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1st Grade Reading State of Idaho 2003VocabularyWord Analysis State StandardsLiteral Reading Comprehension Interpretive Reading Comprehension ISAT Cut ScoresEvaluative Reading ComprehensionLiterary Analysis

New VocabularyVocabulary Word Analysis Literal Reading

ComprehensionInterpretive Comprehension

Evaluative Comprehension

Literary Analysis

State Standard

and Benchmark

Local Curriculum

Learning Continuum and Other

Performance Objectives

Sample Assessment Question and Sample

Quizzes

Sample Sequence

Minimum Hours

AllottedSample Teaching

StrategySample

Resources

Vocabulary Back to Top

680.01.r

Context Clues

Learning Continuum

IRI

For Learning: Give students a piece of text from a story with 2 to 5 words whited out. Have them choose or write which word would make sense in the story.

Of Learning:RIT 161-170RIT 171-180RIT 181-190

Quarter 1Trimester

1

3 periods Play “guess the covered word” with students. Put a sentence on the board, cover up the target word with a sticky paper. Have students use context clues, word length, beginning sound, etc. to guess the word.

680.01.sMultiple

Meanings

Learning Continuum

For Learning: Have students tell or write sentences for word pairs that demonstrate their meanings. ( I rode the horse. The car is on the road.)

Of Learning:RIT 161-170RIT 171-180

Quarter 1Trimester

1

2 periods Read a story to students such as The King Who Rained. Discuss multiple meanings of words within text. Put a list of homonyms on the board. Have students think of sentences to demonstrate meanings for each word pair.

Teachers should plan to spend at least 80% of their reading instruction time (approx. 144 hours per year) teaching critical skills to students. Worksheets and activities that focus on lower levels of thinking / busy work are minimally powered teaching tools and should be avoided in lieu of hands-on, skill oriented, higher level, mastery practice of reading and comprehension.

2

1st Grade Reading State of Idaho 2003State

Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours


StrategySample

Resources

Word Analysis Back to Top

680.01.vAntonyms,

Homonyms, Synonyms,

Learning Continuum

For Learning: Make a list of five adjectives or adverbs. Have students tell you the opposite of each.See above for homonym idea.Give students a piece of text with adjectives circled. Have them think of, and write (or tell) another word to use instead of the circled word.


Quarters 1-2

Trimester 1

4 periods

* Brainstorm describing words. Have students identify the opposites.* See above for homonym idea.* Do a shared writing. Identify describing words and have students think of synonyms to add more “color” to the story.

680.01.a680.01.f680.01.i680.01.j

Decoding Strategies

Learning Continuum

IRI

For Learning: Student selects 3 to 5 words from “decoding grab bag” and reads them aloud to teacher.

Of learning:IRI

- blend sounds- sound out words

Quarters 1-4

Trimesters 1-3

36 periods

Practice decoding nonsense words with students. Make nonsense “word families” and use for playing bingo (ew, bew, rew, tew, etc.)Brainstorm and write words with beginning blends (cr, bl, kn, etc.)

680.01.h680.01.n680.01.b680.01.c680.01.g680.01.d680.01.e

Phonological Awareness

(Rhyme, high

Learning Continuum

IRI

For Learning:- Have students identify the

beginning sound of 10 words.- Test students individually on

list of 150 high frequency words. Chart progress.

- Have students repeat a sentence, and move blocks to demonstrate the number f words.

- Have students clap the

Quarters 1-4

Trimesters 1-3

12 periods

- Object / picture sort - Have student sort pictures into groups by beginning or ending sound.- Listen to, read, and identify high frequency words in context of stories. Have students find the words on the Word Wall.- Dictate a sentence for students to write. Have them

3


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours


StrategySample

Resources

frequency words,

counting words,

beginning sounds.)

names of the children in the class.

- Tell student two words, ask if they rhyme or not.

- Have students generate rhyming words.

Of learning: IRI

- say the first sound (fall)- read a sentence, story- count the words (fall)

cut the sentence apart to count the words.- Clap and tap syllables such as pa-per.- Read a story to the students, such as A Giraffe and a Half (Shel Silverstein). Generate a list of words from the book which rhyme.

680.01.k680.01.l

Structural Analysis

Learning Continuum

IRI

For Learning:

Of Learning:IRI

- say the first sound (fall)- blend sounds (winter)- sound out words (winter,

spring)

4 periods

Read, write, and spell word families. Repeat tongue twisters. Write words and sentences dictated by teacher. Practice blending sounds into real and nonsense words. Play the “secret word” game. Teacher says the sounds in the words (segmented) like /b/ - /o/ - /x/ for box. Students blend sounds to say box.

680.01.mRoot Words,

Suffixes, Prefixes

Learning Continuum

IRI

For Learning: Give students a word (such as play). Have them brainstorm other words with “play” in them (playing, played, playful, replay, etc.)

Of Learning:RIT 161-170 (Word Components)RIT 171-180 (Word Components)RIT 181-190 (Word Components)

Quarters 1-4

Trimesters 1-3

4 periods

Teach students to look for smaller words within a word. (playful has the word “play”, playful means full of play.) Do as these unfamiliar words come up in reading during the day.

680.01.qFor Learning: Let a child lead the class in a “picture walk” with a big

Quarters 1-4

4 periods

Take students on a “picture walk” of a new book before

Guided Reading the

4


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours


StrategySample

Resources

Previewing Materials

Teacher Observable

book. Observe children doing picture walks independently.

Trimesters 1-3

reading. Look at the cover and ask questions about it, predict what the story might be about. View pictures with in the text, revise predictions as you go.

Four Blocks Way, 2000,Cunningham

680..01.o

Apply Reading

Strategies

IRI

Teacher Observable

For Learning:Listen to students read, note which strategies they use. Have them verbalize which strategy they use.

Quarters 1-4

Trimesters 1-3

4 periods

Teach the students 7 strategies: sound it out, look for chunks, use the picture, skip the word, does it make sense?, go back and reread, ask for help. Use “think alouds” to provide instruction in these strategies.

Literal Reading Comprehension Back to Top680.05.b

Reading Directions

Learning Continuum

For Learning: View student papers.


Quarter 2Trimester 1-

2

2 periods

Teacher writes 2 to 4 step directions on the board. (Draw a cat. Put a red hat on the cat. Draw a house for the cat.) Students draw picture to illustrate and show understanding. Increase complexity throughout the year.

680.01.x680.03.b

Sequencing

Learning Continuum

For Learning: Have students retell a familiar story to you.



2

2 periods

Reread a familiar story (like The Little Red Hen). Have each group identify and write an event from the story. Use a pocket chart to put events in order. Reread story to check.

680.04.a680.05.aLocating

Information

Learning Continuum

For Learning: Copy a table of contents from a reading or math text. Put on the overhead, and have students tell what page a specific story starts on.


2

2 periods

Explore the table of contents together in a math or reading text book. Practice looking to see what page a math concept or story starts on and

5


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours


StrategySample

Resources


practice finding the correct page in the book.

680.01.r680.01.t

Reading for Detail

Learning Continuum

IRI

For Learning:Play “guess the covered word” with students. Put a sentence on the board, cover up the target word with a sticky paper. Have students use context clues, word length, beginning sound, etc. to guess the word.Of Learning:RIT 161-170RIT 171-180RIT 181-190

RIT 161-170 (Main Idea)RIT 171-180 (Main Idea)RIT 181-190 (Main Idea)

Quarter 3Trimester 2

2 periods

Play “guess the covered word” with students. Put a sentence on the board, cover up the target word with a sticky paper. Have students use context clues, word length, beginning sound, etc. to guess the word.

680.01.u

Read with Fluency

Teacher Observable,

Running Records, IRI

For Learning: Have students perform timed readings every two weeks. Chart student progress. Test students on list of 150 high frequency words. Chart student progress. Have students record themselves reading a short story. Evaluate with student on pitch, phrasing, and punctuation.

Of learning:IRI

Quarters 1-4

Trimesters 1-3

9 periods

Teacher should model fluent reading on a daily basis. Have students reread familiar texts (read like you were telling a story to a friend.) Allow students to participate in plays and / or readers’ theater activities.

Interpretive Reading Comprehension Back to Top

680.01.yLearning

ContinuumFor Learning: Have all students in class stand up. Tell them you are going to write a sentence on the


2 periods

Read a story to the students. Stop halfway through the story and have them predict

Math Their Way, “descriptions”

6


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours


StrategySample

Resources

Draw Conclusions /

Inferences

board. If the sentence does not describe them, they need to sit down. (She is a girl. She has long hair. She is wearing a dress., etc.) The last person standing must fit the description.

Of Learning:RIT 161-170 –Drawing ConclusionsRIT 171-180 –Drawing Conclusions

RIT 161-170 –Interpretive InferenceRIT 171-180 –Interpretive Inference

RIT 181-190 –Application Transfer

ho w the story will end. Have them tell why they answered that way. Read riddles to the students and have them guess the answer. Have the students write riddles in class about other students.

.

680.03.d

Cause and Effect

Learning Continuum

For Learning: Have students write and illustrate a sentence that has a cause and effect in their writing journals.

Of Learning:RIT 171-180 (Literal Comp.)RIT 181-190 (Literal Comp.)

RIT 161-170 (Interp. Comp)RIT 181-190 (Interp. Comp)


2 periods

Read If You Give a Mouse a Cookie. Together, write main events of the story on sentence strips. (The mouse got a cookie, so he wanted milk. The mouse had milk so he wanted a straw, etc.) Cut strips in half, with cause on one half, effect on the other. Match cause and effect sentence strips on a pocket chart.

680.01.q680.01.p680.01.y

Prediction and Generali-

zations

Learning Continuum

IRI

For Learning:



1 period Take students on a “picture walk” of a new book before reading. Activate prior knowledge and predict what story will be about. See also standard 680.01.y and “draw inferences / conclusions” in this

7


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours


StrategySample

Resources

document.

680.01.w680.01.x

Summarize and

Synthesize

Identify main idea

Learning Continuum

For Learning: After SSR (Silent Sustained Reading) have a child give an oral summary of a book read.

Of Learning:RIT 181-190


3 periods

Read a story to the class. Give each child a postcard and have them write a summary on the postcard. They can only use the space available and must include important information.

Evaluative Reading Comprehension Back to Top

680.02.b

Compare / Contrast

Learning Continuum

For Learning: When filling out a Venn diagram give the children the answer and have them identify which circle it will fit.

Of Learning:RIT 181-190 –Comp/Cont (Literal)

RIT 171-180 –Comp/Cont (Literary)RIT 181-190 –Comp/Cont (Literary)

Quarter 4Trimesters

2-3

3 periods

Read The Three Little Pigs and The True Story of the Three Little Pigs to the class. Use a Venn Diagram to compare and contrast the two stories.

680.03.c

Persuasive elements /

Propaganda / Bias,

Assump-tions,

Stereotypes

Learning Continuum

For Learning: Have students write a letter to their parents to persuade them to give them something.

Of Learning:RIT 181-190 –Persuasive Elements

RIT 171-180 –Bias, Assum., Stereo.RIT 181-190 –Bias, Assum., Stereo.

Quarter 4Trimesters

2-3

2 periods Read Click, Clack Moo to the

class. Discuss elements of persuasive writing.

680.01.vCategorize /

Classify Information /

Thinking Skills

Learning Continuum

For Learning: Have students share compound word papers they have created.

Of Learning:RIT 161-170RIT 171-180

Quarter 4Trimesters

2-3

3 periods

Fold edges of a paper in one-quarter. One each side write and illustrate one part of a compound word. Open the page and write and illustrate the compound words. Write and illustrate how a

8


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours


StrategySample

Resources

RIT 181-190 compound word is two smaller words joined to make one word (such as draw and write the word doll and house and then below draw and write dollhouse)

680.02.a

Evaluate Validity / Author’s

Conclusions

Learning Continuum

For Learning: Teacher observation of class participation during teaching activities.

Of Learning:RIT 181-190

Quarter 4Trimesters

2-3

3 periods

Read story then as a class organize information into a story map, or story pyramid. Use a Venn diagram to compare/contrast two characters.

680.03.a

Fact and Opinion

Learning Continuum

For Learning: Have students write a fact or an opinion. Have them read them orally and let students decide whether it is a fact or opinion and tell why.


Quarter 4Trimesters

2-3

2 periods

As a class read and discuss a Zoobook. Talk about some facts and some opinions relating to the story. Discuss opinion clue words such as beautiful, big, cold etc.

Literary Analysis Back to Top

680.03.c680.03.d

Story Elements

680.02.aStory

Grammar

Learning Continuum

Learning Continuum

For Learning: Have students make up questions using the 5 w’s after reading a story. Then have them answer each other’s questions.

Of Learning:RIT 171-180 –Problem/ResolutionRIT 181-190 –Problem/Resolution

RIT 161-170 –Inference (Literary)RIT 171-180 –Inference (Literary)RIT 181-190 –Inference (Literary)

Quarter 2-3Trimesters

2

4 periods

Share a story and then have students trace their hand. Write the story title in the middle of the hand and answer one of the 5 w’s on each finger (who, what, when, where, and why)

9


Standard and

Benchmark

Local Curriculum




Quizzes

Sample Sequence

Minimum Hours


StrategySample

Resources

680.02.bLiterary Devices

Learning Continuum

IRI

For Learning: Discuss questions such as “What would you do?”



2

2 periods

After reading a story, have the children write a different ending as of they were the main character deciding what they would do in the situation.

680.01.p

Author’s Purpose / Technique

Learning Continuum

For Learning: After previewing cover, have students write or draw about what they think the story will be about.


2

2 periods

Discuss book title and cover picture to connect to personal experiences. Ask children to suggest questions that may be answered in the book. Ask questions such as why did the author write this book.

680.03.a

Genre

Learning Continuum

For Learning: Assess students reasons for categorizing books into fiction or nonfiction.

Quarter 4Trimesters

2

3 periods

Do a book club day. Each group reads a different story. The group gives a summary of the story to the class. The class must decide if the story was fiction or nonfiction and tell why.

TOTALQuarter 1Quarter 2Quarter 3Quarter 4

APPROXIMATE TOTAL:

124 Hours Minimum on SkillsApprox. 30 periods / hoursApprox. 38 periods / hoursApprox. 34 periods / hoursApprox. 36 periods / hours138 Hours (96% of 80% of Instruction Time)

10

1st Grade Reading State of Idaho 2003APPROVED ISAT PROFICIENCY SCORES

Return to TopApproved by the State Board of Education March 6, 2003

READING 2 3 4 5 6 7 8 9 10Basic 174 185 192 198 203 207 210 213 216Proficient 182 193 200 206 211 215 218 221 224Advanced 193 204 211 217 222 226 229 232 235

LANGUAGE 2 3 4 5 6 7 8 9 10Basic 176 186 193 200 204 207 211 213 214Proficient 184 194 201 208 212 215 219 221 222Advanced 197 207 214 221 225 228 232 234 235

MATH 2 3 4 5 6 7 8 9 10Basic 174 185 194 202 208 214 222 229 231Proficient 185 196 205 213 219 225 233 240 242Advanced 201 212 221 229 235 241 249 256 258

PROFICIENCY LEVELS DEFINITIONS

Approved by the State Board of Education March 6, 2003

ADVANCED: Exceeds Standards Back to Top

The student demonstrates thorough knowledge and mastery of skills that allows him/her to function independently above their current educational level.

The student demonstrates a comprehensive understanding of all relevant information relevant to the topic at level.

The student demonstrates comprehension and understanding of knowledge and skills above his/her grade level.

The student can perform skills or processes independently without any significant errors.

PROFICIENT: Meets Standards Back to Top

The student demonstrates mastery of knowledge and skills that allow them to function independently on all major concepts and skills related to their educational level.

The student demonstrates a comprehensive understanding of all information relevant to the topic, at level.

The student can perform skills or processes independently without any significant errors.

BASIC: Below Standards Back to Top

11

1st Grade Reading State of Idaho 2003The student demonstrates basic knowledge and skills usage but cannot operate independently on concepts and skills related to his/her educational level. Requires remediation and assistance to complete tasks without significant errors.

The student has an incomplete knowledge of the topic and/or misconceptions about some information.

The student requires assistance and coaching to complete tasks without errors.

BELOW BASIC: Critically Below Standards Back to Top

The student demonstrates significant lack of skills and knowledge and is unable to complete basic skills or knowledge sets without significant remediation.

The student has critical deficiencies of relevant knowledge of topic and/or misconceptions about some information.

The student cannot complete any skill set without significant assistance and coaching.

Idaho State Standards—1st Grade—ReadingReturn to Top

669. LANGUAGE ARTS/COMMUNICATIONS STANDARDS. 01. Languages and Communications. Language, the gateway to learning, provides our most powerful and

readily available tool to represent the world to ourselves as well as ourselves to the world. Not only a means of communications, language serves as our primary instrument of thought, a defining feature of culture, and an unmistakable mark of personal identity. Encouraging and enabling students to effectively use language remains one of society’s most significant tasks. Educators, parents, and communities share responsibility in helping students prepare for productive performance. When students exit high school, they will be able to use reading, writing, listening, speaking, and viewing for personal use, as a citizen and consumer, in the workplace, for cultural enrichment, in the Fine Arts, and for lifelong learning.

02. Local District Book Lists. Local districts may determine book lists to support the Language Arts/ Communications Standards. If needed, the State Department of Education’s English Language Arts Specialist can provide suggested grade-level lists.

676. -- 678. (RESERVED).

679. LANGUAGE ARTS/COMMUNICATIONS STANDARDS - GRADE 1, SECTIONS 680 THROUGH 684.The samples associated with the content standard are meant to illustrate meaning and to represent possible areas of applications. They are not intended to be an exhaustive list, but are samples of applications that would demonstrate learning.

680. READING.Rationale: Read a variety of grade-level materials and apply strategies appropriate to various situations.

Standard - The Content Knowledge and Skills: Samples of Applications:

12

1st Grade Reading State of Idaho 2003student will:

01. Read a variety of traditional electronic materials for information and understanding.

a. Use decoding and word recognition strategies to fluently read first-grade materials.

Return to Decoding

Phonics/Phonemic AwarenessReturn to Phonological Awareness

b. Identify words within a sentence. i. Using manipulatives indicate number of words in orally presented as well as written sentences.

ii. Cut apart words within a sentence and reassemble into original sentence.

iii. Clap to count number of words within a sentence.

Return to Phonological Awareness

c. Distinguish syllables within words.

i. Repeat a given word and use blocks to indicate number of syllables within a word.

ii. Clap and tap syllables such as pa*per.

iii. Participate in syllable activities to increase awareness such as "Say 'giggle' without the 'gle'."

Return to Rhyme d. Recognize two or more rhyming words.

i. Correctly respond to such questions as "Do cat and bat rhyme?"

Return to Rhyme e. Complete and produce a rhyming word.

i. Correctly respond to the following: I smell the rose with my

_____. Tell me a word that

rhymes with such words as “candy” and “dog.”

f. Discriminate between two sounds.

Return to Decoding

i. Respond to such questions as: "Are these the same sounds: /d/, /t/? Do these words start with the same sound: duck, doll? duck, toy?"


g. Imitate sounds. i. Correctly respond to the following: "Say /e/." "Say /t/."


h. Identify isolated initial and final sounds.

i. Name a word that begins like "baby."

ii. Name the last sound in "bus."Return to Decoding i. Blend phonemes to make a

word.i. What am I saying? Teacher:

/c/, /a/, /t/. Student: Cat.

Return to Decoding j. Segment a word into phonemes. i. Teacher says word. Student

13

1st Grade Reading State of Idaho 2003- Deletion;- Addition;- Substitution;- Transposition.

segments.ii. Segment orally-presented words.

Teacher: Dog. Student: /d/, /o/, /g/.

Teacher: "road" without the /r/ (oad).

Teacher: "Add /d/ to /og/." Teacher: "change hop to top." Teacher: What did I do?

Bappy Hirthday.Phonics

Return to Structural Analysis

k. Recognize and use regular letter-sound correspondences and determine regularly spelled one- and two-syllable words, consonants, consonant blends/digraphs, short/long vowels, and letter/sound correspondences.

i. Use multi-sensory activities to manipulate letters and sounds. Repeat tongue twisters. Read and create alphabet

books. Match pictures/objects with

letters. Sort words according to

beginning sound, rhyming sounds, and vowel sounds.

Perform Word Wall Activities such as making words. (Month by Month Phonics, P. Cunningham, 1998.)

Write words and sentences dictated by teacher.

Practice blending sounds into real and nonsense words.

Manipulate magnetic letters.Return to Structural Analysis

l. Use onset and rhymes to create and decode new words that include blends and digraphs.

i Create word lists and patterns from word families; manipulate.

Return to Root Words, Suffixes, Prefixes

m. Use knowledge of common prefixes, suffixes, and root words to determine meanings of unknown words within a passage.

i. Use magnetic letters to make and break words.

ii. Play “Rounding Up the Rimes.” (Month by Month Phonics, Word Wall Activities, P. Cunningham, 1998.)


n. Automatically read 150 high-frequency or sight words.

i. Practice high-frequency words by listening to and reading them in meaningful sentences.

ii. Practice such meaningful activities as playing "Clap, Chant, Write." (Word Wall Activities, P.

14

1st Grade Reading State of Idaho 2003Cunningham, 1998.)

Return to Apply Reading Strategies

o. Apply knowledge of reading strategies.

Before Reading StrategiesReturn to Author’s Purpose / Technique

Return to Predictions / Generalizations

p. Draw on prior knowledge and discuss to generate questions to predict text.

i. Observe cover of a read-aloud book; predict and discuss possible story contents.

Return to Preview Materials


q. In order to predict text, preview illustrations, title page, and other text pages.

During Reading StrategiesReturn to Context Clues

Return to Reading for Detail

r. Integrate visual, structural, and meaning cues to gain understanding of text.

i. Respond to such prompts as, "Think about the story…" or "What letters do you see?"

ii. Practice “Guess the Covered Word." (Month by Month Phonics, Word Wall Activities, P. Cunningham, 1998.)

Return to Multiple Meanings

s. Monitor own reading comprehension by self-correcting and rereading as needed to confirm text.

i. Use self-correcting strategies to improve comprehension. Appropriately respond to the following: Does this make sense? Reread to find… Use the first letter(s) as a clue

to that new word. Predict what would make

sense. Ask a peer to help read a new

word.Return to Reading for Detail

t. To guide in meaning, use such conventions of print as punctuation, commas, periods, question marks, and quotation marks.

Return to Read with Fluency

u. To gain oral fluency and expression, use proper phrasing and rereading.

i. Reader's Theatre.ii. Reread text.

Return to Antonyms, Synonyms, Homonyms

Return to Categorize, Classify, Thinking Skills

v. To determine word meanings and phrases, apply knowledge of compound words, contractions, and homophones.

i. Combine single words to create compound words.

ii. Read aloud funny sentences that use homophones such as “I'm too weak this week.” Edit the sentences for correct usage.

15

1st Grade Reading State of Idaho 2003Reading Comprehension Strategies

Return to Summarize / Synthesize

w. Identify main idea. i. Tell about a story.ii. Demonstrate ability to visualize a

story.Return to Sequencing

Return to Summarize / Synthesize

x. Sequence events of a story. i. Arrange sentence strips to sequence events of story.

Return to Draw Conclusions/ Inferences


y. Read beyond text to make inferences and draw conclusions.

i. In order to make inferences and draw conclusions, respond to teacher's question, "How do you know?"

02. Read and respond to a variety of literature to compare and contrast the many dimensions of the human experience.

a. Read and evaluate grade-level literature; identify vocabulary, genres, and text features.- Identify and compare plots,

settings, and characters of two stories;

- Retell basic plots/main ideas of fiction and nonfiction.

Return to Evaluate Validity / Author’s Conclusions

i. Use Word Wall Activities.ii. Discuss, explain, and practice.iii. Log various genres.iv. Identify nonfiction text features.v. Chorally read.vi. Echo read.vii. Participate in shared reading and

guided reading activities.viii. Sing songs and recite poetry and

nursery rhymes.

Return to Compare / Contrast

Return to Literary Devices

b. Identify and compare own experiences and knowledge to that of characters, events, and situations within a story.

i. Role-play.ii. Complete K-W-L charts (What do I

KNOW, What do I WANT to know, What have I LEARNED).

iii. Complete graphic organizers.iv. Identify literary elements during

teacher read aloud, shared reading, guided reading, and self-selected reading.

03. Read a variety of traditional, technical, and electronic materials for critical analysis and evaluation.

a. Distinguish between fiction and nonfiction, real and imaginary, and fact and opinion.

Return to Fact / Opinion

Return to Story Grammar

Return to Genre

i. Discuss and question.ii. Sort books into fiction and

nonfiction. Explain reason.

Return to Sequencingb. Sequentially retell story; include

details related to setting, plot, and characters.

i. Role-playii. Add-on/retell. Teacher begins

story; each student retells and adds net event.

iii. Use literacy circle to enhance understanding through retelling of story, varying perspective, varying

16

1st Grade Reading State of Idaho 2003conclusion, and varying setting.

Return to Persuasive Elements/ Bias

Return to Story Elements

c. To demonstrate critical listening, recall details by responding to questions asking "who," "what," "where," and "when."

i. Locate information within text.ii. Participate in quick draw.

(Teacher reads story and stops; students quickly draw what just happened, what will happen next, etc.)

iii. Recall and locate details from a story. (Show me where…)

iv. Access details to respond to inferential questions concerning story.

Return to Cause and Effect

Return to Story Elements

d. Determine cause and effect relationships by responding to "why," "how," and "what-if," questions.

i. Match cause and effect sentence strips.

04. Read to locate information from a variety of traditional, technical, and electronic sources.

a. Locate information using the following informational text and resources:- Alphabetical order;- Book parts: title page, table of

contents, and glossary.

Return to Locating Information

i. Respond to teacher prompt: "show me where it tells…"

ii. Use Word Wall Activities.iii. Use beginning dictionaries.iv. Use school library, experts, field

trips, electronic media, videos, and tapes.

v. Label items throughout classroom.

vi. Develop and write classroom rules on a chart.

vii. Follow step-by-step modeling to create a particular art project.

viii. Make predictions and follow directions.

ix. Create webs and use K-W-L charts.

05. Read for technical information.

a. Use organizational features of text.

Return to Locating Information

i. Use table of contents and chapter headings.

Return to Reading Directions

b. Use signs, labels, and instructions to follow hard copies of directions as well as those from technological sources.

i. Follow specific signs, labels, and printed directions.

ii. Apply technical understanding to content area learning.

17

1st Grade Reading State of Idaho 2003Evaluative Comprehension

Goal ISAT “Sub-Goal” RIT Below 150 RIT 151-160 RIT 161-170

Evaluative Compre-hension

Return to Top

New Vocabulary thing sentence, page, missing word, belongs

RIT 171-180 RIT 181-190 RIT 191-200

story, paragraph, bias, passage, writer

classified as, describe, idea, list, ad, make-believe, advertisement, definition, label, facts

opinion, conclusion, valid, appeal, descriptions, detail, accuracy, attitude, phrase

RIT 201-210 RIT 211-220 RIT 221-240

comments, persuasion, technique, editorial

evaluate, assumption, logical argument, factual, unbiased, propaganda

221-230 observation, contradict231-240 analyze, stereotype

17

18

1st Grade Reading State of Idaho 2003Interpretive Comprehension


Interpretive Compre-hension

Return to Top

New Vocabulary missing word, story, paragraph, sentence

questions, main idea, riddle, list, passage

RIT 171-180 RIT 181-190 RIT 191-200

title, cause, facts, effect, opinion, ad, describes, author

predict, outcome, statement, poem, article, conclude, summary, problem

summarize, conclusion, cause and effect, central idea, compare, selection, introduction

RIT 201-210 RIT 211-220 RIT 221-230

infer, solution, prediction, announcement, biography, explanation, chapter, legend, topics, characteristics, main characters, assume, library, speaker

implied, inferred, premise, impression, contrast

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1st Grade Reading State of Idaho 2003Literal Comprehension

Goal ISAT “Sub-Goal” RIT 151-160 RIT 161-170 RIT 171-180

Literal Compre-hension

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New Vocabulary last, after, story after, book, first, directions, sentences, poem, index, table of contents, sign, passage

before, second, paragraph, following, letter, label, note, article, list

RIT 181-190 RIT 191-200 RIT 201-210

recipe, instructions, order of events, information, describe, ad, bibliography, editor, character

literature, advertising, schedule, statement, announcement, biography, entries, chapter, introduction, comparison, glossary

indicated, series of events, chronological order, definition, dictionary, sequence, description, catalog, journal, report

RIT 211-220 RIT 221-230 RIT 231-240

guide, handbook, selections

publications, editorial

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1st Grade Reading State of Idaho 2003Literary Analysis


Literary Analysis

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New Vocabulary story passage, sentence, problem, sign, list, poem, fairy tale

RIT 171-180 RIT 181-190 RIT 191-200

describe, missing word, paragraph, author’s purpose, ad, letter, fable, report

theme, action, setting, predict, author, solve, purpose, make-believe, mood, point of view, tone, moral, character, legend, fantasy, diary, note

fiction, subject, event, conflict, appeal, narrator, main point, main character, detail, solution, short story, folktale

RIT 201-210 RIT 211-220 RIT 221-230

application, opinion, plot, exaggeration, speaker, science fiction, personal narrative, autobiography, historical fiction, non-fiction, mythology

intent, irony, suspense, simile, figure of speech, dialogue, metaphor

personification, alliteration, method of characterization, flashback, literary device, narration, exposition, memoir

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1st Grade Reading State of Idaho 2003Vocabulary


Vocabu-lary

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New Vocabulary picture, word missing word, choose, sentence

compound word, opposite, root or base word, story

RIT 171-180 RIT 181-190 RIT 191-200

homonym, synonym, underlined, incomplete, paragraph, passage

nonsense, antonym, directions, definition

similar to

RIT 201-210 RIT 211-220 RIT 221-230

advertisement, magazine, article, recipe

label, selections, introduction

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1st Grade Reading State of Idaho 2003Word Analysis


Word Analysis

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New Vocabulary ending sound, match, find missing word, prefix, choose

compound word, poem, rhyme, root or base word, vowel, letter, story

RIT 171-180 RIT 181-190 RIT 191-200

underlined, suffix contraction, directions, definition

alphabetical order, syllable

RIT 201-210 RIT 211-220 RIT 221-230

antonym, multi-syllable

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1st Grade Reading State of Idaho 2003ISAT Learning Continuum—Reading

ISAT “Sub-Goal”RIT 161-170

RIT 171-180 RIT 181-190

Evaluative ComprehensionCategorize-Classify Information, Thinking Skills

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Format: At beginning of range, distracters very different from correct answer choices. As RIT increases, distracters become more similar, requiring the use of more specific vocabulary

Identify which item is not like the others based on type or use

Identify which item is not a member of a broad category or group

Complete a simple analogy, matching a common tool to the user

Identify which item is a member of a category based on type or use

Identify category name for a specific item

Identify which are not members of a group based on defined characteristics

Identify the group name or category in which it belongs when given a noun

Identify which noun is not like the others

Identify which word belongs in the same category when given a list of descriptive words

Identify another member of the group when given a group name

Identify which sentence is not on a specific topic

Generalize how items or ideas are alike

Find relationships between words based on analogous relationships (things to eat – hunger)

Apply logic to analyze simple relationships

Identify which sentence does not relate to a story topic

Identify analogous relationships between words

Identify lists of words that all belong to the group when given a category name

Distinguish between factual and inferential observations when given a simple situation

Determine probable common use of a list of items

Tell how items on a list are all alike Identify items that belong in a

named group Identify which items do not belong

to a group, based on secondary attributes

Identify how phrases are alike based on what they tell

Identify which word is not a member of a group or category based on specific definitions

Classify types of writing based on purpose

Compare and

Given factual paragraph, compare information (how are they alike?)

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1st Grade Reading State of Idaho 2003ISAT “Sub-Goal”

RIT 161-170RIT 171-180 RIT 181-190

Contrast

Return to GuideEvaluate Validity-Author’s Conclusions

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Determine why a simple story is fiction

Determine which statement is untrue based on information given in a short, simple passage

Determine which person would be more likely to have more relevant information when given an event described by different people

Fact and Opinion

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Read information presented in one or two very simple statements

Distinguish fact from that which is inferred

Format: Read information presented in short simple paragraph

Format: Read information presented in short simple paragraph where the paragraphs get longer with more detail and vocabulary as RIT increases

Given a short paragraph, distinguish a factual statement about the information from statements of opinion

Persuasive Elements, Propaganda, Bias, Assumptions, Stereotypes

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Format: Read simple text, generally less than 50 words, basic vocabulary, where the speaker/writer’s opinions are stated directly and obviously

Determine speaker/writer’s opinion or way of thinking about a topic

Understand meaning of the word “bias”

Read simple text, generally less than 75 words, basic vocabulary where the speaker/writer’s opinions stated directly and obviously

Determine what the writer wants the reader to notice, care about, or feel

Determine which words persuade the reader or catch the reader’s attention

Determine the purpose of an advertisement

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RIT 161-170RIT 171-180 RIT 181-190

Determine to which senses certain words appeal

Interpretive ComprehensionCause-Effect

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Identify, determine, or infer simple cause and effect relationships in simple situations

Format: Read short passages with relatively simple sentences and basic vocabulary where cause and effect are stated in same sentence with some clue words supplied (because, so…)

Determine cause and effect relationship in a passage containing extraneous information

Identify causes and effects stated in different sentences

Identify causes and effects implied, not stated directly

Format: At lower RITs, read simpler passages, vocabulary, and content; at higher RITs, read more complex content in passages

Identify basic cause and effect relationships, stated in same or adjoining sentences

Use clue word “because” supplied in answer choices to help focus thinking

Identify implied cause and effect relationships

Draw Conclusions-Inferences

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Infer the qualities or purposes of a list

Draw conclusions based on information in a story about events taking place

Make inferences by noting specific details in multi-paragraph selection

Infer the qualities or purposes of a list

Make inferences using details in an advertisement

Infer characteristics and qualities of main characters

Infer answers to riddles by noting details

Draw conclusions based on information in a story as to what will probably happen next

Draw conclusion based on interpretation of information read

Infer conclusion from prior information

Predictions and

Predict future events based on the simple details of a story

Predict future events based on a multi-paragraph passage

Predict what will happen next in a multi-paragraph passage

Generalize from specific 25

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RIT 161-170RIT 171-180 RIT 181-190

General-izations

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information within the passage

Summarize and Synthesize

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Determine the main idea of a simple story

Look at details to determine and refine the main idea of 30-50 word paragraph

Identify the topic sentence in a simple paragraph

Create a topic sentence for a simple paragraph

Determine the main idea by selecting the best title for a story or passage

Refine and explain the main idea of a selection

Summarize a short passage of 100-150 words

Determine main idea in different genre

Identify the main idea of a poem Make inferences about main idea of

a personal note Determine main idea from a variety

of nonfiction Identify topic sentence Infer best title for a story or passage

Literal ComprehensionLocating Information

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Use a sign: understand the meaning of information

Use a title: determine the content of a book

Use a simple index (one word descriptors, each on one page): page numbers where information can be found

Use a table of contents: identify which story is found on a particular page

Use table of contents: Find page number for a

particular story Determine which part of a

book information can be found

Use an index: More complex with main topics and

subtopics Information listed on multiple pagesUse a table of contents: Understand that page number listed is the

beginning page and that information continues on subsequent pages

Use chapter title to determine content and page number to read

Use a title: Use word clues to determine contentUse a weather report: Paraphrase informationUse a sign or announcement: Understand the meaning of information

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RIT 161-170RIT 171-180 RIT 181-190

Use a bibliography: How to read Understand the meaning of (ed.) for editor

Reading Directions

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Format: Read short simple sentences Follow 3-6 steps, no more than 60

words Find literal detail in simple

directions Determine the purpose of simple

directions

Format: Read some complex sentences in passages that include up to 7 steps, 60 words

Determine what to do before or after specific steps

Understand directions in a simple label

Find detail in simple directions

Format: Read more complex sentences with up to 9 steps and 100 words

Find literal detail in “how to” directions

Understand literal detail in directions to a place using “left” or “right” or compass directions

Determine what to do before or after certain steps

Understand directions on a typical label

Infer the purpose of written directions

Find the detail in a typical recipe Determine the order of simple

directionsReading for Detail

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Format: Read short passages up to 50 words, which range from very short, simple sentences to longer more complex sentences

Locate answers by finding exact words in passage

Recognize pronoun substitutions for nouns

Combine details from two simple sentences to arrive at answer

Understand the meaning of details to generalize an answer

Discriminate between similar

Format: Read longer passages, some up to 100 words; at upper RIT ranges, passages contain less familiar content and more difficult vocabulary

Isolate details necessary to answer a question when given many details

Find exact words in a passage to answer a question

Recognize pronoun substitution for noun In a letter, understand “I” and the author are

the same person Recognize important details when in a

sentence with complex phrasing (no longer simple, straightforward sentences)

Combine details from several sentences or

Format: Read passages frequently around 100 words, containing a variety of descriptive sentences and vocabulary, rich with detail

Isolate small but significant details necessary to answer a question

Understand sentences containing explanatory phrases set off by commas (my dog, Spot… my friends, Jane and Sally…), recognizing that they are not items in a list

Understand relationships between

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RIT 161-170RIT 171-180 RIT 181-190

sentences and details to find an answer

Isolate details necessary to answer question when given many details

rephrase details to answer a question Identify the speaker in a short one-speaker

passage Use important details to generalize an

answer In a longer passage with longer, more

complex sentences and more difficult vocabulary, locate important details necessary to answer a question

Understand the relationship between details Discriminate between details that are and

are not stated in a passage Use reasoning, word clues, and recognition

of pronoun meaning to identify speaker in a short passage containing more than one person

details, combining details from several sentences to form an answer

Recognize and understand pronouns substituted for nouns

Note he/she pronoun use to determine gender

Isolate significant detail, combine with prior knowledge to answer a question

Discriminate between details which are and are not stated in a passage

Determine who is the speaker in a passage

Sequencing

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Format: Read up to 70 word passages where clue words are rarely supplied

Identify what happened after another event

Identify what happened first or last Recognize first or last in a subset of

events from a passage

Format: Read up to 150 word passages with clue words rarely given

Determine first or last event from list of events in scrambled order

Recognize simultaneous events (when this happens, something else happens)

Recognize first in order of events when written not in actual order of occurrence

Identify what happens first in a subset of events from a longer passage

Recognize what happens after another event when reading a schedule

Identify what happens next or second, clue words supplied

Determine correct order of events when presented in scrambled order

Paraphrase order of events in a longer passage (up to 150 words)

Use clue words and reasoning skills to determine order of events when written out of order of occurrence (understanding flashbacks)

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RIT 161-170RIT 171-180 RIT 181-190

Paraphrase events, recognizing first or last in order

Discriminate small but important details in ordering events

Literary AnalysisAuthor’s Purpose-Techniques

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Determine the author’s purpose for simple forms of writing

Determine the author’s purpose for writing in a 50-75 word selection

Determine how an author’s words or techniques influence the reader’s feelings

Determine author’s point of view Determine how author develops

characters through word choice and story sequence

Genre

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Identify the basic form of writing/genre selection

Identify the format of poetry Identify the rhyming characteristics

of poetry

Recognize personal note writing Distinguish between fantasy and

realistic fiction Identify realistic fiction Read for details in folk tales Distinguish between descriptive and

realistic writing Understand the characteristics of

legends and myths Understand poem structure

Literary Devices

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Determine the mood or tone of a simple passage

Infer actions, characteristics, emotions, or qualities of characters

Determine the mood or tone of a 50-75 word passage

Infer characteristics and qualities of main characters

Determine word choice that develops mood

Understand the meaning of a metaphor used in a story

Identify use of simile in a writing, not by name

Make inferences from a variety of personal narratives

Make inferences from a fable Make inferences about characters in

a variety of literature

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RIT 161-170RIT 171-180 RIT 181-190

Infer who is the narrator Make inferences from poetry Make inferences from riddles

Story Elements

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Identify the problem in a story Determine how a problem was

solved

Identify characters in a simple story Infer the character’s emotions Infer the setting by noting specific

details Identify the problem in a story Determine an appropriate resolution

to a problem

Determine point of view of main characters

Determine main characters and quality of each character

Organization of paragraph by location, main idea, and sequence of events

Identify problem and its resolution Identify setting—where, and when Identify theme or moral in a multi-

paragraph passage Identify how to resolve problem

Story Grammar

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Compare and/or contrast people in a passage

Compare and/or contrast events and details of a story

Compare and contrast characters, both major and minor characters

VocabularyAntonyms, Homonyms, Synonyms

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Find the opposite meaning of simple words

Identify simple homonyms Recognize the correct usage of

simple homonyms Recognize word pairs with similar

meanings in longer sentences

Find the opposite meaning of a word Recognize pairs of word opposites Recognize word pairs with similar

meanings in complex sentences and paragraphs

Identify the word which is opposite of a given word

Identify words that are not antonyms (Term is defined in question. Identify the antonym in context.)

Find the synonym for the word underlined in sentence

Identify which two words are synonyms as defined in a multiple sentence question

Context Use a picture to identify a word or sentence

Use a picture to identify a word Use context to determine which of 4

Demonstrate knowledge of increased vocabulary within the

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RIT 161-170RIT 171-180 RIT 181-190

Clues

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Use context to find the meaning of an unfamiliar word in short sentences

Use context to find a missing word in simple and compound sentences

Use context to find multiple meanings when given a word list

Use word context to define evaluative meaning

Use context to find the opposite meaning of a word

words means the same as underlined word from paragraph of 20-30 words

Use context through complex sentences and phrases to find the meaning of an unfamiliar word

Use context and inference to find a missing word

Use context to find the meaning of idiomatic phrases

Use context to find meaning of compound words

Use context to find the opposite meaning of a word

Demonstrate acquisition of more specific vocabulary

context of a sentence or paragraph Find a sentence which does not use

a multiple meaning word correctly Use context to determine the

meaning of a word in a paragraph Choose which of four sentences best

expresses the meaning of idiomatic expression

Multiple Meanings

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Use multiple meanings to define simple words

Understand the correct meaning of a word that can have multiple meanings

Use context to understand multiple meanings within a passage

Word AnalysisDecoding Strategies

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Recognize vowel digraphs ew, eu, oi, ey

Recognize beginning sounds cr, bl, kn

Combine simple word family endings with beginning sounds to form words

Recognize beginning blends gr/ fr/ sc

Phonological Awareness

Recognize short vowels a/i Recognize ending sounds n/t Identify simple rhyming words

Recognize medial vowel sounds ow/ short i, and the -ed ending

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RIT 161-170RIT 171-180 RIT 181-190

Return to Guide Match the words in phrases and simple sentences

Recognize one-syllable rhyming words simple rhyming words

Root Words, Suffixes, Prefixes

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Find the root word Find the root word when used with simple prefixes and suffixes

Identify the root or base word in a multi-syllable word

Structural Analysis

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Use word endings -et, -er, -le, -e to find word meaning

Use picture clues to form simple compound words

Identify compound words Recognize when to change y to i and

add ending Identify the correct usage of prefixes

(non-, un-, dis-, re-) with the same base word

Know the meaning of the prefix “un” Identify the correct suffix or prefix to

use with the same base word (-less, -ful, -ing, -er)

Know the meaning of the suffix “-er” Know the two word meanings of simple

contractions such as “you’re = you are Put upper case letters in alphabetical

order

Choose the compound word that is missing in a sentence

Know the meaning of simple compound words

Identify the correct usage of prefixes: un-, con-, dis-, in-, extra-, over-, re-, trans-, pre-, de-

Know the meaning of prefixes: dis-, un-, re-

Identify the correct usage of suffixes: -er, -less, -ful, -ary, -able, -y

Know the meaning of suffixes: -er, -less, -ful, -ary, -able, -y

Know the correct usage of comparative suffixes: -er, -est

Put words in alphabetical order

Find the word with the correct prefix in a complex sentence

Identify word using correct suffix to complete sentence

Identify the two words that make up a contraction

Divide words into syllables Find the pairs of 2 and 3 syllable

words that sound alike

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1st Grade Reading State of Idaho 2003Sample Test Items

Word Analysis & Vocabulary: RIT 161-170

Return Return Return Return




Return Return Return

Literal Comprehension: RIT 161-170


Literal Comprehension: RIT 171-180

Return Return Return Return Return

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1st Grade Reading State of Idaho 2003Literal Comprehension: RIT 181-190

Return Return Return Return Return Return

Interpretive Comprehension: RIT 161-170





Return Return Return Return Return Return

Evaluative Comprehension: RIT 161-170

Return Return

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1st Grade Reading State of Idaho 2003Evaluative Comprehension: RIT 171-180

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Evaluative Comprehension: RIT 181-190


Literary Analysis: RIT 161-170

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