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. II.

Reading Grade 1 Common Core POWERPOINT 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 NEW! 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

First Grade’s Transitioning to CCSS from NGSSS

Purpose of Common Standards y To improve U.S. U S educational attainment by

focusing schools on higher learning goals y To T standardize t d di educational d ti l opportunity t it y To focus attention on fewer, higher, better

standards (more on outcomes than on processes)

What Makes These Standards Special? y Independent analysis indicates that they are

y y y y

g g than the more rigorous/demanding standards of 37 States Internationally benchmarked Include all grades (K-12) and emphasize disciplinary literacy I Increased d stress t on expository it ttext, t critical iti l reading, and use of technology Recognizes importance of text difficulty and the value of canonical text

The TRAIN left the station in CAREER Readiness Middle School Intermediate Primary!

Backmapping: pp g Reading g Key y Ideas College

High School

y Quote from literary and informational texts to support

statements about the text (5)

y Draw D on d details t il and d examples l ffrom ttextt tto supportt statements t t t

about the literary and informational texts (4)

y Ask and answer questions to demonstrate understanding,

explicitly li itl using i the th text t t (literary (lit and d informational) i f ti l) as th the basis for answers (3)

y Ask and answer such questions as who, what, where, when

why, h and d how h to demonstrate d understanding d di off key k details/information and events in literature and informational text (2)

y Ask A k and d answer questions i about b k key d details/information il /i f i and d

events in literature and informational text (1)

y With prompting and support, ask and answer questions about

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

Backmapping: pp g Reading g Key y Ideas y Quote from literary and informational texts to support

statements about the text (5)

y Draw D on d details t il and d examples l ffrom ttextt tto supportt statements t t t

about the literary and informational texts (4)

y Ask and answer questions to demonstrate understanding,

explicitly li itl using i the th text t t (literary (lit and d informational) i f ti l) as th the basis for answers (3)

y Ask and answer such questions as who, what, where, when

why, h and d how h to demonstrate d understanding d di off key k details/information and events in literature and informational text (2)

y Ask A k and d answer questions i about b k key d details/information il /i f i and d

events in literature and informational text (1)

y 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 Progression? i ? y There is an emphasis on informational text

from the earliest grades y The skills become more specific and d demanding di y Recognition of details as a support to b broader d interpretation i t t ti off ttextt y The strong stress on using information as evidence

Let’ss Explore The Common Core! Let

STRANDS

Literature

Informational Text Foundational Skills

Speaking and Listening

Language

How are the

Strands Divided?

Similarities & Differences to NGSSS

What ‘s New?

How will it impact your instruction?

Out of the Kindness of My Heart Jigsaw of CCSS • Count off to be assigned an Expert Group. • As a team, each group will complete the chart for their strand and post their findings on chart paper. •Each Expert Group will present their fi di findings. Share Sh hints hi t for f highlighting hi hli hti as well as AHA AHAs! •Each Each group will be given 20 minutes to prepare and 71/2 minutes to present!

STRANDS

Literature



Language

How are the

Strands Divided?


What ‘s New?


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

It is Show Time!

K-12 CRRP For the Ist time! Achievement Goals for K-2 K2 70% of students in Kindergarten-2nd grade will: y Score 85% or higher in the Broad Screen/Progress Monitoring Tool section of the FAIR. y Score in the 40th --- 60th p percentile in the Vocabulary Task. (AP1 & AP3) y Respond to at least 4 out of 5 questions correctly on the Listening Comprehension (Kindergarten) or Reading Comprehension (Kindergarten-Grade 2) Task. y Read the target passage for Assessment Period 3 AP3 with

95% accuracy in grades 1 and 2 and with fluency as follows: y Grade 1- 60 words correct p per minute y Grade 2- 90 words correct per minute y 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: y The independence of skills and text complexity y Emphasis p on harder text y Three part model for measurement y Quantitative dimensions y word frequency, frequency sentence length, length Lexile levels

y 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 •

y Reader and task considerations y background knowledge of reader, reader motivation, motivation interests, interests and

complexity generated by tasks assigned

Text complexity is defined by: y

y

y

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, l it and d knowledge k l d demands d d often best measured by an attentive human reader. 2. Quantitative measures – readability d bilit and d other th scores off ttextt complexity often best measured by computer software. 3. Reader and Task considerations id ti – background b k d knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

y A Four-step

Process:

1. Determine the

quantitative measures of the text.

2. Analyze the qualitative

measures of the text.

3. Reflect upon the reader

and task considerations. considerations

4. Recommend placement

in the appropriate text complexity band.

14

Exemplar Texts y Text samples provided to demonstrate the

llevell off complexity l i and d quality li the h CCSS require (Appendix B) y Choices serve as guideposts in helping teachers select similar complexity, quality g for their own classrooms and range y They are not a partial or complete reading list.

Stories /Poetry

Informational Text

Frog and Toad Together by Arnold Lobel

Students retell Frog and Toad Together while demonstrating their 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

A Tree is a Plant by Clyde Bulla

Students identify the reason the author gives in the book in support of his point 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 setting j of Kansan Prairie and major events such as the arrive of the cyclone. RL.1.3

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.1.1

Little House in the Big Woods b L by Laura Ingalls I ll Wilder

Students (with prompting and support) when listening to the book ask questions about the events that occur i b h h and by offering key details drawn from the text. RL.1.1

Earthworms by Claire Ll Llewellyn ll

Students locate key facts or information in the book by using various text features (h di (headings, table of contents, glossary) bl f l ) found in text. RI.1.5

Finn Family Finn Family Moomintroll by Tove Jansson

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

From Seed to From Seed to Pumpkin by Wendy Pfeffer

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

The Paper Crane B M ll B By Molly Bang

Students identify words and phrases in th b k th t the book that appeal to the senses and l t th d suggest the feelings of happiness experienced by the owner of the restaurant. RL.1.4

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

Students ask and answer questions b i l h i h about animals they encounter in the text. (e.g., hyena, alligator, platypus, scorpion)

Insert Review week 6 Grade 1

Comprehension

(Language)

Vocabulary Conventions Fluency F y

• • • • •

Reading Components • Read appropriate complex prose

Main topic p & details & p poetry y Ask/ answer questions about text • Describe characters, setting, events Illustrations & details in text • Identify who is speaking at various Retell text with key details Compare/ contrast in stories points of a story • Real life connections between • Sort words & categorize & use • Print upper & lower case letters words • Conventional spelling for • Capitalize dates & names of people common & irregular spelling • End punctuation patterns

• Read orally with accuracy, rate, & expression Phonological/ g Phonemic Awareness Phonics Ph i & Word W d Work Listening & Speaking

• Confirm/ self correct using context or rereading • Read text with purpose & understanding

• Print Concepts: L to R, T to B, P by P

• Print Concepts: Features of a sentence • Words separated by spaces • PA: Rhyming Words • PA: Count Count, pronounce, pronounce blend & segment sounds

• Blend single syllable words

• Know & apply grade level phonics

• Decode one syllable words • Recognize g irregularly g y spelled p words • Isolate & pproduce B, M, & • Determine syllables based on 1 vowel E sounds in single syllable • One-to-one letter/ sound correspondence words

• Follow rules for discussions

Reading Components

Comprehension

(Language)

Vocabulary Conventions Fluency

• Read appropriate complex prose • Main topic p & details & p poetry y • Ask/ answer questions about text • Describe characters, setting, events • Illustrations & details in text • Identify who is speaking at various • Retell text with key details • Compare/ contrast in stories points of a story • Real life connections between • Sort words & categorize & use • Print upper & lower case letters words • Conventional spelling for • Capitalize dates & names of people common & irregular spelling • End punctuation patterns

• Read orally with accuracy, rate, & expression

• Confirm/ self correct using context or rereading • Read text with purpose & understanding

Phonological/ Phonemic Awareness Phonics & Word Work

Listening & Speaking

• Print Concepts: L to R, T to B, P by P

• Print Concepts: Features of a sentence • Words separated by spaces • PA: Rhyming Words • PA: Count Count, pronounce, pronounce blend & segment sounds

• Blend single syllable words

• Know & apply grade level phonics

• Decode one syllable words • Recognize g irregularly g y spelled p words • Isolate & pproduce B, M, & • Determine syllables based on 1 vowel E sounds in single syllable • One-to-one letter/ sound correspondence words

• Follow rules for discussions

Prosody: “The compilation “Th il ti off spoken k llanguage features f t th thatt includes stress or emphasis, pitch variations, intonation, g rate,, and pausing.” p g reading Osborn & Lehr, 2003

Planning using an Exemplar Text

Exemplar Text from CCSS

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

Let’s Plan…

Opener w animal pictures – Do you know?

Ask/ Answer Question Read complex text, Real Life Connections Cover to Cover

AI Book What can you do with a tail like this?

HFW 100 - a, an, as, at, do, down from down, from,get, get give give, if if, in in, is, on, out, long, see, the, them, this, to, up, what, when, with, you/r 200 – away, ear, find, four, high, g look, next, night, than, these, tree, under, use, way, while

Little Book

How did __ use ___? What ___ How __ What does the story say about___? Why does __

Why did the author choose these animals to be in the book?

Word Array, Concept of a Definition Map, Sort & Classify

Th b Up Thumbs U ?

OR

Th Thumbs b D Down? ?

Thumbs Up or Thumbs Down?






Think of the Possibilities Reading Components Comprehension Vocabulary F Fluency y Phonological/ g Phonemic Awareness Ph ni & Word Phonics W d Work

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

Cover to Cover Look L k at the h ffront & b back k cover 1 Write/draw what you see 1.Write/draw 2.Write/draw 2 W it /d ffeeling li words d ( Or What else is going on in the picture?) 43

Let’s predict based on the… Essential Question


Cover to Cover

3.Now, write a sentence using one of the sentence starters:

¾What this means to me is… ¾The idea I am getting is. .

Let’s Look & Predict

Title:_____________________ Title: Cover-to-Cover

What do you see? Feel?

Prediction Sentence:

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________

AFTER Reading:

Revisited Prediction Sentence:

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________

Rereading for Different ff Purposes:

Word Jars:

Nouns: Animals

Nouns: Body Parts:

Adjectives:

Verbs:

The Making of a LITTLE BOOK: 1. 2 2. 3 3. 4. 5.

Preassemble book to start. T the Type th section ti off the th text t t using i large l primary i print i t iinto t rectangle strips. Cut the strips (sentences or sentence chunks) chunks), mix up the order, and paper clip or store in an envelope. Pass the strips p out to the students, have them read each sentence and decide which page it belongs on. Stick vertically in the book until another rereading when the actually gluing on the page would occur.

LITTLE Book

LITTLE Book

I have h read d this thi book b k to: t 1. _____________________ 2. _____________________ 3. _____________________ 4. _____________________ 5. _____________________ 6. My y teacher: ___________


The Sharing Hand what who

where

when

h how

h why

Other Words for

different weird peculiar unusual

ONE-OF A KIND

odd dd

rare

Different/ Alike sa ame sim milar comm mon ussual eq qual identtical

one e-of-k kind bizarrre ra are peculliar we eird stran nge unusu ual odd o

Word Array

strange or weird

odd

normal or common


Step-Book What Do You Do With a Tail Like This? nose ears tail eyes f feet mouth

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


What about the “Foundational Foundational Skills”???

no

Syllable Patterns

Example

Closed Open Vowel-consonant-e (VC ) (VCe) Vowel Pairs Vowel-r (r-controlled)

rab bit

Finall Stable bl

ea gle l

ti gger snake tail gir affe

g dig

to

d do

n t whale net h l

bi big

by

hide

mud

y snake tiny

nose

Moving from Phonemic Awareness to Phonics Instruction… Instruction

Phonics

t

a

i

Making Words

l

/ai/ Book

tail

wail

rail

mail

pail p

sail

bail

jjail

The mouse has a tail.

jjail

AI Little Book 1. __________________ 2. __________________ 3. __________________ 4. __________________ 5. __________________

Teacher’s Name

The Sharing Hand what who

where

when

h how

h why

LITTLE Book

Word Graph from What Do You

D With a Tail Like This? Do

Exemplar Text from CCSS

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

Let’s Plan…

Opener w animal pictures – Do you know?

A k/ A Ask/ Answer Q Question ti Read complex text, Real Life Connections

IS THIS ENOUGH? Cover to Cover

AI Book What can you do with a tail like this?

HFW 100 - a, an, as, at, do, down from down, from,get, get give give, if if, in in, is, on, out, long, see, the, them, this, to, up, what, when, with, you/r 200 – away, ear, find, four, high, g look, next, night, than, these, tree, under, use, way, while

Little Book

How did __ use ___? What ___ How __ What does the story say about___? Why does __


Word Array, Concept of a Definition Map, Sort & Classify

Questions?

Think of the Possibilities Reading Components Comprehension Vocabulary Fluency F y Phonological/ g Phonemic Awareness Ph ni & Word Phonics W d Work

•Thumbs up/thumbs down •Cover to cover cover, prediction chart, chart cognitive sentence starters •Little book, pattern puzzle, picture/text matching •Sharing hand, task cards, step book, essential question •Thumbs up/thumbs p down •Word array, concept of a definition map •Word jars, little book •Word graphing, little book •Reread for different purposes •AI Booklet •Happy face / sad face card •Elkonin boxes

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

1

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/

MDCPS – Division of Language Arts/Reading, June 2011

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) Key Ideas and Details RL.1. 1 Ask and answer questions about key details in a text.

RL.1.2

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

New Generation Sunshine State Standards (NGSSS) Fiction and Reading Comprehension 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), test to text. LA.1.1.7.4 Identify supporting details. LA.1.2.1.2 LA.1.1.7.3

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

Retell the main idea or essential message.

LA.1.1.7.6 Arrange events in sequence RL.1.3

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

LA.1.2.1.5

Examples of CCSS Instructional Strategies & Tools • • • •

• • • • • • • •

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.

• • • • • • • • •

• Craft and Structure RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.


Vocabulary Development and Fiction NEW NEW

• • • • •

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 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 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 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.

Distinguish informational text from entertaining text

LA.1.1.1.2

LA.1.1.1.1

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

LA.1.2.1.1

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

Classroom Library Book Sorts, Read Alouds, Venn Diagram‐exploring the differences between the structure of the two genres Author Studies Text Feature Chart

• •

Identify authors, illustrators, or composers with their works

LA.1.6.2.4 Identify who is telling the story at various points in a text.

NEW

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

NEW NEW

NEW

NA NEW

NA NEW

RL1.6

• • •

• • • •

NEW

•

characters, setting, or events

• • •

RL.1.8 RL.1.9

(Not applicable to literature) Compare and contrast the adventures and experiences of characters in stories.

Range of Reading and Level of Text Complexity Fiction RL.1.10 With prompting and support, read prose and poetry of LA.1.2.1.6 appropriate complexity for grade 1. LA.1.2.1.4


Read Alouds Reader’s Theater Teacher/Peer Modeling & Explanation Recognize and Record Self as Author/Illustrator when Writing Primary Author’s Purpose Chart 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

NA • • • •

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

Select age and ability appropriate fiction materials to read, based on interest and teacher recommendation, to begin building a core base of knowledge.

• •

•

Book Talks Making Connections (text‐to‐text, text‐to‐ self, text‐to‐world) Reader’s Theatre Literature Circles

Identify rhyme, rhythm, alliteration, and patterned structures in poems for children

•

4

Reading Standards for Informational Text K‐5 GRADE 1 Common Core State Standards (CCSS) Key Ideas and Details RI.1. 1

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

Sunshine State Standards (SSS) Non‐Fiction and Reading Comprehension LA.1.1.7.4

Identify supporting details

Instructional Strategies & Tools • • • • • •

RI.1.2

Identify the main topic and retell key details of a text.

LA.1.1.7.3

LA.1.1.7.4

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

• • •

NEW

• • • • • • • •

RI.1.3

Retell the main idea or essential message, Identify supporting details

N EW

Craft and Structure RI.1.4

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

• • • • •

Vocabulary Development, Concepts of Print, and Research Process LA.1.1.6.2 Listen to, read, and discuss both familiar and conceptually challenging text

• • • • •


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

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

RI.1.6

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

NEW

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

NEW

• • • • • •

Primary Text Feature Chart Read Alouds, Shared Reading Learning Logs Match illustration/picture to text to form a caption Description Summary Frame

• •

Primary Text Features Chart Picture Notes

Integration of Knowledge and Ideas RI.1.7 Use the illustrations and details in a text to describe RI.1.8

Reading Comprehension NEW NEW its key ideas. Identify the reasons an author gives to support points LA.1.1.7.4 Identify supporting details. in a text. LA.1.1.7.8 Identify the author’s purpose in text and ask

RI.1.9

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

NEW

Range of Reading and Level of Text Complexity NEW With prompting and support, read informational texts LA.1.2.2.2 RI.1.10 appropriately complex for grade 1.

clarifying questions (e.g. why, how) if meaning is unclear NEW

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

• Two Column Chart or Foldable (Reasons/Support or Details/Conclusion) • Learning Logs • Argument/Support Summary Frame • Author’s Purpose Chart • • • • • •

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

• • •

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) Print Concepts RF.1. 1 Demonstrate understanding of the organization and basic features of print.

RF.1.1a

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

Sunshine State Standards (SSS) Concepts of Print All NGSSS below comprise all skills necessary to demonstrate ‘Print Concepts’ (RF.1.1‐1a) Capital letters for the pronoun I, the beginning of a LA.1.3.4.2 sentence, names, days of the week and months of the year End punctuation for sentences, including periods, LA.1.3.4.6 question marks, and exclamation points

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

Phonological Awareness & Phonemic Awareness

Phonological/Phonemic Awareness Continuum

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. • Making Words • Word Sorting • Say It, Move It, Blend It with letter tiles • Ladders • Onset and Rimes • Various Kinesthetic Activities • Counting Chips • Elkonin Boxes • Say It, Move It, Blend It • Counting Chips/Blocks • Elkonin Boxes • Say It/Move It/Blend It • Clap It • Hop It Out

Phonological Awareness (includes Phonemic Awareness)

Instructional Strategies & Tools

• • • • •

Teacher Modeling Daily Message Language experience Journaling Shared Writing

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.

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

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)

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

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


7 RF.1.2d

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

Phonics and Word Recognition RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words.

LA.1.1.3.3

segment single syllable words into individual phonemes

Phonics and Word Study 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.

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

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

RF.1.3c

RF.1.3d

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

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


LA.1.1.4.4

Decode words from common word families

NEW

NEW

• • • •

Counting Chips Elkonin Boxes Clap It Hop It Out

Phonics Continuum • • • • • • • • • • • • • • • • • • • •

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 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 Making Words Word Sorts Dictation Word Walls Decodable Texts Phonics Library

• • • • • • • • • •

Making Words Word Sorts Onset and Rimes Dictation Word Walls Decodable Texts Phonics Library Clapping Elkonin Boxes Chips

8 RF.1.3e

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

RF.1.3f

Read words with inflectional endings.

LA.1.1.4.7

Decode base words and inflectional endings

RF.1.3g

Recognize and read grade appropriate irregularly spelled words.

LA.1.1.4.6

Identify common, irregular words, compound words, and contractions

NEW

LA.1.1.4.5


NEW

Recognize high frequency words

• • • • • • • • • • • • • • • • • • •

Clap It Syllable Patterns Spot & Dot Syllable Cut‐ups Making Words using syllables Six‐Way Syllable Sort Word Sorts Making Words Word Sorts Decodable Texts Inflectional ending Itty Bitty Books Instructional Routine for Irregularly Spelled Words High Frequency Word Bingo Personal Dictionary Decodable Text Hop Scotch Board Games Making Words Word Sorting

9 Fluency RF.1.4

Read with sufficient accuracy and fluency to support comprehension.

RF.1.4a

Read on‐grade level text with purpose and understanding

RF.1.4b

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

RF.1.4c

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

Fluency All NGSSS below comprise all skills necessary to demonstrate ‘”Fluency” (RF.1.4a‐4c). LA.1.1.5.3

New

LA.1.1.5.2

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

New

Recognize high frequency and familiar words in isolation and in context

LA.1.1.4.8 Use self‐correction when subsequent reading

indicates and earlier misreading LA.1.1.7.9 Self monitor comprehension and reread when necessary


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

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

• •

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.

Grade 1 Common Core State Standards (CCSS)

Sunshine State Standards (SSS)

Text Types and Purposes 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.

Persuasive Writing, Informative Writing, & Creative Writing LA.1.4.3.1 Draw a picture and use simple text to explain why this item (pet, food, person, etc) is important to them

LA.1.3.1.1 Generating ideas from multiple sources

(brainstorming, webbing, drawing, group discussion. Other activities) LA.1.3.1.2 Discussing the purpose for a writing piece LA.1.3.2.1 Maintaining focus on a single idea using supporting details LA.1.3.2.2 Organizing details into a logical sequence that has a beginning, middle, and end

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

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

LA.1.3.1.1 Generating ideas from multiple sources

(brainstorming, webbing, drawing, group discussion. Other activities)

LA.1.3.1.2 Discussing the purpose for a writing piece LA.1.3.1.3 Organizing ideas using simple webs, maps, or lists

LA.1.3.2.1 Maintaining focus on a single idea using supporting details

LA.1.3.2.2 Organizing details into a logical sequence that has

LA.1.4.2.4 MDCPS – Division of Language Arts/Reading, June 2011

a beginning, middle, and end Write basic communication, including friendly letters and thank‐you notes

Instructional Strategies & Tools • • • • • • • •

• • • • • • • • • • • • • • •

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 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

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.

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

LA.1.4.1.1 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,

LA.1.4.1.2 rhymes, or song lyrics LA.1.3.1.1 Generating ideas from multiple sources

(brainstorming, webbing, drawing, group discussion. Other activities)

•


• • • •

LA.1.3.2.1 Maintaining focus on a single idea using supporting details

LA.1.3.2.2 Organizing details into a logical sequence that has a beginning, middle, and end Revising, Publishing, & Technology

Production and Distribution of Writing W.1.4 (Begins in grade 3) (Begins in grade 3) W.1.5 With guidance and support from adults, focus on a LA.1.3.3.1 Evaluating the draft for logical thinking and topic, respond to questions and suggestions from peers, marking out repetitive text and add details to strengthen writing as needed. LA.1.3.3.2 Creating clarity by marking out repetitive text, adding additional details by using a caret and replacing general words with specific words

• • •

• • • • •


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

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 Produce, illustrate and share a variety of compositions

Use appropriate available technology resources

LA.1.6.4.1 (e.g. writing tools, digital cameras, drawing tools) to present thoughts, ideas, and stories • •

Research to Build and Present Knowledge 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).

Research Process & Informative Writing LA.1.6.2.2 Use simple reference materials to locate and obtain information, using alphabetical order, record information, and compare it to search questions

LA.1.6.2.3 Write a simple report with a title and three facts, using informational sources Generating ideas from multiple sources LA.1.3.1.1 (brainstorming, webbing, drawing, group discussion. Other activities)

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

•

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”


LA.1.3.2.1 Maintaining focus on a single idea using

W.1.8

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

LA.1.3.2.2 LA.1.4.2.2 LA.1.6.2.1

supporting details

Organizing details into a logical sequence that has a beginning, middle, and end 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) Range of Writing W.1.10 (Begins in grade 3)


(Begins in grade 4) NEW NA

N/A

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.

Grade 1 Common Core State Standards (CCSS) Comprehension and Collaboration SL.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:

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). Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

LA.1.5.2.6

SL.1.1c

Ask questions to clear up any confusion 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

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

SL.1.1a SL.1.1b

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.


Sunshine State Standards (SSS) Listening & Speaking

LA.1.5.2.6

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

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

Instructional Strategies & Tools • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Book Talks Table/Group Discussions Who/What/Where/When/Why/How Questioning Think/Pair/Share Turn & Talk Show and Tell Language Experience Use an Object (e.g. a teddy bear) to Signal the Speaker’s Turn Rules for Listening Chart Use an Object (e.g. a teddy bear) to Signal the Speaker’s Turn Turn & Talk Think Pair Share Show and Tell Language Experience Reciprocal Teaching Who/What/Where/When/ Why/How Questioning and Charting SAT Question Task Cards Illustrate/ Pictures Notes Picture/Written Literature Response Various Graphic Organizers appropriate to Text Structure & Genre Predict/Clarify/Summarize SAT Question Task Cards 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 SL.1.4 Describe familiar people, places, things, and events with relevant details, expressing ideas and feelings clearly.

SL.1.5 SL.1.6

Listening & Speaking LA.1.5.2.5 Communicate effectively when relating experiences and retelling stories read and heard

Add drawings or other visual displays to NEW descriptions when appropriate to clarify ideas, thoughts and feelings. Produce complete sentence when appropriate to LA.1.5.2.3 task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

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

LA.1.5.2.4 Use formal and informal language appropriately

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 Picture Notes Diagram Information Learned in the Leveled Vocabulary Readers 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.

Grade 1 Common Core State Standards (CCSS) Conventions of Standard English

Sunshine State Standards (SSS) 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).

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

L.1.1b

Use common, proper and possessive nouns.

NEW

NEW

Instructional Strategies & Tools

• • • • • • • • • • •

•

L.1.1d

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

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)

LA.1.3.4.5

Subject and verb agreement in simple sentences

LA.1.3.4.4

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

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

• • •

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

•

L.1.1c

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

• •

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

L.1.1f

Use frequently occurring adjectives.

NEW

NEW

L.1.1g

Use frequently occurring conjunctions (e.g. and, but, or, so, because). Use determiners (e.g., articles, demonstratives)

NEW

NEW

NEW

NEW

L.1.1i

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

NEW

NEW

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

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).

L.1.1h


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

•

Verb Sort using a three column chart (Past /Present/ Future) • Oral conversations • Shared Writing • Language Experience • Collect adjective “word jar” • Oral conversations • Shared Writing • Language Experience • Simple Sentence Building using conjunctions • Sentence Combining • 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) • 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? • Writer’s workshop ‐Drafting and Revising in response to mentor text • Responding to literature in Core (Basal) • Morning Message • Journaling Sentence Building & Copy/Illustrate, Dictate/Copy or Write own Sentences

18 L.1.2a

L.1.2b

L.1.2c

L.1.2d

Capitalize dates and names of people.

Use end punctuation for sentences.

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

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

LA.1.3.4.2

LA.1.3.4.6

LA.1.3.4.3

LA.1. 3.4.1

•

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

• • • • •

Commas in dates, items in a series

• • • • •

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

• • •

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

• •

Knowledge of Language (Begins in grade 2) L.1.3


NEW

NEW

(Begins in grade 2)

NA

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 Sentence Building & Copy/Illustrate, Underline in Red (Red = Stop) & Correct as Needed in OWN Writing Editing by Ear Using an Editing Board Conventions as Target Skills Daily Oral Message Sentence Building & Copy/Illustrate, Underline in Yellow (Yellow = Slow Down!) & Correct as Needed in OWN Writing Editing by Ear Using an Editing Board Conventions as Target Skills Daily Oral Message 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! Words Their Way by Donald Bear ‐Word Sorts by Spelling Stage ‐Pattern Sorts Making Words, Dictation

19 Vocabulary Acquisition and Use Determine or clarify the meaning of unknown L.1.4 and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategies.

L.1.4a

L.1.4b L.1.4c L.1.5

L.1.5a

Use sentence‐level context as a clue to the meaning of a word or phrase. Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., looks, looked, looking). With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

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


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

LA.1.1.6.9 LA.1.1.6.8 Use meaning of individual words to predict

meaning of unknown compound words

LA.1.1.6.3 Use context clues

NEW

NEW

NEW

NEW

LA.1.1.6.6

Identify and sort common words into conceptual categories

• • • • • • • •

Multiple Meaning Picture Charts Context Clues Reciprocal Teaching Word Bank Personal Dictionary Daily Message Vocabulary Maps Words Their Way by Donald Bear ‐Homograph Concentration • Multiple Meaning Picture Charts • Context Clues • Reciprocal Teaching (Clarify) • Words Their Way by Donald Bear ‐Homograph Concentration • Words Their Way by Donald Bear ‐Prefix Spin • Spectrum of a Word • Inflectional/Affixes Stringing • 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 • 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

L.1.5c

L.1.5d

L.1.6

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

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


LA.1.1.6.5

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

• • • •

Relate new vocabulary to prior knowledge

NEW

NEW

• • • • • • • • • • • •

• •

•

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 Describe Colors in Pictures/Paintings, Making Connections (TT, TS, TW) Word and Concept Maps Sensory Detail Chart 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) 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

Literature



Language

How are the

Strands Divided?


What ‘s New?


GRADE: 1 CCSS AT‐A‐GLANCE 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. 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. 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.

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. 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. 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

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.

MDCPS‐ Division of Language Arts/Reading, July 2011

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

Pacing Traditional Block

Houghton Mifflin Instructional Routines • 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 )

Curriculum and Instruction-Language Arts/Reading First Quarter

Objectives

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 •

Alignment to FAIR and SAT 10 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 •

4 days

Date 09/26/1109/30/11

INSTRUCTIONAL TOOLS 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.

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MIAMIDADE COUNTY PUBLIC SCHOOLS District Pacing Guide Grade Level or Course Title: Grade 1 RI.1.7 Use the illustrations and details in a text to describe its key ideas. RF.1.2b Orally produce singlesyllable 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) •

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MIAMIDADE COUNTY PUBLIC SCHOOLS District Pacing Guide Grade Level or Course Title: Grade 1 RF.K.3a Demonstrate basic knowledge of one-to-one lettersound 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)

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MIAMIDADE COUNTY PUBLIC SCHOOLS District Pacing Guide Grade Level or Course Title: Grade 1 *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)


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MIAMI-DADE COUNTY PUBLIC SCHOOLS Instructional Focus Calendar Language Arts/Reading: Grade 1 Date 09/26/1109/30/11

Common Core State Standards (NGSSS)

Data Driven Benchmark(s)

Activities

Assessment(s)

Strategies

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 onesyllable 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)


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MIAMI-DADE COUNTY PUBLIC SCHOOLS Instructional Focus Calendar Language Arts/Reading: Grade 1 Date



Activities

Assessment(s)

Strategies

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


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MIAMI-DADE COUNTY PUBLIC SCHOOLS Instructional Focus Calendar Language Arts/Reading: Grade 1 Date



Activities

Assessment(s)

Strategies

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)


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Planning for a Rigorous Grade 1 Reading/Language Arts Lesson… Text Title: Standard/s: •

Primary

•

Secondary

•

Ongoing

Week of:

READING Strand: Literature/ Poetry OR Informational AND Listening/Speaking Author:

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

Strand: Foundational Skills 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

MDCPS – Division of Language Arts/ Reading, July 2011

SAT 10 Task Card Question/s:

Essential Question:

Strand: Language High Frequency Words:

Standard: Vocabulary Acquisition

Fluency : Opportunities to Reread

Standard: Conventions

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

Common Core Task Cards for First Grade RL.1.1 Questioning

Key Details

RL.1.2 Retell Central Message/ Lesson

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

RL.1.4 Identify Feeling/ Sensory Words & Phrases

RL.1.5 RL.1.6 Identify Character & Point of View

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

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

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

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? 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? N/A

RI.1.3

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

Questioning

Key Details

Identify Main Topic; Retell Key Details

Describe Connection between Text Details

RI.1.4 Questioning

to Determine/ Clarify Meaning of Words & Phrases

RI.1.5 RI.1.6 RI.1.7 Use Text Features; Distinguish Information

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 ___________.

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

from Pictures/ Words; Describe Key Ideas from Illustrations

& 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 _____? 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 _______? 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?

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 ________? 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.1.8

N/A

R.I.1.8 Identify Author’s Perspective

RL.1.9 Compare/ Contrast Characters Experiences

Language

L.1.4a

Use Context Clues

L.1.4b

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

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? 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?

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

Use Affixes

L.1.4c

Which word has the same base word as _______?

Identify Root Words

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!”)

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

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 • Daisy duck dances same initial sounds • Sweet Suzie sits on a soft sofa Sentence Words in sentences • How many words are in this sentence? Segments 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 Blending • What word is this? /c/…/ake/ (cake) Rimes • /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 Initial and final phoneme • Say Sam without the /s/. (am) Manipulation deletion • Say seat without the /t/. (sea) Initial phoneme in blend • Say flip without the /f/. (lip) deletion 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 • Say black without the /l/. (back) Deletion Retyped by D. Pearce, July 2010 From Just Read, Florida!

The Layers of Phonics: A Vertical and Horizontal Continuum Letter-sound Correspondence 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 Blends and Digraphs

Variant Vowels

Consonant Digraphs (sh, th, wh, ch, ph) Consonant Blends (st-, bl-, str-, gr-, -nt, -mp, -nd, -st)

Vowel Digraphs (ea, igh, ue, oo, ie)

Silent Letters/Oddities (-mb, kn-, -lk, qu)

Diphthongs (oi, oy, ou, ow)

Syllable Patterns

Structural Analysis

Closed (cat, tent, picnic)

Compound Words (cowboy, cupcake)

Open (he, hi, baby)

Inflectional Suffixes (-s, -es, -ing, -ed)

VCe (Silent e) (tape, like, compete)

Prefixes (pre-, re-, un-, dis-)

R controlled (car, for, stir, her)

Base and Root Words (read, ject, port)

Vowel Team (sail, seem, eight, look)

Final Stable (maple, picture, station)

High Frequency Words (Regular and Irregular) (it, am, was, said, come)

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

Derivational Suffixes (-ian, -ity, -ible/able) Chameleon Prefixes (in-, ad-, ob-)

Layers of Phonics Continuum Details 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 followed by an e, i, y, it is the soft sound or /s/ as in city, cent, cycle and the same three letters apply for hard g or the /g/ sound (gate, got, gum) and the soft sound is /j/ when followed by e, i, y, like in gem, giant, gym • Multiple sounds of x and s – The letters x and s have multiple sounds - x has three sounds - /k/ as in excite, /k//s/ as in mix, and /g//z/ as in exit (with /k//s/ being the most common) 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 is voiced 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 comes at the beginning of the word or at least beginning of syllable (acknowledgement), another pattern with silent letters are –lk as in talk, -mb as in lamb which both usually come at the end of the word or syllable and the ‘h’ in ghost • Oddities are low frequency patterns, or are exceptions to the typical patterns, somewhat of a “misc.” category – lk as in talk, qu- as in queen Variant vowels This term refers to the various vowel patterns that can represent one vowel sound in more than one way • Vowel digraphs are combinations of vowels that represent one vowel sound such as long a (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 another such as oi/oy (boil/boy) and ou/ow (out/cow)

Layers of Phonics Continuum Details 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 Analysis Knowledge of morpheme structures is also a structural analysis skill. It is also referred to 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 a new word with changed meaning or function. • Base/root words a word or the main part of a word (struct is the root of destructive) that affixes 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 is often 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 the prefix changes due to assimilation with the first letter of the base element (e.g. conbecomes a chameleon prefix in collect, correct, and combine) – These are also sometimes referred to as assimilated prefixes (definition taken directly from Henry, 2003, p.286)

FRY'S 300 INSTANT SIGHT WORDS First Hundred a about after again all an and any are as at be been before boy but by

can come day did do down eat for from get give go good had has have he

her here him his how I if in is it just know like little long make man

many me much my new no not of old on one or other our out put said

see she so some take that the their them then there they this three to two up

us very was we were what when which who will with work would you your

color could dear each ear end far find first five found four friend girl got hand high

home house into kind last leave left let live look made may men more morning most mother

must name near never next night only open over own people play please present pretty ran read

red right run saw say school seem shall should soon stand such sure tell than these thing

think too tree under until upon use want way where while white wish why year

didn't does dog don't door dress early eight every eyes face fall fast fat fine fire fly

food full funny gave goes green grow hat happy hard head hear help hold hope hot jump

keep letter longer love might money myself now o'clock off once order pair part ride round same

sat second set seven show sing sister sit six sleep small start stop ten thank third those

though today took town try turn walk warm wash water woman write yellow yes yesterday

Second Hundred also am another away back ball because best better big black book both box bring call came Third Hundred along always anything around ask ate bed brown buy car carry clean close clothes coat cold cut

Let’s Look & Predict

Title:_____________________ Title: Cover-to-Cover

What do you see? Feel?

Prediction Sentence:

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________

AFTER Reading:

Revisited Prediction Sentence:

__________________________ __________________________ __________________________ __________________________ __________________________ __________________________

Cognitive Strategies Sentence Starters Planning and Goal Setting • • •

Forming Interpretations

My purpose is… My top priority is… To accomplish my goal, I plan to…

Tapping Prior Knowledge • • •

• • •

• • •

I wonder why… What if… How come…

• • •

• • •

A golden line for me is… This word/phrase stands out for me because… I like how the author uses _____ to show…

Reflecting and Relating

This reminds me of… I experienced this once when… I can relate to this because…

Summarizing • • •

At first I thought _____, but know I… My latest thought about this is… I’m getting a different picture here because…

Analyzing Author’s Craft

I can picture… In my mind I see… If this were a movie…

Making Connections • • •

To understand better, I need to know more about… Something that is still not clear is… I’m guessing that this means, but I need to…

Revising Meaning

I’ll be that… I think… If _____, then…

Visualizing • • •

I got lost here because… I need to reread the part where… I know I’m on the right track because…

Clarifying

Predicting • • •

What this means to me is… I think this represents… The idea I’m getting here is…

Monitoring

I already know that… This reminds me of… This relates to…

Asking Questions • • •

• • •

• • •

So, the big idea is… A conclusion I’m drawing is… This is relevant to my life because…

Evaluating

The basic gist… The key information is… In a nutshell, this says that…

• • •

I like/don’t like _______ because… This could be more effective if… 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…

The Reading/Writing Connection, Carolyn Booth Olson

Animal

Body Part

Purpose

What Do You Do With a Tail Like This? By Steven Jenkins and Robin Page

This book belongs to ____________________

1

Animals use their noses, ears, tails, eyes, mouths, and feet in very different ways. 2

What do you do with a nose like this?

3

What do you do with ears like these?

4

What do you do with a tail like this?

5

What do you do with eyes like these?

6

What do you do with feet like these?

7

What do you do with a mouth like this?

8

I have read this book to: 1. _________________________ 2. _________________________ 3. _________________________ 4. _________________________ 5. _________________________ 6. My Teacher: _______________ 9

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

iss

word d:

p person n: a animal : a action :

is n not

Elkonin Boxes

MDCPS – Division of Language Arts/ Reading, 2010

K - 3 Reading Academy: Alphabetic Understanding, Phonics and Word Study Handout 19: Common Syllable Patterns (Page 1 of 3)

Common Syllable Patterns Syllable Patterns

Examples

1. A closed syllable ends in at least one consonant; the vowel is short.

• • •

pan shot magnet

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

• • • • • •

so tiger he make pipe shine

• • •

car dirt turtle

3. A vowel-consonant-e syllable ends in one vowel, one consonant and a final e. The final e is silent and the vowel is long. (It is helpful for many students to learn this pattern because of its frequency in many one-syllable words.) 4. A vowel-r syllable has an r after the vowel; the vowel makes an unexpected sound. (Vowels that are followed by r do not make their common long or short sound.) 5. A vowel pair syllable has two adjacent vowels. Each vowel pair syllable must be learned individually. (The generalization when two vowels go walking is only reliable approximately half of the time.) 6. A final stable syllable has a consonant-l-e combination or a nonphonetic but reliable unit such as -tion. The accent usually falls on the syllable before the final syllable. Final stable syllables have unexpected but reliable pronunciations.

• • • • •

• • • • •

sail boat feet moon boy

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 to print: Language essentials for teachers. Baltimore: Brookes.

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