Example: 1-2 Reading “Artifacts of the past” Entering: Match labeled pictures with illustrated artifacts of the past Beginning: Sort of artifacts of the past (e.g., transportation v. communication) described in illustrated phrases Developing: Compare/contrast information about artifacts of the past from illustrated text Expanding: Summarize information about artifacts of the past from illustrated text Bridging: Interpret implicit information about artifacts of the past from illustrated text Example: 1-2 Reading “Non-fiction (expository text)” Entering: Pair illustrated features or photographs of places or objects with icons in non-fiction books in small groups Beginning: Connect illustrated features or photographs of places or objects with descriptive words or phrases in non-fiction books in small groups Developing: Compare/Contrast illustrated features of places or objects using graphic organizers and phrases or short sentences in non-fiction books Expanding: Categorize illustrated features of places or objects graphic organizers and sentences in books Bridging: Summarize features of places or objects from multiple compound sentences in non-fiction Grade 1 Pacing Guide Time 1st Quarter Time 3rd Quarter Weeks 1-4 Government Recognize good citizenship Discuss the purpose of laws Distinguish between conflict and cooperation Weeks 1-3 History Interpret timelines to show the sequence of events Understand past, present, and future Weeks 5-7 Culture Understand and appreciate diversity of human cultures Weeks 4-6 History Recognize major historical events that shaped our Nation and State
1.21 What types of food, clothing, transportation, and recreation are found in the Honorary Country? I can describe the different types of food, clothing, transportation, and recreation that is found in Honorary Country) Content Vocabulary (Tier 3): Country, culture, climate, and services, exchange, geographic features, ponds, lagoons Academic Vocabulary (Tier 2): events, fact, fiction, leader, heroine, hero, holidays, celebrating, independence, transportation, communicate, language, central Vocabulary Strategies: See Page 4 of the Curriculum Map Vocabulary teaching: Effective Methodologies Teaching Vocabulary Strategies for Vocabulary Development Vocabulary Building Strategies Margarita Calderon: Helping ELLs Excel 1.3 Teacher will read the following folk-tales/legends from other cultures and ask the text specific and text dependent questions: Mufaro’s Beautiful Daughters (Africa) What did some people say kept Nyasha’s crops more bountiful than anyone else’s? Why was Mufaro to send his daughters to the city? How did Nyasha and Manyara treat the Old Woman on the path differently? What are the different shapes that Nyoka the king took? What lesson did Manyara learn? How did the personalities of Nyoka and Manyara change throughout the story? The Irish Cinderlad (Ireland) What does the name “Becan” mean? How does the Bull take care of Becan? What did Becan take from the giant? Why did Becan leave in a hurry after fighting the dragon? What did he leave behind? The Runaway Wok (China) What surprised Ming about the wok? Where did the wok go after Mama Zhang washed and polished it? The wok brought back surprises to Ming and his family. Where did the wok get the surprises and how? What happened when the Li family tried to catch the wok? The wok helped the poor by taking from the rich. Is this fair? The Rough-Face Girl (Native American) Compare and contrast The Cinderlad and The Rough-Face Girl.