ELA Curriculum Map 2020

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intensity (e.g., large, gigantic) by defining orchoosing them or by acting out the meanings.CONTINUING STANDARDSReading LiteratureRL.1.10 With prompting and support, read proseand poetry of appropriate complexity for Grade 1.Reading Informational TextRI.1.10 With prompting and support, readinformational texts with appropriate complexity forGrade 1.LanguageL.1.6 Use words and phrases acquired throughconversations, reading and being read to, andresponding to texts, including using frequentlyoccurring conjunctions to signal simplerelationships.Phonics/PhonologicalAwarenessFundations Units 4-7Why do some wordshave double letters?How does looking atchunks of words makereading easier?How does a base wordhelp when reading longerwords with endings(suffixes)?How can sight wordknowledge make readingeasier?How do readers blendmore sounds together?Phonics/Phonological Awareness1.RF.3 Know and apply grade-level phonics andword analysis skills in decoding words. B. Decoderegularly spelled one-syllable words f. Read wordswith inflectional endings g. Recognize and readgrade-appropriate irregularly spelled words1.RF.4 Read with sufficient accuracy and fluencyto support comprehension
Module 3Wit and Wisdom Module3: Powerful ForcesHow do people respondto the powerful force ofthe wind?Reading LiteratureRL.1.4 Identify words and phrases in stories orpoems that suggest feelings or appeal to thesenses.RL.1.5 Explain major differences between booksthat tell stories and books that give information,drawing on a wide reading of a range of text types.Reading Informational TextRI.1.4 Ask and answer questions to helpdetermine or clarify the meaning of words andphrases in a text.RI.1.6 Distinguish between information provided bypictures or other illustrations and informationprovided by the words in a text.RI.1.9 Identify basic similarities in and differencesbetween two texts on the same topic.WritingW.1.3 Write narratives in which they recount two ormore appropriately sequenced events, includesome details regarding what happened, usetemporal words to signal event order, and providesome sense of closure.Speaking and ListeningSL.1.1.c Ask questions to clear up any confusionabout the topics and texts under discussion.SL.1.3 Ask and answer questions about what aspeaker says in order to gather additionalinformation or clarify something that is notunderstood.LanguageL.1.1c Use singular and plural nouns withmatching verbs in basic sentences.L.1.1.e Use verbs to convey a sense of past,present, and future.CORE TEXTSPicture Books, Literary● Brave Irene, William Steig● Owl at Home, “TheGuest,” Arnold Lobel● Gilberto and the Wind,Marie Hall EtsPicture Books, Informational● The Boy Who Harnessedthe Wind, WilliamKamkwamba and BryanMealer● Feel the Wind, ArthurDorros● Feelings, AlikiSUPPLEMENTARY TEXTSPoetry● “The Wind,” JamesReeves● “It Fell in the City,” EveMerriam● “This Windmill,” AmyLudwig VanDerwaterVideo●“William and the Windmill,”Toronto StarAudio● "Soaring Bird MVI 0902,"SanfordAr●"Hummingbird WingSounds,"MyBackyardBirdingPainting● The Red Mill, PietMondrian (1911)● Oostzijdse Mill withFocusing QuestionTasks (5) -Lesson 6, 11,18, 24, 28New Read Assessments(2) -Lesson 17, 31Socratic Seminars (2)-Lesson 29, 35End of Module Task-Lesson 32Vocabulary Assessment(2 parts) -Lesson 21, 31Fundations Unit 8-10AssessmentCompleted by April 2*See ELA ScheduleHomework:Fluency
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Page 3 and 4: Students employ a wide range of str
Page 5 and 6: These grades will reflect in a stud
Page 7 and 8: ●●●SMP 2 addresses how studen
Page 9 and 10: Focus Areas for Pre-Kindergarten Al
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Page 29 and 30: How do writers tell a story outloud
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Page 51 and 52: L.1.6 Use words and phrases acquire
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Page 80 and 81: What is a double vowelexception?How
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sentences, recognizing andcorrectin
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events in stories, myths, andtradit
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with scaffolding as needed at thehi
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ELA Curriculum Map 2020

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