correlated to Virginia State English Standards of … Choral Reading Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension: Retelling

GOOD HABITS, GREAT READERS © 2006 Pearson Learning Group

correlated to

Virginia State English Standards of Learning Grade 1

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Virginia State First Grade English Standards of

Learning Correlation to Pearson Learning’s

Celebration Press – Good Habits Great Readers September 2006

Reading is the priority in first grade. The student will be immersed in a print-rich environment to develop oral language skills, phonetic skills, vocabulary, comprehension, and an awareness of print materials as sources of information and enjoyment. The student will use listening and speaking skills to participate in classroom discussions. The student will use a variety of strategies to read new words and will read familiar selections with fluency and expression. The student will continue to develop an understanding of character, setting, main idea, and story sequence in a variety of texts. The student will increase vocabulary and comprehension strategies by reading age-appropriate materials across the curriculum, with emphasis on materials that reflect the Standards of Learning in mathematics, science, and history and social science. The student will also demonstrate comprehension of fiction and nonfiction selections through classroom discussion and will begin to communicate ideas in writing. The student will become an independent reader by the end of first grade.

First Grade Oral Language Program Evidence

1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate materials.

b) Tell and retell stories and events in logical order.

c) Participate in a variety of oral language activities including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.

d) Express ideas orally in complete sentences.

Program Overview:

• The Five Domains of Reading: pages 6-9

• The 7 Habits of Great Readers: pages 10-11

• Skills Covered in Celebration Press Reading: Fluency: page 17: Retell and Summarize: page 18

• Literacy Centers: Response Center: page 27

• An Overview of a Shared Reading Lesson: pages 30-31

• Teaching a Shared Reading Lesson:Talk Together: Review and Reflect: pages 32-33

• Features of Your Shared Reading

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5-Day Planner: Audio Center: page 35

• Features of Your Teaching Plan Cover: Book Summary: page 39

• An Overview of a Guided Reading Lesson: After Reading: Discuss the Text: page 40: Reread and Assess: page 41

• Teaching a Guided Reading Lesson: After Reading: page 42: Reread and Assess: page 43

Shared Reading Audio CD: • This CD provides opportunity to

listen and respond to audio stories.

Shared Reading Examples: Crabby Cats Shopping: page 29: Audio Center Time For Bed: page 137: Response Center Guided Reading Examples: The Race: Digging Deeper: Fluency: Partner/Paired Reading Keeping Fit: Digging Deeper: Fluency: Choral Reading Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension: Retelling Assessment Handbook: Retelling Rubric: page 33 Running Record: page 41 Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 53 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56 Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59

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1.2 The student will continue to expand and use listening and speaking vocabularies.

a) Increase oral descriptive vocabulary.

b) Begin to ask for clarification and explanation of words and ideas.

c) Follow simple two-step oral directions.

d) Give simple two-step oral directions.

e) Use singular and plural nouns.

Program Overview: • The Key Principles: pages 2-3 • The Five Domains of Reading:

Comprehension: pages 8-9 • The 7 Habits of Great Readers:

6 – Great Readers Monitor and Organize Ideas and Information: page 11: 7 – Great Readers Think Critically About Books: page 12

• An Overview of a Shared Reading Lesson: Talk Together: pages 30

• Teaching a Guided Reading Lesson: 3- After Reading: Discuss the Text: pages 42-43

Shared Reading Examples: Crabby Cats Shopping: page 29: Audio Center Dreams: page 173: Center Activities: Dramatic Play Guided Reading Examples: The Fox and the Goat: Digging Deeper: Fluency: Reader’s Theatre The Changing Chameleon: Digging Deeper: Vocabulary: Descriptive Words Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Comprehension: Retelling Assessment Handbook: Retelling Rubric: page 33 Running Record: page 41 Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59

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1.3 The student will adapt or change oral language to fit the situation.

a) Initiate conversation with peers and adults.

b) Follow rules for conversation. c) Use appropriate voice level in

small-group settings. d) Ask and respond to questions in

small-group settings.



6 – Great Readers Monitor and Organize Ideas and Information: page 11: 7 – Great Readers Think Critically About Books: page 12

• An Overview of a Shared Reading Lesson: Talk Together: pages 30

• Teaching a Guided Reading Lesson: 3- After Reading: Discuss the Text: pages 42-43

Shared Reading Examples: The Little Red Hen: page 191: Audio Center Eat Your Vegetables!: page 281: Audio Center Guided Reading Examples: Surprise!: Digging Deeper: Fluency: Partner/Paired Reading Oh, No!: Digging Deeper: Fluency: Partner/Paired Reading Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Comprehension: Retelling Assessment Handbook: Retelling Rubric: page 33 Running Record: page 41 Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59

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1.4 The student will orally identify and manipulate phonemes (small units of sound) in syllables and multi-syllabic words.

a) Count phonemes (sounds) in syllables or words with a maximum of three syllables.

b) Add or delete phonemes (sounds) orally to change syllables or words.

c) Create rhyming words orally. d) Blend sounds to make word parts

and words with one to three syllables.

Program Overview: • The Key Principles: Scaffold

Instruction for Students: pages 2-3

• Literacy Centers: Audio Center; Fluency Practice; Vocabulary Builder: pages 26-27

• An Overview of a Guided Reading Lesson: Phonics Mini-Lesson (K-2): pages 40-41

Shared Reading Examples: Jamberry: page 164: Mini-Lesson: Phonemic Awareness: Generate Rhyme Life Cycles: page 68: Mini-Lesson: Phonemic Awareness: Onset and Rime Blending Guided Reading Examples: Timothy Turtle: Features of This Text: Challenging Features: Near-Rhyme Alternates What Do You Do? Digging Deeper: Phonemic Awareness: Rhyme Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Fluency: Phonics Assessment Handbook: Retelling Rubric: page 33 Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55

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Reading Evidence 1.5 The student will apply

knowledge of how print is organized and read.

a) Read from left to right and from top to bottom.

b) Match spoken words with print. c) Identify letters, words, and

sentences.

Program Overview: • Skills Covered in Celebration

Press Reading: Concepts of Print: pages 16- 20

• Literacy Centers: Audio Center; Fluency Practice: pages 26-27

• Shared Reading Examples: Life Cycles: page 65: Center Activities: Audio Center Jamberry: page 161: Center Activities: Audio Center Guided Reading Examples: Barry and Benny: Digging Deeper: Literary Device: Repitition Look-Alikes: Digginig Deeper: Phonemic Awareness: Rhyme Assessment Handbook: Running Record: page 41 Knowledge About Books and Print Survey: page 45

1.6 The student will apply phonetic principles to read and spell.

a) Use beginning and ending consonants to decode and spell single-syllable words.

b) Use two-letter consonant blends to decode and spell single-syllable words.

c) Use beginning consonant digraphs to decode and spell single-syllable words.

d) Use short vowel sounds to decode and spell single-syllable words.

e) Blend beginning, middle, and ending sounds to recognize and read words.

f) Use word patterns to decode unfamiliar words.

g) Use compound words. h) Read and spell common, high-

frequency sight words, including the, said, and come.

Program Overview: • The Five Domains of Reading:

Phonemic Awareness: Phonics: Comprehension pages 6-9

• The 7 Habits of Great Readers: Great Readers Make Sense of Text: page 10

• Skills Covered in Celebration Press Reading: Concepts of Print: Phonics: Phonemic Awareness: Structural Analysis: pages 16- 17

• Literacy Centers: Writing Center: Word Study: pages 26-27

• An Overview of a Shared Reading Lesson: Mini-Lesson: pages 30-31

• Features of Your Shared Reading 5-Day Planner: Phonemic Awareness: Phonics: pages 34-35

• Features of Your Teaching Plan Cover: Focus for Instruction: Phonics page 39

• An Overview of a Guided Reading Lesson: Phonics Mini-Lesson: pages 40-41

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Shared Reading Examples: Dreams: page 176L Mini-Lesson: Phonemic Awareness: Phoneme Substitution Nana Upstairs & Nana Downstairs: page 227: Center Activities: Word Study Guided Reading Examples: What’s the Address?: Digging Deeper: Word Study: Compound Words Fireflies: Digging Deeper: Word Study: Compound Words Assessment Handbook: Running Record: page 41 Knowledge About Books and Print Survey: page 45

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1.7 The student will use meaning clues and language structure to expand vocabulary when reading.

a) Use titles and pictures. b) Use knowledge of the story and

topic to read words. c) Use knowledge of sentence

structure. d) Reread and self-correct.


Comprehension: page 8 • The 7 Habits of Great Readers:

3- Great Readers Use What They Know; Great Readers Monitor and Organize Ideas and Information: pages 10-11

• Skills Covered in Celebration Press Reading: Comprehension: Self-Monitor Comprehension: Make Connections: pages 16- 20

• Literacy Centers: Fluency Practice: page 26

• Teaching a Shared Reading Lesson: _________: pages 32-33

• Features of Your Shared Reading 5-Day Planner: Teaching the Mini-Lesson: Teaching the Focus Lesson: pages 34-35

Shared Reading Examples: Crabby Cat at School: page 114: Mini-Lesson: Fluency: Punctuation Way Out West Lives a Coyote Named Frank: page 328: Focus Lesson: Asking, “Does It Make Sense?” Guided Reading Examples: Anansi’s Narrow Waist: Reread and Assess My Pet Zoo: Reread and Assess Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Vocabulary: Comprehension Assessment Handbook: Retelling Rubric: page 33 Running Record: page 41 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 57

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1.8 The student will read familiar stories, poems, and passages with fluency and expression.


Fluency: page 6 • Skills Covered in Celebration

Press Reading: Fluency: page 17 • Literacy Centers:Fluency

Practice: page 26 • Features of Your Shared Reading

5-Day Planner: Fluency: pages 34-35

• An Overview of a Guided Reading Lesson: Options for Further Instruction: pages 40-41

Shared Reading Examples: Nana Upstairs & Nana Downstairs: page 234: Mini-Lesson: Fluency The Ugliest Dog in the World: page 342: Mini-Lesson: Fluency Guided Reading Examples: Down by the Farm: Digging Deeper: Fluency: Partner/Paired Reading I Can Do It, I Really Can: Digging Deeper: Fluency: Reader’s Theatre Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Fluency

1.9 The student will read and demonstrate comprehension of a variety of fiction and nonfiction.

a) Preview the selection. b) Set a purpose for reading. c) Relate previous experiences to

what is read. d) Make predictions about content. e) Ask and answer who, what, when,

where, why, and how questions about what is read.

f) Identify characters, setting, and important events.

g) Retell stories and events, using beginning, middle, and end.

h) Identify the topic or main idea.



3 – Great Readers Use What They Know: 4- Great Readers Understand How Stories Work: 7 – Great Readers Think Critically About Books: pages 10-11

• Skills Covered in Celebration Press Reading: Comprehension: Literary Response, Analysis, and Appreciation: pages 16- 20

• Literacy Centers: Response Center: page 27

• Features of Your Shared Reading 5-Day Planner: Retelling: page 35

• An Overview of a Guided Reading Lesson: Digging Deeper: page 41

• Teaching a Guided Reading Lesson: After Reading: Discuss the Text: page 43

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• Your Guided Reading Reproducibles: page 44

Shared Reading Examples: Shadows: page 92: Guided Retelling: Identify the Main Idea in Nonfiction Eat Your Vegetables!: page 104: Mini-Lesson: Guided Retelling: Identifying the Main Idea in Nonfiction Guided Reading Examples: What Do You Do?: Reading Skill: Recognize Author’s Purpose Ancient Times: Reading Skill: Ask and Answer Questions Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group?: Comprehension: Retelling Assessment Handbook: Retelling Rubric: page 33 Story Frame: page 35 Book Frame: page 36 Running Record: page 41 Early Reading Behaviors Checklist: page 47 Oral Language Behaviors Checklist: page 49 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 56 Checklist of Good Habits: page 57 Checklist of Good Habits: page 58 Checklist of Good Habits: page 59

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1.10 The student will use simple reference materials.

a) Use knowledge of alphabetical order by first letter.

b) Use a picture dictionary to find meanings of unfamiliar words.

Program Overview: • The 7 Habits of Great Readers:5

- Great Readers Read to Learn: pages 10-11

• Skills Covered in Celebration Press Reading: Comprehension: Self-Monitor Comprehension: Expository Text: Understand and Use Text Features: pages 16- 20

• Supports English Language Learners: page 21


Shared Reading Examples: Crabby Cat at School: page 116: Lesson Objective: Practice Using a Dictionary to Look up Unfamiliar Words: Talk Together Road Builders: page 370: Lesson Objective: Practice Using a Dicionary: Mini-Lesson: Vocabulary: Using a Dictionary Guided Reading Examples: Some Things Push and Some Things Pull: Digging Deeper: Nonfiction Feature: Picture Glossary Wind and Rain: Digging Deeper: Nonfiction Feature: Glossary Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Vocabulary Assessment Handbook: Knowledge About Books and Print Survey: page 45 Early Reading Behaviors Checklist: page 47 Checklist of Good Habits: page 54 Checklist of Good Habits: page 55 Checklist of Good Habits: page 57 Checklist of Good Habits: page 58

1.11 The student will print legibly.

a) Form letters. b) Space words and sentences.

Program Overview: • Literacy Centers: Writing

Center: page 26 • Features of Your Shared Reading

5-Day Planner: Writing Center: Word Study: page 35


Shared Reading Examples: Clean Your Room, Harvey Moon!: page 299: Center Activities: Writing Center

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Road Builders: page 365: Center Activities: Writing Center Guided Reading Examples: What is Rain?: Writing: Write a Description of the Weather Beatrix Potter: Writing: Write a Biography Assessment Handbook: Story Frame: page 35 Book Frame: page 36

1.12 The student will write to communicate ideas.

a) Generate ideas. b) Focus on one topic. c) Use descriptive words when

writing about people, places, things, and events.

d) Use complete sentences in final copies.

e) Begin each sentence with a capital letter and use ending punctuation in final copies.

f) Use correct spelling for high-frequency sight words and phonetically regular words in final copies.

g) Share writing with others. h) Use available technology.



page 11: 6 – Great Readers Monitor and Organize Ideas and Information

• Literacy Centers: Writing Center: page 27

• Features of Your Shared Reading 5-Day Planner: Writing Center: page 35


Shared Reading Examples: Shadows: page 83: Center Activities: Writing Center Nana Upstairs and Nana Downstairs: page 227: Center Activities: Writing Center Guided Reading Examples: Get the Message: Writing: Write a Note A Healthful Meal: Writing: Write an Explanation Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension Assessment Handbook: Retelling Rubric: page 33 Story Frame: page 35 Book Frame: page 36 Oral Language Behaviors Checklist: page 49

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A Correlation of the Five Essential Components of Effective Reading Instruction

with Celebration Press Reading: Good Habits, Great Readers

First Grade

Phonemic Awareness: The ability to hear and manipulate the sound structure of language. It is a strong predictor of reading success. Phonemic Awareness is an auditory skill and consists of multiple components.

What Students Need to Learn: • Spoken words consist of individual sounds (phonemes). • Words can be segmented into sounds and these sounds can be blended

and manipulated. • Phonemic awareness skills are used to blend sounds to read words and

to segment sounds to spell words. Key Research Findings:

• Phonemic awareness can be taught and learned. • Phonemic awareness instruction helps children learn to read. • Phonemic awareness instruction helps children learn to spell. • Phonemic awareness instruction is most effective when children are

taught to manipulate phonemes by using the letters of the alphabet. • Phonemic awareness instruction is most effective when it focuses on

only one or two types of phoneme manipulation, rather than several types.

Program Evidence: Program Overview:

• The Shared Reading weekly plan includes daily mini-lessons on phonemic awareness: page 4

• Literacy Centers and Independent Work are routines which extend and reinforce aspects of reading taught in whole-class or small-group lessons: page 5

• The Five Domains of Reading: Phonemic Awareness: page 6-7 • Skills Covered in Celebration Press Reading: Phonemic Awareness: page

16 • Literacy Centers: Word Study: page 27

Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Running Record: page 41 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54

Shared Reading: • Day 3 – Phonemic Awareness/Phonics: Each weekly lesson addresses

grade-appropriate, text-based phonemic awareness and phonics instruction gives children opportunities to practice skills appropriate to the Shared Reading selection. Skills include; Recognize Rhyme, Identify Rhyme, Onset and Rime Blending, Phoneme Categorization, Phoneme Blending, Initial Phoneme Substitution, Generate Rhyme, Phoneme Substitution, Phoneme Manipulation, Phoneme

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Deletion, Phoneme Isolation, Phoneme Addition, Phoneme Segmentation, Phoneme Segmentation.

• Center Activities – Word Study: The Word Study center allows students to practice independently what they have learned about making and reading words. In this center, students apply and reinforce strategies for letter-sound correspondence, phonemic awareness, spelling, and phonics and word recognition. When possible, this center with magnetic or other letters, dry-erase boards, markers, erasers, pictures for word or letter sorts, letter trays, letter tiles, and word or letter games.

• Best Practice Routines: Tier Two Words: pages 14-15

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Guided Reading Examples: • Guiding the Reading – After Reading: Phonics Mini-lesson: Phonemic

Awareness skills addressed include; Phoneme Categorization, Identify Rhyme, Phoneme Manipulation, Phoneme Substitution, Phoneme Isolation, Onset and Rime Blending, Phoneme Blending, Generate Rhyme, Onset and Rime Segmentation, Phoneme Deletion.

Criteria Program Evidence First Grade High Priority Items – Phonemic Awareness Instruction

1. Allocates appropriate amount of daily time to blending, segmenting, and manipulating tasks until proficient.

Shared Reading Examples: Shadows: Day 2 – Mini-lesson – Phonemic Awareness – Phonemic Categorization: page 86 Once Upon a Time: Day 2 – Mini-lesson – Phonemic Awareness – Initial Phoneme Substitution: page 118 The Secret Place: Day 2 – Mini-lesson – Phonemic Awareness – Phoneme Manipulation: (initial, medial and final): page 218 Correlator’s Note: The Shared Reading portion of the entire program recommends 25 minutes per day. The daily mini-lesson part of each lesson provides phoneme blending, segmenting and manipulating. (See above statement, Program Evidence-Shared Reading.) Guided Reading Examples: The Little Red Hen: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Segmentation Measure It: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phoneme Manipulation The Market: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Onset and Rime Blending Correlator’s Note: The Guided Reading portion of the entire program recommends 20-30 minutes per day. Each lesson provides explicit instruction time devoted to a phonics or word student element, phoneme blending, segmenting and manipulating. (See above statement, Program Evidence.-Guided Reading.)

First Grade Discretionary Items– Phonemic Awareness Instruction 1. Analyzes words at the phoneme level (i.e., working with individual sounds within words).

Shared Reading Examples: Crabby Cat at School: Day 2: Phonemic Awareness: Phoneme Blending: page 110 The Little Red Hen: Day 2: Phonemic Awareness: Phoneme Blending: page 194 Way Out West Lives a Coyote Named Frank: Day 2: Phonemic Awareness: Phoneme Blending: page 326

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The Ugliest Dog in the World: : Day 2: Phonemic Awareness: Phoneme Segmentation: page 338 Guided Reading Examples: Sunny Days: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Blending I Like Sign Language: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Blending Start the Music! Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Blending

2. Works with phonemes in all position in words (initial, final, medial).

Shared Reading Examples: Once Upon a Time: Day 2 – Mini-lesson – Phonemic Awareness - Initial Phoneme Substitution (initial): page 122 The Secret Place: Day 2 – Mini-lesson – Phonemic Awareness – Phoneme Manipulation: (initial, medial and final): page 218 Eva the BeeKeeper: Day 2 – Mini-lesson – Phonemic Awareness: (initial, medial and final): page 272 Guided Reading Examples: Big Pig, Little Pig: After Reading: Phonics: Initial b, l The Market: After Reading: Phonics: short o It’s Taco Time! After Reading: Phonics: Initial/Final Consonant Digraphs: ch, sh

3. Progresses from identifying or distinguishing the positions of sounds in words to producing the sound and adding, deleting, and changing selected sounds.

Shared Reading Examples: Once Upon a Time: Day 2 – Mini-lesson – Phonemic Awareness: Initial Phoneme Substitution: page 122 Dreams: Day 2 – Mini-lesson – Phonemic Awareness: Phoneme Substitution: page 176 The Secret Place: Day 2 – Mini-lesson – Phonemic Awareness: Phoneme Manipulation: page 118 Guided Reading Examples: Big and Little: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phoneme Categorization Get Stronger!: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Manipulation Hats: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Substitution

4. Works with increasingly longer words (three to four phonemes).

No evidence found.

5. Expands beyond consonant-vowel-consonant words (e.g.,

Shared Reading Examples: Where Does the Rabbit Hop? Day 2: Phonics:

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sun) to more complex phonemic structures (consonant blends).

l-Blends: page 152 Dreams: Day 2 Phonics: r-Blends: page 176 The Little Red Hen: Day 2: Phonics: s-Blends: page 194 Guided Reading Examples: Dig In: Guiding the Reading: After Reading: Phonics: Final Blends: -nd, -st Animal, Vegetable, or Mineral?: Guiding the Reading: After Reading: Phonics: r-Blends br, gr What’s the Address?: Guiding the Reading: After Reading: Phonics: s-Blends: sc, st

Phonics: The ability to recognize words accurately, fluently, and independently is fundamental to reading in an alphabetic writing system. For kindergarten students, critical skills include learning to associate sounds with letter, using those associations to decode and read simple words, and learning to recognize important non decodable words.

What Students Need to Learn: • Accurate and rapid identification of the letters of the alphabet • The alphabetic principle • Phonics elements • The application of phonics elements to reading and writing.

Key Research Findings: • More effective than non-systematic or no phonics instruction • Significantly improves kindergarten and first grade children’s word

recognition and spelling • Significantly improves children’s reading comprehension • Effective for children from various social and economic levels • Particularly beneficial for children who are having difficulty learning to

read and who are at risk for developing future reading problems • Most effective when introduced early • Not an entire reading program for beginning readers


• The Shared Reading weekly plan includes daily mini-lessons on phonics/word study: page 4


• The Five Domains of Reading: Phonics: page 6-7 • Skills Covered in Celebration Press Reading: Phonics: page 16 • Literacy Centers: Word Study: page 27

Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Running Record: page 41 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54

Assessment Card: • When Are My Readers Ready to Move Up to the Next Guided Reading Group?

Phonics: Front Cover

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• What if My Readers Are Having Trouble? Phonics: Inside Front Cover Shared Reading:

• Day 2 – Phonemic Awareness/Phonics: Each weekly lesson addresses grade-appropriate, text-based phonemic awareness and phonics instruction gives children opportunities to practice skills appropriate to the Shared Reading selection. Skills include; Short Vowels, Final Consonants, Initial/Final Consonant Digraphs, Blends, Long Vowels, Words With –ed, Words With oo, Diphthongs, Variant Vowels, r-Controlled Vowels, Multisyllabic Words,

• Center Activities – Word Study: The Word Study center allows students to practice independently what they have learned about making and reading words. In this center, students apply and reinforce strategies for letter-sound correspondence, phonemic awareness, spelling, and phonics and word recognition. When possible, this center with magnetic or other letters, dry-erase boards, markers, erasers, pictures for word or letter sorts, letter trays, letter tiles, and word or letter games.

Guided Reading Examples: • Guiding the Reading – After Reading: Phonics Mini-lesson: Phonics skills

addressed include; Word Families, Initial Consonants, Short Vowels, Initial/Final Digraphs, Long Vowels, Final Blends, Blends, Compound Words, Plurals, Inflected Endings, Possessives, Contractions, Variant Vowels, Comparative and Superlative, Multisyllabic Words.

Criteria Program Evidence First Grade High Priority Items – Phonics Instruction 1. Progresses systematically from simple word types (e.g., consonant-vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity (e.g., phonemes in the word, position of blends, stop sounds) to more complex words.

No evidence found.

2. Models instruction at each of the fundamental stages (e.g., letter-sound correspondences, blending, reading whole words).

Shared Reading Examples: Shared Reading is designed as a place to “model” literacy skills throughout the program. The modeled instructional activities addresses the fundamentally stages of Phonemic Awareness. (See Program Evidence above.) Shadows: Day 2: Phonemic Awareness: Phoneme Categorization: page 86 Where Does the Rabbit Hop?: Day 2: Phonemic Awareness: Phoneme Blending: page 152 Road Builders: Day 1: Teach High-Frequency Words: page 366 Guided Reading Examples: Guided Reading is designed as a place to “model” literacy skills throughout the program. The modeled instructional activities addresses the fundamentally stages of Phonemic Awareness. (See Program Evidence above.) The Eye Doctor: Guiding the Reading: After

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Reading: Phonics Mini-Lesson: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Categorization: Phonics: Initial c, d Freddy the Frog: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Onset and Rime Blending Ancient Times: Focus for Instruction: High-Frequency Words

3. Provides teacher-guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully.

Shared Reading Examples: Eat Your Vegetables: Center Activities – Word Study – Practice words with short u phonograms: page 95 Time for Bed: Day 3 – Phonics: Initial/Final Consonant Digraphs th, wh, sh, ch: page 140 Road Builders: Day 3 – Mini-lesson: Read road builders aloud with children before beginning today’s Focus Lesson. Guided Reading Examples: A Hiccup Cake: Guiding the Reading: After Reading: Phonics: Long a: (a_e) Oh, No!: Guiding the Reading: After Reading: Phonics: Long I (i_e) Seeds and Plants: Guiding the Reading: After Reading: Phonics: Long o (o_e)

4. Includes repeated opportunities to read words in contexts in which students can apply their knowledge of letter-sound correspondences.

Shared Reading: The criterion just above references how students can apply their knowledge of letter-sound correspondences. The repeated opportunity criterion is built into the five day Shared Reading lesson. Each day’s lesson provides this opportunity at least once. Guided Reading Examples: “In Guided Reading, students with similar learning needs are grouped together for a short period of time to receive specific instruction from the teacher, using text that is carefully matched to their current skills. The lessons in Grades K-2 cover one to two days.” (See page 38 of Program Overview) Each Guided Reading Lesson provides an opportunity for students to reread the text.

5. Uses decodable text based on specific phonics lessons in the early part of the first grade as an intervening step between explicit skill acquisition and the students' ability to read quality trade books. Decodable texts should contain the phonics elements and sight words that students have been

Guided Reading Examples: Big and Little: Focus for Instruction: High-Frequency Words: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Categorization: Phonics: Word Families: -ap, -at Big Pig, Little Pig: High-Frequency Words: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonics: Initial b, l The Eye Doctor: High-Frequency Words: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonics, Initial c, d

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taught.

First Grade Discretionary Items – Phonics Instruction 1. Provides integrated proactive instruction and practice in words that students first read, spell, and write.

Shared Reading: Guided Reading Examples:

2. Sequences words strategically to incorporate known letters or letter-sound combinations.

Shared Reading: Guided Reading Examples:

3. Begins instruction in word families and word patterns (i.e., reading orthographic units of text, such as at, sat, fat, rat) after students have learned the letter-sound correspondences in the unit.

No Evidence Found

4. Teaches students to process larger, highly represented patterns to increase fluency in word recognition.

Program Overview: Fluency - Recognize patterns in words: page 17 Vocabulary/Word Study – Demonstrate knowledge of rhyme, synonyms, antonyms, homographs, homophones: page 17

First Grade High Priority Items – Irregular Words Instruction

1. Selects words of high utility with ample practice for automaticity.

Shared Reading: Crabby Cat’s Shopping: Day 1 – Mini-lesson: Teach High-Frequency Words: page 30 Dee and Me: Day 1 – Mini-lesson: Teach High-Frequency Words: page 42 The Purple People Eater: Day 1 – Mini-lesson: Teach High-Frequency Words: page 54 Each title’s Mini-Lesson on Day 1 suggests identified High-Frequency words. Guided Reading Examples: Big and Little: Focus for Instruction: High-Frequency Words: big, little, you Big Pig, Little Pig: Focus for Instruction: High-Frequency Words: around, big, little The Eye Doctor: Focus for Instruction: High-Frequency Words: see, the, you

2. Controls the number of irregular words introduced at one time.

Shared Reading: Twenty-five irregular words are formally introduced in the Shared Reading program. No more than four irregular words are introduced in any given title. Guided Reading Examples: Twenty-three irregular words are formally introduced in the Guided Reading program.

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First Grade Discretionary Items – Irregular Words Instruction 1. Strategically separates high-frequency words (e.g., was, saw; them, they, there), that are often confused by students.

Shared Reading: Here is the order the high-frequency words are introduced from the first to the last lesson: is, this, too, but, can, she, a, don’t, one, keep, of, the, and, make, on, when, eat, like, they, very, do, want, not, his, will, your, for, little, so, blue, does, long, where, in, my, two, it, to, was, what, I, no, said, around, down, he, so, that, both, every, once, would, are, carry, here, tell(s), grow, live, new, soon, always, been, these, good, kind(s), just, many, away, found, show, under, call(ed), fast, into, some, be did, has, have, work, funny, laughs, think(s), walk, came, come, old, own, bring, going, take(s), which, play(ed), never, get, well, went, who. Guided Reading Examples: Here is the order the high-frequency words are introduced from the first to the last lesson: The words you/your have been identified in blue font. Additional word pairs have been identified as well to show how high-frequency words that are often confused by students are separated by several lessons each. big, little, you, around, see, the, do, get, want, grow, now, up, is, right, which, can, use, keeping, your, help, new, why, in, said, will, look, up, what, draw, have, make, buy, went, I, on, many, my, were, into, they, like, read, to, some, we, me, found, was, come, when, and, it, that, be, new, no, too, got, live, now, please, would, try, open, put, he, stops, works, first, take, them, down, over, run, find, here, once, for, thank, very, go, yes, start, their, these, him, lives, uses, one, put, what, all, make, find, keep, eat, sleep, are, my, where, does, her, these, who, long, or, every, of, under, by, five, have, fast, jumped, so, only, three, write, about, how, hold, our, their, from, then, first, run, take, after, but, old, for, tell, with, know, out, this, there, two, were, does, from, light, lives, show, where, before, never, over, thank, both, carry, clean, lights, from, could, just, hold, pull, must, upon, eat, soon, about, live, those, always, how, because, full, small, starts, today, works, pull, wish, away, long, must, blue, cold, never, off, before, give, fly, good, after, always, draw, own, together, done, eight, find, there, ask, better, again, could, thank,

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now, yellow, just, saw, well, better, first, want, work, funny, sing, start, please, best, who, with, been, kind, under, before, give.

2. Points out irregularities while focusing student attention on all letters in the word.

Shared Reading Examples: Don’t Forget Fun: Day 2: Mini-Lesson: Phonics: Schwa: Silent Letter k (kn): page 392 Road Builders: Day 2: Mini-Lesson: Phonics: r-controlled Vowels ir, er: page 368 The Ugliest Dog in the World: Day 2: Mini-Lesson: Phonics: au, al, all: page 338 Guided Reading Examples: All About Me: Focus for Instruction: Phonics: Variant Vowels: au, aw The Gingerbread Man: Focus for Instruction: Phonics: Dipthongs: oi, ay Jenny’s Yellow Ribbon: Focus for Instruction: Phonics: Dipthongs: ou, ow

G u i d e d

Vocabulary: The ability to store information about the meaning and pronunciation of words. There are four types of vocabulary: listening, speaking, reading, and writing. Development of stored information about the meanings and pronunciation of words necessary for communication. What Students Need to Learn:

• The meaning for most of the words in a text so they can understand what they read

• To apply a variety of strategies to learn word meanings • To make connections between words and concepts • To use “new” words accurately in oral and written language

Key Research Findings: • Children learn the meanings of most words indirectly, through

everyday experiences with oral and written language. • Some vocabulary must be taught directly.


• The Key Principals: Provide opportunities for students to collaborate and talk about their learning: page 3

• The Shared Reading weekly plan includes daily mini-lessons on vocabulary: page 4


• The Five Domains of Reading: Vocabulary: page 8-9 • Skills Covered in Celebration Press Reading: Vocabulary/Word Study:

page 17 • Literacy Centers: Vocabulary Builder: page 27

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Assessment Handbook (K/1) • Setting Benchmark Expectations: page 16 • Retelling Rubric: page 33 • Oral Language Behaviors Checklist: page 49 • Checklist of Good Habits: page 55

Assessment Card: • When Are My Readers Ready to Move Up to the Next Guided Reading

Group? Phonics and Vocabulary: Front Cover • What If My Readers Are Having Trouble? Vocabulary: Inside Front Cover

Shared Reading: • Day 3 – Vocabulary: Grade-appropriate vocabulary skills are

introduced using the Shared Reading text as a basis for instruction. Skill addressed include; Opposites, House Words, Signs, Family Words, Size Words, Vegetable Words, School Words, Figurative Language, Animal Names, Positional Words, Compound Words, Comparative Words, Food Words, Action Words, Descriptive Words, Family Activity Words, Words Related to Seasons, Plurals, Context Clues, Geographical Words, Alliteration, Figurative Language: Metaphor, Possessive Words, Using a Dictionary, Onomatopoeia, Contractions.

• Center Activities: Vocabulary Builder: page 27 • ESL/ELL Support: These activities help children develop their

background knowledge, vocabulary concepts, discussion skills, enunciation, and oral-reading skills.

Guided Reading Examples: • Guiding the Reading: Before Reading – Vocabulary: Synonyms,

Categorize and Classify, Idioms, Time and Order Words, Homophones, Ordinal Numbers, Descriptive Words, Related Words, Antonyms, Context Clues, Rhyming Words, Concept Words, Multi-Meaning Words, Compound Words, Action Verbs.

• Guiding the Reading: Before Reading – Vocabualry: Each title has a few identified vocabulary words identified to pre-teach.

• ESL/ELL Support: This additional support provides additional vocabulary support.

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Criterion Program Evidence First Grade High Priority Items – Vocabulary Instruction 1. Provides direct instruction of specific concepts and vocabulary.

Shared Reading Examples: The Shared Reading program provides direct instruction and introduction of broad and diverse vocabulary. (See above statement, Program Evidence-Shared Reading.) Life Cycles: Day 3: Vocabulary: Family Words: page 70 Dreams: Day 3: Vocabulary: Comparative Words: page 178 Road Builders: Day 3: Vocabulary: Using a Dictionary: page 370 Guided Reading Examples: The Guided Reading program provides direct instruction and introduction of broad and diverse vocabulary. (See above statement, Program Evidence-Shared Reading.) The Race: Focus for Instruction: Vocabulary A Healthful Meal: Focus for Instruction: Vocabulary Basketball Science: Focus for Instruction: Vocabulary

2. Provides repeated and multiple exposures to critical vocabulary.

Shared Reading Examples: In the Shared Reading program, vocabulary is introduced on the third day of the weekly lesson plan. Each week’s lesson plan includes writing and response suggestions which provide another opportunity to use the critical vocabulary. The Guided/Independent Reading Link visits vocabulary. ESL/ELL Support addresses vocabulary as well. Guided Reading Examples: In the Guided Reading program, vocabulary words are introduced in more than one title in the series, often close in sequence to one another. Each Guided Reading lesson provides opportunities for children to read multiple times.

3. Integrates words into sentences and asks students to tell the meaning of the word in the sentence and to use it in a variety of contexts.

Shared Reading Examples: Dreams: Center Activities: Writing Center: page 173 Whistle For Willie: Center Activities: Writing Center: page 203 Road Builders: Center Activities: Writing Center: page 245 Guided Reading Examples: Big and Little: Options for Further Instruction: Writing: Write a Description/Comparison Down by the Swamp: Options for Further

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Instruction: Writing: Write a Description The Little Red Hen: Options for Further Instruction: Writing: Write a Story

First Grade Discretionary Items – Vocabulary Instruction

1. Reviews previously introduced words cumulatively.

Shared Reading Examples: In the Shared Reading program, vocabulary is introduced on the third day of the weekly lesson plan. Each week’s lesson plan includes writing and response suggestions which provide another opportunity to use the critical vocabulary. The Guided/Independent Reading Link visits vocabulary. ESL/ELL Support addresses vocabulary as well. Guided Reading Examples: In the Guided Reading program, vocabulary words are introduced in more than one title in the series, often close in sequence to one another. Each Guided Reading lesson provides opportunities for children to read multiple times.

2. Provides opportunity for daily listening, speaking, and language experience.

Shared Reading Examples: Understanding in Conversations: pages 24-27 Correlator’s Note: The Shared Reading format provides opportunity to address this criterion. Guided Reading Examples: The Guided Reading format provides opportunity to address this criterion.

3. Incorporates exposure to a broad and diverse vocabulary through listening to a wide range of stories and informational texts.

Correlator’s Note: The Good Habits, Great Readers Shared Reading component includes 28 different titles. These titles include nonfiction and fiction. Nonfiction topics include environmental print, signs, habits, life cycles, shadows, vegetables, rabbits, dreams, rivers, construction, and beekeeping. Fiction topics include shopping, friendship, habitats, school, animals, making bread, cooperation, family, and folk tales.

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Fluency: The skill of reading texts accurately and quickly, which allows readers to recognize and comprehend words at the same time. The ability to read text accurately and quickly. Fluency provides a bridge between word recognition and comprehension. Fluent readers recognize words and comprehend at the same time. What Students Need to Learn:

• To decode words in isolation and in connected text • To automatically recognize words • To increase reading rate while maintaining accuracy •

Key Research Findings: • Repeated and monitored oral reading improves reading fluency and

overall reading achievement. • No research evidence is available currently to confirm that

instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency and overall reading achievement.


• The Shared Reading weekly plan includes daily mini-lessons on fluency: page 4


• The Five Domains of Reading: Fluency: page 6-7 • Skills Covered in Celebration Press Reading: Fluency: page 17 • Literacy Centers: Fluency Practice: page 27

Assessment Handbook: • Setting Benchmark Expectations: page 19 • Running Record: page 41


Group? Fluency: Front Cover • What if My Readers Are Having Trouble? Fluency: Back Cover

Shared Reading Examples: • Day 4 – Fluency: The Shared Reading text is the jumping-off point for

fluency instruction. Instruction focuses on phrasing, expressive reading, and fluency fix-ups of errors common to the grade. Skills addressed include; Choral Reading, Smooshing Words Together, Using Punctuation, Return Sweep, Page Navigation, Repetition, Rhyme, Characterization, Chunking, Appropriate Pace, Accuracy, Intonation, Typeface Clues: Chapter Heads, Alliteration, Proper Nouns and Names.

• Center Activities: Audio Center: Audio Center suggestions can be found in most of the Shared Reading lessons, which provide fluency practice.

Guided Reading Examples: • Options for Further Instruction - Digging Deeper: Choral Reading,

Partner/Paired Reading, Repeated Reading, Reader’s Theater, Use Context Clues, Exploring Dialogue.

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Criterion Program Evidence

First Grade High Priority Items — Connected Text and Fluency Instruction 1. Introduces passage reading soon after students can read a sufficient number of words accurately.

Shared Reading Examples: Crabby Cat’s Shopping: Day 4: Mini-Lesson: Fluency: Choral Reading Dee and Me: Day 4: Mini-Lesson: Fluency: Smooshing Words Together Life Cycles: Day 4: Mini-Lesson: Fluency: Return Sweep Guided Reading Examples: Keeping Fit: Options for Further Instruction: Digging Deeper: Fluency: Choral Reading A Wiggly, Jiggly, Joggly Tooth: Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading Are You the New Principal? Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading

2. Contains regular words comprised of letter-sounds and words types that have been taught.

No Explicit Proof Found

3. Contains only high-frequency irregular words that have been previously taught.

No Explicit Proof Found

4. Uses initial stories/passages composed of a high percentage of regular words (minimum of 75-80% decodable words).

Shared Reading Examples: Guided Reading Examples:

5. Builds toward a 60 word per minute fluency goal by end of grade.

Shared Reading Examples: The Shared Reading program has one explicit fluency lesson within each weekly plan. This explicit fluency focus is designed to help students build their fluency rate. Guided Reading Examples: Twenty-six of the 132 Guided Reading daily plans address fluency explicitly. This explicit fluency focus is designed to help students build their fluency rate. Big Pig, Little Pig: Focus for Instruction: Additional Activities: Fluency: Partner/Paired Reading Keeping Fit: Focus for Instruction: Additional Activities: Fluency: Choral Reading Sunny Days: Focus for Instruction: Additional Activities: Fluency: Repeated Reading

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Assessment Card: • When Are My Readers Ready to Move Up

to the Next Guided Reading Group? Fluency – read with 90-95% accuracy or higher: Front Cover

• Fluency skills are also addressed on the back cover.

6. Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency.

Shared Reading Examples: Each Shared Reading title includes; one big book, six standard lap size books, and an audio copy. These materials can be used to provide independent practice for the students to use. Guided Reading Examples: Each Guided Reading title includes six copies. These materials can be used to provide independent practice materials of appropriate difficulty for each student to develop fluency. Each student will work with stories which are at his/her identified and appropriate DRA2 level. The second grade

First Grade Discretionary Items — Connected Text and Fluency Instruction 1. Teaches explicit strategy to move from reading words in lists to reading words in sentences and passages.

No Evidence Found

2. Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately.

Shared Reading Examples: The Shared Reading program has one explicit fluency lesson on the forth day of the weekly plan. This delay in the fluency provides students the opportunity to read words in passage accurately, before addressing the fluency component. Guided Reading Examples: The Guided Reading program provides fluency focused Options for Further Instruction. The introduction to fluency practice occurs after instruction designed to allow the students to read words in passages accurately.

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Reading Comprehension: Understanding remembering, and communicating with others about what has been read. Comprehension strategies help readers to make sense of a text. Strategies for understanding, remembering and communicating with others about what has been read. Comprehension strategies are sets of steps that purposeful, active readers use to make sense of text. What Students Need to Learn:

• To read both narrative and expository texts • To understand and remember what they read • To relate their own knowledge or experiences to text • To use comprehension strategies to improve their comprehension • To communicate with others about what is read •

Key Research Findings: • Text comprehension can be improved by instruction that helps readers

use specific comprehension strategies. • Students can be taught to use comprehension strategies.

Listening Comprehension: The ability to listen to stories, answer questions, sequence events, learn new vocabulary, and retell information heard are the foundation of reading comprehension. Because many kindergarten children cannot yet read stories, it is imperative that they have frequent and rich opportunities to listen to and discuss stories and informational text that will extend their current understandings and vocabulary knowledge. Program Evidence: Program Overview:

• The Key Principals: Provide opportunities for students to collaborate and talk about their learning: page 3

• The Shared Reading weekly plan includes daily mini-lessons on retelling and comprehension strategies and text structures and strategies: page 4


• The Five Domains of Reading: Comprehension: page 8-9 • The 7 Habits of Great Readers: 2-Great Readers Make Sense of Text; 3-

Great Readers Use What They Know; 4-Great Readers Understand How Stories Work; 5-Great Readers Read to Learn; 6-Great Readers Monitor and Organize Ideas and Information; 7-Great Readers Think Critically About Books: pages 10-11

• Skills Covered in Celebration Press Reading: Comprehension, Literary Response, Analysis, and Appreciation: pages 18-20

• Literacy Centers: Response Center: page 27 Assessment Handbook (K/1):

• Setting Benchmark Expectations: Comprehension: pages 16-17 • Retelling Rubric: page 33 • Story Frame: page 35 • Book Frame: page 36 • Early Reading Behaviors Checklist: page 47 • Checklist of Good Habits: page 54 • Checklist of Good Habits: page 55

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• Checklist of Good Habits: page 56 • Checklist of Good Habits: page 57 • Checklist of Good Habits: page 58 • Checklist of Good Habits: page 59


Group? Comprehension and Retelling: Front Cover • What if My Readers Are Having Trouble? Comprehension: Inside Front

Cover Shared Reading:

• Day 5 – Pretelling/Retelling: Teachers and children engage in retellings of the Shared Reading text. To give children the necessary scaffolding for this complex skill, instruction moves in gradual steps from pretelling to forms of guided retelling that include teacher-modeled retelling, shared teacher and child retelling, and mediated retelling, and finally to independent child retelling. Pretelling strategies include; Thinking Sequentially, Recalling Steps in a Sequence, Retelling strategies include; Discussing/Retelling Plot, Identify the Main Idea in Nonfiction, Identifying Problem and Solution, Identifying Setting, Character Development, Sequence and Character, Causes of Events, Details and Prior Knowledge, Retelling Using Illustrations, Applying Prior Knowledge to Nonfiction Topics, Illustrations and Character Motivation, Sequential Story Map, Sequential Story Map, Using a Concept Web to Retell, Using Pictures and Words to Retell, Details and Prior Knowledge, Personal Connections, Using Inferences

• Center Activities: Comprehension related suggestions are often found in the Writing and Response Centers.

• Best Practice Routine: Partner Talk: page 20 Guided Reading Examples:

• Guiding the Reading – After Reading: The comprehension skills addressed include; Recognize and Analyze Author’s Craft, Understand Roles of Author and Illustrator, Make Inferences, Use Graphic Organizers, Understand Nonfiction Text Structure – Sequence of Events, Steps in a Process, Table of Contents, Photographs, Contents, Headings, Introduction, Labels, Understand Description, Make Connection Text-to-Self, Compare and Contrast, Recognize Author’s Purpose, Determine Problem and Solution, Activate and Use Prior Knowledge, Analyze Setting, Make Predictions, Use Photographs, Categorize and Classify, Retell, Distinguish Nonfiction from Fiction, Determine Main Idea and Details, Analyze Character, Understand Plot, Determine Cause and Effect, Ask and Answer Questions, Understand Sequence of Events, Recognize Author’s Purpose, Understand Genre, Visualize, Draw Conclusions, Analyze Setting, Understand Genre – Fantasy, Monitor Comprehension, Use Graphic Organizers.

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Criterion Program Evidence

First Grade High Priority Items – Reading Comprehension Instruction 1. Guides students through sample text in which teachers think out loud as they identify the components of story structure.

Shared Reading Examples: Nana Upstairs, Nana Downstairs: Day 5 – Written Retelling: Using Pictures and Words to Retell: page 353 The Ugliest Dog in the World: Day 5 – Guided Retelling: Using a Concept Web to Retell: page 335 Way of West Lives a Coyote Named Frank: Day 5 – Guided Retelling: Sequential Story Map: page 323 Guided Reading Examples: Ancient Times: Guiding the Reading: After Reading: Understand Genre, Analyze Setting, and Use Illustrations The Eve Doctor: Guiding the Reading: Before Reading: Make Inferences: After Reading: Make Inferences I Can Use the Computer: Guiding the Reading: Before Reading: Make Connection: After Reading: Make Connections

2. Provides plentiful opportunities to listen to and explore narrative and expository text forms and to engage in interactive discussion of the messages and meanings of the text.

Shared Reading Examples: Eat Your Vegetables: Day 5 – Guided Retelling: Applying Prior Knowledge to Nonfiction Topics: page 281 Clean Your Room Harvey Moon! Day 5 – Guided Retelling: Illustrations and Character Motivation: page 299 Follow a River: Day 5 – Guided Retelling: Sequential Story Map: page 311 Guided Reading Examples: Get Stronger!: Guiding the Reading: After Reading: Discuss the Text Giraffes Grow Up: Guiding the Reading: After Reading: Discuss the Text Are You the New Principal? Guiding the Reading: After Reading: Discuss the Text Smiling Stan, the Pedicab Man: Guiding the Reading: After Reading: Discuss the Text

3. Explicitly teaches critical comprehension strategy (e.g., main idea, literal, inferential, retell, prediction).

Shared Reading Examples: Road Builders: Day 5 – Guided Retelling: Retelling Using Illustrations: page 245 Time for Bed: Day 5 – Guided Retelling: Discussing Plot: page 146 Eat Your Vegetable: Day 5 – Guided Retelling: Identifying the Main Idea in Nonfiction: page 95 Guided Reading Examples: A Trip to the Beach: Guiding the Reading: After Reading: Determine Main Idea and

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Details What Time Is It?: Guiding the Reading: Before Reading: Make Inferences: After Reading: Make Inferences We Can Share It!: Guiding the Reading: Before Reading: Retell: After Reading: Retell

First Grade Discretionary Items – Reading Comprehension Instruction

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1. The text for initial instruction in comprehension: -begins with text units appropriate for the learner -uses familiar vocabulary -activates prior knowledge -uses simple sentences -begins with short passages to reduce the memory load for learners

Shared Reading Examples: Begins with Text Units Appropriate for the learner: The decoding difficulty increases from the first title to the last title in the Shared Reading program. Uses Familiar Vocabulary: Life Cycles: Day 3 – Vocabulary – Family Words: page 65 Activates Prior Knowledge: Crabby Cat’s Shopping: Day 1 – Mini-lesson – Introduce the Book: Use What You Know: page 30 Uses Simple Sentences: Shadows: by Joy Cowley Crabby Cat at School: by Joy Cowley Begins with Short Passages to Reduce the Memory Load for Learners: Once Upon a Time: by Joy Cowley Guided Reading Examples: Look Up: Guiding the Reading: Before Reading: Vocabulary: Activate and Use Prior Knowledge: After Reading: Activate and Use Prior Knowledge Where Does Breakfast Come From?: Guiding the Reading: Before Reading: Activate and Use Prior Knowledge: After Reading: Activate and Use Prior Knowledge: Options for Further Instruction: Writing: Write the Answer to a Question All About Me: Guiding the Reading: Before Reading: Make Connections: After Reading: Make Connections: Options for Further Instruction: Writing: Write About Yourself

2. Introduces text where the structure of text is explicit (beginning, middle, and end being obvious).

Shared Reading Examples: Dreams: Day 5 – Guided Retelling: Sequence and Character: page 173 The Little Red Hen: Day 5 – Guided Retelling: Sequence and Character: page 200 Follow a River: Day 5 – Guided Retelling: Sequential Story Map: page 320 Guided Reading Examples: A Dog Named Honey: Guiding the Reading: Before Reading: Understand Sequence of Events: After Reading: Understand Sequence of Events Peanut Butter: Guiding the Reading: Before Reading: Understand Sequence of Events: After Reading: Understand Sequence of Events The Three Little Pigs: Guiding the Reading: Before Reading: Understand Sequence of Events: After Reading: Understand Sequence of Events

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3. Has students discuss the story structure orally and make comparisons with other stories.

Shared Reading Examples: Life Cycles: Day 5 – Guided Retelling: Retelling Plot: page 65 Road Builders: Day 5 – Guided Retelling: Retelling Using Illustrations: page 254 The Ugliest Dog in the World: Day 5 – Guided Retelling: Using a Concept Web to Retell: page 335 Guided Reading Examples: The Reading Lesson: Focus for Instruction: Reading Skill: Retell Where Are My Glasses?: Focus for Instruction: Reading Skill: Retell We Can Share It!: Focus for Instruction: Reading Skill: Retell

Documents

correlated to Virginia State English Standards of … Choral Reading Assessment Card: When Are My Readers Ready to Move Up to the Next Guided Reading Group? Comprehension: Retelling