FIRST GRADE READING - DOC

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					                          FIRST GRADE READING
                              1ST SIX WEEKS
Assessments

At the beginning of the first six weeks, teachers will assess letter sounds and
lower case alphabet. These assessments will be recorded on the K-12
Language Arts Record Card. Assessments used may include:
      PALS
      Ganske Developmental Spelling Inventory
      Running Record

Reading/Literature (50%)

Literature Content

Poetry/Songs – 20%
Fiction – 20%
Non-Fiction – 10%

Benchmark Reading Standards of Learning
                              (Check off skills as taught)

_____ 1.5      Apply knowledge of how print is organized and read

_____ 1.5 a    Read from left to right and from top to bottom

_____ 1.5 b    Match spoken words with print

_____ 1.5 c    Identify upper case and lower case letters

_____ 1.5 c    Identify words and sentences

_____ 1.6      Apply phonetic principles to read words

_____ 1.6 a    Identify beginning consonants in single syllable words

_____ 1.7      Use meaning clues and language structure to expand vocabulary
               when reading

_____ 1.7 a    Use titles and pictures

_____ 1.9      Read and demonstrate comprehension of a variety of fiction and
               nonfiction

_____ 1.9 b    Set purpose for reading



                                                                                  1
_____ 1.9 d   Make predictions about content

_____ 1.9 f   Identify characters, setting and important events

_____ 1.9 g   Retell familiar stories using beginning, middle, and end




Recording Reading Levels on Report Cards for the 1st Six Weeks
Below Grade Level

      -Student doesn’t know the alphabet
      -Student knows less than 19 sounds

On Grade Level

      -Student knows upper and lower case alphabet
      -Student knows 20 or more letter sounds




                                                                         2
                            PACING GUIDE - READING
SOL 1.5         The student will apply the knowledge of how print is organized
                and read.

                a.   Read from left to right and from top to bottom.
                b.   Match spoken words with print.
                c.   Identify upper case and lower case letters.
                c.   Identify words and sentences.

Resources, Materials, and Activities

        Scott Foresman Teachers’ Manual 1.1 – Shared Reading
                “Lunch”
                “Lots of Dads”
                “Tumble Bumble”

        Scott Foresman Phonics Songs and Rhymes Posters

        Scott Foresman Workbook 1.1

        Scott Foresman Phonics Readers Guided Reading

        Scott Foresman/Darrell Morris Independent Leveled Readers RR 1-4

        Nursery Rhymes

        Student Poem and Song Folders

        Poem/Rhyme Chart

        The Howard Street Tutoring Manual by Darrell Morris
              -page 102       Concept of Word and Phoneme Awareness
              -page 68        Teaching Strategies for Emergent Readers

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 81-82         Concept of Print
               -pages 124-126       Push and Say It
               -pages 184-185       Read and Point
               -pages 186-187       Put the Sentence Back Together

Assessments

        PALS

        Running Records (required)

        Tracking Charts, poems, sentence strips, etc.

        Teacher Observation




                                                                             3
SOL 1.6         The student will apply phonetic principles to read and spell.

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

Resources, Materials, and Activities

        Scott Foresman Teacher’s Manual 1.1

        RR 1-4 Books

        Scott Foresman Workbook 1.1

        Scott Foresman Phonics Songs and Rhyme Posters

        Scott Foresman Phonics Readers

        Word Wall

        Poem and Rhyme Charts

        The Howard Street Tutorial Manual by Darrell Morris
              -page 70        ABC Sorts
              -page 72        Initial Consonant Sorts
              -page 149       Word Bingo
              -page 127       Word Concentration
              -page 129       Make a Word

        Word Journeys by Kathy Ganske
               -page 114      Initial and Final Consonants
               -page 116      Picture Sorts

        Everyday Spelling Student Book

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 83-84         Decoding and Spelling
               -pages 124           Push and Say It
               -pages 188-189       Picture Cards
               -pages 190-191       Letter Bump

Assessments

        PALS

        Running Records (required)

        Teacher observation

        Scott Foresman Basal 1.1

        Scott Foresman Workbook 1.1




                                                                                4
SOL 1.7         The student will use meaning clues and language structure to
                expand vocabulary when reading.

                a. Uses titles and pictures.

Resources, Materials, and Activities

        Scott Foresman Basal and Workbook1.1

        RR 1-4 Books

        Accelerated Reader (as appropriate)

        Shared Reading (modeling)

        Listening Center tapes and CDs

        Teacher Collection of Poem and Rhyme Charts

        The Howard Street Tutorial by Darrell Morris
              -page 175       DRTA
              -page 117       Echo and Partner Reading
              -page 125       Reading
              -page 203       Reading Fluency
              -page 204       Echo Reading
              -page 205       Easy Reading
              -page 205       Repeated Readings
              -page 208       Taped Readings

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Sentence Strips
               -Sequencing words and sentences, poems and songs

        Student Poem and Song Books

        SSR

        Guided Reading (modeling)

        Phonics Readers

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 87-89         Vocabulary and Comprehension
               -page 136            Read Aloud
               -page 155            Word Splash
               -pages 197-203       Story Maps
               -pages 204-206       Just the Facts

Assessments

        Teacher Observation

        Scott Foresman Basal 1.1




                                                                               5
SOL 1.9         The student will read and demonstrate comprehension of a
                variety of fiction and non-fiction.

                b.   Set a purpose for reading.
                d.   Make predictions about content in fiction and nonfiction.
                f.   Identify characters, setting and important events.
                g.    Retell stories and events, using beginning, middle and end.

Resources, Materials, and Activities

        Fiction and non-fiction selections from basals and classroom collections.

        Shared Reading – DLTA

        Guided Reading – DRTA

        RR 1-4 Books

        Scott Foresman 1.1

        Scott Foresman Workbook 1.1

        The Howard Street Tutorial Manual by Darrell Morris
              -page 117       Previewing
              -page 174       Partner Reading
              -page 175       DRTA

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 87-89         Vocabulary and Comprehension
               -page 138            KWL
               -page 139            DRTA
               -page 142            Think Alouds
               -page 147            Story Face
               -page 154            Graphic Organizers
               -page 159            Concept Sorts
               -pages 197-203       Story Maps
               -pages 204-206       Just the Facts

Assessments

        Teacher Observation

        Scott Foresman Teacher’s Edition

        Scott Foresman Workbook 1.1 Unit Test

        Benchmark Test (resource)




                                                                                    6
                          FIRST GRADE WRITING
                              1ST SIX WEEKS


Writing Content – 30%
       -Writes daily in a log (may be a journal or content related log)
       -Writes two personal stories, letters or explanations and places in Grade
        One Writing Portfolio


Benchmark Writing Process/Editing Skills Standards of Learning
                                (Check off skills as taught)

_____ 1.11     Print legibly

_____ 1.11 a Form letters.

_____ 1.12     Write to communicate ideas

_____ 1.12 a Generate ideas

_____ 1.12 b Focus on one topic.

_____ 1.12 g Share writing with others

_____ 1.12 h Use available technology


Benchmark Handwriting Standards of Learning
                                (Check off skills as taught)

_____ 1.11      Print legibly

_____ 1.11 a   Form letters




                                                                                   7
                             PACING GUIDE - WRITING
SOL 1.11        The student will print legibly.

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


Resources, Materials, and Activities

        Zaner Bloser Student Handwriting Book

        Individual laminated student handwriting mats (teacher created)

        Writing Center Activities
                -Poems and thematic sentences (teacher created)

        Shadow Writing

        Word Shape Blocks
              -Letter placement within lines

        Spacers - Space Man

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 275-277       Written Communication Skills
               -pages 297           Modeled Writing
               -page 298            Shared Writing
               -page 299            Interactive Writing
               -page 300            Guided Writing
               -page 301            Morning Message
               -pages 336-337       Details in Sentences
               -pages 338-339       Story Problem

Assessments

        Student Handwriting Books

        Daily Assignments

        Writing Portfolios



SOL 1.12        The student will write to communicate ideas.

                a.   Generate ideas.
                b.   Focus on a topic.
                g.   Share writing with others.
                h.   Use available technology.




                                                                          8
Resources, Activities, and Materials

        Word Wall for Sight Words

        Student Journals – daily writing

        Student Writing Portfolios

        Guided Writing
               -charts
               -overhead projector

        Class Books

        Writing Center Activities
                -student-produced books

        Literature Response Logs

        Student Dictionaries

        Developing An Effective Reading Program for Elementary Grades by
        Gary Chadwell
               -page 16         Prewriting Activities
               -page 25         Drafting Activities
               -page 34         Revising and Editing Activities
               -page 45         Sharing Activities
               -page 53         Five Types of Writing Experiences
               -page 73         Teaching Writing Skills
               -page 75         Writing Experiences That Teach and Motivate

        The Howard Street Tutorial Manuel by Darrell Morris
              -page 80         Sentence Writing
              -page 82         Cut-Up Sentences

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 275-277       Written Communication Skills
               -page 297            Modeled Writing
               -page 298            Shared Writing
               -page 299            Interactive Writing
               -page 300            Guided Writing
               -page 301            Morning Message
               -page 303            Using a Story Plan
               -page 304            Parts of a Story from Start to Finish
               -page 305            Posting the Writing Process
               -page 306            Sample Writing Process
               -page 314            Focus on the Topic
               -page 315            Revision with a Target
               -page 316-317        Magnifying or Shrinking a Topic
               -page 318            Using Strong Action Words to Spark Interest
               -pages 319-321       Description Words
               -pages 336-337       Details in Sentences
               -pages 338-339       Story Problems




                                                                                  9
Assessments

        Student Handwriting Books

        Daily Assignments/Writing Portfolios


Notes




                                               10
                     FIRST GRADE WORD STUDY
                           1ST SIX WEEKS

Word Study Content – 20%

Assess spelling using the PALS Spelling Subtask. Supplement by using the
Ganske Developmental Spelling Assessment if more student information is
needed. Record spelling information on the K-12 Language Arts Record Card.


Benchmark Word Study Standards of Learning
                            (Check off skills as taught)

_____ 1.6   Apply phonetic principles to spell words

_____1.6 a Use beginning consonants to spell single-syllable words




                                                                             11
                         PACING GUIDE - WORD STUDY

SOL 1.6         The student will apply phonetic principles to spell words.

                a. Use beginning sounds to spell single-syllable words.


Resources, Materials, and Activities

        Rockingham County Public Schools Word Study Guide

        Word Journeys by Kathy Ganske
               -page 85        Sorting Variations
               -page 92        Word Study Notebook
               -page 102       Spell-O Game

        Words Their Way by Bear, Invernizzi, Johnston, Templeton
               -page 8          Stages of Word Knowledge
               -page 57         Word Study Groups
               -page 59         Word Sorting
               -page 62         Word Sort Variations
               -page 67         Ten Principles of Word Study Instruction
               -page 71         Guidelines for Sorting
               -pages 326-355 Picture Sorts
               -page 172        Show Me Game

        Word Categories

        Game Boards

        The Howard Street Tutorial Manual by Darrell Morris
              -page 149                Bingo
              -pages 127, 135          Concentration

        Word Walls

        Personal Dictionaries

        Word Sort Notebooks

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 83-84         Decoding and Spelling
               -pages 124           Push and Say It
               -pages 188-189       Picture Cards
               -pages 190-191       Letter Bump

Assessments

        Word Sorts

        Speed Sorts



                                                                             12
Spelling Tests

Journal Writing

Word Wall Usage

Pocket Chart Sorting

File Folder Games

Student Word Study Notebook

Ganske Developmental Spelling Assessment

PALS

Word Study Sorting Games




                                           13
                   FIRST GRADE ORAL LANGUAGE
                           1ST SIX WEEKS


Benchmark Oral Language Standards of Learning
                             (Check off skills as taught)

_____ 1.1     Continue to demonstrate growth in the use of oral language

_____ 1.1 a   Listen to and responds to a variety of media, including books,
              audiotapes, videos and other age-appropriate materials

_____ 1.1 c   Participate in a variety of oral language activities, including choral
              speaking and reciting short poems, rhymes, songs and stories
              with repeated patterns

_____ 1.2     Continue to expand and use listening and speaking vocabularies

_____ 1.2 a   Increase oral descriptive vocabulary

_____ 1.2 c   Follow simple two-step directions

_____ 1.3     Adapt or change oral language to fit the situation

_____ 1.3 b   Follow rules of conversation

_____ 1.3 c   Use appropriate voice level in small group settings

_____ 1.3 d   Ask and responds to questions in small group settings

_____ 1.4     Orally identify and manipulate phonemes (small units of sound) in
              syllables and multisyllabic words

_____ 1.4 c   Create rhyming words orally




                                                                                  14
                      PACING GUIDE - ORAL LANGUAGE


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

                 a. Listen and respond to a variety of media, including books,
                    audiotapes, videos and other age-appropriate materials.
                 c. Participate in a variety of oral language activities, including
                    choral speaking and reciting short poems, rhymes, songs and
                    stories with repeated patterns.

Resources, Materials, and Activities

        Listening Center
                -Stories on tape and CDs

        Read Alouds
               -Chapter Books
               -Trade Books

        Computer
              -Living Books

        Videos
                 -Reading Rainbow
                 -Magic School Bus
                 -Read Between the Lions

        Story Responses

        Dramatic Plays

        “Show and Tell”

        Songs and Chants
               -Whole Group

        Word Journeys by Kathy Ganske
               -page 104             Modeling with Literature

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 7-9           Oral Communication
               -pages 29-30         Carter Likes to…I Like to…


Assessments

        Teacher Observation

        Scott Foresman Teacher’s Edition 1.1



                                                                                      15
SOL 1.2         The student will continue to expand and use listening and
                speaking vocabularies.

                a. Increase oral descriptive vocabulary.
                c. Follow simple two-step directions.


Resources, Materials, and Activities

        Shared Reading
               -DLTA
               -Story Responses

        Read Alouds

        Guided Reading

        Literature Responses

        Word Journeys by Kathy Ganske
               -page 104       Modeling with Literature

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 7-9           Oral Communication
               -pages 29-30         Carter Likes to…I Like to…


Assessments

        Teacher Observation

        Scott Foresman Teacher’s Edition 1.1




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

                b. Follow rules for conversation.
                c. Use appropriate voice level in small-group settings.
                d. Ask and respond to questions in small-group settings.

Resources, Materials, and Activities

        Shared Reading and Writing Sessions

        “Show and Tell”

        Guided Reading

        Literature Discussions

                                                                            16
        Individual Conferencing

        Calendar and Weather Helper

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 7-9           Oral Communication
               -pages 29-30         Carter Likes to…I Like to…

Assessments

        Scott Foresman Teacher’s Edition 1.1

        Teacher Observation




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

                c. Create rhyming words orally.


Resources, Materials, and Activities

        Shared Reading

        Poem/Song Charts

        Nursery Rhymes

        Guided Reading

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 79-80         Phonological Awareness
               -page124             Push and Say It
               -page 125-126        Elkonin Boxes
               -page 127            Syllabication
               -pages 180-181       A New Kind of Family
               -pages182-183        Squirrel in a Tree!


Assessments

Scott Foresman Teacher’s Edition 1.1

Teacher Observation




                                                                                17

				
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