Grade 1 Pacing Guide: Q2 CKLA

Q1 Guide

Q2 Guide

Q3 Guide

Q4 Guide

Listening & Learning

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

Quarter 2 Listening and Learning Pacing Guide

Domain 2: The Human Body: The primary focus of the first half of this domain is to provide students with a basic introduction to the human body. They will be introduced to a network of body systems, comprised of organs that work together to perform a variety of vitally important jobs. They will learn the fundamental parts and functions of five body systems: skeletal, muscular, digestive, circulatory, and nervous. The narrator of these read-alouds, a rhyming pediatrician, will share rhymes that reinforce basic facts that students are expected to learn. The second half of this domain focuses on care and maintenance of the human body. Students will learn how germs can cause disease,as well as how to help stop the spread of germs. They will be introduced to two men, Edward Jenner and Louis Pasteur, whose discoveries aided in the cure of diseases. Students will be taught five keys to good health—eat well, exercise, sleep, keep clean, and have regular checkups. By using the food pyramid and “plate” to create their own meals, students will also learn the importance of a well balanced diet. This domain will provide students with the beginning lessons they need in order to develop healthy living habits.

 

Domain 3: Different Lands, Similar Stories: This domain introduces students to three themes in folktales that have been told for generations in different countries and cultures. Students will learn valuable, universal lessons in this unit while exploring different countries and cultures. The unit is divided into three parts: the first three read alouds are stories about good people who are treated unfairly. The next three read alouds are folktales about supernaturally small characters. The last three read alouds are folktales about cunning animals who try to trick children. Students bring background knowledge to this domain from the "tall tales" 1st grade unit and two domains from kindergarten (stories, and "kings and queens").

 

Domain 4: Early World Civilizations: This domain introduces students to the development of early civilizations by introducing students to the features of civilizations including the start of farming, the establishment of cities, and the creation of practices such as a writing and religion. Students will explore Mesopotamia and Ancient Egypt as part of this domain. The final section in the domain includes an overview of the three major monotheistic religions- Christianity, Judaism, and Islam.

Standards Assessed:

RI.K.1, RI.K.2, RI.K.4, and RI.K.7

Assessment

Domain 2 Pausing Point

Lesson 7: After introducing the vocabulary word, vaccination, show/create a visual and add to domain word wall. Also, explain to students how important vaccinations are, and why they were developed (how diseases manifested themselves in the past). For the extension activity, be sure that students are familiar with, or have an abundance of character trait words to pull from when developing describing words for characters and their actions.

Lesson 8: Have students turn and talk to answer some of the questions in the read aloud to increase engagement. You could also have students do kinesthetic movements (such as flexing their muscles, brushing their teeth, etc) to increase engagement as well.

 

 

 

 

Standards Assessed:

 

Assessment

Domain Assessment

Weekly Overview

Teachers should seek to complete all of Unit 2 before Thanksgiving Break. Note that there is limited time for domain review in this unit.

Lesson 9: Create a visual whole-class to support students' review of the Five Keys to Health. To prepare them for the food pyramid, check for understanding to ensure that all are familiar with the 3D shape, pyramid. For the purpose of time, the word work share out can happen at table groups or with a partner. To make the extension activity more meaningful, instead of strictly coloring, students can draw vegetables in green, fruits in red, etc. Be sure to highlight how the varied sizes for each food group correlates with how much of each food group is recommended for a balanced diet.

Lesson 10: When introducing the read aloud, show images for the five body systems in order to spark students' memories. On chart paper, write out the words to the poem in the extension activity to ensure that students can recite it with you.

 

 

 

Standards Assessed:

 

Assessment

 

Weekly Overview

Lesson 1: In the domain intro show students various variations of a familiar tale like Cinderella or The Three Little Pigs. This will aide in explaining how a familiar story can be told in a variety of ways. Also, make a story elements chart to utilize for each text. The chart should include columns for title, characters, settings, plot, and conflict. For word work, use a discussion/participation checklist to gage who's participating and their level of participation.

Lesson 2: The theme of true or fiction will carry out throughout this domain. Check for understanding that students know the definitions and the differences between the two. Instead of completing the sequencing activity in the extension whole-class, do it with table groups instead. Also, when circulating during the extension, take dictation of students' sentences to ensure knowledge of what was written."

 

 

 

 

 

Assessment

Lesson 10 Spelling Assessment

Weekly Overview

Lesson 3: In the lesson's introduction, students will be giving feedback on stories' similarities and differences to filter into a venn diagram. Before beginning this, review a venn diagram's purpose and how to use it. When comparing only two stories, feel free to use a top hat organizer instead. In the extension, students who are able to independently complete the story comparisons should do so on their own.

 

Lesson 4: When reviewing a previous story's content, be sure to refer to world map and story elements chart, students need to be internalizing this information. Remind students that folktales teach lessons often learned by a given character from the text. The next few texts that students read  will be folktales about little people, be sure to tell students that they're transitioning from fairy tales. To get all students involved in the extension, assign multiple students to be the same characters ie. having 3 students to be Tom Thumb."

 

Weekly Overview

Lesson 5: Remind students of the folktale Tom Thumb, this can be done with image cards and/or the story elements chart. Students should be listening to Thumbelina with the purpose of how is Thumbelina's life similar to that of, and different from that then Tom Thumb's. In the extension highlight the difference between the t-chart and the story elements chart. The t-chart serves as a direct comparison between just Thumbelina and Tom Thumb. When developing characteristic words for the characters, have an abundant bank of of character trait words for students to pull from. Instead of writing a class-story variation, students can work independently or with a partner to craft their tale.

 

Lesson 6: When explaining the origin of Issun Boshi: One-Inch Boy from Japan, explain that Japan is composed of islands, and the folktale comes from the largest one, Honshu (point this out on the world map). For the word work activity, create a template and/or guidelines/student friendly rubric, for the good deeds certificate activity. Students should be explaining why they're giving the certificate to a specific student, and what good deed(s) they witnessed the student doing.  Before sending students to work on the extension activity be sure that they are able to decipher between the beginning, middle, and ending of a text. When rotating during this activity, be sure that students are pulling an event from the middle of the text. "

 

Assessment

Domain 3 Pausing Point

Weekly Overview

Lesson 7: Remind students of the themes evident in the tales so far (ie. in the first three texts the main character was initially treated poorly, but were ultimately rewarded for their goodness). Little Red Riding Hood was written by the Grimm brothers, expose students to the significance of them and their writing of beloved folktales. In addition to illustrating, have students write about what they cherish and why in the word work activity.

 

Lesson 8: Check in to ensure students know the definitions of folklore and conflict. When labeling Hu Gu Po on the world map, point out that the texts in this domain spread across multiple continents (ie. Africa, Asia, Europe)."

Weekly Overview

Teachers should consider including an additional day of review since this unit is mostly introduced before winter break

 

Lesson 9: For the extension activity, in addition to showing the image cards, also show students the sentences in which they're responsible for identifying the demonstrative. At this point in time most students should be able to complete the venn diagram text comparisons independently, you should work with a small group of students who need support.

 

Assessment

Domain 3 Assessment

Weekly Overview

This week students will begin Domain 4, Early World Civilizations. Tell students that for the next few weeks they will pretend to travel back in time to learn how two different groups of people lived thousands of years ago in places known as Mesopotamia and ancient Egypt.

 

Lesson 1: Constantly remind students that although the lives of the ancient people who lived long ago were very different, there were many ways that we are just like them. Also, use a globe or map when pointing out the continent of Asia and the Middle East/Mesopotamia. The Civilizations Chart that you create for the extension activity is a living document that will be used throughout the domain.

 

 

Weekly Overview

This week students will begin Domain 4, Early World Civilizations. Tell students that for the next few weeks they will pretend to travel back in time to learn how two different groups of people lived thousands of years ago in places known as Mesopotamia and ancient Egypt.

Lesson 2: Because you're going to keep referring back to the globe/map before lessons, make sure that you've labeled Asia and the Middle East/Mesopotamia. Today's read aloud builds upon the one previously heard in Lesson 1. Remind students of the content addressed within lesson 1, and let them know that today's listening focus is writing and what it looks like across the world. If possible, share various types of writing with students, Chinese, Arabic, Greek, etc.

 

Lesson 3: Be intentional when choosing student partnerships for Interactive Illustrations. Every student should have a partner who pushes his/her thinking. Also, record dictation for your troubled writers so that they remember what they wrote. During this activity also be sure to circulate, giving student partnerships in the moment feedback as well as noting any trends you see across the class as a whole.

It is recommended that when teaching about religion the tone be one of respect and balance. Should questions about truth and rightness come up in discussion, an appropriate answer is, “People of different faiths believe different things to be true. These are questions you may want to talk about with your family and the adults at home.” It also is advised to inform parents and caregivers of this rationale prior to covering these topics so that families understand that teachers are teaching historical and cultural facts and are not preaching. A family letter (Instructional Master 12B-1) is included in the Appendix that can be used to communicate this to students’ families."

 

Assessment

Domain 4 Pausing Point

Weekly Overview

This week students will take the domain's first Pausing Point assessment that covers various content from Lessons 1-4.

 

Lesson 4: When reviewing with students what they've already learned about Babylon, provide some images and/or artifacts to reinforce what they're able to recall. When creating the timeline in the extension activity, be sure that it's large enough for students to interact with, they'll be taping various index cards to it. When developing their takeaway from Hammurabi’s time for the timeline, students can work individually or with a partner. This may help with quality control.

 

Pausing Point 1: Begin with the Student Performance Task Assessment, following it, select any additional activities that you deem necessary for student success. Activities can be conducted in either whole group or small group settings.

 

Skills

Overview

Week 1 - 11/5

Weeks 2/3 - 11/13

Week 4 - 11/26

Week 5 - 12/3

Week 6 - 12/10

Week 7 - 12/17

Week 8 - 1/7

Week 9 - 1/14

Week 10 - 1/22

Week 11 - 1/28

Quarter 2 Skills Pacing Guide

Unit 2 Overview: Students will be introduced to five vowel sounds and the most common spelling for each sound: /ee/- spelled ""ee"" (seed), /ae/- spelled a_e (cake), /ie/- spelled i_e (line), /oe/ spelled o_e (hope), and /ue/ spelled u_e (cube). CKLA refers to the latter spellings as ""separated digraphs"" and suggests teaching strategies on page 3-5 of the teacher guide. CKLA also refers to these spellings as ""magic e"". Teachers are instructed not to use the term ""silent e"". In this unit, students will also begin to use individual code charts. Students will focus on nouns, proper nouns, and sentence building. There are also 11 tricky words introduced during this unit.

Unit 3 Overview: Students will learn five additional vowel sounds in this unit. /oo/ spelled ""oo"" (soon), /oo/ spelled ""oo"" (look), /ou/ spelled ""ou"" (shout), /oi/ spelled ""oi"" (oil), /aw/ spelled ""aw"" (paw). Since students will learn two different sounds for the 'oo' spelling, students will practice sounding out the tricky spelling. Students will be introduced to 5 additional tricky words. The grammar focus for this unit is verbs and verb tense. Formal writing instruction begins in this unit with a focus on narrative writing.

Standards Assessed:

 

Assessment

 

Lesson 1: Today you will introduce the Individual Code Chart to students. You will need to organize a complete set for each child. In addition, you will begin a new Reader today, Gran. For today's story, you may wish to use a world map to show students the places where the grandmother travels: the Swiss Alps, Hong Kong, and a gulf.

Lesson 2: In today's lesson, students will write Tricky Words on their own index cards to keep for future practice. You may wish to provide students with an envelope or a plastic ziplock bag to keep these cards.

Lesson 3: In this lesson you will introduce the first of the four separated digraphs, ‘a_e’ as in game, ‘i_e’ as in like, ‘o_e’ as in tone, and ‘u_e’ as in cute. The two letters of each digraph are working together (as a letter team) to stand for a single sound, but the letters are separated from each other by another spelling. Reading words with separated digraphs therefore poses a new challenge to students. So far, students have been taught to read words from left to right, but in order to read words with separated digraphs, they need to begin scanning to the right and then glancing back again to the left. Students must practice this skill many times before it becomes automatic. Please note that this lesson does not contain a Warm-Up exercise.

Lesson 4: Review Vowel Digraphs

 

 

 

 

 

Standards Assessed:

 

Assessment

 

Weekly Overview

Lesson 5: Each student will need two blank index cards for recording the Tricky Words for today's lesson.

Lesson 6: Prior to teaching this lesson, prepare an ongoing chart where you will add digraphs as you teach them over the course of the unit (see p. 43). You will also need to pull out the Vowel Code Flip Book and i_e spelling card. The partner reading routine may need to be reviewed in preparation for this lesson's reading time.

 

Lesson 7: Prepare Wiggle Cards and tricky word flashcards prior to teaching this lesson (p. 50). The tricky words should be added to the word wall following the lesson. Prepare teams for the Tricky Word Baseball Game beforehand as well, keep the teams as heterogeneous as possible. Display an image of a reef during the story preview. When students are reading independently, keep anecdotal/running records on student progress. This will inform your fluid small groups. "

 

 

 

Standards Assessed:

 

Assessment

 

Weekly Overview

Lesson 9: Prepare Noun Hut groups beforehand, be sure the groupings are as heterogeneous as possible. Students will also need materials such as clipboards/whiteboards for this activity. Pull out the chaining letters prior to the lesson (p. 63). After teaching this lesson if you realize that students are unable to use their Individual Code Charts, embed a lesson where you review how to use them, this can also happen during small groups.

 

Lesson 10: Following the lesson, add the words ""by"" and ""my"" to the Tricky Word Wall. Students will also need index cards to write these words upon for their personal usage. Be sure to reiterate student expectations regarding how to properly store tricky word cards. Questions to consider, where will the index cards be kept? Will students utilize baggies or baskets?

 

Lesson 11: Today's story is about an audio cassette tape, if at all possible bring one into show along with a cassette tape player. Also, play jazz music for students to familiarize them with scat singing. Prior to the lesson, pull out today's chaining letters (p. 72). Students will need index cards for three new tricky words. The words ""so,"" ""no,"" and ""some"" need to be added to the Tricky Word Wall following the lesson. During small groups, support students in need of remediation by pulling pausing point assignments that support the needs of students.

 

Lesson 12: The digraph chart will need to be updated with the u_e sound, also pull out the Vowel Code Flip Book and u_e spelling card. The supplemental activities on p.82 should be used for enrichment purposes. They build upon content that's already been introduced.

 

 

 

 

 

 

 

Weekly Overview

 

Lesson 13: This lesson begins the review for the Unit 2 Assessment. During small groups pull pages from the Assessment/Remediation Guide to prepare students for the upcoming assessment.

 

Lesson 14: Prepare Wiggle Cards beforehand for today's lesson (p. 87), you can also use previous cards that you've used in the past. Tricky words need to taken off the word wall, or written out on index cards to use in the lesson's baseball review game.  Decide the teams heterogeneously beforehand to make sure that the groups are fair. Have students write the words ""your"" and ""you"" on index cards, you also will need to add the words to the Tricky Word Wall after today's lesson.

 

Lesson 15: In order to differentiate, pull Pausing Point worksheets that meet the needs of students and their needs. These can be completed during small group work time.

 

Lesson 16: For the Tricky Word Spelling Bee decide whether you want students to compete independently or in teams. "

 

Assessment

(MOY TRC/DIBELS Window open)

Lesson 18: Reading and Spelling Digraphs + Comprehension

Lesson 19: Grammar Assessment

Weekly Overview

Lesson 17: When selecting Pausing Point activities, be sure to check which ones require advance prep.

 

Lesson 18: Unit 2 Assessment begins with this lesson. Students who score below a 12 on the Word Recognition Assessment need more practice with letter/sound correspondence, find time to provide remediation during small groups for this. Students who score below a 3 on the Comprehension Assessment need added practice with decoding.

 

Lesson 19: The unit assessment concludes with this lesson. Students who score below a 7 on the Identifying Nouns Assessment need additional practice with this skill, the Pausing Point activities are a great resource to utilize for this during small groups. "

 

Assessment

(MOY TRC/DIBELS Window open)

Weekly Overview

"Lesson 1: Students will begin receiving weekly spelling words this week that we will be assessed on Fridays. Be sure to send home the family letter that explains expectations. Also, start a new digraph anchor chart for this unit, you will continuously add on to this chart as new digraphs are introduced.  In preparation for teaching the oo sound, pull out the oo spelling card and the Vowel Code Flip Book prior to this lesson. Relate today's Whole Group Reading Lesson to the fiction fable theme that was introduced earlier in the domains.

 

Lesson 2: Prior to this lesson, copy the writing process chart and planning template on chart paper (pp. 25&26). You also will need to copy Worksheet 2.1 on chart paper. Students will need an index card for the tricky word, ""because,"" it also needs to be added to the Tricky Word Wall.

 

Lesson 3: Before beginning the lesson, complete the lesson planning template from lesson 2. Students will need their completed worksheet 2.1 from lesson 2. For Reading Time, review buddy reading and questioning expectations. Encourage students to use their individual code sheets while decoding. You should take anecdotal notes when listening to student partnerships read. These notes will inform your small groups.

 

Lesson 4: To prepare students for the editing phase of the writing process, copy Mr. Mowse's draft unto chart paper to edit with student input. You also will need to prepare editing checklists for student usage prior to the lesson. Put in the necessary time to ensure that all can edit properly, and know the ins and outs of how to use the checklist. This will aide students in the future when they have to complete this process independently. "

Assessment

MOY TRC/DIBELS

Lesson 5: Spelling Assessment

Weekly Overview

Lesson 5: Use the resources on pp. 47-49 to analyze student mistakes on the Spelling Assessment. This deep dive will help you determine patterns that are beginning to develop within individual students. After teaching the oo sound, add the new digraph to the unit anchor chart. Also, you will need the Vowel Code Flip Book and the oo spelling card.

 

Lesson 6: For this lesson you will need to have the planning template/story map provided at the end of lesson 2 copied onto chart paper, or ready to project. Also, be sure to share out how a narrative and book report differ from each other. When completing the story map, think aloud to explain your rationale and thinking behind how you located, then chose your responses from the text. Have students store their book report drafts in a writing folder that is kept in their desk, or in an assigned spot within the classroom.

 

Lesson 7: In this lesson students will have to decipher between oo; how it sounds differently in soon vs. look. Before beginning today's lesson, choose a student's draft book report and copy it onto chart paper for whole class usage. The student's work chosen will be the author of the day. In preparation for when the ""author"" shares out, be sure that you've gone over how to give peer feedback constructively. This should be done via questioning, ie. ""would it make the writing better if you___?""  The tricky words within this lesson are taught untraditionally, from sound to print, reiterate this with students. Make sure students have index cards to write the words; ""should,"" ""could,""  and ""would."" They should also be added to the Tricky Word Wall.

 

Lesson 8: Make a verb anchor chart with students during the Identifying Verbs activity, this will help students throughout the course of the unit. During the book report final draft, circulate the room and confer with students regarding their progress. Look at this as your time to assign individual teaching points, you can meet with student(s) based on their needs during small group time. While previewing the story, highlight the differences between mules and horses. There's an image of a mule on the cover of the readers. "

Weekly Overview

"Lesson 9: Add the digraph 'ou' to the unit anchor chart. Also, you will need the Vowel Code Flip Book and the ou spelling card.

 

Lesson 10: During the Spelling Assessment, reiterate the importance of checking your work independently. The scoring guide is located on pp. 83-85. Students will need an index card to record the tricky word ""down."" It will also need to be added to the Tricky Word Wall. Reiterate index card storing expectations with students, ie. are they storing them in baggies within a given folder.

 

Lesson 11: Today is a review of previously taught sound-spelling correspondence. You will need to prepare Wiggle Cards and tricky word cards for the review baseball game (pp. 86 -87). Determine 2 heterogeneous teams for Tricky Word Baseball before the lesson.

 

Lesson 12: Pull the large spelling cards on p. 91 before the lesson. You will also need the Vowel Code Flip Book and the oi spelling card. Add the oi digraph to the unit anchor chart after you've introduced it. "

Assessment

(MOY TRC/DIBELS Window open)

Lesson 15: Spelling Assessment"

Weekly Overview

Lesson 13: Prior to the lesson, pull out the large chaining cards listed on p. 97. Instead of using the chaining cards, you can also have students chain using personal whiteboards. When introducing past/present tense verbs make an anchor chart, and post in the classroom. You will refer back to it through the course of the unit.

 

Lesson 14: Today's lesson reviews previously taught sound-spelling correspondences. Wiggle Cards need to be prepared prior to this lesson (p. 101).  You will also need to ready the large chaining cards listed on p. 101. The Recognizing Digraph activity can serve as an informal assessment, being that students will have to identify the number of sounds in a given word independently.  If you choose to have students complete this activity whole group, have them to record the number of sounds in a given word upon a personal white board or clipboard. This will ensure that all are engaged.

 

Lesson 15: You will need the Vowel Code Flip Book and the aw spell card for this lesson. Add the aw digraph to the unit anchor chart

once it's taught. After the Spelling Assessment use the template on pp. 108-110 to analyze student mistakes. Remember to use the

supplemental materials (p. 107) to support students who are early finishers.

 

Lesson 16: This lesson begins the review for the end of unit assessment. Take the time to go over tricky words, sound-spelling

correspondences, and grammar addressed in Unit 3. Feel free to bring in Pausing Point activities to support those outlined in

lessons 16-18. You will need to prepare the tricky words prior to the Tricky Word Baseball game. "

 

Assessment

Lesson 19: Word Recognition Assessment, Story Comprehension Assessment

Weekly Overview

Lesson 17: Pull the large chaining cards listed on p. 118 before the lesson.

 

Lesson 18: Pull today's small groups based upon the needs of students. You should determine this based on students' performance

 in the activities from lesson 16 and 17. Bring in Pausing Point activities to support you with this.

 

Lesson 19: This lesson is the unit assessment. Students who score below a 12 on the Word Recognition Assessment need more practice to master the sound-spelling correspondence. Refer to the Pausing Point activities and/or the Assessment/Remediation Guide. Use Wiggle Cards from this unit to give students a movement opportunity between the assessments. Students who score below a 4 on the Story Comprehension Assessment may need to read the story out loud to you (pp. 128-131). From this, you should be able to determine the root of an issue, ie. decoding (MOY Assessment). "

 

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