Subject: Language Arts 1st Grade Standards Essential · PDF fileEssential Skills Essential Knowledge Standards of Learning (SOL) Resources Supplemental Resources Strategies Assessments

1

Subject: Language Arts 1st Grade

Essential Skills Essential Knowledge

Standards

of

Learning

(SOL)

Resources Supplemental

Resources Strategies Assessments

1st Six Weeks

(1st 3 weeks)

Reading

Phonological awareness:

short a, i

Digraph: ck

Phonics:

short vowels: a, i

Digraph: ck;

The students are expected to • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC • use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable words

1.4

1.6 a, d, e, f

Core Program

Words Their Way

Core Leveled Readers

Leveled Readers

Essential Word Sorts

Breakthrough to Literacy

(SES)

Beverly Tyner’s Small

Group Reading Instruction

SMART boards

Reading First teacher

academy notebook

Technology sites:

www.starfall.com

www.fcrr.org,

Carl’s Corner

IStations (MPS)

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it

Phoneme manipulation

Word walls

Picture sorts

Segmenting and blending

Alphabet arc, map

Structural analysis

Making words

Benchmark: 2nd & 5th six

weeks

Teacher created tests

Selection tests

PALS Quick Checks

AIMSWeb (MPS)

Words their Way spelling

inventory

PALS Assessment

Unit Tests

Writing Prompt

http://www.fcrr.org/

2

Comprehension (using

illustrations and sequence of

events)

Vocabulary (inflectional ending:

s)

High frequency words

Study Skill (text organizers)

The students are expected to • preview reading material by looking at the book’s cover and illustrations and by reading titles and headings • choose a purpose for reading by looking at the illustrations, determining prior knowledge, and predicting the outcome of the selection • draw on prior knowledge to make predictions before and during reading • make and confirm predictions based on illustrations or portions of the text • use knowledge from their own experience to make sense of and talk about a text • read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines • identify characters, setting, and important events • answer simple who, what, when, where, why, and how questions about a selection • create artwork or a written response that shows comprehension of a selection • extend the story orally or with drawings • retell stories and events, using beginning, middle, and end. The students are expected to: • learn and use new words encountered in discussions and in books that are read aloud • use words to orally describe actions, people, places, things, and ideas The students are expected to: • read common high-frequency sight words. The students are expected to: • use prior knowledge to interpret pictures • use titles and pictures to make predictions about text • demonstrate concepts of print and spoken word by ° tracking print from left to right and top to bottom ° following print from one line to the next line (return sweep) ° matching spoken words to print

1.9a-e, g

1.2 1.6h

Making Meaning

Core Program

Making Meaning

Core Program

Graphic organizers

KWL charts

Preview and predict

Before, During, and After Reading, activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences

Questioning, wondering

Understanding test structure

Summarizing

Synthesizing

Compare/contrast

Cloze activities

Word wall

Examples/non-examples

Semantic maps

Think, pair, share

Flash cards

Word games

3

Fluency

Oral Language

The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns • demonstrate concepts of print and spoken word by tracking print from left to right and top to bottom ° following print from one line to the next line (return sweep) ° matching spoken words to print • identify letters, words, and sentences • differentiate between letters and words by recognizing spaces between words in sentences ° locating capital letters in sentences ° locating periods, question marks, and exclamation points, speech bubbles, and quotation marks ° recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point. The students are expected to: • participate in a variety of oral language activities, such as: ° listening to and discussing fiction and nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics ° listening and responding to stories and poems presented through recordings and experiencing other audiovisual materials in the context of curricular goals and objectives ° listening to stories and poems read aloud daily ° participating in discussions about stories and poems ° talking about words and their meanings as they are encountered in stories, poems, and conversations

1.1c, 1.5, 1.7a

1.8

1.1, 1.2, 1.3

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

Fluency notebooks

(Beverly Tyner)

class summarizing

classroom discussion

class story

retelling

class meeting

readers theater

think, pair, share

read alouds

radio reading

language experience

oral presentations

show and tell

drama

4

° giving reactions to stories and poems • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns • tell and retell stories and events in logical order by: ° retelling stories orally and through informal drama ° dictating retelling of stories ° creating their own stories, poems, plays, and songs ° indicating first, next, and last events in a story • express themselves in complete sentences. • learn and use new words encountered in discussions and in books that are read aloud • use words to orally describe actions, people, places, things, and ideas • use words of time and position, including first, second, next, on, under, beside, and over, to give directions orally • use action words (verbs), including mark, circle, color, and draw, to give directions orally • ask for meanings and clarification of unfamiliar words and ideas • use singular and plural nouns appropriately • use common irregular plural forms, such as man/men, child/children, and mouse/mice • follow simple two-step oral directions • give simple two-step directions. • initiate conversation in a variety of school settings • sustain two-person conversation • stay on topic • use voice level and intonation appropriate for the setting • follow rules for conversation, including listening and taking turns • ask and respond to relevant questions in group settings.

5

Writing: Interactive writing

Grammar: Writing sentences

The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words The students are expected to: • identify letters, words, and sentences • differentiate between letters and words by ° recognizing spaces between words in sentences ° locating capital letters in sentences ° locating periods, question marks, and exclamation points, speech bubbles, and quotation marks ° recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point. • write simple, complete sentences • use correct end punctuation • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words • begin each sentence with a capital letter

1.11, 1.12a, b, g

1.5c, 1.12d, e

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing

Collaborative writing

Shared writing

Story patterns

daily writing prompt

teacher modeling

6


Standards

of

Learning

(SOL)



1st Six Weeks

(2nd

3 weeks)

Reading Review 1

st 3 weeks skills

Phonological awareness:

Consonant digraphs: sh, th

Phonics: digraphs sh, th

Comprehension (review using

illustrations and sequence of

events)

The students are expected to:

• apply knowledge of word patterns to decode unfamiliar words by: ° using onsets and rimes to create, read, and spell new words that include blends, such as the l and r blends, and digraphs, including ch, sh, th, and wh The students are expected to: • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. • use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable Words The students are expected to: • preview reading material by looking at the book’s cover and illustrations and by reading titles and headings • choose a purpose for reading by looking at the illustrations, determining prior knowledge, and predicting the outcome of the selection • draw on prior knowledge to make predictions before and during reading • make and confirm predictions based on illustrations or portions of the text • use knowledge from their own

1.6c

1.4

1.9a-e, g

Core Program

Words Their Way

Core Leveled Readers

Making Meaning

Core program

Leveled Readers



(SES)



SMART boards


academy notebook

Technology sites: Starfall,

www.fcrr.org,

Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it


Word walls

Picture sorts


Alphabet arc, map

Structural analysis

Making words

Graphic organizers

KWL charts

Preview and predict

B, D, A activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences



Summarizing

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)

Words their Way spelling inventory

PALS screening

Unit Tests


7

Vocabulary: context clues

Fluency

experience to make sense of and talk about a text • read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines • identify characters, setting, and important events • answer simple who, what, when, where, why, and how questions about a selection • create artwork or a written response that shows comprehension of a selection• extend the story orally or with drawings• extend the story orally or with drawings • Retell stories and events, using beginning, middle, and end. The students are expected to: • notice when words or sentences do not make sense in context • recognize complete sentences when reading • use intonation, pauses, and emphasis that signal the structure of the sentence when reading • use clues of punctuation, including period, question mark, exclamation point, commas, and quotation marks, to guide their reading • reread to confirm vocabulary choice • reread and self-correct when text does not make sense. The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns • demonstrate concepts of print and spoken word by:

1.7a-d

1.8, 1.1c, 1.5

Making Meaning

Core program

Synthesizing

Compare/contrast

Cloze activities

Word wall

Examples/nom-examples

Semantic maps

Think, pair, share

Flash cards

Word games

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

8

**Continue Oral Language**

Writing: Interactive Writing

Grammar (sentences)

° tracking print from left to right and top to bottom ° following print from one line to the next line (return sweep) ° matching spoken words to print • identify letters, words, and sentences • differentiate between letters and words by ° recognizing spaces between words in sentences ° locating capital letters in sentences ° locating periods, question marks, and exclamation points, speech bubbles, and quotation marks ° recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point. **See Essential Knowledge above** The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. The students are expected to: • identify letters, words, and sentences • differentiate between letters and words by ° recognizing spaces between words in sentences ° locating capital letters in sentences ° locating periods, question marks, and exclamation points, speech bubbles, and quotation marks ° recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point. • write simple, complete sentences • use correct end punctuation • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words • begin each sentence with a capital letter

1.1, 1.2, 1.3

1.11, 1.12a, b, g

1.5c, 1.12d, e

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns

Reader response


teacher modeling

9


Standards

of

Learning

(SOL)



2nd

Six Weeks

(1st 3 weeks)

Reading: Phonological

awareness: Short vowels e, u, o

Phonics: short e, o, u

Digraphs: sh, th

The students are expected to • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC • use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable Words

1.4

1.6 a, d, e, f

Core Program

Words Their Way


Sing, Spell, Read, Write


Leveled Readers



SMART boards


academy workbook

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it


Word walls

Picture sorts


Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)


PALS screening

Unit Tests

10

High Frequency words

Comprehension: (Story elements,

Main Idea)

Vocabulary: (inflectional ending

ed)

Study skill: (maps)

Fluency:

The students are expected to: • read common high-frequency sight words. The students are expected to:

• identify the topic or main idea of a short fiction or nonfiction selection • identify characters, setting, and important events • answer simple who, what, when, where, why, and how questions about a selection The students are expected to: • reread to confirm vocabulary choice The students are expected to: • use prior knowledge to interpret pictures • use titles and pictures to make predictions about text • use pictures to confirm vocabulary choice The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns • demonstrate concepts of print and

1.6h

1.9, 1.9h

1.7

1.7a, b

1.8, 1.1c, 1.5

Graphic organizers

KWL charts

Preview and predict

B, D, A activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences


Understanding test

structure

Summarizing

Synthesizing

Compare/contrast

Cloze activities

Word wall


Semantic maps

Think, pair, share

Flash cards

Word games

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

11

**Continue Oral Language

Writing

spoken word by: ° tracking print from left to right and top to bottom ° following print from one line to the next line (return sweep) ° matching spoken words to print • identify letters, words, and sentences • differentiate between letters and words by: ° recognizing spaces between words in sentences ° locating capital letters in sentences ° locating periods, question marks, and exclamation points, speech bubbles, and quotation marks ° recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point. **See Essential Knowledge above** The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words

1.1, 1.2, 1.3

1.11, 1.12a, b, g

class summarizing


class story

retelling

class meeting

readers theater

think, pair, share

read alouds

radio reading

language experience

oral presentations

show and tell

drama

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns

12

Grammar: (nouns) The students are expected to:

• use singular and plural nouns appropriately • use common irregular plural forms, such as man/men, child/children, and mouse/mice • use words to orally describe actions, people, places, things, and ideas

1.2e daily writing prompt

teacher modeling

2nd

Six Weeks

(2nd

3 weeks)

Reading: Review 1st 3 weeks

skills

Phonological awareness: blends

Phonics: blends

The students are expected to • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC • use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable words

1.4

1.6a, d, e, f

Core Program

Words Their Way




Leveled Readers

Beverly Tyner’s Small Group Reading

Instruction

SMART boards

Reading First teacher academy notebook

Technology sites: Starfall, www.fcrr.org,

Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it


Word walls

Picture sorts


Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)


inventory

PALS screening

Unit Tests


13

Comprehension: (Review main

idea, supporting details)


Vocabulary: (Review inflectional

ending ed, review context clues)

The students are expected to: • identify the topic or main idea of a short fiction or nonfiction selection • identify characters, setting, and important events • answer simple who, what, when, where, why, and how questions about a selection The students are expected to: • read common high-frequency sight words. The students are expected to:

• use prior knowledge to interpret pictures • use titles and pictures to make predictions about text • use pictures to confirm vocabulary choice • notice when words or sentences do not make sense in context • recognize complete sentences when reading • use intonation, pauses, and emphasis that signal the structure of the sentence when reading • use clues of punctuation, including period, question mark, exclamation point, commas, and quotation marks, to guide their reading • reread to confirm vocabulary choice • reread and self-correct when text does not make sense.

1.9e, f, h

1.6h

1.7, 1.7a, d

Graphic organizers

KWL charts

Preview and predict

Before, During and After reading activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences



Summarizing

Synthesizing

Compare/contrast

Cloze activities

Word wall


Semantic maps

Think, pair, share

Flash cards

Word games

14

Fluency

**Continue oral language

The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns • demonstrate concepts of print and spoken word by ° tracking print from left to right and top to bottom ° following print from one line to the next line (return sweep) ° matching spoken words to print • identify letters, words, and sentences • differentiate between letters and words by ° recognizing spaces between words in sentences ° locating capital letters in sentences ° locating periods, question marks, and exclamation points, speech bubbles, and quotation marks ° recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point.

**See essential knowledge above**

1.8, 1.1c, 1.5

1.1, 1.2, 1.3

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

class summarizing


class story

retelling

class meeting

readers theater

think, pair, share

read alouds

radio reading

language experience

oral presentations

show and tell

drama

15

Grammar: (Proper nouns, days,

months, holidays)

Writing

The students are expected to: • participate in a variety of oral language activities, such as ° listening to and discussing fiction and nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words

1.1a

1.11, 1.12a, b, g


teacher modeling

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns

16


Standards

of

Learning

(SOL)



Essential

Knowledge

Standards of

Learning (SOL) Resources

Supplemental


3rd

Six Weeks

(1st 3 weeks)

Reading: Phonological

Awareness: blends, digraphs

Phonics: blends, digraphs

The students are expected to: • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. ° using onsets and rimes to create, read, and spell new words that include blends, such as the l and r blends, and digraphs, including ch, sh, th, and wh The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC ° using onsets and rimes to create, read, and spell new words that include blends, such as the l and r blends, and digraphs, including ch,

1.4

1.6a, d, e, f

Core Program

Words Their Way




Leveled Readers



SMART boards


academy notebook

Technology sites:

Starfall, www.fcrr.org,

Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it


Word walls

Picture sorts


Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)


PALS screening


17

Comprehension: (Story elements,

compare/contrast)

Fluency

sh, th, and wh • use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable words All students should • understand that they should use a variety of strategies to assist with comprehension.

The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • demonstrate concepts of print and spoken word by: ° tracking print from left to right and top to bottom ° following print from one line to the next line (return sweep) ° matching spoken words to print • identify letters, words, and sentences • differentiate between letters and words by: ° recognizing spaces between words in sentences ° locating capital letters in sentences ° locating periods, question marks, and exclamation points, speech bubbles, and quotation marks ° recognizing that a sentence starts with a capital letter and ends with a

1.9

1.8, 1.1c, 1.5

Graphic organizers

KWL charts

Preview and predict

B, D, A activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences


Understanding test

structure

Summarizing

Synthesizing

Compare/contrast

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

18

Vocabulary: (possessives and

contractions)

High Frequency Words

Grammar: (verbs)

Writing

period, question mark, or exclamation point. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns The students are expected to:

• reread to confirm vocabulary choice • reread and self-correct when text does not make sense. • use clues of punctuation The students are expected to: • read common high-frequency sight words. The students are expected to: • use action words (verbs), including mark, circle, color, and draw, to give directions orally The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words

1.7

1.6h

1.2

1.11, 1.12a, b, g

Cloze activities

Word wall


Semantic maps

Think, pair, share

Flash cards

Word games


teacher modeling

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns

19

3rd

Six Weeks

(2nd

3 weeks)

Reading: Review blends and

digraphs

Phonological awareness: a_e

pattern

Phonics: a_e pattern

To be successful with this standard, students are expected to • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC • use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable words

1.4

1.6a, d, e, f

Core Program

Words Their Way




Leveled Readers

Beverly Tyner’s Small Group Reading

Instruction

SMART boards


academy notebook

Technology sites:

Starfall, www.fcrr.org, Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it


Word walls

Picture sorts


Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)


inventory

PALS screening


20

Comprehension: (review

compare/contrast and story

elements)


Vocabulary (contractions,

possessives)

Fluency

All students should • understand that they should use a variety of strategies to assist with comprehension. The students are expected to: • read common high-frequency sight words. The students are expected to:

• reread to confirm vocabulary choice • reread and self-correct when text does not make sense. • use clues of punctuation, The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • demonstrate concepts of print and spoken word by: ° tracking print from left to right and top to bottom ° following print from one line to the next line (return sweep) ° matching spoken words to print • identify letters, words, and sentences

1.9

1.6h

1.7

1.8, 1.1c, 1.5

Graphic organizers

KWL charts

Preview and predict

B, D, A activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences


Understanding test

structure

Summarizing

Synthesizing

Compare/contrast

Cloze activities

Word wall


Semantic maps

Think, pair, share

Flash cards

Word games

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

21

Writing

• differentiate between letters and words by ° recognizing spaces between words in sentences ° locating capital letters in sentences ° locating periods, question marks, and exclamation points, speech bubbles, and quotation marks ° recognizing that a sentence starts with a capital letter and ends with a period, question mark, or exclamation point. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • begin each sentence with a capital letter • use familiar writing forms, including lists, letters, stories, reports, messages, and poems • distinguish draft writing from final-product writing • use a word processor to publish writing • share their writing with others. • use previous experiences to generate ideas • participate in teacher-directed brainstorming activities • participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas • participate in teacher-directed charting activities to organize information • write a sentence that focuses on one topic • write simple, complete sentences • begin to elaborate ideas by using descriptive words (adjectives) when writing about people, places, things, and events • spell high-frequency sight words and phonetically regular words correctly

1.11, 1.12

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns

22

Study Skill: Diagrams

Grammar: verbs, contractions

in final copies • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words • use correct end punctuation


• use prior knowledge to interpret pictures • use titles and pictures to make predictions about text • use pictures to confirm vocabulary choice • participate in a variety of oral language activities, such as ° listening to and discussing fiction and nonfiction print materials and trade books that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics The students are expected to: • use action words (verbs), including mark, circle, color, and draw, to give directions orally

1.1a, 1.7a

1.2, 1.7


teacher modeling

23

Subject: Language Arts 1st Grade

Essential Skills

Essential Knowledge Standards

of Learning

(SOL)

Resources Additional


4th

Six

Weeks

(1st 3 weeks)

Reading: -phonological awareness: long vowels: I, e, o, u (silent e)

Phonics: long vowels: I, e, o, u (silent e)

The students are expected to: • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and

1.4

1.6 a, d, e, f

Core Program

Words Their Way

Essential Word

Sorts

Sing, Spell, Read,

Write

Breakthrough to

Literacy

Leveled Readers

Beverly Tyner’s Small Group

Reading

Instruction

SMART boards

Reading First teacher academy

notebook


www.fcrr.org, Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it

Phoneme

manipulation

Word walls

Picture sorts

Segmenting and

blending

Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)


inventory

PALS screening


24

Comprehension (cause and effect,

making inferences)

Vocabulary (inflectional ending, s, es,

er, est, ed)

ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC• use the vowel patterns CVC, VC, and CVCC to decode and spell singlesyllable Words The students are expected to: • understand that they should use a variety of strategies to assist with comprehension. • participate in a variety of oral language activities, such as° participating in discussions about stories and poems The students are expected to: • learn and use new words encountered in discussions and in books that are read aloud • use words to orally describe actions, people, places, things, and ideas • notice when words or

1.9a-e, g, 1.1b

1.2, 1.7

Graphic organizers

KWL charts

Preview and predict

B, D, A activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences



Summarizing

Synthesizing

Compare/contrast

Cloze activities

Word wall

Examples/nom-

examples

Semantic maps

Think, pair, share

Flash cards

Word games

25


Study Skill (charts, graphic aids)

Fluency

sentences do not make sense in context • recognize complete sentences when reading • use intonation, pauses, and emphasis that signal the structure of the sentence when reading • reread to confirm vocabulary choice • reread and self-correct when text does not make sense. The students are expected to: • read common high-frequency sight words. The students are expected to: • use prior knowledge to interpret pictures • use titles and pictures to make predictions about text The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns

1.6h

1.7

1.8, 1.1c

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

Journal writing

26

Writing: Interactive writing

The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words • participate in teacher-directed brainstorming activities • participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas • participate in teacher-directed charting activities to organize information • begin to elaborate ideas by using descriptive words (adjectives) when writing about people, places, things, and events • spell high-frequency sight words and phonetically regular words correctly in final copies • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words • use familiar writing forms, including lists, letters, stories, reports, messages, and poems • distinguish draft writing from final-product writing • use a word processor to publish writing • share their writing with

1.11, 1.12a, b, g

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns


27

Grammar: verbs others. The students are expected to: • use action words (verbs), including mark, circle, color, and draw, to give directions orally

1.2 teacher modeling

28

4th

Six

Weeks

(2nd

3 weeks)

Reading Phonological awareness: Review 1

st 3

weeks skills

long a, ay, ai

Phonics: long a, ay, ai


• apply knowledge of word patterns to decode unfamiliar words by ° using onsets and rimes to create, read, and spell new words that include blends, such as the l and r blends, and digraphs, including ch, sh, th, and wh • use the vowel pattern CVVC to decode and spell some single-syllable words The students are expected to: • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. • use the vowel pattern CVVC to decode and spell some single-syllable Words • use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable words

1.6c, e, f

1.4

Core Program

Words Their Way

Essential Word

Sorts

Sing, Spell, Read,

Write

Breakthrough to

Literacy

Leveled Readers


Reading

Instruction

SMART boards


notebook


www.fcrr.org, Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it

Phoneme

manipulation

Word walls

Picture sorts

Segmenting and

blending

Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)


inventory


29

Vocabulary: er, est, review s, es

Fluency

Writing: Interactive Writing

The students are expected to: • notice when words or sentences do not make sense in context • recognize complete sentences when reading • use intonation, pauses, and emphasis that signal the structure of the sentence when reading • use clues of punctuation, including period, question mark, exclamation point, commas, and quotation marks, to guide their reading • reread to confirm vocabulary choice • reread and self-correct when text does not make sense. The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to

1.7a-d

1.8, 1.1c

1.11, 1.12a, b, g

Cloze activities

Word wall

Examples/nom-

examples

Semantic maps

Think, pair, share

Flash cards

Word games

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing

30

Grammar (Verbs, contractions with not)

generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words • participate in teacher-directed brainstorming activities • participate in teacher-directed prewriting strategies, such as webbing, clustering, and semantic mapping, to organize ideas • participate in teacher-directed charting activities to organize information • begin to elaborate ideas by using descriptive words (adjectives) when writing about people, places, things, and events • spell high-frequency sight words and phonetically regular words correctly in final copies • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words • use familiar writing forms, including lists, letters, stories, reports, messages, and poems • distinguish draft writing from final-product writing • use a word processor to publish writing • share their writing with others.


• use action words (verbs), including mark, circle, color, and draw, to give

1.2


Shared writing

Story patterns


teacher modeling

31

directions orally


Standards

of Learning

(SOL)



5th

Six

Weeks

(1st 3 weeks)

Reading

Phonological awareness:: long e, ee, ie,

ea; long o, oa, ow, oe

Phonics: long e, ee, ie, ea; long o, oa,

ow, oe

The students are expected to • use the vowel pattern CVVC to decode and spell some single-syllable words The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC • use the vowel patterns CVC, VC, and CVCC to decode and spell single syllable words

1.4

1.6 a, d, e, f

Core Program

Words Their Way

FCRR.org




Leveled Readers

Beverly Tyner’s

Small Group Reading

Instruction

SMART boards

Reading First

teacher academy notebook

Technology sites:

Starfall,

www.fcrr.org,

Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it


Word walls

Picture sorts


Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)



32


Comprehension: (make prediction, draw

conclusions)

Vocabulary: (context clues, inflectional

ending ing)

The students are expected to: • read common high-frequency sight words. The students are expected to:

• preview reading material by looking at the book.s cover and illustrations and by reading titles and headings • choose a purpose for reading by looking at the illustrations, determining prior knowledge, and predicting the outcome of the selection • draw on prior knowledge to make predictions before and during reading • make and confirm predictions based on illustrations or portions of the text • use knowledge from their own experience to make sense of and talk about a text • read various The students are expected to: • reread to confirm vocabulary choice • use prior knowledge to interpret pictures • use titles and pictures to make predictions about text • use pictures to confirm vocabulary choice • notice when words or sentences do not make sense in context • recognize complete sentences when reading • use intonation, pauses, and emphasis that signal the structure of the sentence when reading • use clues of punctuation, including period, question mark, exclamation

1.6h

1.9a-d

1.7

Graphic organizers

KWL charts

Preview and predict

B, D, A activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences



Summarizing

Synthesizing

Compare/contrast

Cloze activities

Word wall


Semantic maps

Think, pair, share

Flash cards

Word games

33

Study skill: (various texts: dictionary,

glossary, table of contents, newsletter,

list, signs)

Fluency:

Writing

point, commas, and quotation marks, to guide their reading • reread to confirm vocabulary choice • reread and self-correct when text does not make sense. The students are expected to: • read various nonfiction forms, including letters, lists, recipes, newspapers, and magazines • use simple reference materials • alphabetize a list of five to eight words according to first letter • use a picture dictionary to locate unfamiliar words. The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to

1.10, 1.9

1.8, 1.1c

1.11, 1.12a, b, g

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

34

Grammar: (adjectives)

generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words The students are expected to:

• use words to orally describe actions, people, places, things, and ideas • begin to elaborate ideas by using descriptive words (adjectives) when writing about people, places, things, and events

1.2a, 1.12c

Story patterns


teacher modeling

5th

Six

Weeks

(2nd

3 weeks)

Reading: Review 1st 3 weeks skills

Phonological Awareness: long I, y, igh

To be successful with this standard, students are expected to • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme.

1.4

Core Program

Words Their Way




Leveled Readers


Reading Instruction

SMART boards

Reading First

teacher academy

notebook

Technology sites:


Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it


Word walls

Picture sorts


Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)


PALS screening

Unit Tests


35

Phonics: long I, y, igh


Vocabulary: (context clues, inflectional

ending ing)

The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC The students are expected to: • read common high-frequency sight words. • use the vowel patterns CVC, VC, and CVCC to decode and spell singlesyllable Words The students are expected to:

• reread to confirm vocabulary choice The students are expected to: • use prior knowledge to interpret pictures • use titles and pictures to make predictions about text • use pictures to confirm vocabulary choice • notice when words or sentences do not make sense in context • recognize complete

1.6a, d, e, f

1.6h

1.7, 1.7a, d

Cloze activities

Word wall


Semantic maps

Think, pair, share

Flash cards

Word games

36

Fluency

Grammar: (number words, synonym,

antonyms)

sentences when reading • use intonation, pauses, and emphasis that signal the structure of the sentence when reading • use clues of punctuation, including period, question mark, exclamation point, commas, and quotation marks, to guide their reading • reread to confirm vocabulary choice • reread and self-correct when text does not make sense. The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns The students are expected to: • learn and use new words encountered in discussions and in books that are read aloud • use words to orally describe actions, people, places, things, and ideas • ask for meanings and

1.1c, 1.8

1.2a, b, 1.12c

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling


teacher modeling

37

Writing

clarification of unfamiliar words and ideas The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words

1.11, 1.12a, b, g

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns


Standards

of Learning

(SOL)



6th

Six

Weeks

(1st 3 weeks)

Reading Phonological Awareness: r controlled

vowels, ou, oo

The students are expected to: • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words • identify whether the middle

1.4

Core Program

Words Their Way


Sing, Spell, Read,

Write

Breakthrough to

Literacy

Leveled Readers


Reading

Instruction

SMART boards


notebook

Technology sites:


Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it

Phoneme

manipulation

Word walls

Picture sorts

Segmenting and

blending

Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)


inventory


38

Phonics: r controlled vowels, ou, oo

vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. ° using onsets and rimes to create, read, and spell new words that include blends, such as the l and r blends, and digraphs, including ch, sh, th, and wh The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC ° using onsets and rimes to create, read, and spell new words that include blends, such as the l and r blends, and digraphs, including ch, sh, th, and wh • use the vowel patterns CVC, VC, and CVCC to decode and spell singlesyllable Words

1.6a, d, e, f

39

Comprehension: (fantasy and reality,

summarize)

Fluency

The students are expected to: • tell and retell stories and events in logical order by ° retelling stories orally and through informal drama ° dictating retelling of stories ° creating their own stories, poems, plays, and songs ° indicating first, next, and last events in a story • retell stories and events, using beginning, middle, and end. • identify the topic or main idea of a short fiction or nonfiction selection • identify characters, setting, and important events The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of short poems, rhymes, songs, and stories with repeated patterns

1.1a, b 1.9g, h,

1.8, 1.1c

Graphic organizers

KWL charts

Preview and predict

B, D, A activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences



Summarizing

Synthesizing

Compare/contrast

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

40

Vocabulary: (inflectional ending ing,

compound words)

High Frequency Words

Grammar: (subjects, predicates, and

pronouns)

Study Skill (reference sources and

library)


• recognize and use simple

compound words

• notice when words or sentences do not make sense in context

• recognize complete sentences

when reading • use intonation, pauses, and

emphasis that signal the structure

of the

sentence when reading • use clues of punctuation, including period, question mark, exclamation point, commas, and quotation marks, to guide their reading • reread to confirm vocabulary choice • reread and self-correct when text does not make sense. The students are expected to: • read common high-frequency sight words. The students are expected to: • recognize complete sentences when reading The students are expected to: • use prior knowledge to interpret pictures • use titles and pictures to make predictions about text • use pictures to confirm vocabulary choice • make and confirm predictions based on illustrations or portions of the text • use simple reference materials

1.6g, 1.7

1.6h

1.7

1.7, 1.9, 1.10

Cloze activities

Word wall

Examples/nom-

examples

Semantic maps

Think, pair, share

Flash cards

Word games


teacher modeling

41

Writing

The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words

1.11, 1.12a, b, g

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns

6th

Six

Weeks

(2nd

3 weeks)

Reading

Phonological Awareness: dipthongs

Review blends and digraphs

To be successful with this standard, students are expected to • isolate and manipulate phonemes • count phonemes in words with a maximum of three syllables • identify the onset and rime of words • generate words that rhyme with a teacher-given word • segment words by saying each sound • blend separately spoken phonemes to make word parts and words with one to three syllables • add, delete, or change phonemes orally to change syllables or words

1.4

Core Program

Words Their Way

Essential Word

Sorts



Leveled Readers

Beverly Tyner’s

Small Group Reading

Instruction

SMART boards

Reading First

teacher academy notebook


www.fcrr.org,

Carl’s Corner

Whole Group

Small Group

Word Sorts

Teacher modeling

Decodable texts

Word ladders

Say it-Move it


Word walls

Picture sorts


Alphabet arc, map

Structural analysis

Making words

Benchmarks


Selection tests

PALS quick checks

AIMSWeb (MPS)



42

Phonics: dipthongs

Review blends and digraphs

Comprehension: (review fantasy and

reality, summarizing)

• identify whether the middle vowel sound is the same or different in a set of one-syllable words • sort picture cards by beginning and ending phoneme. The students are expected to: • apply knowledge of beginning and ending consonants and short vowels in single-syllable words by ° recognizing beginning and ending consonant sounds ° separating the sounds in a word ° blending separately spoken phonemes to make a word ° spelling words • accurately decode unknown, orthographically regular, single-syllable words and nonsense words (e.g., sit, zot), using letter-sound mappings to sound them out • apply knowledge of word patterns to decode unfamiliar words by ° recognizing word patterns, such as CVC • use the vowel patterns CVC, VC, and CVCC to decode and spell singlesyllable words All students should • understand that they should use a variety of strategies to assist with comprehension. • make and confirm predictions based on illustrations or portions of the text • use knowledge from their own experience to make sense of and talk about a text • read a wide variety of self-

1.6a, d, e, f

1.9, 1.8

Graphic organizers

KWL charts

Preview and predict

B, D, A activities

Guided reading

Making connections

Think alouds

Visualizing

Retelling

Making inferences


43


Vocabulary (compound words,

inflectional ending ing)

Fluency

selected and teacher-selected stories, poems, and informational texts aloud The students are expected to: • read common high-frequency sight words. The students are expected to:

• recognize and use simple compound words • notice when words or sentences do not make sense in context • recognize complete sentences when reading • use intonation, pauses, and emphasis that signal the structure of the sentence when reading • use clues of punctuation, including period, question mark, exclamation point, commas, and quotation marks, to guide their reading • reread to confirm vocabulary choice • reread and self-correct when text does not make sense. The students are expected to: • engage in reading-aloud activities voluntarily • read a wide variety of self-selected and teacher-selected stories, poems, and informational texts aloud • use expression and intonation to convey meaning when reading aloud • practice reading in texts on their independent reading level to develop accuracy, fluency, and expression. • participate in oral activities, including choral speaking and the reciting of

1.6h

1.6g, 1.7

1.8, 1.1c

Understanding test

structure

Summarizing

Synthesizing

Compare/contrast

Cloze activities

Word wall

Examples/nom-

examples

Semantic maps

Think, pair, share

Flash cards

Word games

Timed reading

Partner reading

Readers theater

Rereading

Echo reading

choral reading

teacher modeling

44

Study Skill: reference sources, library,

computer

Writing

short poems, rhymes, songs, and stories with repeated patterns The students are expected to: • use prior knowledge to interpret pictures • use titles and pictures to make predictions about text • use pictures to confirm vocabulary choice • make and confirm predictions based on illustrations or portions of the text • use simple reference materials The students are expected to: • use appropriate pencil grip • use standard letter formation • use standard number formation • space words in sentences • space sentences in writing. • use previous experiences to generate ideas • write a sentence that focuses on one topic • write simple, complete sentences • use correct end punctuation • begin each sentence with a capital letter • share their writing with others. • sound out words in order to spell them phonetically • use print resources in the classroom in order to spell words The students are expected

1.1a, 1.7a, 1.12h

1.11, 1.12a, b, g

1.12d, e

Journal writing

Graphic organizers

Concept webs

Brainstorming

Teacher modeling

Language experience

Class stories

Peer conferencing


Shared writing

Story patterns


teacher modeling

45

Grammar: using I, me and combining

sentences

to: • use correct end punctuation • begin each sentence with a capital letter • share their writing with others.

Documents

Subject: Language Arts 1st Grade Standards Essential · PDF fileEssential Skills Essential Knowledge Standards of Learning (SOL) Resources Supplemental Resources Strategies Assessments