Grade 1 Literacy Curriculum.pdf

7/30/2019 Grade 1 Literacy Curriculum.pdf

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FNWSU Literacy Curriculum Grade One Fall 2010 1

FNWSU Literacy Curriculum GRADE 1

Power Standard

#1 Literate

Community

Students

participate as

members of a

21st century

literate

community by

creating,comprehending,

and responding

purposefully to

a range of

media, images,

and texts.

(Aligns with Standards

1.4, 5.14)

Concepts Skills/Strategies Power Indicators Common Local

Assessment

Reading Extensively

Reading Widely and

In-Depth

Literate Community

-Read four or more familiar books, charts or poems every day

- Read or listen to at least three different genres/ kinds of text

and a variety of authors as in the following:

literary texts: poetry, plays, fairy tales, fantasy,realistic fiction;

informational: content trade books, childrensmagazines

practical/functional texts: classroom schedules, simpledirections, labels, invitations

- Self-select reading materials of personal interest and reading

ability

-Participate in discussions about text offering comments related

and referring explicitly to the text

Active Listening

-Ask clarifying questions

-Restate information

-Respond appropriately in a

variety of modes

-Be responsive, respectful to

the speaker

-Extend and apply

-Make connections

Speaking

-Share knowledge and

perspectives

-Show awareness of audience

by adapting language & style

-Respond effectively to

audience

-Use language expressively

-Speak clearly with

appropriate pacing and volume

-Assume roles in group

communication tasks

-Individual and

Class Reading

Logs?

-Teacher

Observations?


2/17



Power Standard

#2 Reading

Strategies

Students

effectively

apply a

combination of

word

identification,

vocabulary,monitoring, &

broad

comprehension

strategies to

help them read.

(act of reading)

Aligns with Standards

1.1, 1.13, 1.14, 1.18, 1.19, 2.1,

2.2, 2.6, 2.9, 3.2


Assessment

Early Reading Skills &

Strategies

Phonological Awareness

Concepts of Print

Auditory recognition of

language

Visual recognition of

print

Phonological/Phonemic Awareness

-Identify initial and final consonant sounds

-Count syllables in one to four syllable words

-Blend and segment phonemes in one-syllable words

-Identify initial and final consonant digraphs

including: th, sh, wh, ch, ck and blends

-Create new words by manipulating individual

phonemes

Concepts of Print

-Recognize the function of upper case letters

-Use finger pointing to establish voice to print

matching

-Identify basic punctuation marks and their usage

(question marks, periods, quotation marks)

-Identify key parts of a book: title, author

Word ID/Vocabulary

Apply phonological

knowledge and decoding

skills (including blends,

digraphs, short and long

vowels) and use

resources to identify

and understandunfamiliar vocabulary

words.

^F & P

Phonograms

Word List (2)

^ F & P

Letter/Sound

Recognition

ALL Upper &

Lower Case


3/17


Word Study/Word

Identification/Phonics

Word identification

Analyzing word

structure

Sound-symbol

correspondence

-Read sight word vocabulary, including contractions

-Identify uppercase and lowercase letters

-Identify suffixes including: ed, ing, s, ly

-Begin to read compound words

-Recognize sound/symbol relationship for:

consonants, blends, vowels (long & short), vowel

digraphs

-Demonstrate letter-sound correspondence

-Identify initial and final consonant digraphs

including: th, sh, wh, ch, ck and blends

-Recognize the effect of silent e on short vowel

sounds

-Apply onset/rime (word family concepts) to decode

Word ID/Vocabulary

Apply phonological


skills (by blending onsetand rimes) and use


and understand

unfamiliar vocabulary

words


4/17


Word patterns

Syllables

-Begin to apply spelling patterns in daily work

-Segment and blend one syllable words

-Read 2-syllable words including endings

-Begin to break words into syllables

Vocabulary

Identifying meaning ofwords

Relationship of words

(e.g. synonyms,

antonyms)

-Use prior knowledge and context clues to unlockmeaning of new words

-Ask questions during read aloud and text reading

-Identify synonyms and antonyms to connect new

words to known words

-Describe words in terms of categories

-Use analogies with known words to identify unknown

words

Word ID/Vocabulary

Apply phonological


skills (by blending onset

and rimes) and use


and understand

unfamiliar vocabulary

words


5/17


Comprehension

Applying reading

strategies tounderstand text

While reading and/or listening to text, students:

-Predict and make simple text-based inferences

-Ask clarifying questions

-Construct sensory images (visualize)

-Make connections (text to self, text to text, and

text to world)

-Use strategies in response to comprehension

questions or prompts-Participate in a conversation and or group discussion

about text

Broad Comprehension

Construct meaning of

varied texts byactivating prior

knowledge, predicting,

inferring, making

connections, visualizing,

and asking questions

while reading

^F & P Text

Level I

Monitoring

Context and Self-

Correction Strategies

-Self-correct using meaning/structure/visual cues

-Using context clues to identify unfamiliar words

Monitoring

Monitor and adjust

reading by self-

correcting using

^F & P Text

Level I


6/17


Monitoring and

Adjusting Strategies

-Monitor own reading and self-correct

-Notice whether words make sense or sound right in

context

-Adjust rate and strategy use for different types of

text by recognizing problems with understanding

- Reread or ask questions as needed

sentence structure and

context cues.


7/17



Power Standard#3 Reading

Accuracy

Students read

grade

appropriate

text with

accuracy and

fluency in a way

that makes

meaning clear

Aligns with Standard 1.2


Assessment

Accuracy & Fluency

Rate & Accuracy

Phrasing (e.g.

expression, punctuation)

-Read grade appropriate material with at least 90%

accuracy at the end of grade 1

- Read previously introduced or previously read

grade-appropriate text with oral fluency at a rate of

at least 50-80 correct words per minute.

- Read grade-appropriate text in a way that makes

meaning clear by:

^reading with correct phrasing

^using good expression

^paying attention to punctuation

Accuracy: Read

material appropriate forthe end of grade 1

within the instructional

range of 90-94%

accuracy.

Fluency: Oral reading

of material appropriate

for end of grade 1

demonstrates phrasing,

expression and

attention to text

features at rates of 50-

80 correct words per

minute (cwpm).

^F & P

Benchmark

Assessment

Text Level I

(Instructional

Level)

^F & P High

Frequency

Word

Assessment

^Fluency

Measure


8/17



Power Standard

#4 Reading

Comprehension

Students read,

understand,

interpret and

analyze

informational

texts.


1.15, 2.1, 2.2, 2.7, 2.11


Assessment

Initial Understanding

of Informational Text

When reading text, students will be able to cite

evidence from the text to:

-Obtain information using text features such as title

and illustrations

-Use explicitly stated information to answer

questions

-Find answers in the text

-Identify the topic of the text by rereading the title

and identifying key words

-Make basic inferences or draw basic conclusions

based on text

-Make distinctions among a variety of types of text

and their purpose

-Use text features

(title and illustrations)

to answer literal and

inferential questions

about what the book is

about

-Make inferences and

provide evidence toanswer a question

-Identify the topic and

communicate learning

F & P Text

Level I

(Instructional

Level)


9/17


Analysis &

Interpretation of

Informational

Text/Citing Evidence

When reading text, students will be able to cite

evidence from the text to:

-Identify topic

-Discuss prior knowledge of topic

-Tell what was learned with reference to the text

and/or pictures

-Make basic inferences or draw basic conclusions

about the text

-Reread and find evidence in the text to support

inferences, conclusions and predictions


10/17



Power Standard#5 Reading

Comprehension

Students read,

understand,

interpret and

analyze literary

texts.


1.3, 1.15, 2.1, 2.2, 2.7, 2.11


Assessment

Initial Understanding

of Literary Text

(Comprehension)When listening or reading text, students will be able

to cite evidence from the text to:

Identify characters and their physical andpersonality traits

Identify the setting of a storyRetell the beginning, middle, and end of the storyReread, recall relevant details, and find answers

to literal questions

Recognize literary devices/authors craft (e.g.rhyme and repeated language)

Define physical andpersonality traits

of characters

Recall beginning,middle and end

Recall details inorder to respond

to literal questions

about what was

read

Make predictionsand connections

based on evidence

from text

Recognize literary

F & P

Text Level I

(Instructional

Level)


11/17


devices such as

rhyme and repeated

language


12/17


Analysis and

Interpretation of

Literary Text/ Citing

Evidence

When listening or reading text, students will be able

to cite evidence from the text to:

Explain physical characteristics or personalitytraits of main characters

Identify possible motives of charactersMake inferences about problems and solutionsIdentify and/or infer authors message/lesson

and purpose

Make predictions based on illustrations or storyand tell why they were made

Make connections to other texts and personalexperiences (text-to-text, text-to-self)

-Generate a personal response to what is ready by

comparing stories or other texts to relatedpersonal experience, prior knowledge or books


13/17



Power Standard

#2 Writing

Dimensions/

Process

Students apply

the processes

of writing

including

drafting,

revising, editing,

and critiquing to

create a written

product for the

purpose of

communication,

discovery, or

expression.


Assessment

Prewriting, Drafting,

Revising, Editing,

Publishing

In addition to previous:Pre-write

- Use background knowledge and experiences to

generate ideas for writing (with or without

prompting)

- Determine purpose and audience before writing

Draft

-Write a message that communicates the writers

purpose

- Construct a written text including details to convey

an idea or story using complete sentences

-Express information in a logical, sequential way

Begin to:

Revise

-Reread own writing to check for meaningEdit

-Check for capital letters and ending punctuation

Publish

-Create final piece to share with an audience

Prewriting

Generate and share

ideas on a given topic or

focus using a visual

organizer

Drafting

Develop a specific topic

or focus by giving

details through words

and/or sentences

Formative

PS #4

(response to

informationa

l text OR

report)

PS #5

(narrative)

Summative

None at

this level


14/17



Power Standard

#3

Writing

Conventions &

Structures

Students

demonstrate

command of the

structures of

English language

by writing with

appropriate

English grammar

and conventions.


Assessment

Concepts of Print,

Grammar, Usage,

Mechanics, Spelling,

Handwriting

In addition to previous:

Concepts of Print

- Distinguish between letters, words, and sentences

Grammar/Usage/Mechanics (GUM)

-Use end punctuation

-Use capital letters for I, names, and to begin a

sentence

- Write a simple sentence

Spelling

- Applies knowledge of phonics to spell independently

- Use correct initial and final consonant to spell

Represent consonant sounds and short vowelsaccurately

-Spells grade-appropriate, high-frequency words

correctly

Handwriting

Students willbuild

meaningwith

Words separated by

spaces, capitals with

names and first words,

and periods

Students willedit for

clarity

Reading their words out

loud.


15/17


- Form most letters correctly

- Begin to print legibly on standard lined paper


16/17



Power Standard

#4

Informational

Writing

Students will

write

informational

pieces with

purpose,

organization,

voice and

details in order

to show thinking

through

analysis,

synthesis and

evaluation.


Assessment

Purpose, Voice,

Organization, Details Response to Informational Text

-Generate a response to text that includes a

controlling idea and supporting evidence from a book

(in a group setting)

-Use prior knowledge or references to text to

support a given focus using pictures, words,

sentences, or some combination

Reports

- Identify details/information relevant to topic

and/or given focus using pictures with captions,

words, sentences, or some combination

- Use process writing to produce three sentences toconvey detailed information on a single topic/focus

Purpose: n/a

Voice: n/a

Organization: Use a

template for initial

organization.

Details (Elaboration):

Use prior knowledge

and/or reference to

text in order to provide

details to support a

given focus.

Formative

PS #4

(response to

informationa

l text OR

report)


17/17



Power Standard#5

Expressive

Writing

Students will

write creatively

with purpose,

organization,voice and

details in order

to express

identity, their

own thoughts,

ideas and

feelings.


Assessment

Expressive Writing:

Purpose, Voice,

Organization, Details

(Elaboration)

Narratives

- Create a clear understandable story line using

words or pictures or both, when given a structure

- Add details in the form of words and/or pictures

- Describe character(s)

- Use process writing to produce three or moresentences in narrative with basic story elements

including details and character(s)

Poetry

- Create a rhyming pattern

Purpose:

Write and/or draw to

create a clear

understandable story

line.

Voice: n/a

Organization:

Use a given structure.

Details (Elaboration):

Use details to create

setting, characters and

simple plot.

Documents

Grade 1 Literacy Curriculum.pdf