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First Grade Handwriting Worksheets - DOC

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									                           FIRST GRADE READING
                               4th SIX WEEKS
Assessment: Assess reading levels using PALS. Teachers may use running
records or an informal reading inventory for additional information, if needed.
Record the scores on the K-12 Language Arts Record Card.

Students are working at or above Reading Recovery Levels 12 in materials
selected from the Scott Foresman basal series and other Reading Recovery
leveled materials.

Reading/Literature (50% )

Literature Content

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

Students should know at least 100 sight words at this point. Students will
participate in independent reading activities – “Book Looking” (SSR).

Benchmark Reading Standards of Learning
                     (new for the six weeks - check off skills as taught)

_____ 1.6     Apply phonetic principles to read

_____ 1.6 c   Use beginning consonant digraphs to decode and spell single-
              syllable words

_____ 1.6 d   Use short vowel sounds to decode and spell single -syllable
              Words

_____ 1.6 e   Blend beginning, middle, and ending sounds to recognize and
              read words

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

_____ 1.7 d   Reread and self-correct

_____ 1.8     Read familiar stories, poems, and passages with fluency and
              expression

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



                                                                                  1
_____ 1.9 h    Identify the topic or main idea


Benchmark Reading Standards of Learning
        (taught previous six weeks – continue to review - check off skills as reviewed)

_____ 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 letters, words and sentences

_____ 1.6      Apply phonetic principles to read words

_____ 1.6 a    Use beginning and ending consonants to decode single -syllable
               words

_____ 1.6 b    Use two-letter consonant blends to decode single-syllable
               words

_____ 1.6 f    Use word patterns to decode unfami liar words

_____ 1.6 h    Read common high-frequency sight words, including
               the, said and come

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

_____ 1.7 a     Use titles and pictures

_____ 1.7 b    Use knowledge of story and topic to read words

_____ 1.7 c    Use knowledge of sentence structure

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

_____ 1.9 a    Preview the fiction or nonfiction selection

_____ 1.9 b    Set purpose for reading

_____ 1.9 c    Relate previous experiences to what is read

_____ 1.9 d    Make predictions about content



                                                                                          2
_____ 1.9 e   Ask and answer who, what, when, where, why, and how questions
              about what is read

_____ 1.9 f   Identify characters, setting and important events

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

_____ 1.10    Use simple reference materials

_____ 1.10 b Use a picture dictionary to find meanings of unfamiliar words



Recording Reading Levels on Report Cards for the 4th Six Weeks

Below Grade Level

      -Reading Recovery Levels 1-11

On Grade Level

      -Instructional working at or above Reading Recovery Level 12




                                                                             3
                            PACING GUIDE - READING
SOL 1.6         The student will apply phonetic principles to read.

                c. Use beginning consonant digraphs to decode and spell single-
                   syllable words.
                d. Use short vowel sounds to decode and spell single-syllable
                   words.
                e. Blend beginning, middle, and ending sounds to recognize and
                   read words.

Resources, Materials, and Activities

        Scott Foresman Teachers’ Edition 1.4

        RR Levels 13-16 books

        Scott Foresman Phonics Songs and Rhymes Posters

        Scott Foresman Workbook 1.4

        Scott Foresman Phonics Readers

        Scott Foresman/Darrell Morris Independent Leveled Readers RR 4-6

        Poem/Rhyme Charts

        Word Wall

        The Howard Street Tutoring Manual by Darrell Morris
               -page 70         ABC Sorts
               -page 72         Initial Consonant Sorts
               -pages 78, 126, Short Vowel Families
                      168, 169
               -page 127        Word Conc entration
               -page 129        Make-A-Word
               -page 149        Word Bingo
               -page 188        CVCe, “r”, CVVC Patterns

        Word Journeys
               -page 118        Initial Blends and Digraphs
               -page 120        Word Families and Short Vowels
               -page 125        Final Consonants, Blends, and Digraphs

        E very day Spelling student book

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 83-84    Decoding and Spelling
               -page 124       Push and Say It
               -pages 125-126 Elkonin Boxes
               -pages 188-189 Picture Cards
               -pages 190-191 Letter Bump



                                                                                  4
Assessments

        Running Rec ords (required)

        Teacher Obs ervation

        Scott Foresman Workbook 1.4

        Spell checks (informal)


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

                d. Reread and self-correct.


Materials, Resources and Activities

        Scott Foresman Reading Basal 1.4

        Scott Foresman Reading Workbook 1.4

        Guided Reading (modeling)

        Accelerated Reader (as appropriate)

        RR Leveled Books 13-16

        Shared Reading (Modeling)

        Listening Center – tapes and CDs

        SSR

        Teacher Collection of Poem and Rhyme Charts

        The Howard Street Tutoring Manual by Darrell Morris
               -page 103       Sight Word Vocabulary
               -page 117       Echo/Partner Reading
               -page 125       Reading Support
               -page 203       Reading Fluency
               -page 204       Echo Reading
               -page 205       Easy Reading
               -page 205       Repeated Readings
               -page 208       Taped Readings

        Phonics Readers

        Student Poems and Songbooks

        Word Wall

        Sentence strips for sequencing words and sentences, poems and stories

        DOE Curriculum Framework Essential Knowledge – Grade 1


                                                                                5
        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 obs ervation

        Scott Foresman Basal 1.4




SOL 1.8         The student will read familiar stories, poems, and passages
                with fluency and expression.


Resources, Material, and Activities

        Scott Foresman Reading Basal 1.4

        Scott Foresman Reading Workbook 1.4

        Poem/Song Charts

        Nurs ery Rhymes

        Guided Reading

        Student poem and song folders

        Repeated readings of instructional level books

        Scott Foresman Phonics Readers

        Scott Foresman Phonics Songs and Rhyme Posters

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning    Enhanced Scope and Sequence Plus
               -pages 85-86       Fluency
               -page 128          Buddy Reading
               -pages 129-130     Choral Reading
               -page 132          Paired Reading
               -page 133          Radio Reading
               -page 134          Reader’s Theater
               -page 135          Timed Repeat ed Readings
               -pages 192-193     Let’s Read Together
               -pages 194-196     Timed Reading

Assessments

        Teacher obs ervation


                                                                              6
        Scott Foresman Basal 1.4


SOL 1.9         The student will read and demonstrate comprehension of a
                variety of fiction and nonfiction.

                h. Identify the topic or main idea.


Resources, Materials, and Activities

        Fiction and nonfiction selections through basals and classroom collections

        Shared Reading – DLTA

        Guided Reading – DRTA

        RR Levels 13-16

        Scott Foresman Reading Basal 1.4

        Scott Foresman Workbook 1.4

        Howard Street Tutorial Manual
               -page 117         Previewing
               -page 121         Reading for Meaning
               -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 136          Read Aloud
               -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

        Scott Foresman workbook 1.4 Unit Test

        Scott Foresman Teacher’s Edition 1.4

        Benchmark Test (resource)




                                                                                     7
Suggested Activities for Continued Review of Previous Six Weeks SOLs

SOL 1.5

     Materials, Resources, and Activities

             Scott Foresman 1.4 Reading Basal

             Scott Foresman 1.4 Bas al Teacher’s Edition

             Scott Foresman/Darrell Morris Independent Leveled Readers 13-16

             The Howard Street Tutoring Manual by Darrell Morris

             DOE Curriculum Framework Essential Knowledge – Grade 1

             Standards of Learning Enhanced Scope and Sequence Plus

     Assessments

             Running Rec ords (required)

             Tracking charts, poems, sentence strips, etc.

             Teacher obs ervation

SOL 1.10

     Resources, Materials, and Activities

             Alphabetize words by first letter

             ABC Class Names (teacher-creat ed activity)

             Student dictionaries

             Pocket chart activities

             Spelling/Word Study Words

             ABC Order worksheets

             American Heritage Picture Dictionary

             American Heritage First Dictionary

             The Howard Street Tutoring Manual by Darrell Morris

             DOE Curriculum Framework Essential Knowledge – Grade 1

             Standards of Learning Enhanced Scope and Sequence Plus

     Assessments

             Teacher obs ervation



                                                                               8
Scott Foresman Basal 1.4 Teacher’s Edition

Scott Foresman Workbook 1.4

Benchmark Test (resource)

ABC Order worksheets




                                             9
                             FIRST GRADE WRITING
                                 4th 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 Standards of Learning
                      (new for the six weeks - check off skills as taught)

_____ 1.12     Write to communicate ideas

_____ 1.12 c    Use descriptive words when writing about people, places, things,
                and events

_____ 1.12 e Use ending punctuation in final copies

_____ 1.12 f Use correct spelling for high-frequency sight words and
             phonetically regular words in final copies


Benchmark Writing Standards of Learning
        (taught previous six weeks – continue to review - check off skills as reviewed)

_____ 1.11     Print legibly

_____ 1.11 a Form letters

_____ 1.11 b Space words and sentences

_____ 1.12     Write to communicate ideas

_____ 1.12 a Generate ideas

_____ 1.12 b Focus on one topic

_____ 1.12 e Begin each sentence with a capital letter

_____ 1.12 g Share writing with others

_____ 1.12 h Use available technology




                                                                                          10
                               PACING GUIDE - WRITING
SOL 1.12        The student will write to communicate ideas.

                c. Use descriptive words when writing about people, places,
                   things, and events.
                e. Use ending punctuation in final copies.
                f. Use correct spelling for high-frequency sight words and
                   phonetically regular words in final copies.

Materials, Resources, and Activities

        Word Wall for Sight Words

        Student Journals – daily writing

        Student Port folios

        Guided Writing
               -charts
               -overhead projector

        Class books

        Writing Center Activities
                -student produced books

        Literature Response logs

        Student Dictionaries

        Developing an E ffective Writing Program for the Elementary Grades – 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

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

        Writes two personal stories and letters for the portfolio

        Uses the prewriting and drafting stages of the writing process

        Focuses on one topic

        Shares writing with others

        DOE Curriculum Framework Essential Knowledge – Grade 1




                                                                                             11
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
              -pages 301-302    Morning Message
              -page 303         Writing a Story, Using a Story Plan
              -page 304         Parts of a Story from Start to Finish
              -pages 305-306    Posting the Writing Process
              -page 308         Making a List
              -pages 309-310    Brainstorming a Topic
              -page 311         Creating a Prewriting Web
              -page 314         Focus on the Topic
              -page 315         Revision with a Target
              -page 318         Using Strong Action Words to Spark Int erest
              -pages 319-321    Description Words
              -page 329         Capitalization: A Way to Begin a Sentence
              -pages 336-337    Details in Sentences
              -pages 338-339    Story Problems

Assessments

      Student Handwriting Books

      Daily Assignments

      Writing Portfolios


Suggested Activities for Continued Review of Previous Six Weeks SOLs

SOL 1.11

      Materials, Resources, and Activities

              Zaner-Bloser Student Handwriting Book

              Individual laminated student handwriting mats (teacher created)

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

              Shadow writing

              Word Shape Blocks - letter placement within lines

              Spacers/Space Men

              DOE Curriculum Framework Essential Knowledge – Grade 1

              Standards of Learning Enhanced Scope and Sequence Plus

      Assessments

              Student Handwriting Books


                                                                                          12
        Daily Assignments

        Writing Portfolios



Notes




                             13
                         FIRST GRADE WORD STUDY
                               4th SIX WEEKS

Assessment: Assess spelling at the beginning of the marking period using the
PALS Spelling Subtask. The Ganske Spelling Inventory found in Word Journeys
can be used to provide additional student information. Record the scores on the
K-12 Language Arts Record Card.


Word Study Content – 20%


Benchmark Word Study Standards of Learning
                     (new for the six weeks – check off skills as taught)

_____ 1.6      Apply phonetic principles to spell words

_____ 1.6 b    Use two-letter blends to spell single-syllable words

_____ 1.6 c    Use beginning consonant digraphs to spell single-syllable
               words


Benchmark Word Study Standards of Learning
        (taught previous six weeks – continue to review - check off skills as reviewed)

_____ 1.6     Apply phonetic principles to spell words

_____ 1.6 a    Use beginning and ending consonants to spell single-syllable
               Words

_____ 1.6 d    Use short vowels to spell single-syllable words

_____ 1.6 h    Spell common high-frequency sight words, including the, said,
               and come




                                                                                          14
                         PACING GUIDE - WORD STUDY

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

                b. Use two-letter blends to spell single-syllable words.
                c. Use beginning consonant digraphs to spell single-syllable words.
Resources, Materials, and Activities

        Rockingham County Public Schools Word Study Guide

        Word Journeys by Kathy   Ganske
               -page 8           Emergent Spelling
               -page 10          Letter Name Spelling
               -page 13          Within Word Spelling Pattern
               -page 76          Word Sorting, Getting Started
               -page 116         Picture Sorts
               -page 125         Final Consonants, Blends, and Digraphs
               -page 201         Letter Name
               -page 209         Word Lists
               -pages 213-226    Within Word Pattern Lists

        Words Their Way by Bear, Invernizzi, Johnston, Templeton
               -page 16      Emergent Spelling
               -page 19      Letter Name Spelling
               -page 21      Within Word Spelling Pattern
               -page 60      Picture Sorts
               -page 91      Word Sorts for Emergent Stage
               -page 138     Word Sorts for Letter Name Stage
               -page 182     Word Study for Within Word Pattern Stage
               -page 312-325 Initial Consonant Picture Sorts

        The Howard Street Manual
               -pages 133, 187 Word Pattern Sorts
               -page 192       Vowel Pattern Bingo

        Scott Foresman Phonics Workbooks 1.4

        Scott Foresman Unit Benchmark Test

        Word Sort Notebooks

        Personal Dictionaries

        DOE Curriculum Framework Essential Knowledge – Grade 1

        Standards of Learning    Enhanced Scope and Sequence Plus
               -pages 83-84       Decoding and Spelling
               -page 124          Push and Say It
               -pages 125-126     Elkonin Boxes
               -pages 188-189     Picture Cards
               -pages 190-191     Letter Bump




                                                                                15
Assessments

      Word Sorts

      Speed Sorts

      Spelling Tests

      Journal Writing

      Word Wall Usage

      Pocket Chart Sorting

      File Folder Games

      Student Word Study Notebook

      Ganske Developmental Spelling Assessment

      Word Study Sorting Games



Suggested Activities for Continued Review of Previous Six Weeks SOLs


SOL 1.6

      Materials, Activities, and Resources

              DOE Curriculum Framework Essential Knowledge

              Standards of Learning Enhanced Scope and Sequence Plus

      Assessments

              Weekly spelling tests

              Informal assessments from student writing




                                                                       16
                     FIRST GRADE ORAL LANGUAGE
                             4th SIX WEEKS

Benchmark Oral Language Standards of Learning
                     (new for the six weeks – check off skills as taught)


No new Oral Language Standards are taught during the fourth six weeks.


Benchmark Oral Language Standards of Learning
        (taught previous six weeks – continue to review - check off skills as reviewed)

_____ 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 b    Tell and retell stories and events in logical order

_____ 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

_____ 1.1 d    Express ideas orally in complete sentences

_____ 1.2      Continue to expand and use listening and speaking vocabularies

_____ 1.2 a    Increase oral descriptive vocabulary

_____ 1.2 b    Begin to ask for clarification and explanation of words and ideas

_____ 1.2 c    Follow simple two-step directions

_____ 1.2 d    Give simple two-step oral directions

_____ 1.2 e    Use singular and plural nouns

_____ 1.3      Adapt or change oral language to fit the situation

_____ 1.3 a    Initiate conversation with peers and adults

_____ 1.3 b    Follow basic 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


                                                                                          17
_____ 1.4     Orally identify and manipulate phonemes (small units of sound) in
              syllables and multisyllabic words

_____ 1.4 a   Count phonemes (sounds) in syllables or words with a maximum
              of three syllables

_____ 1.4 b   Add or delete phonemes (sounds) orally to change syllables or
              words

_____ 1.4 c   Create rhyming words orally

_____ 1.4 d   Blend sounds to make word parts and words with one to three
              syllables




                                                                              18
                   PACING GUIDE - ORAL LANGUAGE

Suggested Activities for Continued Review of Previous Six Weeks SOLs

SOL 1.1

     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

             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


     Assessments

             Teacher Obs ervation

             Scott Foresman Teacher’s Edition 1.4

SOL 1.2

     Resources, Materials, and Activities

             Shared reading
                    -DLTA
                    -Story responses

             Guided Reading
                    -Literature Respons es

                                                                       19
             Read Alouds

             Word Journeys
                    -page 104          Modeling wit h Literature

             DOE Curriculum Framework Essential Knowledge – Grade 1

             Standards of Learning Enhanced Scope and Sequence Plus

     Assessments

             Teacher obs ervation

             Scott Foresman Teacher’s Edition 1.4


SOL 1.3
     Resources, Materials, and Activities

             Shared Reading and Writing Sessions

             “Show and Tell”

             Guided Reading

             Literature Discussions

             Individual Conferencing

             Calendar and Weather Helper

             DOE Curriculum Framework Essential Knowledge – Grade 1

             Standards of Learning Enhanced Scope and Sequence Plus

     Assessments

             Scott Foresman Teacher’s Edition 1.4

             Teacher Obs ervation

SOL 1.4
     Resources, Materials, and Activities

             Shared Reading

             Poem/Song Charts

             Nurs ery Rhymes

             Guided Reading

             Word Study activities



                                                                      20
              DOE Curriculum Framework Essential Knowledge – Grade 1

              Standards of Learning Enhanced Scope and Sequence Plus

        Assessments

              Scott Foresman Teacher’s Edition 1.3

              Teacher Obs ervation



Notes




                                                                       21

								
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