TULSA PUBLIC SCHOOLS
Reading/Language Arts Pacing Calendar
Grade 1
1st Quarter
READING/LITERATURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS
Standard 1: Print Awareness - Develop and demonstrate knowledge of print awareness
- 1.1 Read from left to right, top to bottom.
- 1.2 Match spoken word to print.
- 1.3 Recognize the differences among letters, words, and sentences.
Standard 2: Phonological/Phonemic Awareness—Develop and demonstrate knowledge of phonological/phonemic awareness
- 2.3 Identify onsets and rimes.
- 2.4 Segment and blend the phonemes of one-syllable words.
- Example: bat = /b/ /a/ /t/
- 2.5 Isolate phonemes within words by identifying the beginning, middle, and ending sounds in one-syllable words.
- Example: the beginning sound of dog is /d/ the middle sound in can is /a/
- 2.6 Add or delete a phoneme change to a word.
- Example: /b/ + at = bat
cat - /k/ = at
Standard 6: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.
- 6.1 Literal Understanding:
- c. Respond to questions designed to aid general comprehension.
- 6.3 Summary and Generalization:
- a. Retell or act out stories and events using beginning, middle, and ending.
- b. Respond to who, what, when, where, why, and how questions and discuss the main idea of what is read.
- c. Draw and discuss visual images based on text information.
Standard 8: Research and Information - The student will conduct research and organize information.
- 8.1 Accessing Information - Select the best source for a given purpose
- c. Recognize author, illustrator, title page, and table of contents (when applicable) as identifying items of information about a book.
WRITING/GRAMMAR/USAGE AND MECHANICS: EXPRESS IDEAS EFFECTIVELY IN WRITING MODES FOR A VARIETY OF PURPOSES AND AUDIENCES
Standard 1: Writing Process - Use the writing process to write coherently
- 1.1 Participate in prewriting activities such as brainstorming, discussion, webbing, or story starters.
Standard 2: Modes and Forms of Writing - Communicate through a variety of written forms and for various purposes and to a specific audience or person
- 2.3 Make journal entries.
ORAL LANGUAGE/LISTENING AND SPEAKING: THE STUDENT WILL DEMONSTRATE THINKING SKILLS IN LISTENING AND SPEAKING
Standard 1: Listening - Listen for information and pleasure
- 1.1 Listen attentively and ask questions for clarification and understanding.
- 1.2 Give, restate, and follow simple two-step directions.
Standard 2: Speaking - Express ides and opinions in a group or individual situations
- 2.1 Stay on topic when speaking.
Standard 3: Group Interaction - Use effective communication strategies in pair and small group context
- 3.1 Show respect and consideration for others in verbal and physical communications.
- 3.2 Make contributions in group discussions.
VISUAL LITERACY: THE STUDENT WILL INTERPRET, EVALUATE, AND COMPOSE VISUAL MESSAGES
Standard 1: Interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning
- 1.2 Respond through talk, movement, music, art, drama and writing in ways that reflect understanding of a variety of stories and poems.
2nd Quarter
READING/LITERTURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS
Standard 2: Phonological/Phonemic Awareness - Develop and demonstrate knowledge of phonological/phonemic awareness
- 2.1 Create and state groups of rhyming words.
Standard 4: Vocabulary - The student will develop and expand knowledge of words and word meanings to increase vocabulary.
- 4.1 Increase personal vocabulary by listening and reading a variety of literature.
- 4.2 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.
- 4.3 Use new vocabulary and language in own speech and writing.
- 4.4 Classify categories of words.
- Example: Tell which of the following are fruits and which are vegetables: bananas, oranges, apples, carrots, and peas.
Standard 5: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.
- 5.2 Read regularly in instructional-level text (text in which no more that 1 in 10 words is difficult for the reader; a “typical” first grader reads approximately 60 words per minute).
Standard 7: Literature - The student will read to construct meaning and respond to a wide variety of literary forms.
- 7.1. Literary Genres - The student will demonstrate knowledge of and appreciation of the various forms (genres) of literature.
- a. Discriminate between fiction and nonfiction.
- b. Recognize elements of different cultures in multicultural tales.
- 7.2. Literary Elements—The student will demonstrate knowledge of literary elements and techniques and how they affect the development of a literary work.
- a. Describe the roles of authors and illustrators in telling a story or presenting information.
- b. Identify and describe the plot, setting, and character(s) in a story.
Standard 8: Research and Information - The student will conduct research and organize information.
- 8.1. Accessing Information: Select the best source for a given purpose.
- d. Access information from simple charts, maps, graphs, and calendars.
WRITING/GRAMMAR/USAGE AND MECHANICS: THE STUDENT WILL EXPRESS IDEAS EFFECTIVELY IN WRITING MODES FOR A VARIETY OF PURPOSES AND AUDIENCES.
Standard 1: Writing Process - The student will use the writing process to write coherently.
Standard 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 3.1 Grammar/Usage: Students are beginning to recognize and use appropriate nouns, verbs, and adjectives in their writing.
- a. Singular and plural nouns.
- 3.6 Handwriting: Students are expected to demonstrate appropriate handwriting in the writing process.
- Example: Print legibly and space letters, words, and sentences appropriately, using left to right progression moving from the top to the bottom of the page.
ORAL LANGUAGE/LISTENING AND SPEAKING: THE STUDENT WILL DEMONSTRATE THINKING SKILLS IN LISTENING AND SPEAKING.
Standard 2: Speaking - The student will express ideas and opinions in a group or individual situations.
- 2.2 Use descriptive words when speaking about people, places, things, and events.
- 2.3 Recite poems, rhymes, songs, and stories.
- 2.6 Provide descriptions with careful attention to sensory detail.
- 2.7 Use visual aids, such as pictures and objects to present oral information.
VISUAL LITERACY: THE STUDENT WILL INTERPRET, EVALUATE, AND COMPOSE VISUAL MESSAGES.
Standard 1: Interpret Meaning - The student will interpret and evaluate the various ways visual image-makers including graphic artists, illustrators, and news photographers represent meaning.
- 1.1 Respond to visual messages by distinguishing between fiction and nonfiction in stories, videos, and television programs.
3rd Quarter
READING/LITERTURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS.
Standard 2: Phonological/Phonemic Awareness - Develop and demonstrate knowledge of phonological/phonemic awareness.
- 2.2 Count syllables in a word.
Standard 3: Phonics/Decoding - The student will apply sound-symbol relationships to decode unknown words.
- 3.2 Structural Analysis - Apply knowledge of structural analysis to decode words using strategies such as inflectional endings, contractions and compound words, and possessives.
- Example: inflectional endings—adding –s, -es, -ing, or –ed to a word
- Example: compound words—cup + cake = cupcake
- Example: contraction—can + not = can’t
Standard 5: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.
- 5.1 Read regularly in independent-level text (text in which no more that 1 in 20 words is difficult for the reader), effortlessly, and with expression.
- 5.3 Students will engage in repeated readings of the same text to increase fluency.
- 5.5 Use punctuation cues (e.g., periods, commas, question marks) in text as a guide to understand meaning.
Standard 6: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.
6.1 Literal Understanding
- b. Use pre-reading strategies such as previewing, using prior knowledge, predicting, and establishing a purpose for reading.
- Example: Prior to reading the book Verdi by Janell Cannon, have students preview the book by looking at the cover, identifying the main character and telling what the know about snakes (what they do, where they live….). Make predictions by doing a picture walk to discuss some of the early actions in the story.
- 6.2 Inferences and Interpretations - Make simple inferences based on what is stated in text.
- 6.4 Analysis and Evaluation:
- a. Identify simple cause and effect relationships.
WRITING/GRAMMAR/USAGE AND MECHANICS: THE STUDENT WILL EXPRESS IDEAS EFFECTIVELY IN WRITING MODES FOR A VARIETY OF PURPOSES AND AUDIENCES.
Standard 1: Writing Process - The student will use the writing process to write coherently.
- 1.3 Be introduced to proofreading and editing.
- 1.4 Publish and share writing with various audiences, such as peers or adults.
Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.
- 2.1 Develop stories that describe, explain, or tell about familiar objects, people, places, events, or experiences.
Standard 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 3.2 Mechanics: Students are expected to demonstrate appropriate language mechanics in writing.
- Example: Capitalize the first word of a sentence, names of people, places, major holidays, days of the week, months of the year, and pronoun “I”.
- 3.4 Sentence Structure: The student will demonstrate appropriated sentence structure in writing.
Example: Write in complete sentences using a noun and verb in each sentence.
- 3.5 Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
- b. Use a picture dictionary to gain information.
ORAL LANGUAGE/LISTENING AND SPEAKING: THE STUDENT WILL DEMONSTRATE THINKING SKILLS IN LISTENING AND SPEAKING.
Standard 2: Speaking - The student will express ideas and opinion in a group or individual situations.
- 2.4 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
VISUAL LITERACY: THE STUDENT WILL INTERPRET, EVALUATE, AND COMPOSE VISUAL MESSAGES.
Standard 2: Evaluate Media—The student will evaluate visual and electronic media such as film as compared with printed messages.
- Example: Make connections between illustrations and print.
4th Quarter
READING/LITERTURE: APPLY A WIDE RANGE OF STRATEGIES TO COMPREHEND, INTERPRET, EVALUATE, APPRECIATE, AND RESPOND TO A WIDE VARIETY OF TEXTS.
Standard 3: Phonics/Decoding - The student will apply sound-symbol relationships to decode unknown words.
- 3.1 Phonetic Analysis—Apply phonics knowledge to decode one-syllable words.
- a. Use short and long vowel patterns.
- Example: CVC = mad, hid, cut
- Example: CVCV (final e) = made, hide, cute
- Example: CV = he, me, so
- b. Use r-controlled vowel patterns.
- Example: er = “r” in fern, ir = “r” in bird, and ur = “r” in turn
- c. Structural Analysis—Apply knowledge of structural analysis to decode words using strategies such as inflectional endings, contractions, and compound words, and possessives.
- Example: inflectional endings—adding –s, -es, -ing, or –ed to a word
- Example: compound words—cup + cake = cupcake
- Example: contraction—can + not = can’t
Standard 5: Fluency - The student will identify words rapidly so that attention is directed at the meaning of the text.
- 5.4 Recognize 100-200 high frequency and/or common irregularly spelled words in text. (e.g. have, to, was, where, said).
Standard 6: Comprehension/Critical Literacy - The student will interact with the words and concepts in a text to construct an appropriate meaning.
- 6.1 Literal Understanding:
- a. Read and comprehend both fiction and nonfiction that is appropriately designed for the second half of first grade.
- 6.4 Analysis and Evaluation:
- b. Mark favorite passages.
- 6.5 Monitoring and Correction Strategies—Apply a basic use of semantics, syntax, and graphophonic cues (e.g. semantics—Does it make sense? syntax—Does it sound right? Graphophonic - Does it look right?).
Standard 8: Research and Information - The student will conduct research and organize information.
- 8.1 Accessing Information: Select the best source for a given purpose.
- a. Alphabetize words to the first letter
- b. Read and follow simple written directions
- 8.2 Interpreting Information: Analyze and evaluate information from a variety of sources and generate questions about topics of personal interest and find books to gather information.
WRITING/GRAMMAR/USAGE AND MECHANICS: THE STUDENT WILL EXPRESS IDEAS EFFECTIVELY IN WRITING MODES FOR A VARIETY OF PURPOSES AND AUDIENCES.
Standard 2: Modes and Forms of Writing - The student will communicate through a variety of written forms and for various purposes and to a specific audience or person.
- 2.2 Write “thank you” notes, friendly letters, and invitations.
- 2.4 Create simple poems.
- 2.5 Write brief descriptions of a real object, person, place, or event using some details.
Standard 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices in writing by applying Standard English conventions to the revising and editing stages of writing.
- 3.1 Grammar/Usage: Students are beginning to recognize and use appropriate nouns, verbs, and adjectives in their writing.
- b. Singular possessive pronouns.
- c. Present and past tense verbs.
- d. Contractions.
- e. Adjectives.
- 3.5 Spelling: Students are expected to demonstrate appropriate application of spelling knowledge to the revising and editing stages of writing.
- a. Spell correctly three- and four-letter words, and grade-level-appropriate sight words.
ORAL LANGUAGE/LISTENING AND SPEAKING: THE STUDENT WILL DEMONSTRATE THINKING SKILLS IN LISTENING AND SPEAKING.
Standard 2: Speaking - The student will express ideas and opinions in a group or individual situations.
- 2.5 Relate an important life event or personal experience in a simple sequence.
Revised 7/10/06