COURSE: Reading
|COURSE: Reading |GRADE(S): First |
|STRAND: Reading Independently |TIME FRAME: One School Year |
|PA ACADEMIC STANDARDS |
|Reading Independently |
|ASSESSMENT ANCHORS |
|R3.A.1 Understand fiction appropriate to grade level |
|R3.A.2 Understand nonfiction appropriate to grade level |
|R3.B.1 Understand components within and between texts |
|R3.B2 Understand literary devices in fiction and nonfiction text |
|R3.B.3 Understand concepts and organization of nonfiction text |
| |
|RESOURCES |
| |
|Classroom library |
|School library |
|Browsing baskets |
|Teacher resource books – First Hand Phonics and Making Words. |
|Guided Reading books. |
|LETRS Manuals |
|QPS- Qualitative Phonics Survey |
|Belvin’s Phonological Awareness Assessment |
|Reading A-Z |
|Flash cards. |
|Language Master |
|Teacher made games/file folder games/commercial games. |
|Magnetic, sandpaper, (tactile) letters and words. |
|Sentence strips. |
|Word builder cards. |
|Sentence builder cards. |
|Approved novels for 1st grade |
|Predictable texts |
|Guided Reading (Fountas & Pinnell). |
|Literacy Boards |
|Houghton Mifflin CORE reading program-2008 |
| |
|OBJECTIVES |
| |
|The learner will identify purposes for reading. |
|The learner will use word recognition skills. |
|The learner will expand vocabulary. |
|The learner will demonstrate comprehension. |
|The learner will demonstrate fluency. |
|ESSENTIAL CONTENT |
|1.1.1.A: Identify the author’s purpose and type, using grade level text. |
|Preview text formats by distinguishing the difference between title, author, and table of contents. |
|Select a book at their appropriate reading level. |
|Participate in silent reading of self-selected books (SSR). |
|Choose reading as a leisure time activity. |
| |
|1.1.1.B: Demonstrate: Phonological awareness through phoneme manipulation |
|Knowledge of letter sound correspondence (Alphabetic Principle) |
|to decode and encode words. |
|During reading apply phonetic analysis consonant, vowels, structural analysis, and develop a basic sight word vocabulary. Use |
|picture, context and visual clues to decode and understand new words. |
|The student will produce the appropriate sound to match a given letter or picture. |
|Write and name a beginning/ending letter for a corresponding picture. |
|Identify and write initial two and three letter blends for a corresponding picture: -l, -r, s-, spr, str, scr, spl. |
|Identify sound and write initial and final consonant digraphs of words: ck, ch, th, tch, sh, wh. |
|Produce and identify short vowel sounds in isolation. |
|Identify, read, and use words with short vowel sounds. |
|Read and use mastery, long vowel words with vce pattern (silent or magic "e") (introduction). |
|Read and use words with long cvvc pattern using the (introduction) ea, oa, ee, ai, ay. |
|Read and use words with long vowel digraphs: au, aw, ew, oi, oy, oo, ou, ow. |
|Identify root words and word endings -ing and -ed. |
|Point out the prefix or suffix in a word to aid in decoding (introduction). |
|Identify unknown words by applying knowledge of context clues. |
|Use picture clues to identify unknown words. |
|Recognize and use word families to decode unfamiliar words. |
| |
|1.1.1.C: Use increasing robust vocabulary in oral and written language. |
|Name or select words with opposite or similar meanings. |
|Identify and select the appropriate word with multiple meanings when used in a sentence or to describe a picture. |
|Name, write and match the two parts of a compound word. |
|Identify a compound word from a given list of words. |
|Identify and match contraction with two given words; not, will, am, is, would, are. |
|Identify singular and plural words. |
|Choose a singular or plural word to match a picture of one or more than one. |
|Identify and choose the correct possessive form to complete a sentence. |
|Acquire a sight vocabulary by identifying rhymes, word families, and reading them in context. |
|Identify and match rhyming words. |
| |
|1.1.1.D: Demonstrate reading and listening comprehension/ understanding before |
|reading, during reading, and after reading through strategies such as think aloud, |
|retelling, summarizing, connecting to prior knowledge and non-linguistic |
|representations. |
|Before reading state predictions about the story type, e.g. real, make believe, by looking at pictures. |
|Read text using self-monitoring comprehension strategies e.g., predicting, picture clues, structural clues, and rereading. |
|Use pictures as an aid to gain information about the story. |
|Identify and discuss the main idea of a story. |
|Verify statements from information found in text. |
|Arrange story elements and events in sequential order. |
|Name main characters and other characters in the story. |
|Make predictions before, during an after reading. |
|Draw conclusions from information gained during reading. |
|Monitor meaning by using reading strategies. |
|Retell a story using a story map as a guide or frame. |
|Identify important story elements, characters, setting problem/goal, solution/resolution. |
|Activate prior knowledge and determine a purpose for reading. |
|Identify literary elements in stories, describing characters, setting, events, solution, first, next, last. |
| |
|1.1.1.E: Demonstrate accuracy and automaticity and decoding in oral reading of grade |
|level text. |
|Recognize and recite basic sight words when given a flash card presentation or in any context. (Grade 1 list) |
|Develop fluency by chunking words and phrases. |
|Read sight vocabulary words in various subject areas. |
|Demonstrate fluency and comprehension in reading. |
|Read familiar materials aloud. |
|Self correct mistakes. |
|Use appropriate rate of reading and pronunciation of words to gain meaning from text. |
|Demonstrate comprehension (by answering questions in simple sentences or filling in the blanks) regarding the text. |
|Reads with expression. Reads in large meaningful phrases with expressive interpretation and attention to punctuation. |
|Recognize and complete predictable language patterns e.g., choral reading, read-alouds, predictable reading). |
| |
|INSTRUCTIONAL STRATEGIES |
|Worksheets. |
|Matching upper and lower letters using magnetic letters. |
|Word wall games and activities. |
|Word ladders and making words activities. |
|Alphabet, beginning sound, vowel or sight word bingo. |
|File folder games. |
|Match rhyming words and/or pictures. |
|Recite familiar songs, poem fingerplays. |
|Matching picture cards of synonyms and antonyms. |
|Read Aloud - "The King Who Rained," "Amelia Bedila," and discuss use of words with multiple meanings. |
|Broken Hearts -- Write opposite pairs of pictures or words on paper hearts. Cut apart, and mix up (big/little). Children match |
|heart parts to correct opposites. |
|Ice Cream Cone Match -- Write synonym pairs on ice cream cones and matching word on dip (large/big). Children match cone and dip. |
|Pocket Chart Game -- Use incomplete sentences in the pocket chart. Give children the missing multiple meaning words to complete |
|each sentence. |
|Dachshund Match -- Take a compound word. Write the first word on the dog, the second word on a doghouse. Cut a slit in the |
|doghouse door. Slide the correct dog into the house thus forming a compound word. |
|Hot Dog Match -- Make several hot dogs and buns. Write contraction on hot dog, and matching two words on the bun (I'll/I will). |
|Small guided reading groups. |
|Learning centers. |
|Classify words with ed or ing into yesterday and today categories. |
|Daily cross-checking activities. |
|Teacher directed cloze activities -- fill in missing words from selected sentences or stories. |
|Worksheets. |
|Small guided reading groups. |
|Complete a picture walk prior to reading to make predictions. |
|Book introduction to set purpose for reaching (teacher directed). |
|Predict-O-Gram. |
|Vocabulary word sorts. |
|Story impressions, oral and written predictions. |
|Complete a story map. |
|Complete a KWL chart. |
|Oral written responses. |
|Oral retellings. |
|Participates in Think-Aloud activities, self-questioning, shared reading. |
|Complete character traits map. |
|Book reports. |
|Discuss what aspects of a story are real and which are imaginary. |
|Choral reading -- choral reading gives everyone in the group a chance to participate and maintains the pacing of the reading |
|selection. The teacher and the students read a particular dialogue or paragraph, with the teacher's voice determining the rhythm, |
|tempo, and expression. The teacher starts it by simply saying, "Now, everyone read the next sentence out loud together." |
|Repeated readings –for fluency, have children repeatedly read the same selections until an acceptable standard of fluency is |
|attained. This could be done several ways: small groups can read along with an adult or they can follow tape recorded version; |
|they can practice silently and then read aloud to the teacher; pairs of children can take turns reading aloud to one another. |
|Demonstrate phrasing of the text |
|Mask the text with a card or your thumb and expose two or three words at a time asking the child to "Read it all. |
|Use an overhead projector, making the text and pacing the child as you expose some for him to read. |
|Slide a card underneath each line if you wish to discourage word-by-word reading, finger pointing or voice pointing. |
|Slide a card over the text forcing the child's pace so he processes a little more fluently without breaking down. This encourages |
|him to make his eyes work ahead of his voice. Insist that the child pause appropriately, especially at full stops and speech |
|marks. Say "Read the punctuation." Every day in the lesson of the child who is well into his program and whose fluent reading is |
|being encouraged, take his assembled cut-up story and, in an accepting way, rearrange it into the phrases you think he should use |
|to achieve fluent reading and have him reread it in phrases. This will provide an action demonstration of what phrasing is about, |
|on something he can and does read fluently. |
|Select texts to facilitate fluent reading |
|Use known texts with rhythm-like songs and poems (or sometimes prose) because they carry the reader forward. |
|Choose repetitive texts, which are better, read with exaggerated expressions like "The Greedy Cat". |
|Read a story to the child demonstrating fluent reading. Reread it with the child, emphasizing the phrasing. This should provide |
|support from the feel and the sound of the patterns of words and breaks or pauses. Write down a repetitive sentence or phrase from|
|a specially selected story and treat it as described for the story above. |
|Share a favorite book with the class. |
|Visit and select books from the school/community library. |
|Teach "fist full of words" as a strategy for selecting books. |
| |
|ASSESSMENTS |
| |
|Marie Clay Observation Survey. |
|DRA- Developmental Reading Assessment |
|QPS- Qualitative Phonics Survey |
|Belvin’s Phonological Awareness Assessment |
|Running Records. |
|Match upper and lower case letters of the alphabet given magnetic letters. |
|Worksheets. |
|Teacher made tests. |
|Write samples/portfolio assessment. |
|Teacher made tests and cloze activities. |
|Running records/miscue analysis to assess accuracy. |
|Rubric for fluency. |
|Anecdotal records -- notes made while observing children as they respond to the text both verbally and non-verbally. |
|Journal writing - respond in written form. |
|Book log. |
|Teacher observation during SSR and reading workshop. |
|DIBELS |
|Literacy Boards |
|CORE assessments |
|CORRECTIVES/EXTENSIONS |
| |
|Correctives: |
|Language master activities |
|Kinesthetic - trace sandpaper letters, felt letters (tactile). |
|Alphabet books. |
|Computer games. |
|Learning centers. |
|Language master (apply to synonyms, antonym, homonyms, compounds and contractions). |
|Clap words into syllables. |
|Select the correct word from a group of words to complete a sentence or story. |
|Books on tapes. |
|Provide text at independent level. |
|Whole/small group guided activities. |
|Cut apart sentences. |
|Rereading familiar stories. |
|Language experience activities. |
|Computer games. |
|Echo reading. |
|Reteach "fist full of words" as a strategy for selecting books. Accompany student to library to aid in the selection of an |
|appropriate book. |
| |
|Extensions: |
|Construct an alphabet book. |
|Write sentences using sight words. |
|Word ladders - making words. |
|Write antonym, synonym or homonym pairs and illustrate to make a book or student thesaurus. |
|Make contraction/compound word puzzles. |
|Write sentences using “ed” and “ing” endings to show past and present tense. |
|Given a sentence students will brainstorm a variety of words to complete the thought (add graphophonic clue to eliminate choices). |
|Innovations of text using a story pattern to create a similar story. |
|Reading workshop - self-selection of individual projects to respond to stories. |
|Computer games. |
|Visit public library. |
|Independent reading assignment. |
|Recommended at least 10 minutes of SSR (sustained silent reading of self selected books per day) |
|*Recommended as per Chapter 4 Standards – students should read at least 25 books per year. |
|COURSE: Reading |GRADE(S): First |
|STRAND: Reading, Analyzing, and Interpreting Literature- Fiction|TIME FRAME: |
|and Non-Fiction | |
|PA ACADEMIC STANDARDS |
| |
|1.3 Reading, Analyzing, and Interpreting Literature- Fiction and Non-Fiction |
|ASSESSMENT ANCHORS |
|R3.A.1 Understand fiction appropriate to grade level |
|R3.A.2 Understand nonfiction appropriate to grade level |
|R3.B.1 Understand components within and between texts |
|R3.B2 Understand literary devices in fiction and nonfiction text |
|R3.B.3 Understand concepts and organization of nonfiction text |
|RESOURCES |
| |
|Response logs |
|Anecdotal records -- notes made while observing children as they respond to the text both verbally and nonverbally during teacher |
|conferencing, small and whole group discussions. |
|Graphic organizers |
|Newspapers/magazines |
|Nonfiction texts |
|Math graphs |
|Board approved 1st grade novels |
|Houghton Mifflin CORE reading program-2008 |
| |
|OBJECTIVES |
| |
|The learner will evaluate and analyze various genres. |
|The learner will identify various characteristics of various genres. |
|The learner will identify literary elements. |
|The learner will identify literary devices. |
|ESSENTIAL CONTENT |
|1.3.1.A: Read, Understand, and Respond to works of literature. |
|Listen to and compare orally a variety of works of literature. |
| |
|1.3.1.B: Recognize different types of genres such as poetry, drama, and fiction. |
|Verbalize and identify various forms of genre e.g., real, make believe, narrative, poetry, informational, biographical, and |
|instructional. |
|Respond to literature by acting out the story in play formats (Reader's Theatre). |
|Identify dialogue in plays and stories. |
| |
|1.3.1.C: Identify literary elements (characters, setting, and plot) in selected readings. |
|Identify literary elements in stories, describing characters, setting, events, solution, first, next last. |
| |
|1.3.1.D: Identify literary devices in selected readings (e.g., personification, rhyming, and alliteration). |
|Identify literary devices in stories, e.g. rhyme, repetition, rhythm. |
|INSTRUCTIONAL STRATEGIES |
| |
|Worksheets |
|KWL |
|Graphic organizers |
|Learning centers |
|Shared reading/writing activities |
|Math and other content area literature extension activities |
|Reading and interpretation of graphs (visual aids) |
|Use of "I" prompts |
|ASSESSMENTS |
| |
|Journal writing - respond to content area literature |
|Teacher made tests and observations |
|Projects |
|CORRECTIVES/EXTENSIONS |
|Correctives: |
|Books on Tapes. |
|Cooperative learning |
|Graphic organizers |
|Projects |
|Dramatizing |
|Extensions: |
|Media extensions |
|Projects |
|Dramatizing |
|Reader's Theatre |
|*Recommended as per Chapter 4 Standards – students should read at least 25 books per year. |
|COURSE: Reading |GRADE(S): First |
|STRAND: Reading, Analyzing, and Interpreting Text |TIME FRAME: |
|PA ACADEMIC STANDARDS |
| |
|Reading, Analyzing, and Interpreting Text |
|ASSESSMENT ANCHORS |
|R3.A.1 Understand fiction appropriate to grade level |
|R3.A.2 Understand nonfiction appropriate to grade level |
|R3.B.1 Understand components within and between texts |
|R3.B2 Understand literary devices in fiction and nonfiction text |
|R3.B.3 Understand concepts and organization of nonfiction text |
|RESOURCES |
| |
|Response Logs. |
|Chart of Response Prompts. |
|Writing samples. |
|District literacy assessment |
|Graphic organizers |
|Literacy Boards |
|Board approved 1st grade novels |
|Houghton Mifflin CORE reading program- 2008 |
| |
|OBJECTIVES |
| |
|The learner will evaluate text organization. |
|The learner will evaluate fact from opinion. |
|The learner will distinguish between essential and nonessential information. |
|The learner will make inferences. |
|The learner will respond to essential content in all academic areas. |
|ESSENTIAL CONTENT |
|1.2.1.A: Demonstrate concepts of print identify text organization and use content to derive meaning from text. |
|Preview text formats by distinguishing the difference between title, author, and table of contents. |
| |
| |
|1.2.1.B: Identify the difference between facts and opinions within a text. |
|Listen to and discuss content of informational texts. |
|Differentiate between real and make believe. |
|Distinguish between essential and nonessential information e.g., math word problems, reading, social studies. |
|Cause and effect |
|Distinguish real from imaginary. |
| |
|1.2.1.C: Identify essential information within an across a variety of texts. |
|Retell a story using a story map as a guide or frame. |
|Identify important story elements, characters, setting problem/goal, solution/resolution. |
|Identify literary elements in stories, describing characters, setting, events, solution, first, next last. |
| |
|1.2.1.D: Make inferences and draw conclusions citing evidence from the text to support |
|answers. |
|Listen to and compare orally a variety of works of literature. |
|Verify statements from information found in text. |
|Draw conclusions from information gained during reading. |
| |
|1.2.1.E: Read and respond to essential content of text. |
|Respond to nonfiction and fiction works of literature through illustrations and reading. |
|After reading demonstrate understanding and interpretation of both fiction and nonfiction text. |
|(fiction-poetry and narrative) |
|(non-fiction- informational, |
|instructional, biographical) |
|Retell or identify the main ideas. |
|Apply the new information or ideas from the text to known information. |
|INSTRUCTIONAL STRATEGIES |
| |
|Select from a wide variety of different genre. |
|Children will react or respond to story by drawing a picture. For example, draw a new ending, what happened first, favorite part, |
|etc. |
|Children will use writing response prompts to react or respond to a story. |
|Response logs. |
|Children will react or respond to a story during teacher conferencing, small group and large group discussions. |
|ASSESSMENTS |
| |
|Journal writing - written responses to stories |
|Literature groups and whole group discussion (teacher observation) |
|Retelling checklist (district literacy assessment) |
|Completed story maps/frames |
|CORE assessments |
|CORRECTIVES/EXTENSIONS |
| |
|Correctives: |
|Think-Alouds, teacher modeling of oral and written responses. |
|Cooperative learning |
|Story frames |
|Guided reading |
| |
|Extensions: |
|Innovations of text -- write or tell a different ending. |
|Reader's Theatre. |
|Write own poetry. |
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