Decatur City Schools

Pacing Guide

First: Reading

Projected Pacing  (Jan. 15 - Feb. 16)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

Curriculum Guide

Phonemic Awareness

High Frequency Words

Review Previous Skills

any

Open Court

Demonstrate phonemic awareness by

many

Objective 1.1.1:

isolating, deleting, and adding phonemes

wanted

Exhibit phonemic awareness by

by using onsets and rimes, and by

works

identifying phonemes

identifying initial, medial, and final

pull

Objective 1.1.2:

sounds in one-syllable words (AL COS#1)

pulled

Tell whether words and sounds

A.  Exhibit phonological awareness

pulling

are 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 a 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 matched 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

Objective 1.2.4:

a. identify name of letter

Blend 2-3 phonemes into a word

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

b.  Produce sound of letter

Curriculum Guide

c.  Supply a word that has the same

High Frequency Words

Objective 1.2.5:

initial sound (SAT10)

any

Segment individual words into

2.  use most consonants and some vowels

many

sounds

in approximate spelling of unknown words

wanted

Objective 1.2.6:

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

works

Recognize the most common

spelling (SAT10)

pull

sound associated with 2-3

4.  substitute, delete, and add sounds/

pulled

letter blends

letters to form new words (SAT10)

pulling

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 COS)

Recognize 100 percent of Dolch

1.  Recognize, locate and use periods,

sight word list for first grade

question marks and commas in shared reading

Objective 1.5.3:

experiences

Read 40-50 words of connected,

2.  Apply knowledge of proper usage of

decodable text per minute with

periods, question marks, and commas, to develop

100 percent accuracy

phrasing and fluency in guided and independent

reading

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

High Frequency Words

Objective 1.3.1:

by sorting words into categories

any

Identify and sort pictures of

and by deriving word meaning

many

common words into basic

from context within sentences and

wanted

categories

paragraphs.  (AL COS #3)

works

Objective 1.3.2:

A.  Use new words from reading when

pull

Use words to describe location,

writing and speaking (AL COS)

pulled

size, color, and shape

B. Recognize words in the environment

pulling

Objective 1.3.3:

(AL COS)

Describe elements represented

C.  Ask questions for clarification (AL COS)

in picture form

D.  Develop new vocabulary for listening,

Objective 1.3.4:

speaking, reading, and writing, through

Demonstrate knowledge of new

word study

words introduced through

1.  categorize/classify pictures and words;

explicit instruction stories

colors, numbers, thematic study words

Objective 1.3.5:

2.  identify and supply:

Use newly learned vocabulary

compound words (SAT10)

in multiple contexts to reinforce

contractions (SAT10)

learning

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 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?)

Objective 1.4.4:

3.  semantic - use context and prior knowledge

Predict meaning of a word from

(makes sense?)

obvious context clues

4.  graphophonic- recognize cues provided

by print (AL COS) (looks right?)

C.  Monitor comprehension during reading

(AL COS)

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

1.  Make predictions (AL COS)

Curriculum Guide

a.  Recognize patterns in sentences and

High Frequency Words

stories (SAT10)

any

b.  Predict words and phrases in a story

many

use pictures and context clues (SAT10)

wanted

c.  Make predictions about what will happen

works

next

pull

2.  sequence events in a story (beginning,

pulled

middle, end) (AL COS)

pulling

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.  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

for sustained periods of time daily

E. 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

AL COS Standards

Vocabulary

Prerequisite Skills from State

Suggested Materials/Resources

Documentation Date(s) Taught

Comments

4.  apply test taking skills

Curriculum Guide

5.  begin to use and interpret graphic

High Frequency Words

F.  Use available technology to reinforce and

any

support the reading process

many

Oral Language Development

wanted

A.  Listen to and comprehend grade

works

appropriate material (5, 17)

pull

B.  Use appropriate listening and communication

pulled

behaviors (17, 19)

pulling

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.)