First Grade Common Core English Language Arts Overview

Common Core State Standards
Curriculum Guide for First Grade
Revised Summer 2013
Table of Contents
First Grade
Introduction ........................................................................................................................................................ 3
First Grade Common Core English Language Arts Overview Unit 1 ..................................................................... 4
First Grade Common Core English Language Arts Overview Unit 2 ..................................................................... 5
First Grade Common Core English Language Arts Overview Unit 3 ..................................................................... 7
First Grade Common Core English Language Arts Overview Unit 4 ..................................................................... 9
First Grade Common Core English Language Arts Overview Unit 5 ................................................................... 11
First Grade ELA CCSS Map ................................................................................................................................. 13
First Grade Common Core Math Overview ....................................................................................................... 14
ELA Resources ................................................................................................................................................... ϮϮ
Math Resources ................................................................................................................................................ 2ϯ
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 2
Common Core State Standards (CCSS) Introduction
This grade-level overview is a companion piece to be used in tandem with the CCSS ELA and Math Standards. Teachers should refer to the actual
standards frequently to ensure full implementation, as well as using CCSS academic language when creating daily objectives, rubrics and
assessments.
Purpose of Grade-Level Overviews
• Provides a year-long plan to guide teacher implementation of curriculum aligned to the CCSS
• Assists in weekly grade-level team planning
• Provides a consistent suggested sequence of instructional delivery throughout SFPS
• Provides ways to check for understanding/essential learning targets that serve as the basis for assessment
Organization
• Series of units/quarters divided into suggested weekly and or daily increments
• Series of units/quarters are based on CCSS driven skills and concepts
• Embedded/Recurring Standards (e.g. those taught frequently throughout the year) listed in separate section (ELA only)
• Essential learning targets serve as ways to check for understanding and provide a basis for assessment
• Essential learning targets are presented as “I Can” statements or objectives
• Assessment/Evidence of mastery is required, but can be customized by each grade-level team
• Core instructional resources may differ by school sites or grade-level teams
Time Frame
• Units/Quarters encompass approximately 30 weeks of instruction per academic school year
o Please Note: There are approximately 125 instructional days prior to the state mandated standardized assessment.
• Recognizes time required for mandated assessments, parent-teacher conferences, and any additional non-instructional days
• Additional time can be used for re-teaching, enriching, extending learning
“What am I learning...Why is it important...How do I know when I know it?”
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 3
First Grade Common Core English Language Arts Overview
Quarter 1
Unit 1
Embedded Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.
Standards
RL 1.10
RF 1.2c,d
*L 1.1a-j (see a-j sub standards)
L 1. 2 a-e (see a-e sub standards)
L 1.5 a-d (see a-d sub standards)
L 1.6
Student Learning Target: …
Read grade level text.
Understand spoken words, syllables, and sounds.
Use the conventions of standard English grammar and usage when writing or speaking.
Use the conventions of standard English capitalization, punctuation, and spelling when writing.
Understand word relationships and nuances in word meanings.
Use words and phrases acquired through conversations.
Week 1
Essential Question: How am I part of the class family/community?
Final Product/Assessment: Create a student-generated list of classroom expectations.
Standards
*SL1.1a
SL 1.6
*RL 1.1
Week 3
Week 2
Standards
L 1.1a
RF 1.1a
*SL 1.1b
Standards
RF 1.2b
RF 1.2a
SL 1.2
Student Learning Target:
Follow rules when talking with others.
Speak using complete sentences.
Answer questions about key details in a story.
Student Learning Target:
Teacher Observation of positive participation
Teacher checklist for participation
•
•
•
Students will write upper and lowercase letters.
Identify features of a text within a grade level text.
Teacher questioning for understanding. (What did your
partner say?)
DEA Assessment A – August 26 – Sept. 6
Assessments of Essential Learning Targets
Use letter/sound clues to blend a one-syllable word.
Begin to tell the difference between long and short vowel sounds.
Ask and answer questions about a text that was read aloud.
Asterisk (*) indicates essential learning standards
•
•
DIBELS Next/IDEL – August 19 – Sept. 6
Assessments of Essential Learning Targets
Print capital and lowercase letters.
Recognize features in a sentence (first word, capitalization,
punctuation).
Add thoughts to what others say.
Student Learning Target:
Assessments of Essential Learning Targets
•
•
•
DIBELS NEXT-PSF
DIBELS NEXT- NWF
Teacher Observation
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 4
First Grade Common Core English Language Arts Overview
Unit 2
Embedded Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.
Standards
RL 1.10
RF 1.1
RF 1.2 a-d (see a-d sub standards)
W 1.6
L 1.1 a-j (see a-j sub standards)
L 1. 2 a-e (see a-e sub standards)
L 1.5 a-d (see a-d sub standards)
L 1.6
Student Learning Target: …
Read grade level text.
Recognize features of a sentence.
Understand spoken words, syllables, and sounds.
Use digital tools to produce and publish writing.
Use the conventions of standard English grammar and usage when writing or speaking.
Use the conventions of standard English capitalization, punctuation, and spelling when writing.
Understand word relationships and nuances in word meanings.
Use words and phrases acquired through conversations.
Essential Question: What basic skills do I need to be a reader and writer?
Final Product/Assessment: Student-generated “All About Me” project.
Week 2
Week 1
Standards
*W1.3
*RF 1.3b
*L 1.2b
Standards
*RL 1.1
RF 1.2c
*SL 1.4
Week 4
Week 3
Standards
*RI 1.1
*W 1.3
Student Learning Target:
Begin to write a narrative with sequenced events.
Use letter/sound clues to read one-syllable words.
Stop my sentence with a period, question mark, or exclamation
point.
Student Learning Target:
Ask and answer questions about key details in a fiction text.
Say the initial, medial, and final sound of a one syllable word.
Describe people, places, things, and events with detail and feelings.
Student Learning Target:
*L 1.1b
Ask and answer questions about key details in an informational text.
Begin to write a narrative with sequenced events adding temporal
words.
Use the correct noun in a sentence.
Standards
Student Learning Target: …
RL 1.3
RF 1.4a
*RF 1.3a
Describe character, setting, and major events in a story.
Read grade level text with purpose and understanding.
Begin to read consonant digraphs.
Asterisk (*) indicates essential learning standards
Assessments of Essential Learning Targets
•
•
•
•
Teacher Modeling with Interactive Writing.
Collect student samples
Teacher Observation
Student will write a sentence with a correct end mark.
Assessments of Essential Learning Targets
•
•
•
Teacher Observation (sentence frame)
DIBELS NEXT Progress Monitor-PSF
Teacher Observation
Assessments of Essential Learning Targets
•
•
•
Teacher Observation (sentence frame)
Teacher Modeling with Interactive Writing. Collect
student samples.
Sentence Frame
Assessments of Essential Learning Targets
•
•
Have students describe (draw, write, or orally) the
characters, setting, and major events from story.
Teacher Observation
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 5
First Grade Common Core English Language Arts Overview
Unit 2 Continued
Week 5
Essential Question: How am I part of the class family/community?
Final Product/Assessment: Create a student-generated list of classroom expectations.
Standards
Student Learning Target: …
*W 1.3
*RI 1.2
Add details to my narrative writing.
Identify the main topic and retell key details of an informational
text.
Begin to read grade level text.
*RF 1.4b
Asterisk (*) indicates essential learning standards
Assessments of Essential Learning Targets
•
•
•
•
•
Teacher Modeling with Interactive Writing
Collect student samples, rubrics
Have students describe (draw, write, or tell) the main
topic and details of an informational text
Reading Response Journal
Running Record
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 6
First Grade Common Core English Language Arts Overview
Quarter 2
Unit 3
Embedded Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.
Standards
Student Learning Target: …
RL 1.10
RF 1.1
RF 1.2 a-d (see a-d sub standards)
W 1.6
L 1.1 a-j (see a-j sub standards)
L 1. 2 a-e (see a-e sub standards)
L 1.5 a-d (see a-d sub standards)
Read grade level text.
Recognize features of a sentence.
Understand spoken words, syllables, and sounds.
Use digital tools to produce and publish writing.
Use the conventions of standard English grammar and usage when writing or speaking.
Use the conventions of standard English capitalization, punctuation, and spelling when writing.
Understand word relationships and nuances in word meanings.
L 1.6
Use words and phrases acquired through conversations.
Week 1
Essential Question: How can I ask questions to gain knowledge about the world around me?
Final Product/Assessment: Student-generated informational book
Standards
RL 1.7
*RF 1.3c
*SL 1.1c
Week 2
Standards
RI1.7
*W 1.3
*RF 1.4b
Week 3
Standards
*RL 1.2
*RF 1.3c
*L 1.1e
Week 4
Standards
*RI 1.2
*W 1.2
*L 1.1f
Student Learning Target:
Use illustrations to check understanding about the story.
Read one syllable words that have a long vowel with a final “e”.
Ask clarifying questions to solidify understanding.
Student Learning Target:
Use the illustrations and text to describe key ideas about the text read.
Compose an ending to narrative writing.
Read grade level text accurately.
Student Learning Target:
Retell a story, in order, with up to three details.
Read one syllable words that have vowel teams.
Use past, present, and future tense verbs in a sentence.
Student Learning Target:
Identify the main topic and retell key details from an informational text.
Begin to choose a topic and write facts in an informative writing piece.
Use adjectives to describe people, places, things, and events.
Asterisk (*) indicates essential learning standards
Assessments of Essential Learning Targets
•
•
•
Teacher Observation
Read list of long vowel final “e” words.
Reading Response Journal
Assessments of Essential Learning Targets
•
•
•
Teacher Observation in small group instruction.
Writing Sample, rubric
DIBELS NEXT Progress Monitoring ORF
(benchmark 20 WPM)
Assessments of Essential Learning Targets
•
•
•
•
Graphic Organizer
Read list of vowel team words.
Sentence Frame
Reading Response Journal
Assessments of Essential Learning Targets
•
•
•
•
Graphic Organizer
Teacher Modeling within Interactive Writing
Collect Student Samples, rubric
Teacher Observation
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 7
First Grade Common Core English Language Arts Overview
Essential Question: How can I ask questions to gain knowledge about the world around me?
Final Product/Assessment: Student-generated informational book
Week 5
Standards
*RL 1.4
L 1.5a
SL 1.3
Week 7
Week 6
Standards
*RI 1.5
Student Learning Target:
Identify words and phrases that suggest feeling or appeal to the senses.
Sort words by category.
Ask and answer questions to clarify understanding about what a speaker has
said.
Student Learning Target:
SL 1.5
L 1.4a
Begin to locate key facts or information, using various text features, within in
an informational text.
Use pictures to help audience understand presentation.
Tell the meaning of a word by using context clues.
Standards
Student Learning Target:
RL1.6
*L 1.1c
W 1.7
Identify who is telling the story.
Find a noun that shows one and more than one.
Conduct research and write a “how to” piece.
Asterisk (*) indicates essential learning standards
Unit 3 Continued
Assessments of Essential Learning Targets
•
•
•
Teacher Observation
Word sort
Word chart
Assessments of Essential Learning Targets
•
•
•
•
Informal Teacher Assessment
Add picture to informational presentation.
Sentence Frame
Reading Response Journal
Assessments of Essential Learning Targets
•
•
•
Teacher Informal Assessment, checklist
Sentence Frame
Within Interactive Writing, Teacher model,
classroom writing piece.
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 8
First Grade Common Core English Language Arts Overview
Unit 4
Embedded Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.
Standards
Student Learning Target: …
RL 1.10
RF 1.1
RF 1.2 a-d (see a-d sub standards)
RF 1.3c
RF 1.4b
W 1.6
L 1.1 a-j (see a-j sub standards)
L 1. 2 a-e (see a-e sub standards)
L 1.5 a-d (see a-d sub standards)
Read grade level text.
Recognize features of a sentence.
Understand spoken words, syllables, and sounds.
Read one syllable words that have a long vowel with a final “e”.
Read grade level text accurately
Use digital tools to produce and publish writing.
Use the conventions of standard English grammar and usage when writing or speaking.
Use the conventions of standard English capitalization, punctuation, and spelling when writing.
Understand word relationships and nuances in word meanings.
L 1.6
Use words and phrases acquired through conversations.
Essential Question: How can I become a more fluent reader, writer, and speaker?
Final Product/Assessment: Biographical research project and presentation
Week 1
Standards
RI 1.4
*W 1. 2
L 1.4b
Student Learning Target:
Ask and answer questions to aid in understanding the meaning of words.
Write a conclusion to informational text.
Tell the meaning of the word by looking at the beginning and/or ending of the
word.
Assessments of Essential Learning Targets
•
•
•
•
Teacher observations
Student writing sample, rubric
Vocabulary word list
Reading Response Journal
DEA Assessment B – Dec. 16 – Jan. 10
Week 2
Standards
RL 1.5
W 1.8
*RF 1.3d
Student Learning Target:
Explain how literature and informational books are different.
Gather information to answer a question.
Demonstrate understanding that every syllable has a vowel sound.
Asterisk (*) indicates essential learning standards
Assessments of Essential Learning Targets
•
•
•
•
Teacher observations
Student writing sample, rubric
Written assessment
Reading Response Journal
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 9
First Grade Common Core English Language Arts Overview
Quarter 3
Unit 4 Continued
Week 3
Essential Question: How can I become a more fluent reader, writer, and speaker?
Final Product/Assessment: Biographical research project and presentation
Standards
RI 1.3
*RF 1.3e
L 1.4c
Week 4
Standards
RL 1.9
W 1.5
*RF 1.3f
Week 5
Standards
RI 1.9
*L 1.2a
RF 1.1a
Week 7
Week 6
Standards
*RL 1.2
Student Learning Target:
Student Learning Target:
Compare and contrast two texts on the same topic.
Capitalize dates and proper names.
Recognize features in a sentence (capitalization, punctuation, first word of
sentence.)
Student Learning Target:
Standards
Student Learning Target:
RI 1.6
RF 1.4c
*SL 1.1c
RL 1.3
SL 1.3
*RF 1.3g
•
•
•
Compare and contrast the adventures and experiences of characters in stories.
Strengthen writing through revising and editing.
Read words with inflectional endings.
*RF 1.4b
*L 1.1j
Assessments of Essential Learning Targets
Compare and contrast two things from a text.
Decode two syllable words.
Add –s, -ed, and -ing to words.
Retell stories including key details and demonstrate an understanding of the
central message or lesson.
Produce compound declarative, interrogative, imperative, and exclamatory
sentences.
Read grade level text with fluency.
Standards
Week 8
Student Learning Target:
DIBELS Next/IDEL – Jan. 6 - 17
Provide the source for information (illustrations or text).
Use context clues to self-correct and understand reading.
Ask questions to clarify understanding.
Student Learning Target:
Describe characters, settings, and major events using key details.
Ask and answer questions to clarify understanding about what a speaker has
said.
Read sight words and common nouns.
Asterisk (*) indicates essential learning standards
Graphic organizer
Word list
Word sort
Assessments of Essential Learning Targets
•
•
•
•
Graphic organizer
Peer editing checklist
Word List
Reading Response Journal
Assessments of Essential Learning Targets
•
•
•
•
Graphic organizer
Student writing sample, rubric
Peer Editing, checklist
Reading Response Journal
Assessments of Essential Learning Targets
•
•
•
•
Graphic organizer
Writing sample from prompt, rubric
DIBELS NEXT Progress Monitor-ORF (end of year
benchmark 40 WPM)
Reading Response Journal
Assessments of Essential Learning Targets
•
•
Running Record
Teacher Observation, checklist
Assessments of Essential Learning Targets
•
•
•
Reading Response Journal
Teacher Observation, checklist
Word list
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 10
First Grade Common Core English Language Arts Overview
Unit 5
Embedded Standards: These standards are yearlong ongoing standards that should be taught to mastery by the end of the year.
Standards
RL 1.10
RF 1.1
RF 1.2 a-d (see a-d sub standards)
RF 1.3c
RF 1.4b
W 1.6
L 1.1 a-j (see a-j sub standards)
L 1. 2 a-e (see a-e sub standards)
L 1.5 a-d (see a-d sub standards)
L 1.6
Student Learning Target: …
Read grade level text.
Recognize features of a sentence.
Understand spoken words, syllables, and sounds.
Read one syllable words that have a long vowel with a final “e”.
Read grade level text accurately
Use digital tools to produce and publish writing.
Use the conventions of standard English grammar and usage when writing or speaking.
Use the conventions of standard English capitalization, punctuation, and spelling when writing.
Understand word relationships and nuances in word meanings.
Use words and phrases acquired through conversations.
Essential Question: How can reading and writing help me learn about the world?
Final Product/Assessment: Research writing presentation
Week 1
Standards
RI 1.8
*W 1.1
*L 1.1d
Week 2
Standards
*RL 1.4
*RF 1.3g
*L 1.1g
Week 3
Standards
*RI 1.1
*RF 1.4b
L 1.2c
Week 4
Standards
*RL 1.2
*W 1.1
L 1.5b
Student Learning Target:
Provide the reasons an author gives to support ideas in a text.
Write opinion and give reasons about a topic or book.
Use pronouns in a sentence.
Student Learning Target:
Assessments of Essential Learning Targets
•
•
•
•
Graphic organizer
Within Interactive Writing, teacher model, class
story.
Collect student sample, rubric
Reading Response Journal
Assessments of Essential Learning Targets
Identify words and phrases that suggest feeling or appeal to the senses.
Read sight words and common nouns.
Use and, but, or, so, and because to join sentences.
•
•
Student Learning Target:
Assessments of Essential Learning Targets
•
Teacher Observation
Word list (Will need to analyze the ORF on
DIBELS NEXT as well)
Student writing sample, rubric
Ask and answer questions about key details in an informational text.
Read grade level text with fluency.
Use commas correctly in writing.
•
•
Student Learning Target:
Assessments of Essential Learning Targets
Retell a story, including details, and convey the central message.
Add closure to an opinion piece.
Explain why a word fits into a category.
Asterisk (*) indicates essential learning standards
•
Student generated assessment
DIBELS NEXT Progress Monitor-ORF, Running
Records
Student writing sample, rubric
•
•
•
•
Graphic organizer with central message
Student writing sample, rubric
Word sort
Reading Response Journal
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 11
First Grade Common Core English Language Arts Overview
Quarter 4
Week 6
Week 5
Essential Question: How can reading and writing help me learn about the world?
Final Product/Assessment: Research writing presentation
Standards
*RI 1.5
*SL 1.4
L 1.5c
Standards
*RL 1.4
W 1.8
L 1.5d
Week 7
Standards
*RI 1.2
*RL 1.2
RL 1.5
Student Learning Target:
Locate key facts or information using text features.
Describe people, places, things, and events with detail and feelings.
Use new words to talk about the world.
Student Learning Target:
Identify words and phrases that suggest feeling or appeal to the senses.
Gather information to answer a question.
Explain small differences between the meanings of verbs and adjectives.
Student Learning Target:
Identify the main topic and retell key details of an informational text.
Identify the main topic and retell key details of a text.
Explain how literature and informational books are the same and how they
are different (compare and contrast).
Unit 5 Continued
Assessments of Essential Learning Targets
•
•
•
Informal teacher assessment
Written or oral presentation, rubric
Teacher Observation
Assessments of Essential Learning Targets
•
•
•
Teacher Observation
Student writing sample, rubric
Cloze sentences
Assessments of Essential Learning Targets
•
•
Graphic organizer
Reading Response Journal
DEA Assessment C – April 28 – May 2
DIBELS Next/IDEL – April 28 – May 9
Asterisk (*) indicates essential learning standards
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 12
First Grade ELA CCSS Map
1st Grade ELA CCSS
Standards/Units
Unit 1
1.1
Reading Literature (RL)
1.1
1.3
1.1
1.2
Reading Information (RI)
Reading Foundations (RF)
Unit 2
1.1a
1.2a,b
Language (L)
Embedded Standards to
be taught all year
1.2
1.4
1.6
1.7
1.2
1.5
1.7
Unit 4
Unit 5
1.2
1.3
1.5
1.9
1.3
1.4
1.6
1.9
1.1a
1.3d,e,f,g
1.4b,c
1.2
1.4
1.5
1.1
1.2
1.5
1.8
1.3g
1.4b
1.2c
1.3a,b
1.4a,b
1.3c
1.4b
1.3
1.2
1.3
1.7
1.2
1.5
1.8
1.1
1.8
1.1a,b
1.2
1.6
1.4
1.1c
1.3
1.5
1.1c
1.3
1.4
1.1a
1.1b
1.2b
1.1c,e,f
1.4a
1.5a
1.1j
1.2a
1.4b,c
1.1d,g
1.2c
1.4
1.5b,c,d
Writing (W)
Speaking and Listening
(SL)
Unit 3
RL1.10
RF1.1, RF1.2a-d, RF1.3c, RF1.4b
W1.6
L1.1a-j, L1.2a-e, L1.5a-d, L1.6
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 13
First Grade CCSM Overview
Essential Learning Area: Understanding and Composing Numbers to 120 – ±17 Days
Week 1
Standards
1.NBT.1
DOK and
Level of
Learning
1, 2
Develop
Over-arching concepts and estimated
# of days to achieve them
± 7 Days
Reviewing counting, writing numbers,
cardinality
Quarter 1
Assessed learning targets that students will know and be able to do
•
•
•
•
Write the numeral for the number of objects counted.
Count to 120.
Start at any number and count to 120.
Read and write numbers to 120
DIBELS Next/IDEL – Aug. 19 – Sept. 6
1, 2
Develop
± 5 Days
Composing numbers with
objects/manipulatives
1.NBT.1
1, 2
Develop
± 5 Days
Decomposing numbers
Week 3
Week 2
1.NBT.1
•
•
•
•
Write the numeral for the number of objects counted.
Count to 120.
Start at any number and count to 120.
Read and write numbers to 120
DEA Assessment A – Aug 26 – Sept. 6
•
•
•
•
Write the numeral for the number of objects counted.
Count to 120.
Start at any number and count to 120.
Read and write numbers to 120
Essential Learning Area: Compare and Order Numbers to 20 – ±12 Days
Week 6
Week 5
Week 4
Standards
DOK and
Level of
Learning
Over-arching concepts and estimated
# of days to achieve them
Assessed learning targets that students will know and be able to do
1.MD.1
1.MD.2
1,2
Introduce/
Develop
± 4 Days
Understanding “unit”
•
Use the phrases “more than” and “less than” correctly.
1.NBT.2
1.NBT.3
1,2
Introduce/
Develop
± 4 Days
Measuring with non-standard “units”
•
Use an object to measure the length of another object.
1.NBT.2
1.NBT.3
1,2
Introduce/
Develop/
Reinforce
± 4 Days
Comparing lengths
•
•
Put three objects in order by length.
Use an object to compare the length of two other objects.
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 14
First Grade CCSM Overview
Essential Learning Area: Understanding Addition – ±10 Days
Week 8
Week 7
Standards
1.OA.1
1.OA.3
1.OA.7
1.OA.1
1.OA.3
1.OA.7
DOK and
Level of
Learning
1,2
Develop
1,2,3
Introduce
1 introduce/
Develop
1,2
Develop
1,2,3
Introduce
1 introduce/
Develop
Over-arching concepts and estimated
# of days to achieve them
Quarter 1 Continued
Assessed learning targets that students will know and be able to do
± 5 Days
Joining sets/ commutative property
•
•
•
•
•
Compare two-digit numbers using the symbols ≤, ≥ and =.
Solve addition word problems
Fluently add numbers to 20
Add numbers in any order and get the same answer.
Decide if equations are true or false
± 5 Days
Notation
•
•
•
•
•
Compare two-digit numbers using the symbols ≤, ≥ and =.
Solve addition subtraction word problems
Fluently add numbers to 20
Add numbers in any order and get the same answer.
Decide if equations are true or false
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 15
First Grade CCSM Overview
Quarter 2
Essential Learning Area: Understanding Subtraction – ±10 Days
Week 2
Week 1
Standards
1.OA.1
1.OA.4
1.OA.6
1.OA.8
1.OA.7
1.OA.1
1.OA.4
1.OA.6
1.OA.8
1.OA.7
DOK and
Level of
Learning
1,2 Develop
1,2,3
Introduce,
Develop
1,2,3
Develop
1,2
Introduce,
Develop,
Reinforce
1 Introduce
1,2 Develop
1,2,3
Introduce,
Develop
1,2,3
Develop
1,2
Introduce,
Develop,
Reinforce
1 Introduce
Over-arching concepts and estimated
# of days to achieve them
± 5 Days
Separating groups into sets
Use manipulatives to sort groups into sets.
Use each set to solve problems involving
subtraction.
± 5 Days
Notation
Use and apply various mathematical
strategies to solve subtraction problems
up to 20.
Assessed learning targets that students will know and be able to do
•
•
•
•
•
•
Solve subtraction word problems.
Use addition to help solve subtraction problems.
Fluently subtract numbers to 10.
Subtract numbers to 20.
Decide if equations are true or false.
Solve equations with missing numbers.
•
•
•
•
•
•
Solve subtraction word problems.
Use addition to help solve subtraction problems.
Fluently subtract numbers to 10.
Subtract numbers to 20.
Decide if equations are true or false.
Solve equations with missing numbers.
Essential Learning Area: Develop Addition and Subtraction Strategies – ±14 Days
Weeks 3 - 5
Standards
1.OA.3
1.OA.4
1.OA.5
1.OA.6
1.OA.7
1.OA.8
DOK and
Level of
Learning
1,2
Develop
Over-arching concepts and estimated
# of days to achieve them
±14 Days
Develop commutative /associative
properties using change, part-part whole
and comparison
Assessed learning targets that students will know and be able to do
•
•
•
•
•
•
•
Add numbers in any order and get the same answer.
Use counting to add and subtract.
Fluently add and subtract numbers to 10.
Add and subtract numbers to 20.
Decide if equations are true or false.
Solve equations with missing numbers.
Understand the meaning of the equal sign
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 16
First Grade CCSM Overview
Essential Learning Area: Using Number Patterns to 120 – ±12 Days
Week 9
Week 8
Week 7
Standards
DOK and
Level of
Learning
Over-arching concepts and estimated
# of days to achieve them
Quarter 2 Continued
Assessed learning targets that students will know and be able to do
1.NBT.1
1.OA.5
1,2
Develop
± 5 Days
Explicit instruction developing visual
understanding of numbers to 120
•
•
•
•
Start at any number and count to 120.
Use counting to help add and subtract.
Read and write numerals to 120
Represent a number of objects with a written numeral
1.NBT.1
1.OA.5
1,2
Develop
± 5 Days
Practice mental math (patterns)
•
•
•
•
•
Start at any number and count to 120.
Use counting to help add and subtract.
Read and write numerals to 120
Represent a number of objects with a written numeral
Recognize beginning patterns in numbers
1.NBT.1
1.OA.5
1,2
Develop
± 2 Days
Students practice various pattern models
(independently)
DEA Assessment B – Dec. 16 – Jan. 10
•
•
•
•
•
•
Start at any number and count to 120.
Use counting to help add and subtract
Read and write numerals to 120
Represent a number of objects with a written numeral
Recognize beginning patterns in numbers
Use patterns to solve addition and subtraction problems
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 17
First Grade CCSM Overview
Quarter 3
DIBELS Next/IDEL – Jan. 6 - 17
Essential Learning Area: 2-Dimensional Shapes – ±6 Days
Week 1
Standards
1.G.1
1.G.2
DOK and
Level of
Learning
1,2 Develop
Over-arching concepts and estimated
# of days to achieve them
± 3 Days
Defining Attributes
± 3 Days
Composing and decomposing shapes
Assessed learning targets that students will know and be able to do
•
•
•
Build and draw shapes.
Put shapes together to make other shapes.
Tell the difference between attributes that define a shape and those that do not.
Essential Learning Area: Using Place Value for 2-Digit Numbers – ±12 Days
DOK and
Level of
Learning
Over-arching concepts and estimated
# of days to achieve them
Assessed learning targets that students will know and be able to do
1.NBT.1
1,2 Develop
± 8 Days
Developing understanding of Base 10
systems and grouping 10’s
•
•
•
•
•
Explain 2-digit numbers using tens and ones.
Bundle ones into groups of ten.
Explain how the numbers 11-19 are made of tens and ones.
Read and write numbers to 120.
Tell how many groups of ten are in numbers when skip counting by ten
1.NBT.2
1,2
Introduce/
Develop
± 4 Days
Developing fluency of regrouping
•
•
•
•
•
Explain 2-digit numbers using tens and ones.
Bundle ones into groups of ten.
Explain how the numbers 11-19 are made of tens and ones.
Read and write numbers to 120.
Tell how many groups of ten are in numbers when skip counting by ten
Week 4
Weeks 2 & 3
Standards
Essential Learning Area: Write and Tell Time – ±10 Days
Standards
Weeks 5 and 6
1.MD.3
DOK and
Level of
Learning
1,
Introduce/
Develop/
Reinforce
Over-arching concepts and estimated
# of days to achieve them
± 5 Days
Deconstructing clock, notation and
vocabulary. Write time to the hour.
± 5 Days
Write and tell time to the ½ hour
Assessed learning targets that students will know and be able to do
•
•
•
•
•
•
•
•
•
Read clock numerals
Understand the hour and minute hands
Define “o’clock,” “minute,” “hour,” and “thirty”
Understand that the hands on the clock go around twice in one day
Read time to the hour
Write time to the hour
Use understanding of telling time to the hour to tell time to the ½ hour
Read time to the ½ hour
Write time to the ½ hour
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 18
First Grade CCSM Overview
Essential Learning Area: Compare and Order Numbers to 120 – ±13 Days
Weeks 7 - 9
Standards
DOK and
Level of
Learning
Over-arching concepts and estimated
# of days to achieve them
1.NBT.3
1,2
Introduce/
Develop/
Reinforce
± 1 Day
Review patterns (Unit 6) and place value
(Unit 8)
1.NBT.4
1,2,3
Introduce/
Develop
± 2 Days
Add and subtract mentally
1.NBT.5
1,2,3
Introduce/
Develop/
Reinforce
± 2 Days
Subtracting 10’s from 10’s
1,2,3
Introduce/
Develop
± 6 Days
Add and subtract 1 and 2 digit numbers
1.NBT.6
Quarter 3 Continued
Assessed learning targets that students will know and be able to do
•
•
•
•
•
Compare 2-digit numbers
Show and explain how to add one-digit and two-digit numbers up to 100.
Explain how I find ten more or ten less than a number.
Find ten more or ten less than a number in my head.
Subtract bundles of ten from other bundles of ten.
2 Days
Use words and pictures to add and
subtract 10
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 19
First Grade CCSM Overview
Quarter 4
Essential Learning Area: Unit 11: Building with 3-D Shapes – ±8 Days
Weeks 1 & 2
Standards
1.G.1
1.G.2
DOK and
Level of
Learning
1,2 Develop
Over-arching concepts and estimated
# of days to achieve them
± 3 Days
Attributes and vocabulary of shapes
± 3 Days
Composing/ decomposing 3-D shapes
± 2 Days
Independent practice of composing and
decomposing 3-D shapes
Assessed learning targets that students will know and be able to do
•
•
•
•
•
•
Tell the difference between attributes that define a shape and those that do not.
Compose two dimensional shapes
Identify two dimensional shapes
Put shapes together to make other shapes.
Compose three-dimensional shapes.
Identify the different shapes that make up three dimensional shapes by taking shapes
apart
Essential Learning Area: Using Addition and Subtraction Strategies – ±14 Days
Weeks 3 - 5
Standards
DOK and
Level of
Learning
Over-arching concepts and estimated
# of days to achieve them
1.OA.1
1,2 Develop
± 2 Days
3 addends in word problems
1.OA.2
1,2 Develop
± 2 Days
Use addition to subtract
1.OA.3
1,2,3
Introduce
± 2 Days
Counting on and back to add or subtract
1.OA.4
1,2,3
Introduce/
Develop
± 2 Days
Fluency of addition and subtraction to 10
1.OA.5
1,2
Introduce/
Develop
± 2 Days
Addition and subtraction to 20
1.OA.6
1,2,3
Develop
± 2 Days
Solving addition and subtraction equations
with missing numbers
1.OA.8
1,2
Introduce/
Develop/
Reinforce
±2 Days
Fluency practice and review
Assessed learning targets that students will know and be able to do
•
•
•
•
•
•
Add three numbers to solve word problems.
Use addition to help me solve subtraction problems.
Use counting to help add and subtract.
Fluently add and subtract numbers to 10.
Add and subtract numbers to 20.
Solve equations with missing numbers.
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 20
First Grade CCSM Overview
Quarter 4 Continued
Essential Learning Area: Using and Interpreting Data –±6 Days
Standards
Week 6
1.MD.4
DOK and
Level of
Learning
1,2,3
Develop
Over-arching concepts and estimated
# of days to achieve them
± 6 Days
Hands-on creation of graphs and tables.
Interpret graphs and tables.
Assessed learning targets that students will know and be able to do
•
•
Create a graph or table.
Ask and answer questions about data.
DEA Assessment C – April 28 – May 2
DIBELS Next/IDEL – April 18 – May 9
Essential Learning Area: Using Fractions to Describe Equal Parts –±6 Days
Week 7
Standards
1.G.3
DOK and
Level of
Learning
1,2
Introduce/
Develop
Over-arching concepts and estimated
# of days to achieve them
±3 Days
Concepts and vocabulary of fractions
Assessed learning targets that students will know and be able to do
•
•
Describe equal parts as part of a whole.
Divide circles and rectangles into equal parts.
±3 Days
Applying concepts of fractions
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 21
Resources for ELA CCSS
Printed:
Reading resources
The CAFÉ Book and The Daily Five, Gail Boushey and Joan Moser
Shared Reading, Stanley L. Swartz
Guided Reading & Literacy Centers, Stanley L. Swartz
Guided Reading Good First Teaching for all Children, Fountas and Pinnell
Appendix A of Common Core Standards (CCSS) (pg. 17-22)
Electronic:
Reading resources
Teachers Pay Teachers
www.teacherspayteachers.com
GLAD (Guided Language Acquisition Design)
www.projectglad.com
The Florida Center for Reading Research
www.fcrr.org
K12 Reader
www.k12reader.com
Reading With Meaning, Debbie Miller
Writing resources:
Interactive Writing and Editing, Stanley L. Swartz
Step Up to Writing, Maureen E. Auman
Units of Study, Lucy Calkins
Appendix C of CCSS (pg. 17)
Write…From the Beginning - Thinking Maps, Jane Buckner
Graphic Organizers in Treasures
Phonics, Spelling, and Vocabulary Development:
Spelling and Vocabulary from Treasures
Words Their Way, Donald R. Bear, et. al.
Spelling and Word Skills Grade 2, Rebecca Sitton
Classroom Instruction that
Works: Research-Based Strategies for Increasing Student Achievement
Marzano, R., Pickering, D., & Pollock, J.E.
Classrooms That Work and Phonics They Use, Patricia Cunningham
Writing resources:
Poetry for Children
http://poetryforchildren.blogspot.com/
Kristine O’Connell George’s Website
http://kristinegeorge.com/
No Water River
http://www.nowaterriver.com/
The Poem Farm
http://www.poemfarm.amylv.com/
The Poetry Suitcase
http://www.poetrysuitcase.com
www.gigglepoetry.com
Phonics, Spelling, and Vocabulary Development:
K12 Reader
www.k12reader.com
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 22
List of Suggested Resources for Mathematics
Pre-CCSS
Post-CCSS
Everyday Math
Everyday Mathematics is a comprehensive Pre-K through 6th grade
mathematics curriculum developed by the University of Chicago School
Mathematics Project and published by McGraw-Hill Education.
www.everydaymath.com
DEA
Discovery Education Assessment provides educators with tools needed
to inform instruction and drive student achievement.
http://www.discoveryeducation.com/
Investigations
Investigations is a K-5 mathematics curriculum, developed at TERC in
Cambridge, Massachusetts. It is designed to help all children understand
fundamental ideas of number and operations, geometry, data,
measurement and early algebra
http://investigations.terc.edu/
Common Core Coach
http://www.triumphlearning.com/common-core-coach-24901.html
Scott Foresman/Addison Wesley http://www.pearsonsuccessnet.com
Glencoe
http://glencoe.com/
Connected Math
Connected Mathematics . The next generation of your favorite NSFfunded middle school program provides students with an investigative
approach to learning mathematics.
http://www.phschool.com/cmp2/
DynaMath
DynaMath magazine makes math meaningful and accessible to
students by applying core math concepts to high-interest, real-world
topics.
http://dynamath.scholastic.com/
Holt
http://holtmcdougal.hmhco.com/hm/math.htm
Pictorial Math
Meaningful Learning, the parent company of
Pictorial Mathematics
is dedicated to providing teachers, schools, districts and parents with the
best active learning tools to teach and learn mathematics. Our philosophy
is grounded on the latest research on how students best learn
mathematics. http://www.pictorialmath.com/Home.html
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 23
Online Resources for Math Instruction
1. Math Goodies is your free math help portal featuring
interactive lessons, worksheets, and homework help.
www.mathgoodies.com
3. Teacher Created Materials publishes quality research-based
educational resources for teachers and students. (For
purchase)
www.teachercreatedmaterials.com
5. An extensive collection of free resources, math games, and
hands-on math activities aligned with the Common Core State
Standards for Mathematics.
www.k-5mathteachingresources.com
2. Approach each math concept from all angles, offering visual
representations, word problems, interactive activities, and more.
(Subscription required)
www.ixl.com
4. Printable informal math assessments
www.helpingwithmath.com
6. Math terminology, practice and exemplars.
www.mathbugsme.com
7. Math worksheets, videos & practice.
www.adaptedmind.com
9. 800 Worksheets for Children
www.wondrousworksheets.com
11. Videos for Math Instruction.
www.teachingchannel.org
8. Free online tutorials for students K-12
www.thefreemathtutor.com
10. Provides teachers with resources and information
www.coolmath.com
12. Printable math worksheets
www.worksheetworks.com
13. Teaching videos and interactive lessons.
www.khanacademy.org
14. Activities, standards, lessons and web links
http://illuminations.nctm.org/
15. Game-style activities ensure that students engage in active
practice required for skill retention. (Subscription required)
www.firstinmath.com
16. Features a comprehensive set of thousands of interactive arithmetic
lessons grades K-8.
http://aaamath.com/index.html
17. An animated interactive online math dictionary which explains
over 600 common mathematical terms.
www.amathsdictionaryforkids.com
18. Algebra Story and Word Problems.
http://www.hawaii.edu/suremath/intro_algebra.html
19. Online interactive math lesson-geometry, data, numbers,
algebra, puzzles.
www.mathsisfun.com
20. Flash cards, math games and homework help.
http://www.aplusmath.com/
21. Develop mathematical thinking and problem-solving skills.
http://nrich.maths.org/frontpage
22. Lesson plans, resources and links.
http://www.canteach.ca/elementary/math.html
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 24
Online Resources for Math Instruction
23. A website designed to help students enjoy their “maths” a bit
more.
www.mrbartonmaths.com
24. A comprehensive list of resources for teaching math in Spanish or English.
http://www.missioncollege.org/depts/math/hobbs/spanish.pdf
25. Free worksheets and games for children of all ages.
www.math-salamanders.com
26. Each field trip provides quick suggestions for using targeted websites to
teach math subjects. This site is designed as a lesson planning tool for
teachers.
http://teacher.scholastic.com/fieldtrp/math.htm
27. Fostering cooperative learning, discussion and critical thinking
in elementary math.
www.pbs.org/teachers
28. Activities, lesson plans, and links to text books. (Marilyn Burns)
www.mathsolutions.com
29. Everyday Mathematics is a comprehensive Pre-K through 6th
grade mathematics curriculum developed by the University of
Chicago School Mathematics Project and published by
McGraw-Hill Education.
www.everydaymath.com
30. Kathy Schrock
As an educational technologist, I keep learning each day. As I develop
new presentations or interests, I create a page of support resources.
http://www.schrockguide.net/
31. Develop schedules, view and print lesson, create class
templates, allow students to view plans online and share your
plans with other teachers. (subscription)
https://www.planbook.com/
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 25
Online Math Resources-Spanish
1. Online math dictionary and games. Geared towards higher level math. (Spain)
http://www.matematicas.net/
2. Mathematics Enhancement Programme Primary Extension
Spanish Translated Version (Chile)
http://www.cimt.plymouth.ac.uk/projects/mepres/primary/spanish/default.htm
3. AAA Math presenta una amplia variedad de lecciones interactivas de aritmética. La práctica ilimitada en cada tema facilita alcanzar un
amplio dominio de los conceptos. La variada gama de lecciones (de jardín de infantes a octavo grado) posibilita el aprendizaje o la revisión
para cualquier alumno en su propio nivel. Respuestas inmediatas previenen la práctica y el aprendizaje de métodos incorrectos, algo que
sucede frecuentemente con las tradicionales hojas de ejercicios o deberes para la casa. http://www.aaamatematicas.com/
4. A comprehensive list of resources for teaching math in Spanish or English. http://www.missioncollege.org/depts/math/hobbs/spanish.pdf
5. Spanish language booklet that is made up of fun activities that parents can use with children from preschool age through grade 5 to
strengthen their math skills and build strong positive attitudes toward math.
http://www2.ed.gov/espanol/parents/academic/matematicas/index.html
6. Math tricks, riddles, magic squares, Natural numbers, and many more fun math activities for young children.
http://www.elhuevodechocolate.com/mates.htm
7. This on line exercise tests for geometry vocabulary, giving the initial word in
English and 5 different options in Spanish. This quiz has 21 questions.
http://iteslj.org/v/s/ab-geometry.html
8. WIDA advances academic language development and academic achievement for linguistically diverse students through high quality
standards, assessments, research, and professional development for educators.
http://www.wida.us/
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 26
Publishers of Spanish Language Materials
Carson-Dellosa Publishing
http://www.edumart.com/carson/
The Spanish Home Workbooks series for Pre K – grade 4 are activity books for use at home or school that reinforce basic skills
including math skills.
Also available are Spanish posters, bulletin board sets, and workbooks to build and reinforce Spanish vocabulary. Math
vocabulary is limited to numbers and basic shapes.
Consortium for Mathematics and Its Applications COMAP
http://www.comap.com/about/
Consortium for Mathematics and Its Applications, is an award-winning nonprofit organization whose mission is to improve
mathematics education for students of all ages. Since 1980, COMAP has worked with teachers, students, and business people
to create learning environments where mathematics is used to investigate and model real issues in our world.
Globe Fearon
http://www.pearsonlearning.com/pacemaker/index.cfm
Globe Fearon publishes the Pacemaker® series which targets special education and ESL/ELL students. Currently Practical Math
for Consumers is the only mathematics text in the Pacemaker series for which a ESL/ELL teacher’s guide is available. No
Spanish materials are available for any of the pacemaker mathematics texts; although Spanish supplements are available for
other subject area books in the series.New Jersey 07054 (800)526-9907
Great Source
www.greatsource.com
The Every Day Counts® Math Kits for grades Pre K–6 are calendar activity kits used to provide supplementary instruction. The
calendar and bulletin
board elements are provided in English and Spanish. The ACCESS Math program is a student text and supplementary materials
all in English that are designed to make math accessible for ELL and build language skills. The program is designed for grades
5-12. A workshop titled ACCESS: “Building Literacy Through Learning”, is also available. The Summer Success® Math Series is a
summer school math program. Student books, pre- and posttests, and CD-ROMs are available in Spanish.
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 27
Publishers of Spanish Language Materials
Grupo Editorial Iberoamerica
http://www.engrupo.com.mx/menu.html
Geometer Sketchpad software program in Spanish that is used for exploring geometry; developed by Key Curriculum Press in
the U.S.A.
Grupo Patria Cultural
www.patriacultural.com.mx/index1.htm
Math text books in Spanish for grades K-16. These textbooks are intended to be used with the Mexican National Curriculum
Standards.
Hampton-Brown
www.hapmpton-brown.com
Seven Spanish language storybooks for math content areas are available for grades PreK-3.
Harcourt School Publishers
www.harcourtschool.com/marketplace
Harcourt Matemáticas is a K-6 Spanish math program. Student and teacher editions, Workbooks, Assessment Guides, and
Teacher Resource Books are available. For grades K-2, math literature and manipulatives can be purchased. Electronic
resources in Spanish include math CD-ROMs for grades 1-6 and math newsroom videos for grades 3-6.
Houghton Mifflin
www.schooldirect.com
The Houghton Mifflin Matemáticas series is a Spanish math program for grades K-6. The instruction and resources parallel the
Houghton Mifflin
Mathematics English program. The student book, ancillary materials, and teacher’s guide are all available in Spanish. An
English Language Learners
handbook, written in English, can also be purchased. Libreros de Matemáticas are classroom sets of children’s literature that
link to mathematics content. Sets are available for each grade level 1-6.
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 28
Publishers of Spanish Language Materials
Lectorum
www.lectorum.com
Lectorum is a U.S. Spanish-language book distributor. For grades 9-12, three Spanish mathematics textbooks by Dr. Aurelio
Baldor are available:
Aritmética, Álgebra, and Geometría y Trigonometría. For grades K-8, math literature and activity books can be purchased.
Pearson Longman
http://www.longman.com/ae/contentmath/
Pearson Longman publishes texts and dictionaries for middle school, high school and adult ELL classrooms. The text, Longman
Mathematics, is designed for students in grades 6-12 as an introduction to understanding mathematical concepts in English.
The text includes eight units: Base-ten
Number System, Operations with Whole Numbers, Number Theory, Operations with Decimal Numbers, and Operations with
Fractions, Ratios, Operations with Integers, and Geometry and Measurement.
Santillana USA
www.santillanausa.com
Spanish mathematics programs for elementary, middle school, and secondary and Spanish classroom literature that highlight
math topics are available. Mundo Matemático is the K-6 program, Estructuras Matemáticas is the middle school program,
and Matemáticas Serie 2000 is a high school program. The books are in Spanish, with English versions available for K-6 and
middle school. The K-6 and middle school books are aligned to NCTM standards. Levels 1 and 2 are available for middle school
and levels 1-3 are available for high school. For grades K-6 there are several classroom literature books that highlight math
concepts. Books are available individually or, for K-2, a 17-book math thematic library can be purchased.
Summer 2013 DRAFT SFPS CCSS Collaborative Initiative Page 29