good habits, great readers © 2006 pearson learning group

GOOD HABITS, GREAT READERS © 2006 Pearson Learning Group

correlated to

North Carolina English/Language Arts Grade 1

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North Carolina First Grade English Language Arts Correlation of Pearson Learning’s

Good Habits, Great Readers

First grade students extend their understanding of the enabling skills of phonemic awareness and decoding and word recognition while they extend their comprehension and use of conventions for written language. They read a variety of texts, listen to literature, and respond to books, poetry, plays, age-appropriate expository texts, environmental print, and self-selected reading materials. They expand their oral language skills and their knowledge about recording oral language to express themselves clearly. As they participate in discussing texts and constructing texts, they expand their store of words. They begin to use new vocabulary and formats for their written products as a result of their examination of models of speaking and writing.

First grade students will:

• Read a variety of texts in different settings. • Respond to texts in different ways. • Use conversational and literary language to express

themselves. • Begin to develop effective listening and speaking skills.

Strands: Oral Language, Written Language, and Other Media/Technology

WORD RECOGNITION/VOCABULARY

COMPETENCY GOAL 1: The learner will apply enabling strategies and skills to read and write.

Objectives Program Evidence

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:

• count the syllables in a

Program Overview:

• The Five Domains of Reading: pages 6-7

• Skills Covered in Celebration Press Reading: Vocabulary/Word Study: page

2

word. • blend the phonemes of one-

syllable words. • segment the phonemes of one-

syllable words. • change the beginning,

middle, and ending sounds to produce new words.

• create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).

16 • Literacy Centers: Fluency

Practice: page 27 • Features of Your Shared

Reading 5-Day Planner: Focus Lesson: page 34

• Features of Your Teaching Plan Cover: Features of This Text: Focus for Instruction: page 39

• An Overview of a Guided Reading Lesson: Phonics Mini Lesson: page 41

• Teaching a Guided Reading Lesson: Phonics Mini-lesson (K-2): page 43

Shared Reading Examples: Dee and Me: page 44 – Phonemic Awareness: Recognize Rhyme Shadows: page 86 – Phonemic Awareness: Phoneme Categorization Guided Reading Examples: Big and Little: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Categorization The Banana Monster: Phonics Mini-Lesson: Phonemic Awareness: Onset and Rime Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Phonics Assessment Handbook: Knowledge About Books and Print Survey: page 45 Early Reading Behaviors Checklist: page 47 Oral Language Behaviors Checklist: page 49

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1.02 Demonstrate decoding and word recognition strategies and skills:

• generate the sounds from all the letters and the appropriate letter patterns which should include consonant blends and long and short vowel patterns.

• use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.

• recognize many high frequency and/or common irregularly spelled words in text (e.g., have, said, where, two).

• read compound words and contractions.

• read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).

• read appropriate word families.

Program Overview: • The Five Domains of Reading:

pages 6-7 • Skills Covered in

Celebration Press Reading: Phonics: page 16

• Features of Your Shared Reading 5-Day Planner: Focus Lesson: page 34



Shared Reading Examples: Time For Bed: page 140 – Phonemic Awarenenss: Phoneme Categorization Jamberry: page 164 – Phonics: Review Short Vowels Guided Reading Examples: Get Stronger: Phonics Mini-Lesson: Phonics: Word Families –og, -op Animal, Vegetable, or Mineral?: Phonics Mini-Lesson: Phonics: r-Blends br, gr Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Phonics Assessment Handbook: Early Reading Behaviors Checklist : page 47 Checklist of Good Habits : page 54 Checklist of Good Habits : page 55

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1.03 Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors.

Program Overview:

• The Five Domains of Reading: Fluency: pages 6-7

• The Seven Habits of Good Readers: Great Readers Make Sense of Text: page 10

• Skills Covered in Celebration Press Reading: Structural Analysis: page 16-17

• Skills Covered in Celebration Press Reading: Fluency: page 17

Shared Reading Examples: Roadbuilders: page 252 – Mini-Lesson: Fluency: Accuracy Way Out West Lives A Coyote Named Frank: page 324 – Asking, “Does It Look Right?”: Talk Together Guided Reading Examples: The Little Red Hen: During Reading Living in the Ocean: During Reading Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Comprehension: Retelling Assessment Handbook: Early Reading Behaviors Checklist : page 47 Checklist of Good Habits : page 54 Checklist of Good Habits : page 55

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1.04 Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters)..

Program Overview:


• The Seven Habits of Good Readers: Great Readers Make Sense of Text: page 10

• Skills Covered in Celebration Press Reading: Vocabulary/Word Study: page 16

Shared Reading Examples : Dreams: page 177 – Guided/Independent Reading Link: Informal Assessment: Behaviors to Notice Way Out West Lives a Coyote Named Frank: page 327 – Guided/Independent Reading Link: Informal Assessment: Behaviors to Notice Guided Reading Examples: Ancient Times: During Reading Engelbert The Hero: During Reading Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Phonics: Retelling Assessment Handbook: Early Reading Behaviors Checklist : page 47 Checklist of Good Habits : page 54 Checklist of Good Habits : page 55

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1.05 Increase vocabulary, concepts, and reading stamina by reading self-selected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student's independent reading level

Program Overview:



• Literacy Centers: Vocabulary Builder: page 26

• An Overview of a Shared Reading Lesson: Guided/Independent Reading Link: page 31

Shared Reading Examples: Life Cycles: page 64: Day 4: Reading Every Day: Modeling in Action The Dark House: page 214: Day 3: Vocabulary: Descriptive Words Guided Reading Examples: Big and Little: Digging Deeper: Vocabulary: Synonyms Lend a Hand: Digging Deeper: Vocabulary: Idioms Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary Assessment Handbook: Checklist of Good Habits: page 53 Checklist of Good Habits : page 54 Checklist of Good Habits : page 55

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COMPREHENSION

COMPETENCY GOAL 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.


2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.

Program Overview:

• Share The Five Domains of Reading: pages 6-7

• Skills Covered in Celebration Press Reading: Fluency: page 17

• Literacy Centers: Fluency Practice: page 26

• Features of Your Shared Reading 5-Day Planner: Day 4: Fluency: page 35

Shared Reading Examples: Guided Reading Examples: Life Cycles: page 72 – Mini-Lesson: Fluency Nana Upstairs & Nana Downstairs: page 234 – Mini-Lesson: Fluency: Appropriate Pace Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Fluency: Comprehension Assessment Handbook: Early Reading Behaviors Checklist : page 47 Checklist of Good Habits : page 53 Checklist of Good Habits : page 55 Home Reading Record: page 68

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2.02 Demonstrate familiarity with a variety of texts (e.g., storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).

Program Overview:


• The Seven Habits of Great Readers: page 11

• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: page 18

• Features of Your Shared Reading 5-Day Planner: Day 1: page 34 Phonics Mini-lesson (K-2):

page 43 Shared Reading Examples: The Dark House: page 216: Mini-Lesson: Introduce the Poem Way Out West Lives a Coyote Named Frank: page 330 – Mini-Lesson: Fluency: Alliteration Guided Reading Examples: Look Up: Digging Deeper: Phonemic Awareness: Rhyming Words The Little Red Hen: Digging Deeper: Fluency: Readers Theatre Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension: Retelling Assessment Handbook: Oral Language Behaviors Checklist: page 49 Checklist of Good Habits : page 53 Great Readers Think Critically About Books: page 59

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2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

• prior knowledge. • summary. • questions. • graphic organizers.

Program Overview:

• The Seven Habits of Great Readers: Habit/Description: 4 Great Readers Understand How Stories Work: 5 Great Readers Read to Learn: page 11

• Skills Covered in Celebration Press Reading: Expository Text: page 20

• Features of Your Shared Reading 5-Day Planner: Focus for Instruction Day 1: page 34

Shared Reading Examples: Where Does the Rabbit Hop?: page 151- Talk Together Follow a River: page 318 – Using a Graphic Organizer to Talk About a Book Guided Reading Examples: Get Stronger: Before Reading: Use Graphic Organizers My Favorite School Helper: Before Reading: Focus Attention: Vocabulary: Ask and Answer Questions Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension: Retelling Assessment Handbook: Behavior: page 47 Checklist of Good Habits : page 53 Great Readers Make Sense of Text: page 54 Great Readers Use What They Know: page 55

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2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.

Program Overview:

• The Five Domains of Reading: Vocabulary: page 8

• The Seven Habits of Great Readers: 2 Great Readers Make Sense of Text: 3 Great Readers Use What They Know: 4 Great Readers Understand How Stories Work pages 10-11

• Skills Covered in Celebration Press Reading: Comprehension: page 18

Shared Reading Examples: Time For Bed: page 140 – Using Connections To Understand the Text: Introduce the Strategy: Model the Strategy: Talk Together: Review and Reflect Shadows: page 82 – Modeling in Action Guided Reading Examples: I Can Use the Computer: Before Reading: Make Connections Look Up: Before Reading: Activate and Use Prior Knowledge Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension Assessment Handbook: Great Readers Use What They Know: page 55 Great Readers Read To Learn: page 57 Great Readers Monitor and Organize Ideas and Information: page 58

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2.05 Predict and explain what will happen next in stories.

Program Overview:

• The Five Domains of Reading: Comprehension page 9

• The Seven Habits of Great Readers: 3 Great Readers Use What They Know: page 10

• Skills Covered in Celebration Press Reading: Comprehension: page 18


Shared Reading Examples: Life Cycles: page 66 – Introduce the Book: Preview and Predict Crabby Cat At School: page 108 – Introduce the Book: Preview and Predict Guided Reading Examples: A Dog Named Honey: Before Reading: Focus Attention Five Senses: Before Reading: Make Predictions Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension Assessment Handbook: Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: Great Readers Make Sense of Text: page 54 Checklist of Good Habits: Great Readers Use What They Know: page 55

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2.06 Self-monitor comprehension by using one or two strategies (e.g., questioning, retelling, summarizing).

Program Overview:

• The Five Domains of Reading: Comprehension: pages 8-9

• Skills Covered in Celebration Press Reading: Comprehension – Self-monitor Comprehension: Retell and Summarize: page 18

• Features of Your Shared Reading :Day 3 Planner: page 34

Shared Reading Examples: Eat Your Vegetables: page 102 – Asking Questions as You Read: Introduce the Strategy: Model the Strategy: Talk Together Life Cycles: page 262 – Asking Questions as You Read: Introduce the Strategy: Model the Strategy: Talk Together: Review and Reflect Guided Reading Examples: My Favorite School Helper: Before Reading: Focus Attention: Ask and Answer Questions: After Reading: Ask and Answer Questions Meet Tom Paxton: Before Reading: Ask and Answer Questions Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension: Retelling Assessment Handbook: Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 58

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2.07 Respond and elaborate in answering what, when, where, and how questions.

Program Overview:

• The Five Domains of Reading: Comprehension page 9

• The Seven Habits of Great Readers: 2 Great Readers Make Sense of Text: 3 Great Readers Use What They Know: 5 Great Readers Read to Learn: pages 10-11

• Skills Covered in Celebration Press Reading: Expository Text: Understand and Use Text Features: page 20

Shared Reading Examples: Shadows: page 90 – Checking Your Predictions: Talk Together Eat Your Vegetables: page 102 – Asking Questions as You Read: Introduce the Strategy: Model the Strategy: Talk Together Guided Reading Examples: Ancient Times: Writing: Write a News Story Meet Tom Paxton: Before Reading: Ask and Answer Questions Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension: Retelling Assessment Handbook: Checklist of Good Habits: page 54 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59

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2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.

Program Overview:

• The Five Domains of Reading: Comprehension: page 9


• Literacy Centers: Response Center: page 27

Shared Reading Examples: Nana Upstairs & Nana Downstairs: page 228 – Talk Together The Little Red Hen: page 392 – Talking Together Guided Reading Examples: My Favorite School Helper: Before Reading: Focus Attention: Ask and Answer Questions The Letter: Before Reading: Focus Attention: Reread and Assess Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension: Retelling Assessment Handbook: Checklist of Good Habits: page 54 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59

2.09 Read and understand simple written instructions.

Non Found

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CONNECTIONS

COMPETENCY GOAL 3: The learner will make connections through the use of oral language, written language, and media and technology.


3.01 Elaborate on how information and events connect to life experiences.


page 9 • The Seven Habits of Great

Readers: 3 Great Readers Use What They Know: page 10

• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: pages 18-19


Shared Reading Examples: Time for Bed: page 147 – Introduce the Strategy: Talk Together: Pause and Reflect Road Builders: page 250 – Introduce the Strategy: Model the Strategy: Talk Together: Review and Reflect Guided Reading Examples: The Eye Doctor: After Reading: Writing Get Stronger: After Reading: Discuss the Text: Writing: Write a Caption Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension: Retelling Assessment Handbook: Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59

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3.02 Recognize and relate similar vocabulary use and concepts across experiences with texts.


pages 8-9 • Skills Covered in Celebration

Press Reading: Vocabulary/Word Study: page 17

• Features of Your Shared Reading5-Day Planner: Day 3: Vocabulary: page 34


Shared Reading Examples: Dreams: page 172: Day 3 Vocabulary: Comparative Words Clean Your Room, Harvey Moon: page 298: Day 3 Vocabulary: Context Clues Guided Reading Examples: Big Pig, Little Pig: Guiding the Reading: Vocabulary Look Up: Guiding the Reading: Vocabulary Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary Assessment Handbook: Checklist of Good Habits: page 55

3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.




• Literacy Centers: Vocabulary Builder: page 26

• Features of Your Shared Reading 5-Day Planner: Day 3: Vocabulary: page 34

Shared Reading Examples: The Dark House: page 214-215: Response Center

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Eva the Beekeeper: page 268: Audio Center Guided Reading Examples: Shapes, Shapes, All Over the Place: Focus for Instruction: Vocabulary Smiling Stan, the Pedicab Man: Focus for Instruction: Vocabulary Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary Assessment Handbook: Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 55 Checklist of Good Habits: page 57

3.04 Share personal experiences and responses to experiences with text by:

• publishing non-print texts.

• discussing interpretations.

• recording personal responses.

Program Overview:

• The Five Domains of Reading: Comprehension pages 8-9

• The Seven Habits of Great Readers: 3 Great Readers Use What They Know: page 10

• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: Respond to Text: page 19


Shared Reading Examples: Follow a River: page 311 – Writing Center Nana Upstairs & Nana Downstairs: page 353 – Writing Center Guided Reading Examples: I Like Sign Language: Writing: Writing a Personal Narrative My Special Wish: Writing: Write a Literary Response Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Retelling

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Assessment Handbook: Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59

3.05 Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice.

Program Overview:

• The Five Domains of Reading: Vocabulary: Comprehension: pages 6-7

• The 7 Habits of Great Readers: Great Readers Think Critically About Books: page 11

• Skills Covered in Celebration Press Reading: Literary Response, Analysis, Appreciation: Appreciate Author’s Craft: page 19

• Skills Covered in Celebration Press Reading: Literary Response, Analysis, Appreciation: Expository Text: Read Critically: page 20

Shared Reading Examples: The Dark House: page 222 – Talk Together: Review and Reflect Dreams: page 172-173: Day 5 – Making Inferences About Characters Guided Reading Examples: The Banana Monster: Guiding the Reading: Before Reading: Recognize Author’s Purpose Look Alikes: Guiding the Reading: Recognize and Analyze and Author’s Craft Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Comprehension: Retelling Assessment Handbook: Checklist of Good Habits: page 59

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3.06 Discuss authors'/speakers' use of different kinds of sentences to interest a reader/listener and communicate a message.


Comprehension: pages 8-9 • The Seven Habits of Great

Readers: 7 – Great Readers Think Critically About Books: page 11

• Skills Covered in Celebration Press Reading: Literary Response, Analysis, and Appreciation: Appreciate Author’s Craft: page 19

• Skills Covered in Celebration Press Reading: Expository Text: Read Critically

Shared Reading Examples: Dee and Me: page 40: Looking for Favorite Authors and Characters Dreams: page 172: Focus Lesson: Using Clues to Infer Meaning: Modeling in Action Guided Reading Examples: Look Alikes: Before Reading: Recognize and Analyze and Author’s Craft On Top of Spaghetti: Before Reading: Recognize Author’s Purpose Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Comprehension: Retelling Assessment Handbook: Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 54 Checklist of Good Habits: page 56 Checklist of Good Habits: page 59

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3.07 Compare authors' uses of conventions of language that aid readers including:

• kinds of sentences. • capitalization of first

word in a sentence and proper names.

• punctuation to end a declarative and interrogative sentence.


Vocabulary: Comprehension: pages 8-9

• The 7 Habits of Great Readers: 7 – Great Readers Think Critically About Books: page 11

• Skills Covered in Celebration Press Reading: Comprehension: Appreciate Author’s Craft

Shared Reading Examples: The Little Red Hen: page 388:

PRODUCTS

COMPETENCY GOAL 4: The learner will apply strategies and skills to create oral, written, and visual texts.

Correlator’s Note: This standard is not directly addressed in the suggested activities, however those activities provide opportunity to embed them into the lessons.


4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling, using exclamatory phrases to accent an idea or event).




• An Overview of a Guided Reading Lesson: Vocabulary: page 40

Shared Reading Examples: A House Is a House for Me: page 52: Center Activities: Writing Activity Once Upon a Time: page 118: Center Activities: Audio Center Guided Reading Examples: Keeping Fit: Options for Further Instruction: Digging Deeper: Choral Reading Where Are My Glasses?: Before Reading: Retell Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading

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Group?: Vocabulary: Comprehension: Retelling Assessment Handbook: Retelling Rubric: page 33 Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 54

4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did _____ do) in simple texts.

Program Overview:

• The Five Domains of Reading: Comprehension: pages 9

• The 7 Habits of Great Readers: 2 – Great Readers Make Sense of Text: page 10



Shared Reading Examples: Eat Your Vegetables: page 94: Day 3 Sharing Questions With Others The Little Red Hen: page 190: Day 2 Identifying the Problem Guided Reading Examples: Are You The New Principal?: After Reading: Discuss the Text My Favorite School Helper: After Reading: Discuss the Text Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Comprehension: Retelling Assessment Handbook: Retelling Rubric: page 33 Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 54

4.03 Use specific words to name and tell action in oral and written language (e.g., using words such as frog and

Program Overview:

• The Five Domains of Reading: Vocabulary: Comprehension: pages 8-9

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toad when discussing a nonfiction text).

• The 7 Habits of Great Readers: 4 – Great Readers Understand How Stories Work: page 11


• Literacy Centers: Word Study page 27

Shared Reading Examples: Where Does the Rabbit Hop?: page 148: Day 4 – Talking With Others About What You Know Eva the Beekeeper: page 268: Day 4- Using Boldface Words in a Glossary: Audio Center Guided Reading Examples: Lend A Hand: Digging Deeper: Vocabulary: Idioms Some Things Push and Some Things Pull: Digging Deeper: Nonfiction Feature: Picture Glossary Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Retelling Assessment Handbook: Retelling Rubric: page 33 Book Frame: page 36 Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 54

4.04 Extend skills in using oral and written language by:

• clarifying purposes for engaging in communication.

• using clear and precise language to paraphrase messages.

• engaging in more extended oral discussions.

• producing written

Program Overview:

• The Five Domains of Reading: Comprehension: page 9

• The 7 Habits of Great Readers: 6 – Great Readers Monitor and Organize Ideas and Information: page 11

• Skills Covered in Celebration Press Reading: Comprehension: Self-monitor Comprehension: Retell and Summarize: page 18

• Your Guided Reading

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products. • completing graphic

organizers.

Reproducibles: page 44 Shared Reading Examples: Follow a River: page 319: Modeling in Action The Ugliest Dog in the World: page 335: Center Activities: Writing Center Guided Reading Examples: Get Stronger: After Reading: Use Graphic Organizers The Longest Noodle in the World: Options for Further Instruction: Writing: Write an Alternative Ending Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Retelling Assessment Handbook:

• Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Oral Language Behaviors

Checklist: page 49 • Reading Log: page 51 • Checklist of Good Habits: page

54 • Checklist of Good Habits: page

55

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4.05 Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing a different ending for a story, composing an innovation of a poem).

Program Overview:

• Planner: Focus Lesson: page 35: Center Activities: Writing Center

Shared Reading Examples: If You Should Meet a Crocodile: page 215: Center Activities: Writing Center Clean Your Room, Harvey Moon: page 298: Center Activities: Writing Center Guided Reading Examples: Where Are My Glasses?: Options for Further Instruction: Writing: Write an Alternative Ending My Pet Zoo: Options for Further Instruction: Writing: Write an Alternative Ending Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Retelling

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4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings) using a writing process.

Program Overview:

• Skills Covered in Celebration Press Reading: Respond to Text: page 19

• Literacy Centers: Writing Center: page 26

• Features of Your Shared Reading 5-Day Planner: Center Activities: Writing Center: page 35

Shared Reading Examples: Crabby Cat’s Shopping: page 28: Center Activities: Writing Center A House Is a House for Me: page 52: Center Activities: Writing Center Guided Reading Examples: Patchwork Patterns: Options for Further Instruction: Writing: Write a Materials List Samuel’s Sprout: Options for Further Instruction: Writing: Write a Description Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Retelling

GRAMMAR & LANGUAGE CONVENTIONS

COMPETENCY GOAL 5: The learner will apply grammar and language conventions to communicate effectively.

Correlator’s Note: This standard is not directly addressed in the suggested activities, however those activities provide opportunity to embed them into the lessons.

Objectives

5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-

Program Overview:

• The Five Domains of Reading: Vocabulary: pages 6-7

• Skills Covered in Celebration

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and four-letter words. Press Reading: Phonics: page 16

• Literacy Centers: Fluency Practice: Writing Center: Word Study: pages 26-27

• Features of Your Shared Reading 5-Day Planner: Word Study: Writing Center: page 35

• An Overview of a Guided Reading Lesson: Writing Activities: page 41

• Teaching a Guided Reading Lesson: Writing 1-3: page 43

Shared Reading Examples: Crabby Cat’s Shopping: Center Activities: Writing Center: page 29; Provides Opportunities to Address the Standard Life Cycles: Center Activities: Writing Center: page 65; Provides Opportunities to Address the Standard Guided Reading Examples: The Letter: Writing: Write an Alternative Ending; Provides Opportunities to Address the Standard The Old Oak Tree: Writing: Write an Alternative Ending; Provides Opportunities to Address the Standard Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Retelling

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5.02 Apply phonics to write independently, using temporary and/or conventional spelling.

Program Overview:



• Literacy Centers: Fluency Practice: Writing Center: pages 26- 27




Shared Reading Examples: Road Builders: page 245: Center Activities: Writing Center; Provides Opportunities to Address the Standard Eva the Beekeeper: page 269: Center Activities: Writing Center: Provides Opportunities to Address the Standard Guided Reading Examples: Mr. Sun and Mr. Sea: Options for Further Instruction: Writing: Write a Story; Provides Opportunities to Address the Standard Meet Tom Paxton: Options for Further Instruction: Writing: Write a Letter; Provides Opportunities to Address the Standard Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading

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Group?: Retelling

5.03 Write all upper and lower case letters of the alphabet, using correct letter formation.

Program Overview:







Shared Reading Examples: The Little Red Hen: page 191: Center Activities: Writing Center; Provides Opportunities to Address the Standard Whistle for Willie: page 203: Center Activities: Writing Center; Provides Opportunities to Address the Standard Guided Reading Examples: Peekaboo School is Cool: Options for Further Instruction: Writing: Write a Description of a Person; Provides Opportunities to Address the Standard Schools of Fish: Options for Further Instruction: Writing: Create a Simple Dictionary; Provides Opportunities to Address the Standard Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading

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Group?: Retelling

5.04 Use complete sentences to write simple texts.

Program Overview:







Shared Reading Examples: A House Is a House for Me: page 53: Center Activities: Writing Center; Provides Opportunities to Address the Standard Eat Your Vegetables: page 95: Center Activities: Writing Center; Provides Opportunities to Address the Standard Guided Reading Examples: The Gingerbread Man: Options for Further Instruction: Writing: Write an Alternative Ending; Provides an Opportunity to Address the Standard Jenny’s Yellow Ribbon: Options for Further Instruction: Writing: Write a Description of an Event; Provides an Opportunity to Address the Standard Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading

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Group?: Retelling

5.05 Use basic capitalization and punctuation:

• first word in a sentence. • proper names. • period to end declarative

sentence. • question mark to end

interrogative sentence.

Program Overview:







Shared Reading Examples: Crabby Cat at School: page 107: Center Activities: Writing Center; Provides an Opportunity to Address the Standard Once Upon a Time: page 119: Center Activities: Writing Center; Provides an Opportunity to Address the Standard Guided Reading Examples: Hats: Options for Further Instruction: Writing: Write a Description; Provides an Opportunity to Address the Standard The Longest Noodle in the World: Options for Further Instruction: Writing: Write an Alternative Ending; Provides an Opportunity to Address the Standard Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading

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Group?: Retelling 5.06 Self-monitor composition by using one or two strategies (e.g., rereading, peer conferences).

Program Overview:



• Literacy Centers: Fluency Practice: page 27

• Features of Your Shared Reading 5-Day Planner: Focus Lesson: page 34




Shared Reading Examples: Guided Reading Examples: Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Retelling

5.07 Use legible manuscript handwriting.






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Shared Reading Examples: Dreams: page 173: Center Activities: Writing Center; Provides Opportunities to Address the Standard Follow a River: page 311: Center Activities: Writing Center; Provides Opportunities to Address the Standard Guided Reading Examples: A Wiggly, Jiggly, Joggly Tooth: Options for Further Instruction: Writing: Write an Alternative Ending; Provides Opportunities to Address the Standard Engelbert’s Exercise: Options for Further Instruction: Writing: Write a Narrative; Provides Opportunities to Address the Standard Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Retelling

Composition Products

These composition products represent a basic list of text types. Teachers may want to focus instruction on these text types, but are encouraged to expose students to additional types of writing. FIRST GRADE Stories, journal entries, letters, response logs, simple poems, oral retellings

FIRST GRADE TEXTS IN GENRE

Fiction – Storybooks, short chapter books

The Ugliest Dog in the World; Crabby Cat at School

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Nonfiction – Newpapers, telephones, signs/labels

Eat Your Vegetables: Life Cycles

Poetry – Short poems, Word plays, (alliteration/rhyme)

Way Out West Lives a Coyote Named Frank; The Purple People Eater; Freddy the Frog; Dear Mabel

Drama – Puppet plays, Reenactments of familiar stories

Dreams; The Ugliest Dog in the World; The Little Red Hen; The Fox and the Goat

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A Correlation of the Five Essential Components of Effective Reading Instruction

with Celebration Press Reading: Good Habits, Great Readers

First Grade

Phonemic Awareness: The ability to hear and manipulate the sound structure of language. It is a strong predictor of reading success. Phonemic Awareness is an auditory skill and consists of multiple components.

What Students Need to Learn: • Spoken words consist of individual sounds (phonemes). • Words can be segmented into sounds and these sounds can be blended and

manipulated. • Phonemic awareness skills are used to blend sounds to read words and to

segment sounds to spell words. Key Research Findings:

• Phonemic awareness can be taught and learned. • Phonemic awareness instruction helps children learn to read. • Phonemic awareness instruction helps children learn to spell. • Phonemic awareness instruction is most effective when children are

taught to manipulate phonemes by using the letters of the alphabet. • Phonemic awareness instruction is most effective when it focuses on only

one or two types of phoneme manipulation, rather than several types. Program Evidence: Program Overview:

• The Shared Reading weekly plan includes daily mini-lessons on phonemic awareness: page 4

• Literacy Centers and Independent Work are routines which extend and reinforce aspects of reading taught in whole-class or small-group lessons: page 5

• The Five Domains of Reading: Phonemic Awareness: page 6-7 • Skills Covered in Celebration Press Reading: Phonemic Awareness: page 16 • Literacy Centers: Word Study: page 27

Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Running Record: page 41 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54

Shared Reading: • Day 3 – Phonemic Awareness/Phonics: Each weekly lesson addresses grade-

appropriate, text-based phonemic awareness and phonics instruction gives children opportunities to practice skills appropriate to the Shared Reading selection. Skills include; Recognize Rhyme, Identify Rhyme, Onset and Rime Blending, Phoneme Categorization, Phoneme Blending, Initial Phoneme Substitution, Generate Rhyme, Phoneme Substitution, Phoneme Manipulation, Phoneme Deletion, Phoneme Isolation, Phoneme Addition, Phoneme Segmentation, Phoneme Segmentation.

• Center Activities – Word Study: The Word Study center allows students to practice independently what they have learned about making and reading

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words. In this center, students apply and reinforce strategies for letter-sound correspondence, phonemic awareness, spelling, and phonics and word recognition. When possible, this center with magnetic or other letters, dry-erase boards, markers, erasers, pictures for word or letter sorts, letter trays, letter tiles, and word or letter games.

• Best Practice Routines: Tier Two Words: pages 14-15

Guided Reading Examples: • Guiding the Reading – After Reading: Phonics Mini-lesson: Phonemic

Awareness skills addressed include; Phoneme Categorization, Identify Rhyme, Phoneme Manipulation, Phoneme Substitution, Phoneme Isolation, Onset and Rime Blending, Phoneme Blending, Generate Rhyme, Onset and Rime Segmentation, Phoneme Deletion.

Criteria Program Evidence First Grade High Priority Items – Phonemic Awareness Instruction

1. Allocates appropriate amount of daily time to blending, segmenting, and manipulating tasks until proficient.

Shared Reading Examples: Shadows: Day 2 – Mini-lesson – Phonemic Awareness – Phonemic Categorization: page 86 Once Upon a Time: Day 2 – Mini-lesson – Phonemic Awareness – Initial Phoneme Substitution: page 118 The Secret Place: Day 2 – Mini-lesson – Phonemic Awareness – Phoneme Manipulation: (initial, medial and final): page 218 Correlator’s Note: The Shared Reading portion of the entire program recommends 25 minutes per day. The daily mini-lesson part of each lesson provides phoneme blending, segmenting and manipulating. (See above statement, Program Evidence-Shared Reading.) Guided Reading Examples: The Little Red Hen: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Segmentation Measure It: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phoneme Manipulation The Market: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Onset and Rime Blending Correlator’s Note: The Guided Reading portion of the entire program recommends 20-30 minutes per day. Each lesson provides explicit instruction time devoted to a phonics or word student element, phoneme blending, segmenting and manipulating. (See above statement, Program Evidence.-Guided Reading.)

First Grade Discretionary Items– Phonemic Awareness Instruction 1. Analyzes words at the phoneme level (i.e., working

Shared Reading Examples: Crabby Cat at School: Day 2: Phonemic

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with individual sounds within words).

Awareness: Phoneme Blending: page 110 The Little Red Hen: Day 2: Phonemic Awareness: Phoneme Blending: page 194 Way Out West Lives a Coyote Named Frank: Day 2: Phonemic Awareness: Phoneme Blending: page 326 The Ugliest Dog in the World: : Day 2: Phonemic Awareness: Phoneme Segmentation: page 338 Guided Reading Examples: Sunny Days: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Blending I Like Sign Language: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Blending Start the Music! Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Blending

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2. Works with phonemes in all position in words (initial, final, medial).

Shared Reading Examples: Once Upon a Time: Day 2 – Mini-lesson – Phonemic Awareness - Initial Phoneme Substitution (initial): page 122 The Secret Place: Day 2 – Mini-lesson – Phonemic Awareness – Phoneme Manipulation: (initial, medial and final): page 218 Eva the BeeKeeper: Day 2 – Mini-lesson – Phonemic Awareness: (initial, medial and final): page 272 Guided Reading Examples: Big Pig, Little Pig: After Reading: Phonics: Initial b, l The Market: After Reading: Phonics: short o It’s Taco Time! After Reading: Phonics: Initial/Final Consonant Digraphs: ch, sh

3. Progresses from identifying or distinguishing the positions of sounds in words to producing the sound and adding, deleting, and changing selected sounds.

Shared Reading Examples: Once Upon a Time: Day 2 – Mini-lesson – Phonemic Awareness: Initial Phoneme Substitution: page 122 Dreams: Day 2 – Mini-lesson – Phonemic Awareness: Phoneme Substitution: page 176 The Secret Place: Day 2 – Mini-lesson – Phonemic Awareness: Phoneme Manipulation: page 118 Guided Reading Examples: Big and Little: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phoneme Categorization Get Stronger!: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Manipulation Hats: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Substitution

4. Works with increasingly longer words (three to four phonemes).

No evidence found.

5. Expands beyond consonant-vowel-consonant words (e.g., sun) to more complex phonemic structures (consonant blends).

Shared Reading Examples: Where Does the Rabbit Hop? Day 2: Phonics: l-Blends: page 152 Dreams: Day 2 Phonics: r-Blends: page 176 The Little Red Hen: Day 2: Phonics: s-Blends: page 194 Guided Reading Examples: Dig In: Guiding the Reading: After Reading: Phonics: Final Blends: -nd, -st Animal, Vegetable, or Mineral?: Guiding the Reading: After Reading: Phonics: r-Blends br, gr What’s the Address?: Guiding the Reading: After Reading: Phonics: s-Blends: sc, st

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Phonics: The ability to recognize words accurately, fluently, and independently is fundamental to reading in an alphabetic writing system. For kindergarten students, critical skills include learning to associate sounds with letter, using those associations to decode and read simple words, and learning to recognize important non decodable words.

What Students Need to Learn: • Accurate and rapid identification of the letters of the alphabet • The alphabetic principle • Phonics elements • The application of phonics elements to reading and writing.

Key Research Findings: • More effective than non-systematic or no phonics instruction • Significantly improves kindergarten and first grade children’s word

recognition and spelling • Significantly improves children’s reading comprehension • Effective for children from various social and economic levels • Particularly beneficial for children who are having difficulty learning to

read and who are at risk for developing future reading problems • Most effective when introduced early • Not an entire reading program for beginning readers

Program Evidence: Program Overview:

• The Shared Reading weekly plan includes daily mini-lessons on phonics/word study: page 4


• The Five Domains of Reading: Phonics: page 6-7 • Skills Covered in Celebration Press Reading: Phonics: page 16 • Literacy Centers: Word Study: page 27

Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Running Record: page 41 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54

Assessment Card: • When Are My Readers Ready to Move Up to the Next Guided Reading Group?

Phonics: Front Cover • What if My Readers Are Having Trouble? Phonics: Inside Front Cover

Shared Reading: • Day 2 – Phonemic Awareness/Phonics: Each weekly lesson addresses grade-

appropriate, text-based phonemic awareness and phonics instruction gives children opportunities to practice skills appropriate to the Shared Reading selection. Skills include; Short Vowels, Final Consonants, Initial/Final Consonant Digraphs, Blends, Long Vowels, Words With –ed, Words With oo, Diphthongs, Variant Vowels, r-Controlled Vowels, Multisyllabic Words,

• Center Activities – Word Study: The Word Study center allows students to practice independently what they have learned about making and reading words. In this center, students apply and reinforce strategies for letter-sound correspondence, phonemic awareness, spelling, and phonics and

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word recognition. When possible, this center with magnetic or other letters, dry-erase boards, markers, erasers, pictures for word or letter sorts, letter trays, letter tiles, and word or letter games.

Guided Reading Examples: • Guiding the Reading – After Reading: Phonics Mini-lesson: Phonics skills

addressed include; Word Families, Initial Consonants, Short Vowels, Initial/Final Digraphs, Long Vowels, Final Blends, Blends, Compound Words, Plurals, Inflected Endings, Possessives, Contractions, Variant Vowels, Comparative and Superlative, Multisyllabic Words.

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Criteria Program Evidence

First Grade High Priority Items – Phonics Instruction 1. Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity (e.g., phonemes in the word, position of blends, stop sounds) to more complex words.

No evidence found.

2. Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, blending, reading whole words).

Shared Reading Examples: Shared Reading is designed as a place to “model” literacy skills throughout the program. The modeled instructional activities addresses the fundamentally stages of Phonemic Awareness. (See Program Evidence above.) Shadows: Day 2: Phonemic Awareness: Phoneme Categorization: page 86 Where Does the Rabbit Hop?: Day 2: Phonemic Awareness: Phoneme Blending: page 152 Road Builders: Day 1: Teach High-Frequency Words: page 366 Guided Reading Examples: Guided Reading is designed as a place to “model” literacy skills throughout the program. The modeled instructional activities addresses the fundamentally stages of Phonemic Awareness. (See Program Evidence above.) The Eye Doctor: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Categorization: Phonics: Initial c, d Freddy the Frog: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Onset and Rime Blending Ancient Times: Focus for Instruction: High-Frequency Words

3. Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully.

Shared Reading Examples: Eat Your Vegetables: Center Activities – Word Study – Practice words with short u phonograms: page 95 Time for Bed: Day 3 – Phonics: Initial/Final Consonant Digraphs th, wh, sh, ch: page 140 Road Builders: Day 3 – Mini-lesson: Read road builders aloud with children before beginning today’s Focus Lesson. Guided Reading Examples: A Hiccup Cake: Guiding the Reading: After Reading: Phonics: Long a: (a_e)

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Oh, No!: Guiding the Reading: After Reading: Phonics: Long I (i_e) Seeds and Plants: Guiding the Reading: After Reading: Phonics: Long o (o_e)

4. Includes repeated opportunities to read words in contexts in which students can apply their knowledge of letter-sound correspondences.

Shared Reading: The criterion just above references how students can apply their knowledge of letter-sound correspondences. The repeated opportunity criterion is built into the five day Shared Reading lesson. Each day’s lesson provides this opportunity at least once. Guided Reading Examples: “In Guided Reading, students with similar learning needs are grouped together for a short period of time to receive specific instruction from the teacher, using text that is carefully matched to their current skills. The lessons in Grades K-2 cover one to two days.” (See page 38 of Program Overview) Each Guided Reading Lesson provides an opportunity for students to reread the text.

5. Uses decodable text based on specific phonics lessons in the early part of the first grade as an intervening step between explicit skill acquisition and the students' ability to read quality trade books. Decodable texts should contain the phonics elements and sight words that students have been taught.

Guided Reading Examples: Big and Little: Focus for Instruction: High-Frequency Words: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Categorization: Phonics: Word Families: -ap, -at Big Pig, Little Pig: High-Frequency Words: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonics: Initial b, l The Eye Doctor: High-Frequency Words: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonics, Initial c, d

First Grade Discretionary Items – Phonics Instruction 1. Provides integrated proactive instruction and practice in words that students first read, spell, and write.

Shared Reading: Guided Reading Examples:

2. Sequences words strategically to incorporate known letters or letter-sound combinations.

Shared Reading: Guided Reading Examples:

3. Begins instruction in word families and word patterns (i.e., reading orthographic units of text, such as at, sat, fat, rat) after students have learned the letter-sound correspondences in the

No Evidence Found

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unit. 4. Teaches students to process larger, highly represented patterns to increase fluency in word recognition.

Program Overview: Fluency - Recognize patterns in words: page 17 Vocabulary/Word Study – Demonstrate knowledge of rhyme, synonyms, antonyms, homographs, homophones: page 17

First Grade High Priority Items – Irregular Words Instruction

1. Selects words of high utility with ample practice for automaticity.

Shared Reading: Crabby Cat’s Shopping: Day 1 – Mini-lesson: Teach High-Frequency Words: page 30 Dee and Me: Day 1 – Mini-lesson: Teach High-Frequency Words: page 42 The Purple People Eater: Day 1 – Mini-lesson: Teach High-Frequency Words: page 54 Each title’s Mini-Lesson on Day 1 suggests identified High-Frequency words. Guided Reading Examples: Big and Little: Focus for Instruction: High-Frequency Words: big, little, you Big Pig, Little Pig: Focus for Instruction: High-Frequency Words: around, big, little The Eye Doctor: Focus for Instruction: High-Frequency Words: see, the, you

2. Controls the number of irregular words introduced at one time.

Shared Reading: Twenty-five irregular words are formally introduced in the Shared Reading program. No more than four irregular words are introduced in any given title. Guided Reading Examples: Twenty-three irregular words are formally introduced in the Guided Reading program.

First Grade Discretionary Items – Irregular Words Instruction 1. Strategically separates high-frequency words (e.g., was, saw; them, they, there), that are often confused by students.

Shared Reading: Here is the order the high-frequency words are introduced from the first to the last lesson: is, this, too, but, can, she, a, don’t, one, keep, of, the, and, make, on, when, eat, like, they, very, do, want, not, his, will, your, for, little, so, blue, does, long, where, in, my, two, it, to, was, what, I, no, said, around, down, he, so, that, both, every, once, would, are, carry, here, tell(s), grow, live, new, soon, always, been, these, good, kind(s), just, many, away, found, show, under, call(ed), fast, into, some, be did, has, have, work, funny, laughs, think(s), walk, came, come, old, own, bring, going, take(s), which, play(ed), never, get, well, went, who. Guided Reading Examples: Here is the order the high-frequency words are introduced from the first to the last lesson: The words you/your have been identified in blue font. Additional word pairs have been

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identified as well to show how high-frequency words that are often confused by students are separated by several lessons each. big, little, you, around, see, the, do, get, want, grow, now, up, is, right, which, can, use, keeping, your, help, new, why, in, said, will, look, up, what, draw, have, make, buy, went, I, on, many, my, were, into, they, like, read, to, some, we, me, found, was, come, when, and, it, that, be, new, no, too, got, live, now, please, would, try, open, put, he, stops, works, first, take, them, down, over, run, find, here, once, for, thank, very, go, yes, start, their, these, him, lives, uses, one, put, what, all, make, find, keep, eat, sleep, are, my, where, does, her, these, who, long, or, every, of, under, by, five, have, fast, jumped, so, only, three, write, about, how, hold, our, their, from, then, first, run, take, after, but, old, for, tell, with, know, out, this, there, two, were, does, from, light, lives, show, where, before, never, over, thank, both, carry, clean, lights, from, could, just, hold, pull, must, upon, eat, soon, about, live, those, always, how, because, full, small, starts, today, works, pull, wish, away, long, must, blue, cold, never, off, before, give, fly, good, after, always, draw, own, together, done, eight, find, there, ask, better, again, could, thank, now, yellow, just, saw, well, better, first, want, work, funny, sing, start, please, best, who, with, been, kind, under, before, give.

2. Points out irregularities while focusing student attention on all letters in the word.

Shared Reading Examples: Don’t Forget Fun: Day 2: Mini-Lesson: Phonics: Schwa: Silent Letter k (kn): page 392 Road Builders: Day 2: Mini-Lesson: Phonics: r-controlled Vowels ir, er: page 368 The Ugliest Dog in the World: Day 2: Mini-Lesson: Phonics: au, al, all: page 338 Guided Reading Examples: All About Me: Focus for Instruction: Phonics: Variant Vowels: au, aw The Gingerbread Man: Focus for Instruction: Phonics: Dipthongs: oi, ay Jenny’s Yellow Ribbon: Focus for Instruction: Phonics: Dipthongs: ou, ow

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G u i d e d

Vocabulary: The ability to store information about the meaning and pronunciation of words. There are four types of vocabulary: listening, speaking, reading, and writing. Development of stored information about the meanings and pronunciation of words necessary for communication. What Students Need to Learn:

• The meaning for most of the words in a text so they can understand what they read

• To apply a variety of strategies to learn word meanings • To make connections between words and concepts • To use “new” words accurately in oral and written language

Key Research Findings: • Children learn the meanings of most words indirectly, through everyday

experiences with oral and written language. • Some vocabulary must be taught directly.


• The Key Principals: Provide opportunities for students to collaborate and talk about their learning: page 3

• The Shared Reading weekly plan includes daily mini-lessons on vocabulary: page 4


• The Five Domains of Reading: Vocabulary: page 8-9 • Skills Covered in Celebration Press Reading: Vocabulary/Word Study: page

17 • Literacy Centers: Vocabulary Builder: page 27

Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Retelling Rubric: page 33 • Oral Language Behaviors Checklist: page 49 • Checklist of Good Habits: page 55


Phonics and Vocabulary: Front Cover • What If My Readers Are Having Trouble? Vocabulary: Inside Front Cover

Shared Reading: • Day 3 – Vocabulary: Grade-appropriate vocabulary skills are introduced

using the Shared Reading text as a basis for instruction. Skill addressed include; Opposites, House Words, Signs, Family Words, Size Words, Vegetable Words, School Words, Figurative Language, Animal Names, Positional Words, Compound Words, Comparative Words, Food Words, Action Words, Descriptive Words, Family Activity Words, Words Related to Seasons, Plurals, Context Clues, Geographical Words, Alliteration, Figurative Language: Metaphor, Possessive Words, Using a Dictionary, Onomatopoeia, Contractions.

• Center Activities: Vocabulary Builder: page 27 • ESL/ELL Support: These activities help children develop their background

knowledge, vocabulary concepts, discussion skills, enunciation, and

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oral-reading skills. Guided Reading Examples:

• Guiding the Reading: Before Reading – Vocabulary: Synonyms, Categorize and Classify, Idioms, Time and Order Words, Homophones, Ordinal Numbers, Descriptive Words, Related Words, Antonyms, Context Clues, Rhyming Words, Concept Words, Multi-Meaning Words, Compound Words, Action Verbs.

• Guiding the Reading: Before Reading – Vocabualry: Each title has a few identified vocabulary words identified to pre-teach.

• ESL/ELL Support: This additional support provides additional vocabulary support.

Criterion Program Evidence First Grade High Priority Items – Vocabulary Instruction 1. Provides direct instruction of specific concepts and vocabulary.

Shared Reading Examples: The Shared Reading program provides direct instruction and introduction of broad and diverse vocabulary. (See above statement, Program Evidence-Shared Reading.) Life Cycles: Day 3: Vocabulary: Family Words: page 70 Dreams: Day 3: Vocabulary: Comparative Words: page 178 Road Builders: Day 3: Vocabulary: Using a Dictionary: page 370 Guided Reading Examples: The Guided Reading program provides direct instruction and introduction of broad and diverse vocabulary. (See above statement, Program Evidence-Shared Reading.) The Race: Focus for Instruction: Vocabulary A Healthful Meal: Focus for Instruction: Vocabulary Basketball Science: Focus for Instruction: Vocabulary

2. Provides repeated and multiple exposures to critical vocabulary.

Shared Reading Examples: In the Shared Reading program, vocabulary is introduced on the third day of the weekly lesson plan. Each week’s lesson plan includes writing and response suggestions which provide another opportunity to use the critical vocabulary. The Guided/Independent Reading Link visits vocabulary. ESL/ELL Support addresses vocabulary as well. Guided Reading Examples: In the Guided Reading program, vocabulary words are introduced in more than one title in the series, often close in sequence to one another. Each Guided Reading lesson provides opportunities for children to read multiple times.

3. Integrates words into sentences and asks students to

Shared Reading Examples: Dreams: Center Activities: Writing Center:

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tell the meaning of the word in the sentence and to use it in a variety of contexts.

page 173 Whistle For Willie: Center Activities: Writing Center: page 203 Road Builders: Center Activities: Writing Center: page 245 Guided Reading Examples: Big and Little: Options for Further Instruction: Writing: Write a Description/Comparison Down by the Swamp: Options for Further Instruction: Writing: Write a Description The Little Red Hen: Options for Further Instruction: Writing: Write a Story

First Grade Discretionary Items – Vocabulary Instruction

1. Reviews previously introduced words cumulatively.

Shared Reading Examples: In the Shared Reading program, vocabulary is introduced on the third day of the weekly lesson plan. Each week’s lesson plan includes writing and response suggestions which provide another opportunity to use the critical vocabulary. The Guided/Independent Reading Link visits vocabulary. ESL/ELL Support addresses vocabulary as well. Guided Reading Examples: In the Guided Reading program, vocabulary words are introduced in more than one title in the series, often close in sequence to one another. Each Guided Reading lesson provides opportunities for children to read multiple times.

2. Provides opportunity for daily listening, speaking, and language experience.

Shared Reading Examples: Understanding in Conversations: pages 24-27 Correlator’s Note: The Shared Reading format provides opportunity to address this criterion. Guided Reading Examples: The Guided Reading format provides opportunity to address this criterion.

3. Incorporates exposure to a broad and diverse vocabulary through listening to a wide range of stories and informational texts.

Correlator’s Note: The Good Habits, Great Readers Shared Reading component includes 28 different titles. These titles include nonfiction and fiction. Nonfiction topics include environmental print, signs, habits, life cycles, shadows, vegetables, rabbits, dreams, rivers, construction, and beekeeping. Fiction topics include shopping, friendship, habitats, school, animals, making bread, cooperation, family, and folk tales.

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Fluency: The skill of reading texts accurately and quickly, which allows readers to recognize and comprehend words at the same time. The ability to read text accurately and quickly. Fluency provides a bridge between word recognition and comprehension. Fluent readers recognize words and comprehend at the same time. What Students Need to Learn:

• To decode words in isolation and in connected text • To automatically recognize words • To increase reading rate while maintaining accuracy •

Key Research Findings: • Repeated and monitored oral reading improves reading fluency and overall

reading achievement. • No research evidence is available currently to confirm that

instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency and overall reading achievement.


• The Shared Reading weekly plan includes daily mini-lessons on fluency: page 4


• The Five Domains of Reading: Fluency: page 6-7 • Skills Covered in Celebration Press Reading: Fluency: page 17 • Literacy Centers: Fluency Practice: page 27

Assessment Handbook: • Setting Benchmark Expectations: page 19 • Running Record: page 41


Fluency: Front Cover • What if My Readers Are Having Trouble? Fluency: Back Cover

Shared Reading Examples: • Day 4 – Fluency: The Shared Reading text is the jumping-off point for

fluency instruction. Instruction focuses on phrasing, expressive reading, and fluency fix-ups of errors common to the grade. Skills addressed include; Choral Reading, Smooshing Words Together, Using Punctuation, Return Sweep, Page Navigation, Repetition, Rhyme, Characterization, Chunking, Appropriate Pace, Accuracy, Intonation, Typeface Clues: Chapter Heads, Alliteration, Proper Nouns and Names.

• Center Activities: Audio Center: Audio Center suggestions can be found in most of the Shared Reading lessons, which provide fluency practice.

Guided Reading Examples: • Options for Further Instruction - Digging Deeper: Choral Reading,

Partner/Paired Reading, Repeated Reading, Reader’s Theater, Use Context Clues, Exploring Dialogue.

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Criterion Program Evidence

First Grade High Priority Items — Connected Text and Fluency Instruction 1. Introduces passage reading soon after students can read a sufficient number of words accurately.

Shared Reading Examples: Crabby Cat’s Shopping: Day 4: Mini-Lesson: Fluency: Choral Reading Dee and Me: Day 4: Mini-Lesson: Fluency: Smooshing Words Together Life Cycles: Day 4: Mini-Lesson: Fluency: Return Sweep Guided Reading Examples: Keeping Fit: Options for Further Instruction: Digging Deeper: Fluency: Choral Reading A Wiggly, Jiggly, Joggly Tooth: Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading Are You the New Principal? Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading

2. Contains regular words comprised of letter-sounds and words types that have been taught.

No Explicit Proof Found

3. Contains only high-frequency irregular words that have been previously taught.

No Explicit Proof Found

4. Uses initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words).

Shared Reading Examples: Guided Reading Examples:

5. Builds toward a 60 word per minute fluency goal by end of grade.

Shared Reading Examples: The Shared Reading program has one explicit fluency lesson within each weekly plan. This explicit fluency focus is designed to help students build their fluency rate. Guided Reading Examples: Twenty-six of the 132 Guided Reading daily plans address fluency explicitly. This explicit fluency focus is designed to help students build their fluency rate. Big Pig, Little Pig: Focus for Instruction: Additional Activities: Fluency: Partner/Paired Reading Keeping Fit: Focus for Instruction: Additional Activities: Fluency: Choral Reading Sunny Days: Focus for Instruction: Additional Activities: Fluency: Repeated Reading Assessment Card:

• When Are My Readers Ready to Move Up

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to the Next Guided Reading Group? Fluency – read with 90-95% accuracy or higher: Front Cover

• Fluency skills are also addressed on the back cover.

6. Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency.

Shared Reading Examples: Each Shared Reading title includes; one big book, six standard lap size books, and an audio copy. These materials can be used to provide independent practice for the students to use. Guided Reading Examples: Each Guided Reading title includes six copies. These materials can be used to provide independent practice materials of appropriate difficulty for each student to develop fluency. Each student will work with stories which are at his/her identified and appropriate DRA2 level. The second grade

First Grade Discretionary Items — Connected Text and Fluency Instruction 1. Teaches explicit strategy to move from reading words in lists to reading words in sentences and passages.

No Evidence Found

2. Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately.

Shared Reading Examples: The Shared Reading program has one explicit fluency lesson on the forth day of the weekly plan. This delay in the fluency provides students the opportunity to read words in passage accurately, before addressing the fluency component. Guided Reading Examples: The Guided Reading program provides fluency focused Options for Further Instruction. The introduction to fluency practice occurs after instruction designed to allow the students to read words in passages accurately.

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Reading Comprehension: Understanding remembering, and communicating with others about what has been read. Comprehension strategies help readers to make sense of a text. Strategies for understanding, remembering and communicating with others about what has been read. Comprehension strategies are sets of steps that purposeful, active readers use to make sense of text. What Students Need to Learn:

• To read both narrative and expository texts • To understand and remember what they read • To relate their own knowledge or experiences to text • To use comprehension strategies to improve their comprehension • To communicate with others about what is read •

Key Research Findings: • Text comprehension can be improved by instruction that helps readers use

specific comprehension strategies. • Students can be taught to use comprehension strategies.

Listening Comprehension: The ability to listen to stories, answer questions, sequence events, learn new vocabulary, and retell information heard are the foundation of reading comprehension. Because many kindergarten children cannot yet read stories, it is imperative that they have frequent and rich opportunities to listen to and discuss stories and informational text that will extend their current understandings and vocabulary knowledge. Program Evidence: Program Overview:

• The Key Principals: Provide opportunities for students to collaborate and talk about their learning: page 3

• The Shared Reading weekly plan includes daily mini-lessons on retelling and comprehension strategies and text structures and strategies: page 4


• The Five Domains of Reading: Comprehension: page 8-9 • The 7 Habits of Great Readers: 2-Great Readers Make Sense of Text; 3-

Great Readers Use What They Know; 4-Great Readers Understand How Stories Work; 5-Great Readers Read to Learn; 6-Great Readers Monitor and Organize Ideas and Information; 7-Great Readers Think Critically About Books: pages 10-11

• Skills Covered in Celebration Press Reading: Comprehension, Literary Response, Analysis, and Appreciation: pages 18-20

• Literacy Centers: Response Center: page 27 Assessment Handbook (K/1):

• Setting Benchmark Expectations: Comprehension: pages 16-17 • Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54 • Checklist of Good Habits: page 55 • Checklist of Good Habits: page 56

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• Checklist of Good Habits: page 57 • Checklist of Good Habits: page 58 • Checklist of Good Habits: page 59


Comprehension and Retelling: Front Cover • What if My Readers Are Having Trouble? Comprehension: Inside Front Cover

Shared Reading: • Day 5 – Pretelling/Retelling: Teachers and children engage in retellings

of the Shared Reading text. To give children the necessary scaffolding for this complex skill, instruction moves in gradual steps from pretelling to forms of guided retelling that include teacher-modeled retelling, shared teacher and child retelling, and mediated retelling, and finally to independent child retelling. Pretelling strategies include; Thinking Sequentially, Recalling Steps in a Sequence, Retelling strategies include; Discussing/Retelling Plot, Identify the Main Idea in Nonfiction, Identifying Problem and Solution, Identifying Setting, Character Development, Sequence and Character, Causes of Events, Details and Prior Knowledge, Retelling Using Illustrations, Applying Prior Knowledge to Nonfiction Topics, Illustrations and Character Motivation, Sequential Story Map, Sequential Story Map, Using a Concept Web to Retell, Using Pictures and Words to Retell, Details and Prior Knowledge, Personal Connections, Using Inferences

• Center Activities: Comprehension related suggestions are often found in the Writing and Response Centers.

• Best Practice Routine: Partner Talk: page 20 Guided Reading Examples:

• Guiding the Reading – After Reading: The comprehension skills addressed include; Recognize and Analyze Author’s Craft, Understand Roles of Author and Illustrator, Make Inferences, Use Graphic Organizers, Understand Nonfiction Text Structure – Sequence of Events, Steps in a Process, Table of Contents, Photographs, Contents, Headings, Introduction, Labels, Understand Description, Make Connection Text-to-Self, Compare and Contrast, Recognize Author’s Purpose, Determine Problem and Solution, Activate and Use Prior Knowledge, Analyze Setting, Make Predictions, Use Photographs, Categorize and Classify, Retell, Distinguish Nonfiction from Fiction, Determine Main Idea and Details, Analyze Character, Understand Plot, Determine Cause and Effect, Ask and Answer Questions, Understand Sequence of Events, Recognize Author’s Purpose, Understand Genre, Visualize, Draw Conclusions, Analyze Setting, Understand Genre – Fantasy, Monitor Comprehension, Use Graphic Organizers.

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Criterion Program Evidence

First Grade High Priority Items – Reading Comprehension Instruction 1. Guides students through sample text in which teachers think out loud as they identify the components of story structure.

Shared Reading Examples: Nana Upstairs, Nana Downstairs: Day 5 – Written Retelling: Using Pictures and Words to Retell: page 353 The Ugliest Dog in the World: Day 5 – Guided Retelling: Using a Concept Web to Retell: page 335 Way of West Lives a Coyote Named Frank: Day 5 – Guided Retelling: Sequential Story Map: page 323 Guided Reading Examples: Ancient Times: Guiding the Reading: After Reading: Understand Genre, Analyze Setting, and Use Illustrations The Eve Doctor: Guiding the Reading: Before Reading: Make Inferences: After Reading: Make Inferences I Can Use the Computer: Guiding the Reading: Before Reading: Make Connection: After Reading: Make Connections

2. Provides plentiful opportunities to listen to and explore narrative and expository text forms and to engage in interactive discussion of the messages and meanings of the text.

Shared Reading Examples: Eat Your Vegetables: Day 5 – Guided Retelling: Applying Prior Knowledge to Nonfiction Topics: page 281 Clean Your Room Harvey Moon! Day 5 – Guided Retelling: Illustrations and Character Motivation: page 299 Follow a River: Day 5 – Guided Retelling: Sequential Story Map: page 311 Guided Reading Examples: Get Stronger!: Guiding the Reading: After Reading: Discuss the Text Giraffes Grow Up: Guiding the Reading: After Reading: Discuss the Text Are You the New Principal? Guiding the Reading: After Reading: Discuss the Text Smiling Stan, the Pedicab Man: Guiding the Reading: After Reading: Discuss the Text

3. Explicitly teaches critical comprehension strategy (e.g., main idea, literal, inferential, retell, prediction).

Shared Reading Examples: Road Builders: Day 5 – Guided Retelling: Retelling Using Illustrations: page 245 Time for Bed: Day 5 – Guided Retelling: Discussing Plot: page 146 Eat Your Vegetable: Day 5 – Guided Retelling: Identifying the Main Idea in Nonfiction: page 95 Guided Reading Examples: A Trip to the Beach: Guiding the Reading: After Reading: Determine Main Idea and Details What Time Is It?: Guiding the Reading:

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Before Reading: Make Inferences: After Reading: Make Inferences We Can Share It!: Guiding the Reading: Before Reading: Retell: After Reading: Retell

First Grade Discretionary Items – Reading Comprehension Instruction

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1. The text for initial instruction in comprehension: -begins with text units appropriate for the learner -uses familiar vocabulary -activates prior knowledge -uses simple sentences -begins with short passages to reduce the memory load for learners

Shared Reading Examples: Begins with Text Units Appropriate for the learner: The decoding difficulty increases from the first title to the last title in the Shared Reading program. Uses Familiar Vocabulary: Life Cycles: Day 3 – Vocabulary – Family Words: page 65 Activates Prior Knowledge: Crabby Cat’s Shopping: Day 1 – Mini-lesson – Introduce the Book: Use What You Know: page 30 Uses Simple Sentences: Shadows: by Joy Cowley Crabby Cat at School: by Joy Cowley Begins with Short Passages to Reduce the Memory Load for Learners: Once Upon a Time: by Joy Cowley Guided Reading Examples: Look Up: Guiding the Reading: Before Reading: Vocabulary: Activate and Use Prior Knowledge: After Reading: Activate and Use Prior Knowledge Where Does Breakfast Come From?: Guiding the Reading: Before Reading: Activate and Use Prior Knowledge: After Reading: Activate and Use Prior Knowledge: Options for Further Instruction: Writing: Write the Answer to a Question All About Me: Guiding the Reading: Before Reading: Make Connections: After Reading: Make Connections: Options for Further Instruction: Writing: Write About Yourself

2. Introduces text where the structure of text is explicit (beginning, middle, and end being obvious).

Shared Reading Examples: Dreams: Day 5 – Guided Retelling: Sequence and Character: page 173 The Little Red Hen: Day 5 – Guided Retelling: Sequence and Character: page 200 Follow a River: Day 5 – Guided Retelling: Sequential Story Map: page 320 Guided Reading Examples: A Dog Named Honey: Guiding the Reading: Before Reading: Understand Sequence of Events: After Reading: Understand Sequence of Events Peanut Butter: Guiding the Reading: Before Reading: Understand Sequence of Events: After Reading: Understand Sequence of Events The Three Little Pigs: Guiding the Reading: Before Reading: Understand Sequence of Events: After Reading: Understand Sequence of Events

3. Has students discuss the Shared Reading Examples:

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story structure orally and make comparisons with other stories.

Life Cycles: Day 5 – Guided Retelling: Retelling Plot: page 65 Road Builders: Day 5 – Guided Retelling: Retelling Using Illustrations: page 254 The Ugliest Dog in the World: Day 5 – Guided Retelling: Using a Concept Web to Retell: page 335 Guided Reading Examples: The Reading Lesson: Focus for Instruction: Reading Skill: Retell Where Are My Glasses?: Focus for Instruction: Reading Skill: Retell We Can Share It!: Focus for Instruction: Reading Skill: Retell

good habits, great readers © 2006 pearson learning group

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