Grade 1 Pacing Guide: Q2 CKLA

Q1 Guide

Q2 Guide

Q3 Guide

Q4 Guide

Listening & Learning

Overview

Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Domain 1: Nursery Rhymes and Fables

This domain introduces students to popular nursery rhymes and fables. These texts help students learn important vocabulary and build phonemic awareness.

 

Review the vocabulary for this domain (pg. 4 of the Domain 1 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

 

Please reference the supplemental guide for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content.  These lessons could be taught whole group or small group.

 

Trade Books recommended for Read Alouds throughout the Domain can be found on pg. 6 of your Domain 1 Teacher's Guide. Websites that align to the domain can be found on pg. 8 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the Guide.

 

Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 Turn and Talk opportunities during the fable read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share at the end of each read aloud.\

 

Domain 2: The Five Senses

This domain introduces students to the five senses. This domain will be one of many that follow in subsequent grade levels in which students will broaden their knowledge of the human body. This domain sets an important foundation for students' further learning. Students will also hear the inspirational stories of Helen Keller and Ray Charles, who overcame challenges from disabilities related to sight and hearing.

 

Review the vocabulary for this domain (pg. 3 of the Domain 2 Teacher's Guide). Words written in bold have a corresponding word work activity. Students are not expected to master these words the first time they are exposed to them, but through repeated exposure, they should acquire a good understanding.

 

Please reference the supplemental guide (insert link: ) for lesson plans with scaffolded instruction. This could be used for EL or DL students, as well as for students who are struggling with understanding the content.  These lessons could be taught whole group or small group.

 

Trade Books recommended for Read Alouds throughout the Domain can be found on pg. 5 of your Domain 2 Teacher's Guide. Websites that align to the domain can be found on pg. 9 of the Teacher's Guide. These lists can also be found in the Teacher Resource pages at the end of the Guide.

 

Note: In order to increase students' Listening and Learning stamina, make it a goal to try at least 2-3 Turn and Talk opportunities during the read alouds to increase student engagement and discourse. There will also be opportunities for Think-Pair-Share at the end of each read aloud.

Domain 1

Lesson 1 (2 days)

Lesson 2 (2 days)

Assessment

In Lesson 2B, there is an opportunity to assess chosen students' abilities to recite "Rain, Rain Go Away" using Instructional Master 2B-1 (pg. 169 in Teacher's Guide).

Resources

Lesson 1 (2 days)

Lesson 2 (2 days)

Notes

**To increase student engagement, you could set up a table where you collect things that come from the nursery rhymes (i.e. a pig stuffed animal, a spider, a silk rose, a candlestick, etc).**

 

Weekly Overview: This week, students will be introduced to four different nursery rhymes, participate in student discussions about the text and complete word work/vocabulary activities for each lesson.

 

Lesson 1: Reference the Supplemental Guide for alternative language for the lesson that will provide more scaffolds for your students. Point to each word as you read the rhymes. Rhymes can be used to transition during the day. By the end of the unit, students should be able to recite one of the rhymes from the domain on their own. Discussion of the rhyme should be 5 minutes--you do not need to get through all of the questions--prioritize the questions based on your students' needs/comprehension.  Model TPS with another student, since this will be the first time they have tried this routine. Make sure to do the "Word Work" portion of this lesson, since students will be assessed on it at the end of the domain. For Part 1B, again, be sure to complete the multiple meaning word activity. Acting out "Ring around the Rosie" will be a good way for students to internalize the rhyme. This can also be used for transitions throughout the day.

 

Lesson 2: Same guidelines as above--point to the words as you read them, model TPS, be sure to include the "Word Work" portion, and consider using the rhyme to transition throughout the day. In part 2B, there is an opportunity for assessment (having students or a group of students recite the poem). This is denoted in the curriculum with a #10 with a gray circle around it. Use Instructional Master 2B-1 to assess.

<