Aligning to a Pacing Guide

First Grade: English Language Arts While the standards have been paced out across the 4 quarters of the school year, reading is recursive. Many standards will be introduced, taught, retaught, or revisited in multiple quarters. The intent of this guide is for the

standards to build upon each other. For example, standards in quarter one are expected to spiral again in quarters 2, 3, and 4. Once a standard has been taught, it may spiral within any structure of the balanced literacy model for each

quarter following the quarter when the standard was initially introduced.

First Grade: First Quarter (45 days)

Inquiry

The Inquiry-Based Literacy: ( South Carolina Department of Education)

● Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. ● Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. ● Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. ● Synthesize integrated information to share learning and/or take action. ● Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

Open Court: Green Band and Red Band Bold/highlighted indicators will be assessed on the First Quarter Report Card.

Getting Started and Unit 1: Back to School (Weeks 1-4) Unit 2: Be My Friend (Weeks 5-7) Units 3: Science Cycles Lessons 1 and 2 (Weeks 8-9)

● 1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations. ● 2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

Reading

Fundamentals of Reading (South Carolina Department of Education)

● Integrate an information (cueing) system that includes meaning (semantics), structure (syntax), visual (graphophonic), and pragmatics (schematic) to make meaning from text.

● Gain understanding by applying reading strategies of monitoring, searching, confirming, cross-checking, rereading, and self-correcting. ● Employ comprehension strategies before, during, and after reading text using schema, annotating, questioning, visualizing, drawing inferences, determining

importance, summarizing, and synthesizing. ● Use metacognition to monitor meaning and adjust strategies while reading. ● Notice and analyze an author’s style and techniques to construct meaning.

Open Court: Green Band and Red Band Bold/highlighted indicators will be assessed on the First Quarter Report Card.

Getting Started and Unit 1: Back to School (Weeks 1-4) Unit 2: Be My Friend (Weeks 5-7) Units 3: Science Cycles Lessons 1 and 2 (Weeks 8-9)

Reading Literary Text/Reading Informational Text (Principles of Reading): ● 1.1 Recognize the distinguishing features of a sentence. ● 2.1 Recognize and produce rhyming words. ● 2.2 Produce single-syllable words by blending sounds, including consonant blends in spoken words. ● 2.3 Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words. ● 2.4 Segment spoken single-syllable words into their complete sequence of individual sounds. ● 3.3 Read a two-syllable word by breaking the word into syllables. ● 3.6 Recognize and read grade-appropriate irregularly spelled words. ● 4.1 Read grade-level texts with purpose and understanding. ● 4.2 Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings. ● 4.3 Use context to confirm or self-correct word recognition and understanding rereading as necessary.

Reading Literary Text: ● 5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts

heard or read. ● 5.2 Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator. ● 6.1 Describe the relationship between the illustrations and the characters, setting, or events. ● 7.1 Retell text, including beginning, middle, and end; use key details to determine the theme in a text heard or read. ● 7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies. ● 8.1 Read or listen closely to:

○ a. describe characters’ actions, and feelings ○ b. compare and contrast characters’ experiences to those of the reader; ○ c. describe setting; ○ d. identify the plot including problem and solution; and

○ e. describe cause and e�ect relationships. ● 9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. ● 9.2 Identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning. ● 10.1 Ask and answer questions about known and unknown words. ● 10.2 Identify new meanings for familiar words and apply them accurately. ● 10.6 Use words and phrases acquired through talk and text; explore nuances of words and phrases. ● 11.1 Identify the author’s purpose—to explain, entertain, inform, or convince. ● 11.2 Distinguish who is telling the story at various points in a text, the narrator or characters. ● 12.1 Classify literary texts according to characteristics of a genre. ● 12.2 Recognize how the author uses crafted text structures of recurring phrases and dialogue.

Reading Informational Text: ● 5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences anddraw conclusions in texts

heard or read. ● 8.1 Identify words, phrases, illustrations, and photographs used to provide information. ● 8.2 Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between

these features and the text. ● 9.1 Ask and answer questions about known and unknown words in a text.

Writing

Fundamentals of Writing: (South Carolina Department of Education)

● Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting. ● Interact and collaborate with peers and adults to develop and strengthen writing. ● Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience. ● Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information. ● Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community. ● Incorporate authors’ craft techniques observed from wide reading of anchor and mentor texts across disciplines to inform, explain, convince/argue, and

entertain.

Units of Study in Narrative Writing: Small Moments: Writing with Focus, Detail, and Dialogue

Weeks 1-9 Bold/highlighted indicators will be assessed on the First Quarter Report Card.

Writing: ● 1.W.3.1: Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of

closure. ● 1.W.3.2 Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.

Language:

● 1.L.4.1: Use common, proper, and possessive nouns. ● 1.L.4.2 Use singular and plural nouns with matching verbs in basic sentences. ● 1.L.4.5: Use adjectives and adverbs. ● 1.L.4.7: Use conjunctions. ● 1.L.5.1 Capitalize the first word of a sentence, dates, names, and the pronoun I. ● 1.L.5.2: Use:

○ a. periods, question marks, and exclamation marks at the end of sentences; and ○ b.commas in dates and to separate items in a series.

● 6.2 Print upper- and lower-case letters proportionally, using appropriate handwriting techniques. ● 6.3 Write left to right leaving space between words

Communication

Fundamentals of Communication: (South Carolina Department of Education)

● Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting. ● Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience. ● Use active and attentive communication skills, building on other’s ideas to explore, learn, enjoy, argue, and exchange information. ● Monitor delivery and reception throughout the communication process and adjust approach and strategies as needed. ● Adjust speech, using standard English when indicated or appropriate, in a variety of contexts and tasks for presenting or participating in the social exchange of

ideas. ● Acquire vocabulary from multiple forms of communication; use newly acquired vocabulary to appropriately communicate in a variety of situations and contexts.

Open Court: Green Band and Red Band

Getting Started and Unit 1: Back to School (Weeks 1-4) Unit 2: Be My Friend (Weeks 5-7) Units 3: Science Cycles Lessons 1 and 2 (Weeks 8-9)

● 1.1 Explore and create meaning through conversation, drama, questioning, and storytelling. ● 1.2 Practice the skills of taking turns, listening to others, and speaking clearly. ● 1.3 Practice techniques of volume, eye contact, facial expressions, posture, gestures, and space. ● 1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. ● 2.1 Express ideas gathered from various print and multimedia sources in a clear and concise manner. ● 2.2 Participate in shared research exploring a variety of texts; express opinions and talk about findings. ● 5.1 Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme. ● 5.2 Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.

First Grade: Second Quarter (45 days)

Inquiry

The Inquiry-Based Literacy: ( South Carolina Department of Education)

● Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. ● Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. ● Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. ● Synthesize integrated information to share learning and/or take action. ● Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

Open Court: Green Band and Red Band Bold/highlighted indicators will be assessed on the Second Quarter Report Card.

Unit 3: Science Cycles Lesson 3 (Weeks 1) Unit 4: Light and Sounds (Weeks 2-4) Unit 5: Around our Town (Weeks 5-7) Unit 6: Around our World Lesson 1 and 2 (Weeks 8-9)

● 1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations. ● 2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

Reading

Fundamentals of Reading (South Carolina Department of Education)

● Integrate an information (cueing) system that includes meaning (semantics), structure (syntax), visual (graphophonic), and pragmatics (schematic) to make meaning from text.

● Gain understanding by applying reading strategies of monitoring, searching, confirming, cross-checking, rereading, and self-correcting. ● Employ comprehension strategies before, during, and after reading text using schema, annotating, questioning, visualizing, drawing inferences, determining

importance, summarizing, and synthesizing. ● Use metacognition to monitor meaning and adjust strategies while reading. ● Notice and analyze an author’s style and techniques to construct meaning.

Open Court: Green Band and Red Band Bold/highlighted indicators will be assessed on the Second Quarter Report Card.

Unit 3: Science Cycles Lesson 3 (Weeks 1) Unit 4: Light and Sounds (Weeks 2-4) Unit 5: Around our Town (Weeks 5-7) Unit 6: Around our World Lesson 1 and 2 (Weeks 8-9)

Reading Literary Text/Reading Informational Text (Principles of Reading): ● 1.1 Recognize the distinguishing features of a sentence. ● 2.1 Recognize and produce rhyming words. ● 2.2 Produce single-syllable words by blending sounds, including consonant blends in spoken words. ● 2.3 Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words. ● 2.4 Segment spoken single-syllable words into their complete sequence of individual sounds. ● 3. 1 Demonstrate the sound correspondences for common consonant blends and digrahs. ● 3.3 Read a two-syllable word by breaking the word into syllables. ● 3.4 Use final -e and common vowel team conventions to read words with long vowel sounds. ● 3.6 Recognize and read grade-appropriate irregularly spelled words. ● 4.1 Read grade-level texts with purpose and understanding. ● 4.2 Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings. ● 4.3 Use context to confirm or self-correct word recognition and understanding rereading as necessary.

Reading Literary Text: ● 5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts

heard or read. ● 5.2 Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator. ● 6.1 Describe the relationship between the illustrations and the characters, setting, or events. ● 7.1 Retell text, including beginning, middle, and end; use key details to determine the theme in a text heard or read. ● 7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies. ● 8.1 Read or listen closely to:

○ a. describe characters’ actions, and feelings ○ b. compare and contrast characters’ experiences to those of the reader; ○ c. describe setting; ○ d. identify the plot including problem and solution; and ○ e. describe cause and e�ect relationships.

● 9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. ● 9.2 Identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning. ● 10.1 Ask and answer questions about known and unknown words. ● 10.2 Identify new meanings for familiar words and apply them accurately. ● 10.6 Use words and phrases acquired through talk and text; explore nuances of words and phrases. ● 11.1 Identify the author’s purpose—to explain, entertain, inform, or convince.

● 11.2 Distinguish who is telling the story at various points in a text, the narrator or characters. ● 12.1 Classify literary texts according to characteristics of a genre. ● 12.2 Recognize how the author uses crafted text structures of recurring phrases and dialogue.

Reading Informational Text: ● 5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences anddraw conclusions in texts

heard or read. ● 5.2 Make predictions using prior knowledge, features, of texts and other information. ● 8.1 Identify words, phrases, illustrations, and photographs used to provide information. ● 8.2 Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between

these features and the text. ● 9.1 Ask and answer questions about known and unknown words in a text. ● 9.2 Identify new meanings for familiar words and apply them accurately. ● 9.3 Use inflectinal endings and a�xes to determine the meaning of unknown words.

Writing

Fundamentals of Writing: (South Carolina Department of Education)

● Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting. ● Interact and collaborate with peers and adults to develop and strengthen writing. ● Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience. ● Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information. ● Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community. ● Incorporate authors’ craft techniques observed from wide reading of anchor and mentor texts across disciplines to inform, explain, convince/argue, and

entertain.

Units of Study in Information Writing: Nonfiction Chapter Books (Unit 2)

Weeks 1-9 Bold/highlighted indicators will be assessed on the Second Quarter Report Card.

Writing: ● 3.1 Explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure. ● 3.2 Plan, revise, and edit building on personal ideas of others to strengthen writing.

Language: ● 1.L.4.1: Use common, proper, and possessive nouns. ● 1.L.4.2 Use singular and plural nouns with matching verbs in basic sentences. ● 1.L.4.5: Use adjectives and adverbs. ● 1.L.4.7: Use conjunctions. ● 1.L.5.1 Capitalize the first word of a sentence, dates, names, and the pronoun I.

● 1.L.5.2: Use: ○ a. periods, question marks, and exclamation marks at the end of sentences; and ○ b.commas in dates and to separate items in a series.

● 6.2 Print upper- and lower-case letters proportionally, using appropriate handwriting techniques. ● 6.3 Write left to right leaving space between words

Communication

Fundamentals of Communication: (South Carolina Department of Education)

● Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting. ● Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience. ● Use active and attentive communication skills, building on other’s ideas to explore, learn, enjoy, argue, and exchange information. ● Monitor delivery and reception throughout the communication process and adjust approach and strategies as needed. ● Adjust speech, using standard English when indicated or appropriate, in a variety of contexts and tasks for presenting or participating in the social exchange of

ideas. ● Acquire vocabulary from multiple forms of communication; use newly acquired vocabulary to appropriately communicate in a variety of situations and contexts.

Open Court: Green Band and Red Band

Unit 3: Science Cycles Lesson 3 (Weeks 1) Unit 4: Light and Sounds (Weeks 2-4) Unit 5: Around our Town (Weeks 5-7) Unit 6: Around our World Lesson 1 and 2 (Weeks 8-9)

● 1.1 Explore and create meaning through conversation, drama, questioning, and storytelling. ● 1.2 Practice the skills of taking turns, listening to others, and speaking clearly. ● 1.3 Practice techniques of volume, eye contact, facial expressions, posture, gestures, and space. ● 1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. ● 2.1 Express ideas gathered from various print and multimedia sources in a clear and concise manner. ● 2.2 Participate in shared research exploring a variety of texts; express opinions and talk about findings. ● 5.1 Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme. ● 5.2 Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.

First Grade: Third Quarter (45 days)

Inquiry

The Inquiry-Based Literacy: ( South Carolina Department of Education)

● Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. ● Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. ● Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. ● Synthesize integrated information to share learning and/or take action. ● Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

Open Court: Green Band and Red Band Bold/highlighted indicators will be assessed on the Third Quarter Report Card.

Unit 6: Around our World Lesson 3 (Weeks 19) Unit 7: Roots and Seeds (Weeks 20-22) Unit 8: Animals from Head to Toe (Weeks 23-25) Unit 9: Red, White, and Blue (Weeks 26 and 27)

● 1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations. ● 2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

Reading

Fundamentals of Reading (South Carolina Department of Education)

● Integrate an information (cueing) system that includes meaning (semantics), structure (syntax), visual (graphophonic), and pragmatics (schematic) to make meaning from text.

● Gain understanding by applying reading strategies of monitoring, searching, confirming, cross-checking, rereading, and self-correcting. ● Employ comprehension strategies before, during, and after reading text using schema, annotating, questioning, visualizing, drawing inferences, determining

importance, summarizing, and synthesizing. ● Use metacognition to monitor meaning and adjust strategies while reading. ● Notice and analyze an author’s style and techniques to construct meaning.

Open Court: Green Band and Red Band Bold/highlighted indicators will be assessed on the Third Quarter Report Card.

Unit 6: Around our World Lesson 3 (Weeks 19) Unit 7: Roots and Seeds (Weeks 20-22) Unit 8: Animals from Head to Toe (Weeks 23-25) Unit 9: Red, White, and Blue (Weeks 26 and 27)

Reading Literary Text/Reading Informational Text (Principles of Reading): ● 1.1 Recognize the distinguishing features of a sentence. ● 2.1 Recognize and produce rhyming words. ● 2.2 Produce single-syllable words by blending sounds, including consonant blends in spoken words. ● 2.3 Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words. ● 2.4 Segment spoken single-syllable words into their complete sequence of individual sounds. ● 3. 1 Demonstrate the sound correspondences for common consonant blends and digrahs. ● 3.3 Read a two-syllable word by breaking the word into syllables. ● 3.4 Use final -e and common vowel team conventions to read words with long vowel sounds. ● 3.6 Recognize and read grade-appropriate irregularly spelled words. ● 4.1 Read grade-level texts with purpose and understanding. ● 4.2 Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings. ● 4.3 Use context to confirm or self-correct word recognition and understanding rereading as necessary.

Reading Literary Text: ● 5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts

heard or read. ● 5.2 Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator. ● 6.1 Describe the relationship between the illustrations and the characters, setting, or events. ● 7.1 Retell text, including beginning, middle, and end; use key details to determine the theme in a text heard or read. ● 7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies. ● 8.1 Read or listen closely to:

○ a. describe characters’ actions, and feelings ○ b. compare and contrast characters’ experiences to those of the reader; ○ c. describe setting; ○ d. identify the plot including problem and solution; and ○ e. describe cause and e�ect relationships.

● 9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. ● 9.2 Identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning. ● 10.1 Ask and answer questions about known and unknown words. ● 10.2 Identify new meanings for familiar words and apply them accurately. ● 10.3 Use inflectional endings and a�xes to determine the meaning ofunknown words. ● 10.4 Identify the individual words used to form a compound word.

● 10.5 Use print and multimedia resources to explore word relationships andnuances in word meanings. ● 10.6 Use words and phrases acquired through talk and text; explore nuances of words and phrases. ● 11.1 Identify the author’s purpose—to explain, entertain, inform, or convince. ● 11.2 Distinguish who is telling the story at various points in a text, the narrator or characters. ● 12.1 Classify literary texts according to characteristics of a genre. ● 12.2 Recognize how the author uses crafted text structures of recurring phrases and dialogue. ● 13.1 Engage in whole and small group reading with purpose and understanding. ● 13.2 Read independently for sustained periods of time to build stamina. ● 13.3 Read and respond according to task and purpose to become selfdirected, critical readers and thinkers.

Reading Informational Text: ● 5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences anddraw conclusions in texts

heard or read. ● 5.2 Make predictions using prior knowledge, features, of texts and other information. ● 8.1 Identify words, phrases, illustrations, and photographs used to provide information. ● 8.2 Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between

these features and the text. ● 9.1 Ask and answer questions about known and unknown words in a text. ● 9.2 Identify new meanings for familiar words and apply them accurately. ● 9.3 Use inflectinal endings and a�xes to determine the meaning of unknown words. ● 12.1 Engage in whole and small group reading with purpose and understanding. ● 12.2 Read independently for sustained periods of time. ● 12.3 Read and respond according to task and purpose to become selfdirected, critical readers and thinkers.

Writing

Fundamentals of Writing: (South Carolina Department of Education)

● Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting. ● Interact and collaborate with peers and adults to develop and strengthen writing. ● Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience. ● Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information. ● Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community. ● Incorporate authors’ craft techniques observed from wide reading of anchor and mentor texts across disciplines to inform, explain, convince/argue, and

entertain.

Units of Study in Opinion: Writing Reviews (Unit 3)

Weeks 18-27 Bold/highlighted indicators will be assessed on the Third Quarter Report Card.

Writing: ● 1.1 Explore print and multimedia sources to write opinion pieces that introducethe topic, state an opinion, give a reason for the opinion, and provide asense of closure. ● 1.2 Plan, revise, and edit building on personal ideas and the ideas of others tostrengthen writing ● 3.1 Explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure. ● 3.2 Plan, revise, and edit building on personal ideas of others to strengthen writing.

Language: ● 1.L.4.1: Use common, proper, and possessive nouns. ● 1.L.4.2 Use singular and plural nouns with matching verbs in basic sentences. ● 1.L.4.5: Use adjectives and adverbs. ● 1.L.4.7: Use conjunctions. ● 1.L.5.1 Capitalize the first word of a sentence, dates, names, and the pronoun I. ● 1.L.5.2: Use:

○ a. periods, question marks, and exclamation marks at the end of sentences; and ○ b.commas in dates and to separate items in a series.

● 6.2 Print upper- and lower-case letters proportionally, using appropriate handwriting techniques. ● 6.3 Write left to right leaving space between words

Communication

Fundamentals of Communication: (South Carolina Department of Education)

● Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting. ● Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience. ● Use active and attentive communication skills, building on other’s ideas to explore, learn, enjoy, argue, and exchange information. ● Monitor delivery and reception throughout the communication process and adjust approach and strategies as needed. ● Adjust speech, using standard English when indicated or appropriate, in a variety of contexts and tasks for presenting or participating in the social exchange of

ideas. ● Acquire vocabulary from multiple forms of communication; use newly acquired vocabulary to appropriately communicate in a variety of situations and contexts.

Open Court: Green Band and Red Band

Unit 6: Around our World Lesson 3 (Weeks 19) Unit 7: Roots and Seeds (Weeks 20-22) Unit 8: Animals from Head to Toe (Weeks 23-25) Unit 9: Red, White, and Blue (Weeks 26 and 27)

● 1.1 Explore and create meaning through conversation, drama, questioning, and storytelling. ● 1.2 Practice the skills of taking turns, listening to others, and speaking clearly. ● 1.3 Practice techniques of volume, eye contact, facial expressions, posture, gestures, and space. ● 1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. ● 2.1 Express ideas gathered from various print and multimedia sources in a clear and concise manner. ● 2.2 Participate in shared research exploring a variety of texts; express opinions and talk about findings.

● 5.1 Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme. ● 5.2 Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.

First Grade: Fourth Quarter (45 days)

Inquiry

The Inquiry-Based Literacy: ( South Carolina Department of Education)

● Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. ● Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. ● Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. ● Synthesize integrated information to share learning and/or take action. ● Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively.

Open Court: Green Band and Red Band Bold/highlighted indicators will be assessed on the Third Quarter Report Card.

Unit 9: Red, White, and Blue (Weeks 28) Unit 10: Stars and Stripes (Weeks 29-31) Unit 11: Art for All (Weeks 32-34) Unit 12: Art in Motion (Weeks 35-36)

● 1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations. ● 2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, or the environment.

Reading

Fundamentals of Reading (South Carolina Department of Education)

● Integrate an information (cueing) system that includes meaning (semantics), structure (syntax), visual (graphophonic), and pragmatics (schematic) to make meaning from text.

● Gain understanding by applying reading strategies of monitoring, searching, confirming, cross-checking, rereading, and self-correcting. ● Employ comprehension strategies before, during, and after reading text using schema, annotating, questioning, visualizing, drawing inferences, determining

importance, summarizing, and synthesizing. ● Use metacognition to monitor meaning and adjust strategies while reading. ● Notice and analyze an author’s style and techniques to construct meaning.

Open Court: Green Band and Red Band Bold/highlighted indicators will be assessed on the Third Quarter Report Card.

Unit 9: Red, White, and Blue (Weeks 28) Unit 10: Stars and Stripes (Weeks 29-31) Unit 11: Art for All (Weeks 32-34) Unit 12: Art in Motion (Weeks 35-36)

Reading Literary Text/Reading Informational Text (Principles of Reading): ● 1.1 Recognize the distinguishing features of a sentence. ● 2.1 Recognize and produce rhyming words. ● 2.2 Produce single-syllable words by blending sounds, including consonant blends in spoken words. ● 2.3 Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words. ● 2.4 Segment spoken single-syllable words into their complete sequence of individual sounds. ● 3. 1 Demonstrate the sound correspondences for common consonant blends and digrahs. ● 3.2 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words. ● 3.3 Read a two-syllable word by breaking the word into syllables. ● 3.4 Use final -e and common vowel team conventions to read words with long vowel sounds. ● 3.5 Read words with inflectional endings. ● 3.6 Recognize and read grade-appropriate irregularly spelled words. ● 4.1 Read grade-level texts with purpose and understanding. ● 4.2 Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings. ● 4.3 Use context to confirm or self-correct word recognition and understanding rereading as necessary.

Reading Literary Text: ● 5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts

heard or read. ● 5.2 Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator. ● 6.1 Describe the relationship between the illustrations and the characters, setting, or events. ● 7.1 Retell text, including beginning, middle, and end; use key details to determine the theme in a text heard or read. ● 7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies. ● 8.1 Read or listen closely to:

○ a. describe characters’ actions, and feelings ○ b. compare and contrast characters’ experiences to those of the reader; ○ c. describe setting; ○ d. identify the plot including problem and solution; and ○ e. describe cause and e�ect relationships.

● 9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. ● 9.2 Identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning. ● 10.1 Ask and answer questions about known and unknown words.

● 10.2 Identify new meanings for familiar words and apply them accurately. ● 10.3 Use inflectional endings and a�xes to determine the meaning ofunknown words. ● 10.4 Identify the individual words used to form a compound word. ● 10.5 Use print and multimedia resources to explore word relationships andnuances in word meanings. ● 10.6 Use words and phrases acquired through talk and text; explore nuances of words and phrases. ● 11.1 Identify the author’s purpose—to explain, entertain, inform, or convince. ● 11.2 Distinguish who is telling the story at various points in a text, the narrator or characters. ● 12.1 Classify literary texts according to characteristics of a genre. ● 12.2 Recognize how the author uses crafted text structures of recurring phrases and dialogue. ● 13.1 Engage in whole and small group reading with purpose and understanding. ● 13.2 Read independently for sustained periods of time to build stamina. ● 13.3 Read and respond according to task and purpose to become selfdirected, critical readers and thinkers.

Reading Informational Text: ● 5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences anddraw conclusions in texts

heard or read. ● 5.2 Make predictions using prior knowledge, features, of texts and other information. ● 6.1 Retell the central idea and key details to summarize a text heard, read,or viewed. ● 7.1 Compare and contrast topics or ideas within a thematic or author study heard, read, or viewed. ● 8.1 Identify words, phrases, illustrations, and photographs used to provide information. ● 8.2 Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between

these features and the text. ● 9.1 Ask and answer questions about known and unknown words in a text. ● 9.2 Identify new meanings for familiar words and apply them accurately. ● 9.3 Use inflectinal endings and a�xes to determine the meaning of unknown words. ● 12.1 Engage in whole and small group reading with purpose and understanding. ● 12.2 Read independently for sustained periods of time. ● 12.3 Read and respond according to task and purpose to become selfdirected, critical readers and thinkers.

Writing

Fundamentals of Writing: (South Carolina Department of Education)

● Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting. ● Interact and collaborate with peers and adults to develop and strengthen writing. ● Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience. ● Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information. ● Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration within a writing community. ● Incorporate authors’ craft techniques observed from wide reading of anchor and mentor texts across disciplines to inform, explain, convince/argue, and

entertain.

Units of Study in Opinion: From Scenes to Series: Writing Fiction (Unit 4)

Weeks 28-36 Bold/highlighted indicators will be assessed on the Third Quarter Report Card.

Writing: ● W.3.1 Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of

closure. ● W. 3.2 Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.

Language: ● 1.L.4.1: Use common, proper, and possessive nouns. ● 1.L.4.2 Use singular and plural nouns with matching verbs in basic sentences. ● 1.L.4.5: Use adjectives and adverbs. ● 1.L.4.7: Use conjunctions. ● 1.L.5.1 Capitalize the first word of a sentence, dates, names, and the pronoun I. ● 1.L.5.2: Use:

○ a. periods, question marks, and exclamation marks at the end of sentences; and ○ b.commas in dates and to separate items in a series.

● 6.2 Print upper- and lower-case letters proportionally, using appropriate handwriting techniques. ● 6.3 Write left to right leaving space between words

Communication

Fundamentals of Communication: (South Carolina Department of Education)

● Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting. ● Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience. ● Use active and attentive communication skills, building on other’s ideas to explore, learn, enjoy, argue, and exchange information. ● Monitor delivery and reception throughout the communication process and adjust approach and strategies as needed. ● Adjust speech, using standard English when indicated or appropriate, in a variety of contexts and tasks for presenting or participating in the social exchange of

ideas. ● Acquire vocabulary from multiple forms of communication; use newly acquired vocabulary to appropriately communicate in a variety of situations and contexts.

Open Court: Green Band and Red Band

)Unit 9: Red, White, and Blue (Weeks 28) Unit 10: Stars and Stripes (Weeks 29-31) Unit 11: Art for All (Weeks 32-34) Unit 12: Art in Motion (Weeks 35-36)

● 1.1 Explore and create meaning through conversation, drama, questioning, and storytelling.

● 1.2 Practice the skills of taking turns, listening to others, and speaking clearly. ● 1.3 Practice techniques of volume, eye contact, facial expressions, posture, gestures, and space. ● 1.4 Participate in shared conversations with varied partners about focused grade level topics and texts in small and large groups. ● 2.1 Express ideas gathered from various print and multimedia sources in a clear and concise manner. ● 2.2 Participate in shared research exploring a variety of texts; express opinions and talk about findings. ● 5.1 Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme. ● 5.2 Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.