Blackwater Community School Curriculum Map 2016-2017

               First Grade Quarter 2 (45 days)
Approximately 40 Instructional days: October 7th-December 21st
	
Reading Standards

Students will:	• Sequence a series of events in a literary selection, heard or read.
• Determine whether a literary selection, heard or read, is realistic or fantasy, fiction or non-fiction.
• Read aloud with fluency in a manner that sounds like natural speech.
• Identify and compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.
• Participate in a group response to a given piece of literature that connects: text to self (personal connection).   Text to world (social connection text to text (compare within multiple texts).
• Identify the speaker or narrator in a literary selection.
• Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.
• Follow a set of written multi-step directions with picture cues to assist.
• Interpret information from graphic features (e.g., charts, maps, diagrams, illustrations, tables, and timelines) of expository text.
• Alphabetize a series of words to the first letter.
• Recognize the distinguishing features of a sentence (e.g., capitalization, ending punctuation).
•Distinguish between initial, medial, and final sounds in single-syllable words.
• Generate sounds from letter patterns, blend phonemes and also consonant blends and long- and short-vowel patterns (phonograms), to
combine those sounds into recognizable words.
• Consistently read grade-level text with at least 90 percent accuracy. Read aloud with fluency in a manner that sounds like natural speech.	
Vocabulary	

	
Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	
Notes & Resources	
1	RL	1	Ask and answer questions about key details in a text.	Teachers provide a graphic organizer (e.g., hand print: each finger represents an element who, what, where, when, why and how is the palm).
•	Teachers provide samples for students to rehearse with a partner    
              (e.g., “Who was in the story?” “Where did the story take place?     
              “How did the story end?).
•	Teachers post question words (who, what, where, when, why, and 
               how) in the room as a reminder before, during and after reading.
•	Teachers include partner sharing, “Let’s discuss what we just read.
              Turn to your elbow buddy and take turns asking your buddy
              questions beginning with the words on the board.”
•	Students select and generate questions from the graphic organizer       
              pertaining to a story.
Source: commoncore.org
Reading/Literary
Grade 1 Unit 1
As you read the book Tomas and the Library Lady by Pat Mora and Raul Colon, pause periodically and encourage students to ask questions. By using, “I wonder” as the beginning of the question, have students predict what is coming next in the story and clarify understanding. Use sticky notes or white boards to keep each child engaged in the questioning.	Engage NY 
Skills Unit 3

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys	

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
1	RL	3	Describe characters, setting, and major events in a story, using key details.	•	Students are progressing in their skill to not only identify the characters, settings, and major events in a story, but also to
describe them using rich sensory language and key details.
•	Teachers provide a graphic organizer to help students identify character, setting, and major events supported with details.

Source: commoncore.org Class Discussion/Literature Grade 1 Unit 3
Tell the students that fables are stories that teach us a lesson. The
characters in the story are usually animals and have one main characteristic. Read the familiar fable, “The Tortoise and the Hare.” Ask students what they can tell you about the tortoise. (He’s slow, but steady.) What can they tell about the hare? (He’s fast, but undependable.) Create a chart with cells for the title, characters (with one characteristic each), setting, key events (i.e., from the beginning, middle, and end), and the lesson learned (i.e., the moral of the story). As you read each fable in this unit, continue to fill in the chart. Give
students more and more responsibility for filling in the characters, setting, and key events of a fable. Assess understanding at the end of the unit by reading a fable and then have each child write or dictate the entries on his or her own chart.	Engage NY 
Domain 4
Skills Unit 3

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

	
1	RL	5	Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 	Teachers read a  fiction  story  and  an  expository  book  (The  Mixed-Up Chameleon by Eric Carle, and Chameleons in the Garden by Mary Lovein. One tells a story and the other gives information. Students identify the clues that support the differences between fiction and nonfiction (e.g.,	Engage NY 
Skills Unit 3, 4

	

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
				bears wearing clothes, people don’t fly like birds).

Source: commoncore.org Class Discussion/Reading Grade 1 Unit 2
Throughout this unit, students are reading from a variety of texts: stories, poems, and informational texts. When you have a ten-minute block, play “I Spy” with the children (e.g., “I spy an informational book,” “I spy a non-fiction book”). The students then have to guess which book you are looking at in the display of unit books.	Journeys
Unit 2

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys
	
1	RL	6	Identify who is telling the story at various points in a text.	Students become familiar with the concept of narrator and the use of dialogue. Teachers model changing a passage from narrative to dialogue: Narrative: She went to town. Dialogue: “I’m going to town.” When reading aloud to students, model using different voices to help students identify who is speaking throughout the story.

Source: commoncore.org
Literary
Grade 1 Unit 2
As students read independently, remind them that different characters
often tell the  story  at  different  times  in  a  book.  Using  a  book  such
as Mouse Tales by Arnold Lobel, allow the students to re-read parts of the text where the weasel speaks, where the mouse speaks, and where the narrator tells the story. Provide a bowl of raw elbow macaroni at each table. Ask students to use the macaroni to cover the quotation marks in the book, reminding them that it means someone is speaking. Assigning  the  parts  to  three  readers will  show others  how   dialogue works in literature.	Engage NY 
Domain 4

Journeys
N/A

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

	
1	RL	7	Use illustrations and details in a story to
describe its characters, setting or events.	Teachers post pictures and ask for descriptions of characters, setting or events presented. Students make connections between the details and the illustrations and the text. Illustrations add to, enhance, and/or clarify the meaning of the text. 

Source: commoncore.org Reading/Literary/Informational Grade 1 Unit 5
Create pairings of books that are literary and informational such
as George Washington and the General’s Dog by Frank Murphy and Richard Walz and the Rookie Biography of George Washington by Will Mara. Discuss how you read a story and a biography about the same character/historic person. Talk about how these two books connect to each other. How were the books the same? How were they
different? In this unit, there are numerous potential book pairings among the biographies, fictional stories, and even a fictional story written by the historical person himself (Benjamin Franklin). This is an opportunity to show the different characteristics of genre. This is also important to do within one book, explaining how events in the life of a person connect to each other.	Engage NY 
Skills Unit 3

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

*Not Galileo Tested

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys
	
1	RL	10	With prompting and support, read prose and poetry of appropriate complexity for grade 1. (Q1 - Q4)	Prose is a type of literature without a formal pattern of verse or meter
(not poetry). Poetry may include structure, meter and rhyme.
Teachers include a poem or prose for the week that is pertinent to the themes being studied.
Students read poems associated with national holidays highlighted in
Social Studies.

Source: commoncore.org Class Activity/Literature Grade 1 Unit 3
Tell the students that the Indian fable, “The Blind Men and the Elephant” is the original telling of a fable more commonly known as “Seven Blind Mice.” Read the original story by Karen Backstein first and then read Ed Young’s “Seven Blind Mice.” (Read aloud to students, or they may read on their own if they are able.)  As the two fables are added to the fable story chart, ask the students to explain how these two stories are the same and how they are different.	Engage NY 
Skills Unit 3

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

*Not Galileo Tested

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

Who?	What?	Where?	Why?	When?	How?	

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
1	RI	1	Ask and answer questions about key details in
a text.	Teachers model asking questions (who, what, where, when, why, and how) to elicit student responses to informational text.

Source: commoncore.org
Class Discussion/Reading/Informational
Grade 1 Unit 1
Tell the students that just because books are called “ABC books” it does
not mean they are always easy to understand. Therefore, to understand them, we have to be willing to ask questions and to think deeply. Tell the students that they are going to look at The Graphic Alphabet by David Pelletier. On each page, there is a letter, but there is something more going on than just that letter. Look at “A.” Have the students ask questions about the page and try to answer them (e.g., “Why is the letter “A” crumbling? Could the letter be a mountain? Is that an
‘avalanche’?”). There will be new vocabulary introduced, but as you go
through the book and throughout the unit, students will have an opportunity to learn those words.	Engage NY 
Domain 4, 5
Skills Unit 4

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
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•	Journeys

	

Main Topic	
Detail	Detail	Detail	
Conclusion	

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
1	RI	2	Identify the main topic and retell key details of a text.	•	Teachers provide graphic organizers (e.g., flowchart, timeline for events, webs-forming relationships from main ideas to others, main idea and supporting details).
•	Students highlight key details written on the graphic organizer.
•	Students restate the topic and support key details using the information from their graphic organizer.
•	Students read a section from a social studies or science informational text and identify the main topic and retell key details of the text.
Source: commoncore.org
Class Discussion/Reading/Informational Text
Grade 1 Unit 2
While reading a book such as What Do You Do With A Tail Like This? by Steve Jenkins, make a chart to record the name of each animal mentioned. Write where the animal lives (i.e., its habitat), what the animal eats (i.e., whether it is an herbivore, carnivore, or omnivore) and an interesting fact (e.g., its method of adaptation) on the chart. Ask	Engage NY 
Domain 4, 5
Skills Unit 3

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

	

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
				students to supply at least one piece of information on a sticky note when you are finished reading. Create and add to similar charts about animal facts as you read to the children and as they read independently. Use these charts to create oral and written sentences about the animals.		
1	RI	3	Describe the connection between two individuals, events, ideas, or pieces of information in a text. 	Source: ADE/ELA Committee
See Appendices A and B for Text Complexity
•	Structures for making connections in informational text include: cause and effect, compare and contrast, description, problem- solution, and chronological order.
•	Students place two historical events in chronological order on a timeline.

Source: commoncore.org Reading/Informational Grade 1 Unit 6
Choose two books about the same continent such as Australia
by Madeleine Donaldson (Pull Ahead Books Continents) and Look What Came From Australia by Kevin Davis. Discuss how the books are similar because they are about the same continent. Show how they are also different because they are written by different authors and have different purposes. Then, read the books as a class. Make a chart with two columns, one for each book (e.g., Australia and Look What Came From Australia). Work together to make a list of what is learned in each book and then look for similar information in both books. Challenge the students to do this activity with two books, reading with a partner or reading one independently and having the teacher read the other aloud.	Engage NY 
Domain 4, 5

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

	
Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
1	RI	4	Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.	Teachers model (think-aloud) how to identify and determine meanings of unknown words during shared reading of informational text: 
o Look at the illustration or graph. 
o Use background knowledge regarding the subject. 
o Look at the sentence before and after to help build meaning. 
o Use morphology, affixes, Greek & Latin roots to help arrive at 
meaning.

Students use knowledge of word structure, context clues, and picture clues to determine the meaning of an unknown word. Students keep word journals or records for easy reference. Students create vocabulary graphic organizers (e.g., Frayer-model, 4- square) that include non-linguistic representations.
Source: commoncore.org Reading/Informational/Fluency Grade 1 Unit 5
Have students choose one of the biographies they enjoyed reading. Have them practice reading the book until they can read it well (i.e., with phrasing and expression). As students read their biographies independently, look for opportunities to use context to confirm or self-correct word recognition and understanding, encouraging the children to reread as necessary. Take the books to a kindergarten class and have students read the books aloud to students there.	Engage NY 
Domain 4, 5
Skills Unit 4

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys
	
1	RI	5	Know and use various text features ( e.g.,
headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text) 	Teachers and students use focus or word walls to emphasize key terms.
Source: commoncore.org Informative Writing/Revision Grade 1 Unit 2
Give the students this prompt: “Write about your favorite animal. Be sure to include interesting facts about your animal and end with a solid closing." Allow your students to begin by working in teams to gather information. Using non-fictional texts, remind them to use
the index or table of contents to locate more information about the animal. When they have some basic information, have them write the first draft. Ensure that adults are available to help with revision of the writing. Display the published writing with the Matisse-style artwork (see Art Connection/Explanatory Writing).	Engage NY 
Skills Unit 4

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
1	RI	6	Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.	•	Students specify whether information was located in the text or in an illustration or graphic.

Source: commoncore.org
Independent Reading/Informational Text
Grade 1 Unit 3
Introduce the book A Weed is a Flower: The Story of George Washington Carver by Aliki. Explain that illustrations and text are both very important in a book. Guide students as they read by asking them
first to think about what you can learn from the illustrations. Create a two-column chart with “illustrations” on one side and “text” on the other side. When students learn something from studying the illustration, they will write it on a sticky note and put it in the book. Use the sticky notes to guide the discussion when they are finished reading. Repeat the activity with learning from the text.	Engage NY 
Domain 5
Skills Unit 4

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

*Not Galileo Tested

	
1	RI	7	Use the illustrations and details in a text to describe its key ideas.	Source: commoncore.org
See Appendices A and B for Text Complexity Class Discussion/Reading/Informational Grade 1 Unit 1
Tell the students that just because books are called “ABC books” it does not mean they are always easy to understand. Therefore, to understand them, we have to be willing to ask questions and to think deeply. Tell the students that they are going to look at The Graphic Alphabet by David Pelletier On each page, there is a letter, but there is something more going on than just that letter. Look at “A.” Have the students ask questions about the page and try to answer them (e.g., “Why is the
letter “A” crumbling? Could the letter be a mountain? Is that an
‘avalanche’?”). There will be new vocabulary introduced, but as you go through the book and throughout the unit, students will have an opportunity to learn those words.	Engage NY 
Domain 4, 5
Skills Unit 4

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

	
Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
1	RI	9	Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (Q1- Q2).	•	Teachers use Social Studies Standards (e.g., Strand 1 American History, Strand 2, World History) or Science to select appropriate topics.
•	Students select various forms of text, brochures, web sites, newspapers, magazines or books to compare.
•	Students complete graphic organizers (T-chart, 2-column chart, Venn diagram) to illustrate similarities and differences.
•	Students use notes from their graphic organizers to write a summary or their comparison.
•	Teachers create a rubric to inform students of type of sources required.

	

Topic	

	
Text #1	
Text #2	

Most important Point	
Most Important Point	

	

	
Key Details	
Key Details	

Similarities	
Similarities	

Differences	
Differences	

	Engage NY 
Domain 4, 5

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

*Not Galileo Tested

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

Topic		
Text #1	Text #2	
Most important Point	Most Important Point	
		
Key Details	Key Details	
Similarities	Similarities	
Differences	Differences	

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
					INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys
	
1	RI	10	With prompting and support, read informational texts appropriate complexity for grade 1. (Q1-Q4).	The range of reading may include: biographies and autobiographies; books about history, social studies, science and the arts; technical text, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics. A wide range of reading will build background knowledge, vocabulary and concepts.

Source: commoncore.org Reading/Informational Grade 1 Unit 5
To help students make visual connections between events and people during the “early America” part of history, create a simple timeline and record events as you read books on this topic together or as students report back on what they read independently. Students should understand that although the informational texts are focused around	Engage NY 
Domain 4, 5
Skills Unit 4

Journeys
Unit 2, 3

http://www.bwcs.k12.az.us/

*Not Galileo Tested

	

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
				different people or topics, it all happened at the same time in history. By extending the timeline to include historical figures, students begin to understand chronology.		
1	RF	2bcd	Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
 (b) Orally produce single syllable words by blending sounds (phonemes), including consonant blends.
(c) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
(d) Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 	•	Blend spoken phonemes with more than three sounds into one- syllable words, including consonant blends and digraphs (e.g.,
/f/i/n/d/ = find; /fl/a/t/ = flat).
•	Segment spoken phonemes contained in one-syllable words of two to five phoneme sounds into individual phoneme sounds (e.g.,
splat = /s/p/l/a/t/ using manipulatives to mark each phoneme).	Engage NY 
(b)	Skills Unit 3, 4
(c)	Skills Unit 3, 4
(d)	Skills Unit 3, 4
Journeys
(b)	Unit 2, 3
(c)	Unit 2, 3
(d)	Unit 2, 3

http://www.bwcs.k12.az.us/

*(d) Not Galileo Tested

1	RF	3abcdefg	Know and apply grade-level phonics and word analysis skills in decoding words.
(a)	Know the spelling-sound correspondences for common consonant digraphs. (b) Decode regularly spelled one-syllable words. 
(c)	 Know final -e and common vowel team conventions for representing long vowel sounds.  (d) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (e) Decode two syllable words following basic patterns by breaking the words into syllables. (f) Read words with inflectional endings.
(g) Recognize and read grade-appropriate irregularly spelled words.		Engage NY

(a)	Skills Unit 3
(b)	Skills Unit 3, 4
(c)	Skills Unit 3, 4
(d)	Skills Unit 4
(e)	Skills Unit 4
(f)	Skills Unit 4
(g)	Skills Unit 3, 4

Journeys
(a)	Unit 2, 3
(b)	Unit 2, 3
(c)	Unit 3
(d)	N/A
(e)	N/A
(f)	Unit 3
(g)	Unit 2, 3

http://www.bwcs.k12.az.us/

	

Grade	
Cluster	
Standard	

Arizona’s College and Career
Ready Standards	

Explanations & Examples	

Notes & Resources	
1	RF	4abc	Read with sufficient accuracy and fluency to support comprehension.
(a). Read on level text with purpose and understanding.
(b). Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
(c). Use Context to confirm or self-correct
word recognition and understanding, rereading as necessary.  (Q1 - Q4)	Fluency is a bridge to comprehension and is the result of accurately
decoding words automatically in order to retain the meaning of the text.
It is achieved through multiple opportunities to practice. Students read grade-level material with appropriate rate (speed), accuracy (precision) and prosody (expression). Students should be exposed to reading different types of text with appropriate rhythm, pacing, intonation, and expression relevant to the text.
Students record their words per minute and celebrate their
improvement.

Source: commoncore.org
Language /Literary
Grade 1 Unit 3
To introduce the relationship between punctuation and reading expression, use the book Yo! Yes? by Chris Raschka. Show the students the cover of the book with its very simple title: Yo! Yes? Ask how someone would say those words? YO! YES? As you read the book with the students, have the boys read one page, and the girls the opposite page. As they focus on the illustrations and the way the author ends
each sentence, they will know how to read the words, and a story will be
created in their minds. Follow this reading with other books so that the children learn how important it is to read with the end punctuation in mind.
Reading/Informational/Fluency
Grade 1 Unit 6
Have students choose one of the biographies they enjoyed reading. Let
them practice reading the book until they can read it well (i.e., with phrasing and expression). As students read their biographies independently, look for opportunities to use context to confirm or self- correct word recognition and understanding, encouraging the children to reread as necessary. Take the books to a kindergarten class and have students read the books aloud to students there.	Engage NY
(a)	Skills Unit 3,4
(b)	Skills Unit 3, 4
(c)	Skills Unit 3, 4

Journeys
(a)	N/A
(b)	Unit 2, 3
(c)	N/A

http://www.bwcs.k12.az.us/

*(abc) Not Galileo Tested

INTERNAL LINKS

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                                                                          Writing Standards 	
Students Will:
• Write a response to literature selection that connects:
- text to self (personal connection)
- text to world (social connection)
- text to text (compare within multiple texts)
• Write a simple research report with a title and three facts, using informational text.
• Use technology tools to produce and publish writing and collaborate with others.
(habitat, research writing, technology tools)	
Vocabulary:

Grade	
Cluster	
Standard	
Arizona’s College and Career
Ready Standards	

Explanations & Examples	Notes & Resources	
1	W	1	Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide
some sense of closure. 	•	Teachers create a focus or word wall to emphasize key features or
expectations as a resource for students.
•	Teachers may select topics from Social Studies or Science Standards.
•	Students create a book review to share and gain feedback from peers.

Example:
Give students this prompt: “Choose one of the people we have been reading about that you think is the most interesting. Write about the person. Be sure to name the person and to tell why you think he or she is the most interesting. Also make sure you support your opinion with ideas from the book(s) we read.”	Engage NY 
Skills Unit 3

Journeys
Unit 6

http://www.bwcs.k12.az.us/

INTERNAL LINKS

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1	W	2	Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 	•	Teachers create a focus or word wall to emphasize key features or
expectations as a resource for students.
•	Teachers may select topics from Social Studies or Science Standards.
•	Students create a book review to share and gain feedback from peers.

Example:  
Students will write 3-5 facts that they learned about the American Revolution.  They will include a statement of closure.
	Engage NY 
Domain 5
Skills Unit 4

Journeys
Unit 3

http://www.bwcs.k12.az.us/

	
1	W	3	Write narratives in which they
recount two or more
appropriately sequenced events,
include some details regarding
what happened, use temporal
words to signal event order, and
provide some sense of closure.
	•	Teachers create a focus or word wall to emphasize key features or
expectations as a resource for students.
•	Teachers may select topics from Social Studies or Science Standards.
•	Students create a book review to share and gain feedback from peers.

Example:
Students will write 3-5 events that occur in the eruption of a volcano.  They will utilize cardinal numbers to organize their sentences and they will include a statement of closure.

	Engage NY 
Domain 1

Journeys
Unit 1

http://www.bwcs.k12.az.us/

	
1	W	4a	With guidance and support from
adults, produce writing in which the development and organization are appropriate to task and purpose.
a.    With guidance and support from adults, produce
functional writing (e.g., classroom rules, experiments, notes/messages, friendly letters, labels, graphs/tables, directions, posters) in which the development and organization are appropriate to task and purpose. (Q1-Q4)	
•	Teachers model writing and following directions
•	Students write directions 
•	Students follow their written directions
•	Students revise and edit to make directions specific enough to complete given task
•	Students will read and create graphs of given materials

Example:
Students will read and create their own graph of the growth of a butterfly.
	Engage NY Reading

Animals and Habitats

Journeys
N/A

EDC (graphs)
Ongoing

http://www.bwcs.k12.az.us/

	
1	W	5	With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 	•	Teachers model refining a rough draft for clarity and effectiveness with
      class  Participation.
•	Teachers create tools or strategies such as peer-review, checklists,     
             and rubrics to refine the draft.
•	Teachers create focus walls or word walls to emphasize the writing process or key vocabulary terms or concepts.
•	Students proofread the draft and correct it for appropriate conventions.
•	Identify punctuation, spelling, and grammar and usage errors in the draft.
•	Students conference with a teacher or classmate for feedback.
•	Students use resources such as dictionaries and word lists to correct spelling.
•	Students apply proofreading marks to indicate changes.
Example:
Give students this prompt: “Write a story about a time you felt happy. Be sure to tell us what
happened to make you happy.”
Combining the focuses of this unit (revision, appealing to the senses with details, and using well-chosen verbs), zero in on details and synonyms while the students revise their stories. Tell the students to watch for the proper use of personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything) as they are editing.	Engage NY 
Domain 4, 5
Skills Unit 3, 4

Journeys
Unit 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

1	W	6	With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.	
Students will publish final drafts in Microsoft Word or Paint.	Engage NY 
Skills Unit 4

Journeys
Unit 4

http://www.bwcs.k12.az.us/

1	W	7	Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).	Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes and synthesizes the information into a finished product.
• Teachers create a rubric to inform students of the expectations of the assignment. (e.g., name of topic, two facts, tell why others might want to learn more about the topic, provide matching illustration).
• Teachers provide graphic organizers (web, flow chart, time- line) for students.
• Students create a checklist to assure that all elements are included.
• Students may work in partners or groups to assist each other with their topic and assignment.
• Teachers select topics from Social Studies (e.g. Strand 1 American History, Strand 2 World History) or Science Standards.
Display the Tate’s site for Matisse’s The Snail using a projector and computer. Encourage students to comment about the colors and what they see in the artwork. As you read the background information and move through the site, students will see the process used by Matisse to create his work. Students will then create a work of their favorite animal from this unit using torn pieces of painted paper. Later, do a shared writing to explain the steps taken to create an art piece in the style of Matisse. This could be a model for an explanatory piece of writing later.	

	Engage NY
n/a

Journeys
Unit 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys
	
1	W	8	With guidance and support
from adults, recall information
from experiences or gather
information from provided sources to answer a question. 	Example:
Students will be given an animal studied in their Domain.  They will write information that they learned about the animal.  They will answer 3 specific questions about the animal provided by the teacher and will create a book on that animal.	Engage NY 
Domain 4, 5

Journeys
Unit 3

http://www.bwcs.k12.az.us/

	

                                                                        Language Standards	
Students Will:
• Use correct placement of capitalization and punctuation.
• Classify common words into conceptual categories (e.g., animals, foods, toys).
	
Vocabulary:

Grade	
Cluster	
Standard	
Arizona’s College and Career
Ready Standards	

Explanations & Examples	
Notes & Resources	
1	L	1
abdefghjk	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a)	Print all upper and lowercase letters.
b)	Use common, proper, and possessive nouns.
c)	n/t
d)	Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
	Examples: 
With the students, create a list of “lunchroom manners” using a book such as Manners (Aliki).  Students should dictate the sentences while you write them on sentence strips. In this writing lesson, focus on writing complete sentences with subject-verb agreement. To practice handwriting and correct sentence construction, have the students copy some of the sentences.  A follow-up to this lesson would be a humorous list of “lunchroom manners” inspired by Prelutsky and Silverstein and written in poetic form.
Using the ABC books as a model, generate some ideas for writing a class ABC book. Work together as a class to come up with a big class question. Begin by asking questions such as,
“Is it possible to create an ABC book with ‘Games to Play’ as our title?” Allow the class to give some ideas (e.g., names, authors, books, plants, and insects). After ideas have been shaped into a research question, allow the children to vote on a theme for the class ABC book. Once the theme is chosen, collect (and research using a variety of texts and digital resources) ideas for each letter of the alphabet. Decide on a design for the book. Assign each student a letter in the book. Each page should include an upper and lower case letter, the key word, an illustration, and a sentence using the key word. Be sure to have them follow rules for spelling
and punctuating correctly.	Engage NY 
a)	Skills Unit 3
b)	Skills Unit 3, 4
c)	n/t
d)	Skills Unit 3
e)	Skills Unit 3, 4
f)	Skills Unit 4
g)	Skills Unit 3, 4
h)	Skills Unit 3, 4
i)	n/t
j)	Skills Unit 3, 4
k)	n/a

	

			e)	Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home)
f)	Use frequently occurring adjectives.
g)	Use frequently occurring conjunctions (e.g., and, but, or, so, because).
h)	Use determiners (e.g., articles, demonstratives-the, a, this, that).
i)	n/t
j)	Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
k)	Write multiple sentences in an order that supports a main idea or story.		Journeys
a)	n/a
b)	Unit 3
c)	n/t
d)	Unit 3
e)	Unit 3
f)	n/a
g)	n/a
h)	n/a
i)	Unit 3
j)	Unit 3
k)	n/a

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys
	
1	L	2
abcde	Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 
a)	Capitalize dates and names of people
b)	Use end punctuation for sentences. 
c)	Use commas in dates and to separate single words in a series.
d)	 Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
e)	Spelling untaught words phonetically, drawing on phonemic awareness and spelling conventions. 	Example:
To introduce the relationship between punctuation and reading expression, use the book Yo!
Yes? Show the students the cover of the book with its very simple title: Yo! Yes? Ask how someone would say those words? YO! YES?  As you read the book with the students, have the boys read one page, and the girls the opposite page. As they focus on the illustrations and the way the author ends each sentence, they will know how to read the words, and a
story will be created in their minds. Follow this reading with other books so that the children learn how important it is to read with the end punctuation in mind.	
Engage NY
a)	Skills Unit 4
b)	Skills Unit 3, 4
c)	Skills Unit 4
d)	Skills Unit 3, 4
e)	Skills Unit 3, 4

Jouneys
a)	Unit 3
b)	n/a
c)	n/a
d)	Unit 3
e)	n/a

http://www.bwcs.k12.az.us/

	

1	L	4bc	Determine or clarify the meaning of unknown and multilple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array strategies.
a)	Use sentence-level context as a clue to the meaning of a word or phrase.
b)	Use frequently occurring affixes as a clue to the meaning of a word.
c)	Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking)	Example:
Students will be encounter the word hammer in the exemplar text.  They will be asked to use context clues to determine what the meaning of hammer is.  They will also classify it by its inflectional form.	Engage NY
a)	n/t
b)	Skills Unit 4
c)	Skills Unit 4

Journeys
a)	n/t
b)	Unit 3
c)	Unit 3

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys
	
1	L	5
acd	With guidance and support
from adults, demonstrate
understanding of word
relationships and nuances in
word meanings.
a) Sort words into
categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
          b) n/t
           c) Identify real-life connections between words and their use (e.g., note place at home). 
           d) Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.	Examples:
Follow up on a book read previously in class, such as Are You My Mother? (Philip D. Eastman). Go back and reread the story. As you read it this time, read for the purpose of finding all of the animals and things that baby bird thought might be his mother. As students find the words, write them on index cards (e.g., kitten, hen, dog, cow, boat, and plane). Sort the words into categories (e.g., animals, modes of transportation,). Think of more words for each of the categories.

While reading a book such as What Do You Do With A Tail Like This? by Steve Jenkins, make a chart to record the name of each animal mentioned. Write where the animal lives (i.e., its habitat), what the animal eats (i.e., whether it is an herbivore, carnivore, or omnivore) and an interesting fact (e.g., its method of adaptation) on the chart. Ask students to supply at least one piece of information on a sticky note when you are finished reading. Create and add to similar charts about animal facts as you read to the children and as they read independently. Use these charts to create oral and written sentences about the animals.	Engage NY
a)	Domain 5
b)	n/t
c)	Domain 4, 5
d)	Domain 5

Journeys
a)	Unit 3
b)	n/t
c)	Unit 3
d)	n/a

http://www.bwcs.k12.az.us/

INTERNAL LINKS

•	Read Naturally
•	Ashlock Templates
•	Journeys

	
1	L	6	Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)	Teachers model using conjunctions by providing two
sentences and then connecting the two sentences with a conjunction (but, and, because).Two sentences: I want to play after school. I have soccer practice. Sentence with conjunction: I want to play after school but I have soccer practice.

Students practice orally or in writing with a partner putting two sentences together using a conjunction.

Example:
Give students this prompt: “Write three sentences about an American person we’ve read about recently, using at least three new words from our word bank in your work. Illustrate each sentence to demonstrate the meaning of each word.”	Engage NY
Domain 4, 5
Skills Unit 3, 4

Journeys
Unit 3

http://www.bwcs.k12.az.us/