Grade One

download (1)This page is a work in progress!  :)

This is a rough outline that I created to try to follow for the 2017/2018 school year.  I wanted to be sure that I correctly and thoroughly addressed the Common Core State Standards for  Reading Foundational Skills, Reading Literature, and Reading Informational Texts.  All of the standards are represented here, and many repeat.  This guide will assist me with my Student and Teacher Assistance Team meetings, it can help me better track progress of my students, and parents can review each month’s learning or prepare their child for the next month.  This may not follow exactly what the classroom teacher is doing at these exact times ~ I pull students from many different classrooms together ~ but that’s okay.  All standards must be covered,  and learning does not occur in a vacuum ~ children bring in different experiences and make different connections all of the time!  :)

 

September

October

November

December

January

February

March

April

May

June


welcoming-september-and-the-new-school-and-office-year-some-R1Kx9N-clipart

Approx. 14 reading group days with a HUGE focus on phonemic awareness and letter identification and sounds.

September Homework Grade 1

 

STUDENTS WILL BE ABLE TO:

  • Develop a strong sense of phonemic and phonological awareness.  
  • Recognize all letters and letter sounds, including short vowel sounds and 2 sounds of c and g. 
  • Read with at least 90% accuracy and with 1:1 correspondence level A and B books.
  • Retell the books, state a favorite part and why, make a connection via turn and talk.
  • Establish a list of rules/consequences as a group.

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MRS. ARAUJO WILL ASSESS EACH CHILD USING:

Kindergarten Phonemic Awareness Assessment which assesses phonemic and phonological awareness and letter identification and sounds.

READING FOUNDATIONAL SKILLS

Print Concepts:   RF1.1

CCSS.ELA-LITERACY.RF.1.1  Demonstrate understanding of the organization and basic features of print.  How to hold a book, how to turn a page, title/author/illustrator, title page, how to read left to right.

CCSS.ELA-LITERACY.RF.1.1.A  Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).  Read with 1:1 correspondence, notice capitalization and why, notice various punctuation and why used ~ learn how to read using the punctuation.

Phonological Awareness:  RF1.2

CCSS.ELA-LITERACY.RF.1.2  Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Students will clap for each word heard in a sentence. Students will clap syllables heard in words.  Using Elkonin boxes, students will break words into their individual sounds. Visit:  Phonemic/Phonological Awareness. Play games. Use kits and manipulatives.

CCSS.ELA-LITERACY.RF.1.2.A  Distinguish long from short vowel sounds in spoken single-syllable words. Students will distinguish the specific short vowel sound in spoken single-syllable words by putting a chip under the sound.  Visit:  Phonemic/Phonological Awareness. Play games. Use kits and manipulatives.

CCSS.ELA-LITERACY.RF.1.2.B  Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Teacher will talk like a robot ~ what word(s) is she saying?  Visit: Phonemic/Phonological Awareness. Play games. Use kits and manipulatives.

CCSS.ELA-LITERACY.RF.1.2.C  Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.  What is the beginning sound you hear in cat, ending sound, middle sound?  Visit:  Phonemic/Phonological Awareness. Play games. Use kits and manipulatives.

CCSS.ELA-LITERACY.RF.1.2.D  Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).  Teacher says a word, student says individual sounds.  Visit: Phonemic/Phonological Awareness. Play games. Use kits and manipulatives. 

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4  Read with sufficient accuracy and fluency to support comprehension.  Reading is thinking; we read for meaning.  Always assess comprehension.

CCSS.ELA-LITERACY.RF.1.4.A  Read grade-level text with purpose and understanding.   “Let’s read to confirm/revise our predictions.”  “Let’s read to find out…”

September’s Reading List ~ books from The King School Series

  • Jasmin Draws
  • Kendra Sees
  • Victor Packs

READING LITERATURE

Key Ideas and Details:  RLRI1.2 and refer to:  Common Core Strategies

CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.  5 finger retelling.  Is that enough information?  Talk about favorite parts and make connections to draw out author’s message or lesson. 

October400

Approx. 19 reading group days with a HUGE focus on short vowels and reading short vowel rimes.

October-Grade-1-HW

STUDENTS WILL BE ABLE TO: 

  • Master sounds of sh, th, ch, wh, qu, ck.  Blend these into short vowel words on magnet boards.  
  • Read phonetic paper stories:  Seth and Sam, Dash the Dog, The Thin Path, Chimp Chat, The Big Win, Duck at the Pond, Yip and Yap.”Tap out” unknown words and “The Hat” packet. (Binder #2)
  • Read Theme 1 and 2:  Talk about periods, commas, question marks, exclamation points, quotation marks and sentences beginning with upper case letters and names beginning with upper case letters, as well as titles.
  • Apply the comprehension strategies of Detecting & Correcting Errors, Problem Solving New Words, Predicting, Making Connections, Visualizing, Fluency.
  • Read with at least 90% accuracy and with 1:1 correspondence level C books.
  • Retell the books, state a favorite part and why, make a connection via turn and talk.
  • Reread the books for fluency and accuracy.
  • Recognize, with at least 90% accuracy, 20 of the 40 preprimer Dolch words. Try to spell them, also.  This month’s focus is on:
go the and here we
jump not a to find
one in two said my
you away I is me

 

  • Read and write closed syllable words (vc, cvc) with 90% accuracy on an end of month spelling test. Master these chunks:  chunks
  • Learn:  at family, an family, all family, am family, ig family, it family, ot family, ox family, en family, et family, ug family, ut family ~ Read:
  • To The Map
  • Tip
  • Bob
  • A Fat Rat
  • Nan
  • A Big Bug
  • Ed

 

MRS. ARAUJO WILL:

  • Take running records 1x/wk per student.
  • Assess students 1:1 on 20 preprimer words.
  • Administer vc and cvc spelling tests via paper/pencil, white board, or magnetic letters.
  • Send all paper stories home. Students should reread and visualize for comprehension.
  • Follow binder #1 and #2 Short Vowels.  
  • Follow binder #4 Consonant Digraphs, and binder #2 for ck.  

READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:  RF1.3

CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Study closed syllable type words.  Use magnetic letters and white boards. Read Theme 1 and 2 Readers. Always talk about phonetic elements to help decode new words.  Underline vowels and always refer to syllable types.

CCSS.ELA-LITERACY.RF.1.3.A Know the spelling-sound correspondences for common consonant digraphs. Study closed syllable type words.  Use magnetic letters and white boards.

CCSS.ELA-LITERACY.RF.1.3.B Decode regularly spelled one-syllable words. Study closed syllable type words.  Use magnetic letters and white boards.

CCSS.ELA-LITERACY.RF.1.3.G Recognize and read grade-appropriate irregularly spelled words.  Sight Words will be drilled as a group and 1:1.

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Reading is thinking; we read for meaning.  Always assess comprehension.

October Reading List

READING LITERATURE ~ 2 weeks

Key Ideas and Details: and refer to:  Common Core Strategies

CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. Before reading, students ask questions during a picture walk. Make predictions.  Teacher records these on the board.  After reading, we will check to see if our questions are answered. TALK ABOUT PREDICTIONS ~ were they confirmed?  Students will pull open ended questions out of tub to answer.  TALK ABOUT THE QUESTION MARK and how one reads questions. RLRI1.1

ERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.  Use 5 fingers. Use sentence stems.  Is that enough information?  Discuss favorite part, why, and connections to draw out central message or lesson.  RLRI1.2

CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.  Use story map graphic organizer.  Discuss terms character, setting, events, plot. RLRI1.3

 

READING INFORMATIONAL TEXT ~ 2 weeks

Key Ideas and Details: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.1  Ask and answer questions about key details in a text.  Do KWL charts for nonfiction texts.  Ask what we might learn from reading the text. RLRI1.1

CCSS.ELA-LITERACY.RI.1.2 Identify the main topic and retell key details of a text.  Identify main idea and details of the text as a whole.  RLRI1.2

CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.  Describe why author included what he included in a text.  RLRI1.3


month-of-november-turkey

Approx. 16 reading group days with a HUGE focus on blends and Closed Syllable Division rule.

November Grade 1 HW

STUDENTS WILL BE ABLE TO:   

 

funny blue little look play
three yellow up see make
where come big red down
can help for it run

 

  • Read and write 2 closed syllable words (nap/kin, rab/bit).  Start the vc/cv packet. Read:  The Lost Rabbit.
  • Read and write closed syllable words with initial and or final consonant blends. 
  • Read Theme 3 and Theme 4 in Houghton Mifflin:  Theme 3 and 4
  1. Learn “an” before a vowel.
  2. Adding -ing, -s for plurals and verb endings, -ed (3 sounds of ed of words featured in stories) and ‘s to show ownership.
  3. FLOSS rule ~ read:  A Bad Rash, A Bad Spill, and do FLOSS pattern worksheet.
  4. Silent k, w
  5. Contractions with ‘s:  let’s, rag’s, it’s
  6. Consonant blends.  Read:  Sled Club, Stan, Class Trip, The Glad Elf, Jump!
  7. Quotation marks, commas in a series, commas in quotes, commas separating “too”  ~ “I will go, too.”

MRS. ARAUJO WILL:

  • Take running records 1x/wk per student.
  • Assess students 1:1 on all 40 preprimer sight words.
  • Administer spelling assessment on FLOSS, 2 closed syllable words.  
  • Assess students on 2 syllable closed syllable division.
  • Send home all paper stories for practice.  Students should visualize for comprehension.
  • Work from Syllable Division Practice Pad pages 1-11.
  • Work from binder #2 for FLOSS rule.
  • Refer to bin 4 for blends stories and manipulatives.
  • Refer to bin 17 for syllable manipulatives.

November Reading List

READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:  RF1.3  

CCSS.ELA-LITERACY.RF.1.3  Know and apply grade-level phonics and word analysis skills in decoding words.  Continue with closed syllable types. Always talk about phonetic elements to help decode new words.  Underline vowels and always refer to syllable types.

CCSS.ELA-LITERACY.RF.1.3.D  Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.  Divide students’ names into syllable types.  Divide new words into syllable types.

CCSS.ELA-LITERACY.RF.1.3.E  Decode two-syllable words following basic patterns by breaking the words into syllables. Divide 2 closed syllable words by locating and underlining vowels, and dividing between center consonants.

CCSS.ELA-LITERACY.RF.1.3.F Read words with inflectional endings.  This is addressed in the themed readers.

CCSS.ELA-LITERACY.RF.1.3.G  Recognize and read grade-appropriate irregularly spelled words.  Sight Words will be drilled as a group and 1:1.

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Reading is thinking; we read for meaning.  Always assess comprehension.

CCSS.ELA-LITERACY.RF.1.4.A  Read grade-level text with purpose and understanding.   “Let’s read to confirm/revise our predictions.”  “Let’s read to find out. . “

CCSS.ELA-LITERACY.RF.1.4.C  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.  Teach using context clues to determine unknown words.

READING LITERATURE ~ 2 weeks

 

Integration of Knowledge and Ideas: and refer to:  Common Core Strategies

CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Practice reading the pictures.  Remembering the pictures can help us retell it.  Listen to a story being read aloud, VISUALIZE ~ make a movie in your mind. RLRI1.7

CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.  This can be done via series books.  Create Venn diagrams together and write language experience stories.  RLRI1.9

 

READING INFORMATIONAL TEXT ~ 2 weeks

Integration of Knowledge and Ideas: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to describe its key ideas.  Describe what the pictures and visuals help us to learn. RLRI1.7

CCSS.ELA-LITERACY.RI.1.8 Identify the reasons an author gives to support points in a text.  Ask:  How do we know that ____ is true?  What did the author tell us about _____?  RI1.8

CCSS.ELA-LITERACY.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).  Create a Venn diagram of information learned on the same topic in 2 different texts.  RLRI1.9


download (7)

Approx. 14 reading group days with a HUGE focus on magic e words and Magic e Syllable Division rule.

December-Grade-1-HW

STUDENTS WILL BE ABLE TO:

  • Apply the comprehension strategies of Detecting & Correcting Errors, Problem Solving New Words, Predicting, Making Connections, Visualizing, Fluency.
  • Read with at least 90% accuracy and with 1:1 correspondence level E books.
  • Retell the books, state a favorite part and why, make a connection via turn and talk.
  • Divide words with vc/cvce pattern.  Do Syllable Division packet.  Read:  Pancake Time.
  • Reread the books for fluency and accuracy.
  • PRACTICE READING FROM OLD INFORMAL READING INVENTORIES.  Send home to read for fluency/accuracy.  January is for timed fluency practice.
  • Recognize, with at least 90% accuracy, 25 of the 52 primer Dolch words.  Try to spell them, also.  This month’s focus is on:

 

too on there so must
please was want who they
that well ran pretty came
have went white our out
black am what ate brown

 

  • Read and write silent e syllable words.  Play I Have/Who Has game (I have cube, who has cub/I have pan, who has pane).  

MRS. ARAUJO WILL:

 

  • Take running records 1x/wk per student.
  • Assess students 1:1 on 25 of the primer sight words.
  • Assess students on reading/writing magic e words.
  • Use Syllabication Pad p. 12-16.
  • Send home all paper stories and informal reading inventories for home practice.
  • Refer to binder #6 for magic e words and word sorts.
  • Refer to bins 5, 6, 7, 8, 9 for magic e stories and manipulatives. 
  • Refer to bin 17 for syllable manipulatives.

READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:  RF1.3

CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Study magic e and open syllable type words.  Use magnetic letters and white boards. Always talk about phonetic elements to help decode new words.  Underline vowels and always refer to syllable types.

CCSS.ELA-LITERACY.RF.1.3.C  Know final -e and common vowel team conventions for representing long vowel sounds. Teach magic e in December.  Play I have/Who has game (I have can.  Who has cane? I have hope.  Who has hop?)

CCSS.ELA-LITERACY.RF.1.3.E  Decode two-syllable words following basic patterns by breaking the words into syllables. Divide 1 closed/ 1 magic e syllable words by locating and underlining vowels, and dividing between center consonants. 

CCSS.ELA-LITERACY.RF.1.3.G  Recognize and read grade-appropriate irregularly spelled words. Sight Words will be drilled as a group and 1:1.

Fluency: RF1.4 

CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Reading is thinking; we read for meaning.  Always assess comprehension.

CCSS.ELA-LITERACY.RF.1.4.A Read grade-level text with purpose and understanding.   “Let’s read to confirm/revise our predictions.”  “Let’s read to find out…”

CCSS.ELA-LITERACY.RF.1.4.C  Use context to confirm or self-correct word recognition and understanding, rereading as necessary.  Teach using context clues to determine unknown words.

December Reading List

 

READING LITERATURE ~ 2 weeks

Integration of Knowledge and Ideas: and refer to:  Common Core Strategies

CCSS.ELA-LITERACY.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.  Practice reading the pictures.  Remembering the pictures can help us retell it.  Listen to a story being read aloud, VISUALIZE ~ make a movie in your mind.  RLRI1.7

CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.This can be done via series books.  Create Venn diagrams together and write language experience stories.  RLRI1.9

READING INFORMATIONAL TEXT ~ 2 weeks

Integration of Knowledge and Ideas: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to describe its key ideas.  Describe what the pictures and visuals help us to learn. RLRI1.7

CCSS.ELA-LITERACY.RI.1.8 Identify the reasons an author gives to support points in a text.  Ask:  How do we know that ____ is true?  What did the author tell us about _____?  RI1.8

CCSS.ELA-LITERACY.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).  Create a Venn diagram of information learned on the same topic in 2 different texts. RLRI1.9

 

 


January400

January Grade 1 HW

Approx. 19 reading group days with a HUGE focus on rimes, reading fluency, and Open Syllable Division rule.

STUDENTS WILL BE ABLE TO:

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  • Learn open syllables and do Syllable Division pad.  Students will also learn what to do when the syllable division rule doesn’t make sense.
  • Recognize, with at least 90% accuracy, the remaining 52 primer Dolch words.  Try to spell them, also.  This month’s focus is on:

 

but do get this ride
yes soon did be under
with all good saw four
at she now say are
new no he like eat
will into

 

  • Master the 37 rimes from:  Rimes.  Students will be able to spell the rimes, also.

Read Theme 5 in Houghton Mifflin:

  • Learn -tch rule and -dge rule (the t and d is there to touch the vowel ~ it does not make a sound).  Read:  Last One to Hatch.  Do -tch and -dge rule worksheets.
  • igh
  • contractions:  can’t, it’s
  • Magic e words review.  Read:  Let’s Go Home, The Fox Hole, The Same Game, A Cake on a Bike, The Lost Bone, The Cute Mule, Eve and Steve, Lake Jobe, The Red Van. 
  • Read and write words with glued sounds: ang, ing, ong, ung, ank, ink, onk, unk. Read:  Tang, Thanks.

MRS. ARAUJO WILL:

  • Take running records 1x/wk per student.
  • Assess students 1:1 on all 52 primer words.
  • Send home all paper stories for the students to read at home.  Students should visualize for comprehension.
  • Refer to binder #5 for more ng/nk stories and word sorts.
  • Refer to bin 4 for ng/nk manipulatives.
  • Refer to binder #6 for long vowels.
  • Refer to bin 17 for syllable manipulatives.

READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:  RF1.3

CCSS.ELA-LITERACY.RF.1.3  Know and apply grade-level phonics and word analysis skills in decoding words. Always talk about phonetic elements and syllable types to help decode new words.

CCSS.ELA-LITERACY.RF.1.3.C  Know final -e and common vowel team conventions for representing long vowel sounds. Teach glued sounds ~ some make the long sound ~ ang, ing, ong, ung, ank, ink, onk, unk.

CCSS.ELA-LITERACY.RF.1.3.G Recognize and read grade-appropriate irregularly spelled words. Constantly revisit sight words.

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Reading is thinking; we read for meaning.  Always assess comprehension.

CCSS.ELA-LITERACY.RF.1.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.  Participate in timed fluency rereadings of informal reading inventories.

January Reading List

READING LITERATURE ~ 2 weeks

Key Ideas and Details: and refer to:  Common Core Strategies

CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. Before reading, students ask questions during a picture walk. Make predictions.  Teacher records these on the board.  After reading, we will check to see if our questions are answered. TALK ABOUT PREDICTIONS ~ were they confirmed?  Students will pull open ended questions out of tub to answer.  TALK ABOUT THE QUESTION MARK and how one reads questions.  RLRI1.1

ERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.  Use 5 fingers. Use sentence stems.  Is that enough information?  Discuss favorite part, why, and connections to draw out central message or lesson.  RLRI1.2

CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.  Use story map graphic organizer.  Discuss terms character, setting, events, plot.  RLRI1.3

READING INFORMATIONAL TEXT ~ 2 weeks

Key Ideas and Details: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.1  Ask and answer questions about key details in a text.  Do KWL charts for nonfiction texts.  Ask what we might learn from reading the text. RLRI1.1

CCSS.ELA-LITERACY.RI.1.2 Identify the main topic and retell key details of a text.  Identify main idea and details of the text as a whole.  RLRI1.2

CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.  Describe why author included what he included in a text.  RLRI1.3


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February Grade 1 Homework

Approx. 15 reading group days with a HUGE focus on vowel teams: ai, ay, ea, ee, oa, oe, Vowel Team Syllable Division rule and contractions.

STUDENTS WILL BE ABLE TO:

after again when any ask
as by could every fly
from give going had has
her him his how just
know let live may of
old once open over put
round some stop take thank
them then think walk were
  • Determine words in contractions.  Form contractions.
  • Identify the vowel team syllable type.  Learn ai, ay, ea, ee, oa, oe.  Drill rimes with these teams. This coincides with Theme 6 in Houghton Mifflin.
  • Do Syllable Division pad vv.  Read vv stories:  Rain Date, May I Play?, The Meet and Greet, An Extreme Dream, A Boat on the Coast, Tic-Tac-Toe. 

MRS. ARAUJO WILL:

  • Take running records 1x/wk per student.
  • Assess students 1:1 on 20 first grade Dolch words.
  • Send all paper stories home. Students should visualize for comprehension.
  • Assign Vowel Team Syllable Division pad.
  • Refer to binder #6 for vowel teams.
  • Refer to bin 17 for syllable manipulatives.
  • Refer to bins 5-9 for long vowels.
  • Refer to bin for 13 contraction manipulatives.

READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:  RF1.3

CCSS.ELA-LITERACY.RF.1.3  Know and apply grade-level phonics and word analysis skills in decoding words. Study vowel team syllable type words.  Use magnetic letters and white boards. Always talk about phonetic elements to help decode new words.  Underline vowels and always refer to syllable types.

CCSS.ELA-LITERACY.RF.1.3.G Recognize and read grade-appropriate irregularly spelled words. Constantly revisit sight words.

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.  Reading is thinking; we read for meaning.  Always assess comprehension.

CCSS.ELA-LITERACY.RF.1.4.A  Read grade-level text with purpose and understanding.   “Let’s read to confirm/revise our predictions.”  “Let’s read to find out…”

February Reading List

READING LITERATURE ~ 2 weeks

Key Ideas and Details: and refer to:  Common Core Strategies

CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. Before reading, students ask questions during a picture walk. They make predictions. Teacher records these on the board.  After reading, check to see if our questions are answered. TALK ABOUT PREDICTIONS ~ were they confirmed or did we revise them? Students will pull open ended questions out of tub to answer.  TALK ABOUT THE QUESTION MARK and how one reads questions.  RLRI1.1

CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.  Use 5 fingers. Use sentence stems.  Is that enough information?  Discuss favorite part, why, and connections to draw out central message or lesson.  RLRI1.2

CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.  Use story map graphic organizer.  Discuss terms character, setting, events, plot.  RLRI1.3

READING INFORMATIONAL TEXT ~ 1 week

Key Ideas and Details: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.1  Ask and answer questions about key details in a text.  Do KWL charts for nonfiction texts.  Ask what we might learn from reading the text. RLRI1.1

CCSS.ELA-LITERACY.RI.1.2 Identify the main topic and retell key details of a text.  Identify main idea and details of the text as a whole.  RLRI1.2

CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.  Describe why author included what he included in a text.  RLRI1.3

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March Grade 1 Homework


Approx. 19 reading group days with a HUGE focus on nonfiction text features, more vowel teams, Bossy R Syllable Type and compound words.

 

NONFICTION UNIT

STUDENTS WILL BE ABLE TO:

  • Apply the comprehension strategies of Detecting & Correcting Errors, Problem Solving New Words, Predicting, Making Connections, Visualizing, Fluency.
  • Read with at least 90% accuracy and with 1:1 correspondence level G nonfiction books.
  • Retell the books, state a favorite part and why, make a connection via turn and talk.
  • Identify nonfiction text features and their purposes.  Create a nonfiction text features booklet.
  • Reread the books for fluency and accuracy.
  • Identify the bossy r syllable type with the Syllable Practice Pad.  Read:  Carl ~ The Starfish, The Tree Fort, Herb ~ My Pet Monster, Sea Urchins, The Birthday Bird
  • Continue to identify the vowel team syllable type with the Syllable Practice Pad. Learn oi/oy, igh, 2 sounds of ie, 2 sounds of ow, 2 sounds of oo, oo/ew/ue/ou as in soup, 2 more sounds of ea.  Drill these in rimes.   Read: Planting in the Soil, A Shy Boy, High Flying Kites, Playing Outfield, A Birthday Pie, The Black Crow, Old Brown Cow, In The Mood for Food, The Lost Book, Vancouver, Tulips for Spring, Sing A Tune, Bake That Bread, Steak on the Grill. 
  • Demonstrate vowel digraph and diphthong mastery via Bingo.
  • Read Houghton Mifflin Phonics Readers Theme 7.
  • Identify 2 words in compound words.

MRS. ARAUJO WILL:

  • Take running records 1x/wk per student.
  • Assess students 1:1 on all 40 first grade Dolch words.
  • Refer to binders #6 and #7 for vowel teams and diphthongs, and binder #8 for bossy r and compound words.
  • Refer to bin 10 for ow/ou, bin 4 for oi/oy, bin 7 for 2 sounds of oo and long oo sounds, bin 8 for 2 sounds of ea.
  • Refer to bin 11 for compound words.
  • Refer to bin 14 for bossy r.
  • Refer to bin 17 for syllable manipulatives.

READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:  RF1.3

CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.  Always talk about phonetic elements to help decode new words.  Study more vowel team syllable types and the bossy r syllable type.

CCSS.ELA-LITERACY.RF.1.3.G Recognize and read grade-appropriate irregularly spelled words.  Drill the 40 1st grade Dolch words.

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. Reading is thinking; we read for meaning.  Always assess comprehension.

March Reading List

READING INFORMATIONAL TEXT

Key Ideas and Details: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.1  Ask and answer questions about key details in a text.  Do KWL charts for nonfiction texts.  Ask, based on Table of Contents, what we might learn from reading the text. RLRI1.1

CCSS.ELA-LITERACY.RI.1.2 Identify the main topic and retell key details of a text.  Identify main idea and details of various subheadings and the text as a whole.  RLRI1.2

CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.  Describe why author included what he included in a text.  RLRI1.3

Craft and Structure: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  Model comprehension via rereading, context clues, reading on, making connections. We read nonfiction slowly to comprehend.  We can also read it out of order.  RLRI1.4

CCSS.ELA-LITERACY.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.  We can read informational text out of order.  Create nonfiction text feature booklets.  RLRI1.5

CCSS.ELA-LITERACY.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.  Describe what the pictures and visuals help us to learn.  RLRI1.6

Integration of Knowledge and Ideas: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text to describe its key ideas.  Describe what the pictures and visuals help us to learn. RLRI1.7

CCSS.ELA-LITERACY.RI.1.8 Identify the reasons an author gives to support points in a text.  Ask:  How do we know that ____ is true?  What did the author tell us about _____?  RI1.8

CCSS.ELA-LITERACY.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).  Create a Venn diagram of information learned on the same topic in 2 different texts. RLRI1.9

 

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April Grade 1 Homework

Approx. 12 reading group days due to MCAS 2.0 with a HUGE focus on 3 sounds of ed,  Consonant le Syllable Type and spelling rules.

Read poetry and books with strong sensory appeal.  Encourage children to write like that!

STUDENTS WILL BE ABLE TO:

  • Apply the comprehension strategies of Detecting & Correcting Errors, Problem Solving New Words, Predicting, Making Connections, Visualizing, Fluency.
  • Read with at least 90% accuracy and with 1:1 correspondence level H books.
  • Retell the books, state a favorite part and why, make a connection via turn and talk.
  • Reread the books for fluency and accuracy.
  • Study -Cle syllable type ~ this is the final syllable type.  Work from the Syllable Practice Pad.
  • Read Houghton Mifflin Theme 8.  It focuses on base words and endings with spelling rules ~ drop the magic e to add ed or ing, double the consonant when the vowel is short, change the y to i to add ed
  • 3 sounds of ed.  Read: The Rented Van, The Backyard Bash, Ducks on the Pond, Summer Day 
  • Read this story fluently and accurately.  It contains all of the sight words:  http://www.mrsperkins.com/files/dolch_story_color.pdf

MRS. ARAUJO WILL:

  • Take running records on unfamiliar texts 1x/wk per student.
  • Assess students on syllable division and reading of -Cle words.
  • Refer to binder #8 for 3 sounds of ed.
  • Refer to bin 12 for 3 sounds of ed manipulatives.
  • Refer to bin 17 for syllable manipulatives.

READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:  RF1.3

CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.  Always talk about phonetic elements to help decode new words.  Study -Cle syllable type.

CCSS.ELA-LITERACY.RF.1.3.E  Decode two-syllable words following basic patterns by breaking the words into syllables. Divide 2 closed syllable words by locating and underlining vowels, and dividing between center consonants.  Do this with -Cle words.

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4  Read with sufficient accuracy and fluency to support comprehension.Reading is thinking; we read for meaning.  Always assess comprehension.

April Reading List

READING LITERATURE ~ 2 weeks

Craft and Structure: and refer to:  Common Core Strategies

CCSS.ELA-LITERACY.RL.1.4  Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Study adjectives, adverbs, and figurative language (idioms, personification, alliteration, onomatopoeia, similes, metaphors)  RLRI1.4

CCSS.ELA-LITERACY.RL.1.5  Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.  Create a Venn diagram together.  Talk about narratives vs. informational texts with nonfiction text features vs. poetry.  RLRI1.5

CCSS.ELA-LITERACY.RL.1.6  Identify who is telling the story at various points in a text.  Supply various examples.  Show examples of 1st and 3rd person.  RLRI1.6

 

 

READING INFORMATIONAL TEXT ~ 1 week

Craft and Structure: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.  Model comprehension via rereading, context clues, reading on, making connections. We read nonfiction slowly to comprehend.  We can also read it out of order.  RLRI1.4

CCSS.ELA-LITERACY.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.  We can read informational text out of order.  Create nonfiction text feature games.  RLRI1.5

CCSS.ELA-LITERACY.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.  Describe what the pictures and visuals help us to learn.  RLRI1.6

 

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May Grade 1 Homework

Approx. 19 reading group days with a HUGE focus on base words, spelling rules, prefixes and suffixes.

STUDENTS WILL BE ABLE TO:

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  • Syllable types with:  tion, soft c and g, blends, y.  Do Packet.  Read:  Class Election, Butterfly Observation, Television, Cindy and Her Cat, Grumpy Gene

Read Theme 9 and Theme 10 to learn about:

  • 3 sounds of y.  Read:  Time to Fly, The Candy Shop, A Trip to the Valley
  • change the y to i and add es
  • add es after ch, sh, ss, x
  • prefixes re- and un-
  • au/aw.  Read:  August Auction, A Hawk in the Woods 
  • suffixes -ful, -ly, -y, -er, -est

MRS. ARAUJO WILL:

  • Take running records on unfamiliar texts 1x/wk per student.
  • Refer to binder #9 for spelling rules, prefixes and suffixes.
  • Refer to bin 12 for soft c/g manipulatives.
  • Refer to bin 10 for au/aw manipulatives.
  • Refer to bin 11 for homonym manipulatives.

READING FOUNDATIONAL SKILLS

Phonics and Word Recognition:  RF1.3

CCSS.ELA-LITERACY.RF.1.3   Know and apply grade-level phonics and word analysis skills in decoding words.  Final culmination of all 6 syllable types.  Divide and read words mixed with various types.

CCSS.ELA-LITERACY.RF.1.3.E  Decode two-syllable words following basic patterns by breaking the words into syllables. Syllable type culmination.  Play Moose game.

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.  Reading is thinking; we read for meaning.  Always assess comprehension.

CCSS.ELA-LITERACY.RF.1.4.A  Read grade-level text with purpose and understanding.   “Let’s read to confirm/revise our predictions.”  “Let’s read to find out. . “

CCSS.ELA-LITERACY.RF.1.4.B  Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.  Participate in timed fluency rereadings of informal reading inventories.

May Reading List

May Gr.1 Fiction#1  Jonathan Buys a Present by A. Smith, Level J

MayGr1Fiction#2  The Cabin in the Hills by A. Smith, Level J

READING LITERATURE ~ 2 weeks

Key Ideas and Details: and refer to:  Common Core Strategies

CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. Before reading, students ask questions during a picture walk. Make predictions.  Teacher records these on the board.  After reading, we will check to see if our questions are answered.  TALK ABOUT PREDICTIONS ~ were they confirmed?  Students will pull open ended questions out of tub to answer.  TALK ABOUT THE QUESTION MARK and how one reads questions.  RLRI1.1

CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.  Use 5 fingers. Use sentence stems.  Is that enough information?  Discuss favorite part, why, and connections to draw out central message or lesson.  RLRI1.2

CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.  Use story map graphic organizer.  Discuss terms character, setting, events, plot.  RLRI1.3

READING INFORMATIONAL TEXT ~ 2 weeks

Key Ideas and Details: and refer to:  Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RI.1.1  Ask and answer questions about key details in a text.  Do KWL charts for nonfiction texts.  Ask what we might learn from reading the text. RLRI1.1

CCSS.ELA-LITERACY.RI.1.2 Identify the main topic and retell key details of a text.  Identify main idea and details of the text as a whole. RLRI1.2

CCSS.ELA-LITERACY.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.  Describe why author included what he included in a text.  RLRI1.3


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Approx. 5 reading group days ~ if there’s no snow days ~ with a HUGE focus on sustained independent reading.  The more we read, the better we get at it!  Reading is a skill, just like playing an instrument or a sport, that needs to be practiced!

 

READING FOUNDATIONAL SKILLS

Fluency:  RF1.4

CCSS.ELA-LITERACY.RF.1.4  Read with sufficient accuracy and fluency to support comprehension. Reading is thinking; we read for meaning.  Always assess comprehension.

READING LITERATURE AND INFORMATIONAL TEXT

Range of Reading and Level of Text Complexity and refer to:  Common Core Strategies and Common Core Informational Text Lessons

CCSS.ELA-LITERACY.RL.1.10  With prompting and support, read prose and poetry of appropriate complexity for grade 1.  Students will engage in volumes and volumes of choice reading.  RLRI1.10

CCSS.ELA-LITERACY.RI.1.10  With prompting and support, read informational texts appropriately complex for grade 1.  Students will engage in volumes and volumes of choice reading. RLRI1.10

   

 

 

 

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COPYRIGHT 05/08/2017. PLEASE CITE AS FOLLOWS:

Araujo, Judith E., M.Ed., CAGS. “1st GRADE SCOPE/SEQUENCE.” Mrs. Judy Araujo, Reading Specialist. N.p., 8 May 2017. Web. <http://www.mrsjudyaraujo.com/grade-1-goals/>.

Essential Skills/Concepts, Question Stems, and Academic Vocabulary with Cognates all came from www.commoncore.tcoe.org 5th edition, 7/2016 and www.kidsatthecore.com.

All graphics from Google Images.  Right click on them.

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I am happy to share my pages, but please cite me as you would expect your students to cite their sources.  Copyscape alerts me to duplicate content.  Please respect my work.

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