1st Grade Pacing Guide - Jessamine County Schools

Jessamine County SchoolsPacing GuidesGrade 1Jessamine County Schoolsrevised August 2010

Jessamine County Schools Pacing GuidesGrade 1This booklet contains an outline of what content your child will be taught this year. It is divided into nine week blocks to correlatewith the different grading periods. The arrows will help you understand the approximate time that each will be taught. Someguidelines to help you in reading the calendar:v If the arrow goes across the entire nine weeks, the content listed will be taught throughout that particular nine weeks. Thishappens in reading and math where the skills are taught in a variety of ways. Teachers need flexibility to focus on differentskills based on the books/materials that they are using.v The timeline is meant to be a guideline for teachers to enable them to pace their instruction and get through the contentexpected at a particular level. The times are approximate. Different classes may spend different amounts of time on thecontent depending on the students.If you have any questions about what your child will be learning this year, please contact either your child’s teacher, the CurriculumResource Administrator at your building or Char Williams, Director of Curriculum at Central Office.

Jessamine County SchoolsRecommended 1st Grade Pacing GuideReading/LanguageArtsUsing a varietyof literary,informationaland persuasivetexts studentswill:Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9Foundational SkillsRF.1.1 Demonstrate understanding of the organization and basicfeatures of print.RF.1.1.a Recognize the distinguishing features of a sentence (e.g.,first word, capitalization, ending punctuation).RF.1.2 Demonstrate understanding of spoken words, syllables, andsounds(phonemes).RF.1.2.a. Distinguish long from short vowel sounds in spoken singlesyllablewords.RF.1.2.b. Orally produce single-syllable words by blending sounds(phonemes),RF.1.2.c. Isolate and pronounce initial, medial vowel, and final sounds(phonemes) in spoken single-syllable words.RF.1.2.d. Segment spoken single-syllable words into their completesequence of individual sounds (phonemes).Reading/Literature (Fiction)RL.1.3 Describe characters, settings, and major events in a story,using key detailsRL.1.6 Identify who is telling the story at various points in a text.RL.1.7 Use illustrations and details in a story to describe its characters,setting, or events.RL.1.1 Ask and answer questions about key details in a text.WritingW.1.7 Participate in shared research and writing projects (e.g., explorea number of “how-to” books on a given topic and use themto write a sequence of instructions).W.1.8 With guidance and support from adults, recall informationfrom experiences or gather information from provided sources toanswer a question.Speaking/ListeningSL.1.1 Participate in collaborative conversations with diverse partnersabout grade 1 topics and texts with peers and adults in smalland larger groups.SL.1.1.a. Follow agreed-upon rules for discussions (e.g., listening toothers with care, speaking one at a time about the topics and textsunder discussion).SL.1.1.c Ask and answer questions about key details in a text readaloud or information presented orally or through other media.SL.1.3 Ask and answer questions about what a speaker says inorder to gather additional information or clarify something that isnot understood.SL.1.5 Add drawings or other visual displays to descriptions whenappropriate to clarify ideas, thoughts, and feelings.SL.1.6 Produce complete sentences when appropriate to task andsituation. (See grade 1 Language standards 1 and 3 on page 26 forspecific expectations.)LanguageL.1.1 Demonstrate command of the conventions of standard Englishgrammar and usage when writing or speaking.L.1.1.a Print all upper- and lowercase letters.L.1.2 Demonstrate command of the conventions of standard Englishcapitalization, punctuation, and spelling when writing.L.1.2.a. Capitalize dates and names of people.L.1.2.b. Use end punctuation for sentencesL.1.2.d Use conventional spelling for words with common spellingpatterns and for frequently occurring irregular words.L.1.2.e Spell untaught words phonetically, drawing on phonemicawareness and spelling conventions.uL.1.5 With guidance and support from adults, demonstrate understandingof word relationships and nuances in word meanings.L.1.5.a. Sort words into categories (e.g., colors, clothing) to gain asense of the concepts the categories represent.L.1.5.b. Define words by category and by one or more key attributes(e.g., a duck is a bird that swims; a tiger is a large cat with stripes).L.1.1.h Use determiners (e.g., articles, demonstratives)MathNUMBER AND OPERATIONS IN BASE TEN 1.NBTExtend Counting Sequence1.NBT.1 Count to 100, starting at any number less than 100. In thisrange, read and write numerals and represent a number of objectswith a written numeral.1.NBT.4Use place value understanding and properties of operations toadd and subtract. Add within 9, using concrete models or drawingsand strategies based on place value, ‘properties of operations,and/or the relationship between addition and subtraction; relatethe strategy to a written method and explain the reasoning used.GEOMETRY 1.GReason with shapes and their attributes1.G.1 Distinguish between defining attributes (e.g., triangles areclosed andthree-sided) versus non-defining attributes (e.g., color,orientation,overall size) ; build and draw shapes to possess definingattributes.1.G.2 Compose two-dimensional shapes (rectangles, squares,trapezoids, triangles, half-circles, and quarter-circles) or threedimensionalshapes (cubes, right rectangular prisms, right circularcones, and right circular cylinders) to create a composite shape,and compose new shapes from the composite shape.1OPERATIONS AND ALGEBRAIC THINKING 1.OARepresent and solve problems using addition and subtraction.1.OA.1 Use addition and subtraction within 5 to solve word problemsinvolving situations of adding to, taking from, putting together,taking apart, and comparing, with unknowns in all positions, e.g.,by using objects, drawings, and equations with a symbol for theunknown number to represent the problem.urevised August 2010

Jessamine County SchoolsRecommended 1st Grade Pacing GuideReading/LanguageArtsUsing a varietyof literary,informationaland persuasivetexts studentswill:MathWeek 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Week 17 Week 18Foundational SkillsRF.1.3. Know and apply grade level phonics and word analysis skillsin decoding wordsRF.1.3.c. Know final -e and common vowel team conventions for representinglong vowel sounds.RF.1.3.d. Use knowledge that every syllable must have a vowel soundto determine the number of syllables in a printed word.Reading/Literature (Fiction)RF.1.2 Retell stories, including key details, and demonstrate understandingof their central message or lesson.RF.1.4 Identify words and phrases in stories or poems that suggestfeelings or appeal to the senses.Reading/InformationalRI.1.1 Ask and answer questions about key details in a text.RI.1.2 Identify the main topic and retell key details of a text.RI.1.4 Ask and answer questions to help determine or clarify themeaning of words and phrases in a text.RI.1.5 Know and use various text features (e.g., headings, tables ofcontents, glossaries, electronic menus, icons) to locate key facts orinformation in a text.RI.1.7 Use the illustrations and details in a text to describe its key ideas.NUMBERS AND OPERATIONS IN BASE 10 1.NBTExtend Counting Sequence1.NBT.1 Count to 120, starting at any number less than 100. In thisrange, read and write numerals and represent a number of objectswith a written numeral.Understand place value.1.NBT.2 Understand that the two digits of a two-digit numberrepresent amounts of tens and ones. Understand the following asspecial cases:1.NBT.2 .a 10 can be thought of as a bundle of ten ones — calleda “ten.”1.NBT.2 .b The numbers from 11 to 19 are composed of a ten and one,two, three, four, five, six, seven, eight, or nine ones.1.NBT.2 .c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one,two, three, four, five, six, seven, eight, or nine tens (and 0 ones).Use place value understanding and properties of operationsto add and subtract.1.NBT.4 Add within 20, including adding a two-digit number and aWritingW.1.3 Write narratives in which they recount two or more appropriatelysequenced events, include some details regarding whathappened, use temporal words to signal event order, and providesome sense of closure.Speaking/ListeningSL.1.1.b Build on others’ talk in conversations by responding to thecomments of others through multiple exchanges.SL.1.1.c Ask questions to clear up any confusion about the topics andtexts under discussion.LanguageRF.1.2 Demonstrate understanding of spoken words, syllables, and sounds:RF.1.2.b Orally produce single-syllable words by blending sounds(phonemes), including consonant blends.RF.1.3 Know and apply grade-level phonics and word analysis skillsin decoding words:RF.1.3a. Know the spelling-sound correspondences for commonconsonant digraphs.L.1.1.b Use common, proper, and possessive nounsL.1.1.e Use verbs to convey a sense of past, present, (e.g., YesterdayI walked home; Today I walk home;)one-digit number, and adding a two-digit number and a multipleof 10, using concrete models or drawings and strategies basedon place value, properties of operations, and/or the relationshipbetween addition and subtraction; relate the strategy to a writtenmethod and explain the reasoning used. Understand that in addingtwo-digit numbers, one adds tens and tens, ones and ones; andsometimes it is necessary to compose a ten.OPERATIONS AND ALGEBRAIC THINKING 1.OAAdd and subtract within 20.1.OA.6 Add and subtract within 20, demonstrating fluency for additionand subtraction within 10. Use strategies such as counting on;making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposinga number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1= 9); using the relationship between addition and subtraction(e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creatingequivalent but easier or known sums (e.g., adding 6 + 7 bycreating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).uL.1.1.f Use frequently occurring adjectivesL.1.1.j Produce complete simple declarative, interrogative, imperative,and exclamatory sentences in response to prompts.L.1.4 Determine or clarify the meaning of unknown and multiplemeaningwords and phrases based on grade 1 reading and content,choosing flexibly from an array of strategies.L.1.4.a. Use sentence-level context as a clue to the meaning of a wordor phrase.L.1.4.c Identify frequently occurring root words (e.g., look) and theirinflectional forms (e.g., looks, looked, looking).Ongoing….After standards are introduced, the skills will continue to be revisitedand teachers should build upon them to reach the depth expectedof the standard to ensure student independence.uRepresent and solve problems involving addition andsubtraction.1.OA.1 Use addition and subtraction within 10 to solve wordproblems involving situations of adding to, taking from, puttingtogether, taking apart, and comparing, with unknowns in all positions,e.g., by using objects, drawings, and equations with a symbolfor the unknown number to represent the problem.Understand and apply properties of operations and therelationship between addition and subtraction.1.OA.3 Apply properties of operations as strategies to add andsubtract.1 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11is also known. (Commutative property of addition.) To add 2 + 6+ 4, the second two numbers can be added to make a ten, so 2+ 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1Students do not need to use formal terms for these properties.Add and subtract within 20.1.OA.5 Relate counting to addition and subtraction (e.g., by countingon 2 to add 2).revised August 2010

ScienceMagnetsuSocial StudiesEarly AmericansuCulture/ Holiday/ TraditionsuHealth/ConsumerismVocational StudiesArtto be added 07/08 school yearCulture: Colonial AmericanElements: Color Families (warm, cool, neutral)Principles: Emphasis (focal point)Media: Paint, yarnProcesses: Painting, weavingPurposes: FunctionaluMusicPECulture: Colonial AmericanElements: Melody, HarmonyUnits of Study: Seasonal MusicSpace Direction Levels Pathways Shapeuurevised August 2010

Jessamine County SchoolsRecommended 1st Grade Pacing GuideReading/LanguageArtsUsing a varietyof literary,informationaland persuasivetexts studentswill:Week 19 Week 20 Week 21 Week 22 Week 23 Week 24 Week 25 Week 26 Week 27Foundational SkillsRF.1.3.e Decode two-syllable words following basic patterns bybreaking the words into syllables.RF.1.3.g Recognize and read grade-appropriate irregularly spelledwords.RF.1.4.c Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary.RF.1.3.f Read words with inflectional endings.Reading/Literature (Fiction)RL.1.5 Explain major differences between books that tell stories andbooks that give information, drawing on a wide reading of a rangeof text types.RL.1.9 Compare and contrast the adventures and experiences ofcharacters in stories.Reading/InformationalRI.1.3 Describe the connection between two individuals, events,ideas, or pieces of information in a text.RI.1.6 Distinguish between information provided by pictures or otherillustrations and information provided by the words in a text.RI.1.9 Identify basic similarities in and differences between twotexts on the same topic (e.g., in illustrations, descriptions, orprocedures).WritingW.1.2 Write informative/explanatory texts in which they name atopic, supply some facts about the topic, and provide some senseof closure.W.1.5 With guidance and support from adults, focus on a topic,respond to questions and suggestions from peers, and add detailsto strengthen writing as needed.LanguageL.1.1.c Use singular and plural nouns with matching verbs in basicsentences (e.g., He hops; We hop).L.1.1.j Produce and expand simple and compound sentencesL.1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so,because).Use frequently occurring affixes as a clue to the meaning of a word.Ongoing….After standards are introduced, the skills will continue to be revisitedand teachers should build upon them to reach the depth expectedof the standard to ensure student independence.uSpeaking/ListeningSL.1.4 Describe people, places, things, and events with relevantdetails, expressing ideas and feelings clearly.MathNUMBER AND OPERATIONS IN BASE TEN 1.NBTUnderstand place value.1.NBT.3 Compare two two-digit numbers based on meanings of thetens and ones digits, recording the results of comparisons with thesymbols >, =, and

ScienceSocial StudiesHealth/ConsumerismVocational StudiesArtuuStates of Matter Earth Materials AnimalsCulture: West AfricanElements: Texture, formto be added 07/08 school yearPatriotic SymbolsPrinciples: Balance (symmetry)Media: Fabric, clay, papier-macheuEconomicsuProcesses: Printmaking, fiber art, potteryPurposes: CeremonialuuMusicCulture: West AfricanElements: Timbre, formUnits of Study: Peter and the Wolf or Carnival of the AnimalsuPETime (tempo), Forceurevised August 2010

Jessamine County SchoolsRecommended 1st Grade Pacing GuideReading/LanguageArtsUsing a varietyof literary,informationaland persuasivetexts studentswill:MathWeek 28 Week 29 Week 30 Week 31 Week 32 Week 33 Week 34 Week 35 Week 36Foundational SkillsRF.1.4. Read with sufficient accuracy and fluency to supportcomprehension.RF.1.4.a Read on-level text with purpose and understanding.RF.1.4.b Read on-level prose and poetry orally with accuracy, appropriaterate, and expression on successive readings.Reading/Literature (Fiction)RL.1.10 With prompting and support, read prose and poetry of appropriatecomplexity for grade 1.Reading/InformationalRI.1.10 With prompting and support, read informational texts appropriatelycomplex for grade 1.WritingW.1.1 Write opinion pieces in which they introduce the topic or namethe book they are writing about, state an opinion, supply a reasonfor the opinion, and provide some sense of closure.W.1.6 With guidance and support from adults, use a variety of digitaltools to produce and publish writing, including in collaborationwith peers.OPERATIONS AND ALGEBRAIC THINKING 1.OARepresent and solve problems involving addition andsubtraction.1.OA.8 Use addition and subtraction within 20 to solve wordproblems involving situations of adding to, taking from, puttingtogether, taking apart, and comparing, with unknowns in allpositions, e.g., by using objects, drawings, and equations with asymbol for the unknown number to represent the problem.1.OA.2 Solve word problems that call for addition of three wholenumbers whose sum is less than or equal to 20, e.g., by usingobjects, drawings, and equations with a symbol for the unknownnumber to represent the problem.Work with addition and subtraction equations.1.OA.8 Determine the unknown whole number in an addition or subtractionequation relating to three whole numbers. For example,determine the unknown number that makes the equation true ineach of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?.LanguageL.1.5.d Distinguish shades of meaning among verbs differing inmanner (e.g., look, peek, glance, stare, glare, scowl) and adjectivesdiffering in intensity (e.g., large, gigantic) by defining or choosingthem or by acting out the meanings.L.1.1.e Use verbs to convey a sense of future (e.g., Tomorrow I willwalk home).L.1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me,my; they, them, their, anyone, everything).L.1.1.i Use frequently occurring prepositions (e.g., during, beyond,toward).L.1.2.c Use commas in dates and to separate single words in aseries.L.1.6 Use words and phrases acquired through conversations, readingand being read to, and responding to texts, including usingfrequently occurring conjunctions to signal simple relationships(e.g., I named my hamster Nibblet because she nibbles too muchbecause she likes that).NUMBER AND OPERATIONS IN BASE TEN 1.NBTUse place value understanding and properties of operationsto add and subtract.1.NBT.4 Add within 100, including adding a two-digit number and aone-digit number, and adding a two-digit number and a multipleof 10, using concrete models or drawings and strategies basedon place value, properties of operations, and/or the relationshipbetween addition and subtraction; relate the strategy to a writtenmethod and explain the reasoning used. Understand that in addingtwo-digit numbers, one adds tens and tens, ones and ones; andsometimes it is necessary to compose a ten.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of10 in the range 10-90 (positive or zero differences), using concretemodels or drawings and strategies based on place value, propertiesof operations, and/or the relationship between addition andsubtraction; relate the strategy to a written method and explainthe reasoning used.Ongoing….uAfter standards are introduced, the skills will continue to be revisitedand teachers should build upon them to reach the depth expectedof the standard to ensure student independence.GEOMETRY 1GReason with shapes and their attributes1.G.3 Partition circles and rectangles into two and four equal shares,describe the shares using the words halves, fourths, and quarters,and use the phrases half of, fourth of, and quarter of. Describethe whole as two of, or four of the shares. Understand for theseexamples that decomposing into more equal shares createssmaller shares.urevised August 2010

ScienceSocial StudiesAnimalsE-folio “word processing/graphic”uWeatherRights and Responsibilities Map Skills (assess) Country Study (Mexico)uuuHealth/ConsumerismVocational StudiesArtMusicto be added 07/08 school yearCulture: Traditional, Appalachian; Elements: Review of line, shape, color, color families, texture, form,Principles: Contrast, Media: Review of pencil, paper, paint, yarn, fabric, clay, paper-macheCulture: Appalachian, Elements: Rhythm, tempo, dynamics, melody, harmony, timbre, formProcesses: Collage, Sculpture, Purposes: NarrativeuuPEReview of: Locomotor and nonlocomotor, Space, direction, levels, pathways, shape, Time (tempo) and forceurevised August 2010