, /a/
                                                       Short /a/ is in lamb.


                                                       Follow the pattern with the following:

                                                       Short   /e/ is in hen
                                                       Short   /i/ is in pig
                                                       Short   /o/ is in fox
                                                       Short   /u/ is in tug
        Whole group            Decodable Text          Provide students with connected reading        Any Open Court decodable
        Small group                                    practice. Choose text selections in which       book or approved reading
                                                       most of the words are wholly decodable          manual
                                                       and the majority of the remaining words
                                                       are previously taught high-frequency and
                                                       story words.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                Grade 1 Literacy Curriculum DRAFT                       Page 23
Phonics
        Whole group            Dictation and Spelling    Dictate words shown below. Say each               Paper
        Small group                                      word, use it in a sentence, and then say          Pencils
                                                         the word again. Have students say the             Color pencils to fix
                                                         word, then guide them in spelling it sound         mistakes
                                                         by sound. Ask: What is the first sound in
                                                         pen? (/p/) Say: Print the letter that stands
                                                         for the /p/ sound. Repeat the process for
                                                         the remaining sounds in each word.


                                                         Pen, net, men, red
                                                         Ben fed ten pets.

                                                         After the dictation, print the words on the
                                                         board, and ask students to proofread their
                                                         work. Use a color pencil to circle any
                                                         words spelled incorrectly then spell the
                                                         word correctly next to it.


        Whole group            Build CVC words*          Distribute the letter cards e and i to each
        Small group                                      student. Read aloud pairs of short-e and
                                                         short-i words in random order: sit/set,
                                                         beg/big/, rid/red, when/win, pit/pet. Ask
                               *This activity            students to show the e card when they
                               reinforces building       hear the /e/ sound and the i card when
                               and reading CVC           they hear the /i/ sound.
                               words with e and i.       * This activity reinforces building and
                               The same strategy         reading CVC words with e and i. The
                               can be used to            same strategy can be used to reinforce
                               reinforce CVC words       CVC words with other short vowels.
                               with other short
                               vowels.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                  Grade 1 Literacy Curriculum DRAFT                            Page 24
Phonics
        Whole group            Build Words           Distribute sets of letter cards to each
        Small group                                  student. Say: Choose three letter cards
                                                     to make the word pen on your desk. Then
                                                     say: Now change one letter in pen to
                                                     make pin. Watch as students replace the
                                                     e with an i. Then say: Change one letter
                                                     in pin to make pit. Continue this
                                                     procedure, having students make the
                                                     following words in order: pet, set, sit, bit,
                                                     big, pig, peg, beg, leg, let, lit, fit, fig, dig.

                                                     Challenge students to use their letter
                                                     cards to make their own CVC words.

                                                      These generic teaching strategies
                                                       introduce the consonant digraph
                                                          /ch/ in both initial and final
                                    Introducing         positions. The same strategies
              NOTE:                  Consonant          can be used to introduce other
                                      Digraphs              consonant digraphs, the
                                                      phoneme/ng/, the sound/spelling
                                                      nk, (/ng/ + /k/), and r-controlled
                                                                vowel patterns.
        Mini lesson            Warm-Up               Ask students to guess the words you are
                                                     trying to say by orally blending the sounds
                                                     in the following segmented words: /ch/
                                                     long /e/ /z/ (cheese), /ch/ /ur/ /ch/
                                                     (church); /p/ long /e/ /ch/ (peach); /r/ /i/
                                                     /ch/ (rich); /ch/ /i/ /p/ (chip). Then ask:
                                                     What sound did you hear in each word?
                                                     (/ch/) Ask students to say other words
                                                     with the /ch/ sound.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                          Page 25
Phonics
        Mini lesson            Teach Sound/Spelling   Print the letters ch on the board. Display
                                                      a picture of a piece of cheese and tell
                                                      students that the letters ch stand for the
                                                      /ch/ sound at the beginning of the word
                                                      cheese. Ask students to say the /ch/
                                                      sound, first with you and then on their
                                                      own. Then have them say the whole word
                                                      cheese. You may also want to teach that
                                                      the /ch/ sound can occur at the end of
                                                      words, using a picture of a peach and
                                                      following the same procedure described
                                                      above.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us               Grade 1 Literacy Curriculum DRAFT                   Page 26
Phonics
        Whole group            Practice Blending          Have students practice blending words
        Small group                                       with /ch/, sound by sound, using the
                                                          following example for the word chin. Print
                                                          the letters ch on the board. Point to the
                                                          ch pair and say /ch/. Ask students to say
                                                          the /ch/ sound with you as you point to
                                                          the letters and say it again. Print the
                                                          letter i. Point to the i and say /i/. Now
                                                          have students say the/i/ sound with you
                                                          as you point to the letter and say it again.
                                                          Slowly slide your finger or hand from the
                                                          left to right below the letters chi and say
                                                          /chi/. Then have students join you in
                                                          blending the two sounds through the
                                                          vowel. Print the letter n. Point to the n
                                                          and say /n/. Have the students say the
                                                          /n/ sound with you as you point to the
                                                          letter and say it again. Slowly slide your
                                                          finger or hand from left to right below the
                                                          word chin as you blend the sounds
                                                          together and pronounce the word. Then
                                                          have students blend the whole word and
                                                          pronounce it on their own. Finally, ask a
                                                          volunteer to use the word in a sentence.

                                                          Help students blend the words and
                                                          sentence shown below.

                                                          Chip, chop, rich, much, such, chill, check
                                                          The cup had a chip.

        Whole group            Decodable Text             Provide students with connected reading           Any Open Court decodable
        Small group                                       practice. Choose text selections in which          book or approved reading
                                                          most of the words are wholly decodable             manual
                                                          and the majority of the remaining words
                                                          are previously taught high-frequency and
                                                          story words.


Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                   Grade 1 Literacy Curriculum DRAFT                          Page 27
Phonics
        Whole group            Dictation and Spelling   Dictate words shown below. Say each              Paper
        Small group                                     word, use it in a sentence, and then say         Pencils
                                                        the word again.                                  Color pencils to fix
                                                                                                          mistakes
                                                        Chin, chop, chest, much
                                                        I have chips on my chin.

                                                        After the dictation, print the words on the
                                                        board, and ask students to proofread their
                                                        work. Use a color pencil to circle any
                                                        words spelled incorrectly then spell the
                                                        word correctly next to it.

        Whole group            Consonant Diagraph       This blind sort reinforces recognition of
        Small group            Word Sort                the initial consonant diagraph /ch/ and
                                                        /sh/. This same activity can be used to
                                                        reinforce recognition of these diagraphs at
                                                        the end of words or as a follow-up to
                                                        instruction in other consonant diagraphs.

        Mini lesson            Warm-up                  Review the difference between the sounds
                                                        /ch/ and /sh/ by asking students to
                                                        substitute the sound in several words.
                                                        Say the word chop and have students
                                                        repeat it after you. Then tell them to sa
                                                        the word with the /sh/ sound. Ask what
                                                        the new word is. (shop) Repeat this
                                                        process with the words chip/ship,
                                                        cheat/sheet, , chew/shoe, chin/shin.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                Grade 1 Literacy Curriculum DRAFT                            Page 28
Phonics
        Whole group            Sort the words          On the board, print the key words chin
        Small group                                    and ship and have students copy them on
                                                       separate index cards. Tell students that
                                                       you will say a word and—without seeing
                                                       it—they will tell you whether it starts with
                                                       /ch/ or /sh/.

                                                       Model the sort. Say the word chip. Then
                                                       tell students: The word chip starts with
                                                       the /ch/ sound like chin. It belongs here.
                                                       Print the word chip under the key word
                                                       chin. Next, say the word shell and ask
                                                       students: Does this word start with the
                                                       same sound as chin or the same sound as
                                                       ship? Place the word in the appropriate
                                                       column. Say the following words aloud
                                                       one at a time, asking students to hold up
                                                       the key-word card with the matching
                                                       consonant diagraph sound: shop, chat,
                                                       chip, she, shelf, chill, shin, chick, chest,
                                                       shack. After each student response, print
                                                       the word under the correct key word.
                                                       After completing the sort, have volunteers
                                                       read aloud the words in both columns.

                                                         This generic teaching strategy
                                                         introduces CVCe words spelled
                                                         a_e. The same strategy can be
                                                       used to introduce other long-vowel
              Note:                 Long Vowel          CVCe patterns. The CVCe pattern
                                                          with the vowels e, i, o, and u
                                                       should be taught directly, one at a
                                                           time, following this lesson.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                Grade 1 Literacy Curriculum DRAFT                     Page 29
Phonics
        Mini lesson            Warm up                Tell students that they are going to play a
                                                      word game. You will say three words.
                                                      You want them to listen closely and tell
                                                      you what sound they hear in the middle of
                                                      these words. Use the following words
                                                      with the long and short a.

                                                      Hat, sad, cap
                                                      Cake, made, late
        Mini lesson            Teach Sound/Spelling   Print the word tap on the board and have
                                                      students blend it with you. Point to the a
                                                      in tap and ask students to say the sound
                                                      of the letter. (/a/) Next, add an e at the
                                                      end of tap to make tape. Point to the
                                                      letter a and say: Adding an e at the end
                                                      of tap makes the vowel a “say its own
                                                      name”… long /a/. The e is silent. Point to
                                                      the a in tape and ask students to identity
                                                      its sound. Then have students say the
                                                      whole word. Repeat this procedure using
                                                      the words cap and cape.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us               Grade 1 Literacy Curriculum DRAFT                    Page 30
Phonics
        Whole group            Practice blending          Have students practice blending words
        Small group                                       with the CVCe pattern using the whole-
                                                          word blending strategy. Print the word
                                                          make on the board. Point to the letter e
                                                          and say: This e at the end of the word
                                                          makes the vowel say its name. Then say
                                                          the word, extending its sounds
                                                          ―mmmaaak.‖ Do not pause between
                                                          sounds. Use your finger to track under
                                                          each letter as you say the corresponding
                                                          sound. (Since the e is silent, do not track
                                                          under it.) After blending the sounds in a
                                                          stretched-out manner, say the whole word
                                                          quickly: make. Next, have the students
                                                          blend and pronounce the word with you.
                                                          Direct them to say each sound as soon as
                                                          you point to its spelling. Finally, have
                                                          students blend and pronounce the word
                                                          on their own. Ask a volunteer to use the
                                                          word in a sentence.

                                                          Help students blend the words and
                                                          sentence shown below.

                                                          Take, name, same, came, shape, made
                                                          Sam made a cake.
        Whole group            Decodable Text             Provide students with connected reading          Any Open Court decodable
        Small group                                       practice. Choose text selections in which         book or approved reading
                                                          most of the words are wholly decodable            manual
                                                          and the majority of the remaining words
                                                          are previously taught high-frequency and
                                                          story words.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                   Grade 1 Literacy Curriculum DRAFT                         Page 31
Phonics
        Whole group            Dictation and spelling   Dictate words shown below. Say each               Paper
        Small group                                     word, use it in a sentence, and then say          Pencils
                                                        the word again.                                   Color pencils to fix
                                                                                                           mistakes
                                                        Hat, hate, cap, cape, mad, made, tap,
                                                        tape, shake
                                                        I can bake two cakes.

                                                        After the dictation, print the words on the
                                                        board, and ask students to proofread their
                                                        work. Use a color pencil to circle any
                                                        words spelled incorrectly then spell the
                                                        word correctly next to it.

                                                          This generic activity introduces
                                                           the vowel diagraph long /a/
                                                         spelled ai, ay. The same strategy
                                 Vowel Diagraph
              Note:                                       can be used to introduce other
                                 Sound Spellings
                                                         vowel diagraphs, diphthongs, and
                                                                  variant vowels.

        Mini lesson            Warm-up                  Have students orally blend the following
                                                        segmented words: /m/ /a/ /n/ (main), /s/
                                                        /t/ /a/ (stay), /p/ /a/ /n/ /t/ (paint), /k/
                                                        /l/ /a/ (clay), /t/ /r/ /a/ (tray).




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                 Grade 1 Literacy Curriculum DRAFT                            Page 32
Phonics
        Mini lesson            Teach sound spelling       Tell students that a vowel can have its
                                                          long sound when it is part of a vowel
                                                          team, or a pair of two vowel letters. One
                                                          of the vowels, usually the first one, ―says‖
                                                          its long sound, while the other vowel is
                                                          silent. Print the word bait on the board.
                                                          Underline the vowel digraph ai and tell
                                                          students that these letters are a team that
                                                          stands for the sound long /a/. Now print
                                                          the word tray on the board. Underline the
                                                          vowel diagraph ay and tell students that
                                                          these letters are a teams that stand for
                                                          the long /a/ sound at the end of a word.

        Whole group            Practice blending          Have students practice blending words
        Small group                                       with vowel diagraphs using the whole-
                                                          word blending strategy. Print the word
                                                          rain on the board. Then say the word,
                                                          extending its sounds: ―rrraaannn.‖ Do not
                                                          pause between sounds. Use your finger
                                                          to track under each letter. After blending
                                                          the sounds in a stretched-out manner, say
                                                          the whole word quickly. To internalize the
                                                          blending process, direct students to blend
                                                          the word silently in their heads and then
                                                          say the word. Model this process by
                                                          pointing to and quietly saying the sounds
                                                          in progression, and then loudly saying the
                                                          whole word. Wait a few seconds and ask
                                                          for volunteers to say the word aloud and
                                                          use it in a sentence. Repeat the blending
                                                          process using the word say.

                                                          Help students blend the words and
                                                          sentence shown below.

                                                          Man, main, ran, rain, dad, day, sat, stay
                                                          My cat ran out of the rain.

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                   Grade 1 Literacy Curriculum DRAFT                     Page 33
Phonics
        Whole group            Decodable text           Provide students with connected reading          Any Open Court decodable
                                                        practice. Choose text selections in which         book or approved reading
                                                        most of the words are wholly decodable            manual
                                                        and the majority of the remaining words
                                                        are previously taught high-frequency and
                                                        story words.

        Whole group            Dictation and spelling   Dictate words shown below. Say each              Paper
                                                        word, use it in a sentence, and then say         Pencils
                                                        the word again.                                  Color pencils to fix
                                                                                                          mistakes
                                                        Rain, wait, day, way, sail, play
                                                        The dogs ran away from the train.

                                                        After the dictation, print the words on the
                                                        board, and ask students to proofread their
                                                        work. Use a color pencil to circle any
                                                        words spelled incorrectly then spell the
                                                        word correctly next to it.




                                                               DIFFERENTIATION

                Accommodations*                                                                           G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                 Grade 1 Literacy Curriculum DRAFT                           Page 34
                  Phonics


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials           Technology Resources
                                                                                                        www.abcteach.com

                     any Open Court or approved reading
                     manual
                     Sheep in A Jeep
       Plan
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                      Page 35
                                                                                                 Return to Scope and Sequence
Phonemic Awareness
                         TIME FRAME: Ongoing                                                     PREREQUISITE SKILLS
                         Phonemic Awareness                                                         Speech and Language Development
                                Identify sounds and words
                                Rhyming and Alliteration
                                Blend, Segment, and Manipulate Sounds in words
                         SC OBJECTIVE(S)
                         1.A.1.a   Identify initial, medial, and final sounds in one-syllable words
                         1.A.1.b   Compare one-syllable words using initial, medial, and final sounds
  Knowledge and Skills




                         1.A.1.c   Categorize words as same or different by medial sounds
                         1.A.2.a   Produce sentences with rhyming and alliteration
                         1.A.4.a   Segment words into syllables
                         1.A.4.b   Segment one-syllable words into phonemes
                         1.A.3.a   Blend 3-4 phonemes into a word, such as f-a-s-t=fast
                         1.A.4.c   Delete sounds to form new words
                         1.A.4.d   Add sounds to form new words
                         1.A.4.e   Substitute sounds to form new words


                         ENDURING UNDERSTANDINGS
                            Students will understand that sounds make up words.
                            Knowledge of sounds helps students to decode unknown words when reading.
                            Students who possess phonemic awareness understand that spoken words are made up of a sequence of
                             phonemes, or sounds.
                            Phonemic awareness is strictly auditory. It can be done in the dark!

                         ESSENTIAL QUESTIONS
                            How can knowledge of sounds help us to become fluent readers?

                         CONCEPT KNOWLEDGE AND PROCESS
                            Students identify sounds and positions of sounds in words, as well as manipulate these sounds.
                            Students identify and produce rhyming words.

                         ERROR INTERVENTION
                         IF student cannot produce a             THEN check for deficits in speech and language development
                            sound…

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                             Grade 1 Literacy Curriculum DRAFT                            Page 36
Phonemic Awareness
         IF student struggles to                  THEN revisit syllables and breaking words apart into syllables
            segment a word into                       before moving to phonemes
            phonemes…
         IF student struggles to                  THEN provide instruction in word families, paying careful
            identify rhyming words                    attention to repeating chunk




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                  Page 37
        Phonemic Awareness
                                                                LEARNING ACTIVITIES AND STRATEGIES
                          Best Used For…             Activity                               Description                               Materials
                          (indicate whether the
                            activity is good for
                               small group,
Suggested Learning Plan



                          minilesson, or whole
                                   group)
                                                                           Initial and Final Sound Identification          Picture cards
                                                                           Select 3 picture cards with different            (Can be found using clipart or
                                                                           beginning sounds. For example; car, fox,         Words Their Way 013-223968-X
                                                                           leaf. Ask which picture begins with /f/?         OR Getting Ready to Read
                                                     Phoneme               Have students name each of the pictures,         157471936-X
                             Minilesson
                                                   Identification          listening closely for the beginning sounds.
                            Whole Group
                                                                           Students should name the picture that
                                                                           begins with the /f/ sound. Once students
                                                                           are skilled at identifying beginning
                                                                           sounds, continue activity with ending
                                                                           sounds.
                                                                           I’m Thinking of Something…                      Bag of small objects all
                                                                           Tell students you are thinking of                beginning with different sounds
                                                                           something that begins with a particular
                                                     Phoneme
                                                                           sound. Have students look at the objects
                            Whole Group            Identification
                                                                           in the bag and select the object that
                                                                           begins with the target sound. Continue
                                                                           with different sounds. Activity can also be
                                                                           used with ending sounds.
                                                                           Which one doesn’t belong?                       Assorted objects or picture
                                                                           Place 3 objects or picture cards in front of     cards, some with the same
                                                                           the student, 2 with the same beginning           beginning sounds
                                                     Phoneme               sound. Have students name each of the
                             Small Group           Identification          objects or pictures. Ask: Two have the
                                                                           same beginning sound. Which one
                                                                           doesn’t belong? Have student select the
                                                                           object that does not begin with the same
                                                                           sound as the other 2 objects.



        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                            Grade 1 Literacy Curriculum DRAFT                              Page 38
Phonemic Awareness
                                                             What Big Ears You Have!                        Big Ears, i.e. Mickey Mouse hat,
                                                             Select a student to wear the big ears.          cat ears, etc.
                                                             Teach students the chant:
                                                                 Listen, listen, loud and clear.
                                       Phoneme                   What’s the first sound that you hear?
                                     Identification          Then supply the student with three words
         Whole Group
                                                             that begin with the same sound; dog,
                                                             daddy, dark
                                                             The student wearing the big ears will say
                                                             the beginning sound of the words.
                                                             Activity can be used for other target
                                                             sounds.
                                                             Sounds Picture Sort                            Picture cards for sorting
                                Comparing Initial and        Have students name and classify picture        3-Column chart with Open Court
         Whole Group
                                   Final Sounds              cards by their initial or final sounds.         picture/sound cards as
         Small Group
                                                                                                             headings. (Column 1 might be
                                                                                                             the sizzling sausages card)
                                                             Medial Sound Sort                              Bag of picture cards, with all
                                                             Have students say each word. Students           words containing one of two
                                                             should place the words in a category,           medial sounds. For example,
                                                             depending on the medial sound. For              some words might have the /a/
                                  Comparing Medial
                                                             example, all the /a/ words should be in         sound, some /o/.
         Small Group                  Sounds
                                                             one column and all the /o/ words should
                                                             be in another.
                                                             Variation: For struggling students, place a
                                                             picture card at the top of the two columns
                                                             so they have a starting point.
                                                             Sound Boxes: Blending                          Chips, coins, buttons, or tiles
                                                             Say a word, then the first phoneme. Have       Elkonin sound boxes
                                                             students repeat the first phoneme while       Elkonin sound boxes are used to
                                                             moving a chip or coin into the first square   teach phonemic awareness. Each
                                 Blending Phonemes
         Small Group                                         of the sound box. Repeat this procedure       box represents one phoneme.
                                                             for each subsequent phoneme. Have             Example:
                                                             students touch each chip as the say each
                                                             individual phoneme again, and then blend
                                                             the word together.



Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                      Grade 1 Literacy Curriculum DRAFT                             Page 39
Phonemic Awareness
                                                          Head, Waist, Toes                             Words with 3 phonemes
                                                          -Say a 3-phoneme word.
                                                          -Say the initial phoneme and have
                                                          students repeat the phoneme while
                                                          touching their heads.
                                        Blending          -Say the middle phoneme and have
                                           OR             students repeat the phoneme while
                                      Segmenting          touching their waists.
         Whole Group
                                       Phonemes           -Say the final phoneme. Have students
                                                          repeat the phoneme while touching their
                                                          toes.
                                                          -Have students blend the sounds
                                                          together, pulling their fists into their
                                                          chests or placing their hands on their hips.
                                                          Variation: Have students segment the
                                                          words.
                                                          Catching Words                                 Picture cards
                                                          Have students select a card and name the
                                                          picture. Have them segment the word by
                                                          counting the sounds on their fingers. For
                                                          example, for the word cat, they put up
         Whole Group                  Segmenting          one finger for /c/, one for /a/, and one for
         Small Group                   Phonemes           /t/. Have students make a fist (catching
          Minilesson                                      the word) as they repeat it.
                                                          Variation: Arm Tapping- Have students
                                                          segment a 3-phoneme word by tapping
                                                          their shoulder, mid-arm, and wrist, then
                                                          sliding their hand down their arm to blend
                                                          the words.
                                                          Tap, Clap, and Snap                            Multi-syllabic words
                                                          Model saying a multi-syllabic word and
                                                          breaking it into syllables. Demonstrate
                                                          tapping the first syllable with both hands
                                Segmenting Syllables
         Whole Group                                      in your lap, clapping the second syllable,
                                                          and snapping the third syllable. Have
                                                          students tap, clap, and snap other words.
                                                          Add gestures for larger words, such as
                                                          jumping in place.

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                   Grade 1 Literacy Curriculum DRAFT                          Page 40
Phonemic Awareness
                                                           Syllable Count                                  Multi-syllabic words on picture
                                                           Have students select a picture card.             cards
                                Segmenting Syllables       Student should say the word and clap the        Containers labeled with numbers
           Minilesson
                                                           word parts. Have them place the card in          1 through 4
                                                           the appropriate container to show the
                                                           correct number of syllables.
                                                           Basket of Rhymes                                Basket of picture cards. Each
                                                           Model selecting a card from the basket           card should have two pictures
                                                           and saying the two words. Use the two            that rhyme on it.
                                                           rhyming words in a sentence. For
                                                           example; boat, float: My boat floats in the
                                                           water.
                                   Rhyming Words
                                                           Have students select a card and do the
          Minilesson                      OR
                                                           same.
         Whole Group                 Alliteration
                                                           Variation: This activity can also be used to
                                                           create sentences using alliteration.
                                                           Change the word cards so that they
                                                           contain three words that begin with the
                                                           same sound. Model for students how to
                                                           produce a sentence using the three words
                                                           in a row.
                                                           Out You Go!                                     Rhyming picture cards
                                                           Place 3 cards in front of each student (2
                                   Rhyming Words           that rhyme and one that doesn‘t). Have
         Small Group
                                                           each student select the picture cards that
                                                           rhyme and discard the one that doesn‘t,
                                                           saying ―Out you go!‖
                                                           Sound Boxes: Deletion, Addition, and            Elkonin sound boxes (one per
                                                           Substitution                                     student)
                                                           Say a word. Have students place a chip in       Chips, coins, or tiles
                                                           each box to represent each sound in the
                                      Phoneme              word. Have them touch and say each
         Whole Group                 Manipulation          sound in the word. Delete, add, or
                                                           substitute one sound to change the word.
                                                           Have students add, remove, or substitute
                                                           a chip to represent the new word. Have
                                                           them touch and say each sound in the
                                                           new word

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                    Grade 1 Literacy Curriculum DRAFT                              Page 41
Phonemic Awareness
                                                           DIFFERENTIATION

               Accommodations*                                                    G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT      Page 42
                  Phonemic Awareness


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
                     Open Court materials or other school
                     approved text

                     Words Their Way

                     DIBELS materials (phoneme segmentation
       Plan




                     subtest)
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 43
                                                                                                            Return to Scope and Sequence
Fluency
                         TIME FRAME: Ongoing                                                            PREREQUISITE SKILLS
                         Fluency                                                                           Decoding
                                                                                                           Sight words
                                                                                                           Punctuation

                         SC OBJECTIVE(S)
                         1.C.1.a   Listen to models of fluent reading                                   Common Core Standards
                         1.C.1.b   Read familiar text at a rate that is conversational and consistent    Demonstrate increased accuracy, fluency,
  Knowledge and Skills




                         1.C.1.c   Reread text multiple times to increase familiarity with words          and expression, on successive readings of a
                         1.C.2.a   Listen to models of fluent reading
                                                                                                          text.
                         1.C.2.b   Read familiar text at a rate that is conversational and consistent
                                                                                                         Use context to confirm or self-correct word
                         1.C.3.a   Demonstrate appropriate use of phrasing when reading familiar text
                                                                                                          recognition and understanding, rereading as
                                       Use end punctuation, commas, and quotation marks to guide
                                         expression                                                       necessary.
                                       Use intonation (emphasis on certain words) to convey             Read aloud, alone, or with a partner at least
                                         meaning                                                          15 minutes each day, in school or out.

                         ENDURING UNDERSTANDINGS
                             Students will be able to understand that being able to read fluently will help them become readers
                               who are able to comprehend what they are reading.
                         ESSENTIAL QUESTIONS
                             What is a fluent reader?
                             What does a fluent reader sound like?
                             Why is reading fluently important?
                             Does reading fluently affect our comprehension?
                             How does punctuation affect reading fluency?
                         CONCEPT KNOWLEDGE AND PROCESS
                             Fluent readers should be able to read a piece of text with appropriate accuracy, speed, and
                               expression.
                             Fluent readers are able to comprehend what they are reading.
                         ERROR INTERVENTION
                         IF student is reading too fast….   THEN check understanding of punctuation




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                                  Grade 1 Literacy Curriculum DRAFT                               Page 44
Fluency
         IF student is reading slowly…            THEN check sight word knowledge and decoding skills




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                    Page 45
        Fluency
                                                                  LEARNING ACTIVITIES AND STRATEGIES
                          Best Used For…               Activity                             Description                                 Materials
                          (indicate whether the
                            activity is good for
Suggested Learning Plan



                               small group,
                          minilesson, or whole
                                   group)
                                                                           Model Reading Fluently by reading a text         Any text
                            Whole Group                                    to the class. Make sure to use lots of
                                                     Introduction          expression, including changing your voice
                             Minilesson
                                                                           to express the tone of the story.
                                                                           Choral reading                                   Any piece of text that all
                                                                           Before allowing students to partner read          students have a copy of
                                                                           or independently read, read the story
                             Small Group             Introduction          together as a group. You may want to
                                                                           write words from the story on index cards
                                                                           and practice those first. Begin with the
                                                                           title and read the story together.
                                                                           Echo Reading                                     Any piece of text~ poems
                                                                           Read a piece of text to the class by              work best
                                                                           reading a line to them and having them
                            Whole Group              Introduction
                                                                           repeat it back to you. This works well if
                                                                           the text is a poem that is written on chart
                                                                           paper that the whole class can see.
                                                                           Shared Reading                                   Any piece of text
                            Whole Group
                                                     Introduction          Read a piece of text as a group with the
                            Small Group
                                                                           teacher as the leader.
                                                                           Sight Word Flash Cards                           Index cards or PowerPoint
                                                                           Create index cards with sight words               slides
                            Whole Group            Introduction/daily
                                                                           written on them. Flash the words to the
                            Small Group                  lesson
                                                                           students and have them read the words
                                                                           together or independently.




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                            Grade 1 Literacy Curriculum DRAFT                              Page 46
Fluency
                                                           Fluency Practice Book                            See Student activities under
                                                           Have students make their own practice             related vocabulary for fluency
         Small Group
                                     Introduction          book. Model reading each page. Have               pages
         Independent
                                 lesson/daily lesson       students practice reading chorally, in
           Practice
                                                           partners, or independently.

                                                           Partner reading                                  Open Court decodable books,
                                                           Have students read with partners on a             stories from an anthology,
         Small Group                 Daily Lesson          daily basis. Each student should be given         100 Book Challenge books,
                                                           a familiar text (that is on their                 Open
                                                           independent level) to practice.
                                                           Fluency Folders                                  Open Court decodable books,
                                                           Students each have their own fluency              stories from an anthology,
                                                           folder. On the left side are stories at the       100 Book Challenge books,
         Independent
                                     Daily Lesson          student‘s independent level and on the            Open Court fluency readers,
           Practice
                                                           right side is the fluency graph. Students         Open Court Intervention
                                                           time themselves reading the text four             stories.
                                                           times and chart progress.
                                                           Record Reading                                   Any piece of text, tape
                                                           Set up a tape recorder for your students          recorder, microphone,
         Small Group                                       to record themselves reading a short story        headphones
                                   Daily Lesson/
         Independent                                       or piece of text. Once they have recorded
                                Independent practice
           Practice                                        themselves, have them listen to their
                                                           reading using the checklist you use during
                                                           conferences.
                                                           Rereading the same text                          Baskets filled with leveled
                                                           Have students reread the same text                books
                                                           multiple times to increase familiarity of
         Small Group
                                   Daily Lesson/           the text. Have baskets that are filled with
         Independent
                                Independent practice       books that the students are familiar with
           Practice
                                                           (favorite read alouds, ABC books). Have
                                                           other baskets in the library area that are
                                                           leveled.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                    Grade 1 Literacy Curriculum DRAFT                              Page 47
Fluency
                                                           PVC Pipe Reading                                  PVC pipe (you can buy these
                                                           Have students use a PVC pipe to practice           at any hardware store); piece
         Small Group
                                   Daily Lesson/           reading fluently. Students should read             of text
         Independent
                                Independent practice       into the PVC pipe as they are reading (by
           Practice
                                                           doing this they can hear themselves
                                                           reading).
                                                           Readers‘ Theatre                                 Open Court decodable books,
                                                           Using a play or adapting a text with             stories from an anthology, 100
                                                           sufficient dialogue, assign students parts       Book Challenge books, Open
         Whole Group                                       based on reading level/ability. Students         Court fluency readers, Open
                                     Daily Lesson
         Small Group                                       practice reading the same passage to             Court Intervention stories.
                                                           improve all aspects of fluency. Readers‘
                                                           Theatre reinforces the idea that reading
                                                           sounds like talking.
                                                                 DIFFERENTIATION

               Accommodations*                                                                                  G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                    Grade 1 Literacy Curriculum DRAFT                               Page 48
                          Fluency


                                                                                     RESOURCES
                                             Suggested Texts                     Teacher Created Materials          Technology Resources
Suggested Learning Plan




                             Running records (see Marie Clay)                 Teacher/student conferences        www.readingrecovery.org
                                                                              using a fluency checklist
                                                                              which includes
                                                                               Reads from left to right
                                                                               Points to words; consistent
                                                                                 one to one match
                                                                               Knowledge of sight words
                                                                               Uses picture clues
                                                                               Attempts to blend
                                                                                 unfamiliar words
                                                                               Applies punctuation
                                                                               Uses expression
                                                                               Reads with appropriate
                                                                                 speed

                             DIBELS Testing

                             Open Court Intervention Guide




                          Baltimore City Schools – Office of Literacy
                           officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                      Page 49
              Fluency
Assessments




                           MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




              Baltimore City Schools – Office of Literacy
               officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                   Page 50
                                                                                                 Return to Scope and Sequence
Vocabulary
                         TIME FRAME: Ongoing                                                    PREREQUISITE SKILLS
                         Vocabulary                                                             Oral Language
                               Synonyms and antonyms
                               Context clues
                               Contractions, inflectional endings, compound words,
                                root/base words
                               Resources to determine unknown words
                         SC OBJECTIVE(S)
  Knowledge and Skills




                         1.D.1.a Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily
                         1.D.1.b Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation
                         1.D.1.c Asks questions to clarify meaning about objects and words related to topics discussed
                         1.D.1.f Learn 5-8 new words every week (independent reading)
                         1.D.2.a Sort grade-appropriate words with or without pictures into categories
                         1.D.2.b Identify antonyms and synonyms
                         1.D.2.c Identify and use correctly new words acquired through study of their relationship to other words
                         1.D.3.c Use word structure to determine meanings of words
                             Contractions
                             Inflectional endings
                             Compound Words
                             Roots/Base Words
                         1.D.3.d Use resources to determine meanings of unknown words
                             Picture dictionaries
                             Charts
                             Diagrams
                             Posters
                             Content texts
                         1.D.1.d Listen to and identify the meaning of new vocabulary in multiple contexts
                         1.D.3.a Determine the meanings of words using their context
                                   Reread
                                   Use context clues
                                   Examine illustrations
                         1.D.1.e Connect unfamiliar words from texts, instruction, and conversation to prior knowledge to enhance meaning
                         1.D.3.b Use unfamiliar words introduced in literary and informational texts




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                            Grade 1 Literacy Curriculum DRAFT                         Page 51
Vocabulary
         ENDURING UNDERSTANDINGS
                Students will understand that knowledge of vocabulary leads to deeper understanding of text.

         ESSENTIAL QUESTIONS
                Why is vocabulary important?
                How does vocabulary help us to understand what we read?
                How does learning vocabulary make us better readers?

         CONCEPT KNOWLEDGE AND PROCESS
                Students with a strong vocabulary are able to apply words in various situations, such as in speaking, reading,
                 and writing.

         ERROR INTERVENTION
         IF                                       THEN
         The student lacks basic                  Immerse student in conversation and print-rich environment
            vocabulary…


         IF                                       THEN
         Student struggles with                   Pre-teach vocabulary words
            vocabulary acquisition…




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                           Page 52
        Vocabulary
                                                                        LEARNING ACTIVITIES AND STRATEGIES
                          Best Used For…                   Activity                                Description                                     Materials
                          (indicate whether the
                            activity is good for
                               small group,
Suggested Learning Plan



                          minilesson, or whole
                                   group)
                                                                                   Power Point Presentation                            Any text
                                                   Introductory Activity           Teacher previews a text. Pick out words that
                            Whole Group              (This is a good activity to   would be unfamiliar to most first graders.
                             Minilesson            introduce new vocabulary for    Create a powerpoint slide with the words,
                                                              any text)            including pictures and sentences using the
                                                                                   words.
                                                                                   Match Game                                          Index cards or sentence strips
                                                                                   This activity can be used with synonyms,
                                                                                   antonyms, compound words, and contractions.
                                                                                   Write pairs of cards. For example, for
                                                                                   compound words, write snow on one card and
                                                                                   man on the other. Students need to match
                                                                                   the cards to create a compound word. For
                            Whole Group             Introductory/Daily             synonyms and antonyms, you can write two
                             Minilesson                  Activity                  words that mean the same or opposites on
                                                                                   two cards. Students need to match the cards
                                                                                   to make a match. (Hot, Cold; Cold, Chilly;
                                                                                   Warm, Hot). For contractions, write the
                                                                                   shortened form of the words on one card, then
                                                                                   write the two words on the other card. (Have
                                                                                   not; haven‘t) Students must match the
                                                                                   appropriate cards.
                                                                                   Dictation                                           Teacher created materials using
                                                                                   Create items that contain a common root word         any words with inflectional
                                                                                   with different inflectional endings. Dictate a       endings
                                                                                   word to students and use it in a sentence.
                            Whole Group
                                                        Daily/Review               Instruct students to select the word that was
                            Small Group                                            dictated, paying careful attention to the
                                                                                   endings.
                                                                                   For example: hopped, hopping, hops
                                                                                   The rabbit hopped over the hole.



        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                                  Grade 1 Literacy Curriculum DRAFT                                    Page 53
Vocabulary
                                                             Vocabulary Match Game                                 Any text
                                                             Teacher previews a text. Pick out words that
                                                             would be unfamiliar to most first graders.
                                                             Create a set of 3 cards for each word. On one
                                                             card write the word. On a second card write
         Whole Group                                         the kid-friendly definition. On the third card,
                                     Daily Activity
                                                             draw an illustration to match the word.
                                                             Distribute one card to each student or pair of
                                                             students. On the board, create a column for
                                                             each card (word, definition, illustration). Have
                                                             students brainstorm which cards go together
                                                             and which columns to place the cards in.
                                                             Cloze Activity                                        Teacher created using selected
                                                             Create sentences with blanks where                     vocabulary words
                                                             vocabulary words should be placed. Provide
         Whole Group                Review Activity
                                                             students with a word bank. Students should
                                                             read sentences and fill in the blanks using the
                                                             correct vocabulary word.
                                                             Student Vocabulary Logs                               Teacher created using selected
                                                             Create a vocabulary log for each student. The          vocabulary words
         Independent                 Daily/Review            chart should contain 5 columns (word, student
           Practice                   Activities             definition, antonym, sentence, picture)
                                                             Supply students with the words, then have
                                                             students complete the log.
                                                             Roots/Base Words Process Chart                        Chart paper for process chart
                                                             Explain to students that a root is the main part      Various words containing roots
                                                             of a word. Some words contain the same
                                                             roots and we can use this part of the word to
         Whole Group                                         help us figure out the meaning of new words.
                               Introductory/ Ongoing
          Minilesson                                         Prepare a process chart to revisit throughout
                                                             the year. The chart should contain 3 columns:
                                                             root, meaning, and examples. For example;
                                                             multi, many, multimedia and multicultural.
                                                             Add to the chart as new words are discovered.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                      Grade 1 Literacy Curriculum DRAFT                                   Page 54
Vocabulary
                                                         Context Clues                                          Several reading passages
                                                         Explain to students that if they come to a word        Context Clues Bookmark
                                                         that they don‘t understand while they are
                                                         reading, there are things they can do to figure
                                                         out the meaning. They can be a detective and
                                                         use context clues. The context is the words,
                                                         phrases, and sentences around the word you
                                                         don‘t know. Different types of context clues
         Whole Group           Introductory/ Ongoing
                                                         include synonyms, antonyms, surrounding
                                                         sentences, definitions, examples, and
                                                         repeated words. Teach the different types one
                                                         at a time. Present students with a piece of
                                                         text. Model reading the text aloud, and
                                                         identifying an unfamiliar word. Walk through
                                                         using one type of context clue to determine
                                                         the meaning.
                                                         Context Clues Cloze Activity                           Teacher created
                                                         Review how to use context clues to help figure
                                                         out the meaning of the unknown word. Create
                                                         a cloze activity with a word bank. Instruct
         Whole Group                     Review          students to use context clues to help fill in the
                                                         blanks with the correct words.
                                                         Example: My pet _____ barks and plays.
                                                         Students will use the word bark to determine
                                                         that the pet must be a dog.




                                                               DIFFERENTIATION

               Accommodations*                                                                                      G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                  Grade 1 Literacy Curriculum DRAFT                                    Page 55
                  Vocabulary


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
       Plan
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 56
                                                                                                         Return to Scope and Sequence
Making Predictions
                         Skill                                                                       PREREQUISITE SKILLS
                         Making Predictions                                                              Concepts of print



                         SC OBJECTIVE(S)
                                                                                                     Common Core Standards
                         1.E.2.b Make predictions or ask questions about the text by
  Knowledge and Skills



                                                                                                         Use pictures, illustrations, and context to
                         examining the title, cover, illustrations/photographs/text, and
                                                                                                          make predictions about and confirm story
                         familiar author or topic
                                                                                                          content

                         ENDURING UNDERSTANDINGS
                                When a reader makes a prediction, he or she tells what he/she thinks will happen in a text.
                         ESSENTIAL QUESTIONS
                          Why is it important to think about the text before reading?
                          Why is it important to discuss the title before reading?
                          Why do we look at the illustrations before reading?
                          Why should we make predictions about a text?

                         CONCEPT KNOWLEDGE AND PROCESS
                          Readers can make predictions at the beginning of a piece of text as well as at any point while reading.
                          Readers use clues such as text features and prior knowledge to make predictions.
                          As readers move through a selection, they can confirm, adjust, and/or refute predictions.
                         Predicting is NOT just guessing.
                         ERROR INTERVENTION
                         IF students are making                      THEN explicitly model the use of clues (title, illustrations, etc.)
                            predictions that are not                     and prior knowledge.
                            related to the text,
                         IF                                          THEN




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                                 Grade _ Literacy Curriculum DRAFT                              Page 57
        Making Predictions
                                                                    LEARNING ACTIVITIES AND STRATEGIES
                          Best Used For…                 Activity                           Description                                   Materials
                          (indicate whether the
                            activity is good for
                               small group,
                          minilesson, or whole
Suggested Learning Plan




                                   group)
                          Mini lesson              Making Predictions      Model making predictions (I think the story will   Any selected text
                                                                           be about _____ because this picture
                                                                           shows______).

                          Mini lesson              Making Predictions      Make predictions based on the                       Any selected text
                                                                           illustrations/photographs. On page ____ I see
                                                                           _____ so I think the story will be about _______.
                                                                           Before reading a piece of text, flip through the
                                                                           pages and look at the illustrations or
                                                                           photographs. Make predictions based on the
                                                                           illustrations.
                          Mini lesson              Making Predictions      Make predictions based on title.                    Any selected text
                                                                           Show the students just the cover of the book and
                                                                           read the title a loud. Make predictions based on
                                                                           the title and the cover. Discuss the words in the
                                                                           title and the pictures. “I think the story is going
                                                                           to be about _____ because ______ is a word in
                                                                           the title.”




                                                                                 DIFFERENTIATION

                                   Accommodations*                                                                                 G.A.T.E./Enrichment


        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                            Grade _ Literacy Curriculum DRAFT                                  Page 58
                  Making Predictions


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources



                     Brown Bear, Brown Bear What do you See
                     By Bill Martin
                     Giraffes Can’t Dance By Giles Andreae
       Plan




                     Grouchy Ladybug By Eric Carle
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade _ Literacy Curriculum DRAFT                     Page 59
                                                                                                      Return to Scope and Sequence
Monitor and Clarify
                         Skill                                                                    PREREQUISITE SKILLS
                                                                                                                               R
                         Monitor and Clarify                                                         Making Predictions
                             
                             
                                 Recall, self-correct, and discuss what is understood
                                 Retell
                                                                                                                               eR
                                                                                                                                e
                                Identify what did not make sense
                                Asking questions
                                Adjust reading speed
                                Restate difficult parts in your own words
                         SC OBJECTIVE(S)
  Knowledge and Skills




                         1.1.E.3.a Recall and discuss what they understand
                         1.1.E.3.b Identify and question what did not make sense
                         1.1.E.3.c Reread difficult parts slowly and carefully and use own words to restate difficult parts

                         ENDURING UNDERSTANDINGS
                                All readers need to monitor their reading.
                                Monitoring is knowing when to stop to check for understanding if something does not make sense.
                                Readers can clarify meaning by asking questions, rereading, and discussing the story.
                         ESSENTIAL QUESTIONS
                            How can monitoring your reading help you understand the text?
                            What questions do you have while reading?
                            Does it make sense?
                            What can you do if you don‘t understand what you‘re reading?
                         CONCEPT KNOWLEDGE AND PROCESS
                            Make predictions before reading
                            Recall and discuss
                            Identify what did not make sense
                            Ask questions
                            Clarify meaning
                         ERROR INTERVENTION
                         IF students cannot identify              THEN ask questions to pinpoint difficult parts of the story.
                            what did not make sense

                         IF students do not                       THEN model using think aloud and asking questions while
                            understand how to monitor                 reading
                            their reading

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                              Grade 1 Literacy Curriculum DRAFT                               Page 60
Monitor and Clarify
         IF                                       THEN




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT   Page 61
        Monitor and Clarify
                                                                   LEARNING ACTIVITIES AND STRATEGIES
                          Best Used For…                Activity                           Description                             Materials
                          (indicate whether the
                            activity is good for
                               small group,
                          minilesson, or whole
Suggested Learning Plan




                                   group)
                                                                          Choose a story and model making              Post-it with question mark
                                                                          predictions and setting a purpose. As you
                                                                          read aloud, ask questions aloud to show
                                                                          students how good readers monitor their
                                                                          understanding. When you come to a point
                                                                          in the story where something does not
                                                   Modeling Monitoring    make sense, mark it with a post-it note
                            Whole Group
                                                     and Clarifying       with a question mark on it. Ask questions
                                                                          aloud, for example, ―what is the problem
                                                                          in this story,‖ or ―what is the important
                                                                          idea in this story?‖ Continue reading,
                                                                          rereading, and asking questions to clarify
                                                                          understanding and make meaning of the
                                                                          text.
                                                                          Create a chart with the following            Process Chart
                                                                          headings: Before Reading, During
                                                                          Reading, After Reading. Help students to
                                                                          create a list of questions under each
                                                                          heading that will help them monitor their
                                                                          comprehension. For example, under
                                                                          before reading, you might list ―What do
                                                                          the illustrations tell me?‖ Under during
                            Whole Group             Self-Questioning
                                                                          reading, ―What doesn‘t make sense so
                                                                          far?‖ Under after reading, ―What was the
                                                                          important idea?‖ Teach students
                                                                          strategies they can use when they find
                                                                          that something does not make sense,
                                                                          including rereading, using context clues,
                                                                          and asking for help. Add strategies as a
                                                                          fourth column to chart.

        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                           Grade 1 Literacy Curriculum DRAFT                            Page 62
Monitor and Clarify
                                                       Choose a book to read with a group. As      The Understanding Stories Chart
                                                       you read, model for students how to
         Small Group           Understanding Stories   monitor comprehension. Use The
                                                       Understanding Stories Chart to take notes
                                                       and clarify meaning as you read.




                                                            DIFFERENTIATION

               Accommodations*                                                                         G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us               Grade 1 Literacy Curriculum DRAFT                           Page 63
                  Monitor and Clarify


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
                     Today and I Feel Silly and Other Moods           The Understanding Stories Chart
                     That Make My Day, by Jamie Lee Curtis
                     (rich vocabulary)
                     Fancy Nancy Books, by Jane O‘Connor
                     (rich vocabulary)
                     Click, Clack, Moo
       Plan




                     Cows That Type, by Doreen Cronin
                     Wolf! by Becky Bloom
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 64
                                                                                                      Return to Scope and Sequence
Making Connections
                         Skill                                                                   PREREQUISITE SKILLS
                         Making Connections                                                         Prior knowledge
                                                                                                    Understand different types of connections
                                                                                                    Characters

                         SC OBJECTIVE(S)
                                1.E.2.a Make connections to the text using their prior
                                 knowledge and experiences with the text
                                                                                                 Common Core Standards
                                1.E.3.e Look back through the text to search for
  Knowledge and Skills




                                                                                                     Compare and contrast characters ore
                                 connections between topics, events, characters, and
                                                                                                      vents from different stories written by the
                                 actions in stories to specific life experiences
                                                                                                      same authors or written about similar
                                3.6.b Recognize a similar message in more than one text
                                                                                                      subjects
                                3.6.d Identify personal connections to the text


                         ENDURING UNDERSTANDINGS
                                Being able to make, explain, and support connections between texts and personal experiences enables the
                                 student to think at a higher level and therefore deepens the student‘s understanding of text.

                         ESSENTIAL QUESTIONS
                                Why do good readers make connections?
                                Why is it important to explain and support connections?
                                Is any connection a good one?

                         CONCEPT KNOWLEDGE AND PROCESS
                                Students need to have some kind of prior knowledge of the topic/theme presented in the text before they can
                                 make any type of connection to it.
                                Students need to understand the 2 different types of connections before they can explain or support their
                                 ideas.
                                Students need to know that just making a connection without explaining it or supporting it is not enough to
                                 deepen understanding.
                         ERROR INTERVENTION
                         IF students do not have any             THEN teacher needs to build prior knowledge of the
                            prior knowledge of a                     topic/message.
                            topic/message in the
                            text…

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                             Grade 1 Literacy Curriculum DRAFT                               Page 65
Making Connections
         IF students do not                       THEN teacher needs to provide explicit instruction to review the
            understand the 2 different                2 different types and provide a chance for practice.
            types of connections…
         IF                                       THEN




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                 Page 66
        Making Connections
                                                        LEARNING ACTIVITIES AND STRATEGIES
                                        Pictures, Pictures…     Teacher show students various pictures            Pictures, Graphic Organizer,
                                                                (preferably photos) and has them record a          Pencils
                          Whole Group
Suggested Learning Plan


                                                                connection of any type on a 2 column
                          Small Group
                                                                graphic organizer. Verbal explanations
                                                                will be given after activity.
                                        Connections Tic Tac     As teacher does a read aloud, have                Blank Tic Tac Toe Boards,
                                        Toe                     students make an X or an O in the square           Pencils
                                                                as they make a connection. First person
                           Minilesson
                                                                to have 3 in a row down, across, or
                                                                diagonal wins. Winner will have to explain
                                                                their connections afterward verbally.
                                        Connect Four            Teacher will pair students and let them        Game Boards just like Connect
                                                                play Connect Four on paper. As they read       Four on Paper, 2 Colored Chips to
                                                                through a text they will be trying to make     use like game pieces, Paper, and
                                                                connections. The first player to make four     Pencil.
                          Small Group
                                                                in a row will win. Students will record
                                                                their type of connection and will be asked
                                                                to verbally explain their connections
                                                                afterward.
                                        Post-it!                Teacher will give out post-its during a        Post-its, pencils, any shared
                                                                shared reading. As teacher and students        reading piece
                                                                are reading, students will write the type of
                          Whole Group                           connection on their post-it and leave the
                                                                post-it on the page. After the reading,
                                                                students will have to explain their
                                                                connection.
                                                                      DIFFERENTIATION

                              Accommodations*                                                                        G.A.T.E./Enrichment




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                 Grade 1 Literacy Curriculum DRAFT                               Page 67
                  Making Connections


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources



                     The Relatives Came By Cynthia Rylant

                     Today I Feel Silly and other Moods That
       Plan




                     Make My Day By Jamie Lee Curtis
                     Matthew and Tilly by Rebecca C. Jones


                     Whistle for Willy By Ezra Jack Keats
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 68
                                                                                                      Return to Scope and Sequence
Story Elements
                         TIME FRAME: 7-10 days, ongoing                                           PREREQUISITE SKILLS
                         Story Elements


                         SC OBJECTIVE(S)
                                                                                                       Common Core Standards
                                                                                                      Retell the beginnings, middles, and endings of
                                                                                                       stories
  Knowledge and Skills




                         3.A.3.a Identify the elements of a story, including characters,
                                                                                                      Ask and answer questions about details of a
                         setting, problem, and solution
                                                                                                       text
                                                                                                      Identify the problems that characters face in
                                                                                                       a story and the lessons learned

                         ENDURING UNDERSTANDINGS
                               Students will be able to identify the characters, setting, problem and solution of a literary text
                         ESSENTIAL QUESTIONS
                               Who are the characters in the story?
                               Who is the main character of the story?
                               Where does the story take place?
                               What is the setting?
                               What is the problem in the story?
                               How is the problem solved?
                               What is the solution?
                         CONCEPT KNOWLEDGE AND PROCESS
                               Each element should be taught in isolation; once all elements have been taught students should be able to
                                distinguish between each story element
                               Students will identify characters throughout the story; the main character is who the story is mostly about
                               Students will use the picture clues to help them identify the setting of the story
                               Students will identify the problem and how the problem is solved (solution)
                               When students are ready
                         ERROR INTERVENTION
                         IF students are confused                 THEN read a story with a easily identified main character (ex.
                            between the characters                    Little Red Riding Hood)
                            and the main character


Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                              Grade _ Literacy Curriculum DRAFT                                Page 69
Story Elements
         IF students only identify a              THEN create a list of settings from stories you have read as a
            general setting (ex. Inside               class (list of inside settings: kitchen, classroom, gym,
            or outside)                               bedroom) (list of outside settings: forest, meadow, city
                                                      street)




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade _ Literacy Curriculum DRAFT                  Page 70
        Story Elements
                                                        LEARNING ACTIVITIES AND STRATEGIES
                                        Introduction lesson;      Role Play
                                        characters                Have a couple of students come up to the
                          Mini lesson                             front of the room and act out a short play.
Suggested Learning Plan



                                                                  When the students are finished acting out
                                                                  have the class identify the characters in
                                                                  the short play.
                                        Introduction lesson;      Read stories with the story elements; you         Different books
                                        characters, setting,      may want to pick stories that the students
                                        problem and solution      will be able to easily identify the story
                          Whole Group
                                                                  elements; While reading ask questions
                                                                  about the story elements (Where does this
                                                                  story take place? Etc.)
                                        Story Map                 For daily practice students could listen to       Story Map
                                                                  a story read aloud or read a story
                                                                  independently and fill in a story map that
                          Whole Group                             correctly identifies each element (Story
                          Small Group                             map should include title of story;
                                                                  characters; setting; problem; solution);
                                                                  This could be done independently or in
                                                                  partners
                                        Problem/Solution          Students could listen to a story or read          Paper
                                                                  one independently. After reading the              Pencils/crayons
                                                                  story students should draw a picture of
                          Whole Group                             the problem on one half of the paper. On
                          Small Group                             the second half of the paper students
                                                                  should draw a picture of the solution. To
                                                                  challenge students they could write a
                                                                  sentence to describe their illustrations.
                                                                        DIFFERENTIATION

                              Accommodations*                                                                       G.A.T.E./Enrichment




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                   Grade _ Literacy Curriculum DRAFT                           Page 71
                  Story Elements


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources



                     Lilly’s Purple Plastic Purse By Kevin Henkes

                     Ira Sleeps Over By Bernard Waber
       Plan




                     Tessa’s Tip-Tapping Toes By Carolyn Crimi


                     Mouse Trap! By Joy Cowley

                     The Biggest Pumpkin Ever By Steven Kroll
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade _ Literacy Curriculum DRAFT                     Page 72
                                                                                                 Return to Scope and Sequence
Text Features
                         Skill                                                                         PREREQUISITE SKILLS
                         Text Features                                                                      Concepts of print
                                                                                                            Literary vs. informational text


                         SC OBJECTIVE(S)
                         Literary Text
                         3.1.a Identify and explain how the title contributes to meaning                       Common Core Standards
                         3.1.b Identify and explain how text features, such as illustrations,                   Identify basic text
                                                                                                                 features and what they
  Knowledge and Skills




                         punctuation, and print features, contribute to meaning
                                                                                                                 mean, including titles
                         Informational Text                                                                      and subtitles, tables of
                         2.2.a Use print features                                                                contents, and chapters
                                Large bold print, Font size/type, Colored print, Headings and
                                  chapter titles, Labels, Captions, Numbered steps
                         2.2.b Use graphic aids
                                Illustrations, Pictures, Photographs, Drawings, Maps, Graphs,
                               Charts/Tables, Diagrams, Materials List
                         2.2.c Use informational aids
                                Materials List, Captions, Glossed words, Labels, Numbered steps
                         2.2.d Use organizational aids when reading
                                Title, Table of contents, Numbered steps, Transition Words


                         ENDURING UNDERSTANDINGS
                            Students will understand that there are many different text features.
                            Text features help to organize text or make it easier to read and understand.

                         ESSENTIAL QUESTIONS
                            Why   are text features important?
                            How   do text features make the text easier to understand?
                            How   to text features contribute to the meaning of what we‘re reading?
                            Why   is it important to be able to read a map or a graph?

                         CONCEPT KNOWLEDGE AND PROCESS
                            Students will be able to identify different text features.
                            Students will be able to interpret graphs, maps, and charts.
                            Students will understand how text features help make the text easier to understand.
Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                             Grade 1 Literacy Curriculum DRAFT                              Page 73
Text Features
         ERROR INTERVENTION
         IF students cannot identify              THEN create process charts with different categories and
            text features                             examples

         IF students cannot identify              THEN show a text and label the different features to serve as a
            text features                             graphic aid

         IF students struggle to                  THEN allow students to work in groups to make a book and
            identify text features                    assist them with labeling their own text features




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                  Page 74
        Text Features
                                                         LEARNING ACTIVITIES AND STRATEGIES
                                                                  Teacher will explain that the title of a
                                                                  story sometimes gives us clues about the
                                                                  story. Show cover of a book, only
                                                                  displaying the title (cover any pictures).
Suggested Learning Plan




                                             Literary Text        Model thinking aloud and make
                          Whole Group
                                            Title (3.A.2.a)       predictions about what the text might be
                           Minilesson
                                             Introductory         about. Read story. Confirm or adjust
                                                                  your predictions. Discuss with students
                                                                  the importance or purpose of the title.
                                                                  Allow students to complete this activity
                                                                  with another book.
                                                                  The teacher will display a literary text with
                                                                  the title covered. Students will use
                                                                  think/pair/share to determine the missing
                                             Literary Text
                                                                  organizational aid. Students will share
                          Small Group       Title (3.A.2.a)
                                                                  their responses and discuss the
                                         Introductory/ Daily
                                                                  importance and purpose of the title. After
                                                                  displaying the title, students should then
                                                                  brainstorm other possible titles.
                                                                  The teacher will display several titles of
                                             Literary Text        literary texts, and students will predict the
                          Whole Group       Title (3.A.2.a)       stories' topics.
                                                 Daily

                                                                  Teacher will explain that the illustrations
                                                                  in a story often help us better understand
                                                                  the meaning of the story. Read a story
                                                                  with the illustrations covered. After
                                             Literary Text
                          Whole Group                             reading, choose a page to reread. Model
                                        Illustrations (3.A.2.b)
                          Small Group                             and brainstorm with students things that
                                          Introductory/ Daily
                                                                  would need to be included in an
                                                                  illustration for this page. Complete an
                                                                  illustration. Allow students to work in
                                                                  groups on another page.



        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                  Grade 1 Literacy Curriculum DRAFT                       Page 75
Text Features
                                                        Teacher will explain that authors
                                                        sometimes use print features to add to
                                                        the meaning of a text. Review various
                                                        types of text features and display a piece
                                                        of text which demonstrates the features.
                                     Literary Text      Identify the text features with students
                                    Print Features      and discuss why the author might have
         Whole Group                   (3.A.2.b)        used them. For guided/independent
                                    Introductory/       practice, provide students with a small
                                         Daily          piece of text containing examples of
                                                        various text features. Read the text to
                                                        the students. Allow them to use
                                                        highlighters to identify the different
                                                        features. As a group, discuss why the
                                                        author included each feature.
                                                        Show students a book/books that contain
                                                        words that are written in large, bold, or
                                                        colored print. Explain that when they see
                                                        this type of print, the author is saying to
                                                        them, ―This is important!‖ Readers need
                                                        to stop and take notice because this is a
                                                        way of pointing out important information.
                                    Informational       Identify an example of bold or colored
                                 Large/Bold Print OR    print, and model thinking aloud about why
           Minilesson
                                    Colored Print       the author made this text bold or colored.
                                     Introductory       Complete several examples with students.
                                                        As a follow-up, provide them with a piece
                                                        of text with several instances of bold,
                                                        large, and colored print. Provide students
                                                        with highlighters and instruct them to
                                                        highlight any of this type of print. Discuss
                                                        as a group why the author chose to use
                                                        this print feature.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                 Grade 1 Literacy Curriculum DRAFT                     Page 76
Text Features
                                                        Display examples of different font sizes
                                                        and styles. Remind students that the
                                    Informational
                                                        author is trying to grab our attention by
           Minilesson               Font size/type
                                                        using print features. Allow students to
                                     Introductory
                                                        use computers (when available) to
                                                        experiment with font.
                                                        Point out headings and chapter titles in
                                                        textbooks. Explain to students that these
                                    Informational       features help focus readers as they sort
                                      Headings/         through important information. Display a
         Whole Group
                                    Chapter Titles      piece of text with the heading showing
                                     Introductory       and the text under it hidden. Have
                                                        students make predictions about what
                                                        they think the paragraph will be about.
                                                        Display a two column chart. Label one
                                    Informational
                                                        side ―Heading‖ and the other side ―Text.‖
                                      Headings/
          Minilesson                                    Provide students with a bank of headings.
                                    Chapter Titles
         Small Group                                    Read short pieces of text. Students must
                                        Daily
                                                        decide which heading belongs with each
                                                        piece of text.
                                                        Place students in small groups. Assign a
                                                        text feature to each group. Rotate several
                                                        different texts amongst the groups. For
                                                        each text, the groups need to identify
                                     Informational      their text feature. This can be done with
         Small Group                 Text Features      highlighters or some other system. Once
                                        Review          they have identified their text feature in
                                                        all of the texts, they must present to the
                                                        class and explain why their feature was
                                                        important to the text and how it helped
                                                        them to better understand the text.
                                                              DIFFERENTIATION

               Accommodations*                                                                       G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                 Grade 1 Literacy Curriculum DRAFT                      Page 77
                  Text Features


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
       Plan
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 78
Characteristics of Genre                                                                               Return to Scope and Sequence

                         Skill                                                                     PREREQUISITE SKILLS
                         Characteristics of Genre                                                     Introduced to the reading process
                                                                                                      Set a purpose for reading


                         SC OBJECTIVE(S)
                                                                                            Common Core Standards
                                                                                             Differentiate between realistic and fantastical
                                                                                              elements within a story.
  Knowledge and Skills




                                                                                             Identify parts of a story and parts of a poem as well
                                                                                              as sections of informational picture books and tell
                         2.0.3.a Distinguish between fiction and nonfiction text
                                                                                              how they are different.
                                                                                             Identify common characteristics of folktales and fairy
                                                                                              tales, including their use of rhyme, rhythm, and
                                                                                              repetition


                         ENDURING UNDERSTANDINGS
                                Good readers understand that they have to set a purpose for reading and choose reading material based on
                                 that purpose
                                Fiction is any made up story that comes from the author‘s imagination.
                                Nonfiction is real and helps readers gain knowledge about a subject.
                         ESSENTIAL QUESTIONS
                            Why have you chosen to read what you are reading?
                            What are examples of nonfiction?
                            What are examples of fiction?
                            How do you know if what you are reading is fiction or nonfiction?
                         CONCEPT KNOWLEDGE AND PROCESS
                                Set up a display of books. Be sure to display examples of fiction and non-fiction.
                                Ask students to tell which books are make believe and which really happened.
                                Explain that fiction is make-believe and non-fiction is about something that really happened.
                                Ask children to explain how they can tell whether a book and fiction or non-fiction.
                                Point out to the students that sometimes can tell if the book is fiction or non-fiction by looking at the title.
                                The apostrophe takes the place of the o that was taken out.
                                Be sure to make a visual aid during this introduction.
                         ERROR INTERVENTION

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                               Grade 1 Literacy Curriculum DRAFT                               Page 79
Characteristics of Genre
         IF readers are having problems           THEN model previewing the text features and graphic aids in the
            deciding if something is fiction          selection to determine if it is fiction or nonfiction.
            or nonfiction
         IF students are having difficulty        THEN make connections to their lives and have them tell you things
            understanding fiction and                 that could happen and things that could not really happen to
            nonfiction                                them.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 80
        Characteristics of Genre
                                                              LEARNING ACTIVITIES AND STRATEGIES
Suggested Learning Plan

                                                                     Make a T chart with the heading fiction       Sample of the T chart
                          Whole Group      Create a list of types    and nonfiction and have students
                                           of nonfiction and         brainstorm different types of fiction and     Examples of the different types of
                                           fiction                   nonfiction texts. Examples of the different   readings
                                                                     types to show students would also be
                                                                     helpful                                       Chart paper, markers

                                                                     Students will sort sentences based on if      Fiction and Nonfiction sentences
                                           Sort fiction and          they are fiction or nonfiction. Students
                          Small Group      nonfiction                get a list of sentences and cut them out      Scissors
                                                                     and divide them by whether they are
                                                                     fiction or nonfiction.

                                                                     Students will read both a fiction and         Pairs of fiction and nonfiction
                          Mini Lesson      Discover the              nonfiction reading on a similar subject and   readings on similar topics
                                           difference in fiction     compare and contrast the readings in a
                                           and nonfiction            Venn diagram. Reading about animals           Venn diagram (individual or on
                                                                     work well for this.                           chart paper)

                                                                                                                   Markers, pencils

                                                                           DIFFERENTIATION

                                 Accommodations*                                                                        G.A.T.E./Enrichment




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                      Grade 1 Literacy Curriculum DRAFT                               Page 81
                  Characteristics of Genre


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
                                                                      Sample of T-Chart
       Plan
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 82
                                                                                                            Return to Scope and Sequence
Set A Purpose
                         Skill                                                                       PREREQUISITE SKILLS
                         Set a Purpose                                                                  General knowledge of what text features are
                             Beginning, middle, end, characters, setting, problem, solution             (photos, titles, captions, illustrations)
                                                                                                        Distinguish between fiction and nonfiction

                         SC OBJECTIVE(S)
  Knowledge and Skills




                         1.E.2.c Set a purpose for reading and identify type of text (fiction or nonfiction)

                         ENDURING UNDERSTANDINGS
                                 Students will be able to distinguish between fiction and nonfiction stories
                                 Students will be able to verbally explain why they are reading a certain text
                         ESSENTIAL QUESTIONS
                                 Is this story fiction or nonfiction?
                                 Why are we reading this story?
                         CONCEPT KNOWLEDGE AND PROCESS
                                 Setting a purpose before reading will help focus readers and help them better understand why they are
                                  reading something
                                 Students should understand there are different reasons for reading (to entertain, learn something, listen for
                                  certain rhymes or words)

                         ERROR INTERVENTION
                         IF students cannot                          THEN teacher needs to explicitly teach fiction and nonfiction
                            distinguish between fiction                  (using different stories)
                            and nonfiction…
                         IF                                          THEN



                         IF                                          THEN




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                                 Grade 1 Literacy Curriculum DRAFT                                 Page 83
        Set A Purpose
                                                         LEARNING ACTIVITIES AND STRATEGIES
                                                                    Have a variety of nonfiction and fiction          Nonfiction and fiction stories,
                                                                    books (mixed in a pile). Make two piles            two baskets
Suggested Learning Plan


                                                                    (nonfiction and fiction). Show students
                                                                    each book (look at the cover, take a
                                                                    picture walk) Have students identify
                                                                    nonfiction or fiction. Have them verbally
                          Whole Group    Nonfiction vs. fiction     explain how they know the book is
                                                                    nonfiction or fiction. Place all the fiction
                                                                    stories in a labeled basket/crate. Place all
                                                                    the nonfiction stories in a labeled
                                                                    basket/crate. Students can look through
                                                                    baskets during workshop time or if they
                                                                    get finished an assignment early.
                                                                    Before reading a selected text start the          Any selected text
                                                                    discussion by asking students why you are
                                                                    reading the story. Have them examine
                          Mini lesson           Discussion
                                                                    the picture to determine if the story is to
                                                                    entertain us, teach us something, or to
                                                                    listen for certain rhymes or words.
                                                                    Teach your students Think-Pair-Share by           Any selected text
                                                                    asking the students why they are reading
                                                                    a selected text. Have them ‗think‘ first,
                          Mini lesson     Think- Pair- Share
                                                                    ‗pair‘ with the person next to them and
                                                                    discuss the question and then ‗share‘ what
                                                                    they discussed with the class.
                                                                          DIFFERENTIATION

                              Accommodations*                                                                            G.A.T.E./Enrichment




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                     Grade 1 Literacy Curriculum DRAFT                               Page 84
                 Set A Purpose


                                                                            RESOURCES
                                    Suggested Texts                     Teacher Created Materials          Technology Resources
Learning Plan




                    Rumble in the Jungle By Giles Andreae and
  Suggested




                    David Wojtowycz
                    Giraffes Can’t Dance By Giles Andreae and
                    Guy Parker-Rees

                    A Time for Playing By Ron Hirschi

                    Here Is the African Savanna By Madeleine
                    Dunphy

                    Owen and Mzee By Isabella Hatkoff, Craig
                    Hatkoff and Dr. Paula Kahumbu
   Assessments




                              MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                 Baltimore City Schools – Office of Literacy
                  officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 85
                                                                                                         Return to Scope and Sequence
Mechanics
                         TIME FRAME: one week, ongoing                                             PREREQUISITE SKILLS
                         Mechanics                                                                    Sentence formation (finger spaces)
                            Capitalization
                            End punctuation
                            Commas
                            Using periods in numbered lists
                         SC OBJECTIVE(S)
  Knowledge and Skills




                         4.A.3.b proofread and edit writing for: capitalization at the beginning of sentences; capitalization for
                         names; punctuation at the end of sentences
                         5.C.2.c use commas in dates, salutations and closings
                         5.C.2.b using periods in a numbered list

                         ENDURING UNDERSTANDINGS
                            All writers have to follow rules when writing to make their writing easier to read.
                            Punctuation helps the reader understand the meaning of the writing.
                         ESSENTIAL QUESTIONS
                               Did   I   remember to start my sentence with a capital letter?
                               Did   I   use the correct punctuation?
                               Did   I   remember to put a comma between the day and the year?
                               Did   I   use the comma in the correct space?
                         CONCEPT KNOWLEDGE AND PROCESS
                               A period, question mark and an exclamation point are punctuation marks for the end of a sentence.
                               Capital letters begin a sentence and special names.
                               Commas keep words and numbers from running together.
                               Use a comma between the day and the year.
                               Use a comma after the greeting in a letter.
                               Use a comma after the closing in a letter.
                         ERROR INTERVENTION
                         IF students are having trouble            THEN make a mini chart for students to put on their desk as a
                            remembering what                           reference when writing
                            punctuation to use


Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                               Grade 1 Literacy Curriculum DRAFT                              Page 86
Mechanics
         IF students are having trouble           THEN make a mini chart for students to put on their desk as a
            remembering to use capital                reference when writing
            letters
         IF students are having trouble           THEN make a mini chart for students to put on their desk as a
            remembering when to use a                 reference when writing
            comma




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 87
        Mechanics
                                                          LEARNING ACTIVITIES AND STRATEGIES
Suggested Learning Plan

                          Mini lesson   Capital letters          Make a chart to hang up in the room so          Chart paper
                                                                 students can refer to it when writing. Go       Red and black markers
                                                                 over the chart with the students. Ask
                                                                 them when we should use a capital letter.
                                                                 Help them when needed.
                                                                  Make sure to include:
                                                                     Use a capital letter to begin a
                                                                       sentence: Today is going to be a
                                                                       good day.
                                                                     Use a capital letter for names of
                                                                       people and places: Rosa Parks and
                                                                       Maryland
                                                                     Use a capital letter for name titles
                                                                       Mrs. (name of someone kids know)
                                                                       Mr. (name of someone kids know)
                                                                       Dr. Seuss
                                                                     Use a capital letter for holidays:
                                                                       Thanksgiving Christmas
                                                                      Use a capital letter for the days of
                                                                        the week: Sunday Friday
                                                                      Use a capital letter for the months
                                                                        of the year: January September
                                                                      Use a capital letter for the word I




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                  Grade 1 Literacy Curriculum DRAFT                         Page 88
Mechanics
     Mini lesson               Correct punctuation      On a sentence strip write the following          Sentence strips
                                                        sentences (without punctuation):                 Markers
                                                        I like brownies                                  Chart paper
                                                        Yipee
                                                        What time is it
                                                        Ask the students what type of punctuation
                                                        should be at the end of each sentence.
                                                        Make a process chart that includes:
                                                        Use a period after a telling sentence.
                                                        Use a question mark after an asking
                                                        sentence.
                                                        Use an exclamation point after a word
                                                        that shows excitement or after a sentence
                                                        that shows strong feelings (teacher may
                                                        want to use an example)

     Small group               I Spy Capital letters    Have student(s) read a story. As they are        books
                                                        reading have them look for capital letters.
                                                        I spy a word that begins with a capital
                                                        letter because it is someone‘s name.
                                                        Have a conversation about the capital
                                                        letters you find.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                 Grade 1 Literacy Curriculum DRAFT                          Page 89
Mechanics
     Mini lesson               Mr. or Mrs.           To introduce titles on chart paper have           Chart paper or sentence
                                                     different people around the school (try to         strips
                                                     have Mr., Mrs., Miss, Ms. listed
                                                     Teacher _________________
                                                     Principal _________________
                                                     Custodian ________________
                                                     Nurse ___________________
                                                     Gym teacher ______________
                                                     Secretary _________________
                                                     Ask students the names of the people and
                                                     fill them in stressing that we capitalize
                                                     titles (plus it shows respect to call
                                                     someone Mr. (last name).
                                                     This is a fun way to introduce the different
                                                     people around the school building and also
                                                     teaching students about capital letters.
     Whole group               Fix it up!            Either on chart paper (big enough for             Chart paper
     Small group                                     students to see from their seats) or make         Markers
                                                     a copy for each student, write sentences          Paper
                                                     that leave off punctuation and                    pencils
                                                     capitalization (in the beginning focus on
                                                     one or the other, but eventually do both
                                                     together). Have students write the
                                                     sentences correctly on a separate piece of
                                                     paper. Either correct it as a group or
                                                     collect it to gather data on who still needs
                                                     extra help.
                                                     Some examples:
                                                     we are going to the zoo tomorrow.
                                                     mrs. smith told us a funny story.
                                                     Let‘ s go get some ice cream
                                                     Will tomorrow be Saturday or sunday




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                           Page 90
Mechanics
     Whole group               Write a Letter          Have students write a friendly letter to           Chart paper
                                                       someone. The first time you do this, write         Markers
                                                       the letter as a shared writing activity (the
                                                       whole class writes one letter sharing the
                                                       pen as writing). Later in the year,
                                                       students will be able to write a friendly
                                                       letter independently. Pick someone to
                                                       write to (teacher in the building, principal,
                                                       classmate that has moved). Model how to
                                                       put the date with the comma between the
                                                       day and the year, put a comma after the
                                                       greeting, and after the closing.
                                                       This activity is great because you are
                                                       modeling letter writing, commas, letter
                                                       formation, sentence formation, and
                                                       sentence structure. Hang the letter in the
                                                       room for the whole class to see. Students
                                                       will be able to use this as a reference
                                                       when they write another friendly letter.
     Whole group               Where‘s the Comma?      After modeling writing a friendly letter,           Where‘s the Comma?
     Small group                                       have the student complete Where‘s the                Worksheet
                                                       Comma worksheet. You can use this data              crayons
                                                       to see who needs more help with
                                                       commas.
                                                             DIFFERENTIATION

               Accommodations*                                                                             G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                Grade 1 Literacy Curriculum DRAFT                             Page 91
                  Mechanics


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
                                                                      Comma Page

                     Punctuation Takes a Vacation By Robin
                     Pulver
                     Dear Bear By Joanna Harrison
       Plan




                     Detective La Rue By Mark Teague


                     Messages in the Mailbox By Loreen Leedy

                     Dear Mr. Blueberry By Simon James
    Assessments




                                                    RUBRIC                                          OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 92
Writing Simple Sentences                                                                                 Return to Scope and Sequence

                         TIME FRAME: 2 weeks                                                      PREREQUISITE SKILLS
                         Writing Simple Sentences                                                    Letter formation
                            Word order                                                              Finger spaces
                            Types of sentences
                            Mechanics
                            Complete vs. incomplete
                         SC OBJECTIVE(S)
                                4.A.3.a improve writing by maintaining a topic and adding ideas
  Knowledge and Skills




                                4.A.3.b proofread and edit writing for capitalization at the beginning of sentences, capitalization for names,
                                 punctuation at the end of sentences, accurate spelling of previously learned words
                                5.A.1.b distinguish between complete and incomplete sentences


                         ENDURING UNDERSTANDINGS
                                A sentence is a group of related words. It states a complete thought.
                         ESSENTIAL QUESTIONS
                                Does my sentence use words to state a complete thought?
                                Does my sentence use words in the correct order?
                                Does my sentence use words that name and tell?
                                Is my sentence written correctly?
                                Did I use correct punctuation and capitalization?
                         CONCEPT KNOWLEDGE AND PROCESS
                          Sentences are written ideas or thoughts.

                         ERROR INTERVENTION
                         IF students are not using finger         THEN give them a jumbo popsicle stick to use as a ‗finger space‘
                            spaces in between words

                         IF students are not using the            THEN make a small copy of the process chart ‗What a sentence looks
                            correct punctuation                       like?‘ and tape to their desk

                         IF students are not forming              THEN give them extra practice time working on letter formation with a
                            letters correctly                         partner



Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                              Grade 1 Literacy Curriculum DRAFT                             Page 93
        Writing Simple Sentences
                                                      LEARNING ACTIVITIES AND STRATEGIES
                          Mini lesson   Process Chart            On sentence strips write the following              Chart paper
Suggested Learning Plan


                                        What A Sentence          sentences:                                          Markers
                                        Looks Like                   1. i am so happy school has started             Sentence stripes
                                                                     2. Firstgradeissomuchfun!
                                                                     3. We will walk to the park tomorrow
                                                                     4. learn first We a lot will grade. in
                                                                 One at a time read/show sentence strip to
                                                                 the class and ask if the sentence looks or
                                                                 sounds correct. On a piece of chart paper
                                                                 labeled ‗What a Correct Sentence Looks
                                                                 Like‘, tape the incorrect sentence next to
                                                                 number 1. Discuss what is wrong (it does
                                                                 not start with a capital letter). Under the
                                                                 sentence strip write the correct way to
                                                                 start a sentence. Do this for the next 3
                                                                 sentence strips.
                          Small group   Mixed up Sentences       For students who are having trouble with            Sentence strips
                                                                 word order, write a few sentences on                Marker
                                                                 sentence strips and cut them up. Using a            scissors
                                                                 pocket chart or just on the table have              pocket chart*
                                                                 students read each word and try to put
                                                                 them in the correct order. Help them by
                                                                 pointing out some clues, sentences begin
                                                                 with a capital letter so that word must be
                                                                 first, this word is followed by a period so
                                                                 that must be last, etc. Teachers can
                                                                 partner a stronger student to help a
                                                                 struggling student with this activity.        * only if teacher has one




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                  Grade 1 Literacy Curriculum DRAFT                             Page 94
Writing Simple Sentences
     Whole group               Sentence Contest!      Before lesson, go over What a Correct              Paper
                                                      Sentence Looks Like with the class. Write          Pencil
                                                      different words on an index card (could be         Index cards
                                                      different animals, school related words,           Marker
                                                      different foods) and each student pick one
                                                      word (this could be done in partners as
                                                      well, so one word for two students).
                                                      Explain to the students that they will write
                                                      one sentence about the word. For
                                                      example if the word is dog, the sentence
                                                      could be: I have a dog. or Dogs can be
                                                      small.    Before writing explain to the
                                                      class that if they write the sentence
                                                      correctly the class will get one point. If
                                                      the class receives 7 points (or whatever
                                                      number the teacher chooses) the class will
                                                      earn something (teacher choice, 5
                                                      minutes of free time, extra recess time,
                                                      favorite game). Give the class adequate
                                                      time to write a sentence. Display each
                                                      sentence and ask students to determine if
                                                      they will get a point or not. If a student
                                                      forgot a period or finger spaces, they do
                                                      not get a point.
                                                            DIFFERENTIATION

               Accommodations*                                                                           G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us               Grade 1 Literacy Curriculum DRAFT                            Page 95
                  Writing Simple Sentences


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
                                                                      What a Correct Sentence Looks
                                                                      Like process chart
       Plan
    Assessments




                                                    RUBRIC                                          OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 96
                                                                                                       Return to Scope and Sequence
Personal Narrative
                         TIME FRAME: 2 weeks                                                     PREREQUISITE SKILLS
                         Personal Narrative                                                         Writing sentences



                         SC OBJECTIVE(S)
                                                                                                 Common Core Standards
                                                                                                  Establish a situation in time and/or lace that
                                                                                                   is appropriate for the sequence of events to
  Knowledge and Skills




                                                                                                   follow.
                                                                                                  Develop appropriately sequenced actions
                                                                                                   within one or more events using linking
                         4.A.2.a write to express personal ideas using drawings, symbols,
                                                                                                   words, phrases, or clauses to signal
                         letters, words, sentences, and simple paragraphs
                                                                                                   chronological ordering.
                                                                                                  Provide a reaction to what happened.
                                                                                                  Include dialogue if appropriate, and some
                                                                                                   details.
                                                                                                  Provide a sense of closure and/or a reflective
                                                                                                   statement.

                         ENDURING UNDERSTANDINGS
                               A personal narrative writing piece is when you share a story about something that really happened.
                               We write in a variety of forms to share ideas, provide and exchange information, and to express our personal
                                voice
                         ESSENTIAL QUESTIONS
                               Did I use the word I when I was writing?
                               Did I remember to share a story that happened to me or write about myself?
                               Why is it important to know the narrative, informative/explanatory, and argument structures of writing?

                         CONCEPT KNOWLEDGE AND PROCESS
                               Students should think about a special time or moment in their life.
                               Talk to a partner about the special moment.
                               Begin writing and remember to use the word I.
                         ERROR INTERVENTION
                         IF students are having trouble          THEN write a sentence starter on the board or separate piece of paper
                            writing a complete sentence              and have students copy and fill in the ending on their own

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                             Grade 1 Literacy Curriculum DRAFT                             Page 97
Personal Narrative
         IF students are having trouble           THEN have them talk with a partner (talking it out first will help the
            thinking of a special time                student when it comes to writing)

         IF students are having trouble           THEN write the sentence starter for them and have them write the
            copying a sentence                        ending




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                        Page 98
       Personal Narrative
                                                        LEARNING ACTIVITIES AND STRATEGIES
Suggested Learning

                     Whole group      Journal Writing          Each day have students write in their             Black and white
                                                               personal journal. Explain to the students          composition book for each
                                                               that their journal is for them to write            student
                                                               about their opinions on a certain topic and       Pencils
                                                               they will not be graded on spelling or            crayons
                                                               sentence mechanics. Start with opening
                                                               to page one and writing the date and topic
                                                               (give the students a topic to write about,
       Plan




                                                               the first topic could be summer or the first
                                                               day of school.) Each day they write in
                                                               their journal they should go to the next
                                                               page (use front and back of pages). If
                                                               they do it correctly they should have
                                                               enough pages in their journal for the
                                                               whole year. As the year progresses, use
                                                               the journals for personal responses of
                                                               stories they read, field trips, or current
                                                               events. Students can draw a picture to
                                                               match when they are done writing.
                                                               Students who are having trouble with
                                                               writing, can draw a picture.




       Baltimore City Schools – Office of Literacy
        officeofliteracy@bcps.k12.md.us                 Grade 1 Literacy Curriculum DRAFT                           Page 99
Personal Narrative
     Whole group               All About Me books     Explain to students that they will be              2 pieces of story book
                                                      working on books that tell about                    paper folded in half and
                                                      themselves. Explain that this project will          stapled like a book
                                                      take some time finish, so the class will be        Pencils
                                                      working on it for a while.                         Crayons
                                                      Each day the students will write a                 Construction paper
                                                      different sentence and draw a picture to
                                                      match. Each day write the sentence
                                                      starter on the board and create a word
                                                      bank for that day.
                                                      Day one:
                                                      My name is ________________. I live in
                                                      Baltimore. or the teacher can choose
                                                      another sentence (I am ____ years old. I
                                                      am in first grade.) After writing sentence
                                                      explain that the picture should match (you
                                                      will not draw a picture of your sister or the
                                                      zoo)
                                                      Day two:
                                                      My favorite subject is ______________.
                                                      Draw picture.
                                                      Day three:
                                                      My favorite food is ______________.
                                                      Draw picture.
                                                      Day four:
                                                      My favorite activity is ____________.
                                                      Draw picture.
                                                      Day five: free write
                                                      Students can write about their families,
                                                      favorite sport to watch, favorite color, etc.
                                                      Day six: cover
                                                      Show the students a couple of books.
                                                      Discuss the covers (the title is big and can
                                                      be easily seen, the author‘s name is in on
                                                      the front, the picture is neat and tells
                                                      about the title.



Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us               Grade 1 Literacy Curriculum DRAFT                             Page 100
Personal Narrative
                                                      (continued from above)
                                                      As a class, create a couple of suggestions
                                                      for the title (All About Me; All About
                                                      (Student‘s name); This Is Me; Just the
                                                      Facts; etc. Give the students a piece of
                                                      construction paper for the cover and
                                                      staple to book. When the students are
                                                      finished have them read their book to a
                                                      partner, and then to the class. You could
                                                      share with another class as well.
                                                      For students who can write a sentence
                                                      have them extend the sentence with the
                                                      word ‗because‘ or have them write two
                                                      sentences on each page.

     Small group               Sentence Starters      If some students are having a difficult      Sentence strips
                                                      time writing a complete sentence write a     markers
                                                      sentence starter on a sentence strip (Over
                                                      the summer I ________ ). Talk with the
                                                      students first, have them say ―Over the
                                                      summer I went swimming.‖ Then have
                                                      them write I went swimming in a marker.
                                                      Have them read their sentence after
                                                      writing it several times.
                                                            DIFFERENTIATION

               Accommodations*                                                                          G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us               Grade 1 Literacy Curriculum DRAFT                           Page 101
                 Personal Narrative


                                                                            RESOURCES
                                    Suggested Texts                     Teacher Created Materials           Technology Resources
                    I Like Myself! By Karen Beaumond                                                   www.writingfix.com
Learning Plan
  Suggested




                    My Favorite Thing (According to Alberta) By
                    Emily Jenkins

                    Stand Tall Molly Lou Melon By Patty Lovell


                    I’m Gonna Like Me! By Jamie Lee Curtis
   Assessments




                                                   RUBRIC                                          OTHER WAYS TO ASSESS




                 Baltimore City Schools – Office of Literacy
                  officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                        Page 102
                                                                                                      Return to Scope and Sequence
Character Traits
                         Skill                                                                    PREREQUISITE SKILLS
                         Character Traits                                                             Knowledge of story elements
                                                                                                      Identifying characters in a story


                         SC OBJECTIVE(S)
                                                                                             Common Core Standards
                         1.3.3.b Identify and explain character traits and actions              identify the feelings of characters and the reasons for
                                                                                                 their actions
  Knowledge and Skills




                         ENDURING UNDERSTANDINGS
                                Characters are important in stories and they take part in the action
                                Many stories have major and minor characters
                                You can understand characters by paying attention to what they say and do, how they look and feel, and what
                                 other characters say about them
                                Characters can change throughout a story

                         ESSENTIAL QUESTIONS
                            What is a character?
                            What is a character trait?
                            What does the character say and do?
                            What can you tell about the character based on what they say and do?
                            How does the character change in this story?

                         CONCEPT KNOWLEDGE AND PROCESS
                            Identify characters
                            Analyze what a character says and does
                            Identify traits of the character
                         ERROR INTERVENTION
                         IF students are struggling to           THEN use picture books with people or animals and have students
                           identify characters                       point to the characters

                         IF students are struggling to           THEN use a word web with the name of the character in the center and
                           identify character traits                 have students write or draw a picture to tell what they know
                                                                     about the character in the surrounding bubbles


Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                             Grade 1 Literacy Curriculum DRAFT                                    Page 103
        Character Traits
                                                            LEARNING ACTIVITIES AND STRATEGIES
                                                                   Using a story with a strong anchor             -     story with strong anchor
                                                                   character, such as Lily and the Purple               character
                          Mini-lesson                              Plastic Purse, ask students to identify
Suggested Learning Plan



                          Whole Group   Describing Characters      words to describe the main character.
                          Small Group                              Have students talk about what kind of
                                                                   person they think Lily is and why. Ask
                                                                   them to explain how they know.
                                                                   Read a familiar story, such as Little Red      -     story with familiar
                                                                   Riding Hood, to students. Tell students to           characters
                                                                   listen closely to identify characters and      -     graphic organizer
                                                                   what they are like. Display a graphic
                                                                   organizer with columns for the name of       Char.      What       What    What
                          Whole Group   Identifying Character      the character, what the character says,
                                                                                                                Name       Char.      char.   you can
                                                                                                                           Says       Does    tell
                          Small Group           Traits             what the character does, and what you                                      about
                                                                   can tell about the character. As a class,                                  char

                                                                   complete the chart for Little Red Riding
                                                                   Hood. Allow students to work in partners
                                                                   to complete another character.
                                                                   Review with children different characters      -     Character web
                                                                   and what they know about them.
                                                                   Encourage them to think of things that
                          Mini-lesson
                                                                   could describe other characters or people
                          Whole Group       Character Web
                                                                   (smart, short, mean, etc.) Have students
                          Small Group
                                                                   use a web to describe someone they
                                                                   know. They can write words or draw
                                                                   pictures to describe them.
                                                                   Once familiar with characters in a story,
                                                                   have students act out parts of the story.
                          Whole Group          Act It Out          Encourage them to say the words the way
                                                                   they think the character would say them,
                                                                   using feeling and expression




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                    Grade 1 Literacy Curriculum DRAFT                              Page 104
Character Traits
                                                         Play a ―Who Am I‖ game with students.          -      List of characters from
                                                         Remind them of a few stories you have                 stories recently read
                                                         read recently. Act out and say things that
         Whole Group                   Charades
                                                         character might have said. As an
                                                         extension, ask students to act out a
                                                         character.
                                                         Using a story like Kevin Henkes‘               -      Story with a character who
                                                         Chrysanthemum, have students discuss                  undergoes change, such as
                                                         how the main character changes                        Chrysanthemum
         Small Group              Character Change       throughout the story. Using a character
                                                         change chart, have students describe the     Begin.         Middle     End
                                                         character at the beginning, middle, and
                                                         end of the story.
                                                               DIFFERENTIATION

               Accommodations*                                                                                 G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                  Grade 1 Literacy Curriculum DRAFT                               Page 105
                 Character Traits


                                                                            RESOURCES
                                    Suggested Texts                     Teacher Created Materials          Technology Resources
                    Chrysanthemum, by Kevin Henkes
Learning Plan




                         Read aloud OR shared reading
  Suggested




                    Lily and the Purple Plastic Purse, by Kevin
                    Henkes
                         Read Aloud or Shared Reading
   Assessments




                              MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                 Baltimore City Schools – Office of Literacy
                  officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 106
                                                                                                        Return to Scope and Sequence
Directly Stated Main Idea (Literary)
                         Skill                                                                     PREREQUISITE SKILLS
                         Directly Stated Main Idea (Literary)                                         Monitor and clarify
                                                                                                      Text features (literary)
  Knowledge and Skills


                         SC OBJECTIVE(S)
                                1.E.4.b describe what is directly stated in the text (details,    Common Core Standards
                                 literal meaning)                                                   Ask and answer questions about details of a
                                1.E.4.f retell the main idea of texts                               text

                         ENDURING UNDERSTANDINGS
                                The main idea is what the most important idea of the text.
                         ESSENTIAL QUESTIONS
                                What was this story mostly about?
                                What is the main idea of the text?
                                What is the author‘s most important point?
                         CONCEPT KNOWLEDGE AND PROCESS
                            Listen to or read a text.
                            Identify the author‘s key message


                         ERROR INTERVENTION
                         IF a student is struggling with           THEN have students identify the details first and then the main idea.
                            identifying the main idea




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                               Grade 1 Literacy Curriculum DRAFT                                  Page 107
        Directly Stated Main Idea (Literary)
                                                      LEARNING ACTIVITIES AND STRATEGIES
                          Whole group   Pizza Time!          Before reading:                                    2 cut out circles, identical
Suggested Learning Plan


                                                             1. cut two circles, identical size out of tag       sized; one whole, one cut
                                                             board 2. cut one circle into 8 equal slices         into 8 equal slices
                                                             (one circle will be the whole pizza (main          Tag board
                                                             idea; the slices will be the details)              Markers
                                                             Pick a story with a clear main idea (For           Story with a clear main
                                                             example Alexander and the Terrible,                 idea (ex. Alexander and
                                                             Horrible, No Good, Very Bad Day by Judith           the Terrible, No Good, Very
                                                             Viorst). Read the story to the class.               Bad Day By: Judith
                                                             Explain to the students that the main idea          Viorst)
                                                             is the most important idea of the text.
                                                             Explain that the author will use details to
                                                             support the main idea. After reading, go
                                                             back to the beginning of the story and ask
                                                             the students to identify the main idea
                                                             (Alexander was having a very bad day.)
                                                             Write this sentence on the whole circle
                                                             (pizza). Go back into the story and have
                                                             students identify each detail that supports
                                                             the main idea (He didn‘t get a prize from
                                                             the cereal box. The cat didn‘t want to
                                                             sleep with him. He got in trouble for
                                                             touching things at his dad‘s office.) Write
                                                             each detail on a slice of pizza and tape
                                                             onto whole circle (pizza). Review the
                                                             main idea and details. Put this activity in
                                                             a center and have students complete the
                                                             pizza independently.




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                             Page 108
Directly Stated Main Idea (Literary)
     Small Group               Sentence strips          If students are having trouble                     Sentence strips
                                                        understanding main idea, write one main
                                                        idea, and three supporting details on
                                                        sentence strips (for example: Rosie likes
                                                        going to the library. She likes to read
                                                        books. She likes to look at all the pictures
                                                        in the new books. She likes to listen to the
                                                        librarian reading stories.) Ask the small
                                                        group of students to read (or listen) to the
                                                        sentences and then identify the main idea
                                                        and details. Repeat as needed.
     Whole Group               Main Idea Organizer      Read a story to the class. After reading,          Story
                                                        have the students complete the main idea           Pencils
                                                        organizer (talk about the main idea and            Main idea organizer
                                                        the details before asking students to
                                                        complete the task). This activity can be
                                                        done in small groups, partners or
                                                        independently.
     Whole Group               What‘s the main idea?    After several days of practice with main           What‘s the main idea?
     Small group                                        idea, use this activity to see which                worksheet
                                                        students may need small group instruction
                                                        and who understands the concept.
                                                        Either read the sentences to the students
                                                        or do it as a class (shared reading) but
                                                        have them answer the question by
                                                        themselves.
                                                              DIFFERENTIATION

               Accommodations*                                                                             G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                 Grade 1 Literacy Curriculum DRAFT                            Page 109
                  Directly Stated Main Idea (Literary)


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources



                     Alexander and the Terrible, Horrible, No
                     Good, Very Bad Day by Judith Viorst
                     Wolf! By Becky Bloom
       Plan




                     Stand Tall Molly Lou Melon By Patty Lovell
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 110
                                                                                                      Return to Scope and Sequence
Sequence/Chronological Order
                         Skill                                                                      PREREQUISITE SKILLS
                         Sequential/Chronological Order
                            Identify and use transition and Signal words
                            Identify chronological order as a way of arranging information about
                             events so that the information is arranged in the same time order in
                             which the events occurred.
                             
                         SC OBJECTIVE(S)
  Knowledge and Skills




                                                                                                    Common Core Standards
                         1.2.A.3.c Develop knowledge of organizational structure of                     Identify words in a story that link events
                         informational text to understand what is read by recognizing                    together (e.g. first/second, then, next,
                         sequential order                                                                before/after, later, finally)


                         ENDURING UNDERSTANDINGS
                            Sequential order helps us to retell a given text.
                            Sequencing refers to putting events or actions in order.
                            Recognition of transition words helps a reader follow a sequence of events
                            Sequential order is used for following directions, procedures, and explaining processes.

                         ESSENTIAL QUESTIONS
                            What is sequential order?
                            Why is the sequence important?
                            What are the sequential words used in this text?

                         CONCEPT KNOWLEDGE AND PROCESS
                            Identify the signal words for sequence.
                            Analyze sequence of events.
                         ERROR INTERVENTION
                         IF Students are having a hard time         THEN Have the students use beginning, middle, and ending cue words to
                             putting events from a story in                remember events in the story
                             order
                         IF Students are having a hard              THEN Have the students put a comic strip in order as a class from the weekly
                             understanding the concept of                  Sun paper
                             order of events

Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                                Grade 1 Literacy Curriculum DRAFT                              Page 111
        Sequence/Chronological Order
                                                         LEARNING ACTIVITIES AND STRATEGIES
                                             Daily Planner           Have students write down what they do in
Suggested Learning Plan

                          Whole Group                                the morning before coming to school in
                           (Individual                               the order it happens.
                            Practice)

                                            Recipe Activity          Have students write down instructions for    Examples of recipes (cookbooks)
                           Minilesson                                a recipe using order words.
                          Small Group

                                           After Reading             Have students read a story and use a         Beginning, Middle, and Ending
                                         Activity                    graphic organizer to tell what happened in   Graphic Organizer
                          Whole Group                                the beginning, middle, and end.

                                                                     Students will use a comic strip and recall        The Sun Newspaper
                          Whole Group           Cartoon fun          what happened first according to what
                                                                     makes sense.
                                                                     Read the students a story stop in the               Sequence Chain
                          Whole Group       Author‘s Ending          middle. Have the students complete a
                          Small Group                                sequence chain adding their own ending.




                                                                           DIFFERENTIATION

                              Accommodations*                                                                         G.A.T.E./Enrichment




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                      Grade 1 Literacy Curriculum DRAFT                           Page 112
                  Sequence/Chronological Order


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
                     Grouchy Ladybug By Eric Carle

                     Baby Bear, Baby Bear What Do You See?
                     By Bill Martin Jr.
       Plan
    Assessments




                               MULTIPLE CHOICE QUESTION BANK                                        OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 113
                                                                                                          Return to Scope and Sequence
Writing Process
                         Skill                                                                   PREREQUISITE SKILLS
                         Writing process                                                            writing simple sentences
                            Prewriting/brainstorming
                            Drafting
                            Editing/revising
                            Publishing
                         SC OBJECTIVE(S)
                                                                                                 Common Core Standards
  Knowledge and Skills




                         4.A.3.a-c compose texts using the revising and editing strategies
                                                                                                  With specific guidance, add details to
                         of effective writers and speakers
                                                                                                   strengthen writing through revision.

                         ENDURING UNDERSTANDINGS
                                There are four steps in the writing process: prewriting, drafting, editing, and publishing.
                                Good writers use a process to help them more effectively communicate their ideas, describe their experiences,
                                 and inform their audiences
                                We write in a variety of forms to share ideas, provide and exchange information, and to express our personal
                                 voice
                         ESSENTIAL QUESTIONS
                                Did I use all the steps to write my best writing?
                                Did I correct all my mistakes in my final copy?
                                Why is it important for good writers to use the writing process?
                                Why is it important to know the narrative, informative/explanatory, and argument structures of writing?
                         CONCEPT KNOWLEDGE AND PROCESS
                             Prewriting is the first step in the writing process; this is when the students plan what they will write
                               about.
                             The first draft is when the students begin writing about a topic (using a graphic organizer to help
                               from sentences).
                             Editing and revising is when the students fix mistakes and make their writing better; this is usually
                               done with the teacher.
                             Publishing is the final draft (no mistakes).
                         ERROR INTERVENTION
                         IF students are struggling with       THEN allow the students to talk to someone about the topic
                            brainstorming



Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                             Grade 1 Literacy Curriculum DRAFT                              Page 114
       Writing Process
                                                     LEARNING ACTIVITIES AND STRATEGIES
Suggested Learning

                     Whole group      Fall Writing          Ask students about fall. On chart paper            Chart paper
                                                            write down all their ideas (the leaves            Marker
                                                            change colors, the air gets cool, etc.) Give      Webs
                                                            each student a web (circle in the middle of       Paper
                                                            page with four circles attached to it). In        pencils
                                                            the middle circle have the students write
                                                            the word fall, in the other circles write
                                                            ideas about fall (prewriting). The next
       Plan




                                                            day, have the students use their webs to
                                                            write four sentences about fall on a
                                                            separate piece of paper (drafting). As
                                                            students finish their drafts, they will edit
                                                            and revise with the teacher (like a
                                                            conference). As the teacher is meeting
                                                            with each student independently, the
                                                            other students can be working on their
                                                            draft, writing in journals, independently
                                                            reading or in workshop (centers). After
                                                            the teacher has met with each student,
                                                            begin the final draft for publishing.




       Baltimore City Schools – Office of Literacy
        officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                           Page 115
Writing Process
     minilesson                modeling              Before each step of the writing process           Poster size graphic
                                                     the teacher should model what the finish           organizer
                                                     product should look like. Before                  Paper
                                                     brainstorming write the subject in the            Pencil
                                                     center circle and one or two ideas about          Poster size editing and
                                                     the subject. Ask the students to help              proofreading marks
                                                     come up with the ideas (stress to the
                                                     students that these are just ideas not
                                                     complete sentences). Before drafting,
                                                     model how to take the ideas and turn
                                                     them into sentences (ex. leaves change
                                                     colors… The leaves change from green to
                                                     orange, yellow, and red.) Use the editing
                                                     and proofreading chart to explain to the
                                                     students what each mark means and how
                                                     to fix their mistakes. Explain that they
                                                     will be meeting with the teacher for
                                                     editing and revising. Lastly, model how
                                                     fix their mistakes when they are working
                                                     on the final draft for publishing.
     Small group               writing               If students are struggling with the writing       Sentence strips
                                                     process, give them extra help in a small          Paper
                                                     group setting. Give them sentence                 Pencil
                                                     starters and have them finish the                 Graphic organizer
                                                     sentence (In the fall the leaves
                                                     ________.) Do this for each step. Also
                                                     lower the expected number of sentences
                                                     (if the class is expected to write four
                                                     sentences, have the struggling group
                                                     write 3 sentences).
                                                           DIFFERENTIATION

               Accommodations*                                                                         G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                           Page 116
                  Writing Process


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials          Technology Resources
                                                                      Editing and proofreading marks

                     Red Leaf, Yellow Leaf By Lois Ehlert

                     Every Autumn Comes the Bear By Jim
       Plan




                     Arnosky
                     Poems on fall in A Poem a Day By Helen H.
                     Moore
    Assessments




                                                    RUBRIC                                          OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 117
                                                                                            Return to Scope and Sequence
Narrative
                Skill                                                                  PREREQUISITE SKILLS
                Narrative                                                                 Writing simple sentences
                   Creative writing                                                      Story elements
Knowledge and


                                                                                          Writing process

                SC OBJECTIVE(S)
                                                                                       Common Core Standards
                                                                                        Establish a situation in time and/or lace that
    Skills




                                                                                         is appropriate for the sequence of events to
                                                                                         follow.
                                                                                        Develop appropriately sequenced actions
                       4.A.2.a write to express personal ideas using drawings,
                                                                                         within one or more events using linking
                        symbols, letters, words, sentences, and simple paragraphs
                                                                                         words, phrases, or clauses to signal
                       4.A.3.a-c compose texts using the revising and editing
                                                                                         chronological ordering.
                        strategies of effective writers and speakers
                                                                                        Provide a reaction to what happened.
                                                                                        Include dialogue if appropriate, and some
                                                                                         details.
                                                                                             Provide a sense of closure and/or a
                                                                                             reflective statement.




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                   Grade 1 Literacy Curriculum DRAFT                              Page 118
Narrative
          ENDURING UNDERSTANDINGS
                 Narrative writing is when students use their imagination to write a story
                 Good writers use a process to help them more effectively communicate their ideas, describe their experiences,
                  and inform their audiences
                 We write in a variety of forms to share ideas, provide and exchange information, and to express our personal
                  voice
          ESSENTIAL QUESTIONS
                 Did I include characters in my story?
                 Did I include a setting in my story?
                 Did I include a problem and a solution in my story?
                 Did my story have a clear beginning, middle and ending?
                 Why is it important for good writers to use the writing process?
                 Why is it important to know the narrative, informative/explanatory, and argument structures of writing?
          CONCEPT KNOWLEDGE AND PROCESS
                 Make a plan for writing, using a graphic organizer identify the characters, setting, problem and solution.
                 The beginning of the story should name the characters and the setting. It also states the problem.
                 The middle of the story should tell how the characters try to solve the problem.
                 The ending tells how the problem is solved and how the characters feel.
          ERROR INTERVENTION
          IF students are struggling with            THEN read them simple stories with easily identifiable story elements (ex.
              writing a story                               The Three Little Pigs or Little Red Riding Hood)

          IF students cannot think of different      THEN make lists of each and post around the room as a resource
              characters, settings, problems,
              or solutions




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                Grade 1 Literacy Curriculum DRAFT                              Page 119
        Narrative
                                                             LEARNING ACTIVITIES AND STRATEGIES
Suggested Learning Plan

                          Mini lesson and   Complete the Story      Read a story to the class with easily              Story
                          whole group       map                     identifiable story elements (ex. Three             Story Map
                                                                    Little Pigs or Little Red Riding Hood).            Pencils
                                                                    After reading the story ask the students
                                                                    who the characters were, the setting,
                                                                    problem and solution. Have them
                                                                    complete a story map stating the title,
                                                                    characters, setting, problem and solution.
                          Whole group or    Cloze Activity          Make the cloze activity into a poster so           Cloze activity
                          small group                               the whole class can see it. Explain that as        Pencil
                                                                    a class you will fill in each blank to create      Teacher sample
                                                                    a creative writing story (use the teacher
                                                                    sample to help if the class is having
                                                                    trouble getting started). Start by reading
                                                                    the first sentence (include the blank);
                                                                    after reading choose a couple of students
                                                                    give suggestions to fill in the blank. Do
                                                                    this with each sentence. Make sure to
                                                                    reread the completed sentences a couple
                                                                    of times throughout the story (do not wait
                                                                    until the end). The following day give the
                                                                    students the same cloze activity and have
                                                                    them complete it. Share stories when
                                                                    stories are complete (students can work
                                                                    partners or independently).




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                     Grade 1 Literacy Curriculum DRAFT                            Page 120
Narrative
     Whole group               Be Creative!          After practicing with story maps and cloze         Blank Story Map
                                                     activity give students a blank story map           Pencil
                                                     and have them create their own story.              Blank paper
                                                     Explain to the students that they should
                                                     create their own stories. The next day
                                                     students should begin the first draft of
                                                     their stories using their story maps (For
                                                     example, Once upon a time a boy named
                                                     Devon lived in a tree house far in the
                                                     jungle.) If students are struggling, give
                                                     them sentence starters (Once upon a time
                                                     ______________ lived __________.) On
                                                     the third or fourth day edit and revise with
                                                     each student (writing process). When
                                                     students are ready they should begin to
                                                     write their final draft. When students
                                                     finish their creative stories have them
                                                     share with each other or another class.
                                                     You could have them write on cute paper
                                                     (with a boarder) if you want to.

                                                           DIFFERENTIATION

               Accommodations*                                                                          G.A.T.E./Enrichment




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                            Page 121
                  Narrative


                                                                             RESOURCES
Suggested Learning




                                     Suggested Texts                     Teacher Created Materials            Technology Resources
                     Little Red Riding Hood retold by Trina           Cloze Activity
                     Schart Hyman                                     Teacher sample cloze activity
                     The Gingerbread Boy retold by Paul               Story Map
                     Galdone
                     Curious George in the Big City Margret & H.
       Plan




                     A. Rey‘s
                     Miss Nelson is Missing by James Marshall
    Assessments




                                                    RUBRIC                                            OTHER WAYS TO ASSESS




                  Baltimore City Schools – Office of Literacy
                   officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                       Page 122
Text Structures- Main Idea/Details                                                                      Return to Scope and Sequence

                         TIME FRAME: ongoing                                                     PREREQUISITE SKILLS
                         Text Structures                                                            Making Connections
                            Main Idea/Details                                                      Visualizing
                            Compare and Contrast                                                   Looks at pictures for clues
                            Fact and Opinion                                                       Background knowledge and vocabulary
                            Cause/Effect                                                           Making Predictions
                         SC OBJECTIVE(S)
  Knowledge and Skills




                         2.1.E.4.f Retell the main idea of texts
                         2.0.A.3.f, 3.0.A.3.a Recognize main idea
                         2.0.A.4.f Identify prior knowledge that clarifies the main idea of the text


                         ENDURING UNDERSTANDINGS
                            The main idea is the most important thing the paragraph says about the topic.
                            The topic is what a paragraph is all about.
                            Authors use details to help the reader understand the main idea.
                            Makes reasonable statements about a reading and uses information from the story to support them.
                         ESSENTIAL QUESTIONS
                            What is the main idea in the selection?
                            What are the details in the selection?
                            Do these details support the main idea?
                         CONCEPT KNOWLEDGE AND PROCESS
                            Distinguish important from unimportant information with relation to the main idea
                            Explain the relationship between the details and the main idea
                            When they are present in a text, recognizes the plot, setting, and characters in a text
                         ERROR INTERVENTION
                         IF students are having trouble          THEN have the students look at a smaller section of the text and try to
                            identifying the main idea of a           identify the main idea of that.
                            paragraph
                         IF students are having trouble          THEN have them look for and list the details and then find the main
                            identifying the main idea of a           idea from the details.
                            paragraph




Baltimore City Schools – Office of Literacy
 officeofliteracy@bcps.k12.md.us                             Grade 1 Literacy Curriculum DRAFT                             Page 123
        Text Structures- Main Idea/Details
                                                            LEARNING ACTIVITIES AND STRATEGIES
                                            Topic/Details T-chart   Students organize information they are       Topic-Details T-chart
                          Whole group                               reading into two columns one for topic
Suggested Learning Plan


                                                                    and one for details.

                                           In My Own Words          Students will write an important part of     Words from the Text- Important
                                                                    the text on one side of the t-chart. On      information t-chart
                          Mini-lesson                               the other side of the chart the students
                                                                    will write summarize the important
                                                                    part/ideas.
                                           What‘s the Important     Students pick a quote that they feel is      What‘s the Important Idea -chart
                                           Idea?                    important from the text. They then fill in
                          Whole group                               the important information in their own
                                                                    writing, explain why it was important and
                                                                    a way that will help them remember it.
                                                                    Students take guided notes on a read         Look for Three
                          Whole group      Look for Three           aloud to help them focus on information
                                                                    from the text to support the skill and       Note taking guide
                                                                    facilitate a discussion after reading.




                                                                          DIFFERENTIATION

                                 Accommodations*                                                                       G.A.T.E./Enrichment




        Baltimore City Schools – Office of Literacy
         officeofliteracy@bcps.k12.md.us                     Grade 1 Literacy Curriculum DRAFT                            Page 124
                          Text Structures- Main Idea/Details


                                                                                      RESOURCES
Suggested Learning Plan




                                              Suggested Texts                    Teacher Created Materials            Technology Resources
                               Dinner at Aunt Connie’s House by Faith         Words from text- important        http://www.faithringgold.com
                               Ringgold. 12 portraits of famous African       information chart
                               American Women come to life and tell
                               their stories.                                                                   This is a site about the author of
                               Miss Nelson Is Missing! by Marshall is a                                         Dinner at Aunt Connie’s House.
                               story that requires readers to make            Look for three
                               inferences about the story.
                               Aunt Flossie’s Hats (and Crab Cakes
                               Later) by Elizabeth Fitzgerald Howard.
                               The story is set in Baltimore and is about     Topic-Details Chart
                               two young girls that hear stories of the
                               past from a great-great-aunt.
                               Matthew and Tilly by Rebecca C. Jones
                               OCR Unit 8 Lesson 5                            What’s the important idea chart

                               Munch Crunch: The Food Animals Eat by
                               OCR Unit 2 Lesson 4
                               Make a Home by Nancy Pemberton
                               OCR Unit 10 Lesson 6

                               When a Storm Comes Up
                               OCR Unit 5 Lesson 6
                               Expository Text




                          Baltimore City Schools – Office of Literacy
                           officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                          Page 125
              Text Structures- Main Idea/Details
Assessments




                            MULTIPLE CHOICE QUESTION BANK                                       OTHER WAYS TO ASSESS


                                                                                                  Return to Scope and Sequence




              Baltimore City Schools – Office of Literacy
               officeofliteracy@bcps.k12.md.us              Grade 1 Literacy Curriculum DRAFT                     Page 126

				
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