First Grade Reading Meeting

January 29, 2013

• Students are expected to decode words in context and in isolation by applying common letter-sound correspondences, including:

• single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z

• single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long I

• consonant blends (e.g., bl, st)• consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and

ph;• vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread,

ee, ow as in how, ow as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh; and

• vowel diphthongs including oy, oi, ou, and ow.• Students are expected to combine sounds from letters and common spelling

patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words;

• Students are expected to use common syllabication patterns to decode words, including:

• closed syllable (CVC) (e.g., mat, rab-bit);• open syllable (CV) (e.g., he, ba-by);• final stable syllable (e.g., ap-ple, a-ble);• vowel-consonant-silent "e" words (VCe) (e.g., kite, hide);• vowel digraphs and diphthongs (e.g., boy-hood, oat-meal); and• r-controlled vowel sounds (e.g., tar); including er, ir, ur, ar, and or).

State Expectations

• Students are expected to decode words with common spelling patterns (e.g., -ink, -onk, -ick);

• Students are expected to read base words with inflectional endings (e.g., plurals, past tenses);

• Students are expected to use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, daydream);

• Students are expected to identify and read contractions (e.g., isn't, can't);• Students are expected to identify and read at least 100 high-frequency words from a

commonly used list; and• Students are expected to monitor accuracy of decoding.

State Expectations

Students are expected to confirm predictions about what will happen next in text by "reading the part that tells"; ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Students are expected to read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Students are expected to describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and describe characters in a story and the reasons for their actions and feelings.

Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to determine whether a story is true or a fantasy and explain why.

Students are expected to describe the plot (problem and solution) and retell a story's beginning, middle, and end with attention to the sequence of events; and describe characters in a story and the reasons for their actions and feelings.

State Expectations

  Beginning of Year

Middle of Year

End of Year

Kindergarten NA A-3 4

First Grade 6-10 12-14 16

Second Grade

18 20-24 28

Third Grade 30 34 38

GPISD Expectations

Example of Reading LevelsExample of Level 4

Example of Reading LevelsExample of Level 6

Example of Reading LevelsExample of Level

12

Example of Reading LevelsExample of Level

16

Grade Level

BeginningOf

Year

MiddleOf

Year

EndOf

Year

K -- -- --

1 30-35 35-50 60

2 60-70 70-80 90

3 90 95-100 100-110

4 110 115 120

5 120 125 130

GPISD Fluency TableMinimum Words Correct Per Minute

Word WallRhyme with the Word Wall

Say a sentence which contains a word that rhymes with one of the Word Wall words. Students number their paper 1-5. Give clues to the word such as “Number one begins with a t and rhymes with walk.” The student would find the word “talk” on their home word wall and write it down. Repeat with new words.

Source: Cunningham, P.M. (1999). The Teacher’s Guide to the Four Blocks

Cross-Checking

Call out several words that begin with the same letter for students to write, such as these: went, want, was, what, where. Tell your child they will have to decide which word from the choices makes sense in the sentence. Say a sentence leaving out one of the words. The student decides which word makes sense and writes it on the paper. Repeat with new words.

Source: Cunningham, P.M. (1999). The Teacher’s Guide to the Four Blocks

Word WallWet Words

Say a word wall word aloud and have your child repeat it. Have your child practice writing the word with water and a paintbrush. As they write, have them say the spelling of the word aloud and have them use it in a sentence.

Source: Gruber, B. (1998). Instant Word Wall High Frequency Words.

Rainbow Words

Call out a word to your child and have them write it in one color. Repeat with the rest of the words. After they have written all the words, have them trace back over the words at least two more times in a different color. As they write the words, have them chant the spelling aloud.

Source: Gruber, B. (1998). Instant Word Wall High Frequency Words.

Word WallMake Sentences

Dictate a sentence using several of the word wall words. Example: “Josh will come to my house to play.” Repeat the whole sentence and have your child say it back to you. Repeat the sentence one word at a time, giving students plenty of time to find the words on the word wall and write them. Remind your child to begin with a capital letter and end in correct punctuation.

Source: Cunningham, P.M. (1995). Phonics They Use.

Bingo

Draw a grid on a piece of paper like a Bingo board. Using their home word wall, students will write one word in each box. Call out a word for students to find on their Bingo board. They will cross out the word with a crayon or cover it with an object (beans, buttons, etc.). Play continues until they have filled a complete row.

Source: Cunningham, P.M. (1995). Phonics They Use.

jump play when

ride like old

once look today

PhonicsWord Sorts

Have your child write the weekly phonics words on index cards, Post-It notes, or pieces of scrap paper. The student will sort the words by things they have in common. For example, words that begin with sh/th/ch/wh or words that contain short vowels versus long vowels.

If I Can Spell…

Say to your child, “If I can spell _______, I can spell ________.” Provide the child with two rhyming words that are spelled the same except for the beginning sound. Have the child brainstorm in writing additional words that fall in the same word pattern.

Word Ladders

Call out a word to your child such as “jump.” Have them write the word down. Then ask, “What would the word be if I changed the /j/ (sound not name of letter) to a /d/?” They would say the word “dump” aloud and write it down below “jump”.

Reading Strategies

Look at the Picture

Meaning is the ultimate goal of reading. Readers predict about words based on clues gained from the picture. When students get stuck on a word, remind them to look at the picture to help predict what the word might be.

Picture Walks

It is very important for children to discuss pictures and make predictions before reading any text. When introducing a new book, begin by having your child brainstorm or predict what they think the story will be about based upon the pictures. All predictions are encouraged. As your child makes predictions, you may introduce vocabulary for specific animals, objects, locations, etc. that are present in the picture. As you introduce those new vocabulary words, ask “What letter does _____ begin with?” After they reply, ask “So, if I see a word that begins with ______, it could be __________.”

Source: Edwards, L., Meckley, D. Stegeman, D. (1997). Reading with Strategies

Reading Strategies

Get Your Mouth Ready

Picture cues along will not provide enough detailed information. Readers initially concentrate on beginning letter(s) of unknown words. When trying to predict an unknown word, students “get your mouth ready” by making the beginning sound(s) of a word. After, they check their prediction based on the beginning sound by asking “Does it make sense?” and by checking the picture.

Does It Make Sense?

Readers use the picture to determine if what they read makes sense. When the child gets stuck on a word, have them look at the picture first to see if they can predict what the word may be. Based on their prediction, remind them to ask themselves “Does it make sense?” If it does, proceed with reading. If it does not, remind the student to ask “What else could make sense?”

Source: Edwards, L., Meckley, D. Stegeman, D. (1997). Reading with Strategies

Reading Strategies

Does It Look Right?

By looking through a word from left to right, readers check their predictions about the word. They confirm or reject predictions based on the sound-letter relationship. Good readers need to make sure what they read is visually correct. As they read, remind the students to ask themselves “Does it make sense? Does it look right? Could this word be the word you predicted?” Remind your child that it is important to read the words the author writes, even if you wouldn’t have said it that way.

Reread

Children reread to use knowledge of oral language and to check meaning. When students are stuck on a word, have them reread the sentence several times using clues from the sentence, the pictures, the letter sounds (Get Your Mouth Ready and Does it Make Sense?) to check for understanding and to help figure out the unknown word.

Source: Edwards, L., Meckley, D. Stegeman, D. (1997). Reading with Strategies

Reading StrategiesDoes it Sound Right?

Readers use their knowledge of both spoken and literary language to check if what they read can also be spoken. As they read aloud, remind your child to check for understanding. They should ask themselves if what they are reading aloud would be something they would say and if it makes sense. For example, a sentence may say “Please find a new seat” but your child may say “Please friend a new seat.” They may see the word “find” and misread it as “friend.” By asking, “Does it sound right?” the student needs to understand if the sentence made sense or not. You can also encourage the student to look again at the beginning and ask “Do you see an /r/ sound like in friend? No, so let’s look again at the word.”

Look for Chunks

Using onsets and rimes, readers make analogies to decode unfamiliar words. When your child comes to a tricky word, ask them “Are there any words or letter sounds you know in the word?” For example, sh-e (she) or l-un-ch (lunch). Or, they may find word wall words within a word. For example, in the compound word “outside” they should be able to read “out” leaving only “side” to sound out.

Source: Edwards, L., Meckley, D. Stegeman, D. (1997). Reading with Strategies

Types of Books to Read

Decoding:• Guided Reading Take-Home Books• Phonics Readers• Leveled Trade Books (I Can Read! and Hello Readers!)• Nursery Rhymes (Mother Goose, etc.)

Fluency:• Guided Reading Take-Home Books• You Read to Me, I’ll Read to You Series

Comprehension• Guided Reading Take-Home Books• Library Books

Online Resources•www.starfall.com – practice various phonics sounds through games; read phonics stories and rhymes

•http://www.storylineonline.net/ - have various stories read aloud by celebrities; use for listening comprehension

•http://www.inklesstales.com/games/makeaword/index.shtml - students are given a word and they see how many words they can make using letters from the main word

•http://www.spellingcity.com/View-user-profile.html?user=222065 – play games and take practice tests on the weekly spelling and phonics words

•http://home.comcast.net/~ngiansante/ - gives the reading level of various trade books • B=2; C=3/4; D=6; E=8; F=10; G=12; H=14; I=16; J=18

Online Resources•http://www.spinandspell.com/ - students choose a word and spell it using a spinning wheel

•http://www.wordle.net/ - students can type in their weekly word wall or phonics words to create word pictures

•http://www.tagxedo.com/ - students can type in their weekly word wall or phonics words to create word pictures

•http://audacity.sourceforge.net/ - download free audio recording software; use a computer microphone (can be bought at WalMart/Target) to record students reading; practice reading/recording until it is more fluent