TEACHER GUIDANCE - Georgia Standards

TEACHER GUIDANCE

For teaching the Georgia Standards of Excellence (GSE)

Grade One

Introduction

This purpose of this document is to reflect the revised standards and the change from Common Core Georgia Performance Standards (GSE) to the Georgia Standards of Excellence (GSE).

About Grade One Students entering first grade are developing strategies that will enable them to comprehend grade-level texts of appropriate complexity and communicate effectively both in writing and in speaking. Students will begin to anchor their inquiries and responses firmly to the text, whether literary or informational, using increasingly specific and relevant evidence to support their claims and inferences. Students will learn more advanced phonics skills and build a bank of sight words. They read, listen to, and discuss more complex stories, make connections between what they read and hear and their experiences. They monitor and self-correct their reading, retell stories identifying key details, and describe characters and settings. First graders will understand text features such as glossaries, and will be able to identify the main topic. Students' analytical skills will extend to identifying the central message/lesson/theme, understanding character and plot development, and evaluating the impact of word choice. While the First Grade GSE make clear specific expectations for reading, writing, speaking, listening, and language, these standards need not be a separate focus for instruction. Often, several standards can be addressed by a single rich task.

For every standard listed, these instructional strategies are crucial: ? Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire. ? Provide additional opportunities for students to master these skills and concepts through the use of literacy centers. ? Provide differentiated small group instruction as needed.

Georgia Department of Education July 22, 2015 ? Page 2 of 76

First Grade Reading Literary (RL)

ELAGSE1RL1: Ask and answer questions about key details in a text.

Skills/Concepts for Students: ? Ask and answer questions about essential narrative elements (e.g., setting, characters, problems, events, solution, resolution) of a read-aloud or independently read text ? Know when to use appropriate questions words ? Set a purpose for reading by generating questions before reading ? Engage in conversations to understand the text by using questions words

Instructional Strategies for Teachers: ? Help students to understand the question "who" ? are the character(s) people, animals, etc. ? Define setting as where and when the story takes place ? Ask students to make predictions about story events before reading and at plot turns during reading ? During reading, guide students in asking and answering questions about key details in a text using question words ? Have students locate text evidence that helps them to answer questions about key details; ask students to point to the answer, underline it, highlight it, etc. ? Encourage questions and conversations among students about stories they have heard or read

Sample Performance-based/Standards-based Task(s): During small group or partner reading time, students will select literary texts on their independent reading level. Allow students to work together to generate questions about key details (e.g., Who are the characters? What is the setting?). Students will write their questions in their journals. After reading the text, students will write their answers and share with the class.

Suggested Key Terms:

Key Details

Events

When

Why

Question/Questioning Beginning

Ask Middle

Answer End

Who Character

What Plot

Where Setting

Georgia Department of Education July 22, 2015 ? Page 3 of 76

First Grade Reading Literary (RL) ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Skills/Concepts for Students: ? Listen to, read, and discuss a variety of literary text ? Retell stories read independently or with a partner ? Identify the central message or lesson in a story ? Identify key details in a literary text

Instructional Strategies for Teachers: ? Provide students with instruction in story retelling, helping them to identify key details ? Model with students how to use key details from the story to help them understand the central message or lesson ? Provide several opportunities for students to retell stories read independently or with a partner to demonstrate their understanding of the central message or lesson (including key details) ? Use graphic organizers to help students retell a story and include key details ? Ask questions such as, "What is the author trying to tell you in this story?" "What did the main character learn that I, too, could learn?" "Did any of the characters learn a lesson?" "What does the author want us to learn?" "What is the big idea the author wants us to remember after reading the story?" ? Teach students to use a retelling hand, where the 5 fingers represent Characters, Setting, Events, Problem, and Solution, and the center of the palm is the "heart" of the story, or central message or lesson the author is sharing.

Sample Performance-based/Standards-based Task(s): Using a retelling hand, students retell a story they have heard or read.

Suggested Key Terms:

Retell

Central Message/Lesson

Characters

Setting

Key Details Problem

Lesson Solution

Sequence Events

Georgia Department of Education July 22, 2015 ? Page 4 of 76

First Grade Reading Literary (RL)

ELAGSE1RL3: Describe characters, settings, and major events in a story, using key details.

Skills/Concepts for Students: ? Recognize plot, setting and character within texts ? Ask and answer questions about essential narrative elements in text (e.g., setting, characters, problems, events, solution) ? Visualize characters, settings, and events as they are described in a story

Instructional Strategies for Teachers: ? Discuss the main components of a story (e.g., characters, setting, major events) ? During the reading of a text, ask questions that will require students to describe characters, settings and major events: "How would you describe this character?" "What can you tell me about this character?" "How would you describe the setting?"

Sample Performance-based/Standards-based Task(s): Ask students to write a detailed description of the story setting. Have a student who is not familiar with the story read the description and draw the setting based on what they read. Encourage students to include key details that will help their partner to visualize the setting as it is described and/or illustrated in the story. Students could also write a description of a character and major events for a partner to read and illustrate.

Suggested Key Terms: Describe

Character

Visualize

Setting

Key Details

Major Event

Georgia Department of Education July 22, 2015 ? Page 5 of 76

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