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Decatur City Schools
Pacing Guide
First: Reading
Projected Pacing  (Sept. 18 - Oct. 20)
 
AL COS Standards Vocabulary Prerequisite Skills from State SuggestedMaterials/Resources Documentation Date(s) Taught Comments
  her Curriculum Guide      
Phonemic Awareness laugh        
Demonstrate phonemic awareness by my Objective 1.1.1:      
isolating, deleting, and adding phonemes, of Exhibit phonemic awareness by      
by using onsets and rimes, and by  out identifying phonemes      
identifying initial, medial, and final will Objective 1.1.2:      
sounds in one-syllable words (AL COS#1) would Tell whether words and sounds      
A.  Exhibit phonological awareness work are the same of different      
  1.  count the number of words in spoken you Objective 1.1.3:      
sentences do Blend orally onsets and rimes      
  2.  identify and supply rhyming words here Objective 1.1.4:      
  3.  count the number of syllables in spoken one Identify initial sound of a word      
words start Objective 1.1.5:      
  4.  segment onsets and rimes in spoken started Identify the final sound of a word      
syllables and words be Objective 1.1.6:      
B.  Orally manipulate phonemes like Identify the medial sound of a      
  1.  identify initial, medial and final sounds from word      
through phoneme isolation good        
  2.  blend phonemes into words made        
  3.  segment words into individual phonemes went        
  4.  add, delete, and substitute phonemes play        
to make new words five        
Phonics four        
Identify sound spelling relationships three, were        
of consonants and vowels (AL COS) two, get        
A.  Use syllabication to spell words does, gets        
Unit 2 for, so        
Lesson 11: /k/ spelled ■ck he, wants        
Book 19: Picnic what, pulls        
Lesson 12: /r/ spelled r yes, after        
Book 20: Nat's Nap have, after      
Lesson 13: /u/ spelled u puts, first        
Book 21: Ron on the Run said, new        
Lesson 14: /g/ spelled g she, old        
Book 22: The Bug to, put        
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
Lesson 15: Review /a/, /i/, /u/, /k/, spelled her Curriculum Guide      
■ck, /r/, /u/, /g/ laugh        
Book 23: Sinbad the Pig my        
Unit 3 of        
Lesson 1: /j/ spelled j out        
Book 24: Jan and Jack will        
/j/ spelled ■dge would        
Book 25: The Badge work        
Lesson 2: /f/ spelled f you        
Book 26: Brad's Ram do        
special spellings /or/, spelled or here        
Book 27: Boris, Doris, and Norm one        
Lesson 3: /e/, spelled e start        
Book 28: Jen's Pen started        
/d/, /t/, spelled ed be        
Book 29: Best Mom like        
Lesson 4: Special spelling /f/ spelled ■ff from        
Book 30: Jeff's Job good        
Review: short vowels, /j/ spelled j, ■dge, /f/ made        
spelled f, ■ff went        
Lesson 5: /ks/, spelled ■x play        
Book 31: A Fox and His Box five        
Lesson 6: /z/, spelled z four        
Book 32: Zack the One-Man Band three, were        
/z/ spelled ■zz two, get        
Book 33: Bizz Buzz does, gets        
  /z/ spelled _s for, so        
Book 34: Dogs and Cats he, wants        
Lesson 7: special spellings: /e/ spelled _ea_ what, pulls        
Book 35: Jen Dreamt yes, after        
 /s/ spelled ■ss have, after        
Book 36: Run and Pass puts, first        
Review: /z/ spelled z, ■zz, _si; /e/, spelled _ea_ said, new        
Lesson 8: //sh/ spelled sh, es ending she, old        
Book 37: Trash to, put        
Lesson 9 : /th/spelled th          
Book 38: Seth's Barn          
Schwa          
Book 39: The Children Get a Rabbit      
Lesson 10: Review: /sh/, /th/          
Book 40: Panda Band          
Lesson 11: /ch/ spelled ch          
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
Book 41: Chuck's Chest her Curriculum Guide      
  /ch/ spelled ■tch laugh        
Book 42: Patch Gets the Ball my        
Lesson 12: /ar/, spelled ar of        
Book 43: Grab a Star out        
Lesson 13: special spelling; /m/ spelled mb; will        
Book 44: A Lamb on a Limb would        
Lesson 14:  /w/ spelled w_ work        
Book 45: Wendell's Pets you        
  /hw/ spelled wh_ do        
Book 46: The Whiz here        
Lesson 15: /er/ spelled er one        
Book 47: Garden Sisters start        
  /er/ spelled ir started        
Book 48: Whir and Stir be        
  /er/ spelled ur like        
Book 49: A Blur with Fur from        
Unit 4 good        
Lesson 1: Review: Short vowel sounds: made        
  /ch/, /ar/, /w/m /hw/, /er/ went        
Book 50: Chirp and Scat play        
 /l/ spelled le five        
Book 51: Little Pat four        
  /l/ spelled el three, were        
Book 52: Just a Nickel two, get        
Lesson 2: /k/ spelled k does, gets        
Book: 53 Kim's Trip for, so        
Lesson 3: /ng/, spelled ■ng he, wants        
Book 54: Hank the Crank what, pulls        
Lesson 4: /kw/ spelled qu_ yes, after        
Book 55: Quinn's Pond have, after        
Lesson 5: /y/ spelled y_ puts, first        
Book 56: The Stand said, new        
Fluency she, old        
Read with fluency simple passages to, put Objective 1.5.1:      
containing simple sentences (AL COS#5)   Establish letter-naming fluency      
A.  Read 50-60 wpm (AL COS) (DIBELS)   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          
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
experiences her Curriculum Guide      
  2.  Apply knowledge of proper usage of laugh Objective 1.5.3:      
periods, question marks, and commas to develop my Read 40-50 words of connected,      
phrasing and fluency in guided and independent of decodable text per minute with      
reading out 100 percent accuracy      
  3.  Read appropriate material with will        
phrasing , inotation, and expression would        
High-Frequency Words Introduced work        
her, laugh, my, of, out, will, would, work you        
you, do, here, one, start, started, be, like do        
from, good, made, went, play, five, four here        
three, two, does, for, he, what, yes, have, one        
puts, said, she, to, get, gets, so, wants, pulls start        
after, first, new, old, put, were started        
Vocabulary be        
A. Develop new vocabulary for listening, like        
speaking, reading, and writing, through from        
word study good        
  1.  categorize, classify pictures and words: made        
colors, numbers, thematic study words went        
  2.  identify and supply: play        
compound words (SAT10) five        
Comprehension four        
Read with comprehension a variety of three, were Objective 1.4.1:      
first grade narrative and informational two, get Demonstrate comprehension of      
texts, recalling information, including does, gets passages heard by retelling       
the beginning middle and end while  for, so stories and by answering      
retelling a story (AL COS #4) (SAT10) he, wants questions      
A.  Listen to and comprehend grade  what, pulls Objective 1.4.2:      
appropriate material yes, after Answer who, where, and what      
B.   Use the four cueing system at current have, after questions after listening to a       
independent and instructional level puts, first story      
  1.  schema - connecting events in a story said, new Objective 1.4.3:      
to specific life experiences (AL COS)  she, old Retell a familiar story with or      
(text-to-text, text-to-self, text-to-world) to, put 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 Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
(AL COS) her Curriculum Guide      
  1.  Make predictions (AL COS) laugh        
  a.  Recognize patterns in sentences and my        
stories (SAT10) of        
  b.  Predict words and phrases in a story out        
use pictures and context clues (SAT10) will        
  c.  Make predictions about what will happen would        
next work        
  2.  sequence events in a story (beginning, you        
middle, end) (AL COS) do        
  3.  draw simple conclusions (AL COS) here        
(SAT10) one        
  4.  determine cause and effect start        
  5.  state main ideas about a topic in started        
informational text (AL COS) be        
  6.  Identify some supporting details (SAT10) like        
  7.  make inferences (SAT10) from        
D.  Identify characteristics of genre (SAT10) good        
examples:  fiction/nonfiction, narrative/ made        
informational, etc. went        
E.  Recognize and discuss elements of a play        
story: plot, setting, characters, problem, five        
and solution four        
Reading Behaviors/Habits three, were        
A.  Exhibit knowledge of concepts of print two, get        
  1.  Directionality (front to back, left to right, does, gets        
top to bottom) for, so        
  2.  book handling skills (print contains  he, wants        
message, where to begin reading, concept of  what, pulls        
first and last yes, after      
  3.  one to one voice print match have, after        
B.  Use books and materials responsible puts, first        
C.  Demonstrate an interest in and enjoyment said, new        
of literature in a variety of forms: she, old        
multicultural, author and illustrator, content  to, put        
area, recreational reading (SAT10)          
D.  Read a variety of appropriate material          
for sustained periods of time daily          
E.  Begin to use simple reference materials           
dictionary, thesaurus, map key, graphs and          
charts, glossary, table of contents, telephone          
director (SAT10)          
AL COS Standards Vocabulary Prerequisite Skills from State Suggested Materials/Resources Documentation Date(s) Taught Comments
F.  Use study strategies (SAT10)   Curriculum Guide      
  1.  sequence all upper and lower case          
letters          
  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           
organizers          
G.  Use available technology to reinforce and          
support the reading process          
Oral Language Development          
(Receptive and Expressive)          
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 state          
content standards.)