38
Goddard: First Grade-Common Core State Standards (CCSS) English/Language Arts Quarter Taught: Quarter 1 Quarter 2 Quarter 3 Quarter 4 Strand: Reading for Foundational Skills K-5 Code: 1.RF.1 Boxed Sub-heading: Print Concepts Standard: Demonstrate understanding of the organization and basic features of print. Depth of Knowledge: Level 1: Recall Level 2: Basic Application-skill/concept Level 3: Strategic Thinking Level 4: Extended Thinking What Know (nouns) Definition List the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context. Print: writing Understanding Be Able to Do (Verbs) Definition List the verbs that are key learning targets, then determine the meaning within the context of the standard. Demonstrate Organization This standard means a student will know and be able to do…(use your own words) The student can identify basic mechanics, such as spacing and direction of print. Also that words are made up of letters. Essential Questions: 1

s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

  • Upload
    ngohanh

  • View
    220

  • Download
    0

Embed Size (px)

Citation preview

Page 1: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Goddard: First Grade-Common Core State Standards (CCSS) English/Language Arts

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.1Boxed Sub-heading: Print ConceptsStandard: Demonstrate understanding of the organization and basic features of print.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     Print: writing      Understanding                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     Demonstrate      Organization                  

This standard means a student will know and be able to do…(use your own words)

The student can identify basic mechanics, such as spacing and direction of print. Also that words are made up of letters.      Essential Questions:

      Can I use proper spacing in a given sentences?       Can I recognize the correct direction of print?      Can I identify the first word and the ending of a sentence?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1       Basic alphabet

1

Page 2: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

     2       Directionality of basic print     3      Need to know words are made up of letters of the alphabet.     4       Knowledge of what is a complete and incomplete sentence.           Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☐

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Sorting upper and lowercase letters.Example 2:       Using word cards to build sentences correctly.Example 3:      Identifying letters in words.Instructional Resources/Tools/Referenced Websites:

                 

2

Page 3: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.1aBoxed Sub-heading: Print ConceptsStandard: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     Distinguishing features      Sentence                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     Recognize                        

This standard means a student will know and be able to do…(use your own words)

The student can recognize complete and incomplete sentences as well as put words in the correct order.

     Essential Questions:

      Can I identify the proper sentence structure?       Can I identify the first of word of a sentence?       Can I use proper punctuation at the end of a sentence?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1       Need to know basic alphabet.     2       Directionality of print.

3

Page 4: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

     3       Distinguishing upper and lower case letters.     4       Knowledge of basic punctuation marks.           Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☐

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:       Able to identify the first word in a sentence as well as the ending punctuation mark.Example 2:       Students can identify which letter does not belong in a string of letters (ie, all uppercase letters with a few lowercase).Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

4

Page 5: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.2Boxed Sub-heading: Phonological AwarenessStandard: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     Spoken words      Syllables      Sounds (phonemes)                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     Demonstrate                        

This standard means a student will know and be able to do…(use your own words)

The student will know the sounds that letters make.     Essential Questions:

     Can I distinguish and identify syllables in a given word?      Can I identify correct letters sounds in a given word?      

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     2      Knowledge of what a syllable is.     1      Ability to distinguish letter sounds.           

5

Page 6: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☐

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Clapping syllables in a given word.Example 2:      Identifying/naming phonemes in a given word.Example 3:      Instructional Resources/Tools/Referenced Websites:

     Starfall      fcrr.org      

6

Page 7: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.2aBoxed Sub-heading: Phonological AwarenessStandard: Distinguish long from short vowel sounds in spoken single-syllable words.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     Short vowels      Long vowels      Single Syllable Words                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     Distinguish      Spoken                  

This standard means a student will know and be able to do…(use your own words)

The student will know the difference between short and long vowel sounds in a single syllable word.     Essential Questions:

     Can I identify short vowel sounds in a single syllable word?      Can I identify long vowel sounds in a single syllable word?      

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      Knowledge of short vowel sounds     2      Knowledge of long vowel sounds     3      Knowledge of syllables

7

Page 8: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☐

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Picture sort of long and short vowel, one syllable words.Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

8

Page 9: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: K.RF.2bBoxed Sub-heading: Phonological AwarenessStandard: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

                                         

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

                             

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

                 

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

                                 

9

Page 10: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐

Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

10

Page 11: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: K.RF.2cBoxed Sub-heading: Phonological AwarenessStandard: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

                                         

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

                             

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

                 

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

                                 

11

Page 12: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐

Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

12

Page 13: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: K.RF.2dBoxed Sub-heading: Phonological AwarenessStandard: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

                                         

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

                             

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

                 

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

                                 

13

Page 14: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐

Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

14

Page 15: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3Boxed Sub-heading: Phonics and Word RecognitionStandard: Know and apply grade-level phonics and word analysis skills in decoding words.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     grade-level phonics      word analysis                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     know      apply      decoding            

This standard means a student will know and be able to do…(use your own words)

The student     The student will be able to decode grade level appropriate text.Essential Questions:

     Can I blend or sound out unknown words?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      letter sound identification                      

15

Page 16: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      DIBELSExample 2:      STAR Early LiteracyExample 3:      Running RecordsInstructional Resources/Tools/Referenced Websites:

     Success Maker      Starfall      

16

Page 17: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3aBoxed Sub-heading: Phonics and Word RecognitionStandard: Know the spelling-sound correspondences for common consonant digraphs.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     spelling      consonant digraphs      sound                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     know                        

This standard means a student will know and be able to do…(use your own words)

The student     The student can read words with consonant digraphs.Essential Questions:

     Can I read words with consonant digraphs?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      letter sound identification     2      blending skills           

17

Page 18: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Spelling TestExample 2:      DIBELSExample 3:      Workbook pages/daily workInstructional Resources/Tools/Referenced Websites:

                 

18

Page 19: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3bBoxed Sub-heading: Phonics and Word RecognitionStandard: Decode regularly spelled one-syllable words.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     one-syllable words                                    

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     decode                        

This standard means a student will know and be able to do…(use your own words)

The student     The student will decode regularly spelled one-syllable word.Essential Questions:

     Can I decode regularly spelled one-syllable words?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      letter sound identification                      

19

Page 20: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      DIBELSExample 2:      STAR Early LiteracyExample 3:      daily workbook pagesInstructional Resources/Tools/Referenced Websites:

     starfall      Successmaker      

20

Page 21: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3cBoxed Sub-heading: Phonics and Word RecognitionStandard: Know final -e and common vowel team conventions for representing long vowel sounds.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     final e      vowel team      long vowel sounds                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     know      representing                  

This standard means a student will know and be able to do…(use your own words)

The student     The student will be able to read words with the long vowel sound and the final e. (CVCe)Essential Questions:

     Can I read words with the long vowel and vowel teams and the final e?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      Identify long vowel sounds     2      Identify long vowel spellings     3      Identify vowel team sounds

21

Page 22: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

     4      Identify vowel team spellings           Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Star ScreenerExample 2:      DIBELS ORFExample 3:      Guided ReadingInstructional Resources/Tools/Referenced Websites:

     Starfall      Success Maker      

22

Page 23: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3dBoxed Sub-heading: Phonics and Word RecognitionStandard: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     knowledge      number of syllables      vowel sound      printed word                  

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     use      determine                  

This standard means a student will know and be able to do…(use your own words)

The student     The student will be able to count vowel sounds to determine syllables in words.Essential Questions:

     Can I count vowel sounds to determine syllables in words?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     2      identify vowel sounds     1      count syllables in spoken words           

23

Page 24: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      clap syllables in name and known wordsExample 2:      count syllables in name and known wordsExample 3:      Instructional Resources/Tools/Referenced Websites:

     Open Court Phonics Activities            

24

Page 25: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3eBoxed Sub-heading: Phonics and Word RecognitionStandard: Decode two-syllable words following basic patterns by breaking the words into syllables.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     two-syllable words      patterns      words      syllables                  

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     decode      breaking                  

This standard means a student will know and be able to do…(use your own words)

The student     The student will be able to read two-syllable words by breaking the words into syllables.Essential Questions:

     Can I read two-syllable words by breaking the words into syllables?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      syllables     2      vowel sound knowledge           

25

Page 26: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Teacher ObservationExample 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

     Decodable Readers      Open Court Phonics Activities      

26

Page 27: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3fBoxed Sub-heading: Phonics and Word RecognitionStandard: Read words with inflectional endings.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     words      inflectional endings - -ed, -ing, -est, -er, -s, -es                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     read                        

This standard means a student will know and be able to do…(use your own words)

The student     The student will read words with inflectional endings.Essential Questions:

     Can I read words with inflectional endings?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      base (root) word knowledge     2      sounds of inflectional endings           

27

Page 28: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Teacher ObservationExample 2:      Success MakerExample 3:      Instructional Resources/Tools/Referenced Websites:

     Decodables      Guided Reading      Word Wizard App

28

Page 29: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3gBoxed Sub-heading: Phonics and Word RecognitionStandard: Recognize and read grade-appropriate irregularly spelled words.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     irregularly spelled words      grade-appropriate                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     recognize      read                  

This standard means a student will know and be able to do…(use your own words)

The student     The student will read first grade level high frequency words.Essential Questions:

     Can I read first grade level high frequency words?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     2      kindergarten sight words     1      word knowledge           

29

Page 30: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      reading series weekly assessmentExample 2:      sight word testExample 3:      Instructional Resources/Tools/Referenced Websites:

     sight word lists      reading centers and tier time      

30

Page 31: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.4Boxed Sub-heading: FluencyStandard: Read with sufficient accuracy and fluency to support comprehension.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     fluency      accuracy      comprehension                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     read      support                  

This standard means a student will know and be able to do…(use your own words)

The student     The student will be able to read accurately and fluently with comprehension.Essential Questions:

     Can I read fluently?      Can I read accurately?      Can I understand what I read?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     3      sight word knowledge     2      decode words     1      vowel sounds

31

Page 32: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

     4      read fluently     5      self-correct or self-monitorAssessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      DIBELS DORFExample 2:      Guided Reading ActivitiesExample 3:      STAR ScreenerInstructional Resources/Tools/Referenced Websites:

     Guided Reading      Success Maker Lab      Decodable Books Tumblebooks

32

Page 33: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.4aBoxed Sub-heading: FluencyStandard: Read on-level text with purpose and understanding.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     on-level text                                    

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     read      understand                  

This standard means a student will know and be able to do…(use your own words)

The student will read with purpose and understanding.     Essential Questions:

     Can I read with purpose and understanding?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      first grade level reading skills                      

33

Page 34: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      DIBELS DORFExample 2:      Daily Guided Reading/Running RecordsExample 3:      STAR ScreenerInstructional Resources/Tools/Referenced Websites:

     Graphic Organizer      Read, Write, Think.org      Fluency Phrasers

34

Page 35: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.4bBoxed Sub-heading: FluencyStandard: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     text      rate      expression      readings                  

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     read                        

This standard means a student will know and be able to do…(use your own words)

The student     The student will be able to read with accuracy, appropriate speeds and expression on repeated readings.Essential Questions:

     Can I read fluently and accurately with expression?      Can I read at an appropriate speed?      

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

           First grade reading and decoding skills           understand punctuation           understand text features (bold print, italics)

35

Page 36: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      DIBELSExample 2:      Guided Reading SelectionsExample 3:      Success Maker recorded readingsInstructional Resources/Tools/Referenced Websites:

     fluency one by bugbrained.com      Success Maker      peer reading

36

Page 37: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.4cBoxed Sub-heading: FluencyStandard: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     context      word recognition                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     use      confirm      self-correct      understand      reread

This standard means a student will know and be able to do…(use your own words)

The student     The student will be able to use context clues to know if he/she is reading words correctly by self-correcting when needed.Essential Questions:

     Can I use context clues to self-correct when reading?      Can I reread to self correct?      

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

     1      First grade reading skills                      

37

Page 38: s3.amazonaws.com  · Web viewList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒

Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      DIBELS DORFExample 2:      Guided Reading/Running RecordsExample 3:      Recorded Reading DevicesInstructional Resources/Tools/Referenced Websites:

     bugbrained.com – fluency level one      guided reading groups/center or tier groups      

38