<strong>Jessamine</strong> <strong>County</strong> <strong>Schools</strong> <strong>Pacing</strong> <strong>Guide</strong>s<strong>Grade</strong> 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.
<strong>Jessamine</strong> <strong>County</strong> <strong>Schools</strong>Recommended <strong>1st</strong> <strong>Grade</strong> <strong>Pacing</strong> <strong>Guide</strong>Reading/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
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