Grade Level & Subject: First Grade Reading		Curriculum Map	Year 2003-04
Calendar	February	March
	Third Nine Weeks – February -March
Possible Resources	Collections Grade 1, Harcourt (Anchor Text) Trade Books; Songs; Poetry; Weekly Reader; Fiction; Process Phonics; Alphabet Chart; Vocabulary Lists; Computer software and Internet Websites
Nine Weeks Focus	Collections Grade 1, Book 1-3 “Special Times” Increase fluency and skills so as to become an Early Reader.
Skills/Standards (To teach and measure)	Phonemic Awareness, Word Recognition and Fluency 1. Identify and distinguish between letters, words and sentences. 2. Identify and say the beginning and ending sounds in words 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters, and from a variety of letter patterns, such as consonant blends, and matching sounds to the corresponding letters. 4. Decode by using letter/sound matches. 5. Use knowledge of common word families to sound out unfamiliar words. 6. Blend 2-4 phonemes (sounds) into words. 7. Add, delete or change sounds in a word to create new or rhyming words. 8. Demonstrate a growing stock of sight words. 9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. 10.Read aloud with changes in emphasis, voice, timing and expression that show recognition of punctuation and understanding of meaning. Acquisition of Vocabulary 1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading. 2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms). 3. Classify words into categories. 4. Recognize common sight words. 5. Recognize that words can sound alike but have different meanings (homophones). 6. Predict the meaning of compound words using knowledge of individual words. 7. Recognize contractions and common abbreviations 8. Read root words and their inflectional endings. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies 1. Describe role of authors and illustrators. 3. Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions. 4. Make predictions while reading and support predictions with information from the text or prior experience. 5. Compare information in texts with prior knowledge and experience. 6. Recall the important ideas in fictional and non-fictional texts. 7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension. 8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. 9. Monitor comprehension of independently or group read texts and electronic and visual media. 10.Use criteria to choose independent reading materials. 11.Independently read books for various purposes. Reading Applications: Informational, Technical and Persuasive Text 1. Use title page, photographs, captions, and illustrations (text features) to develop comprehension of informational texts. 2. Identify the sequence of events in informational text. 3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how). 5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of non-fiction. 6. Follow multiple step directions. Reading Applications: Literary Text 1. Provide own interpretation of story, using information from text. 2. Identify characters, setting and events in a story. 3. Retell the beginning, middle and ending of a story, including its important events. 4. Identify differences between stories, poems and plays. 5. Recognize predictable patterns in stories and poems.
Assessment Choices	Teacher-made tests; Observational surveys; Harcourt Practice book pages; DRA; IRI; Running Records; Teacher Observation; Harcourt Collections Reading and Language Skills Assessment (Book 1-3)