Decatur City Schools
Pacing Guide
First: Reading
Projected Pacing  (Aug. 14 - Sept. 15)
 
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
  a Curriculum Guide      
Phonemic Awareness is        
Demonstrate phonemic awareness by on Objective 1.1.1:      
isolating, deleting, and adding phonemes the Exhibit phonemic awareness       
by using onsets and rimes, and by  an by identifying phonemes      
identifying initial medial, and final in Objective 1.1.2:      
sounds in one-syllable words (AL COS#1) was Tell whether words and sounds      
A.  Exhibit phonological awareness are are the same or different      
  1.  count the number of words in spoken and Objective 1.1.3:      
sentences I Blend orally onsets and rimes      
  2.  identify and supply rhyming words make Objective 1.1.4:      
  3.  count the numbers of syllables in spoken makes Identify initial sound of a word      
words by  Objective 1.1.5:      
  4.  segment onsets and rimes in spoken down Identify final sound of a word      
syllables and words too Objective 1.1.6:      
B.  Orally manipulate phonemes who Identify medial sound of a word      
  1.  identify initial, medial and final sounds can        
through phoneme isolation no        
  2.  blend phonemes into words there        
  3.  segment words into individual phonemes where        
  4.  add, delete, and substitute phonemes with        
to make new words          
Phonics          
Utilize predictable letter-sound relation-   Objective 1.2.1:      
ships to decode printed words,    Identify letter matched to sound      
including words with consonant blends   Objective 1.2.2:      
that require blending 3-4 phonemes   Pronounce the most common      
into a whole word (Al COS #2)   sound associated with       
A.  Identify sound spelling relationships   individual letters      
of consonants and vowels (AL COS)   Objective 1.2.3:      
  1.  recognize letters   Blend letter sounds in words      
   a.  Identify name of letter   Objective 1.2.4:      
   b.  Produce sound of letter   Blend 2-3 phonemes into words      
   c.  Supply a word that has the same    Objective 1.2.5:      
initial sound (SAT10)   Segment individual words into sounds      
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
  2.  Use most consonants and some vowels a Curriculum Guide      
in approximate spelling of unknown words is        
   3.  Use the first, last, and medial sounds in  on Objective 1.2.6:      
spelling (SAT10) the Recognize the most common      
  4.  substitute, delete, and add sounds to form an sound associated with 2-3 letter       
new words (SAT10) in blends      
  5.  recognize and use patterns to form new was        
words (SAT10) are        
B.  Progression for teaching letters and and        
sound/spelling I        
Unit 1 make        
Lesson 1 -Aa, Bb makes        
Lesson 2 - Cc, Dd by         
Lesson 3 - Ed, Ff, Gg  down        
Book 1: A Table too        
Lesson 4 - Hh, Ii, Jj who        
Lesson 5 - Kk, Ll, Mm can        
Book 2: The Egg no        
Lesson 6 - Nn, Oo, Pp there        
Lesson 7 - Qq, Rr, Ss where        
Book 3: The Baby (PP. 3-10) with        
Lesson 8 - Ii, Uu, Vv          
Lesson 9 - Ww, Xx, Yy, Zz      
Book 3: The Baby (PP. 11-16)          
Lesson 10          
Lesson 11 -  /s/spelled s          
Lesson 12 - /m/spelled m          
Book 4: Mom and I          
Lesson 13 - /a/spelled a          
Book 5: Sam, Sam, Sam          
Lesson 14 - /t/spelled t          
Book 6: Matt and Sam          
Lesson 15 - /h/spelled h_          
Book 7: A Hat          
Unit 2          
Lesson 1 - /p/spelled p          
Book 8: The Map          
Lesson 2 - /i/ spelled i          
Book 9: Hip          
Lesson 3 - /n/spelled n          
Book 10: Snap the Ant          
Lesson 4 - /l/ spelled l          
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
Book 11: Lil's Hat a Curriculum Guide      
special spellings ll, all is        
Book 12: A Mill on a Hill on        
Lesson 5 - Review the        
Book 13: Nan's Family an        
Lesson 6 - /d/ spelled d in        
Book 14: Dan Spins was        
Lesson 7 - /o/ spelled o are        
Book 15: The Spot and        
Lesson 8 - /b/ spelled b I        
Book 16: Bob at Bat make        
Lesson 9 -/k/ spelled c makes        
Book 17: The Cab by         
Lesson 10-Review down        
Book 18: Sis the Cat too        
Fluency who        
Read with fluency simple passages can Objective 1.5.1:      
containing simple sentences (AL COS#5) no Establish letter-naming fluency      
A.  Read 50-60 wpm (AL COS) (DIBELS) there at rate of 40-plus letters per       
B.  Recognize first grade high frequency  where minute      
words by sight (AL COS) with Objective 1.5.2:      
C.  Attend to end punctuation in phrasing (AL COS)   Recognize 100 percent of the      
  1.  Recognize, locate and use periods,    Dolch sight word list for first       
question marks, and commas in shared reading   grade      
experiences   Objective 1.5.3:      
  2.  Apply knowledge of proper usage of   Read 40-50 words of connected,      
periods, question marks, and commas to develop   decodable text per minute with      
phrasing and fluency in guided and independent   100 percent accuracy      
reading          
  3.  Read appropriate material with          
phrasing , inotation, and expression          
Vocabulary          
Demonstrate vocabulary skills by sorting   Objective 1.3.1:      
words into categories and by deriving    Identify and sort pictures of       
word meaning from context within    common words into basic       
sentences and paragraphs (AL COS #3)   categories      
A.  Use new words from reading when   Objective 1.3.2:      
speaking and writing (AL COS)   Use words to describe location,      
B.  Recognize words in the environment    size, color, and shape      
(AL COS)   Objective 1.3.3:      
C.  Ask questions for clarification (AL COS) Describe elements represented    
Comprehension   in picture form      
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
Read with comprehension a variety of a Curriculum Guide      
first grade narrative and informational is Objective 1.3.4:      
texts, recalling information, including on Demonstrate knowledge      
the beginning middle and end while  the of new words introduced      
retelling a story (AL COS #4) (SAT10) an through explicit instruction      
A.  Listen to and comprehend grade  in in stories      
appropriate material was Objective 1.3.5:      
B.   Use the four cueing systems at current are Use newly learned vocabulary      
independent and instructional level and in multiple contexts to reinforce      
  1.  schema - connecting events in a story I learning      
to specific life experiences (AL COS)  make        
(text-to-text, text-to-self, text-to-world) makes Objective 1.4.1:      
  2.  syntactic- use the structure of language by  Demonstrate comprehension      
(sounds right?) down of passages heard by retelling      
  3.  semantic - use context and prior knowledge too stories and answering questions      
(makes sense?) who Objective 1.4.2:      
  4.  graphophonic- recognize cues provided can Answer who, where, and what      
by print (AL COS) (looks right?) no questions after listening to a       
C.  Monitor comprehension during reading there story      
(AL COS) where Objective 1.4.3:      
  1.  Make predictions (AL COS) with Retell a familiar story with or      
  2.  sequence events in a story (beginning,   without a book including       
middle, end) (AL COS)   beginning, middle, and end      
  3.  draw simple conclusions (AL COS)   Objective 1.4.4:      
(SAt10)   Predict meaning of a word from      
  4.  determine cause and effect   obvious context clues      
  5.  state main ideas about a topic in          
informational text (AL COS)          
  6.  Identify some supporting details (SAT10)          
  7.  make inferences (SAT10)          
D.  Identify characteristics of genre (SAT10)          
examples:  fiction/nonfiction, narrative/          
informational, etc.          
E.  Recognize and discuss elements of a          
story: plot, setting, characters, problem,          
and solution          
Reading Behaviors/Habits          
A.  Exhibit knowledge of concepts of print          
  1.  Directionality (front to back, left to right,          
top to bottom)          
  2.  book handling skills (print contains           
message, where to begin reading, concept of           
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
first and last) a Curriculum Guide      
B.  Use books and materials responsibly is        
C.  Demonstrate an interest in and enjoyment on        
of literature in a variety of forms: the        
multicultural, author and illustrator, content  an        
area, recreational reading (SAT10) in        
D.  Read a variety of appropriate material was        
for sustained periods of time daily are        
E.  Use study strategies (SAT10) and        
  1.  sequence all upper and lower case I        
letters make        
  2.  alphabetize to the first letter makes        
  3.  identify parts of a book: title page, table by         
of contents down        
  4.  apply test taking skills too        
  5.  begin to use and interpret graphic  who        
organizers can        
Oral Language Development no        
(Receptive and Expressive) there        
A.  Listen to and comprehend grade  where        
appropriate material (5, 17) with        
B.  Use appropriate listening and communication          
behaviors (17, 19)          
C.  Participate in oral sharing (10, 17, 19)          
  1.  journals          
  2.  personal message          
  3.  choral reading          
  4.  dramatizations          
D.  Make clear and logical oral presentations(19)          
(Numbers in parentheses for Oral Language          
Development are from the Alabama Course          
of Study: English Language Arts, Bulletin 1999,          
No. 17 and represent the correlation of the state          
content standards.)