FIRST GRADE TEACHERS READING - English Language …languageartsreading.dadeschools.net/pdf/ProfessionalDevelopment/... · DIVISION OF LANGUAGE ARTS/READING FIRST GRADE TEACHERS READING

MIAMI- DADE COUNTY PUBLIC SCHOOLS DIVISION OF LANGUAGE ARTS/READING

FIRST GRADE TEACHERS

READING

Grade 1 CCSS Reading Training (Day 1)

I. Reading Grade 1 Common Core POWERPOINT II. Activities & Handouts

A. Activity – Jigsaw CCSS 1. A Guide for … Grade: 1 – Transition 2. Exploring the CCSS Content Frame for Jigsaw 3. Grade: 1 CCSS At-a-Glance

B. Activity – Planning a Rigorous Lesson with Exemplar Text 1. Week 6 Pacing Guide – Review Week 2. Grade: 1 Planner for Reading Template

4. CCSS Task Cards 5. Phonological and Phonemic Awareness Continuum 6. Phonics Continuum 7. Layers of Phonics Continuum Defined 8. High Frequency Word List 9. What Do You Do With a Tail Like This by Jenkins 1 Page

TEXT C. Activity – Let’s Get Started!

1. Cover-to-Cover using the Prediction Chart 2. Cognitive Sentence Starters 3. Animal, Body Part, Purpose Chart 4. Word Jars Chart 5. Little Book for Tail Like This BLANK 6. Pattern Puzzle Strips FOR Tail Like This LITTLE BOOK 7. Small Picture Cards for Little Book 8. The Sharing Hand Poster 9. Word Array Card for DIFFERENT/ SAME 10. Concept of a Definition Map PRIMARY 11. Elkonin Boxes 12. Happy and Sad Face Card 13. Common Syllable Patterns

http://www.corestandards.org/assets/Appendix_B.pdf

262741

Callout

NEW!

First Grade’s Transitioning toCCSS from NGSSS

Purpose of Common StandardsPurpose of Common Standards

To improve U S educational attainment by To improve U.S. educational attainment by focusing schools on higher learning goals

T t d di d ti l t itTo standardize educational opportunityTo focus attention on fewer, higher, better standards (more on outcomes than on standards (more on outcomes than on processes)

What Makes These Standards Special?Independent analysis indicates that they are more rigorous/demanding than the g gstandards of 37 StatesInternationally benchmarkedInclude all grades (K-12) and emphasize disciplinary literacyI d t it t t iti l Increased stress on expository text, critical reading, and use of technologyRecognizes importance of text difficulty and Recognizes importance of text difficulty and the value of canonical text

Backmapping: Reading Key IdeasThe TRAIN left the station in CAREER Readiness College High School Middle School Intermediate Primary!pp g g y

Quote from literary and informational texts to support statements about the text (5)D d t il d l f t t t t t t t

Middle School Intermediate Primary!

Draw on details and examples from text to support statements about the literary and informational texts (4)Ask and answer questions to demonstrate understanding,

li itl i th t t (lit d i f ti l) th explicitly using the text (literary and informational) as the basis for answers (3) Ask and answer such questions as who, what, where, when

h d h d d di f k why, and how to demonstrate understanding of key details/information and events in literature and informational text (2)A k d i b k d il /i f i d Ask and answer questions about key details/information and events in literature and informational text (1)With prompting and support, ask and answer questions about

/details/information and events in literature and informational text (K)

Backmapping: Reading Key Ideaspp g g yQuote from literary and informational texts to support statements about the text (5)D d t il d l f t t t t t t t Draw on details and examples from text to support statements about the literary and informational texts (4)Ask and answer questions to demonstrate understanding,

li itl i th t t (lit d i f ti l) th explicitly using the text (literary and informational) as the basis for answers (3) Ask and answer such questions as who, what, where, when

h d h d d di f k why, and how to demonstrate understanding of key details/information and events in literature and informational text (2)A k d i b k d il /i f i d Ask and answer questions about key details/information and events in literature and informational text (1)With prompting and support, ask and answer questions about

/details/information and events in literature and informational text (K)

What Do You Notice About the P i ? Progression?

There is an emphasis on informational text from the earliest gradesThe skills become more specific and d didemandingRecognition of details as a support to b d i t t ti f t tbroader interpretation of textThe strong stress on using information as evidenceevidence

Let’s Explore The Common Core!Let s Explore The Common Core!

STRANDS How are the

Strands Divided?

Similarities & Differences to

NGSSS

What ‘s New? How will it impact your instruction?

LiteratureOut of the Kindness of My Heart

Jigsaw of CCSSInformational

Text

Jigsaw of CCSS•Count off to be assigned an Expert Group.

Foundational Skills

Group.•As a team, each group will complete the chart for their strand and post their

Speaking and Listening

findings on chart paper.•Each Expert Group will present their fi di Sh hi t f hi hli hti

Language

findings. Share hints for highlighting as well as AHAAHAs! •Each group will be given 20 minutes toLanguage Each group will be given 20 minutes to prepare and 71/2 minutes to present!

STRANDS How are the

StrandsDivided?


NGSSS


Literature

Informational Text

Foundational Skills


LanguageLanguage

It ‘s a Bird! It’s a plane! N i i C C !No, it is Common Core!

It is Show Time!

K-12 CRRP For the Ist time!Achievement Goals for K 2Achievement Goals for K-270% of students in Kindergarten-2nd grade will:

Score 85% or higher in the Broad Screen/Progress Score 85% or higher in the Broad Screen/Progress Monitoring Tool section of the FAIR.Score in the 40th --- 60th percentile in the pVocabulary Task. (AP1 & AP3)Respond to at least 4 out of 5 questions correctly on the Listening Comprehension (Kindergarten) or the Listening Comprehension (Kindergarten) or Reading Comprehension (Kindergarten-Grade 2) Task.Read the target passage for Assessment Period 3 AP3 with 95% accuracy in grades 1 and 2 and with fluency as follows:

Grade 1- 60 words correct per minute pGrade 2- 90 words correct per minute

Score in the 40th-60th percentile in the Spelling Task (Grade 2 only)

Pacing Guides Completely new for grade 1

Text complexity is defined by:

The independence of skills and text complexityEmphasis on harder textpThree part model for measurement

Quantitative dimensionsword frequency sentence length Lexile levelsword frequency, sentence length, Lexile levels

Qualitative dimensions• levels of meaning - texts with single clear, explicit meanings vs. multiple,

implicit, hidden meanings• Structure - simple, well-marked structures vs. complex, subtle

unconventional structures, role of graphics• Language conventionality/clarity - literal, clear, everyday language vs.

figurative language• Knowledge demands – texts that make few assumptions about readers’ life

experiences vs. texts that make many such assumptions

Reader and task considerationsbackground knowledge of reader motivation interests and background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Text complexity is defined by:1. Qualitative measures –levels of meaning, structure, language conventionality and

l it d k l d d d

A Four-step Process:clarity, and knowledge demands

often best measured by an attentive human reader.2. Quantitative measures –

d bilit d th f t t

Process:1. Determine the

quantitative measures of the text.

readability and other scores of text complexity often best measured by computer software.3. Reader and Task

id ti b k d

2. Analyze the qualitative measures of the text.

3. Reflect upon the reader and task considerationsconsiderations – background

knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their

and task considerations.4. Recommend placement

in the appropriate text complexity band.by educators employing their

professional judgment.

14

Exemplar TextsExemplar TextsText samples provided to demonstrate the l l f l i d li h CCSS level of complexity and quality the CCSS require (Appendix B)Choices serve as guideposts in helping Choices serve as guideposts in helping teachers select similar complexity, quality and range for their own classroomsgThey are not a partial or complete reading list.

Stories /Poetry Informational Text

Frog and Toad Together by

Students retell Frog and Toad Together while demonstrating their

A Tree is a Plant by

Students identify the reason the author gives in the book in support of his point

Arnold Lobel understanding of a central message or lesson (e.g., how friends are able to solve problems together or how hard work pays off. RL.1.2

Clyde Bulla about the function of roots in germination. RI.1.8

The Wonderful Wizard of Oz by Frank Baum

After listening to the book, students describe the characters of Dorothy, Auntie EM, and Uncle Henry, the settingof Kansan Prairie and major events such

Fire! Fire! by Gail Gibbons

After listening to the book students ask questions about how firefighters respond to a fire and answer using key details from the text. RI.1.1j

as the arrive of the cyclone. RL.1.3

Little House in the Big Woods b L I ll

Students (with prompting and support) when listening to the book ask

i b h h

Earthwormsby Claire Ll ll

Students locate key facts or information in the book by using various text features(h di bl f l )by Laura Ingalls

Wilderquestions about the events that occur and by offering key details drawn from the text. RL.1.1

Llewellyn (headings, table of contents, glossary) found in text. RI.1.5

Finn Family Students identify the points at which From Seed to Students use the illustrations along withFinn Family Moomintroll by Tove Jansson

Students identify the points at which different characters are telling the storyin the book. RL.1.6

From Seed to Pumpkin by Wendy Pfeffer

Students use the illustrations along with textual details to describe the key idea of how a pumpkin grows. RI.1.7

The Paper Crane B M ll B

Students identify words and phrases in th b k th t l t th d

What Do You Do With a

Students ask and answer questions b i l h i hBy Molly Bang the book that appeal to the senses and

suggest the feelings of happiness experienced by the owner of the restaurant. RL.1.4

Do With a Tail Like This?by Steve Jenkins and Robin Page

about animals they encounter in the text. (e.g., hyena, alligator, platypus, scorpion)

Insert Review week 6 Grade 1Insert Review week 6 Grade 1

Reading ComponentsComprehension • Main topic & details

• Read appropriate complex prose& poetryComprehension

(Language)

p• Ask/ answer questions about text• Illustrations & details in text • Retell text with key details

• Sort words & categorize

p y

• Compare/ contrast in stories

• Describe characters, setting,events

• Real life connections between

• Identify who is speaking at various points of a story

VocabularyConventions

Fluency

• Print upper & lower case letters• Sort words & categorize

• Capitalize dates & names of people

Real life connections betweenwords & use

• End punctuation• Conventional spelling for

common & irregular spellingpatternsF y

Phonological/

• Read orally with accuracy, rate, & expression• Confirm/ self correct using context or rereading• Read text with purpose & understandingg

Phonemic Awareness

Ph i & W d

• Print Concepts: L to R, T to B, P by P• Print Concepts: Features of a sentence

• PA: Rhyming Words• Words separated by spaces

• PA: Count pronounce blend & segment soundsPhonics & Word Work • Blend single syllable words

• Decode one syllable words• Recognize irregularly spelled words

• Know & apply grade level phonics

• Isolate & produce B, M, &

• PA: Count, pronounce, blend & segment sounds

Listening & Speaking

• Follow rules for discussions

g g y p• Determine syllables based on 1 vowel• One-to-one letter/ sound correspondence

pE sounds in single syllable

words

Reading ComponentsComprehension • Main topic & details

• Read appropriate complex prose& poetryComprehension

(Language)

p• Ask/ answer questions about text• Illustrations & details in text • Retell text with key details

• Sort words & categorize

p y

• Compare/ contrast in stories

• Describe characters, setting,events

• Real life connections between

• Identify who is speaking at various points of a story

(Language)VocabularyConventions

• Print upper & lower case letters• Sort words & categorize

• Capitalize dates & names of people

Real life connections betweenwords & use

• End punctuation• Conventional spelling for

common & irregular spellingpatterns

Fluency• Read orally with accuracy, rate, & expression• Confirm/ self correct using context or rereading• Read text with purpose & understanding

Phonological/ Phonemic Awareness

• Print Concepts: L to R, T to B, P by P• Print Concepts: Features of a sentence

• PA: Rhyming Words• Words separated by spaces

• PA: Count pronounce blend & segment sounds

Phonics & Word Work

• Blend single syllable words• Decode one syllable words• Recognize irregularly spelled words

• Know & apply grade level phonics

• Isolate & produce B, M, &

• PA: Count, pronounce, blend & segment sounds

Listening & Speaking

• Follow rules for discussions

g g y p• Determine syllables based on 1 vowel• One-to-one letter/ sound correspondence

pE sounds in single syllable

words

Prosody:“Th il ti f k l f t th t “The compilation of spoken language features that

includes stress or emphasis, pitch variations, intonation, reading rate, and pausing.”g , p g

Osborn & Lehr, 2003

Planning using an Exemplar Text

Let’s Plan…Exemplar Text from CCSS

How did __ use ___?What ___How __

Why did the authorchoose

Main Idea/ Details – Retell, - -Compare/Contrast, Illus & Text

Ask/ Answer Question

Opener w animal pictures –Do you know?

What does thestory say about___?Why does __

these animals tobe in the book?HFW 100 - a, an, as, at, do,

down from get give if in

Read complex text, Real Life Connections

Cover to Cover

Word Array,Concept of a

down, from,get, give, if, in, is, on, out, long, see, the, them, this, to, up, what, when, with, you/r200 – away, ear, find, four, high,

Cover

Concept of a Definition Map, Sort & Classify

Little Book

glook, next, night, than, these, tree, under, use, way, while

AI BookWhat can you do with a tail like

this?

Th b U ? OR Th b D ?Thumbs Up ? OR Thumbs Down?

Thumbs Up or Thumbs Down?Thumbs Up or Thumbs Down?





Thumbs Up or Thumbs Down? Thumbs Up or Thumbs Down?

Think of the PossibilitiesReading Components

ComprehensionComprehension

VocabularyVocabulary

FluencyF y

Phonological/ gPhonemic Awareness

Ph ni & W d Phonics & Word Work

What Do You DoWith a Tail Like This?With a Tail Like This?by Steve Jenkins & Robin Page

Cover to CoverL k h f & b kLook at the front & back cover

1 Write/draw what you see1.Write/draw what you see

2 W it /d f li d2.Write/draw feeling words( Or What else is going

on in the picture?)

43

on in the picture?)

Let’s predict based on the…Essential QuestionEssential Question

Why did the authorWhy did the authorchoose these animals to

be in the book?Cover to CoverCover to Cover3.Now, write a sentence

using one of theusing one of the sentence starters:

What this means to me iis…

The idea I am getting is. .

Let’s Look & Predict Title:Title:_____________________

Cover-to-Cover AFTER Reading:

What do you see? Feel? Revisited Prediction Sentence:

____________________________________________________________________________________________________________________________________________________________

Prediction Sentence:

____________________________________________________________________________________________________________________________________________________________

Rereading for ff Different Purposes:

Word Jars:Word Jars:

Nouns:Animals

Nouns:Body Parts: Adjectives: Verbs:

The Making of a The Making of a LITTLE BOOK:

1. Preassemble book to start.

2 T th ti f th t t i l i i t i t 2. Type the section of the text using large primary print into rectangle strips.

3 Cut the strips (sentences or sentence chunks) mix up the 3. Cut the strips (sentences or sentence chunks), mix up the order, and paper clip or store in an envelope.

4. Pass the strips out to the students, have them read each psentence and decide which page it belongs on.

5. Stick vertically in the book until another rereading when the actually gluing on the page would occur.

LITTLE Book

LITTLE Book

I h d thi b k tI have read this book to:11. _____________________2. _____________________3. _____________________4. _____________________55. _____________________6. My teacher: ___________y ___________


The Sharing HandThe Sharing Handwhere

hwhen

what why

hwho how

Other Words for Other Words for differentdifferent

weirdONE-OF A KIND

peculiardd rareodd

unusual

Word Array

liar

nge

ual

eirdrre

are

kind

odd

mila

ram

e

mon

qual

tica

l

sual

Different/ Alike

pecu

l

stra

nun

usu

we

biza

r ra

e-of

-k o

simsa

comm eq

iden

tus

one

oddstrange

or weird

normalor

common


Step-BookWhat Do You Do With a Tail Like This?

nosenose

ears

tailtail

eyes

feetf

mouth

NOW, let’s get back to our… Essential QuestionEssential Question

Why did the authorWhy did the authorchoose these animals to

be in the book?

What about theWhat about the“Foundational Foundational

Skills”???

no

Syllable Patterns Example

Closed rab bit

Open ti ger Open g

Vowel-consonant-e (VC )

snake

(VCe)

Vowel Pairs tail

Vowel-r (r-controlled) gir affe

l bl l Final Stable ea gle

dig to tiny snakeg y

d n t h l bido net whale big

mud by nose hide

Moving from Phonemic Awareness to Phonics InstructionPhonics Instruction…

PhonicsPhonics

t lit a li

Making Words

/ai/ tail wail rail mail/ai/Book

tail wail rail mail

The mouse has a tail.

jail pail sail bail jailj p j

AI Little BookAI Little Book11. __________________2. __________________3. __________________44. __________________55. __________________Teacher’s Name

The Sharing HandThe Sharing Handwhere

hwhen

what why

hwho how

LITTLE Book

Word Graph from What Do You D With a Tail Like This?Do With a Tail Like This?

Let’s Plan…Exemplar Text from CCSS

How did __ use ___?What ___How __

Why did the authorchoose

Main Idea/ Details –Retell, - -Compare/Contrast, Illus & TextA k/ A Q ti

Opener w animal pictures –Do you know?

What does thestory say about___?Why does __

these animals tobe in the book?HFW 100 - a, an, as, at, do,

down from get give if in

Ask/ Answer Question

Cover to Cover

Read complex text, Real Life Connections IS THIS

Word Array,Concept of a

down, from,get, give, if, in, is, on, out, long, see, the, them, this, to, up, what, when, with, you/r200 – away, ear, find, four, high,

Cover

ENOUGH?Concept of a Definition Map, Sort & Classify

Little Book

glook, next, night, than, these, tree, under, use, way, while

AI BookWhat can you do with a tail like

this?

Questions?Questions?

Think of the PossibilitiesReading Components

Comprehension •Thumbs up/thumbs down•Cover to cover prediction chart cognitive sentence starters Comprehension

Vocabulary

•Cover to cover, prediction chart, cognitive sentence starters •Little book, pattern puzzle, picture/text matching•Sharing hand, task cards, step book, essential question•Thumbs up/thumbs downVocabulary

Fluency

p•Word array, concept of a definition map •Word jars, little book

•Word graphing, little book F y

Phonological/

•Reread for different purposes•AI Booklet

•Happy face / sad face cardgPhonemic Awareness

Ph ni & W d

•Elkonin boxes

Phonics & Word Work

•Little book for HFW search & graphing•Word sort, making words,•AI booklet

1

MDCPS – Division of Language Arts/Reading, June 2011

A Guide for…Grade 1 Transition from NGSSS to CCSS

For English Language Arts & Literacy in History/Social Studies, Science,

and Technical Subjects http://www.corestandards.org/

2


Reading Standards for Literature K‐5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade specific standards and retain or further develop skills and understandings mastered in preceding grades.

GRADE 1 Common Core State Standards (CCSS) New Generation Sunshine State Standards (NGSSS) Examples of CCSS

Instructional Strategies & Tools Key Ideas and Details Fiction and Reading ComprehensionRL.1. 1 Ask and answer questions about key details in a text. LA.1.2.1.5

LA.1.1.7.4

Respond to various literary selections (nursery rhymes, fairy tales, picture books), identifying the characters, setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection), test to text. Identify supporting details.

• Reciprocal Teaching • Question/Answer Relationships • Graphic Organizers (e.g. Story Map, Three

Column Chart (Beginning, Middle, End – BME) • Sharing Hand

(Who/What/Where/When/Why/How) • SAT Task Cards

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

LA.1.2.1.2 LA.1.1.7.3

LA.1.1.7.6

Retell the main events (beginning, middle, end) in a story.

Retell the main idea or essential message.

Arrange events in sequence

• Three Column Chart (Beg, Mid, End), • Story Map • Main Idea Table • Picture Notes • Timeline • Pattern Puzzle • Sharing Hand (Who/What/Where/When

/Why/How) • Somebody, Wanted, But, So

RL.1.3 Describe characters, settings, and major events in a story, using key details.

LA.1.2.1.5

Respond to various literary selections (nursery rhymes, fairy tales, picture books), identifying the characters, setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection), text to text.

• Narrative Story Arch • Story Boards • Story Map • Three Column Chart (beg, mid, end) • Sequencing Chart/Timeline • Pattern Puzzle • Sharing Hand

(Who/What/Where/When/Why/How) • Reciprocal Teaching • Somebody, Wanted, But, So

Craft and Structure Vocabulary Development and FictionRL.1.4 Identify words and phrases in stories or poems that

suggest feelings or appeal to the senses. NEW NEW • Mood Chart / Word Wall

• Sensory Detail Chart • Read Alouds • Reciprocal Teaching (Clarify), • Vocabulary Maps

3


RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

LA.1.1.1.2

LA.1.1.1.1

LA.1.2.1.1 LA.1.6.2.4

Distinguish informational text from entertaining text

Locate title, table of contents, names of author and illustrator, glossary, and index

Identify various literary forms (stories, poems, fables, legends, picture books, etc)

Identify authors, illustrators, or composers with their works

• Classroom Library • Book Sorts, Read Alouds, • Venn Diagram‐exploring the differences

between the structure of the two genres • Author Studies • Text Feature Chart

RL1.6 Identify who is telling the story at various points in a text.

NEW NEW • Read Alouds • Reader’s Theater • Teacher/Peer Modeling & Explanation • Recognize and Record Self as

Author/Illustrator when Writing • Primary Author’s Purpose Chart

Integration of Knowledge and Ideas NEWRL.1.7 Use illustrations and details in a story to describe its

characters, setting, or events NEW

NEW

• Dictate Stories from Picture Books to Write on Sentence Strips and use in a Pocket Chart

• Read Aloud Covering Pictures & Draw New Illustrations to Match Text

• Storyboards RL.1.8 (Not applicable to literature) NA NA NA

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

NEW NEW • Venn Diagrams • Content Frame • (e.g. Who/What/Where/When/Why/How) • Three Column Chart Foldable (Differences,

Similarities, Differences) Range of Reading and Level of Text Complexity FictionRL.1.10 With prompting and support, read prose and poetry of

appropriate complexity for grade 1. LA.1.2.1.6

LA.1.2.1.4

Select age and ability appropriate fiction materials to read, based on interest and teacher recommendation, to begin building a core base of knowledge. Identify rhyme, rhythm, alliteration, and patterned structures in poems for children

• Book Talks • Making Connections (text‐to‐text, text‐to‐

self, text‐to‐world) • Reader’s Theatre • Literature Circles

4


Reading Standards for Informational Text K‐5 GRADE 1

Common Core State Standards (CCSS) Sunshine State Standards (SSS) Instructional Strategies & ToolsKey Ideas and Details Non‐Fiction and Reading Comprehension

RI.1. 1 With prompting and support, ask and answer questions about key details in a text.

LA.1.1.7.4

Identify supporting details

• Reciprocal Teaching • Question/Answer Relationships, • Who/What/Where/When/Why/How Chart • KWL Chart • Learning Logs (Observation Explanation &

process, Dialogue Journals) • Two Column Notes ( Cause /Effect,

Problem/Solution, Main Idea/Detail) • Leveled Vocabulary/ Science Readers • SAT Task Cards

RI.1.2 Identify the main topic and retell key details of a text. LA.1.1.7.3 LA.1.1.7.4

Retell the main idea or essential message, Identify supporting details

• Read and Say Something • Reciprocal Teaching • Sharing Hand

(Who/What/Where/When/Why/How) • Main Idea Table • KWL Chart • Learning Logs (Observation Explanation &

process, Dialogue Journals) • Pattern Puzzles (for sequential processes) • Picture Notes • Leveled Vocabulary/ Science Readers

RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

NEW

N EW

• Making Connections (text‐to‐text) • Venn Diagram, H Diagram • Triangular Comparison Diagram • Content Frame, • Compare/Contrast Summary Frame

Craft and Structure Vocabulary Development, Concepts of Print, and Research Process

RI.1.4 Ask and answer questions to help determine or clarify the meaning of unknown words in a text.

LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text

• Reciprocal Teaching • Question/Answer Relationships • Context Clues Chart • Vocabulary Maps (Concept of definition,

Frayer Model) • Vocabulary Flash Cards w/illustrations

5


RI.1.5 Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.

LA.1.6.1.1

Locate specific information by using words in organizational features (e.g., table of contents, headings, captions, bold print, key words, indices) in informational text

• Primary Text Feature Chart • Read Alouds, • Shared Reading • Web pages

RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

NEW

NEW

• Primary Text Feature Chart • Read Alouds, • Shared Reading • Learning Logs • Match illustration/picture to text to form a

caption • Description Summary Frame

Integration of Knowledge and Ideas Reading Comprehension

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

NEW

NEW

• Primary Text Features Chart • Picture Notes

RI.1.8 Identify the reasons an author gives to support points in a text.

LA.1.1.7.4

LA.1.1.7.8

Identify supporting details.

Identify the author’s purpose in text and ask clarifying questions (e.g. why, how) if meaning is unclear

• Two Column Chart or Foldable (Reasons/Support or Details/Conclusion)

• Learning Logs • Argument/Support Summary Frame • Author’s Purpose Chart

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

NEW

NEW

• Making Connections (text‐to‐text) • Venn Diagram, H Diagram • Triangular Comparison Diagram • Content Frame, • Compare/Contrast Summary Frame • Three Column Foldable (Differences,

Similarities, Differences) Range of Reading and Level of Text Complexity NEWRI.1.10 With prompting and support, read informational texts

appropriately complex for grade 1. LA.1.2.2.2

Select age and ability appropriate non‐fiction materials to read, based on interest and teacher recommendations, to be gin building a core base of knowledge

• Literature Circles • Buddy Reading • Making Connections (text‐to‐text, text‐to‐

self, text‐to‐world) • Completing Graphic Organizers • Listening Center • Language Experience Chart Interactions • Classroom Library • Literature Responses • Retelling/Summarizing

6


Reading Standards: Foundational Skills (K‐5) These standards are directed towards fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know – to discern when particular children or activities warrant more or less attention. Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.

Grade 1 Common Core State Standards (CCSS) Sunshine State Standards (SSS) Instructional Strategies & Tools

Print Concepts Concepts of PrintRF.1. 1 Demonstrate understanding of the organization and

basic features of print. All NGSSS below comprise all skills necessary to demonstrate ‘Print Concepts’ (RF.1.1‐1a)

See strategies & tools for RF.1.1a‐1d below.

RF.1.1a Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).

LA.1.3.4.2

LA.1.3.4.6

Capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year

End punctuation for sentences, including periods, question marks, and exclamation points

• Teacher Modeling • Daily Message • Language experience • Journaling • Shared Writing

Phonological Awareness (includes Phonemic Awareness)Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.

Phonological Awareness & Phonemic Awareness Phonological/Phonemic Awareness Continuum

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

All NGSSS below comprise all skills necessary to demonstrate ‘Phonological Awareness (RF.1.2a‐d) AND LA.1.1.3.4Manipulate individual phonemes to create new words through addition, deletion, and substitution

Utilize the Phonological/Phonemic Awareness Continuum with the strategies & tools for RF.1.2a‐2d below including alliteration activities. Houghton Mifflin’s Daily Phonemic Awareness under ‘Opening Routines’ and as a opener for the Phonics Lesson.

RF.1.2a Distinguish long from short vowel sounds in spoken single‐syllable words.

LA.1.1.3.1

Identify individual phonemes (sounds) in words(e.g., CCVC, CVCC, CCCVC)

• Making Words • Word Sorting • Say It, Move It, Blend It with letter tiles • Ladders • Onset and Rimes • Various Kinesthetic Activities

RF.1.2b Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

LA.1.1.3.2 Blend three to five phonemes to form words • Counting Chips • Elkonin Boxes • Say It, Move It, Blend It

RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.

LA.1.1.3.3

Segment single syllable words into individual phonemes

• Counting Chips/Blocks • Elkonin Boxes • Say It/Move It/Blend It • Clap It • Hop It Out

7


RF.1.2d Segment spoken single‐syllables words in their complete sequence of individual sounds (phonemes).

LA.1.1.3.3 segment single syllable words into individual phonemes

• Counting Chips • Elkonin Boxes • Clap It • Hop It Out

Phonics and Word Recognition Phonics and Word Study Phonics ContinuumRF.1.3 Know and apply grade‐level phonics and word analysis

skills in decoding words. All NGSSS below comprise all skills necessary to demonstrate ‘Phonics and Word Recognition’ (RF.1.3a‐3d) AND

LA.1.1.4.3 Decode words with r‐controlled letter‐sound associations

LA.1.1.5.1 Apply letter‐sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context.

• Phonics Continuum/ Phonics House • Making Words • Word Sorts • Word Walls • Print Rich Environment • Create Alphabet or Theme Little/Big Books • Words Their Way Materials • Fluency Phrases

RF.1.3a Know the spelling‐sound correspondences for common consonant diagraphs.

LA.1.1.4.2 Identify the sounds of vowel and consonant digraphs in printed words

• Making Words • Word Sorts • Wedding Story (e.g., The Marriage of C and

H) • Diagraph Roll‐a‐Word, Diagraph Bongo • Read & Write the Room • Word Wall/Word Jars

RF.1.3b Decode regularly spelled one‐syllable words. LA.1.1.4.1 Generate sounds from all letters and spelling patterns (e.g. consonant blends, long and short vowel patterns) and blends those sounds into words

• Making Words • Word Sorts • Dictation • Word Walls • Decodable Texts • Phonics Library

RF.1.3c Know final –e common vowel team conventions for representing long vowel sounds.

LA.1.1.4.4 Decode words from common word families

• Making Words • Word Sorts • Onset and Rimes • Dictation • Word Walls • Decodable Texts • Phonics Library

RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

NEW NEW • Clapping • Elkonin Boxes • Chips

8


RF.1.3e Decode two‐syllable words following basic patterns by breaking the words into syllables.

NEW NEW • Clap It • Syllable Patterns • Spot & Dot • Syllable Cut‐ups • Making Words using syllables • Six‐Way Syllable Sort • Word Sorts

RF.1.3f

Read words with inflectional endings. LA.1.1.4.7 Decode base words and inflectional endings

• Making Words • Word Sorts • Decodable Texts • Inflectional ending Itty Bitty Books

RF.1.3g

Recognize and read grade appropriate irregularly spelled words.

LA.1.1.4.6

LA.1.1.4.5

Identify common, irregular words, compound words, and contractions

Recognize high frequency words

• Instructional Routine for Irregularly Spelled Words

• High Frequency Word Bingo • Personal Dictionary • Decodable Text • Hop Scotch • Board Games • Making Words • Word Sorting

9


Fluency FluencyRF.1.4 Read with sufficient accuracy and fluency to support

comprehension. All NGSSS below comprise all skills necessary to demonstrate ‘”Fluency” (RF.1.4a‐4c).

See strategies & tools for RF.1.4a‐4c below.

RF.1.4a Read on‐grade level text with purpose and understanding

LA.1.1.5.3 Adjust reading rate based on purpose, text difficulty, form and style

• Radio Reading • Reader’s Theater • Classroom Library • Independent Reading • Accelerated Reader • Buddy Read • Choral Read • Fluency Phrases

RF.1.4b Read on‐grade level text orally with accuracy, appropriate rate, and expression on successive readings.

New New • Echo Read • Radio Reading • Reader’s Theater • Shared Reading

RF.1.4c Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

LA.1.1.5.2

LA.1.1.4.8

LA.1.1.7.9

Recognize high frequency and familiar words in isolation and in context

Use self‐correction when subsequent reading indicates and earlier misreading Self monitor comprehension and reread when necessary

• Good Readers’ Strategies Chart • Primary Context Clues Chart

10


Writing Standards K‐5 The following standards for K‐5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use. From vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade‐specific standards and retain or further developing skills and understandings mastered in preceding grades. The expected growth in students writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.


Text Types and Purposes Persuasive Writing, Informative Writing, & Creative Writing W.1. 1 Write opinion pieces in which they introduce the topic

or the name the book they are writing about, state an opinion, supply a reason for the opinion and provide some sense of closure.

LA.1.4.3.1

LA.1.3.1.1

LA.1.3.1.2

LA.1.3.2.1

LA.1.3.2.2

Draw a picture and use simple text to explain why this item (pet, food, person, etc) is important to them

Generating ideas from multiple sources (brainstorming, webbing, drawing, group discussion. Other activities) Discussing the purpose for a writing piece

Maintaining focus on a single idea using supporting details

Organizing details into a logical sequence that has a beginning, middle, and end

• Developmental Stages of Writing Chart (Characteristics, Instructional Focus,

• Mentor Texts • Persuasive Planners • Planning (Favorites, Things I want or need) • Topic Pocket • Drafting • Sentence Frames (e.g. My favorite color is

_____ because ______) • Poll classmates on different topics to create a

class book/ or little book (e.g., [p. 1] ____’s favorite story is _____ because ______, [p.2] ____’s favorite story is _____ because _____.)

• Persuasive Hooks/Endings • Traffic Light Organizer (BME) • Exemplar Papers

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

LA.1.4.2.3

LA.1.3.1.1

LA.1.3.1.2 LA.1.3.1.3

LA.1.3.2.1 LA.1.3.2.2

LA.1.4.2.4

Write an informational/ expository paragraph that contains a topic sentence and at least three details

Generating ideas from multiple sources (brainstorming, webbing, drawing, group discussion. Other activities)

Discussing the purpose for a writing piece

Organizing ideas using simple webs, maps, or lists


Organizing details into a logical sequence that has a beginning, middle, and end Write basic communication, including friendly letters and thank‐you notes

• Developmental Stages of Writing (Characteristics, Instructional Focus)

• Mentor Text • Topic Pocket • Expository Planners • Story Board with Questions • Foldable Planner • Draw a picture & label • Drafting • Sentence Frames (e.g. An important person in

my neighborhood is _____ because _____) • Expository Hooks/Endings • Flip Books • Exemplar Papers

11


LA.1.4.2.5 Write simple directions to familiar locations using “left and right” and create a map that matches the direction

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

LA.1.4.1.1

LA.1.4.1.2 LA.1.3.1.1

LA.1.3.1.2 LA.1.3.1.3

LA.1.3.2.1 LA.1.3.2.2

Write narratives that include a main idea based on real or imagined events, characters, and a sequence of events

Participate in writing simple stories, poems, rhymes, or song lyrics Generating ideas from multiple sources (brainstorming, webbing, drawing, group discussion. Other activities)





• Developmental Stages of Writing (Characteristics, Instructional Focus,) Chart

• Mentor Texts • Topic Pocket • Narrative Planners‐Narrative Arch (Snake) • Story Board with Questions • Traffic Light ‐ Three Column Chart (beg, mid,

end) • Observe something amazing in nature & write

what you saw, the setting, two events that happened, and your reaction

• Foldable timeline • Draft • Transitions • Narrative Hooks/Endings

Production and Distribution of Writing Revising, Publishing, & Technology

W.1.4 (Begins in grade 3) (Begins in grade 3) W.1.5 With guidance and support from adults, focus on a

topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

LA.1.3.3.1

LA.1.3.3.2

Evaluating the draft for logical thinking and marking out repetitive text Creating clarity by marking out repetitive text, adding additional details by using a caret and replacing general words with specific words

• Implement Writer’s Workshop • Model Revision Process through Language

Experience or Shared Writing • Revise for Specific Target Skills :

‐Adding Details (Show Not Tell, Sensory Details, Figurative language) ‐Sentence Combining ‐Substituting better words ‐Transitions ‐Deleting word that don’t belong ‐Add or Change an Ending ‐Dialogue

• Author’s Chair • Peer Conferences • Individual Student/Teacher Conferences • TAG (Tell Something You Liked, Ask a

Question, Give a Suggestion) or Compliments • Magic Rules for Listening

12


W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

LA.1.3.5.1

LA.1.6.4.1

Produce, illustrate and share a variety of compositions

Use appropriate available technology resources (e.g. writing tools, digital cameras, drawing tools) to present thoughts, ideas, and stories

• Provide opportunities for students to use computers, digital and/or video cameras to publish class projects and individual writing: ‐Various Paint Programs ‐Power Point ‐Word Processing

• Book Reports • Foldable/ Pop‐Up Book

Research to Build and Present Knowledge Research Process & Informative Writing

W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how‐to” books on a given topic and use them to write a sequence of instructions).

LA.1.6.2.2

LA.1.6.2.3 LA.1.3.1.1

LA.1.3.1.2 LA.1.3.1.3

LA.1.3.2.1 LA.1.3.2.2

Use simple reference materials to locate and obtain information, using alphabetical order, record information, and compare it to search questions

Write a simple report with a title and three facts, using informational sources Generating ideas from multiple sources (brainstorming, webbing, drawing, group discussion. Other activities)





• Use Classroom Libraries, Media Center, Age Appropriate Websites and Content Area Materials to gather information about a topic to produce a variety of publications, e.g.: ‐“How to Follow the Rules in School” ‐ ABC Book of America (Symbols and

Individuals of America) ‐Research and classify Living and Nonliving things to write “ Living and Nonliving Things Around Us”

W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

LA.1.4.2.2

LA.1.6.2.1

Participate in recording information. from informational/ expository text (lists, graphs, tables, or maps, etc)

Formulate questions and gather information using simple reference materials (e.g. non‐fiction books. Pictures dictionaries, software)

• Use Classroom Libraries, Media Center, Age Appropriate Websites and Content Area Materials to gather information about a topic to answer a question

• Use questions to focus a prediction before investigating a topic or going on a field trip.

• Use questions to generate a survey and students chart or graph the information collected

• Compose Researched Draft • KWL Chart • Research Question of the Day with

Classmates & Record Results • Shared Writing/ Language Experience

13


W.K.9 (Begins in grade 4) (Begins in grade 4) N/A Range of Writing NEW W.1.10 (Begins in grade 3) NA

14


Speaking and Listening Standards K‐5 The following standards for K‐5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade‐specific standards and retain or further develop skills and understands mastered in preceding grades.


Comprehension and Collaboration Listening & SpeakingSL.1.1 Participate in collaborative conversations with

diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

All NGSSS below comprise all skills necessary to demonstrate Comprehension and Collaboration’ (SL.1.1a‐1b) and:

• Book Talks • Table/Group Discussions • Who/What/Where/When/Why/How • Questioning • Think/Pair/Share • Turn & Talk • Show and Tell • Language Experience

SL.1.1a Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

LA.1.5.2.6 Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker

• Use an Object (e.g. a teddy bear) to Signal the Speaker’s Turn

• Rules for Listening Chart SL.1.1b Build on others’ talk in conversations by responding

to the comments of others through multiple exchanges.


• Use an Object (e.g. a teddy bear) to Signal the Speaker’s Turn

• Turn & Talk • Think Pair Share • Show and Tell • Language Experience

SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.


• Reciprocal Teaching • Who/What/Where/When/ Why/How

Questioning and Charting • SAT Question Task Cards

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

LA.1.5.2.3 Listen attentively to fiction and non‐fiction read‐alouds and demonstrate understanding

• Illustrate/ Pictures Notes • Picture/Written Literature Response • Various Graphic Organizers appropriate to

Text Structure & Genre • Predict/Clarify/Summarize • SAT Question Task Cards

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information, or clarify something that is not understood.


• Who/What/Where/When/ Why/How Questioning and Charting

• Authentic Questioning • Think/Pair/Share OR Turn & Talk • Show and Tell • Language Experience

15


Presentation of Knowledge and Ideas Listening & SpeakingSL.1.4 Describe familiar people, places, things, and events

with relevant details, expressing ideas and feelings clearly.

LA.1.5.2.5

Communicate effectively when relating experiences and retelling stories read and heard

• Detailed Illustrations & Orally Share • Teacher/Peer Question & Answer Probing • Think/Pair/Share • Turn & Talk • Bring in a Photo of a Family Celebration to

Initiate Research • Show Not Tell

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.

NEW

NEW

• Picture Notes • Diagram Information Learned in the Leveled

Vocabulary Readers SL.1.6 Produce complete sentence when appropriate to

task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

LA.1.5.2.3

LA.1.5.2.4

LA.1.5.2.5

Listen attentively to fiction and non‐fiction read‐alouds and demonstrate understanding

Use formal and informal language appropriately

Communicate effectively when relating experiences and retelling stories read and heard

• Think/Pair/Share • Turn & Talk • Show and Tell • Language Experience/ Shared Writing • Author’s Chair

16


Language Standards K‐5 The following standards for grade K‐5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and application. Students advancing through the grades are expected to meet each year’s grade‐specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher graders as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table of page 30 for a complete list and Appendix A for an example of how these skills develop in sophistication.


Conventions of Standard English Penmanship, Drafting, Editing for Language Conventions

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

All NGSSS below comprise all skills necessary to demonstrate ‘Conventions of Standard English’ (L.1.1a‐2d).

• Journal Writing/ Learning Log • Literature Responses • Double Entry Journal • Sharing Written Entries in Logs/Journals • Sentence Stalking & Sentence Imitating

L.1.1a Print many upper‐ and lowercase letters. LA.1.5.1.1 Write numbers and uppercase and lowercase letters using left to right sequencing

• Copy Sentence Frames (e.g. My favorite color is _____ because ______) to complete

• Draw/Dictate/Write in a Three Column Chart (beg, mid, end)

• Word Bank • Handwriting Practice • Kinesthetic Letter Writing Activities • Writing Process

L.1.1b Use common, proper and possessive nouns.

NEW NEW • Set Editing‐For Publishing Standards: ‐Editing board ‐Label the room ‐Noun Sort for common, proper and possessive nouns.

• Mentor Text – A My Name Is Alice to write a class book using student’s names

L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

LA.1.3.4.4

LA.1.3.4.5

Singular and plural nouns, action verbs in simple sentences, and singular possessive pronouns (my/mines, his/her/hers)

Subject and verb agreement in simple sentences

• Print rich environment • Word walls

• Mix and Match words for sentence building

L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

LA.1.3.4.4 Singular and plural nouns, action verbs in simple sentences, and singular possessive pronouns (my/mines, his/her/hers)

• Print rich environment • Word walls • Mix and Match words for sentence building

17


L.1.1e Use verbs to convey as sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

NEW NEW • Verb Sort using a three column chart (Past /Present/ Future)

• Oral conversations • Shared Writing • Language Experience

L.1.1f Use frequently occurring adjectives. NEW NEW • Collect adjective “word jar” • Oral conversations • Shared Writing • Language Experience

L.1.1g Use frequently occurring conjunctions (e.g. and, but, or, so, because).

NEW NEW • Simple Sentence Building using conjunctions • Sentence Combining

L.1.1h Use determiners (e.g., articles, demonstratives)

NEW NEW • Model sentence syntax using language experience • Shared Writing • Sentence Building • Word Charts showing articles (e.g., a, the)

& demonstratives (e.g., "this" or "those" specifying which person or thing is being referred to)

L.1.1i Use frequently occurring prepositions (e.g., during, beyond, toward)

NEW NEW

• Sentence Building • Sentence expansion • www.eslflow.com/PrepostionActivities.html

‐Taxi Driver Game Show ‐Preposition/Noun Match

• http://mediacdn.disqus.com (interactive web activities)

‐Choose the proposition ‐Pot the Preposition ‐Where is the Mouse?

L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

LA.1.3.4.6 End punctuation for sentences, including periods, question marks, and exclamation points

• Writer’s workshop ‐Drafting and Revising in response to mentor text • Responding to literature in Core (Basal) • Morning Message • Journaling

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

All NGSSS below comprise all skills necessary to demonstrate ‘Conventions of Standard English’ (L.1.2a‐2e).

Sentence Building & Copy/Illustrate, Dictate/Copy or Write own Sentences

18


L.1.2a Capitalize dates and names of people. LA.1.3.4.2 Capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year

• Sentence Building & Copy/Illustrate, Underline in Green (Green = Go) & Correct as Needed in OWN Writing

• Editing by Ear • Using an Editing Board • Conventions as Target Skills • Daily Oral Message

L.1.2b Use end punctuation for sentences. LA.1.3.4.6 End punctuation for sentences, including periods, question marks, and exclamation points

• Sentence Building & Copy/Illustrate, Underline in Red (Red = Stop) & Correct as Needed in OWN Writing


L.1.2c Use commas in dates and to separate single words in a series.

LA.1.3.4.3 Commas in dates, items in a series

• Sentence Building & Copy/Illustrate, Underline in Yellow (Yellow = Slow Down!) & Correct as Needed in OWN Writing


L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

LA.1. 3.4.1 Common spelling patterns (onset and rimes, word families, and simple CVC words) and conventional spelling of high frequency words

• Words Their Way by Donald Bear ‐Word Sorts by Spelling Stage ‐Pattern Sorts

• Making Words, • Dictation, • Just Read Florida K‐1 Activities

‐Roly‐Poly Words ‐Sandpaper Words‐Word Boards ‐Word‐Oh!

L.1.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

LA.1.3.4.1 Common spelling patterns (onset and rimes, word families, and simple CVC words) and conventional spelling of high frequency words

• Words Their Way by Donald Bear ‐Word Sorts by Spelling Stage ‐Pattern Sorts

• Making Words, • Dictation

Knowledge of Language NEW NEWL.1.3 (Begins in grade 2) (Begins in grade 2) NA

19


Vocabulary Acquisition and Use Vocabulary Development L.1.4 Determine or clarify the meaning of unknown

and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategies.

LA.1.1.6.9 LA.1.1.6.8

Determine the correct meaning of words with multiple meanings (e.g. mine) in context

Use meaning of individual words to predict meaning of unknown compound words

• Multiple Meaning Picture Charts • Context Clues • Reciprocal Teaching • Word Bank • Personal Dictionary • Daily Message • Vocabulary Maps • Words Their Way by Donald Bear

‐Homograph ConcentrationL.1.4a Use sentence‐level context as a clue to the

meaning of a word or phrase.

LA.1.1.6.3 Use context clues

• Multiple Meaning Picture Charts • Context Clues • Reciprocal Teaching (Clarify) • Words Their Way by Donald Bear

‐Homograph Concentration L.1.4b Use frequently occurring affixes as a clue to

the meaning of a word. NEW NEW • Words Their Way by Donald Bear

‐Prefix Spin L.1.4c Identify frequently occurring root words (e.g.,

looks, looked, looking). NEW NEW • Spectrum of a Word

• Inflectional/Affixes Stringing L.1.5 With guidance and support from adults,

demonstrate understanding of word relationships and nuances in word meanings.

• Word Maps (Synonyms, Antonyms, Homophones, Analogies)

• Categorize words based on a common word (e.g., happy – glad, ecstatic, joyful, excited)

• Create a Picture Glossary • Personal Thesaurus • Word/Picture Sorts • Daily Message • Language Experience/ Shared Writing • Words Their Way by Donald Bear

L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

LA.1.1.6.6 Identify and sort common words into conceptual categories

• Word/Picture Sorts, • Sort Objects in a Basket • Concept Sorts • Word Bank • Personal Dictionary by Category/Theme • Create a Picture Glossary

20


L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; at tiger is a large cat with stripes).

LA.1.1.6.4 LA.1.1.6.7

Categorize key vocabulary and identify salient features Identify common antonyms and synonyms

• Word/Picture Maps, • Describe Object in a Basket & Match to a

Corresponding Opposite (e.g. small, brown block – large brown block)

• Compose ABC Books of animals, transportation, etc.

• Word Jars

L.1.5c Identify real‐life connections between words and their use (e.g., note places at home that are cozy).

LA.1.1.6.5 Relate new vocabulary to prior knowledge • Describe Colors in Pictures/Paintings, Making Connections (TT, TS, TW)

• Word and Concept Maps • Sensory Detail Chart

L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

NEW

NEW

• Word/Picture Array • Act It Out • Word Bank/ Word Walls • Personal Thesaurus • Word/Picture Sorts • Words Their Way by Donald Bear • Total Physical Response (TPR)

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships(e.g., because).

NEW NEW • Reciprocal Teaching • Making Connections • Word Walls/Print Rich Environment • Word Bank/Jars

• Personal Dictionary

21


Additional Support:

Florida Center for Reading Research (FCRR) K/1 Activities: http://www.fcrr.org/Curriculum/studentCenterActivities.shtm

Literacy Essentials and Reading Network (LEaRN): http://learn.nefec.org/resources/content/index.aspx

Florida Assessment for Instruction in Reading (FAIR) Resources: http://learn.nefec.org/resources/content/fair/index.htm

FAIR Search Tool: http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx

Empowering Teachers Instructional Routines: http://www.fcrr.org/assessment/ET/routines/routines.html

Read Write Think – Classroom Resources: http://www.readwritethink.org/classroom‐resources/

MDCPS ‐ Division of Language Arts/ Reading ‐ http://languageartsreading.dadeschools.net/

STRANDS How are the

StrandsDivided?


NGSSS


Literature

Informational Text

Foundational Skills


LanguageLanguage

READING STANDARDS for LITERATURE Key Ideas & Details 1. Ask and answer questions about key details in a text. 2. Retell stories, include key details, and demonstrate understanding of the central message or lesson.

3. Describe characters, settings, and major events in a story, using key details.

Craft & Structure 4. Identify words and phrases that suggest feelings or appeal to senses. 5. Explain major differences between books that tell stories and books that give information.

6. Identify who is telling the story at various points in a text. Integration of Knowledge & Ideas 7. Use illustrations and details in a story to describe its characters, setting, or events.

8. N/A

9. Compare/contrast the adventures/experiences of characters in stories. Range of Reading and Text Complexity 10. Read prose and poetry of appropriate complexity for grade 1.

WRITING STANDARDS Text Types and Purposes 1. Write opinion pieces introducing the topic, state an opinion, supply a reason for the opinion, and provide a sense of closure.

2. Write informative/explanatory texts naming a topic, supply some facts, and provide a sense of closure

3. Write narratives recounting two or more appropriately sequenced events, including details of what happened, using temporal words to signal event order, and provide a sense of closure.

Production and Distribution of Writing 5. Focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

6. Use a variety of digital tools to produce and publish writing Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of “how‐to” books on a given topic and use them to write a sequence of instructions). 8. Recall information or gather information to answer a question.

INFORMATIONAL TEXT Key Ideas & Details 1. Ask and answer questions about key details in a text. 2. Identify main topic, and retell key details of a text. 3. Describe the connection between 2 individuals, events, ideas or pieces of information.

Craft & Structure 4. Ask and answers questions to help determine or clarify the meaning of words and phrases in a text.

5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information.

6. Distinguish between information provided by pictures or illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas 7. Use the illustrations and details in a text to describe its key ideas. 8. Identify the reasons an author gives to support points in a text. 9. Identify the basic similarities in / differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 10. Read informational texts appropriately complex for grade 1.

SPEAKING & LISTENING STANDARDS Comprehension and Collaboration 1. Participate in collaborative conversations about topics and texts with

peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., listening to others, speaking one at a time about the topics).

b. Build on others’ talk in conversations by responding to the comments through multiple exchanges. c. Ask questions to clear up any confusion about the topics.

2. Ask and answer questions about key details in a text read aloud or information presented orally. 3. Ask and answer questions about what speaker says to gather additional information or clarify something that is not understood.

Presentation of Knowledge & Ideas 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 5. Add drawings or visual to descriptions to clarify ideas, thoughts and

feelings. 6. Produce complete sentences when appropriate to task and situation.

FOUNDATIONAL SKILLS Print Concepts 1. Organization and basic features of print.

a. Recognize features of a sentence (e.g., capitalize first word, end punctuation).

Phonological Awareness 2. Demonstrate understanding of spoken words, syllables & sounds (phonemes). a. Distinguish long from short vowel sounds in single‐syllable words. b. Produce single‐syllable words by blending sounds (phonemes), including consonant blends.

c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in single‐syllable words.

d. Segment single‐syllable words into their complete sequence of phonemes.

Phonics & Word Recognition 3. Know & apply grade‐level phonics and word analysis skills. a. Know common consonant digraphs. b. Decode regularly spelled one‐syllable words. c. Know final –e and common vowel team for representing long vowels. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a word.

e. Decode two‐syllable words using basic syllable patterns f. Read words with inflectional endings. g. Recognize and read grade‐appropriate irregularly spelled words.

LANGUAGE STANDARDS Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage. a. Print all upper‐and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs(e.g., He hops; We

hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use verbs in past, present, and future tenses (e.g., Yesterday I walked

home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Spell for words with common spelling patterns and frequently occurring irregular words. e. Spell untaught words phonetically, using phonemic awareness and

GRADE: 1 CCSS AT‐A‐GLANCE

MDCPS‐ Division of Language Arts/Reading, July 2011

Fluency 4. Read grade level text with sufficient accuracy and fluency to support comprehension.

a. Read with purpose and understanding. b. Read orally with accuracy, appropriate rate, and expression c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

spelling conventions. Vocabulary Acquisition & Use 4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases

a. Use sentence‐level context as a clue to the meaning. b. Use frequently occurring affixes as a clue to the meaning of a word.

c. Identify frequently occurring root words (e.g., look) and inflectional forms (e.g., looks, looked, looking).

5. Understand word relationships and nuances in meanings. a. Categorize words to gain a sense of the representation of concepts the categories.

b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real‐life connections between words and their use

(e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs (e.g., look, peek, glance,

stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining, choosing, or by acting out the meanings.

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

MIAMIDADE COUNTY PUBLIC SCHOOLS District Pacing Guide

Grade Level or Course Title: Grade 1

Curriculum and Instruction-Language Arts/Reading First Quarter 1 of 7

STRAND/BODY OF KNOWLEDGE: Language Arts /Reading TOPIC: Review Theme 1 Review Skills/Administer Theme Skills Test *Exemplar Text: Appendix B (CCSS)

Pacing Date Traditional 4 days 09/26/11-

09/30/11 Block

Common Core State Standards (NGSSS)

Houghton Mifflin Instructional Routines Objectives Alignment to FAIR and

SAT 10 INSTRUCTIONAL TOOLS

RF.K.1a Follow words from left to right, top to bottom, and page by page. (LA.K.1.1.6) RF.1.1a Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation). (LA.1.3.4.2, LA.1.3.4.6) RF.K.2a Recognize and produce rhyming words. (LA.K.1.2.3) L.1.1a Print All upper-and lowercase letters. (LA.1.5.1.1) RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. RI.1.2 Identify the main topic and retell key details of a text. (LA.1.1.7.3, LA.1.1.7.4, LA.1.1.7.7) SL.1.1a Follow agreed upon rules for discussion (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (LA.1.5.2.6) SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (LA.1.5.2.6) SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (LA.1.5.2.3 )

• Dail y Message

(RF.K.3a,RF.K.1a, RF.1.1a, RF.1.3g, RF.K.1c, L.1.2b)

• Daily Phonemic Awareness (RF.K.2a, RF.K2b, RF.1.2b, RF.1.3d, RF.1.2)

• Phonics: Connect to Spelling and Writing (L.1.1a)

• Dail y Independent Reading(RF.1.4b)

• Sharing the Big Book: Responding (RL.1.1, RL.1.2, RL.1.3,SL.1.1a, SL.1.1b, SL.1.2, RI.1.7, RL.1.1, RL.1.7, RL.1.9, RF.1.4a )

• Big Book and Anthology selections (RI.1.7, RF.1.4b,)

• Compre hension/Critical Thinking (RL.1.1, RL.1.3

• Revisiting the text: Concepts of Print (RF.K.1c, RF.1a)

• Re-Reading the Big Book (RF.1.4b,RF.1.4a)

• Reading the Anthology (RF.1.4a, RL.1.1, RL.1.2, RL.1.7 RF.K.1a, RF.1.4b RF.1.3b)

• Reading the Little Book (RF.1.4b)

• Phonics (RF.1.2b, RF.1.3b, L.1.1a)

• Phon emic Awareness: Blending (RF.1.2b)

• Phonics : Connect to Spelling (RF.1.2b, RF.1.2c , RF.1.3b )

The student will

• review concepts of print and phonics skills.

• be able to read grade level text with fluency and accuracy.

• be able to identify the main idea and beginning, middle and end of a text.

• recog nize consonants m,n,f,p, s,c,b,r,h,g,and the sounds they represent.

• blend onset and rime • associate the short a

sound with the letter a.

• read words with m,n,f,p, s,c,t,–at and -an.

• review words in the an and at family on the word wall

• sequ ence story events.

• read and write go, on, the.

• contrib ute sentences about a topic to write a class story.

• point out spaces between words

• clap words into

• L.1.1a Print All upper-and

lowercase letters (FAIR: Letter Sound Knowledge)

• RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.(FAIR: Reading Comprehension)

• RI.1.2 Identify the main topic and retell key details of a text (FAIR: Reading Comprehension and SAT 10)

• RF .1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (FAIR: Phoneme Blending)

• RF.1.3b Decode regularly spelled one-syllable words. (FAIR: Word Building-Consonants)

• SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (FAIR: Listening Comprehension)

• RF.1.4a Read on-level text with purpose and understanding. (FAIR: Reading Comprehension

Core Text Book: Houghton Mifflin: Resources: All Together Now

Vocabulary: Elements of Reading

Vocabulary Houghton Mifflin Vocabulary

Readers Write Time for Kids

Technology: Audio Tapes/CDs Get Set to Read Ticket to Read Destination Reading/ Riverdeep SuccessMaker www.eduplace.com www.bookadventure.org Strategies: Refer to ‘Meeting Individual Needs’ in Houghton Mifflin TE for Above, On, & Below Level Differentiation. *Exemplar Text: Choose an exemplar text from Appendix B in the CCSS to apply reviewed standards and tested skills. List text title on the Instructional Focus Calendar.




RI.1.7 Use the illustrations and details in a text to describe its key ideas. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (LA.1.1.3.2) RF.1.3b Decode regularly spelled one-syllable words. (LA.1.1.4.1) RF.1.4c Use context to confirm or self correct word recognition and understanding, rereading as necessary. (LA.1.1.5.2) RF.1.4a Read on-level text with purpose and understanding. (LA.1.1.5.3) RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. (LA.1.2.1.2 , LA.1.1.7.3, LA.1.1.7.6) RF.1.3g Recognize and read grade appropriate irregularly spelled words. (LA.1.1.4.5) RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RL.1.1 Ask and answer questions about key details in a text. (LA.1.2.1.5) L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts that categories represent. (LA. 1.1.6.6) L.1.2a Capitalize dates and names of people. (LA.1.3.4.2) RL.1.9 Compare and contrast the adventures and experiences of characters in stories. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.(LA.1.2.1.6)

• Phonics: Phonics Library (RF.1.4b, RF.1.4c, RF.1.3g, RF.1.3 )

• Grammar( RF.1.1a, L.1.1a, L.1.2a, L.1.2b)

• Listening and Speaking (RL.1.10)

• Preparing to Read: Get Set to Read (RF.1.4c, RF.1.3g, RF.1.3b, RL.1.7, RF.1.3)

• Compre hension: Sequence (RL.1.2)

• Strategy and Skill Focus (RL.1.2,RL.1.1, RL.1.9)

• Revisiti ng the Literature (RL.1.2, RL.1.9)

• High Frequency Words (RF.1.3g)

• Word Wall (RF.1.3g) • Daily Phonemic Awareness

(RF.1.3d) • Vocabulary: (L.1.5a, L.1.5c) • Viewing: (RL.1.9, RF.1.1a) • Poetr y Link:

Comprehension/Critical Thinking (RL.1.1, RL.1.10, RL.1.6)

syllables. • Ans wer questions

based on a selection read.

• identify capital letters at the beginning of a sentence

• match capital and lower-case letters.

• create a word web of animal names.

• use nonverbal cues to infer feelings

• recognize and, here, jump, not, too, we

• isolat e initial phonemes

• apply phonics skills and high frequency words utilizing the Phonics Library books

• use upper case letters to begin a sentence

• identify and name common classroom objects

• compare and contrast story elements..

• read a first grade level poem.

• build and read cat, mat, sat

• learn and recall animal sounds.

• draw and label an animal picture.

• ide ntify cause and effect relationships

• retell a story in their own words

• recognize because as a signal to causes and effects

• use illustrations to describe events in a

and SAT 10) • RL.1.2 Retell stories,

including key details, and demonstrate understanding of their central message or lesson. (FAIR: Reading Comprehension and SAT 10)

• RF.1.3g Recognize and read grade appropriate irregularly spelled words.(FAIR: Word Reading , Reading Comprehension and SAT 10)

• RL.1.1 Ask and answer questions about key details in a text. (FAIR: Reading Comprehension and SAT 10)

• L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts that categories represent.(FAIR: Vocabulary)

• RL.1.9 Compare and contrast the adventures and experiences of characters in stories. (FAIR: Comprehension and SAT 10)

• RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. (FAIR: Reading Comprehension

• RL.1.3 Describe characters, settings, and major events in a story, using key details. (FAIR: Reading Comprehension and Sat 10)




RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. (LA.K.1.4.1) RL.1.3 Describe characters, settings, and major events in a story, using key details.(LA.1..2.1.5 RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. (LA.1.1.5.1) RF.1.2c Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words. (LA.1.1.3.3) L.1.5c Identify real life connections between words and their use. ((LA.1.1.6.5) RF.K.1c Understand that words are separated by spaces in print. (LA.K.1.1.1) RF.K.2b Count, pronounce, blend, and segment syllables in spoken words ( LA.K. 122) L.1.2b Use end punctuation for sentences (LA.1.3.4.6) L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.1a Print many upper and lowercase letters (LA.1.5.1.1) RL.1.6 Identify who is telling the story at various points in a text L.1.5c Identify real life connections between words and their use. ((LA.1.1.6.5)

story • partici pate in

literature discussion circle

• associate the sound /i/ with the letter i

• read and write words with b,r,h,g,-it, and –ig

• evaluate a story • build and spell words

with –ig and -it • read a rhyme chorally • recognize and read a,

find, have, one, to who

• use shape words • identif y different

punctuation • Use feeling words • Comp ose new

endings for a familiar story

• RF.1.4b Read on level text orally with accuracy, appropriate rate, and expression on successive readings.(FAIR: Reading Comprehension)

• L.1.5c Identify real life connections between words and their use. (FAIR: Vocabulary)

• RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (FAIR:Phoneme Blending, and Phoneme Deletion

• RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1 (SAT 10)

• RL.1.6 Identify who is telling the story at various points in a text (FAIR: Reading Comprehension and SAT 10)




*Exemplar Text: *RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. (LA.1.2.1.6, LA.1.2.1.4)

Or *RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. (LA.1.2.2.2)

MIAMI-DADE COUNTY PUBLIC SCHOOLS Instructional Focus Calendar

Language Arts/Reading: Grade 1


Date Common Core State

Standards (NGSSS)

Data Driven Benchmark(s) Activities Assessment(s) Strategies

09/26/11-09/30/11

RF.K.1a Follow words from left to right, top to bottom, and page by page. (LA.K.1.1.6) RF.1.1a Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation). (LA.1.3.4.2, LA.1.3.4.6) RF.K.2a Recognize and produce rhyming words. (LA.K.1.2.3) L.1.1a Print All upper-and lowercase letters. (LA.1.5.1.1) RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. RI.1.2 Identify the main topic and retell key details of a text. (LA.1.1.7.3, LA.1.1.7.4, LA.1.1.7.7) SL.1.1a Follow agreed upon rules for discussion (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (LA.1.5.2.6) SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (LA.1.5.2.6) SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (LA.1.5.2.3 ) RI.1.7 Use the illustrations and details in a text to describe its key ideas. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (LA.1.1.3.2) RF.1.3b Decode regularly spelled one-syllable words. (LA.1.1.4.1) RF.1.4c Use context to confirm or self correct word recognition and understanding, rereading as necessary. (LA.1.1.5.2)





Standards (NGSSS)


RF.1.4a Read on-level text with purpose and understanding. (LA.1.1.5.3) RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. (LA.1.2.1.2 , LA.1.1.7.3, LA.1.1.7.6) RF.1.3g Recognize and read grade appropriate irregularly spelled words. (LA.1.1.4.5) RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RL.1.1 Ask and answer questions about key details in a text. (LA.1.2.1.5) L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts that categories represent. (LA. 1.1.6.6) L.1.2a Capitalize dates and names of people. (LA.1.3.4.2) RL.1.9 Compare and contrast the adventures and experiences of characters in stories. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.(LA.1.2.1.6) RF.K.3a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant. (LA.K.1.4.1) RL.1.3 Describe characters, settings, and major events in a story, using key details.(LA.1..2.1.5 RF.1.3 Know and apply grade level phonics and word analysis skills in decoding words. (LA.1.1.5.1) RF.1.2c Isolate and produce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words. (LA.1.1.3.3) L.1.5c Identify real life connections





Standards (NGSSS)


between words and their use. ((LA.1.1.6.5) RF.K.1c Understand that words are separated by spaces in print. (LA.K.1.1.1) RF.K.2b Count, pronounce, blend, and segment syllables in spoken words ( LA.K. 122) L.1.2b Use end punctuation for sentences (LA.1.3.4.6) L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.1a Print many upper and lowercase letters (LA.1.5.1.1) RL.1.6 Identify who is telling the story at various points in a text L.1.5c Identify real life connections between words and their use. ((LA.1.1.6.5) *Exemplar Text: *RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. (LA.1.2.1.6, LA.1.2.1.4)

Or *RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. (LA.1.2.2.2)

Planning for a Rigorous Grade 1 Reading/Language Arts Lesson… Week of:

MDCPS – Division of Language Arts/ Reading, July 2011

READING Strand: Literature/ Poetry OR Informational AND Listening/Speaking Text Title: Author: Standard/s:

• Primary

• Secondary

• Ongoing

Strategy and/or Graphic Organizer --- Use to Respond to Text

SAT 10 Task Card Question/s:

Essential Question:

Strand: Foundational Skills Strand: Language Standard – Concepts of Print: __ L to R, T to B, P by P __ Spoken words represented by letters __Words separated by spaces __ Recog /name upper & lower case letters __ First word of a sentence/ last word Phonological/ Phonemic Awareness: __Rhyme: Recognition or Production __Alliteration: Initial Sounds __Sentence Segmenting __Syllables Blending/Segmenting/Deletion __Onset/Rimes: Blending __Phoneme: Matching/Isolating Initial Sound, Final Sounds, Medial Sounds __Phoneme Manipulation: Initial/Final Phoneme Deletion Blend Deletion, Phoneme Substitution, Second Phoneme in Blend Deletion

Standard - Phonics: Letter-Sound Correspondences __Consonant Letter Names/Sounds __Vowel Letter Names/ Sounds (short/long) __Hard & Soft Cc & Gg __Multiple Sounds of Xx & Ss Consonant Blends & Diagraphs __Consonant Diagraphs/ Consonant Blends __Silent Letter/ Oddities Variant Vowels _Vowel Digraphs, _ Diphthongs Syllable Patterns _ Closed, _ Open, _VCe, _ R Controlled, _Vowel Team, _Final Stable Structural Analysis __ Compound Words, _ Inflectional Suffixes __ Prefixes, __Base/Root Words __ Derivational/ Chameleon Suffixes

High Frequency Words: Standard: Vocabulary Acquisition

Fluency : Opportunities to Reread • With purpose & understanding • Accuracy (Correctness) • Rate (Speed) • Expression (Tone & Intonation) • Reread to Confirm/Self-Correct

Standard: Conventions

RL.1.1 Questioning

Key Details

Why is the character happy/ sad? What does the story say about ______? What problem does the character have? Where is the problem solved in the story? What words describe the character? What caused ___ to____ At the end of the story where did___ go? What happened ____?

RI.1.1 Questioning

Key Details

Why did the author write the article? (Invitation/ flyer)

What happened _____? What caused _____? Where does _____? How does _________? Where are ______ found? Why does _____? What is _______? Who is the most important _____?

RL.1.2 Retell Central Message/ Lesson

Retell what happened in the story/ poem? What happened first? (Beginning/Middle/End) Which of these happened first/last? What lesson did ___ learn? What is the main message of the story?

RI.1.2 Identify Main Topic; Retell Key

Details

Why do you think ____ has the title ____? According to ____, what will the reader learn? What would be a good name for ___ What is the MAIN IDEA of the story? What is the _____ about? Tell what happened first/last? Step # __ tells _______?

RL.1.3 Describe Story Structure (Character, Setting, Plot)

Who is the most important character in the story? What does the main character want? How do you know how the character feels about ____?

What does the character think about ___? When the character does (action), how do the others feel?

What do the other characters say/feel about ___? You can tell that ___ likes ___ because… Where does the story take place? How do you know?

What is the problem in the story? How is the problem solved?

RI.1.3 Describe Connection between Text Details

How is the information about (2 people/ events/ ideas/ or pieces of information ALIKE in the story/article /flyer/recipe? How is _____ BETTER than _____? Why is _______ important to _______? What would happen if _________ was not there?

RL.1.4 Identify Feeling/ Sensory Words & Phrases

Listen to this sentence. “ ___________” What does ______ mean?

What words did you read/hear that let you know that the character is happy/mad/scared?

What words/sentences did you read/hear that describe what you could hear/see/taste/touch or smell?

RI.1.4 Questioning

to Determine/ Clarify Meaning of Words & Phrases

Read/Listen to this sentence. “ ___________” What does ______ mean?

When (phrase containing assessed word), what do you think it means?

In this story, what does the word ____mean? What is the person/animal doing when ________?

RL.1.5

N/A RI.1.5 RI.1.6 RI.1.7 Use Text Features; Distinguish Information from Pictures/ Words; Describe Key Ideas from Illustrations & Details

You would find information about ______ under which heading?

On which page can you find facts about ______? How can you find out what the word ____ means? What does the symbol/icon tell you? How does the picture/drawing help you understand the story/article /flyer/recipe?

What does the picture/drawing/map show? How does the pictures/charts help the reader understand what is happening in the _____?

What is the purpose of the photo/drawing/ chart/diagram at the beginning of the ____?

What does the photo or drawing/ chart/diagram help you to understand?

Read/Listen to this sentence. “______________” Which picture in the flyer/article/instructions shows what the sentence is saying?

RL.1.6 Identify Character & Point of View

Who is telling the story? Where in the story does another character tell what happened?

RL.1.7 Use Illustrations & Details to Describe (Character, Setting, Events)

Listen to this sentence. “______________” Which picture in the story shows what the sentence is saying?

The illustration shows ______ is happening in the story.

How do the illustrations help you understand where and when the story is happening?

Look at the illustration on page ___. Describe how the character looks. How does the character feel about ____? How do you know?

The purpose of the illustration in page ___ is to show the reader ___________.

Common Core Task Cards for First Grade

Curriculum & Instruction, Division of Language Arts & Reading, September 2011 Curriculum & Instruction, Division of Language Arts & Reading, September 2011

Curriculum & Instruction, Division of Language Arts & Reading, September 2011

RL.1.8

N/A R.I.1.8 Identify Author’s Perspective

Why does the author think that ______? What are the reasons for the author‟s opinion? What did you hear/read that tells you a drawn conclusion?

Explain why the author thinks that _____ is important?

RL.1.9 Compare/ Contrast Characters Experiences

How are _______ ALIKE? (characters, setting, events, ending)

How is the ______ in _title of story/poem ALIKE/DIFFERENT than the ______ in _title of story/poem?

How is ______„s problem DIFFERENT from _____‟s problem?

How is ______„s problem LIKE _____‟s problem? What does _______ do to solve the problem in _title of story/poem? (Ask for each story/poem)

How is the way the problem is solved in each story ALIKE/DIFFERENT? How does _____ change from ___ BEFORE ___ to AFTER _____ in each story?

RI.1.9 Identify Similarities/Differences

between Two Texts

What are the two articles/flyer/recipe/stories about?

How can you use the information in BOTH articles/flyer/recipe/stories to tell a friend about them?

How are the pictures/drawings in ________ and _______ ALIKE/DIFFERENT?

What is DIFFERENT/ALIKE about the way to make/do _____ in _title 1_ and _title 2_?

How do the authors of _ title 1_ and _ title 2_ explain how _____ looks/eats/lives the SAME/DIFFERENTLY?

How is the information in _________ different from _____________?

Why is _______ BETTER in title 1 than in title 2?

Language

L.1.4a Use Context Clues

In this story, what does the word ____ mean? Read/Listen to this sentence from the story. “ ___________” What does the word/phrase _______mean?

When the character says _phrase_ , it means_____________.

L.1.4b Use Affixes

If (base word) means , what does base word + affix mean?

L.1.4c Identify Root Words

Which word has the same base word as _______?

L.1.5d Distinguish Shades of Meaning

Read/listen to this story. “___________________._______ _____________________” What did ____ do/say when _______? (Ex., Baby Bob is coloring on the walls in his room. Mother turned around and stopped what she was doing. Mother (whispered, boomed, giggled), “Baby Bob!”)

Continuum of Phonological and Phonemic Awareness Degree of Difficulty

Type: Subtype: Example:

Phonological Awareness Continuum Rhyme Recognition • Does cat rhyme with hat? (yes)

Production • What rhymes with cat? (hat) Alliteration Recognizing words with the

same initial sounds • Daisy duck dances • Sweet Suzie sits on a soft sofa

Sentence Segments

Words in sentences • How many words are in this sentence? Mary bakes bread. (3)

Syllables Blending • Listen to the two word parts: Side…walk. Say the whole word: (sidewalk)

• Listen: yes…ter…day. Say the whole word: (yesterday)

Segmenting • Say the two words in sidewalk. (side…walk) • Listen: yesterday. Say each part: yes…ter…day

Deletion • Say sidewalk without side. (walk) Onset and Rimes

Blending • What word is this? /c/…/ake/ (cake) • /st/…/and/ (stand), /fl/…/ip/ (flip)

Phonemic Awareness Continuum Phoneme Matching initial sound • Which words begin with the same sound?

• Cake, cat, dog (cake & cat) Isolating initial sound • What is the first sound in cake? (/c/) Final sounds • What is the last sound in bat? (/t/) Medial sounds • What is the middle sound in fat? (/a/)

Phoneme Blending • What word am I saying? /c/ /a/ /t/ (cat) Phoneme Segmenting • How many sounds do you hear in cat? (3)

• What are the sounds in cat? (/c/ /a/ /t/) Phoneme Manipulation

Initial and final phoneme deletion

• Say Sam without the /s/. (am) • Say seat without the /t/. (sea)

Initial phoneme in blend deletion

• Say flip without the /f/. (lip)

Phoneme Substitution • Say cat. Now say /p/ instead of /c/. What’s the new word? (pat)

• Say tan. Now say /p/ instead of /n/. (tap) • Say tap. Now say /o/ instead of /a/. (top)

Second Phoneme in Blend Deletion

• Say black without the /l/. (back)

Retyped by D. Pearce, July 2010 From Just Read, Florida!

The Layers of Phonics: A Vertical and Horizontal Continuum

Letter-sound Correspondence

Consonant Blends and Digraphs Variant Vowels Syllable Patterns Structural Analysis

Consonant Letter Names (uppercase and lowercase) Consonant Letter Sounds (/d/, /t/, /m/, /f/, /r/) Vowel Letter Names (uppercase and lowercase) Short and Long Vowel Sounds (/a/, /e/, /i/, /o/, /u/) Hard and Soft c and g (city, cup, giant, gate) Multiple Sounds of x and s (excite, mix, exit, runs)

Consonant Digraphs (sh, th, wh, ch, ph) Consonant Blends (st-, bl-, str-, gr-, -nt, -mp, -nd, -st) Silent Letters/Oddities (-mb, kn-, -lk, qu)

Vowel Digraphs (ea, igh, ue, oo, ie) Diphthongs (oi, oy, ou, ow)

Closed (cat, tent, picnic) Open (he, hi, baby) VCe (Silent e) (tape, like, compete) R controlled (car, for, stir, her) Vowel Team (sail, seem, eight, look) Final Stable (maple, picture, station)

Compound Words (cowboy, cupcake) Inflectional Suffixes (-s, -es, -ing, -ed) Prefixes (pre-, re-, un-, dis-) Base and Root Words (read, ject, port) Derivational Suffixes (-ian, -ity, -ible/able) Chameleon Prefixes (in-, ad-, ob-)

High Frequency Words (Regular and Irregular)

(it, am, was, said, come)

(Adapted from Birsh, 2005; Henry 2003; Moats, 2000)

Layers of Phonics Continuum Details


Letter-sound correspondences:• Consonant letter names With letter names we are focusing on having students be able to

recognize and recall the names of upper and lowercase letters for consonants• Consonant letter sounds refers to consonants that are represented by a one to one

correspondence (e.g., m-> /m/)• Vowel letter names With letter names we are focusing on having students be able to

recognize and recall the names of upper and lowercase letters for vowels.• Short vowel sounds are often the first focus of vowel instruction with long vowel sounds

and the many ways they are represented in letter combinations being introduced later on.• Hard and soft c and g c and g are two letters that have hard and soft sounds. Hard c is

the sound /k/ when it is followed by an a, o, u as in cat, cot, cut and when it is followedby an e, i, y, it is the soft sound or /s/ as in city, cent, cycle and the same three lettersapply for hard g or the /g/ sound (gate, got, gum) and the soft sound is /j/ when followedby e, i, y, like in gem, giant, gym

• Multiple sounds of x and s – The letters x and s have multiple sounds - x has threesounds - /k/ as in excite, /k//s/ as in mix, and /g//z/ as in exit (with /k//s/ being the mostcommon) and s has the voiced and unvoiced sound and when it is voiced it becomes a /z/sound as in runs – when the consonant sound before the s is a voiced sound, then the /s/becomes voiced and makes the /z/ sound as in – bets (t is unvoiced) and then beds (d isvoiced and the s makes the /z/ sound)

Consonant Blends and Digraphs• Consonant digraphs two consonant letters that make one sound (e.g., sh -> /sh/)• Consonant blends two or more consonants adjacent to each other in a word, but each

retains its original sound (e.g., clip or strap)• Silent Letters in English we have some letters that are silent and come in certain patterns

and locations within words for example the kn- pattern has a silent K and usually comesat the beginning of the word or at least beginning of syllable (acknowledgement), anotherpattern with silent letters are –lk as in talk, -mb as in lamb which both usually come at theend of the word or syllable and the ‘h’ in ghost

• Oddities are low frequency patterns, or are exceptions to the typical patterns, somewhatof a “misc.” category – lk as in talk, qu- as in queen

Variant vowelsThis term refers to the various vowel patterns that can represent one vowel sound in morethan one way

• Vowel digraphs are combinations of vowels that represent one vowel sound such as longa (e.g., long a –ai as in rain /ay as in bay/a Consonant e as in cake/eigh as in eight)

• Diphthongs a combination of letters that creates a subtle glide from one vowel to anothersuch as oi/oy (boil/boy) and ou/ow (out/cow)


Syllable Patterns• A Closed syllable ends in at least one consonant; the vowel is short (e.g., pan, shot, milk,

magnet)• An Open syllable ends in one vowel; the vowel is long (e.g. so, he )• A VCe (Silent e) syllable ends in one vowel, one consonant, and a final e. The final e is

silent and the vowel is long. ( e.g. make, pipe, shine)• An R controlled syllable has an r after the vowel; the vowel makes an unexpected sound.

(e.g. car, dirt, turtle)• A Vowel Team syllable has two adjacent vowels. Each vowel team syllable must be

learned individually (e.g. sail, boat, moon, boy)• A Final Stable syllable has a consonant –le combination or a nonphonetic but reliable

unit such as –tion. The accent usually falls on the syllable before the final syllable.(puzzle, candle, contraction, picture).

Structural AnalysisKnowledge of morpheme structures is also a structural analysis skill. It is also referredto as advanced phonics or advanced decoding.

• Compound words sunshine, homesick• Inflectional endings indicate or change tense, possession, comparison or number, e.g. –s,

-ed, -ing (Harris & Hodges, 1995, p. 116 )• Prefixes are important to know for reading, spelling, and vocabulary acquisition. A

prefix is a morpheme attached to the beginning of the base or root word that creates anew word with changed meaning or function.

• Base/root words a word or the main part of a word (struct is the root of destructive) thataffixes are added to form a new word, they are taken from Anglo-Saxon, Latin and Greek(e.g., port meaning ‘to carry’ in Latin)

• Derivational suffixes – a suffix added to a base or root that forms another word that isoften a different part of speech from the base or root such as –ful in hopeful.

• Chameleon Prefixes – a chameleon prefix is a prefix in which the final letter of theprefix changes due to assimilation with the first letter of the base element (e.g. con-becomes a chameleon prefix in collect, correct, and combine) – These are also sometimesreferred to as assimilated prefixes (definition taken directly from Henry, 2003, p.286)

FRY'S 300 INSTANT SIGHT WORDS

First Hundred

a can her many see usabout come here me she veryafter day him much so wasagain did his my some weall do how new take werean down I no that whatand eat if not the whenany for in of their whichare from is old them whoas get it on then willat give just one there withbe go know or they workbeen good like other this wouldbefore had little our three youboy has long out to yourbut have make put twoby he man said up

Second Hundred

also color home must red thinkam could house name right tooanother dear into near run treeaway each kind never saw underback ear last next say untilball end leave night school uponbecause far left only seem usebest find let open shall wantbetter first live over should waybig five look own soon whereblack found made people stand whilebook four may play such whiteboth friend men please sure wishbox girl more present tell whybring got morning pretty than yearcall hand most ran thesecame high mother read thing

Third Hundred

along didn't food keep sat thoughalways does full letter second todayanything dog funny longer set tookaround don't gave love seven townask door goes might show tryate dress green money sing turnbed early grow myself sister walkbrown eight hat now sit warmbuy every happy o'clock six washcar eyes hard off sleep watercarry face head once small womanclean fall hear order start writeclose fast help pair stop yellowclothes fat hold part ten yescoat fine hope ride thank yesterdaycold fire hot round thirdcut fly jump same those

Let’s Look & Predict Title:Title:_____________________

Cover-to-Cover AFTER Reading:

What do you see? Feel? Revisited Prediction Sentence:

____________________________________________________________________________________________________________________________________________________________

Prediction Sentence:

____________________________________________________________________________________________________________________________________________________________

The Reading/Writing Connection, Carolyn Booth Olson

Cognitive Strategies Sentence Starters

Planning and Goal Setting Forming Interpretations • My purpose is… • What this means to me is… • My top priority is… • I think this represents… • To accomplish my goal, I plan to… • The idea I’m getting here is…

Tapping Prior Knowledge Monitoring

• I already know that… • I got lost here because… • This reminds me of… • I need to reread the part where… • This relates to… • I know I’m on the right track because…

Asking Questions Clarifying

• I wonder why… • To understand better, I need to know more about… • What if… • Something that is still not clear is… • How come… • I’m guessing that this means, but I need to…

Predicting Revising Meaning

• I’ll be that… • At first I thought _____, but know I… • I think… • My latest thought about this is… • If _____, then… • I’m getting a different picture here because…

Visualizing Analyzing Author’s Craft

• I can picture… • A golden line for me is… • In my mind I see… • This word/phrase stands out for me because… • If this were a movie… • I like how the author uses _____ to show…

Making Connections Reflecting and Relating

• This reminds me of… • So, the big idea is… • I experienced this once when… • A conclusion I’m drawing is… • I can relate to this because… • This is relevant to my life because…

Summarizing Evaluating

• The basic gist… • I like/don’t like _______ because… • The key information is… • This could be more effective if… • In a nutshell, this says that… • The most important message is…

Adopting an Alignment

• The character I most identify with is… • I really got into the story when… • I can relate to this author because…

Animal Body Part Purpose

1

What Do You Do With a Tail Like This?

By Steven Jenkins and Robin Page

This book belongs to ____________________

2

Animals use their noses, ears, tails, eyes, mouths, and feet in very different ways.

3

What do you do with a nose like this?

4

What do you do with ears like these?

5

What do you do with a tail like this?

6

What do you do with eyes like these?

7

What do you do with feet like these?

8

What do you do with a mouth like this?

9

I have read this book to:

1. _________________________

2. _________________________

3. _________________________

4. _________________________

5. _________________________

6. My Teacher: _______________

If you’re a platypus, you use your nose to dig in the mud. If you’re a hyena, you find your next meal with your nose. If you’re an elephant, you use your nose to give you a bath. If you’re a mole, you use your nose to find your way underground. If you’re an alligator, you breathe through your nose while hiding in the water.

If you’re a jackrabbit, you use your ears to keep cool. If you’re a bat you “see” with your ears. If you’re a cricket, you hear with ears that are on your knees. If you’re a humpback whale, you hear sounds hundreds of miles away. If you’re a hippopotamus, you close your ears when you’re under water.

If you’re a giraffe, you brush off pesky flies with your tail. If you’re a skunk, you lift your tail to warn that a stinky spray is on the way. If you’re a lizard, you break off your tail to get away. If you’re a scorpion, your tail can give a nasty sting. If you’re a monkey, you hang from a tree by your tail.

If you’re an eagle, you spot tiny animals from high in the air. If you’re a chameleon, you look two ways at once. If you’re a four-eyed fish, you look above and below the water at the same time. If you’re a bush baby, you use your large eyes to see clearly at night. If you’re a horned lizard, you squirt blood out of your eyes.

If you’re a chimpanzee, you feed yourself with your feet. If you’re a water strider, you walk on water. If you’re a blue-footed booby, you do a dance. If you’re a gecko, you use your sticky feet to walk on the ceiling. If you’re a mountain goat, you leap from ledge to ledge.

If you’re a pelican you use your mouth as a net to scoop up fish. If you’re an egg-eating snake, you use your mouth to swallow eggs larger than your head. If you’re a mosquito, you use your mouth to suck blood. If you’re an anteater, you capture termites with your long tongue. If you’re an archerfish, you catch insects by shooting them down with a stream of water.

The Sharing Hand

where when

what why

who

how

one-of-a kind

bizarre

rare

peculiar

odd

strange

unusual

alike

similar

same

usual

common

equal

identical

different

weird

is

s

p

a

a

word

person

animal

action

d:

n:

:

:

is n

not

Elkonin Boxes

MDCPS – Division of Language Arts/ Reading, 2010

K - 3 Reading Academy: Alphabetic Understanding, Phonics and Word Study

4–37

Handout 19: Common Syllable Patterns (Page 1 of 3)

Common Syllable Patterns

Syllable Patterns Examples1. A closed syllable ends in at least

one consonant; the vowel isshort.

• pan• shot• magnet

2. An open syllable ends in onevowel; the vowel is long.

• so• tiger• he

3. A vowel-consonant-e syllableends in one vowel, one consonantand a final e. The final e is silentand the vowel is long.

(It is helpful for many students tolearn this pattern because of itsfrequency in many one-syllablewords.)

• make• pipe• shine

4. A vowel-r syllable has an r afterthe vowel; the vowel makes anunexpected sound.

(Vowels that are followed by r do notmake their common long or shortsound.)

• car• dirt• turtle

5. A vowel pair syllable has twoadjacent vowels. Each vowel pairsyllable must be learnedindividually.

(The generalization when two vowelsgo walking is only reliableapproximately half of the time.)

• sail• boat• feet• moon• boy

6. A final stable syllable has aconsonant-l-e combination or anonphonetic but reliable unitsuch as -tion. The accent usuallyfalls on the syllable before thefinal syllable. Final stablesyllables have unexpected butreliable pronunciations.

• puzzle• bubble• candle• contraction• picture

Adapted from Carreker, S. (1999). Teaching reading: Accurate decoding and fluency. In J. R. Birsh(Ed.), Multisensory teaching of basic language skills (pp. 141-182). Baltimore: Brookes; Moats, L. C. (1995).Spelling: Developmental disability and instruction. Baltimore: York Press; Moats, L. C. (2000). Speech toprint: Language essentials for teachers. Baltimore: Brookes.

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