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GRADE: 1st Literacy Document

Board Approved 9/15/2009

Grade Level Expectation • Evidence of Learning/ELD Standard

Core Materials Leveled Literacy Library

Books throughout Pg #

Instructional Strategies

Balanced Literacy Throughout

Supplemental Materials Specific

to GLE Pg # Assessment

1.2.1 Understand how to use resources to learn new word meanings. • Use simple resources with teacher guidance

(e.g., word banks, alphabet books or charts). B: Use a picture dictionary to demonstrate understanding of the meaning of new words. AB: Use pictures to gain meaning of new words. I: Use beginning dictionaries to locate the meaning of new words. A: Use a variety of simple resources to determine new word meanings. T: Use a variety of simple resources to determine new word meanings.

Guided Reading, Good First Teaching for All Children, Fountas and Pinnell, 1996

73-92

Read Aloud • Think Aloud • Discussion • Picture Response • Poetry

Discussion

Observation

Checklists

Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey Goudvis, 2007

130-137

Through the use of this Literacy Curriculum Guide, the literacy coaches, grade level teams and the curriculum department hope that you are better able to access our Core materials and locate those strategies that best meet the needs of our students. To use this curriculum guide…

• Locate the GLE • Find the Core material that best meets that GLE • Look up the strategies using the page numbers provided • Read for helpful strategies or theory to help guide your instruction

Supplemental with one copy in each

Building Professional Library

Core Materials of Pasco School District

Strategies from the

Core Materials

Ways to Assess the GLE



Core Materials – 1st Grade Guided Reading, Good First Teaching for All Children, Fountas and Pinnell, 1996

Phonics Lessons, Grade 1, Letters, Words, and How They Work, Pinnell and Fountas, 2003

Word Matters, Teaching Phonics and Spelling in the Reading/Writing Classroom, Pinnell and Fountas, 1998

Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

Interactive Read Alouds, Grades K-1: Linking Standards, Fluency, and Comprehension, Linda Hoyt, 2007

Creating a Foundation of Literacy for Life-Long Learners, Wood Walters 2008

Becoming Literate: One Step at a Time, Wood Walters, 2008

Suggested Instructional & Supplemental Materials

Guided Reading Shared Reading Interactive Read Aloud Word Study Supplemental Books

• Book Boxes • Leveled Literacy

Library books • White Boards • Post it notes • Graphic Organizers • Magna doodles • Magnetic letters • Reading Logs • Response journals • Literacy center

materials

• Highlighting tape • Cover up tape • Word Masks • Pointers • Easels • Big Books • Poem Boards • Post it notes • Puppets or props

for retelling

• White boards • Easels • Easel pads • Charts • Post it notes

• Magnetic boards • Magnetic letters • Pocket charts • Environmental print • Easel • Chart paper

• Reading Essentials; The Specifics You Need to Teach Reading Well, Regie Routman, 2003

• Strategies that Work: Teaching Comprehension for Understanding and Engagement, Harvey & Goudvis, 2007

• Daily 5: Fostering Literacy Independence in the Elementary Grades, Boushey and Moser, 2006


1st Grade Common Content Vocabulary


Math Language Arts Science Social Studies

1 add(tion) brainstorm apply bank 2 circle checklist balance business 3 combine descriptive words design (verb) ceremony 4 day details e.g. (example climate 5 equal (=) directions evidence cultural tradition 6 equation draft experiment dance 7 even number elaborate explain education 8 fives exclamation point explain how fable 9 hexagon first name identify family history

10 hundreds independent reading investigation family life 11 identify inference magnifier farm 12 least last name man-made folktale 13 length list mass heroism 14 measure lower case letter matter local history 15 month noun model museum 16 most personal dictionary movement park 17 number line plan natural world past 18 odd numbers plural noun organism region 19 ones poem prediction shelter 20 picture graph prewriting properties ship 21 rectangle/square pronoun question territory 22 rhombus(I) question mark relationship trade 23 solve re-read reliability travel 24 subtraction singular noun rock 25 tens spelling pattern shadow 26 trapezoid table of contents solid 27 triangle title solution 28 week title page volume 29 year upper case letter weight 30 zero verb wind

GRADE: 1st EALR 1: The student understands and uses different skills and strategies to read. 1st-4

Component 1.1: Use word recognition skills and strategies to read and comprehend text.







Supplemental Materials

Specific to GLEPg # Assessment

1.1.1 Understand and apply concepts of print.

• Use directionality when reading independently. • Identify title page, table of contents, author,

and illustrator of books. • Recognize that print represents spoken

language. • Recognize the difference between word and

sentences (e.g., know sentences start with capital letters and end with punctuation).

• Identify a word and its beginning and ending letters.

B: Recognize and use English concepts of print (e.g., alphabet, upper/lower case, directionality, words v. sentence, punctuation, parts of book).


21-29 170

Shared Reading • Big Books • Poem Boards

Teacher Checklist

Teacher Observation

Teacher developed Common Assessment

Phonic Lessons: Teacher Resources, Fountas and Pinnell,

2003:

Assessment, pgs. 74, 78, 82 and 86


69-86

Word Study • Early Literacy

Concepts • Left to Right • Names • One to one matching


67

Word Study: • Early Learning


19 54-57

Interactive Read Aloud • Think Aloud • Anchor Lessons


51

Shared Reading • Big Books • Poem Boards


94-103 5

115

Modeled Writing Shared Reading Guided Reading Centers • Sentence Strip

Matching











1.1.2 Understand and apply phonological awareness and phonemic awareness. • Identify syllables in a word auditorially. • Identify and generate rhyme. • Segment and blend multi-syllabic words,

including compound words. • Add, delete, and/or substitute one phoneme for

another in initial, medial, and final positions to make a new word.

• Segment and blend words orally containing three to five phonemes.

• Generate words that begin or end with the same sound or different sounds.

• Blend and segment onset and rime. B: Recognize English phonemes that correspond to phonemes student already hears and produces. Recognize and respond to rhyming words ending with phonemes the student already hears and produces. Produce known words that begin with phonemes student already hears and produces. AB: Recognize English phonemes. Produce and respond to rhyming words ending with phonemes students already hear and produce. I: Orally manipulate and segment simple known words by onset and rime. Segment and blend words containing 2-3 phonemes. Orally identify syllables in known words. Identify shared consonant and vowel sounds in known words. Use onset and rime in word families to decode known words.


171-175

22-28

ABC Word Wall Interactive Read Aloud

Reading Essentials; The Specifics You Need to Teach Reading Well, Regie Routman, 2003

60

Independent Writing

Observation checklist


2003:

Assessment, pgs. 92, 96, 100, 104, 108, 112,

116, 120, 124, 128, and 132


87-132 Word Study

• Phonological Awareness


76-90 Theory


29-30 Theory











1.1.3 Apply understanding of oral language skills to develop reading skills.

• Participate orally in discussions about stories listened to and read (e.g., contribute who, what, when, where in retells; contribute explanations; generate and answer questions; and make comparisons).

B: Use gestures and single word responses to participate in a discussion of a story read aloud.

AB: Use words and/or phrases to participate in a discussion of a story read aloud.

I: Use simple sentences to participate in a discussion of a story listened to or read aloud

A: Participate in a discussion of a story listened to or read aloud.

T: Participate in a discussion of a story listened to or read aloud.


50

150-151

Interactive Read Aloud • Think Aloud • Discussion

Teacher Observation


57-75 Theory


27-29

125-128

166

Interactive Read Aloud • Think Aloud • Retelling • Questioning • Comparing


16 Shared Reading


108-109 Shared Reading • Wall Stories










Specific to GLE

Pg #

Assessment

1.1.4 Apply understanding of phonics.

• Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).

• Use onset and rime/word families to decode words in isolation and in context.

• Decode words in isolation and in context following common vowel patterns.

• Use knowledge of phonics to read unfamiliar words in isolation and in context.

• Read compound words, contractions, and words with common inflectional endings in isolation and in context.

AB: Use knowledge of phonics associated with known sounds to read familiar words.

I: Decode known words following common vowel patterns. Recognize that sounds are represented by different single letters and combinations of letters (e.g., fish and rough).

A: Use knowledge of phonics to read familiar words. Decode words following patterns, word families, etc.

T: Use knowledge of phonics to read unfamiliar words. Read words containing complex letter patterns/word families. Apply multi-syllabic decoding when reading two and three syllable words.


173

163-176 ABC Word Wall Word Study

Student Writing

Checklists


2003:

Phonological Awareness

Assessment, pgs. 92, 96, 100, 104, 108, 112, 116, 120, 124,

128, and 132

Letter Knowledge

Pgs. 138, 142, 146, 150,154, 158, 162, 166, 170,174,178,

182,186,190, and 194

Letter/Sound Relationships

Pgs. 200, 204, 208, 212, 216, 220, 224, 228, 232, 236, 240, 24, 248, 252, 256, 260, 264, 268, 272,

276, and 280


87-132

133-194

195-280

Word Study • Phonological

Awareness • Letter Knowledge • Letter Sound

Relationships


23

42

46-47

63-64

90-93

Word Study • Word Solving • Word Walls


49-52

Guided Reading • Think aloud Shared Reading • Modeling • Think Aloud • Songs Word Study


12 Shared Reading Modeled Writing


93 Read Aloud


Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.








Specific to GLE Pg # Assessment

1.2.1 Understand how to use resources to learn new word meanings.

• Use simple resources with teacher guidance (e.g., word banks, alphabet books or charts).

B: Use a picture dictionary to demonstrate understanding of the meaning of new words.

AB: Use pictures to gain meaning of new words.

I: Use beginning dictionaries to locate the meaning of new words.

A: Use a variety of simple resources to determine new word meanings.

T: Use a variety of simple resources to determine new word meanings.


165-166 Theory


151 Interactive Read Aloud

Shared Reading


78-81

88-89

199-205

Word Study


Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.









1.2.2 Apply vocabulary strategies in grade-level text.

• Use common inflectional endings to understand the meaning of words: -s, -ed, -ing, -er, -est.

• Use strategies including context and re-reading to self-correct.

• Use prior knowledge, context, pictures, illustrations, and diagrams to predict and confirm word meaning with teacher guidance.

B: Use pictures to gain meaning of new words from text read aloud. Identify pictures from written labels or identify text words from pictures.

I: Use pictures and letter clusters of unknown words to gain meaning of words.

A: Use prefixes and suffixes to determine the meaning of unknown words.

T: Use simple inflectional endings to determine the meaning of unknown words.


165-166 Theory


2003:

Assessment, pgs. 376, 380, 384, 388, 392, 396, 400, 404, 408, and 412


151 Interactive Read Aloud Shared Reading


371-412 Word Structure


107-109

Shared Reading Read Aloud • Think Aloud • Charts


57 Model Writing Shared Reading


Component 1.3: Build vocabulary through wide reading.









1.3.1 Understand and apply new vocabulary.

• Use oral and reading vocabulary gained by listening to and reading informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

B: Produce simple vocabulary in response to a read-aloud from a variety of cultures and communities.

AB: Use new vocabulary in simple sentences to discuss stories read aloud, including literary and informational texts. Use simple sentences to answer and ask questions and show understanding of new words.

I: Increase oral and reading vocabulary by listening to and reading a variety of texts.

A: Use new vocabulary in oral and written communication.

T: Integrate new vocabulary from text into written and oral communication.


165-166 Theory

Teacher Observation

Discussion

Interactive Read Alouds: Linking Standards, Fluency, and Comprehension, Linda Hoyt, 2007

151 Interactive Read Aloud Shared Reading


49-52 Shared Reading


93

107-109

Shared Reading • Wall Stories • Big Books • Poem boards Read Aloud


Component 1.3: Build vocabulary through wide reading.









1.3.2 Understand and apply content/academic vocabulary. • Use content/academic vocabulary during class

discussions and/or writing (e.g., ethnic and native language terminology; terms specific to geographical settings; terms specific to literature, science, math, and writing).

B: Produce one-word responses to simple questions or a prompt. Use gestures to participate in discussions of short, illustrated stories and show understanding of vocabulary.

AB: Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary.

I: Use descriptive sentences to discuss stories read aloud/independently.

A: Use new vocabulary to explain and describe stories read aloud and independently.

T: Participate orally in discussions using academic content vocabulary by generating and answering questions, contributing, explaining and making comparisons.


165-166 Theory


Component 1.4: Apply word recognition skills and strategies to read fluently.









1.4.1 Know common sight words appropriate to grade-level. • Read selected sight words with automaticity. B: Recognize sight words.

AB: Read introduced sight words. Use simple sentences with introduced sight words.

I: Read introduced sight words.

A: Use and read an increased number of sight words.


172 Word Walls


2003:

Assessment, pgs. 328, 332, 336, 340, 344, 348, 352, 356

Checklists

Teacher created Common

Assessment


323-357 High Frequency Words


87-103 Word Study • Word Walls


49-51

Shared Reading Read Aloud Guided Reading • Think Aloud • Mini Lessons


13 Word List


145-146 Word Study • Word Walls


Component 1.4: Apply word recognition skills and strategies to read fluently.









1.4.2 Apply fluency to enhance comprehension. • Read aloud familiar grade-level text with

accuracy in a manner that sounds like natural speech.

• Read aloud unpracticed grade-level text with fluency in a range of 50–65+ words correct per minute.

A: Begin to use natural speech patterns and punctuation to read fluently.

T: Use natural speech patterns and punctuation to read fluently.


156

Guided Reading Shared Reading Read Aloud • Strategies


10-11 Theory


Component 2.1 Demonstrate evidence of reading comprehension.









2.1.1 Understand how to use questioning when reading. • Ask and answer questions before, during, and

after read aloud, instruction/practice time, and independent reading.

B: Use gestures and single word responses to participate in a discussion of a story read aloud. Use gestures or one-word responses to answer literal comprehension questions before, during, and after simple text read aloud. Answer literal comprehension questions about pictures or phrases.

AB: Use words and/or phrases to participate in a discussion of a story read aloud. Use words and/or phrases to answer questions before, during and after text read aloud.

I: Use simple sentences to ask and answer questions before, during, and after text read aloud/shared.

A: Use descriptive sentences to ask and answer questions before, during, and after text read aloud/shared.

T: Use specialized vocabulary to ask and answer questions before, during, and after text read aloud/shared.


5 Interactive Read Aloud Reading Essentials; The Specifics You Need to Teach Reading Well, Regie Routman, 2003

103-104

Observation and

Checklists

Discussion


123-140

Interactive Read Aloud • Think Aloud • Discussion • Question Web • Wonder Cards


49-50 Shared Reading


17











2.1.2 Understand how to create mental imagery.

• Compose visual images from what is read aloud and/or read by self (e.g. draw a picture to represent something that was read in a story).

B: Draw pictures to represent images from simple text read aloud.

AB: Use words and/or phrases to verbally describe and draw pictures to represent images from story read aloud and/or shared reading.

I: Use simple sentences to describe, draw, and label images from story read aloud/shared.

A: Draw and use descriptive sentences to depict mental images that occur while reading.


73-92

Read Aloud • Think Aloud • Discussion • Picture Response • Poetry


130-137

Discussion

Observation

Checklists











2.1.3 Understand and determine important or main ideas and important details in text. • State main idea and list important details in

informational/expository text, verbally or by using Graphic organizers.

• State the gist of the story or poem with teacher guidance.

AB: Identify phrases that describe a picture or select a picture described by a phrase. W

I: Identify the main idea and details in simple text. W

A: Identify the main idea and details in simple text. W Use descriptive sentences to state the main idea and important details of text using specific story vocabulary. W

T: Use specialized vocabulary to state the main idea and important details of grade level text. W


57



176-179

311

Discussion

Observation

Checklists

Running Record Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

141-155 Read Aloud • Discussion • Think Aloud

GRADE: 1st EALR 2 The student understands the meaning of what is read. 1st-17

Component 2.1: Demonstrate evidence of reading comprehension.









2.1.4 Understand how to use prior knowledge. • Make connections or identify similarities

between self and text and text-to-text including text from a variety of cultures and communities after read aloud and independent reading.

B: Draw picture to connect prior knowledge or experience to story read aloud

AB: Use words and/or phrases to connect prior knowledge or experience to story read aloud/shared.

I: Use simple sentences to connect prior knowledge or experience to a simple story.

A: Use descriptive sentences to connect and express own experience to a prompt taken from a story to be a read aloud.

T: Complete simple Graphic organizers to comprehend text, organize ideas, and independently activate prior knowledge.




17

220

Discussion

Observation

Running Record


53-72

Read Aloud • Think Aloud • Discussion • Venn Diagram


Component 2.1: Demonstrate evidence of reading comprehension.









2.1.5 Understand how to infer/predict meaning. • Make and confirm predictions based on information

from culturally relevant text (through support of teacher questions).

• Make inferences before, during, and after hearing or reading a culturally relevant story using prior knowledge, story structure, and prediction.

B: Use gestures, pictures or one-word responses to predict what will happen based on pictures in story read aloud. W AB: Answer literal comprehension questions about simple sentences (i.e., active, positive, present tense, statements with regular plurals). Use words and/or phrases to predict what will happen based on pictures in text read aloud. Indicate what will happen next in text composed of simple sentences (i.e. active, positive, present tense statements). I: Answer literal comprehension questions about simple text sentences including negatives, yes/no questions, simple past and future tenses, etc. Use simple sentences to make inferences about main character and to predict action during the reading process in story read aloud/shared. Identify the correct sequence and predict what will happen next in simple text. Use simple sentences to retell story in sequence and to identify story elements. A: Predict, confirm, and infer based on simple text. Respond to literal comprehension questions about text composed of sentences with irregular plurals, common irregular verbs, prepositional phrases, etc. Use descriptive sentences to predict, confirm, and infer based on pictures in story read aloud or during the reading process. T: Answer literal and inferential comprehension questions about grade level text. Use specialized vocabulary to make inferences using prior knowledge, predictions and text features.


33-40 Interactive Read Aloud


138-154

Discussion

Observation

Running Records


105-121

144-147

Modeling Discussion Read Aloud Shared Reading • Thinking Aloud • Sticky Notes • 2 Column Form


Component 2.2: Understand and apply knowledge of text components to comprehend text.









2.2.1 Know story sequence. • Retell stories with correct sequence of events.

(Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first).

B: Draw pictures to represent the sequence and story elements of simple literary text.

AB: Indicate the correct sequence in text composed of simple sentences (i.e. active, positive, present tense statements). Use words and/or phrases to verbally describe or draw pictures to represent the sequence and story elements of simple literary text.

I: Identify the correct sequence and predict what will happen next in simple text. Use simple sentences to retell story in sequence and to identify story elements.

T: Identify the correct sequence and indicate what will happen next in grade level text.


79 Guided Reading


181-182

198

DRA

On-going assessments

Observations

Running Records




100-101 157

163-164

Shared Reading Read Aloud • Pair Share • Story Maps • Discussion

Creating a Foundation of Literacy for Life-Long Learners, Wood Walters, 2008

53 Shared Reading


108-109

Shared Reading • Wall Stories • Shared Reading • Poem Boards











2.2.2 Understand and apply features of printed text and electronic sources to locate and understand information. • Identify and use title pages, table of contents,

glossary, diagrams, and maps to find information.

• Identify and use icons, pull-downs menus, and toolbars.

B: Point to title, page numbers, table of contents and other text features.

AB: Identify locations of title, page numbers, table of contents and other text features.

I: Identify information orally from graphs and charts and use simple sentences to identify location of title, page numbers, table of contents and other text features.

A: Identify information in simple sentences from charts and graphs. Use specific vocabulary to describe and explain story elements while retelling a story in sequence.

T: Apply and interpret information orally from charts and graphs across the content areas. Analyze and apply knowledge of story elements when retelling a grade level text using specialized vocabulary from the text.


149

Shared Reading Guided Reading Read Aloud • NF Conventions • Mapping • Text Features


213-218 Teacher Observation











2.2.3 Understand story elements. • Identify and explain story elements. B: Draw pictures to represent the sequence and story elements of simple literary text.

AB: Indicate the correct sequence in text composed of simple sentences (i.e. active, positive, present tense statements). Use words and/or phrases to verbally describe or draw pictures to represent the sequence and story elements of simple literary text.

I: Identify information orally from graphs and charts and use simple sentences to identify location of title, page numbers, table of contents and other text features.

A: Identify information in simple sentences from charts and graphs. Use specific story vocabulary to describe and explain story elements while retelling a story in sequence.

T: Analyze and apply knowledge of story elements when retelling a grade level text using specialized vocabulary from the text.




101

District Kindergarten

Retell Assessment

Observation

Performances

Role Playing at Retell


93-104

Shared Reading Read Aloud Guided Reading • Venn Diagram • Discussion • Think aloud • Book Talk • Charting • Sticky Notes











2.2.4 Understand simple organizational structures of text. • Predict text patterns using attribute and/or

concept books. A: Identify text written in sequential order.

T: Apply and interpret information orally from charts and graphs across the content areas. Identify text written in simple listing and sequential order.


111-112 Theory

Teacher Observation

Discussion


99 95

187

Interactive Read Aloud • Sequence • Story Elements • Literary Devices

Reading With Meaning: Teaching Comprehension in the primary Grades, Debbie Miller, 2002

67 Theory


Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.









2.3.1 Understand similarities and differences within and between informational/expository and literary/narrative text. • Explain similarities and differences in character,

setting, and important events within and between culturally relevant literary/narrative texts, which are read or listened to.

• Identify similar information about a topic contained in more than one informational/expository text.

B: Draw pictures to represent similarities in settings and common information in stories read aloud.

AB: Answer questions about settings and basic information from pictures. Use phrases to identify similarities in characters and settings and common information found in texts read aloud.

I: Use simple sentences to identify similarities and differences in settings and common information in texts read aloud. Answer questions about settings and common information from text consisting of simple sentences.

A: Answer compare/contrast and cause/effect questions about written text. Use descriptive sentences to identify similarities and differences in settings, characters, and events of stories read aloud

T: Describe and explain similarities and differences in settings, characters, and events of stories read aloud or in text.


89 219 223

Interactive Read Aloud

Discussion

Observation Reading With Meaning: Teaching Comprehension in the primary Grades, Debbie Miller, 2002

142-156

Shared Reading Read Aloud Guided Reading • Story Maps • Discussion • Charting • Sticky Notes • Venn Diagram


Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.









2.3.2 Understand concept of categories.

• Sort words by various attributes (e.g., robins, parrots, and ducks are all birds).

B: Draw and sort pictures to group objects with common attributes.

AB: Name and categorize objects according to common attributes. Use word and/or phrases to label objects grouped by common attributes or to complete teacher generated graphic organizer.

I: Categorize objects according to common attributes. Use simple sentences to identify the common attribute of a group of objects, characters, or ideas. Use simple sentences to discuss information found in general reference materials (e.g., dictionary, encyclopedia, thesaurus).

A: Use descriptive sentences to describe multiple common attributes of a sorted group of objects.


Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.









2.4.1 Understand how to give personal responses and make connections to text. • Generate a personal response or make

connections to text based on a teacher prompt using information from a culturally relevant read aloud and/or shared reading.

AB: Use words or phrases to make generalizations and draw supported conclusions from text. W

I: Use simple sentences to make generalizations and draw supported conclusions from text. W

A: Use descriptive sentences to draw conclusions, make generalizations, and explain how to solve problems using information from a text.


9



99-101 Teacher Made Common

Assessments

Discussion

Observation Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

58-65

99-100

Shared Reading Guided Reading Read Aloud • Sticky notes • Journal entries • 2 Column Notes • Venn Diagram • Story Maps


108

118

121

124


Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.









2.4.2 Understand purposes of simple text.

• Identify the purpose of every day printed materials (e.g., signs, labels, newspapers, story books, lists, etc.)

I: Use simple sentences to identify facts that support the author’s word choice, purpose, tone, and use of persuasive devices. W

A: Use descriptive sentences to identify and explain the author’s use of word choice, sentence structure and length, and tone.

T: Explain the purposes for different commonly printed materials and compare and contrast different types of text.

Observation

GRADE: 1st EALR 3: The student reads different materials for a variety of purposes. 1st-27

Component 3.1: Read to learn new information.









3.1.1 Understand that resources answer questions and solve problems. • Listen to and/or read a variety of types of

informational/expository text to learn new information, answer questions, or solve problems with teacher guidance.

I: Follow simple directions composed of single words and/or phrases from a text to perform a task.

A: Follow multi-step directions composed of simple sentences to perform a task (e.g., math problems).



Discussion Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

145-155

Read Aloud Shared Reading Guided Reading

• Modeling • Discussion • Think Alouds • Convention

Notebooks • Wonder Cards


Component 3.2: Read to perform a task.









3.2.1 Understand how to read for information. • Read and explain labels and environmental

print. • Read and follow simple directions. • Use cover and title page information, page

numbers, and simple maps to perform a task. B: Match printed word with common school item. Use word, gesture or drawing to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).

AB: Match phrase to label printed material (e.g., school signs, labels, environmental print).

I: Use simple sentences to demonstrate comprehension of environmental print (e.g., school signs, labels, etc.)

A: Use descriptive sentences to demonstrate comprehension of environmental print (e.g., school signs and labels in classroom).


36 Word Study • Labeling

Discussion

Observation

Student Writing Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

149

Shared Reading

Read Aloud

Writer’s Workshop


Component 3.4: Read for literary/narrative experience in a variety of genres.









3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature. • Listen to and discuss a variety of literature

representing different perspectives of family, friendship, culture, and tradition and generate a personal response.

I: Use simple sentences to identify and discuss the culture and/or traditions described in a piece of literature.

A: Use descriptive sentences to identify and discuss the culture and/or traditions described in a piece of literature.




209-220

272-273

Discussion

Observation

Student Work Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

98-101

Read Aloud Shared Reading Guided Reading • Personal Response • Discussion • Sticky Notes • 2 Column notes • Venn Diagram • Story Maps • Journal/ Rdg

Notebook • Book Clubs • Open ended

response


Component 3.4: Read for literary/narrative experience in a variety of genres.









3.4.2 Understand traditional and contemporary literature written in a variety of genres. • Identify the characteristics of a variety of genres. • Listen, read, and respond to literature from a

variety of genres, including culturally relevant texts, by drawing, writing about, performing, and presenting.

I: Use simple sentences to identify and explain the purposes of different types of text (e.g., fairy tales, fables, narrative trade books).

A: Use descriptive sentences to explain the purposes of different types of text (e.g. fairy tales, fables, informational trade books).


110 Theory


147

Discussion

Observation

Personal Response Journals

Student Work




98-101

Read Aloud Shared Reading Guided Reading • Personal Response • Discussion • Sticky Notes • 2 Column notes • Venn Diagram • Story Maps • Journal/ Rdg

Notebook • Book Clubs • Open ended

response Becoming Literate: One Step at a Time, Wood Walters, 2008

25 Modeled Writing

3.4.3 Understand that literature represents different cultures and traditions. • Identify and discuss the culture and/or traditions

represented in a story (with teacher guidance).



Discussion

Observation

GRADE: 1st EALR 4: The student sets goals and evaluates progress to improve reading. 1st-31

Component 4.1: Assess reading strengths and need for improvement.









4.1.1 Understand how to monitor reading progress. • Explain own reading behaviors in teacher-led

discussions/questioning. AB: Use words and/or phrases to discuss what good readers do.

I: Use simple sentences to explain what good readers do.

A: Use descriptive sentences to explain what good readers do.


33

61

Theory

Small Group Discussions

Teacher observation

Conferencing Becoming Literate: One Step at a Time, Wood Walters, 2008

83-91 Self evaluation











4.1.2 Understand how to set reading goals. • Explain why setting a reading goal is important

and set a reading goal with teacher guidance. A: Use descriptive sentences to indicate preference for certain books read aloud. T: Use descriptive sentences to set a reading goal and monitor progress through use of charts and graphs.


Appx. 223-224

Guided Reading • Student tracking

Teacher observation

Conferencing


72 Reading Logs


121-139 Reading Goal sheets











4.2.1 Understand how readers choose books. • Identify favorite books and share reasons for the

choice with others. • Self-select books at an independent level and an

instructional level. B: Use word, phrase or gesture to indicate preference for certain books read aloud. AB: Use words and/or phrases to discuss favorite authors and texts read aloud. I: Use simple sentences to indicate preference for certain books read aloud. A: Use descriptive sentences to indicate preference for certain books read aloud. T: Use specialized vocabulary to indicate preference for certain books read aloud.


30-31 Guided Reading • Book Talks Daily 5:Fostering

Literacy Independence in the Elementary Grades, Boushey and Moser 2006

29

Discussion

Observation Reading With Meaning: Teaching Comprehension in the Primary Grades, Debbie Miller, 2002

40-47

97-98

Literature Study • Book Clubs Guided Reading • Just Right Books • Mini lessons Shared Reading Read Aloud • Modeling • Discussions • Think Aloud


71

grade: 1 literacy document€¦ · grade: 1st literacy document board approved 9/15/2009 core...

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