grade 1 english curriculum presentation - grade 1 english for

I Love the Sun by Teacher Hazelle Preclaro

I love the sun (5x) Because it lets me have fun (5x) If it’s a sunny day, I can go out and play. I want to… [pick an action word: clap, jump, swim ]

clap, clap, clap, clap, clap and have some fun with you. Let’s have some fun (5x) Thanks to the sun!

Astilla, Dela Paz, Par, Preclaro, Principe, Razon, Santos, Zuniga

The English Curriculum


The Philippine Language Context

Cross-Linguistic Transfer of Literacy Ability Readers use knowledge of their native language as they read in a second language (Durgunoglu & Oney, 2000) Possibly, transferability is bi-directional (Fitzgerald, 1999)


Cross-Linguistic Transfer of Literacy Ability Monolingual beginning reading instruction in Filipino had positive effects on children’s English literacy skills – specifically in terms of the alphabet and phonological awareness (Aquino, 2005)


Cross-Linguistic Transfer of Literacy Ability Filipino and English bilingual-biliterates show cross-language interactions of various reading and language based skills (Ocampo, 2005)

Transition from MT to English

Experience

Oral

Symbols

in Filipino

Printed

Symbols

in Filipino

Oral

Symbols

In English

Printed

Symbols

In English

Oral

Symbols

in L1

Printed

Symbols

in L1

Transition from MT to English

First Quarter

Second Quarter

Third Quarter

Fourth Quarter

Mother Tongue *All domains




Filipino *Exposure to the Language

Filipino *Exposure to the Language

Filipino *All domains

Filipino *All domains

English *Exposure to the Language (Oral language, Phonological Awareness, Vocabulary, Listening Comps, Grammar)

English *Exposure to the Language (Oral language, Phonological Awareness, Vocabulary, Listening Comps, Grammar)

Integration of Language, Literature and Literacy Skills

(Stewig & Simpson, 1995)

Reading Listening Speaking Writing

Literature

The English Curriculum

At the end of third grade the…

students should be able to

demonstrate eagerness to explore

and experience oral and written

texts and to communicate

meanings and feelings effectively.

Literacy Domains:

• Book and print orientation • Alphabet knowledge • Phonics and Word Recognition • Fluency • Reading Comprehension • Handwriting/Writing and Composition

• Oral Language • Vocabulary • Phonological Awareness • Listening Comprehension • Grammar • Study Skills • Attitude

Domains not included in the First Grade English Curriculum: • Book and print orientation • Alphabet knowledge • Phonics and Word Recognition • Fluency • Writing and Composition/Handwriting • Spelling • Reading Comprehension • Study Skills

• Book and Print Orientation

• Alphabet Knowledge • Handwriting

These three domains are among the areas that should have already

been covered using the Mother Tongue.

Definitions of the Content Standards for the Integrated Language

Arts Curriculum for the K-12 Basic Education Program of the

Department of Education

Proposed Standards

At the end of Grade 3,

students should:

Book and Print

Knowledge

use narrative and

expository texts for

independent study and

reading for pleasure.

Grade 1 English

Alphabet Knowledge

recognize, name and

sound out all the upper

and lower case letters of

the alphabet.

Grade 1 English

Proposed Standards


students should:




Handwriting write legibly in cursive

writing.

Grade 1 English




Proposed Standards


students should:

These are the domains or areas that will not be explicitly taught at the first grade level.

However, know that these domains will be

modeled and may be learned incidentally. • Phonics and Word Recognition • Fluency • Writing and Composition • Reading Comprehension • Study Skills

Phonics and Word

Recognition

use sight word recognition

or phonic analysis to read

and understand words in

English that contain

complex letter

combinations, affixes and

contractions.

Grade 1 English




Proposed Standards


students should:

Word Recognition

Skills that may emerge:

Identify signs, symbols, labels, and captions in

the environment

Recognize some common words on sight

(e.g. A, the, and, said etc.)

Fluency

read aloud grade level

texts effortlessly, without

hesitation and with

proper expression.

Grade 1 English




Proposed Standards


students should:

Fluency


Participate in shared reading

of repetitive texts

Writing/Composition

express their ideas

effectively in formal and

informal compositions to

fulfill their own purposes

for writing.

Grade 1 English




Proposed Standards


students should:

Writing and Composition


Make appreciable marks on a page

Understand that drawings convey meaning

Write with a purpose in mind

Dictate ideas that

Share preferences

Narrate a story/experience

Describe (e.g. person, animal, object, place)

Writing and Composition

Draw ideas that

Share preferences

Narrate a story/experience

Describe (e.g. person, animal, object, place)

Engage in free writing

Reading

Comprehension

understand a range of

reading/viewing texts

from different contexts for

a variety of purposes.

Grade 1 English




Proposed Standards


students should:

Study Skills

use strategies for

purposeful literacy

learning.

Grade 1 English




Proposed Standards


students should:

Study Skills

Skills that may emerge: Follow directions

Interpreting pictographs

Interpreting simple maps of familiar places

Domains included: • Oral Language • Phonological Awareness • Vocabulary • Listening Comprehension • Grammar • Attitude




Proposed Standards


students should:

Oral Language in

English

have sufficient facility in

English to understand

spoken discourse and to

talk and interact with

others about personal

experiences and text

listened to or read. Grade 1 English

Oral Language Activity

Oral Language Skills

Standard for Grade 1: Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes


Listen and speak with a purpose in mind Listen and respond to others Give directions Give information shared by others Express their feelings about others ideas Ask simple questions Seek help Interact with others Initiate a conversation Engage in a dialogue Share information and stories with others


Identify/Share relevant information

Describe/talk about ones experiences

Talk about the experiences of others

Describe a sequence of events

Describe ones environment

e.g. persons, animals, places , things , events etc.)

Identify similarities/differences


Make interpretations

Listen and respond to texts

Clarify meanings heard while drawing on personal

experiences

Identify, describe and use some commonly used

verbal and non-verbal features in a range of texts

Restate and retell information

Engage in a variety of ways to share info (e.g. role

playing, morning message, show and tell)

Retell a story


Express oneself

Speak clearly and audibly

Speak in full sentences

Express thoughts and feelings

Share own ideas

Share preferences




Proposed Standards


students should:

Phonological Skills

be able to demonstrate

phonological awareness

at the levels of the

syllable and the

phoneme.

Grade 1 English

• Touch your head if the end part of the word I say has a similar ending sound as head.

• Touch your feet if the end part of the word I say has a similar ending sound as feet.

Ex. Goal: Identifying which word rhymes

bed red meet

feet said street

fed sweet bread

PA Activity: Head and Feet

Can you turn a hen into a pig?

Turning a hen into a pig

Hen = change h and replace with p

Pen = change e and replace with i

Pin = change n and replace with g

What do we have??? A pig!

Phonological Awareness Skills

Standard for Grade 1:

Display sensitivity to sounds

in spoken language

Phonological Awareness Skills

Display sensitivity to sounds in spoken language

Recognize rhyming words

Distinguish rhyming words from non-rhyming words

Supply rhyming words in response to spoken words

Identify/count individual words in phrases and sentences

Identify/count syllables in words

Identify/count sounds in a word

Identify the beginning sound of a word

Identify onsets and rimes

Identify the final sound of a word

Vocabulary

acquire, study, and use

English vocabulary words

appropriately in relevant

contexts.

Grade 1 English




Proposed Standards


students should:

Which word will you replace to fix these silly statements?

Provide a word that you know to fix each statement.

On my plate I have a moon.

I can use my mouth to walk.

On my bed, I like to weep.

To check the time, I look at my sock.

Vocabulary Activity

Vocabulary

Standard for Grade 1: Use a variety of words

to communicate ideas orally for a variety of

purposes and to understand oral and written

text

Vocabulary

Differentiate English words from words in other

languages spoken at home and in school

Ask about unfamiliar words to gain meaning

Sort and classify familiar words into basic categories

(e.g., colors, shapes, foods).

Describe familiar objects and events in both general

and specific language.

Show curiosity about and play with words and

language

Vocabulary

Use new words learned thru stories in own speech

Know and use words that are important to school

work, such as the names for colors, shapes, and

numbers

Know and use words that are important to daily life like

names of persons, animals, things, places and events

Determine what words mean using context clues

Vocabulary

Ask, talk about and determine the meaning

of new words

Use new words when speaking

Recognize that some words have the same meaning

Recognize that some words have opposite meanings

Recognize that words play different roles in sentences

(for example, some words—nouns—name things and

some words—pronouns—replace naming words)

Comprehension

understand a range of

texts from different

contexts for a variety of

purposes.

Grade 1 English




Proposed Standards


students should:

Pitter-patter! Splish-splash! One day, Jana was walking outside.

She was on her way home.

Pitter-patter! Splish-splash!

Suddenly, it started to rain.


“Oh no! I forgot my umbrella.”


What was Jana doing? What does Jana need?

Comprehension Activity

Grade 1 English




Proposed Standards for

Reading

Comprehension


students should:

Use of Context and Prior

Knowledge

activate prior knowledge

conceptually related to

text and establish a

purpose for listening/

reading.

Grade 1 English





Reading

Comprehension


students should:

Comprehension

strategies

be self-aware as they

discuss and analyze text

to create new meanings

and modify old

knowledge.

Grade 1 English





Reading

Comprehension


students should:

Comprehending

Literary Text

respond to literary text

through the appreciation

of literary devices and an

understanding of story

grammar

Grade 1 English





Reading

Comprehension


students should:

Comprehending

Informational Text

locate information from

expository texts and use

this information for

discussion or written

production

Listening

Comprehension

Understand a range of

texts listened to for a

variety of purposes

Grade 1 English




Proposed Standards


students should:

Listening Comprehension

Standard for Grade 1: Understand a range of

texts listened to for a variety of purposes


Expect oral/written text to make sense Identify a purpose for listening Listen to, understand and follow simple instructions Appreciate a variety of texts Listen carefully to texts read aloud Derive meaning from repetitive language structure Participate / Engage in a read-along of texts (e.g. poetry, repetitive text) Activate and use prior knowledge to understand the text


Select most likely conclusions about the text using their prior knowledge Identify connections between the story listened to and personal experience Make predictions about stories based on the cover or title, pictures, details in the text Use/ Modify prior knowledge based on new knowledge from text Validate ideas made after listening to a story


Recall information, main ideas, and details after listening to a text Identify story elements (title, characters, setting) Identify and discuss key themes Discuss reasons for events in stories Make simple inferences about the thoughts, feelings, dialogue and actions of characters Establish and analyze relationships between characters and events in the text


Sequence a series of events in a literary selection Identify cause and effect of specific events in a literary selection Compare events and characters in literary selections from a variety of cultures Appreciate the effects of different words and phrases, e.g. to create humor, images and atmosphere Appreciate words that the author uses in a literary selection to create a graphic visual experience


Appreciate figurative language Take part in creative responses to stories, (e.g. oral retelling, dramatization, etc.) Determine whether a story is real or make-believe Appreciate that texts vary with regards to content and purpose


Locate specific information by using organizational features in expository text Restate facts, identify main idea and appreciate information from listening to informational text Appreciate the usefulness of the information in a particular text


Ask and answer questions before, during and after listening to a text (i.e. literal, inferential, evaluative, integrative, creative) Use details and pictures found in the informational text to create meaning

Grammar Awareness

and Structure

● demonstrate grammatical

awareness by being able

to read, speak and write

correctly.

● communicate effectively,

in oral and written forms,

using the correct

grammatical structures of

English. Grade 1 English




Proposed Standards


students should:

I want a hotdog.

What kind of word is ‘hotdog?’

Activity for Grammar

I want a hot dog.

What kind of word is ‘hot’?

Activity for Grammar

Grammar

Standard for Grade 1: Apply grammar to

communicate effectively

Grammar

Sentence

Recognize sentences and non-sentences

Use simple sentences

Use different kinds of sentences

(e.g. declarative, interrogative)

Recognize punctuation marks

(e.g. period, question mark)

Grammar

Noun

Use nouns in sentences (people, animals,

places, things, events)

Recognize the use of a/an

Use plural form of regular nouns by adding

/s/ or /es/

Grammar

Pronoun

Use personal pronouns (e.g. I, you, he, she, it)

Use commonly used possessive pronouns

Use demonstrative pronouns (this/that, these/those)

Use interrogative pronouns (e.g. who, what, where,

when, why)

Grammar

Adjective

Use common positive forms of adjectives

Verb

Use the simple forms of verbs

Grammar

Preposition

Recognize directional prepositions

(eg. in, on, under etc.)

Grade 1 English





Reading

Comprehension


students should:

Attitude

demonstrate a love for

reading stories and

confidence in performing

literacy-related

activities/tasks.

Attitude

Standard for Grade 1: Display a positive regard towards literacy learning.

Attitude

Revisit favorite books, songs and rhymes

Attempt to read or re-tell texts listened to

The Learning Package The Matrix

The Lesson Plans The Appendix


The Matrix

The Teaching Guide is organized in the form of a matrix. An overarching social studies based theme is used the take-off point for designing the lessons. The matrix has the following parts:

The Matrix

1. Objectives

2. Pre-Assessment

3. Activating Prior Knowledge

4. Presentation

5. Modeling

6. Guided Practice

7. Independent Practice

8. Post-Assessment

English Curriculum Teaching Guide

The Matrix – The Objectives

This portion of the matrix focuses on setting

the targets for the daily and weekly lessons.

The objectives portion identifies what the

students should be able to understand

(insight/value or concept) exhibit (skills)

and appreciate at the end of each lesson.

These objectives are based on the standards

and competencies to be met by first graders.

The Matrix – Sample Objectives

Theme: Me and My Family At the end of the lesson the students should be able to: Expressive Objectives: Realize that we have body parts that can do many things Appreciate that singing songs and reciting rhymes can be fun Instructional Objectives: •Oral language: Listen and share about him/herself •Phonological Awareness: Recognize words that rhyme •Listening Comprehension: Listen and share about him/herself; Follow directions •Vocabulary and Grammar: Recognize, identify, and give examples of naming words (body parts)

The Matrix – Pre-Assessment

This portion of the matrix focuses on

activities designed to determine what

the students know and need to

learn. This will be the basis for

redesigning or adjusting the contents

of the lesson.

The Matrix – Sample Pre-Assessment

TOUCH YOUR BODY PART Have the class point to a body part 1. Teacher will ask the students to touch a body part. Ex. “Can you touch your nose?” 2. The students will attempt to touch the body part that the teacher says. 3. Teacher will assess the knowledge of the students as the activity goes along.

The Matrix – Activating Prior Knowledge

This portion of the matrix focuses on activities

designed to determine what the students

know about the content to be covered in the

lesson. The goal is to create an intersection

between the background knowledge of the

students and the content of the lesson. By

tapping what the students know, we are

awakening their interest, building motivation

and preparing them for the learning

experience.

The Matrix – Sample Activating Prior Knowledge

BODY PART PUZZLE 1. Divide the class into groups. 2. Distribute the body parts cut-outs to each group. 3. Ask the children to form the puzzle of a boy and

a girl using the different body parts (paper cut-outs)

4. Ask the children to share the names of body parts they already know.

The Matrix – Presentation


unpacking the contents of the lesson.

This may focus on interacting with the text

or the explicit instruction of content.

The Matrix – Sample Presentation

Sing a SONG about the parts of a body: Clap your Hands Clap your hands Touch your toes

Turn around Put your finger on your nose

Flap your arms Jump up high

Wiggle your fingers And reach for the sky.

The Matrix – Modeling


showing the students how to go through

a particular thought process or how to

perform a particular skill.

The Matrix – Sample Modeling

Teacher will model identifying the names of particular body parts. 1. Teacher says “These are my fingers” while showing his/her fingers to the class. 2. Teacher asks “Can you show me your fingers?”

Teacher asks the students to show their fingers to the class.

3. Teacher asks “What do we call these?” 4. Students will say the name of the body part that

teacher is showing.

The Matrix – Guided Practice

This portion of the lesson focuses on

providing an opportunity to practice a

particular skill in a whole class setting.

This serves as an opportunity to provide

feedback and to clarify concepts

learned/applied.

The Matrix – Sample Guided Practice CLASS ACTIVITY 1. Teacher asks volunteers to show and name the body parts they have. 2. Teacher guides and assists the students as they attempt to talk about their body parts. Student 1: These are my ears. Can you show me your ears? Student 2: This is my nose. Can you show me your nose?

The Matrix – Independent Practice


providing the students an opportunity to

perform a particular skill and gain

mastery.

The Matrix–Sample Independent Practice

TWISTER GAME 1. Divide the class into 2 groups. (or more depending on size of class) 2. Lay a Twister mat on the floor. *Twister mat is divided into squares. Each square has a different color. There should be at least 2 squares with the same color. 3. Give directions that will use names of body parts and colors. ex. Put your right hand on the color yellow. Put your left knee on the color blue. 4. Each player should be able to follow accordingly.

The Matrix – Post-Assessment


activities designed to determine what

the students know and need to

learn. This will be the basis for

redesigning or adjusting the contents

of the lesson.

The Matrix – Sample Post-Assessment

Play the Body Parts Game and check if the students will be able to touch the correct body part you refer to. a. Student says: “Touch your part of the body.” Ex. Touch your feet. (Classmates should be able to touch their feet.) b. Teacher checks if the students are able to touch the correct part of the body mentioned.

Lesson Plans

Grade 1 English

I. Theme

II. Objectives

III. Subject Matter and Materials

IV. Pre-Assessment

V. Procedure

A. Activating Prior Knowledge

B. Presentation

C. Modeling

D. Guided Practice

E. Independent Practice

VI. Post-Assessment

Sample Lesson

English Curriculum Appendix

The appendix is organized Weekly and divided into three parts: a. Poems/Songs/Stories (Literature) b. Art Activities c. Games and Other Activities

Sample Song

The Food Song (Tune: Skip to my Lou)

I like fruits. Yes I do!



My tummy loves them too.

Sample Poem

I am Special

I am special. I am me.

I have two hands, two eyes to see.

A nose to smell. My ears hear well.

A mouth to talk, and two legs to walk.

But that’s not all, because you see.

I am special. I am me.

Sample Story

Leonel by Nati A. Santos and Dinna Santos-

Polo

Leonel loves to make a wish.

“I wish I were a king,” he said.

So he sat on a throne.

But poor Leonel fell down.

“I wish I were a bird,” he said.

So he tried to fly.


“I wish I were a monkey,” he said.

So he tried to climb a tree.


“I wish I were a dancer,” he said.

So he tried to dance.


“I wish I were a biker,” he said.

So he tried to bike.


“I wish I were a skater,” he said.

So he tried to skate.


“I wish I were a baby,” he said.

“But you are a baby,” said his mom.

“My baby,” she hugged Leonel.

And Leonel wished no more.

Other Titles

Are you my Mother? by Rodolfo Desuadiso

New Shoes, Red Shoes? by Susan Rollings

My Five Senses by Margaret Miller

The Very Hungry Caterpillar by Eric Carle

From Head to Toe by Eric Carle

What Will Fat Cat Sit On? by Jan Thomas

Whose Mouse Are You? By Robert Kraus & Jose Aruego

No David! By David Shannon

The Integration of Science



A child’s scientific thinking is strengthened

when Science is integrated to literature.

Integrating Science to literacy is one

example of helping apply scientific

concepts/information within a particular

context so that it is presented in an

understandable and interesting language.

(Zeece, 1998)


The integration of Science motivates

children to be more curious in solving

problems. This integration also helps

present models of scientific methods of

observation, hypothesis formulation,

collecting data, experimentation and

evaluation. Lastly, it helps children to

appreciate, value, understand and respect

their world.


Science process skills include: 1. Observing qualities

2. Measuring quantities

3. Sorting/classifying

4. Inferring

5. Predicting

6. Experimenting

7. Communicating

The First Quarter Science Topics

Sense Organs:

eyes, ears, nose, tongue, skin

Observing and Describing things using the

sense organs

Care of the Sense Organs

Food:

Different Kinds of Food

Living and Non-Living Things

The Second Quarter Science Topics

A. Plants 1. Parts of a plant (leaves, stem, roots, flower, and fruit) 2. Common Characteristics of Plants – 3. Uses of Plants 4. Needs of Plants 5. Care for Plants

The Second Quarter

B. Animals 1. How Animals Move 2. Where Animals Live 3. How Animals Eat 4. Comparing Animals 5. What Animals Need 6. Caring for Animals

Reminders When

Teaching English

Concept, Language and Literacy are Intertwined

• The more children experience the world, the more they will have to talk about.

• The more language models children interact with, the more opportunities they will have to develop language skills.

• The better their language activity and the more experiences children have, the more prior knowledge they will be able to bring to text when they read.

It all begins with a sense of wonder…

• Develop varied interests and skills.

• Explore everything and anything.

• Talk about everything and anything we’ve explored.

• Allow them to explore the language. Encourage their attempts to express themselves. Provide options for them to respond and share.

Always…

• Start from meaningful words and good quality literature (e.g. songs, rhymes, stories etc.)

• Develop oral language ability in the language in which literacy will be developed (in this case, English)

• Use the different senses to develop knowledge of words and concepts/ideas

• Make learning fun and relevant!

Strategies for

Teaching the English

Language Domains

Oral Language,

Vocabulary and

Grammar

Four Most Effective Strategies in Language Teaching (Facella et. Al 2005)

(a) the use of gestures and visual cues (e.g. Total Physical Response – learning action words by watching and imitating what the teacher says and does)

Song: Our Body Parts (To the tune of “Twinkle, Twinkle Little Star”)

We use our legs when we walk.

We use our mouths when we talk.

We use our hands when we write.

We use our teeth when we bite.

With each part, we can do a lot.

Let’s be proud of what we’ve got.

1) Teaching/Learning

2) Practice or rehearsal

3) Testing or evaluation

Steps to using Total Physical Response

1) While saying each line of the song, demonstrate the action and point to the body part that is moving.

2) Demonstrate a ‘think-aloud’ by pointing to the body part that is moving and saying, “These are my/This is my ______.”

3) Allow the children to label the body part (once they are ready) – “This is my _______.”

4) Ask the students to point/talk about their body parts.

5) Repeat the process, demonstrating less for the succeeding days.

Sample Application of TPR (for the line “We use our legs when we walk”)

Pass It On Choose a set of five or six students and

have them form a circle. A leader must pass around an action clockwise (counter clockwise) by demonstrating what it can do. The action will be repeated by each seatmate until it reaches the end of the circle. Once it reaches the end, ask the question, “What body part can (action word)?” Answer by saying the phrase, “My _________”


(b) the repetition of opportunities for practicing skills (i.e. building memory and concept mastery);

Nose, Nose, Nose, Nose, Mouth

1. This game may be a whole class activity. Demonstrate how the game is to be played by pointing to your nose (4x) while naming it.

2. On the fifth try, name one of your other body parts and point to another (e.g. Say ‘eyes’ but point to your ‘ears’)

3. The students should point to the correct body part and say “This is my ________.”

4. The students can take turns being the leader.


(c) the use of objects, props, hands-on materials and realia to clarify meaning (e.g. using a puzzle; pictures; themselves)

Unlocking of Difficulties New Words

Manner of Unlocking

eyes “Last night, I saw the eyes of the cat. Looking at me. This is what I saw. (show picture) Where are my eyes?

nose “I put the calachuchi flower under my nose. (demo) Where is my nose? The calachuchi flower smells good.”

toes “I can reach my toes.” (demonstration) Where are my toes?

Body Part Memory Game

1. Have two sets of pictures of the body parts included in the lesson.

2. Post them on the board (face down).

3. Flip open only two of the pictures. The object is to find a perfect match.

4. Once a pair is found, ask the student to give the name of the body part.


(d) the use of multisensory approaches (i.e. activities that target a variety of learning styles and modalities)

Sing a Song

1. Sing a song to the child.

2. Unlock important words in the song

3. Sing the song again!

4. Teach the melody and the words

5. Draw the song, Dance the song, Recite the song!

Song Remake!

1. Sing a song to the child.

2. Unlock important words in the song

3. Sing the song again!

4. Teach the melody and the words

5. Draw the song, Dance the song, Recite the song!

6. Change some words to create a new song

7. Sing the new song

Funny Bones

1. Have the students choose a partner.

2. A chosen leader gives directions and asks the students to match a particular body part (e.g. hands) with that of his/her partner (e.g. hands)

3. The students can take turns being leader.

Finish My Song

• Sing the target song together. Sing a few lines and leave a line unfinished. Ask a student to finish the song by providing the missing word.

“Clap your hands. Touch your _________.

Turn around. Put a finger on your ________.

Flap your arms. Jump up high.

Wiggle your ___________

and reach for the _____.

Phonological

Awareness

Silly Mistakes Say a common song/rhyme and replace

some of the words. Have the students identify what makes each sentence silly.

Jack and Jill went up the stairs.

To fetch a pail of milk.

Jack fell down and broke his foot,

and Jill came jumping after.

You’re It! Eyes, ears, mouth, pencil

“Pencil - You’re it!”

Head, foot, sun, nose

“Sun - You’re it!”

Fingers, chair, toes, arms

“Chair - You’re it!”

Door, cheeks, legs, neck

“Door - You’re it!”

Word Walk 1. Introduce the concept of counting words in

a sentence by taking a walk as you say the words out loud.

SENTENCE: I am Teacher Hazelle. STEP 1 2 3 4 2. Have students practice by giving them

sentences to walk to. 3. The students can also make their own

sentences.

Rhyme Remake

Say this rhyme and add the name of a boy and girl. Find two other names that rhyme with theirs.

Horsey, Horsey Run around with Betty. Kitty, Kitty Leap up and down with

Marlon.

Horsey, Horsey Run around with Letty. Kitty, Kitty Leap up and down with

Jon.

Rhyme Dominoes

Mr./Miss Beginning & Mr./Miss End

Pass two balls/objects around the room while singing a song (e.g. Happy birthday to you). One ball must be labeled beginning and the other, end. At the end of the song, give a word:

c a t

Ask Mr./Miss Beginning to give the beginning sound of the given word and ask Mr./Miss End to give the last sound in the word.

Listening

Comprehension

Activities to Develop Listening Comprehension

Provide experiences for the students to think and talk

about:

• Take a ‘Nature walk’ so they can label their world

• Demonstrate a Procedure/Process

• Provide thought-provoking pictures, wordless picture

books

• Present different kinds of literature (e.g. songs,

poems, stories etc)

Engage the students in conversations about these

experiences.

• Model a ‘Think-Aloud’

• Provide them questions/prompts to guide them when

sharing with each other

• Provide sentence stems to get them started

Sample questions to ask before a text is presented

1. Tap Prior Knowledge

2. Do a picture walk through (if available)

a. Have the student name/label the pictures

b. The students can narrate what is

happening using the pictures

3. Have students predict what might happen.

4. Ask questions to prepare them for the text.

“Based on the pictures on the poster/in our

book what do you think will the song/story be

about?”

Ask different kinds of questions using The Dimensions of Comprehension

(Based on the Gray, Gates and Smith and Barrett models)

LEVEL I Literal Comprehension (Finding details in the story)

LEVEL II Interpretation (Making interpretations and connections)

LEVEL III Evaluation (Critical Comprehension)

LEVEL IV Integration (Application to Self)

LEVEL V Creative Comprehension (Creating my own lines/story)

Sample questions to ask as the text is being presented

1. Who is this song/story about? 2. What is happening? 3. What do you think will happen next? 4. What does the character feel? 5. Why do you think does the character

feel that way? 6. Will he/she continue to feel that way?

Sample questions to ask after the text has been presented

1. Did you like the song/poem/story? 2. What is your favorite part of the

song/poem/story? 3. Can you retell the story? 4. Which character do you like best? 5. Why do you like him/her? 6. What do you feel after having listened to the

poem/song/story?

TELL THE STORY IN THESE PICTURES FROM THE STORY I DON’T WANT TO

EAT PUBLISHED BY ADARNA HOUSE

May you have many

fun-filled learning

experiences!

grade 1 english curriculum presentation - grade 1 english for

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