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. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download