Decatur City Schools

Pacing Guide

First: Reading

Projected Pacing (Feb. 19 - Mar. 16)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Curriculum Guide

Phonemic Awareness

Review Previous Skills

Open Court

Demonstrate phonemic awareness by

Objective 1.1.1:

isolating, deleting, and adding phonemes

Exhibit phonemic awareness by

by using onsets and rimes, and by

identifying phonemes

identifying initial, medial, and final

Objective 1.1.2:

sounds in one-syllable words (AL COS#1

Tell whether words and sounds

A. Exhibit phonological awareness

are the same or different

1. count the number of words in spoken

Objective 1.1.3:

sentences

Blend orally onsets and rimes

2. identify and supply rhyming words

Objective 1.1.4:

3. count the numbers of syllables in spoken

Identify initial sound of a word

words

Objective 1.1.5:

4. segment onsets and rimes in spoken

Identify final sound of word

syllables and words

Objective 1.1.6:

B. Orally manipulate phonemes

Identify medial sound of a word

1. identify initial, medial and final sounds

through phoneme isolation

2. blend phonemes into words

3. segment words into individual phonemes

4. add, delete, and substitute phonemes

to make new words

Phonics

Review Previous Skills

Utilize predictable letter-sound

Objective 1.2.1:

relationships to decode printed words

Identify letter match to sound

including words with consonant

Objective 1.2.2:

blends that require blend 3-4

Pronounce the most common

phonemes into a whole word.

sound associated with individual

(AL COS #2)

letters

A. Identify sound spelling relationships

Objective 1.2.3:

of consonants and vowels (AL COS)

Blend letter sounds in words

1. recognize letters

a. identify name of letter

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

b. Produce sound of letter

Objective 1.2.4:

c. Supply a word that has the same

Blend 2-3 phonemes in a word

initial sound (SAT10)

Objective 1.2.5:

2. use most consonants and some vowels

Segment individual words into

in approximate spelling of unknown words

sounds

3. use first, last, and some medial sounds in

Objective 1.2.6:

spelling (SAT10)

Recognize the most common

4. substitute, delete, and add sounds/

sound associated with 2-3

letters to form new words (SAT10)

letter blends

5. recognize and use patterns to form new

words (SAT10)

6. use syllabication to spell words

7. recognize and apply inflectional endings

(s, ed, ing) (SAT10)

B. Blend sounds to form words (AL COS)

C. Segment printed words into phonemes

(AL COS)

1. segment by onset and rime using

manipulatives

examples: magnetic letters, letter tiles, etc.

2. segment by individual phoneme using

manipulatives

examples: magnetic letters or letter tiles

D. Spell correctly sight words and single-

syllable, phonetically regular words

Fluency

Read with fluency simple passages

Objective 1.5.1:

containing simple sentences (AL COS#5)

Establish letter-naming fluency

A. Read 50-60 wpm (AL COS)

at rate of 40-plus letters per

B. Recognize first grade high frequency

minute

words by sight (AL COS)

Objective 1.5.2:

C. Attend to end punctuation in phrasing (AL C

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 develo

decodable text per minute with

phrasing and fluency in guided and independent

100 percent accuracy

reading

D. Read appropriate material with

phrasing , inotation, and expression

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Vocabulary

Curriculum Guide

Demonstrate vocabulary skills

by sorting words into categories

Objective 1.3.1:

and by deriving word meaning

Identify and sort pictures of

from context within sentences and

common words into basic

paragraphs. (AL COS #3)

categories

A. Use new words from reading when

Objective 1.3.2:

writing and speaking (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 CO

Describe elements represented in

D. Develop new vocabulary for listening,

picture form.

speaking, reading, and writing, through

Objective 1.3.4:

word study

Demonstrate knowledge of new

1. categorize/classify pictures and words;

words introduced through

colors, numbers, thematic study words

explicit instruction and stories

2. identify and supply:

Objective 1.3.5:

compound words (SAT10)

Use newly learned vocabulary

antonyms

in multiple contexts to reinforce

synonyms

learning

homophones

contractions (SAT10)

3. recognize and apply inflectional endings

(s, ed, ing) (SAT10)

Comprehension

Read with comprehension a variety of

Objective 1.4.1:

first grade narrative and informational

Demonstrate comprehension

texts, recalling information, including

of passages heard by retelling

the beginning middle and end while

stories and by answering

retelling a story (AL COS #4) (SAT10)

questions

A. Listen to and comprehend grade

Objective 1.4.2:

appropriate material

Answer who, where, and

B. Use the four cueing system at current

what questions after listening

independent and instructional level

to a story

1. schema - connecting events in a story

Objective 1.4.3:

to specific life experiences (AL COS)

Retell a familiar story with

(text-to-text, text-to-self, text-to-world)

or without a book including

2. syntactic- use the structure of language

beginning, middle, and end

(sounds right?)

3. semantic - use context and prior knowledg

(makes sense?)

4. graphophonic- recognize cues provided

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

by print (AL COS) (looks right?)

Curriculum Guide

C. Monitor comprehension during reading

(AL COS)

1. Make predictions (AL COS)

a. Recognize patterns in sentences and

stories (SAT10)

b. Predict words and phrases in a story

use pictures and context clues (SAT10)

c. Make predictions about what will happen

2. sequence events in a story (beginning,

middle, end) (AL COS)

3. draw simple conclusions (AL COS)

(SAT10)

4. determine cause and effect

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. Use a variety of strategies to repair

comprehension - Examples: crosscheck,

reread, predict, self-correct

F. 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

first and last

3. one to one voice print match

B. Use books and materials responsible

C. Demonstrate an interest in and enjoyment

of literature in a variety of forms:

multicultural, author and illustrator, content

area, recreational reading (SAT10)

D. Read a variety of appropriate material

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

for sustained periods of time daily

Curriculum Guide

E. Begin to use simple reference materials:

dictionary, thesaurus, map key, graphs and

charts, glossary, table of contents, telephone

directory, (SAT10)

F. Use study strategies (SAT10)

1. sequence all upper and lower case

2. alphabetize to the first letter

3. identify parts of a book: title page, table

of contents

4. apply test taking skills

5. begin to use and interpret graphic

G. Use available technology to reinforce and

support the reading process

Oral Language Development

A. Listen to and comprehend grade

appropriate material (5, 17)

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 stat

content standards.)

April - May

/aw/ spelled: ough, augh

/er/ spelled: ear

Long E Spelled _ey

/shun/ Spelled: tion

/yun/ spelled: ion