OHIO COMMON CORE STATE STANDARDS Curriculum Map Grade... · 2017-01-25 · OHIO COMMON CORE STATE...

Carrollton Exempted Village School District – Carrollton, Ohio OHIO COMMON CORE STATE STANDARDS

Curriculum Map Course Title: Mathematics – First Grades Month: First Nine Weeks Academic Year: 2013-2014

Essential Questions for this month: 1. How can I count to 120? (1NBT1) 2. How can I represent a number of objects with written numbers? (1NBT1) 3. How can I bundle ones to create “tens?” (1NBT2) 4. How can I use strategies to help me add and subtract numbers? (1OA3) 5. How do I tell and write time in hours and half-hours using analog and digital clocks?(1MD3) 6. How do I organize, represent, and interpret data up to 3 categories? (1MD4) 7. How do I order 3 objects by length and compare the lengths of two objects by using a third

object? (1MD1) 8. How can I name and create two dimensional shapes? (1G1) 9. How can I use to tangrams to create new shapes? (1G2)

Grading Period

Core-Standards Instructional Strategies and Differentiation

Assessment Resources

1 Count to 120. (1NBT1)

(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.

Oral Assessment Pre-Testing/Post-

Testing Formal/Informal

YouTube, IXL Math

1 Make a group of 10. (1NBT2) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.

Demonstrate using manipulatives

Pre-Testing/Post-Testing

Formal/Informal

Unifex Cubes, IXL Math

1 Use the commutative property to add. (1OA3)


Written Assessment Pre-Testing/Post-


Dice, dominoes, markers, IXL

Math

1 Add within 20, using addition strategies. (1OA6)




Number line, counters,

fingers, IXL Math

1 Tell time to the hour, using digital and analog. (1MD3)


Written Assessment and Demonstration Pre-Testing/Post-


Analog and Digital Clocks,

IXL Math

1 Sort, build, and explain a graph. (1MD4)


Written Assessment, Demonstration, and

Interpretation Pre-Testing/Post-


Food, Manipulatives,

IXL Math

1 Put 3 objects in order (big, bigger, biggest) (1MD1)


Demonstration Pre-Testing/Post-


Manipulatives, IXL Math

1 Name and create shapes (rectangle, square, trapezoid, triangle, circle). (1G1)




Manipulatives, IXL Math

1 Use tangrams to create shape or pictures. (1G2)


Demonstration Pre-Testing/Post-


Tangrams, IXL Math



Curriculum Map Course Title: Mathematics Month: Second Nine Weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. How can I count to 120, starting at any number less than 120? (1NBT1) 2. What strategies can I use to demonstrate fluency for addition within 10? (1OA6) 3. How do I represent the numbers to 90 with tens and ones? (1NBT2c)

4. How do I tell and write time in hours and half-hours using analog and digital clocks?(1MD3) 5. How do I use multiple copies of a shorter object to measure a longer one? (1MD2) 6. How can I use strategies to help me subtract numbers? (1OA3) 7. Can I count sides and vertices on two dimensional shapes? (1G2)

Grading Period



2 Count to 120, starting at any number less than 120. (1NBT1)




YouTube, IXL Math

2 Addition facts within 10, fluently. (1OA6)


Timed Tests and Flashcards


Formal/Informal

Flashcards, Stop watch, IXL Math

2 Use 10’s and 1’s to represent numbers to 90. (1NBT2c)

(IS) Direct instruction from teacher, student led, hands on centers, and technology

Demonstrations and Written Assessment

Tens and Ones Blocks, IXL Math

based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.


Formal/Informal

2 Tell time to the half hour, using digital and analog. (1MD3)


Demonstration, Written Assessment Pre-Testing/Post-


Analog and Digital Clocks,

IXL Math

2 Measure an object by using multiple copies of a shorter object, laying it end to end. (1MD2)


Demonstration and Written Assessment Pre-Testing/Post-


Paperclips, IXL Math

2 Subtract using fact families. (1OA3)




Fact Triangles or Fact Family

House, IXL Math

2 Explain (define) shapes (rectangle, square, trapezoid, triangle, circle). (1G2)

(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing

Written Assessment and/or Oral Assessment

YouTube, Tangrams IXL

Math

followed by curriculum adjustments and RTI team involvement (including teacher, intervention specialists, and community volunteers.


Formal/Informal



Curriculum Map Course Title: Mathematics Month: Third Nine Weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. Can I read numbers from 1 -120? (1NBT1) 2. How can I use the associative property to add? (1OA3) 3. What strategies can I us to subtract within 20? (1OA6) 4. How do I compare numbers using >, < and =? (1NBT3) 5. How do I mentally find 10 more than a given number? (1NBT5)

Grading Period



3 Read numbers from 1 to 120. (1NBT1)




Flashcards, 120’s Chart, IXL Math

3 Add using the associative property. (1OA3)




Dice, Playdoh, Dry Erase

Markers/Boards, IXL Math

3 Subtract within 20, using subtraction strategies.(1OA6)

(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI



Number Lines, Cubes, Counters,

IXL Math

team involvement (including teacher, intervention specialists, and community volunteers.

3 Compare 2-digit numbers using the symbols (<, >, =). (1NBT3)




YouTube, Dice, Placemat, IXL

Math

3 Count forward by 10’s to 100 from any number. (1NBT5)




100’s Chart, Game Board, IXL Math

3 Identify and divide shapes into halves.




Play dough, play knives, cookie

cutters, IXL Math



Curriculum Map Course Title: Mathematics Month: Fourth Nine Weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. Can I write numbers to 120? (1NBT1) 2. How do I understand subtraction as an unknown addend problem? (1OA4) 3. What strategies can I use to solve addition and subtraction word problems? (10A1) 4. How do I solve word problems that call for addition of three whole numbers? (1OA2) 5. What strategies can I use to demonstrate fluency for addition within 10? (1OA6) 6. How can I use concrete model strategies to add and subtract within 100? (1NBT4) 7. How do I mentally find 10 less than a given number? (1NBT5) 8. How can I partition circles and rectangles to create 2 or 4 equal shares? (1G3) 9. Can I identify coins and their values? (2MD8)

Grading Period



4 Write the numbers from 1 to120. (1NBT1)




120’s Chart, IXL Math

4 Understand subtraction as a missing addend. (1OA4)




2 sided counters, IXL

Math

4 Solve addition and subtraction word problems within 20, using objects, drawings, and/or equations). (1OA1)




Manipulative, student

illustrations, IXL Math

4 Solve addition word problems within 20 that involve 3 addends. (1OA2)




Manipulative, student

illustrations, IXL Math

4 Know my subtraction facts within 10, fluently. (1OA6)


Timed Test, Flashcards


Formal/Informal

Flashcards, IXL Math

4 Add 2-digit numbers, without regrouping. (1NBT4)




Popsicle Sticks, IXL

Math

4 Count backwards by 10’s from 100 to any number. (1NBT5)

(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D) Prescriptive pre-testing followed by curriculum adjustments and RTI

Oral Assessment, Written Assessment Pre-Testing/Post-

Testing

100’s Chart, IXL Math

team involvement (including teacher, intervention specialists, and community volunteers.

Formal/Informal

4 Identify and divide shapes into quarters. (1G3)




Playdoh, play knives,

cookie cutters, Fraction

Book, IXL Math

4 Identify coins and their values. (2MD8)




Coins, Activity Sheets,

IXL



Curriculum Map Course Title: English/Language Arts Month: First Nine Weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. What are the basic features of print? (RF.1.1) 2. How do you form each upper and lower-case letter? (L.1.1.a) 3. What are the distinguishing features of a sentence? (RF.1.1.a) 4. How do I use capitalization, punctuation, and spelling when writing? (L.1.2) 5. What is a declarative sentence? (L.1.1.j) 6. How do I blend single syllable words? (RF.1.2.b) 7. How do I ask and answer questions about key details in the text? (RL.1.1) 8. How do I read and identify irregularly spelled words? (RF.1.3.g)

Unit/Time Frame



1 Identify all 26 letters (RF.1.1) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)

Prescriptive pre-testing followed by curriculum adjustments and RTI team

involvement (including teacher, intervention specialists, and community

volunteers.

Oral assessment Letter flashcards

1 Identify all 26 sounds (RF.1.1) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)



volunteers.

Oral assessment Letter flashcards

1 Print upper and lowercase letters in order, with correct

formation. (L.1.1.a)

(IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)



volunteers.

Written assessment Letter cards

1 Write a three word sentence using correct capitalization and a period. (RF.1.1.a), (L.1.2),

(L.1.1.j)




volunteers.

Written assessment Journals, writing center

1 Read one syllable words with short vowels. (RF.1.2.b)




volunteers.

Oral assessment Teacher resource

book

1 Answer questions orally about a story read by the teacher.

(RL.1.1)




volunteers.

Oral assessment Leveled readers,

trade books

1 Read the first nine week’s sight word list. (RF.1.3.g)




volunteers.

Oral assessment Sight word folder



Curriculum Map Course Title: English/Language Arts Month: Second Nine Weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. How do I segment the beginning, middle, and ending sounds in words? (RF.1.2.c) 2. What spelling rules can you use when you write? (L.1.2.d)

3. How can I use key details when retelling a story to demonstrate an understanding of the central message? (RL.1.2) 4. How can I use key details to describe the characters, settings, and major events in a story? (RL.1.3)

5. How do I use capitalization, punctuation, and spelling when writing? (L.1.2) 6. What is an interrogative sentence? (L.1.1.j) 7. How do I segment spoken words into their individual sounds? (RF.1.2.d) 8. How do I read and identify irregularly spelled words? (RF.1.3.g)

Unit/Time Frame



2 Identify the beginning, middle, and end of a word. (RF.1.2.c)




volunteers.

Oral and written assessments

Core books,

Reading A-Z, teacher resource

book

2 Spell using common word families. (L.1.2.d)


Prescriptive pre-testing followed by

Written assessment

Word family activity books

curriculum adjustments and RTI team involvement (including teacher,

intervention specialists, and community volunteers.

2 Retell a story with the beginning, middle, and end. (RL.1.2)




volunteers.


trade books

2 Identify the characters in a story. (RL.1.3)




volunteers.


trade books

2 Write a four word sentence using correct capitalization and

a question mark. (L.1.2), (L.1.1.j)




volunteers.


2 Spell a word the way it sounds. (RF.1.2.d)





volunteers.

2 Read the second nine week’s sight word list. (RF.1.3.g)




volunteers.




Curriculum Map Course Title: English/Language Arts Month: Third Nine Weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. How do I read words with consonant blends and digraphs? (RF.1.2.a) 2. What is the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound)? (RF.1.3.a)

3. How do I know when to use long and short vowels? (RF.1.2) 4. How do I decode two syllable words following basic patterns? (RF.1.3.e) 5. How do I determine the number of syllables in a word? (RF.1.3.d) 6. How do I use capitalization, punctuation, and spelling when writing? (L.1.2)

7. How can I use key details to describe the characters, settings, and major events in a story? (RL.1.3) 8. How do I read and identify irregularly spelled words? (RF.1.3.g)

Unit/Time Frame



3 Read words with consonant blends. (RF.1.2.a)




volunteers.


book, leveled readers

3 Read words with digraphs. (RF.1.2.a), (RF.1.3.e)






volunteers.

3 Read words with long vowels using silent e. (RF.1.2)




volunteers.



3 Read two syllable words. (RF.1.3.d), (RF.1.3.e)




volunteers.


book

3 Write a five word sentence using correct capitalization and an exclamation mark. (L.1.2)




volunteers.


3 Identify the setting of a story. (RL.1.3)


Prescriptive pre-testing followed by

Oral assessment/written

assessment

Leveled readers

and trade books

curriculum adjustments and RTI team involvement (including teacher,

intervention specialists, and community volunteers.

3 Read the third nine week’s sight word list. (RF.1.3.g)




volunteers.




Curriculum Map Course Title: English/Language Arts Month: Fourth Nine Weeks Academic Year: 2013-2014

Essential Questions for this Month: 1. What can I do to become a fluent reader? (RF.1.4) 2. How do I read grade-level text with purpose and understanding? (RF.1.4.a)

3. How can I use key details when retelling a story to demonstrate an understanding of the central message? (RL.1.2) 4. What are the major differences between books that tell stories and books that give information? (RL.1.5)

5. What are common, proper, and possessive nouns? How do you use them? (L.1.1.b) 6. How do I use verbs to convey a sense of past, present, and future? (L.1.1.e) 7. What are frequently occurring adjectives? How can you use them? (L.1.1.f)

8. How can I use key details when retelling a story to demonstrate an understanding of the central message? (RL.1.2) 9. How do I use capitalization, punctuation, and spelling when writing? (L.1.2) 10. How do I write simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts? (L.1.1.j) 11. How do I read and identify irregularly spelled words? (RF.1.3.g)

Unit/Time Frame



4 Read fluently (RF.1.4), (RF.1.4.a)




volunteers.


trade books

4 Answer questions orally about what I read (RL.1.2)




volunteers.


trade books

4 Know the difference between fiction and non-fiction (RL.1.5)




volunteers.


trade books

4 Identify nouns (L.1.1.b) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)



volunteers.

Oral assessment/Written

assessment

Trade books, center based

activities

4 Identify verbs (L.1.1.e) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)



volunteers.


assessment


activities

4 Identify adjectives (L.1.1.f) (IS) Direct instruction from teacher, student led, hands on centers, and technology based instruction (D)



volunteers.


assessment


activities

4 Retell a story giving the main idea and details. (RL.1.2)




volunteers.

Oral assessment Word wall, spelling

dictionary, story map

4 Write a story with a beginning, middle, and end. (L.1.2),

(L.1.1.j)




volunteers.

Written assessment Word wall, spelling

dictionary

4 Write a story using words such as: first, next, and last. (L.1.2),

(L.1.1.j)




volunteers.

Written assessment Word wall, spelling

dictionary, story map

4 Read the fourth nine week’s sight word list. (RF.1.3.g)




volunteers.



OHIO COMMON CORE STATE STANDARDS Curriculum Map Grade... · 2017-01-25 · OHIO COMMON CORE STATE...

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Transcript of OHIO COMMON CORE STATE STANDARDS Curriculum Map Grade... · 2017-01-25 · OHIO COMMON CORE STATE...