Ckla g1 LL Scope and Sequence PDF

Core Knowledge Language Arts®
Scope and Sequence • Listening & LearningTM Strand • Grade 1
The Listening & Learning strand of the Core Knowledge Language Arts program is designed to help students build the
background knowledge and vocabulary critical to listening and reading comprehension. Through introducing, presenting,
and discussing read-alouds in each domain, teachers build students’ listening and reading comprehension and oral
language skills. For a Unit-by-Unit Alignment of Listening & Learning objectives to the Common Core State Standards,
please visit http://www.engageny.org/resource/grade-1-english-language-arts.
Each domain anthology is comprised of daily lessons, pausing points, a domain review, a domain assessment, and
culminating activities.
• Pausing Points: opportunities to review, reinforce, or extend the content taught thus far. Both the decision to pause
and the length of the pause are optional and should be determined by each individual teacher based on the particular
class’s performance.
• Domain Review: an opportunity to review and reinforce the material (e.g., core content and vocabulary) in the domain
in order to help students prepare for the domain assessment.
• Domain Assessment: evaluates students’ understanding and retention of academic vocabulary words and the core
content targeted in the domain. The results should guide review and remediation the following day.
• Culminating Activities: provide remediation and/or enrichment for individual students, small groups, or the whole class
based on the results of the Domain Assessment and students’ Tens scores.
Table of Contents:
Domain 1: Fables and Stories
Domain 2: The Human Body
Domain 3: Different Lands, Similar Stories
Domain 4: Early World Civilizations
Domain 5: Early American Civilizations
Domain 6: Astronomy
Domain 7: The History of the Earth
Domain 8: Animals and Habitats
Domain 9: Fairy Tales
Domain 10: A New Nation: American Independence
Domain 11: Frontier Explorers
© 2014 Core Knowledge Foundation 1

Scope and Sequence • Listening & LearningTM Strand • Grade 1• Domain 1
Fables and Stories

10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 Days)
This domain will introduce students to fables and stories that have delighted generations of people. By listening to these classics,
students will increase their vocabulary and reading comprehension skills, learn valuable lessons about ethics and behavior, become
familiar with the key elements and parts of a story, and acquire cultural literacy.
Text Analysis for

Close Reading /
Comprehension Speaking & Listening Language & Vocabulary Writing
These Ask and answer questions Use agreed-upon rules for Identify real-life connections
objectives are requiring literal recall and group discussion between words and their use
consistently understanding Carry on and participate in a Use words and phrases
addressed Ask and answer questions conversation over at least 6 acquired through
throughout the that require making turns conversations, reading and
domain interpretations, judgments, or being read to, and responding
Ask and answer questions
giving opinions about what is requiring literal recall and to texts
heard in a read-aloud understanding
Make predictions prior to and Produce complete sentences
during read-alouds when appropriate
Lesson 1: The Identify character, plot, and Perform the story “The Boy Identify new meanings for
Boy Who Cried setting and explain those Who Cried Wolf” for an familiar words and apply them
Wolf terms as they apply to “The audience using eye contact, accurately
Boy Who Cried Wolf” appropriate volume, and clear Word Work: startled
Identify and explain in their enunciation
Multiple Meaning Word
own words the moral of “The Activity: company
Boy Who Cried Wolf”
Retell the fable “The Boy
Who Cried Wolf” including
key details
Describe how the shepherd
boy in “The Boy Who Cried
Wolf” is lonely at the
beginning of the fable
Explain that “The Boy Who
Cried Wolf” is fiction and why
Identify words and phrases
that suggest feelings or
appeal to the senses
Distinguish fantasy from
informational or realistic text
© 2014 Core Knowledge Foundation Back to Table of Contents 2

Text Analysis for

Close Reading /
Lesson 2: The Retell the fable “The Maid Clarify information about “The Word Work: balanced
Maid and the and the Milk Pail” including Maid and the Milk Pail” by
Milk Pail key details asking questions that begin
Identify the moral of the fable with where
“The Maid and the Milk Pail” Prior to listening to “The Maid
Identify the literary terms and the Milk Pail,” identify
characters and plot, and orally what they know and
explain those terms as they have learned about fables
apply to the fable “The Maid
and the Milk Pail”
Explain how the milkmaid’s
feelings changed from the
beginning to the end of “The
Maid and the Milk Pail”
Explain that “The Maid and
the Milk Pail” is fiction
because it was made up to
teach a lesson
Lesson 3: The Retell the fable “The Goose Prior to listening to “The Identify new meanings for Revise the fable “The Goose
Goose and the and the Golden Eggs” Goose and the Golden Eggs,” familiar words, such as rock, and the Golden Eggs” orally
Golden Eggs including key details identify orally what they know and apply them accurately or in writing by changing the
Identify the moral of the and have learned about the ending
fable “The Goose and the fable “The Maid and the Milk
Word Work: greedy
Golden Eggs” Pail”
Write and illustrate a new
Identify the literary term ending to the fable “The
characters, and explain that Goose and the Golden Eggs”
Activity: rock
term as it applies to the fable and discuss with one or more
“The Goose and the Golden peers
Eggs”
Identify that the farmer in the
fable “The Goose and the
Golden Eggs” is greedy
Explain that “The Goose and
the Golden Eggs” is fiction
teach a lesson
Orally compare and contrast
the milkmaid in “The Maid and
the Milk Pail” with the farmer
in “The Goose and the Golden
Eggs”

Text Analysis for

Close Reading /
Lesson 4: The Describe the actions of the Clarify information about “The Word Work: budge With assistance, make a T-
Dog in the animals in “The Dog in the Dog in the Manger” by asking Chart to categorize and
Manger Manger” questions that begin with why organize things that animals
Identify the moral of the Prior to listening to “The Dog can and cannot do
fable “The Dog in the Manger” in the Manger,” identify orally
Identify the literary terms what they know and have
plot and setting, and explain learned about characters from
those terms as they apply to other fables they have heard
the fable “The Dog in the
Manger”
Describe the feelings of the
oxen in the fable “The Dog in
the Manger”
Explain that “The Dog in the
Manger” is fiction because it
was made up to teach a
lesson
Lesson 5: The Identify the moral of the Prior to listening to “The Wolf Explain the meaning of “a wolf
Wolf in Sheep’s fable “The Wolf in Sheep’s in Sheep’s Clothing,” identify in sheep’s clothing” and use in
Clothing Clothing” orally what they know and appropriate contexts
Identify the literary term have learned about Word Work: disguise
characters, and explain the characteristics of fables
term as it applies to the fable Orally use determiners, such
“The Wolf in Sheep’s as a and the, and apply them
Clothing” accurately
Explain that “The Wolf in
Sheep’s Clothing” is fiction
teach a lesson

Text Analysis for

Close Reading /
Lesson 6: The Retell the fable, “The Fox and Clarify information about “The Explain the meaning of the Draw pictures, dictate, or write
Fox and the the Grapes” including key Fox and the Grapes” by common phrase “sour grapes” simple sentences to represent
Grapes details asking questions that begin and use in appropriate details or information from a
Identify the moral of the with what contexts favorite fable, including
fable “The Fox and the Clarify directions by asking Word Work: bunch information
Grapes” classmates about the order in about at least one character,
Identify the characters and which they should perform the the setting, and the beginning,
plot of the fable, “The Fox task of drawing a favorite middle, or end of the fable
and the Grapes” and the fable Create a story map that
characters, plot, and setting of Add a drawing to clarify identifies characters, setting,
a favorite fable description of a favorite fable and plot for a specific fable
Identify that “sour grapes” Prior to listening to “The Fox
refers to how someone might and the Grapes,” identify
feel about not getting orally what they know and
something they wanted have learned about the use of
Explain that “The Fox and the common phrases in fables
Grapes” is fiction because it
was made up to teach a
lesson
Sequence pictures
illustrating events from a
fiction read-aloud
Pausing Point
Lesson 7: The Retell orally the Spanish Clarify directions by asking Explain the meaning of “do Draw the beginning, middle,
Little Half-Chick folktale “The Little Half-Chick classmates about the order in unto others as you would and end of “The Little Half-
(Medio Pollito) (Medio Pollito),” including the which they should perform the have them do unto you” and Chick (Medio Pollito)” based
central message or lesson task of drawing the beginning, use in appropriate contexts on multistep, oral directions
Distinguish “The Little Half- middle, and end of “The Little Word Work: waste
Chick (Medio Pollito)” from Half-Chick (Medio Pollito)”
realistic text by explaining that
the fire, water, and wind
cannot perform some of the
human actions they do in the
story
Lesson 8: The Retell “The Crowded, Noisy Clarify information about “The Word Work: advice Discuss personal responses
Crowded, House” including characters, Crowded, Noisy House” by to cold weather and connect
Noisy House plot, and setting asking questions that begin those to the way in which the
with what characters in “The Crowded,
Perform “The Crowded, Noisy Noisy House” respond to cold
House” for an audience using weather
eye
contact, appropriate volume,
and clear enunciation

Text Analysis for

Close Reading /
Lesson 9: The Retell the story of “The Tale Word Work: mischief Write, tell, and/or draw an
Tale of Peter of Peter Rabbit” with original fable with characters,
Rabbit characters, setting, and setting, and plot, including a
plot, including a beginning, beginning, middle, and end
middle, and end With guidance and support
from adults, explore a variety
of digital tools to produce and
publish a class book of new
tales
Lesson 10: All Retell the folktale “All Stories Clarify information about “All Identify the correct usage of
Stories Are Are Anansi’s” including key Stories Are Anansi’s” by satisfied and dissatisfied and
Anansi’s details asking questions that begin explain that they are
Identify “All Stories Are with who antonyms
Anansi’s” as fiction because Perform “All Stories Are Word Work: satisfied
animals cannot talk or act like Anansi’s” for an audience
people using eye contact, appropriate
volume, and clear enunciation
Domain Review
Domain Assessment
Culminating Activities

The Human Body

10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 days)
This domain provides students with a basic introduction to the human body. Students will be introduced to a network of body systems,
comprised of organs that work together to perform a variety of vitally important jobs. Students will learn about the fundamental parts
and functions of five body systems: skeletal, muscular, digestive, circulatory, and nervous. This domain also focuses on care and
maintenance of the human body. Students will learn how germs can cause disease, as well as how to help stop the spread of germs.
Text Analysis for

Close Reading /
objectives are (e.g., who, what, where, group discussion, e.g., look at between words and their use
consistently when), orally or in writing, and listen to the speaker, (e.g., note places at home
addressed requiring literal recall and raise hand to speak, take that are cozy)
throughout the understanding of the details turns, say “excuse me” or
domain and/or facts of a “please,” etc.
nonfiction/informational read- Carry on and participate in a
aloud conversation over at least six
Answer questions that require turns, staying on topic,
making interpretations, initiating comments or
responding to a partner’s
judgments, or giving opinions
comments, with either an
about what is heard in a
adult or another child of the
nonfiction/informational read-
same age
aloud, including answering
why questions that require Ask questions to clarify
recognizing cause/effect information about the topic in
relationships a fiction or nonfiction/
informational read-aloud
Lesson 1: Describe the connection Identify new meanings for the Generate questions and
Everybody Has between organs, systems, word organs and apply them gather information to add to a
a Body and networks in the human accurately KWL (Know Wonder Learn)
body Word Work: systems Chart pertaining to The
Describe an illustration of Human Body
diverse people and use Activity: organs
pictures and details in
“Everybody Has a Body” to
describe the read-aloud’s key
ideas

Text Analysis for

Close Reading /
Lesson 2: The Describe the connection Ask and answer where Word Work: support With assistance, categorize
Body’s between the skeleton and the questions orally, requiring and organize facts about the
Framework ability to move one’s body literal recall and skeletal system to answer
understanding of the details or questions
facts of “The Body’s Generate questions and
Framework” gather information to add to a
Add drawings to descriptions KWL Chart pertaining to The
of the skeletal system to Human Body
clarify ideas and thoughts Share writing with others
Prior to listening to “The
Body’s Framework,” orally
identify what they know and
have learned about body
organs, systems, and
networks
Lesson 3: Describe the connection Add drawings to descriptions Sort the words voluntary and With assistance, categorize
Marvelous between the muscular system of the muscular system to involuntary into categories to and organize facts about the
Moving and the clarify ideas and thoughts gain a sense of the concepts muscular system to answer
Muscles skeletal system Prior to listening to they represent questions
Describe an illustration of a “Marvelous Moving Muscles,” Word Work: voluntary Generate questions and
smiling child and use pictures orally identify gather information to add to a
and details in “Marvelous what they know and have KWL Chart pertaining to The
Moving Muscles” to describe learned about the skeletal Human Body
the read-aloud’s system Share writing with others
key ideas Prior to listening to
“Marvelous Moving Muscles,”
orally predict
what one muscle in the
human body is necessary for
life and then compare the
prediction with the actual
outcome

Text Analysis for

Close Reading /
Lesson 4: Describe the connection Ask and answer what Sort the words digestion and With assistance, categorize
Chew, between the parts of the body questions orally, requiring indigestion into categories to and organize facts about the
Swallow, associated with the digestive literal recall and gain a sense of the concepts digestive system to answer
Squeeze, and process understanding of the details or they represent questions
Churn Describe an illustration of facts of “Chew, Swallow, Word Work: digestion Generate questions and
food and use pictures and Squeeze, and Churn” gather information to add to a
details in “Chew, Swallow, Add drawings to descriptions KWL Chart pertaining to The
Squeeze, and Churn” to of the digestive system to Human Body
describe the read-aloud’s clarify ideas and thoughts Share writing with others
key ideas Prior to listening to “Chew,
Swallow, Squeeze, and
Churn,” identify orally what
they know and have learned
about the skeletal and
muscular systems
Prior to listening to “Chew,
Swallow, Squeeze, and
Churn,” orally predict how
long it takes a human body to
digest food, and then
compare the actual outcome
to the prediction
Lesson 5: The Describe an illustration of Add drawings to descriptions Word Work: heart With assistance, categorize
Body’s the circulatory system and of the circulatory system to and organize facts about the
Superhighway use pictures and details in clarify ideas and thoughts circulatory system to answer
“The Body’s Superhighway” to Prior to listening to “The questions
describe the read-aloud’s key Body’s Superhighway,” Generate questions and
ideas identify orally what they know gather information to add to a
and have learned about the KWL Chart pertaining to The
body’s skeletal, Human Body
muscular, and digestive
systems Share writing with others
Lesson 6: Describe the connection Ask and answer what Word Work: nerves With assistance, categorize
Control Central: between the brain and the five questions orally, requiring and organize facts about the
The Brain senses literal recall and nervous system to answer
understanding of the details or questions
facts of “Control Central: The Generate questions and
Brain” gather information to add to a
Add drawings to descriptions KWL Chart pertaining to The
of the nervous system to Human Body
clarify ideas and thoughts Share writing with others
Prior to listening to “Control
Central: The Brain,” identify
orally what they know and
have learned about the
skeletal, muscular, digestive,
and circulatory systems

Text Analysis for

Close Reading /
Pausing Point
Lesson 7: Dr. Describe the connection Prior to listening to “Dr. Word Work: diseases With assistance, categorize
Welbody’s between Edward Jenner and Welbody’s Heroes,” identify and organize facts and
Heroes Louis Pasteur and their orally what they know and information from “Dr.
contributions to modern have learned about diseases Welbody’s Heroes” to answer
medicine and vaccinations questions
Describe an illustration of
germs and use pictures and
details in “Dr. Welbody’s
Heroes” to describe the read-
aloud’s key ideas
Compare and contrast
Edward Jenner and Louis
Pasteur
Lesson 8: Five Describe the connection Sort nutritious and non–
Keys to Health between healthy habits and a nutritious foods into those
healthy body categories to gain a sense of
Describe an illustration of the concepts the categories
unhealthy foods and use represent
pictures and details in “Five Identify new meanings for the
Keys to Health” to describe word brush and apply them
the read-aloud’s key ideas accurately
Word Work: nutritious
Lesson 9: The Ask and answer what Explain the meaning of “an With assistance, categorize
Pyramid Pantry questions orally, requiring apple a day keeps the doctor and organize facts and
literal recall and away” and use in appropriate information about a balanced
understanding of the details or contexts diet in a “My Plate” graphic
facts of “The Pyramid Pantry” Word Work: balanced diet organizer
Add drawings to descriptions Share writing with others
of a favorite meal to clarify
ideas
and thoughts about a
balanced diet
Pyramid Pantry,” identify
orally what they know and
have learned about five keys
to good health

Text Analysis for

Close Reading /
Lesson 10: Describe the connections Prior to listening to “What a Word Work: complicated
What a between the five systems of Complicated Network!”
Complicated the body identify orally what they know
Network! and have learned about the
body’s five
systems
Perform a poem with
movements about the
interconnectedness of body
systems for an audience,
using eye contact, appropriate
volume, and clear enunciation
Domain Review
Domain Assessment

Different Lands, Similar Stories

This domain will introduce students to three themes in folktales that have been told to children for generations, using variations from
different lands or countries. By listening to these stories, students will increase their vocabulary and reading comprehension skills, be
exposed to different places and cultures from around the world, and learn valuable universal lessons.
Text Analysis for Speaking & Listening Language & Vocabulary Writing
Close Reading /
Comprehension
throughout the understanding of the details, turns, say “excuse me” or Use words and phrases
domain and/or facts of a fiction read- “please,” etc. acquired through
aloud Carry on and participate in a conversations, reading and
Answer questions that require conversation over at least six being read to, and responding
making interpretations, turns, staying on topic, to texts, including using
judgments, or giving opinions initiating comments or frequently occurring
about what is heard in a responding to a partner’s conjunctions to signal simple
fiction read-aloud, including comments, with either an relationships (e.g., because)
answering why questions that adult or another child of the
require recognizing same age
cause/effect relationships
Use narrative language to
describe (orally or in writing)
characters, setting, things,
events, actions, a scene, or
facts from a fiction read-aloud
Lesson 1: Identify how Cinderella feels Describe characters, Word Work: worthy
Cinderella when she is not allowed to go settings, and events in a
to the ball in “Cinderella” reenactment of “Cinderella”
Discuss personal
responses to events in
“Cinderella”
Prior to listening to
“Cinderella,” identify orally
what they know and have
learned about other folktales

Lesson 2: The Sequence pictures Ask and answer who Identify multiple meanings of Draw and describe one of
Girl with the illustrating events in “The Girl questions orally, requiring duck and use them in the scenes from “The Girl
Red Slippers with the Red Slippers” literal recall and appropriate contexts with the Red Slippers”
Orally compare and contrast understanding of the details of Word Work: cautiously
similar stories from different “The Girl with the Red
Slippers”
cultures, such as “Cinderella” Activity: duck
and “The Girl with the Red Describe characters, settings,
Slippers” and events as depicted in
drawings of one of the scenes
from “The Girl with the Red
Slippers”
Prior to listening to “The Girl
with the Red Slippers,”
identify orally what they know
and have learned about
“Cinderella”
Lesson 3: Billy Orally compare and contrast Prior to listening to “Billy Beg,” Word Work: monstrous Which Fairy Tale? Venn
Beg similar stories from different orally predict what will happen Diagram
cultures, such as “Cinderella,” in the read-aloud based on a
“The Girl with the Red picture and previous stories
Slippers,” and “Billy Beg” and then compare the actual
outcome to the prediction
Lesson 4: Tom Demonstrate understanding of Describe characters, settings, Explain the meaning of
Thumb the central message or lesson and events in a reenactment “there’s no place like home”
in “Tom Thumb” of “Tom Thumb” and use in appropriate
Recount and identify the Perform “Tom Thumb” for an contexts
lesson in folktales from audience using eye contact, Word Work: commotion
diverse cultures, such as appropriate volume, and clear
“Tom Thumb” enunciation
Discuss personal
responses to how they would
feel if they were so small they
could fit into the palm of
someone’s hand

Lesson 5: Demonstrate understanding of Ask and answer who Word Work: scarcely Create a variation of a “little
Thumbelina the central message or lesson questions orally, requiring people” story with
in “Thumbelina” literal recall and characters, different settings,
Recount and identify the understanding of the details of new plot events, and a new
lesson in folktales from “Thumbelina” ending
diverse cultures, such as Discuss personal responses
“Thumbelina” to having a toad for a spouse
Identify how the mole’s Prior to listening to
treatment of Thumbelina “Thumbelina,” identify orally
might make her feel what they know and have
Describe illustrations of a learned about folktales and
lily pad and a mole in “Tom Thumb”
“Thumbelina,” using the
illustrations to check and
support comprehension of the
read-aloud
similar stories from different
cultures, such as “Tom
Thumb” and “Thumbelina”
Lesson 6: Demonstrate understanding of Describe characters, settings, Word Work: deeds Draw and describe one of
Issun Boshi: the central message or lesson and events as depicted in the scenes from “Issun
One-Inch Boy in “Issun Boshi: One-Inch drawings Boshi: One-Inch Boy”
Boy” of one of the scenes from
Recount and identify the “Issun Boshi: One-Inch Boy”
lesson in folktales from Add sufficient detail to a
diverse cultures, such as drawing of a scene from
“Issun Boshi: One-Inch Boy” “Issun Boshi: One-Inch Boy”
Orally compare and contrast Prior to listening to “Issun
similar stories from different Boshi: One-Inch Boy,” identify
cultures, such as “Tom orally what they know and
Thumb,” “Thumbelina,” and have learned about folktales,
“Issun Boshi: One-Inch Boy” “Tom Thumb” and
“Thumbelina”
Pausing Point

Lesson 7: Demonstrate understanding of Describe characters, settings, Identify multiple meanings of Draw and describe one of
Little Red the central message or lesson and events as depicted in left and use them in the scenes from “Little Red
Riding Hood in “Little Red Riding Hood” drawings of one of the scenes appropriate contexts Riding Hood”
Recount and identify the from “Little Red Riding Hood” Word Work: cherished
lesson in folktales from Add sufficient detail to a Multiple Meaning Word
diverse cultures, such as drawing of a scene from “Little Activity: left
“Little Red Riding Hood” Red Riding Hood”
the wolf disguising himself as
the grandmother in “Little Red
Riding Hood,” using the
illustration to
check and support
comprehension of the read-
aloud
Sequence pictures
illustrating events in “Little
Red Riding Hood”
Lesson 8: Demonstrate understanding of Prior to listening to “Hu Gu Word Work: cunning Venn Diagram
Hu Gu Po the central message or lesson Po,” identify orally what they
in “Hu Gu Po” know and have learned about
Recount and identify the folktales and “Little Red
lesson in folktales from Riding Hood”
diverse cultures, such as “Hu
Gu Po”
cultures, such as “Little Red
Riding Hood” and “Hu Gu Po”
Lesson 9: Demonstrate understanding of Prior to listening to “Tselane,” Word Work: fright Venn Diagram
Tselane the central message or lesson identify orally what they know
in “Tselane” and have learned about “Little
Recount and identify the Red Riding Hood” and “Hu Gu
lesson in folktales from Po”
diverse cultures, such as Use determiners orally, such
“Tselane” as the demonstratives this,
Orally compare and contrast that, these, and those
cultures, such as “Little Red
Riding Hood,” “Hu Gu Po,”
and “Tselane”
Domain Review
Domain Assessment

Early World Civilizations

16 Lessons, 2 Pausing Points, Domain Review, Domain Assessment, and Culminating Activities (21 Days)
This domain will introduce students to the development of early civilizations by examining the fundamental features of civilizations,
including the advent of farming, establishment of cities and government, and creation of other practices, such as writing and religion. It
should be noted that the word civilization, as used in this domain, is not meant to convey a value judgment but to indicate that a group
of people collectively established and shared these practices. Starting in the ancient Middle East, students will study Mesopotamia.
They will learn about the importance of the Tigris and Euphrates rivers, the development of cuneiform as the earliest-known form of
writing, the first codification of laws known as the Code of Hammurabi, and the significance of gods and goddesses in the “cradle of
civilization.” Students will then explore ancient Egypt and be able to compare and contrast Mesopotamia and Egypt. They will learn
about the importance of the Nile River; the use of hieroglyphs; the rise of pharaohs, including Tutankhamun and Hatshepsut; the
building of the Sphinx and pyramids; and the significance of mummification and the afterlife for ancient Egyptians
Text Analysis for

Close Reading /
These During the read-aloud During the read-aloud and
objectives are discussion, students will: word work, students will:
consistently Ask and answer questions Identify connections between
addressed about key details in a text words and their use
throughout
Produce complete sentences
the domain
Describe with relevant details,
expressing ideas and feelings
clearly
Lesson 1 A Describe the connection Students will listen to learn Word Work: Trade Create class chart about
Father and between the location of the names of two rivers in Identify new meanings for the characteristics of civilizations:
His Son in Mesopotamia near the Tigris Mesopotamia and why they MMW: banks With assistance, categorize
Mesopotamia and Euphrates rivers and the were important to the people and organize facts and
ability to farm. who lived in this area. information from “A Father
Describe an illustration of a and His Son in Mesopotamia”
desert and use pictures and to answer questions
details in “A Father and His
Son in Mesopotamia” to
describe the read aloud’s
key ideas
Lesson 2 Identify the main topic and Students will listen to find Word Work: symbols Add to class chart about
Writing in retell key details of “Writing in out what Mesopotamian Learn the meaning of characteristics of civilizations
Mesopotamia Mesopotamia” writing looked like and how common sayings and phrases
Make connections between people used it, as well as (the golden rule)
Code of Hammurabi and what else King Hammurabi
class rules. did for Mesopotamia.
Think Pair Share: How was
Mesopotamian writing
different from ours? Are there
any ways in which it was the
same?

Text Analysis for

Close Reading /
Lesson 3 Describe an illustration of a Students will listen to find Word Work: religion With guidance and support
The Religion ziggurat and use pictures and out who the gods and from adults, respond to
of Babylon details in “The Religion of goddesses were and how questions and suggestions
Babylon” to describe the they were important to the from peers on an interactive
read-aloud’s key ideas. people of Mesopotamia. illustration and sentence
Make connections between Think Pair Share: If you focusing on facts from “The
gods and goddesses and the could trade places with Amur Religion of Babylon” to add
ways Mesopotamians for a day, what would you like details and to strengthen
described natural events to do or see? writing as needed
Complete chart about
characteristics of civilizations
Lesson 4 The Identify who is narrating Students will listen to listen to Word work: caravan Create class timeline:
Hanging “The Hanging Gardens of find out what changes have categorize and organize facts
Gardens of Babylon” at various points in occurred in Babylon over the and information from “The
Babylon the story years and to find out more Hanging Gardens of Babylon”
Describe the connection about the new king who ruled in a chart and in a timeline to
between King Babylon at that time. answer questions
Nebuchadnezzar and the Think Pair Share: What Create own civilizations
Hanging Gardens of Babylon. question chart: Make personal
Describe an illustration of a connections, in writing,
caravan of travelers and use between the way students live
pictures and details in “The in the present and the way
Hanging Gardens of Babylon” people lived in the time of
to describe the read-aloud’s Hammurabi and
key ideas. Nebuchadnezzar
Pausing Point
Lesson 5 Make and confirm
People of the predictions about life in
Nile Egypt.
Describe the connection
between the annual flooding
of the Nile River and the
ability of Egyptians to farm
and settle in the area
Mesopotamia and ancient
Egypt

Text Analysis for

Close Reading /
Lesson 6 Describe the connection Produce complete sentences Identify connections between
Writing in between a written language words and their use
Ancient Egypt and the ability to accurately
record information.
hieroglyphs and use pictures
and details in “Writing in
Ancient Egypt” to describe
the read-aloud’s key ideas
writing in Mesopotamia with
writing in ancient Egypt
Make personal connections
between the role of writing in
own lives with writing in
ancient Egypt.
Lesson 7 Describe the connection Ask and answer what Identify connections between
Amon-Ra and between Egyptian beliefs and questions orally, requiring words and their use
the Gods of their gods and goddesses literal recall and
Ancient Egypt Describe an illustration of understanding of the
Egyptian gods and use details or facts of “Amon-Ra
pictures and details in “Amon- and the Gods of Ancient
Ra and the Gods of Ancient Egypt”
Egypt” to describe the read-
aloud’s key ideas
gods/goddesses in ancient
Egypt with those in
Mesopotamia
Lesson 8 Produce complete sentences Identify new meanings for the
Approaching MMW “steps”
the Great
Pyramid
Lesson 9 The Make and confirm Produce complete sentences Identify connections between
Sphinx predictions about the Sphinx words and their use
Syntactic Awareness Activity:
Subject pronouns I, you, he,
she, we, they

Text Analysis for

Close Reading /
Lesson 10 Make and confirm Produce complete sentences Identify connections between With assistance, categorize
The Story of predictions about what words and their use and organize facts and
Hatsheput makes Hatshepsut from other Use words and phrases information from “The Story of
Egyptian leaders. acquired through Hatshepsut” to answer
Describe an illustration of conversations and being read questions
farmers working near the Nile to
and use pictures and detail in Use words and phrases
“The Story of Hatshepsut” to acquired through
describe the read-aloud’s conversations about
key ideas
“The Story of Hatshepsut,”
Compare and contrast including using frequently
Hatshepsut with other occurring conjunctions to
Egyptian pharaohs. signal simple relationships in
a “Somebody Wanted But So
Then” chart
Lesson 11 Produce complete sentences Identify connections between
Tutankhamun, words and their use
The Golden
Pharaoh,
Part I
Lesson 12 Make and confirm Produce complete sentences Identify connections between
Tutankhamun, predictions about what words and their use
The Golden Howard Carter found in King
Pharaoh, Tut’s tomb
Part II
Pausing Point
Lesson 13 Produce complete sentences Identify connections between Create 3 column chart: With
Three World words and their use assistance, categorize and
Religions Identify meaning of the word organize facts and
part “mono–” information about Judaism,
Christianity, and Islam to
answer questions.
Lesson 14 Produce complete sentences Identify connections between Add to 3 column chart:
Judaism words and their use Judaism, Christianity, and
Islam.
Lesson 15 Compare and contrast Produce complete sentences Identify connections between Complete 3 column chart:
Christianity Judaism and Christianity words and their use With assistance, categorize
and organize facts and
information from “Christianity”
to answer questions
Lesson 16 Make and confirm Produce complete sentences Identify connections between
Islam predictions about whether or words and their use
not they think Islam has a key
figure. Like Judaism and
Christianity.

Text Analysis for

Close Reading /
Domain Review
Domain Assessment

Early American Civilizations (11–15 days)

The domain includes a study of the Maya, Aztec, and Inca civilizations, exposing students to the gradual development of cities.
Students will examine the fundamental features of the Maya, Aztec, and Inca, including farming, the establishment
of cities and government, as well as religion. Students will be encouraged to compare and contrast each of these societies and
their elements.
Text Analysis for

Close Reading /
Carry on and participate in a
aloud
conversation over at least six
Answer questions that require turns, staying on topic,
making interpretations, initiating comments or
judgments, or giving opinions responding to a partner’s
about what is heard in a comments, with either an
nonfiction/informational read- adult or another child of the
aloud, including answering same age
why questions that require Ask and answer questions
recognizing cause/effect (e.g., who, what, where,
relationships when), orally or in writing,
Ask and answer questions requiring literal recall and
about unknown words and understanding of the
phrases in nonfiction/ details, and/or facts of a
informational read-alouds and fiction or
discussions nonfiction/informational read-
Listen to and demonstrate aloud
understanding of nonfiction/ Produce complete sentences
informational read-alouds of when appropriate to task and
appropriate complexity for situation
Grades 1–3

Text Analysis for

Close Reading /
Lesson 1: The Compare and contrast orally Prior to listening to “The Explain the meaning of “The With assistance, create and
Maya: A and in writing cultural Maya: A Harvest and a more the merrier” and use in interpret a timeline that
Harvest and a elements of the Maya with the Hurricane,” identify orally appropriate contexts begins with a time
Hurricane nomads and today what they know and have approximately three thousand
Word Work: harvest
Distinguish that read-aloud learned about nomads and years ago, ends with “today,”
“The Maya: A Harvest and a how nomadic tribes, such as and includes a marker for the
Hurricane” describes events the Lakota Sioux, obtained Maya between 1000 BCE
from long ago food and 1542 CE
While listening to “The Maya: With assistance, categorize
A Harvest and a Hurricane,” and organize information
orally predict what will about aspects of the Maya
happen in the next read- culture into a civilizations
aloud and then compare the chart
actual outcome to the
Generate questions and
prediction
gather information from a
timeline and civilization chart
to answer questions about the
Maya culture
Discuss personal responses
about how they get food and
how the hunters got food
Lesson 2: The Clarify information about Identify the correct usage of With assistance, create and
Maya: Journey “The Maya: Journey to noiselessly and noisily and interpret a timeline that
to Baakal Baakal” by asking questions explain that they are begins with a time
that begin with what antonyms approximately three thousand
Prior to listening to “The Identify new meanings for years ago, ends with “today,”
Maya: Journey to Baakal,” familiar words, such as and includes a marker for the
identify orally what they know strained, and apply them Maya between 1000 BCE
and have learned about accurately and 1542 CE
Mayan culture Word Work: noiselessly With assistance, categorize
Multiple Meaning Word and organize information
Activity: strained about aspects of the Maya
culture into a civilizations
chart
Generate questions and
gather information from a
timeline and civilization chart
to answer questions about the
Maya culture

Text Analysis for

Close Reading /
Lesson 3: The Describe the characters Clarify information about “The Word Work: market Write and illustrate important
Maya: King and setting in the story “The Maya: King Pakal’s Tomb” by details about the Maya and
Pakal’s Tomb Maya: Journey to Baakal” asking questions that begin discuss with one or more
Compare and contrast orally with where peers
the leaders and pyramids Prior to listening to “The With assistance, categorize
from the Mayan culture with Maya: King Pakal’s Tomb,” and organize information
those in the Egyptian culture identify orally what they know about aspects of the Maya
and have learned about culture into a civilizations
Mayan culture and city life chart
While listening to “The Maya:
King Pakal’s Tomb,” orally
predict what will happen in
the next read-aloud and then
to the prediction
Lesson 4: The Compare and contrast orally With assistance, categorize Identify the correct usage of Write and illustrate three
Maya: The and in writing cultural and organize information accurate and inaccurate and details from “The Maya: The
Festival of the elements of the Maya about aspects of the Maya explain that they are Festival of the First Star” and
First Star culture into a civilizations antonyms discuss with one or more
chart Word Work: accurate peers
Draw and describe a scene With assistance, categorize
from the read-aloud “The and organize information
Maya: The Festival of the about aspects of the Maya
First Star” culture into a civilizations
Draw three details from “The chart
Maya: The Festival of the
First Star” based on multi-
step, oral directions
First Star,” identify orally what
about the geographic area in
which the Maya lived
First Star,” orally predict what
will happen in the read-aloud
based on previous read-
alouds and the title of the
read-aloud and then compare
the actual outcome to the
prediction
Pausing Point

Text Analysis for

Close Reading /
Lesson 5: The Sequence five pictures While listening to “The Aztec: Word Work: legend With assistance, categorize
Aztec: The illustrating the read-aloud of The Legend of the Eagle and and organize information
Legend of the “The Aztec: The Legend of the Serpent,” orally predict about aspects of the Aztec
Eagle and the the Eagle and the Serpent” what will happen in the read- culture into a civilizations
Serpent Compare and contrast orally aloud based on a picture and chart
and in writing cultural previous knowledge of Aztec
elements of the Maya and the geography and then compare
Aztec the actual outcome to the
prediction
Lesson 6: The Describe an illustration that Clarify information about “The Identify new meanings for Discuss personal responses
Aztec: The depicts Aztec farming with Aztec: The Floating Gardens familiar words, such as wing, to whether they would prefer
Floating chinampas of Xochimilco” by asking and apply them accurately the farming style of the Maya
Gardens of Compare and contrast orally questions that begin with Word Work: stationary or the Aztec
Xochimilco and in writing cultural where With assistance, categorize
elements of the Maya and the Use object pronouns orally and organize information
Aztec about aspects of the Aztec
culture into a civilizations
chart
Lesson 7: The Draw pictures, dictate, or Clarify information about “The Word Work: emperor Write and illustrate three
Aztec: In the write simple sentences to Aztec: In the Palace of an details from “The Aztec: In the
Palace of an represent three details or Emperor” by asking questions Palace of an Emperor” and
Emperor information from “The Aztec: that begin with why discuss with one or more
In the Palace of an Emperor” Clarify directions by asking peers
Describe an illustration of classmates about the With assistance, categorize
Moctezuma directions for an activity in and organize information
Compare and contrast which they are drawing about aspects of the Aztec
orally, and in writing, cultural details from “The Aztec: In the culture into a civilizations
elements of the Maya and the Palace of an Emperor” chart
Aztec With assistance, create and
interpret a timeline that
begins with a time
approximately three thousand
years ago, ends with “today,”
includes a marker for the
Maya between 1000 BCE and
1542 CE, and indicates that
Moctezuma lived
approximately five hundred
years ago

Text Analysis for

Close Reading /
Lesson 8: The Draw pictures, dictate, or Distinguish shades of With assistance, categorize
Aztec: Cortés’s write simple sentences to meaning among adjectives and organize information
Letter represent details or differing in intensity, such as about aspects of the Maya
information about the Aztec enormous and big and Aztec cultures into a
civilization Word Work: enormous Civilizations Chart
Describe an illustration that
depicts Tenochtitian
Compare and contrast,
orally and in writing, cultural
elements of the Maya and the
Aztec
Lesson 9: The Word Work: possessions With assistance, create and
Inca: Who interpret a timeline that
Were the Inca? begins with a time
1542 CE, indicates that
Moctezuma lived
approximately five hundred
years ago, and indicates that
the Inca existed at the same
time as the Aztec and
Moctezuma
With assistance, categorize
and organize information
about aspects of the Maya,
Aztec, and Inca cultures into
a Civilizations Chart
Lesson 10: Draw pictures, dictate, or Clarify information about Word Work: forbidden Discuss personal responses
The Inca: The write simple sentences about “The Inca: The Runner” by about running and connect
Runner farming with the taclla asking questions that begin those to the character in the
Describe an illustration that with who read-aloud
depicts conquistadors While listening to “The Inca:
Compare and contrast, The Runner,” orally predict
orally and in writing, cultural what will happen in the read-
elements of the Maya, the aloud based on previous
Aztec, and the Inca read-alouds and then
compare the actual
Distinguish the read-aloud
“The Inca: The Runner,”
describes events long ago

Text Analysis for

Close Reading /
Lesson 11: Retell orally important facts Prior to listening to “The Inca: Word Work: trek Draw pictures, dictate, or
The Inca: and information from “The Machu Picchu—A Lucky write simple sentences to
Machu Inca: Machu Picchu—A Lucky Discovery,” identify orally represent details or
Picchu—A Discovery” what they know and have information about the Incan
Lucky Compare and contrast orally learned about the parts of civilization
Discovery and in writing cultural South America in which the Add information to a
elements of the Maya, the Inca lived civilization chart about the
Aztec, and the Inca Inca based on multi-step, oral
directions
With assistance, create and
interpret a timeline that
begins with a time
The Inca: Machu Picchu— he
Inca: Machu Picchu— A
Lucky Discovery Lucky
Discovery 11124 Early
American Civilizations 11 |
The Inca: Machu Picchu—A
Lucky Discovery 1542 CE,
indicates that Moctezuma
lived approximately five
hundred years ago, indicates
that the Inca existed at the
same time as the Aztec and
Moctezuma, and indicates
that Hiram Bingham located
Machu Picchu in 1900
With assistance, categorize
and organize information
about aspects of the Maya,
Aztec, and Inca culture into a
Civilizations Chart
Domain Review
Domain Assessment

Astronomy
In this domain, students will be introduced to the solar system—our home in space. They will learn that Earth, the planet on which we
live, is just one of many different celestial bodies within the solar system. They will learn how the sun, the stars, the moon, and the
other planets relate to the earth (given its position in space). In the early read-alouds, students will learn that the sun is a giant star as
well as a source of light, heat, and energy for the earth. They will also learn about the earth’s orbit around the sun, and how the earth’s
own rotation on its axis leads to the phenomenon of day and night. Part of this domain is focused on the history of space exploration
and the missions to the moon. Students will learn about NASA, the Space Race, the Apollo missions, and what it takes to be an
astronaut.
Text Analysis for

Close Reading /
nonfiction/informational read- Carry on and participate in a
aloud conversation over at least six
Answer questions that turns, staying on topic,
require making initiating comments or
interpretations, judgments, responding to a partner’s
or giving opinions about comments, with either an
what is heard in a adult or another child of the
nonfiction/informational read- same age
aloud, including answering Ask questions to clarify
why questions that require information about the topic in
recognizing cause/effect a fiction or
relationships nonfiction/informational read-
Ask and answer questions aloud
about unknown words and Produce complete sentences
phrases in when appropriate to task and
nonfiction/informational read- situation
alouds and discussions
Listen to and demonstrate
understanding of
alouds of appropriate
complexity for Grades 1–3

Text Analysis for

Close Reading /
Lesson 1: Ask and answer what Word Work: gas With assistance, categorize
Introduction to questions orally, requiring and organize information
the Sun and literal recall and about what things are located
Space understanding of the in Earth’s atmosphere and
details or facts from what things are located in
“Introduction to the Sun and outer space
Space”
Describe the sun with
relevant details, expressing
ideas and feelings clearly
Add drawings to descriptions
of Earth’s atmosphere and
outer space to clarify the
concepts
Sort words into categories to
gain of sense of the concepts
of atmosphere and outer
space
Lesson 2: The Ask and answer where Explain the meaning of “AM”
Earth and the questions orally, requiring and “PM” and use in
Sun literal recall and appropriate contexts
understanding of the Word Work: horizon
details or facts from “The
Earth and the Sun”
Describe the causes for night
and day on Earth with
Lesson 3: Listen to and understand Describe what is seen in the Accurately apply the With assistance, categorize
Stars poetry about stars, such as sky at dusk meanings of the antonyms and organize information
“Star Light, Star Bright” and Add drawings to descriptions dusk and dawn about what things can be
“The Star” of what can be seen in the Word Work: dusk seen at dusk
Describe the connection sky at dusk to clarify the
between meteors and Earth’s concepts
atmosphere Prior to listening to “Stars,”
identify orally what they know
Earth, planets, and stars

Text Analysis for

Close Reading /
Lesson 4: Ask and answer who Accurately apply the
Stargazing and questions orally, requiring meanings of the antonyms
Constellations literal recall and ancient and modern, and the
understanding of the details antonyms major and minor
or facts from “Stargazing and Explain the meaning of “hit
Constellations” the nail on the head” and use
Ask questions to clarify in appropriate contexts
directions for an activity in Word Work: ancient
which students are creating a
model of the Big Dipper
the Big Dipper to clarify the
concept
Lesson 5: The Describe the connection Ask and answer when Word Work: appearance
Moon between the orbit of the moon questions orally, requiring
around the earth and its literal recall and
appearance at various understanding of the
phases of the orbit details or facts from
Describe an illustration of “Introduction to the Sun and
the moon and the source of Space”
its illumination and use Prior to listening to “The
pictures and detail in “The Moon,” identify orally what
Moon” to describe the read- they know and have learned
aloud’s key ideas about the earth, sun, and
Describe an illustration of moon
the moon and the source of
its illumination and use
pictures and detail in “The
Moon” to describe the read-
aloud’s key ideas
Pausing Point
Lesson 6: Describe the connection Describe the way in which the Word Work: launch
History of between the United States Chinese launched early
Space and the Soviet Union with rockets
Exploration respect to the Space Race Add drawings to descriptions
and Astronauts of various types of rockets
Prior to listening to “History of
Space Exploration and
Astronauts,” orally predict
what the read-aloud is about,
and then compare the actual
outcomes to predictions

Text Analysis for

Close Reading /
Lesson 7: Describe the connection Ask questions to clarify Word Work: determined Make personal connections to
Exploration of between unmanned and directions for an activity in the concerns the first
the Moon manned missions to the moon which students are creating a astronauts may have felt
sketch and written statement before heading in to space,
about what they might do, and about what they would
see, or feel if they went to the see, do, or feel if they went to
moon the moon as an astronaut
Describe the moon with With assistance, categorize
relevant details, expressing and organize information
ideas and feelings clearly about what would be seen
Add drawings to descriptions and experienced on the
of the moon to clarify the surface of the moon
concepts
Use possessive pronouns
orally
Lesson 8: The Describe the connection Ask and answer what Accurately apply the With assistance, categorize
Solar System, between the sun and the first questions orally, requiring meanings of the antonyms and organize information
Part I inner Planets literal recall and abundant and scarce about Mercury, Venus, Earth,
Describe an illustration of understanding of the details Word Work: abundant and Mars
the moon and use pictures or facts from “The Solar
and detail in “The Solar System, Part I”
System, Part I” to describe Prior to listening to “The Solar
the read-aloud’s key ideas System, Part I,” identify orally
Compare and contrast what they know and have
Mercury, Venus, Earth, and learned about the difference
Mars between planets and stars
Lesson 9: The Describe the connection Describe what is unique Word Work: categorize With assistance, categorize
Solar System, between the sun and the about each of the eight and organize information
Part II reason the last four planets planets with relevant details, about the eight planets
are referred to as the outer expressing ideas and feelings
planets clearly
Prior to listening to “The Solar
System, Part II,” identify orally
what they know about the four
inner planets
Domain Review
Domain Assessment

The History of the Earth

In this domain, students will learn about the geographical features of the earth’s surface. They will also learn about the inside of the
earth and characteristics of its various layers. Students will learn about the shape of the earth, the North and South Poles, and the
equator. Students will also learn the names of the layers of the earth—the crust, the mantle, and the core—and characteristics of each
layer. Students will learn how occurrences such as volcanoes and geysers give information about the layers of the earth.
Text Analysis for

Close Reading /
throughout the understanding of the details turns, say “excuse me” or Use words and phrases
domain and/or facts of a “please,” etc. acquired through
nonfiction/informational read- Carry on and participate in a conversations, reading and
aloud conversation over at least six being read to, and
Answer questions that require turns, staying on topic, responding to texts, including
making interpretations, initiating comments or using frequently occurring
judgments, or giving opinions responding to a partner’s conjunctions to signal simple
about what is heard in a comments, with either an relationships (e.g., because)
relationships a fiction or
Ask and answer questions nonfiction/informational read-
about unknown words and aloud
phrases in
alouds and discussions
Use illustrations and details in
a nonfiction/ informational
read-aloud to describe its key
ideas
understanding of

Text Analysis for

Close Reading /
Lesson 1: Our Draw pictures and write Identify new meanings of Draw pictures and write
Home, Earth simple sentences to depict familiar words, such as stick, simple sentences to depict
details from the read-aloud and apply them accurately details from the read-aloud
“Our Home, Earth” Word Work: surface “Our Home, Earth”
Write and illustrate details Multiple Meaning Word
from the read-aloud “Our Activity: stick
Home, Earth” and discuss
with one or more peers
Discuss personal
responses to what is inside
the earth
Lesson 2: The Clarify information about Word Work: layer With assistance, categorize
Earth Inside- “The Earth Inside-Out, Part I,” and organize information
Out, Part I by asking questions that about the earth’s crust
begin with what
Orally retell important facts
and information from “The
Earth Inside-Out, Part I”
Lesson 3: The Orally retell important facts Use frequently occurring Write and illustrate a diagram
Earth Inside- and information from “The conjunctions, such as and of the layers of the earth,
Out, Part II Earth Inside-Out, Part II” based on the read-aloud “The
Word Work: solid Earth Inside-Out, Part II,” and
discuss with one or more
peers
Lesson 4: The Orally compare and Clarify information about “The Word Work: destructive
Earth Inside- contrast geysers and Earth, Inside-Out, Part III,” by
Out, Part III volcanoes asking questions that begin
with what
Orally retell important facts
Earth Inside-Out, Part III”
Pausing Point
Lesson 5: Compare and contrast Describe different kinds of Word Work: characteristics Draw pictures and write
Minerals different types of rocks rocks in detail sentences to describe the
Write and illustrate detailed characteristics of a
descriptions of different types classmate
of rocks and discuss with one
or more peers
With assistance, categorize,
and organize facts and
information within a given
domain to answer questions

Text Analysis for

Close Reading /
Lesson 6: The Compare and contrast the Clarify information about “The Word Work: sediments With assistance, categorize
Three Types of three types of rocks Three Types of Rocks,” by and organize rocks into the
Rocks asking questions that begin following categories: igneous,
with what sedimentary, and
Orally retell important facts metamorphic
Three Types of Rocks”
Lesson 7: Describe the connection Clarify information about Use frequently occurring Write and illustrate details
Fossils between layers of sediment “Fossils,” by asking questions conjunctions, such as or about something the student
and sedimentary rock and that begin with what Word Work: preserved thinks should be preserved
fossils Write and illustrate details and explain the reason for his
Evaluate and select read- from the read-aloud “Fossils” or her choice
alouds on the basis of and discuss with one or more
personal choice for rereading peers
Lesson 8: Describe the connection Write and illustrate details Identify new meanings of Write and illustrate details
Dinosaurs between layers of sediment, from the read-aloud familiar words, such as plate, about a favorite dinosaur and
sedimentary rock, fossils, and “Dinosaurs” and discuss with and apply them accurately explain the reason for their
dinosaurs one or more peers Word Work: extinct choice
different types of dinosaurs
Domain Review
Domain Assessment

Animals and Habitats

This domain will introduce students to the wonder of the natural world, focusing on the interconnectedness of all living things
with their physical environment and with one another. Students will learn what a habitat is and will also learn to identify specific
types of habitats and their related characteristics. They will learn to recognize different plants and animals as being indigenous
to specific habitats and will begin to develop an understanding of several fundamental principles of nature. They will learn, for
example, that animals and plants typically live in those habitats to which they are best suited, often developing unique characteristics
or features that enable them to specifically adapt to the climate and conditions of a given environment. They will also be
introduced to simple classifications of animals according to the types of food they eat and will begin to understand the notion of a
food chain.
Text Analysis for

Close Reading /
aloud conversation over at least six being read to, and responding
Answer questions that require turns, staying on topic, to texts, including using
making interpretations, initiating comments or frequently occurring
Describe the connection nonfiction/informational read-
between two individuals, aloud
events, ideas, or pieces of Produce complete sentences
information in a when appropriate to task and
nonfiction/informational read- situation
aloud
Ask and answer questions
about unknown words and
phrases in nonfiction/
informational read-alouds and
discussions
understanding of

Text Analysis for

Close Reading /
Lesson 1: Describe an illustration of Describe Rattenborough’s Sort words and ideas into the Make personal connections
What Is a an alley habitat and use habitat in “What Is a Habitat?” categories of living and to the habitats described in
Habitat? pictures and detail in “What Is with relevant details, nonliving to gain a sense of “What Is a Habitat?”
a Habitat?” to describe the expressing ideas and feelings the concepts the categories With assistance, categorize
read-aloud’s key ideas clearly represent and organize information
Compare and contrast Word Work: shelter about the food and shelter
students’ habitats with the seen in their habitat
alley habitat described in
“What Is a Habitat?”
Lesson 2: Describe an illustration of Describe the Arctic habitat Word Work: exposed With assistance, categorize
Animals of the the Arctic landscape and use and plants and animals that and organize information
Arctic Habitat pictures and detail in “Animals are found in that habitat with about the plants and animals
of the Arctic Habitat” to relevant details, expressing in the Arctic habitat
describe the read-aloud’s ideas and feelings clearly Share writing with others
key ideas Add drawings to descriptions
of the Arctic tundra and the
Arctic
Ocean to clarify ideas,
thoughts, and feelings
Prior to listening to “Animals
of the Arctic Habitat,” orally
have learned about habitats
Lesson 3: Describe an illustration of a Ask and answer where Sort words and ideas into the With assistance, categorize
Animals of the saguaro cactus and use questions orally, requiring categories of herbivore, and organize information
Sonoran pictures and detail in “Animals literal recall and carnivore, and omnivore to about herbivores,
Desert Habitat of the Sonoran Desert understanding of the details gain a sense of the concepts carnivores, and omnivores
Habitat” to describe the or facts from “Animals of the the categories represent
read-aloud’s key ideas Sonoran Desert Habitat” Define the words herbivore,
Compare and contrast the Describe the Sonoran Desert carnivore, and omnivore by
Arctic and the Sonoran habitat in “Animals of the category and by one or more
Desert habitats Sonoran Desert Habitat” with key attributes
relevant details, expressing Identify new meanings for the
ideas and feelings clearly word fan and apply them
Prior to listening to “Animals accurately
of the Sonoran Desert Word Work: camouflage
Habitat,” orally identify what
about habitats and adaptation
of the Sonoran Desert
Habitat,” orally predict
whether animals that live in
the desert are similar to
animals that live in the Arctic

Text Analysis for

Close Reading /
Lesson 4: Describe an illustration of the Describe the East African Word Work: prickly With assistance, categorize
Animals of the African savanna habitat and Savanna habitat with relevant and organize information
East African use pictures and detail in details, expressing ideas and about the Arctic and
Savanna “Animals of the East African feelings clearly Sonoran habitats and the
Habitat Savanna Prior to listening to “Animals animals that live in those
Habitat” to describe the read- of the East African Savanna habitats
aloud’s key ideas Habitat,” orally identify what
Compare and contrast the they know and have learned
savanna with the desert and about the Arctic and Sonoran
Arctic habitats Desert habitats and animals
Lesson 5: Compare and contrast the Ask and answer what Identify new meanings for the With assistance, categorize
Animals of the temperate deciduous forest questions orally, requiring word bark and apply them and organize information
Temperate habitat with the Arctic, literal recall and accurately about certain animals and
Deciduous Sonoran, and East African understanding of the details Word Work: store the habitat in which they live
Forest Habitat savanna habitats or facts from “Animals of the
Temperate Deciduous Forest
Activity: bark
Habitat”
Describe the temperate
deciduous forest habitat with
Pausing Point
Lesson 6: Compare and contrast the Describe the tropical Word Work: canopy Draft an informative text that
Animals of the tropical rainforest habitat with rainforest habitat with relevant presents information learned
Tropical the temperate deciduous details, expressing ideas and about animals in “Animals of
Rainforest forest habitat feelings clearly the Tropical Rainforest
Habitat Add drawings to descriptions Habitat” that includes
of animals in the tropical mention of a topic, some
rainforest habitat to clarify facts about the topic, and
ideas, thoughts, and feelings some sense of closure
Use frequently occurring
conjunctions, such as but
Lesson 7: Describe an illustration of a Describe a freshwater habitat Explain the meaning of “a fish
Animals of the bullfrog and use pictures and with relevant details, out of water” and use in
Freshwater detail in "Animals Freshwater expressing ideas and feelings appropriate contexts
Habitat Habitat" to describe the clearly Word Work: float
read-aloud's key ideas

Text Analysis for

Close Reading /
Lesson 8: Ask and answer what Accurately identify With assistance, categorize
Animals of the questions orally, requiring shallow/deep, cool/warm, and and organize information
Saltwater literal recall and dark/light as antonyms, and about the various habitats
Habitat understanding of the details provide other examples of and the animals that live in
or facts from “Animals of the common antonyms each habitat
Saltwater Habitat” Word Work: shallow
Describe the ocean with
of the Saltwater Habitat,”
orally identify what they know
freshwater habitats
Lesson 9: Identify the reasons the Ask and answer when Word Work: destroy
Habitat author of “Habitat Destruction questions orally, requiring
Destruction and Endangered Species” literal recall and
and gives for the classification of understanding of the
Endangered bald eagles as an details or facts from “Habitat
Species endangered species Destruction and Endangered
Species”
Prior to listening to “Habitat
Destruction and Endangered
Species,” orally identify how
animals have adapted to
various habitats
Domain Review
Domain Assessment

Fairy Tales
This domain will introduce students to fairy tales that have been favorites with children for generations. Students will learn about
the elements of fairy tales that distinguish them from other types of fiction. They will also learn that fairy tales have the elements of
character, plot, and setting that are found in other types of fiction. By becoming familiar with particular fairy tales, students will be
able to add these tales to their repertoire of stories that they are able to retell orally. Reading these fairy tales will help first-grade
students develop a strong foundation for the understanding of other fictional stories in later grades.
Text Analysis for

Close Reading /
These Ask and answer questions Use agreed-upon rules for Identify real-life connections With assistance, categorize
objectives are (e.g., who, what, where, group discussion, e.g., look between words and their use and organize facts and
consistently when), orally or in writing, at and listen to the speaker, (e.g., note places at home information within a given
addressed requiring literal recall and raise hand to speak, take that are cozy) domain to answer question
Answer questions that turns, staying on topic, responding to texts, including
require making initiating comments or using frequently occurring
interpretations, judgments, or responding to a partner’s conjunctions to signal simple
giving opinions about what is comments, with either an relationships (e.g., because)
heard in a adult or another child of the
nonfiction/informational read- same age
aloud, including answering Ask questions to clarify
why questions that require information about the topic in
recognizing cause/effect a fiction or
relationships nonfiction/informational read-
Listen to, understand, and aloud
recognize a variety of texts, Produce complete sentences
including fictional stories, when appropriate to task and
fairy tales, fables, historical situation
narratives, informational text,
nursery rhymes, and poems,
describing the differences
between books that tell
stories and books that give
information
Talk about the illustrations
and details from a fiction
read-aloud to describe its
characters, setting, or events

Text Analysis for

Close Reading /
Lesson 1: Describe, orally or in Prior to listening to “Sleeping Explain the meaning of the
Sleeping Beauty writing, the setting, Beauty,” identify orally what phrase “Land of Nod” and
characters, facts, events, they know and have learned use in appropriate contexts
and elements of magic in about fairy tales Word Work: wisdom
“Sleeping Beauty”
Describe how the thirteenth
fairy feels when she is not
invited to the feast using
words and phrases that
suggest feelings
realistic text by explaining
that certain events in the
story could not have
happened in real life
Lesson 2: Describe, orally or in Clarify directions by asking Explain that deny and admit Write about and illustrate
Rumpelstiltskin writing, the setting, classmates about the order in are antonyms and use their favorite character from
characters, facts, events, which they should perform properly “Sleeping Beauty” or
and elements of magic in the task of drawing their Word Work: succeed “Rumpelstiltskin” and explain
“Rumpelstiltskin” favorite fairy tale character why it is their favorite
Describe how the king felt from “Sleeping Beauty” or Draw pictures, dictate, or
greed for more gold using “Rumpelstiltskin” write simple sentences to
words and phrases that Prior to listening to represent one character, and
suggest feelings “Rumpelstiltskin,” identify an appropriate setting, from
Distinguish fantasy from orally what they know and “Sleeping Beauty” or
realistic text by explaining have learned about “Rumpelstiltskin”
that certain events in the characteristics of fairy tales Write about and illustrate a
story “Rumpelstiltskin” could character and setting from
not have happened in real life “Sleeping Beauty” or
Compare and contrast, “Rumpelstiltskin” and discuss
orally and in writing, with one or more peers
similarities and differences Discuss personal responses
between “Rumpelstiltskin” to talents they may have or
and “Sleeping Beauty” may wish they have

Text Analysis for

Close Reading /
Lesson 3: Describe, orally or in Clarify information about Word Work: delight Discuss personal responses
Rapunzel writing, the setting, “Rapunzel” by asking to how they received their
characters, facts, events, questions that begin with names and compare that to
and elements of magic in where Rumpelstiltskin’s and
“Rapunzel” While listening to “Rapunzel,” Rapunzel’s names
Describe how eating the orally predict what the man
rapunzel made the woman will do to save his wife and
feel delight using words and then compare the actual
phrases that suggest feelings outcome to the prediction
realistic text by explaining
that the certain events in the
Compare and contrast,
orally or in writing, similarities
and differences between the
characters and settings of
“Sleeping Beauty,”
“Rumplestiltskin,” and
“Rapunzel”
Lesson 4: The Describe how the princess Describe the princess, the Word Work: retrieved
Frog Prince, feels when her golden toy frog, and the king with
Part I falls into a well, and how the relevant details, expressing
frog feels when the princess their ideas and feelings
lets him into the castle, using clearly
words and phrases that Prior to listening to “The Frog
suggest feelings Prince, Part I,” identify orally
what they know and have
learned about fairy tales and
how princes are depicted in
fairy tales
Prior to listening to “The Frog
Prince, Part I,” orally predict
whether the title character is
more like a frog or more like
the princes they have heard
about in other fairy tales and
then compare the actual
Perform an aspect of a
character from “The Frog
Prince, Part I,” for an
audience using eye contact,
appropriate volume, and
clear enunciation

Text Analysis for

Close Reading /
Lesson 5: The Orally retell the fairy tale Clarify information about identify new meanings for Discuss personal responses
Frog Prince, “The Frog Prince” “The Frog Prince, Part II” by familiar words, such as bowl, to how they would feel about
Part II Describe how the princess asking questions that and apply them accurately a frog eating with them
feels when she first sees the begin with who Word Work: contented
frog turn into a prince using Describe the princess, the Multiple Meaning Word
words and phrases that frog, and the king with Activity: conjunctions
suggest feelings relevant details, expressing
Distinguish fantasy from their ideas and feelings
realistic text by explaining clearly
that the certain events in the Prior to listening to “The Frog
story could not have Prince, Part II,” orally predict
happened in real life what will happen in the
Evaluate and select a read- second part of the story
aloud on the basis of based on what happened in
personal choice for rereading the previous read-aloud and
Pausing Point
Lesson 6: Prior to listening to “Hansel Word Work: comforted
Hansel and and Gretel, Part I,” orally
Gretel, Part I identify what they know and
have learned about fairy tales
and how they usually present
a problem to be solved
Prior to listening to “Hansel
and Gretel, Part I,” orally
predict what kind of problem
Hansel and Gretel might
have and how they might try
to solve it, and then compare
the actual outcome to the
prediction

Text Analysis for

Close Reading /
Lesson 7: Orally retell the fairy tale While listening to “Hansel Distinguish shades of
Hansel and “Hansel and Gretel,” focusing and Gretel, Part II,” orally meaning of verbs such as
Gretel, Part II on its characters predict what will happen in creep
Describe in writing the the read-aloud based on the Identify new meanings for
setting, characters, facts, previous read-aloud and then familiar words, such as rich,
events, and elements of compare the actual outcome and apply them accurately
magic in “Hansel and Gretel” to the prediction
Word Work: creep
Distinguish this fantasy from Multiple Meaning Word
realistic text by explaining Activity: rich
that the certain events in the
Sequence four to six pictures
illustrating events of “Hansel
and Gretel”
Orally compare and
contrast similarities and
differences between the
witch in “Hansel and Gretel”
with the witch in “Rapunzel”
Lesson 8: Jack Write, tell, and/or draw a Prior to listening to “Jack and Word Work: precarious Write, tell, and/or draw a
and the unique fairy tale with the Beanstalk, Part I,” identify unique fairy tale with
Beanstalk, Part I characters, settings, orally what they know and characters, settings,
problems, solutions, and have learned about the role problems, solutions, and
endings of plants, or parts of plants, in endings
Distinguish this fantasy from fairy tales Participate in a shared writing
realistic text by explaining project to create an original
that the certain events in the fairy tale
story could not have Discuss personal responses
happened in real life to whether or not they ever
Prior to listening to “Jack and traded something they had
the Beanstalk, Part I,” orally for something else they
predict what Jack’s mother is wanted
going to think about his trade
and then compare the actual

Text Analysis for

Close Reading /
Lesson 9: Jack Describe, in writing, the Clarify directions by asking Explain that rudely and Write and illustrate a unique
and the setting, characters, facts, classmates about the order in politely are antonyms and fairy tale and discuss with
Beanstalk, Part events, and elements of which they should perform use properly one or more peers
II magic in “Jack and the the task of writing their own Word Work: rudely and With guidance and support
Beanstalk” fairy tale politely from adults, explore a variety
Write, tell, and/or draw a of digital tools to produce and
unique fairy tale with publish an original fairy tale
characters, settings, Participate in a shared writing
problems, solutions, and project to create an original
endings fairy tale
Prior to listening to “Jack and
the Beanstalk, Part II,” orally
predict what will happen in
the read-aloud based on
what happened in the
previous read-aloud and then
to the prediction
Domain Review
Domain Assessment

A New Nation: American Independence

In this domain, students will hear about the birth of our country, the United States of America. They will be introduced to many
important historical figures and events as the story unfolds to describe how the thirteen colonies evolved slowly over time from their
initial dependence on England to the status of an independent nation. The overriding focus of this domain is from the perspective of a
rather wide lens, i.e., to emphasize the story of how the colonies became an independent nation.
Text Analysis for

Close Reading /
Answer questions that require turns, staying on topic, responding to texts, including
making interpretations, initiating comments or using frequently occurring
Ask and answer questions nonfiction/informational read-
about unknown words and aloud
phrases in Produce complete sentences
nonfiction/informational read- when appropriate to task and
alouds and discussions situation
Lesson 1: The Describe an illustration of Word Work: freedoms Plan and draft an
New World Native Americans and use informative/explanatory text
pictures and detail in “The that presents information
New World” to describe the from “The New World” about
read-aloud’s key ideas the thirteen colonies
Compare and contrast Share writing with others
indentured servants and
slaves in “The New World”
interpret a timeline of the
settlement of North America

Text Analysis for

Close Reading /
Lesson 2: A Describe the connection Ask and answer what Identify new meanings for the Share writing with others
Taxing Time: between the taxes imposed questions orally, requiring word stamps and apply them
The Boston by the British on the colonies literal recall and accurately
Tea Party and the Boston Tea Party understanding of the details Word Work: harbor
With assistance, create and or facts from “A Taxing Time:
interpret a timeline of the The Boston Tea Party”
settlement of North America Describe the Boston Tea
and the creation of the United Party with relevant details,
States of America expressing ideas and feelings
clearly
Prior to listening to “A Taxing
Time: The Boston Tea Party,”
orally identify what they know
and have learned about the
British colonies
Lesson 3: The Identify the main topic of Describe Paul Revere’s Explain the meaning of the With assistance, categorize
Shot Heard “The Shot Heard Round the famous ride with relevant saying “let the cat out of the and organize facts and
Round the World” and retell key detail details, expressing ideas and bag” and use in appropriate information from “The Shot
World of the informational read- feelings clearly contexts Heard Round the World” in a
aloud Prior to listening to “The Shot Word Work: volunteers Somebody Wanted But So
Describe the connection Heard Round the World,” Then chart
between Paul Revere’s ride orally identify what they know Share writing with others
and “the shot heard round the and have learned about the
world” British colonies and the
With assistance, create and Boston Tea Party
interpret a timeline of the Prior to listening to “The Shot
settlement of North America Heard Round the World,”
and the creation of the United orally predict what the main
States of America topic of the read-aloud is, and

Text Analysis for

Close Reading /
Lesson 4: Describe the connection Ask and answer who Accurately apply the
Declaring between Thomas Jefferson questions orally, requiring meanings of the antonyms
Independence and the Declaration of literal recall and independent and dependent
Independence understanding of the Word Work: independent
Distinguish between details or facts from
information provided by “Declaring Independence”
pictures of a Fourth of July Describe the meaning of the
celebration and information first few lines of the
about the Fourth of Declaration of Independence
July provided by the words in with relevant details,
“Declaring Independence” expressing ideas and feelings
clearly
interpret a timeline of the Prior to listening to “Declaring
settlement of North America Independence,” orally identify
and the creation of the United what they know and have
States of America learned about the British
colonies, taxes, the Boston
Tea Party, the First
Continental Congress, and
Paul Revere’s ride
Lesson 5: The Describe the connection Describe the first U.S. flag Word Work: alternating Plan and draft an
Legend of between the first official flag with relevant details, informative/explanatory text
Betsy Ross of the United States and the expressing ideas and that presents information
thirteen colonies feelings clearly from “The Legend of Betsy
With assistance, create and Prior to listening to “The Ross” about the first U.S. flag
interpret a timeline of the Legend of Betsy Ross,” orally With guidance and support
settlement of North America identify what they know and from adults, focus on the
and the creation of the United have learned about George topic of the U.S. flag, respond
States of America Washington, Thomas to questions and suggestions
Jefferson, Benjamin Franklin, from peers, and add details,
and Paul Revere as needed, to strengthen
student writing about the flag
Make personal connections
to the informative text “The
Legend of Betsy Ross” by
describing a flag that would
be representative of their
class
Share writing with others
Pausing Point

Text Analysis for

Close Reading /
Lesson 6: Describe the connection Ask and answer who Word Work: struggled
George between the Declaration of questions orally, requiring
Washington, Independence and its affect literal recall and
Commander in on the Continental Army understanding of the
Chief details or facts from
“George Washington,
Commander in Chief”
Describe George
Washington’s army with
Prior to listening to “George
Washington, Commander in
Chief,” orally identify what
about the sequence of
events leading up to the
creation of the United States
as a nation
Prior to listening to “George
Washington, Commander in
Chief,” orally predict what
the next event is in the
sequence of events leading
to the creation of the United
States as a nation, and then
compare the actual

Text Analysis for

Close Reading /
Lesson 7: Will Describe the connection Ask and answer who Word Work: confident
This War Never between General questions orally, requiring
End? Washington’s military literal recall and
strategy and the end of the understanding of the
war details or facts from “Will
With assistance, create and This War Never End?”
interpret a timeline of the Describe, with relevant
settlement of North America details, the way in which
and the creation of the United General Washington and the
States of America French military won the war,
clearly
Prior to listening to “Will This
War Never End?” orally
have learned about the
formation of the United States
as a new nation
Prior to listening to “Will This
War Never End?” orally
predict whether or not the
war will end, and then
compare the actual
Lesson 8: A Describe an illustration of Add drawings to Explain the meaning of the Share writing with others
Young Nation George Washington, descriptions of what the saying “there’s no place like
Is Born Benjamin Franklin, and student would do if s/he were home” and use in appropriate
Thomas Jefferson, and use president to clarify ideas, contexts
pictures and detail in “A thoughts, and feelings Identify new meanings for the
Young Nation Is Born” to Prior to listening to “A Young word capital and apply them
describe the read-aloud’s Nation Is Born,” orally identify accurately
key ideas what they know and have Word Work: president
Identify the reasons or learned about the end of the
facts the author of the read- Revolutionary War
Activity: capital
aloud gives to support the
point that George
Washington is known as the
“Father of Our Country.”
and the creation of the United
States of America

Text Analysis for

Close Reading /
Lesson 9: Ask and answer what Explain the meaning of the Plan and draft an
Never Leave questions orally, requiring saying “never leave until informative/explanatory text
Until Tomorrow literal recall and tomorrow that presents
What You Can understanding of the what you can do today” and information from “Never
Do Today details or facts from “Never use in appropriate contexts Leave Until Tomorrow What
Leave Until Tomorrow What You Can Do
Word Work: wise
You Can Do Today”
Today” about Benjamin
Ask questions to clarify Franklin
directions, exercises, and/or
classroom routines in
connection with drawing
details from “Never Leave
Until Tomorrow What You
Can Do Today”
Describe Benjamin Franklin’s
inventions with relevant
details, expressing ideas and
feelings clearly
of information learned from
listening to “Never Leave
Until Tomorrow What You
Can Do Today” to clarify
ideas, thoughts, and feelings
Prior to listening to “Never
Leave Until Tomorrow What
You Can Do Today,” orally
have learned about the the
founding of the United States
Lesson 10: Describe the connection Describe Thomas Jefferson’s Word Work: anniversary Share writing with others
Building a between the designation of inventions with relevant
Nation with Thomas Jefferson as “the details, expressing ideas and
Words and father of American feelings clearly
Ideas architecture” and his Prior to listening to “Building
contributions to the design of a Nation with Words and
Washington, D.C., Monticello, Ideas,” orally identify what
and the University of Virginia they know and have learned
Describe an illustration of about Benjamin Franklin
Monticello and use pictures Use regular past, present,
and details in “Building a and future tense verbs
Nation with Words and Ideas” correctly in oral language
to describe the read-aloud’s
key ideas

Text Analysis for

Close Reading /
Lesson 11: Identify the main topic of Add drawings to descriptions Word Work: symbols Plan and draft an
Liberty and “What Do a Flag, a Bell, and of our nation’s symbols to informative/explanatory text
Justice for an Eagle Have in Common?” clarify ideas, thoughts, and that presents information
ALL? and retell key details of the feelings about our nation’s symbols
informational read-aloud Prior to listening to “What Do from “What Do a Flag, a Bell,
Describe the connections a Flag, a Bell, and an Eagle and an Eagle Have in
between a flag, a bell, and an Have in Common?” orally Common?”
eagle predict what the main topic is Share writing with others
Describe an illustration of a of the read-aloud, and then
turkey and a bald eagle and compare the actual outcomes
use pictures and detail in to predictions
“What Do a Flag, a Bell, and
an Eagle Have in Common?”
key ideas
Lesson 12: Identify the main topic of Add drawings to descriptions Word Work: symbols Plan and draft an
What Do a “What Do a Flag, a Bell, and of our nation’s symbols to informative/explanatory text
Flag, a Bell, an Eagle Have in Common?” clarify ideas, thoughts, and that presents information
and an Eagle and retell key details of the feelings about our nation’s symbols
Have in informational read-aloud Prior to listening to “What Do from “What Do a Flag, a Bell,
Common? Describe the connections a Flag, a Bell, and an Eagle and an Eagle Have in
between a flag, a bell, and an Have in Common?” orally Common?”
eagle predict what the main topic is Share writing with others
Describe an illustration of a of the read-aloud, and then
turkey and a bald eagle and compare the actual outcomes
use pictures and detail in to predictions
“What Do a Flag, a Bell, and
an Eagle Have in Common?”
key ideas
Domain Review
Domain Assessment

Frontier Explorers (11–15 days)

In this domain, students will learn about the American frontier and the explorers that played an important role in the westward
expansion of the United States. Students will be introduced to key people and events that played a role in the early westward
expansion of the United States.
Text Analysis for

Close Reading /
aloud conversation over at least six being read to, and responding
Answer questions that require turns, staying on topic, to texts, including using
making interpretations, initiating comments or frequently occurring
aloud
Produce complete sentences
when appropriate to task and
situation
Lesson 1: Describe the connection Describe how a woodsman Word Work: woodsmen With assistance, create and
Daniel Boone between the Appalachian survives with relevant details, interpret a timeline of the
and the Mountains and the settlers’ expressing ideas and feelings settlement of North America
Opening of the inability to move west clearly Share writing with others
West Add a drawing of a
woodsman to a written
description of how woodsmen
survive to clarify ideas,
Lesson 2: Distinguish between Prior to listening to “Crossing Identify new meanings for the
Crossing the information provided by an the Appalachian Mountains,” word pass and apply them
Appalachian image of Fort Boonesborough predict whether Daniel Boone accurately
Mountains and information provided in will make it to the land west of Word Work: pioneers
the read-aloud to determine the Appalachian Mountains
how forts protect the people
Activity: pass
living inside

Text Analysis for

Close Reading /
Pausing Point
Lesson 3: Ask and answer who Word Work: emperor With assistance, create and
Jefferson and questions orally, requiring interpret a timeline of the
Monroe literal recall and settlement of North America
understanding of the details
and facts from “Jefferson and
Monroe”
Describe the images form the
read-aloud to retell the read-
aloud with relevant details,
clearly
Identify simple declarative,
interrogative, and
exclamatory sentences orally
in response to prompts
Lesson 4: The Compare and contrast Ask and answer what Identify new meanings for the
Louisiana emperors and presidents questions orally, requiring word letter and apply them
Purchase literal recall and accurately
understanding of the details Word Work: purchase
and facts from “The Louisiana
Purchase”
Lesson 5: Word Work: brave Draw and write sentences
Lewis and about which one of Lewis and
Clark Clark’s three tasks they think
will be easiest and which will
be most difficult, supplying
reasons for their opinions
Make personal connections to
a map of Lewis and Clark’s
route by creating a map of
their route from home to
school

Text Analysis for

Close Reading /
Lesson 6: Evaluate and select read- Ask and answer when Word Work: expedition Share writing with others
Lewis and alouds on the basis of questions orally, requiring
Clark: The personal choice for rereading literal recall and
Journey Begins understanding of the details
and facts from “Lewis and
Clark: The Journey Begins”
of the student on an
expedition to clarify ideas,
Lesson 7: Retell the read-aloud by Word Work: honored Draw and write sentences
Discovery and describing Image Cards with about a person they honor,
Danger on the relevant details, expressing explaining which
Prairie ideas and feelings clearly characteristics you honor
most, and supply reasons for
their opinions
Lesson 8: Ask and answer where Word Work: protection Write sentences about
Sacagawea questions orally, requiring Sacagawea’s role on the
literal recall and expedition, respond to
understanding of the details questions and suggestions
and facts from “Sacagawea” from peers, and add details to
Add drawings to a strengthen writing as needed
classmate’s written Share writing with others
description of Sacagawea’s
role on the expedition to
clarify ideas, thoughts, and
feelings
Lesson 9: Red Distinguish between Word Work: record Make personal connections to
Cedars and information provided by an Lewis and Clark’s journals by
Grizzly Bears image of a red cedar and creating journals of their own
information provided in the Share writing with others
read-aloud to determine why
Lewis and Clark could not
bring a red cedar back east
Compare and contrast a
grizzly bear and a black bear
Lesson 10: Ask and answer what Explain the meaning of “if at
Rivers and questions orally, requiring first you don’t succeed, try, try
Mountains literal recall and again” and use in appropriate
understanding of the details contexts
and facts from “Rivers and Word Work: dull
Mountains”

Text Analysis for

Close Reading /
Lesson 11: To Use the antonyms Make personal connections to
the Pacific and contentment and Lewis and Clark’s journals by
Back discontentment appropriately creating journals of their own
in oral language Share writing with others
Word Work: contentment
Domain Review
Domain Assessment

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Core Knowledge Language Arts®

Scope and Sequence • Listening & LearningTM Strand • Grade 1

© 2014 Core Knowledge Foundation 1

Fables and Stories

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The Human Body

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Different Lands, Similar Stories

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Early World Civilizations

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Early American Civilizations (11–15 days)

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The History of the Earth