Grade1 Suggested Literacy Curriculum
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Transcript of Grade1 Suggested Literacy Curriculum
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Updated 11/7/2010
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Curriculum Guide 2010-2011
This curriculum guide is designed to assist you in helping your students meet the requirements of the Maryland State Curriculum(SC). It provides a framework and resources to help develop our students into independent readers who comprehend, analyze,self-monitor, acquire and develop a robust vocabulary, and choose to read for pleasure and to gain information. It is alsostructured to encourage students to develop into writers, who write for personal expression, as well as to inform and persuade.Teachers should be advised that incorporating a well balanced approach to literacy involves focusing on: phonemic awareness (1),phonics (1-2), fluency, word knowledge/vocabulary, listening, speaking, reading comprehension, grammar, and writing. It is
suggested that each of these components are addressed in your literacy block. In order to create independent and critical readers,writers, and thinkers, teachers should ensure that all skills and strategies are continuously modeled, taught, and assessed on adaily basis throughout the year after they are initially introduced. The curriculum guide is divided into four parts: 1) TheSuggested Literacy Curriculum Sequence, 2) Assessments, 3) Knowledge and Skills, and 4) The Suggested Learning Plan. Each ofthese sections comprises an essential instructional component for effective literacy instruction.
Scope and SequenceThe literacy curriculum scope and sequence is skill-based to allowteachers the flexibility to use multiple resources to meet thediverse needs of students in each classroom. A skill-basedcurriculum will also contribute to school-based collaborativeplanning efforts.AssessmentsAssessing students needs is the key to a successful literacyinstructional program. Suggested unit assessments and formativeassessments areincluded in this document to assist teachers indesigning effective instruction. Unit assessments are notmandatory and can be used at the teachers discretion. Allmaterials included in this document can be modified to meet theinstructional needs of individual students. Benchmarks will beadministered on a quarterly basis. The benchmark will assess allskills that have been outlined in the suggested scope andsequence. The September Reading Benchmark will assess studentsknowledge from the previous year.Knowledge and SkillsThis section includes a range of time to teach each concept basedon students needs. This is a suggested time that it might take tointroduce the concept. However, once a concept is introduced, itshould be constantly revisited and assessed. Prerequisite skills aswell as sub-skills are indicated for each concept. Teachers shouldintroduce students to and use a variety of genres, both fiction andnonfiction, and different types of text with the various conceptsthroughout the year.
Enduring Understandings are the Big Ideas that need to be retainedfor a lifetime. Samples have been included as a starting point; addmore as the concept develops. Sample Essential Questions have beenincluded to help frame your daily instruction. Concept Knowledge isthe basic information that students need to know in order tounderstand the concept.
Error Intervention suggestions, also known as Hot Spots, helpidentify the problems students might have and possible ways toaddress them.
The Learning PlanThis section includes various activities and strategies that can be usedto motivate the students, and to introduce, teach, or reinforce eachconcept. On-line links to access additional activities and resources areprovided.
Core reading programs have great ideas, information, and materials,but should not be the only source for your learning plan. You are thekey in developing a rigorous learning plan that engages all studentsand ensures that they master the concepts.
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ReadingGrasping specific detailsand key ideas
1. Retell key details andinformation drawn from text
2. Explain the subject of the textor the problem the characters
face.3. Answer questions about
characters and events that take
place in the text.
Narrative,Drama, and
Poetry
Informational
Text
Observing craft andstructure
5. Identify the meanings of wordsand phrases as they are used in
the text.6. Identify important parts or
sections of texts.7. Compare and contrast
characters or event fromdifferent stories.
Narrative,
Drama, andPoetry
InformationalText
Integrating informationand evaluating evidence
9. Use text illustrations to predictor confirm what the text isabout.
10. Identify words in a textthat link ideas and eventstogether.
11. Identify who is telling astory or providing information
in the text.
Narrative,Drama, and
Poetry
Informational
Text
Reading FoundationsLinguistic Awareness 1. Students gain awareness of spoken words, syllables, and phonemes
Phonics and WordRecognition
2. Students know and apply grade-level phonics and word analysis skills indecoding words
Developing Fluency 3. Students read with sufficient accuracy and fluency to supportcomprehension
Writing and ResearchWriting to reflect
audience, purpose, andtask
1. Write narratives, informative, and explanatory texts, and opinions that
communicate to a familiar, known audience.
Conducting research 2. Gather information from experiences or provided text sources.
Revising writing 3. With specific guidance, add details to strengthen writing through revision.
Common Core StandardsGrade 1
*Please note that students will still be assessed using Stanford 10 and teachers are expected to
teach from the State Curriculum, however, as we progressively move towards the CommonCore, teachers should consider the Common Core Standards in planning for rigorous
instruction.
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Grade 1 Literacy Curriculum
SequenceSchool Year 2010-2011
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Quarter 1 (Aug 23 Nov5)
Benchmark A testingwindo
wSep 7-
Sep 17
UNIT 1: Dive IntoBooks!
Timelin
e:August
/September
WordA
nalysis/WordS
tudy
Phonics Re
view
ofAlp
habet
Int
roduce
letter
sounds
:/s/,
/m/, /
a/,
/t/,/h/,
/p/
SuggestedGe
nres Literary
Text
Fict
ion
R
e
alis
tic
fict
ion
F
ai
ryTale
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Phonics
KnowledgeandSkills
TIME FRAME: on going PREREQUISITE SKILLS
Phonics Letter identification Print Knowledge
Phonemic Awareness
SC OBJECTIVE(S)1.B.1.a Produce letter/sound correspondences rapidly (1 per second)1.B.1.b Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt1.B.2.a Recognize and apply short vowels, long vowels, and y as a vowel1.B.2.b Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns1.B.2.c Read one-syllable words fluently (CVC, CVCE)
1.B.2.d Use known word/part to decode unknown words, such as carcard
ENDURING UNDERSTANDINGS Phonics is the letter/sound relationships in language, and also the relationship of spelling patterns to sound
patterns. Phonics involves the relationship between sounds and their spellings.
ESSENTIAL QUESTIONS What is the relationship between sounds and their spellings?
Why is phonics important?
Why read? What can we learn from print?
CONCEPT KNOWLEDGE AND PROCESS The goal of phonics instruction is to teach students the most common sound-spelling relationships so that they
can decode, or sound out, words.
This decoding ability is a crucial element in reading success.
A child who has mastered phonics can connect the sounds he knows with letters, then put them together tomake words. (And then he can put words together to read sentences, and so on.)
ERROR INTERVENTION
IF students have trouble decodingwords
THEN go back to individual letters and sounds
IF students are struggling withblending sounds together tomake words
THEN have them listen to a teacher made tape of someone blending
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Return to Scope and Sequence
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Phonics
LEARNING ACTIVITIES AND STRATEGIES
NOTE:
Single ConsonantSound/Spelling
Introducing SingleConsonants
These generic teaching strategiesintroduce the consonant /s/. Thesame strategies can be used tointroduce other single consonantsounds.
Mini-lesson Phonemic Warm-Up Ask students to listen for the /s/ sound inthe following words and to stand up eachtime they hear it: sick, kiss, hat, mouse,pot, spot, bird, sorry. Encourage studentsto share other words with the /s/ sound.
Mini-lesson Teach Sound/Spelling Print the letter s on the board. Display apicture of a sun and tell students that theletter s stands for the /s/ sound at thebeginning of the of the word sun
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Phonics
Suggested
Learnin
g
Plan Whole group Practice Blending Have students practice blending words
with /s/, sound by sound, using thefollowing example for the word sat. Printthe letter s on the board. Point to the sand say /s/. Ask students to say the /s/sound with you as you point to the letter
and say it again. Print the letter a. Pointto the a and say /a/. Now have studentssay the/a/ sound with you as you point tothe letter and say it again. Slowly slideyour finger or hand from left to rightbelow the letters sa and say /sa/. Thenhave students join you in blending the twosounds through the vowel. Print the lettert. Point to the tand say /t/. Havestudents say the /t/sound with you as youpoint to the letter and say it again. Slowly
slide your finger or hand from left to rightbelow the word satas you blend thesounds together and pronounce the word.Then have students blend the whole wordand pronounce it on their own. Finally,ask a volunteer to use the word in asentence.
Help students blend the words andsentence shown below. Have them read
the sentence, sounding out and blendingeach word in sequence. The high-frequency words in the sentence areunderlined. Students should read thesewords as a whole.
Sam, mats
Sam sat on the mat.
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PhonicsWhole groupSmall group
Decodable TextReading
Provide students with connected readingpractice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.
Any Open Court decodablebook or approved reading
manual
Whole group Dictation and Spelling Dictate the words shown below. Say eachword, use it in a sentence, and then saythe word again. Have students say theword, then guide them in spelling it soundby sound. Ask: What is the first sound insat? (/s/) Say: Print the letter that standsfor the /s/ sound. Repeat the process forthe remaining sounds in each word.
Sat, Sam, mats
After the dictation, print the words on theboard, and ask students to proofread theirwork. Use a color pencil to circle anywords spelled incorrectly then spell theword correctly next to it.
Paper
Pencils
Color pencils to fixmistakes
Small group Consonant PictureSort
Picture sorts help students compare andcontrast the sounds in words. Thisstrategy reinforces recognition of the
single-consonant sounds /m/ and /s/. Thesame strategy can be used to reinforceother consonant sounds.
Picture cards focusing onthe specific letter of thelesson
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PhonicsMini lesson Warm-Up Display the picture cards egg and hen.
Tell students that you are going to saysome words with the /e/ sound. Some ofthe words you say will have the /e/ soundat the beginning of the word like egg;others will have the /e/ sound in the
middle, like hen. Say the following wordsand have students raise their hands whenthey hear the /e/ sound in the middle:wet, end, bed, fed, edge, neck, elbow,pen.
Mini lesson Teach Sound/Spelling Print the letter e on the board. Display apicture of a jet and tell students that lettere stands for the /e/ sound in the middle ofthe wordjet. Ask students to say the /e/sound, first with you and then on theirown. Then have them say the whole word
jet.
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PhonicsWhole group Practice Blending Have students practice blending words
with /e/, sound by sound, using theflowing examples for the word red. Printthe letter ron the board. Point to the rand say /r/. Ask students to say the /r/sound with you as you point out the letter
and say it again. Print the letter e. Pointto the e and say /e/. Now have thestudents say the/e/ sound with you as youpoint to the letter and say it again. Slowlyslide your finger or hand from left to rightbelow the letters re and say /re/. Thenhave students join you in blending the twosounds through the vowel. Print the letterd. Point to the dand say /d/. havestudents say the /d/ sound with you asyou point to the letter and say it again.
Slowly slide your finger or hand from leftto right below the word redas you blendthe sounds together and pronounce theword. Then have students blend thewhole word and pronounce it on theirown. Finally, ask a volunteer to use theword in a sentence.
Help students blend the words andsentence shown below.
Wet, pen, fed, men , begWhen can I get in bed?
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PhonicsWhole group Short Vowel Song Sung to the tune of Farmer in the
Dell
Short /a/ is in lamb, short /a/ is inlamb,/a/, /a/, /a/, /a/, /a/, /a/
Short /a/ is in lamb.
Follow the pattern with the following:
Short /e/ is in henShort /i/ is in pigShort /o/ is in foxShort /u/ is in tug
Whole groupSmall group Decodable Text Provide students with connected readingpractice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.
Any Open Court decodablebook or approved reading
manual
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PhonicsWhole groupSmall group
Build Words Distribute sets of letter cards to eachstudent. Say: Choose three letter cardsto make the wordpen on your desk. Thensay: Now change one letter in pen tomake pin. Watch as students replace thee with an i. Then say: Change one letterin pin to make pit. Continue thisprocedure, having students make thefollowing words in order:pet, set, sit, bit,big, pig, peg, beg, leg, let, lit, fit, fig, dig.
Challenge students to use their lettercards to make their own CVC words.
NOTE:IntroducingConsonantDigraphs
These generic teaching strategiesintroduce the consonant
digraph /ch/ in both initial andfinal positions. The samestrategies can be used to
introduce other consonantdigraphs, the phoneme/ng/, thesound/spelling nk, (/ng/ + /k/),and r-controlled vowel patterns.
Mini lesson Warm-Up Ask students to guess the words you aretrying to say by orally blending the soundsin the following segmented words: /ch/
long /e/ /z/ (cheese), /ch/ /ur/ /ch/(church); /p/ long /e/ /ch/ (peach); /r/ /i//ch/ (rich); /ch/ /i/ /p/ (chip). Then ask:What sound did you hear in each word?(/ch/) Ask students to say other wordswith the /ch/ sound.
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PhonicsMini lesson Teach Sound/Spelling Print the letters ch on the board. Display
a picture of a piece of cheese and tellstudents that the letters ch stand forthe /ch/ sound at the beginning of theword cheese. Ask students to say the/ch/ sound, first with you and then ontheir own. Then have them say the wholeword cheese. You may also want to teachthat the /ch/ sound can occur at the endof words, using a picture of a peach andfollowing the same procedure describedabove.
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PhonicsWhole groupSmall group
Practice Blending Have students practice blending wordswith /ch/, sound by sound, using thefollowing example for the word chin. Printthe letters ch on the board. Point to thech pair and say /ch/. Ask students to saythe /ch/ sound with you as you point tothe letters and say it again. Print theletter i. Point to the iand say /i/. Nowhave students say the/i/ sound with youas you point to the letter and say it again.Slowly slide your finger or hand from theleft to right below the letters chiandsay /chi/. Then have students join you inblending the two sounds through thevowel. Print the letter n. Point to the nand say /n/. Have the students say the/n/ sound with you as you point to the
letter and say it again. Slowly slide yourfinger or hand from left to right below theword chin as you blend the soundstogether and pronounce the word. Thenhave students blend the whole word andpronounce it on their own. Finally, ask avolunteer to use the word in a sentence.
Help students blend the words andsentence shown below.
Chip, chop, rich, much, such, chill, checkThe cup had a chip.
Whole groupSmall group
Decodable Text Provide students with connected readingpractice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.
Any Open Court decodablebook or approved readingmanual
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PhonicsWhole groupSmall group
Dictation and Spelling Dictate words shown below. Say eachword, use it in a sentence, and then saythe word again.
Chin, chop, chest, muchI have chips on my chin.
After the dictation, print the words on theboard, and ask students to proofread theirwork. Use a color pencil to circle anywords spelled incorrectly then spell theword correctly next to it.
Paper
Pencils
Color pencils to fixmistakes
Whole groupSmall group
Consonant DiagraphWord Sort
This blind sort reinforces recognition ofthe initial consonant diagraph /ch/ and/sh/. This same activity can be used toreinforce recognition of these diagraphs at
the end of words or as a follow-up toinstruction in other consonant diagraphs.
Mini lesson Warm-up Review the difference between the sounds/ch/ and /sh/ by asking students tosubstitute the sound in several words.Say the word chop and have studentsrepeat it after you. Then tell them to sathe word with the /sh/ sound. Ask whatthe new word is. (shop) Repeat this
process with the words chip/ship,cheat/sheet, , chew/shoe, chin/shin.
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PhonicsWhole groupSmall group
Sort the words On the board, print the key words chinand ship and have students copy them onseparate index cards. Tell students thatyou will say a word andwithout seeing itthey will tell you whether it startswith /ch/ or /sh/.
Model the sort. Say the word chip. Thentell students: The word chip starts withthe /ch/ sound like chin. It belongs here.Print the word chip under the key wordchin. Next, say the word shelland askstudents: Does this word start with thesame sound as chin or the same sound asship? Place the word in the appropriatecolumn. Say the following words aloudone at a time, asking students to hold up
the key-word card with the matchingconsonant diagraph sound: shop, chat,chip, she, shelf, chill, shin, chick, chest,shack. After each student response, printthe word under the correct key word.After completing the sort, have volunteersread aloud the words in both columns.
Note: Long Vowel This generic teaching strategyintroduces CVCe words spelled
a_e. The same strategy can beused to introduce other long-vowelCVCe patterns. The CVCe pattern
with the vowels e, i,o, and ushould be taught directly, one at a
time, following this lesson.
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PhonicsMini lesson Warm up Tell students that they are going to play a
word game. You will say three words.You want them to listen closely and tellyou what sound they hear in the middle ofthese words. Use the following wordswith the long and short a.
Hat, sad, capCake, made, late
Mini lesson Teach Sound/Spelling Print the word tap on the board and havestudents blend it with you. Point to the ain tap and ask students to say the soundof the letter. (/a/) Next, add an e at theend oftap to make tape. Point to theletter a and say: Adding an e at the endoftap makes the vowela say its ownname long /a/. The e is silent. Point to
the a in tape and ask students to identityits sound. Then have students say thewhole word. Repeat this procedure usingthe words cap and cape.
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PhonicsWhole groupSmall group
Practice blending Have students practice blending wordswith the CVCe pattern using the whole-word blending strategy. Print the wordmake on the board. Point to the letter eand say: This e at the end of the wordmakes the vowel say its name. Then saythe word, extending its soundsmmmaaak. Do not pause betweensounds. Use your finger to track undereach letter as you say the correspondingsound. (Since the e is silent, do not trackunder it.) After blending the sounds in astretched-out manner, say the whole wordquickly: make. Next, have the studentsblend and pronounce the word with you.Direct them to say each sound as soon asyou point to its spelling. Finally, have
students blend and pronounce the wordon their own. Ask a volunteer to use theword in a sentence.
Help students blend the words andsentence shown below.
Take, name, same, came, shape, madeSam made a cake.
Whole group
Small group
Decodable Text Provide students with connected reading
practice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.
Any Open Court decodable
book or approved readingmanual
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PhonicsWhole groupSmall group
Dictation and spelling Dictate words shown below. Say eachword, use it in a sentence, and then saythe word again.
Hat, hate, cap, cape, mad, made, tap,tape, shakeI can bake two cakes.
After the dictation, print the words on theboard, and ask students to proofread theirwork. Use a color pencil to circle anywords spelled incorrectly then spell theword correctly next to it.
Paper
Pencils
Color pencils to fixmistakes
Note: Vowel DiagraphSound Spellings
This generic activity introducesthe vowel diagraph long /a/
spelled ai, ay. The same strategycan be used to introduce other
vowel diagraphs, diphthongs, andvariant vowels.
Mini lesson Warm-up Have students orally blend the followingsegmented words: /m/ /a/ /n/ (main),/s/ /t/ /a/ (stay), /p/ /a/ /n/ /t/ (paint),/k/ /l/ /a/ (clay), /t/ /r/ /a/ (tray).
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PhonicsWhole group Decodable text Provide students with connected reading
practice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.
Any Open Court decodablebook or approved reading
manual
Whole group Dictation and spelling Dictate words shown below. Say eachword, use it in a sentence, and then saythe word again.
Rain, wait, day, way, sail, playThe dogs ran away from the train.
After the dictation, print the words on theboard, and ask students to proofread theirwork. Use a color pencil to circle any
words spelled incorrectly then spell theword correctly next to it.
Paper
Pencils
Color pencils to fixmistakes
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment
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Phonics
Suggested
LearningPlan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
www.abcteach.com
any Open Court or approved readingmanual
Sheep in A Jeep
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R t t S d S
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Phonemic Awareness
Knowledgeand
SkillsTIME FRAME: Ongoing PREREQUISITE SKILLS
Phonemic Awareness Identify sounds and words
Rhyming and Alliteration
Blend, Segment, and Manipulate Sounds in words
Speech and Language Development
SC OBJECTIVE(S)1.A.1.a Identify initial, medial, and final sounds in one-syllable words
1.A.1.b Compare one-syllable words using initial, medial, and final sounds1.A.1.c Categorize words as same or different by medial sounds
1.A.2.a Produce sentences with rhyming and alliteration1.A.4.a Segment words into syllables
1.A.4.b Segment one-syllable words into phonemes1.A.3.a Blend 3-4 phonemes into a word, such as f-a-s-t=fast
1.A.4.c Delete sounds to form new words1.A.4.d Add sounds to form new words
1.A.4.e Substitute sounds to form new words
ENDURING UNDERSTANDINGS
Students will understand that sounds make up words.
Knowledge of sounds helps students to decode unknown words when reading.
Students who possess phonemic awareness understand that spoken words are made up of a sequence of
phonemes, or sounds.
Phonemic awareness is strictly auditory. It can be done in the dark!
ESSENTIAL QUESTIONS How can knowledge of sounds help us to become fluent readers?
CONCEPT KNOWLEDGE AND PROCESS
Students identify sounds and positions of sounds in words, as well as manipulate these sounds.
Students identify and produce rhyming words.
ERROR INTERVENTION
IF student cannot produce asound
THEN check for deficits in speech and language development
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Return to Scope and Sequence
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Phonemic Awareness
Suggeste
d
Learning
Plan LEARNING ACTIVITIES AND STRATEGIES
Best Used For(indicate whether the
activity is good forsmall group,
minilesson, or wholegroup)
Activity Description Materials
MinilessonWhole Group
PhonemeIdentification
Initial and Final Sound IdentificationSelect 3 picture cards with differentbeginning sounds. For example; car, fox,leaf. Ask which picture begins with /f/?Have students name each of the pictures,listening closely for the beginning sounds.Students should name the picture thatbegins with the /f/ sound. Once studentsare skilled at identifying beginning
sounds, continue activity with endingsounds.
Picture cards(Can be found using clipart or
Words Their Way013-223968-XOR Getting Ready to Read
157471936-X
Whole GroupPhoneme
Identification
Im Thinking of SomethingTell students you are thinking ofsomething that begins with a particularsound. Have students look at the objectsin the bag and select the object thatbegins with the target sound. Continuewith different sounds. Activity can also beused with ending sounds.
Bag of small objects all
beginning with different sounds
Small Group PhonemeIdentification Which one doesnt belong?Place 3 objects or picture cards in front ofthe student, 2 with the same beginningsound. Have students name each of theobjects or pictures. Ask: Two have thesame beginning sound. Which onedoesnt belong? Have student select theobject that does not begin with the samesound as the other 2 objects.
Assorted objects or picturecards, some with the samebeginning sounds
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Phonemic Awareness
Whole Group
PhonemeIdentification
What Big Ears You Have!Select a student to wear the big ears.Teach students the chant:
Listen, listen, loud and clear.Whats the first sound that you hear?
Then supply the student with three wordsthat begin with the same sound; dog,
daddy, darkThe student wearing the big ears will saythe beginning sound of the words.Activity can be used for other targetsounds.
Big Ears, i.e. Mickey Mouse hat,cat ears, etc.
Whole Group
Small Group
Comparing Initial andFinal Sounds
Sounds Picture SortHave students name and classify picturecards by their initial or final sounds.
Picture cards for sorting
3-Column chart with Open Court
picture/sound cards asheadings. (Column 1 might be
the sizzling sausages card)
Small Group
Comparing Medial
Sounds
Medial Sound SortHave students say each word. Studentsshould place the words in a category,
depending on the medial sound. Forexample, all the /a/ words should be in
one column and all the /o/ words shouldbe in another.
Variation: For struggling students, place apicture card at the top of the two columns
so they have a starting point.
Bag of picture cards, with allwords containing one of twomedial sounds. For example,some words might have the /a/sound, some /o/.
Small Group Blending Phonemes Sound Boxes: BlendingSay a word, then the first phoneme. Havestudents repeat the first phoneme while
moving a chip or coin into the first squareof the sound box. Repeat this procedure
for each subsequent phoneme. Havestudents touch each chip as the say each
individual phoneme again, and then blendthe word together.
Chips, coins, buttons, or tilesElkonin sound boxesElkonin sound boxes are used toteach phonemic awareness. Eachbox represents one phoneme.Example:
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Phonemic Awareness
Whole Group
BlendingOR
SegmentingPhonemes
Head, Waist, Toes-Say a 3-phoneme word.-Say the initial phoneme and havestudents repeat the phoneme whiletouching their heads.-Say the middle phoneme and havestudents repeat the phoneme while
touching their waists.-Say the final phoneme. Have studentsrepeat the phoneme while touching theirtoes.-Have students blend the soundstogether, pulling their fists into theirchests or placing their hands on their hips.Variation: Have students segment thewords.
Words with 3 phonemes
Whole GroupSmall GroupMinilesson
SegmentingPhonemes
Catching Words
Have students select a card and name thepicture. Have them segment the word bycounting the sounds on their fingers. Forexample, for the word cat, they put upone finger for /c/, one for /a/, and one for/t/. Have students make a fist (catchingthe word) as they repeat it.Variation: Arm Tapping- Have studentssegment a 3-phoneme word by tappingtheir shoulder, mid-arm, and wrist, thensliding their hand down their arm to blendthe words.
Picture cards
Whole Group Segmenting Syllables Tap, Clap, and SnapModel saying a multi-syllabic word andbreaking it into syllables. Demonstratetapping the first syllable with both handsin your lap, clapping the second syllable,and snapping the third syllable. Havestudents tap, clap, and snap other words.Add gestures for larger words, such asjumping in place.
Multi-syllabic words
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Phonemic Awareness
MinilessonSegmenting Syllables
Syllable CountHave students select a picture card.Student should say the word and clap theword parts. Have them place the card inthe appropriate container to show thecorrect number of syllables.
Multi-syllabic words on picturecards
Containers labeled with numbers1 through 4
MinilessonWhole Group
Rhyming WordsOR
Alliteration
Basket of Rhymes
Model selecting a card from the basketand saying the two words. Use the tworhyming words in a sentence. Forexample; boat, float: My boat floats in thewater.Have students select a card and do thesame.Variation: This activity can also be used tocreate sentences using alliteration.Change the word cards so that they
contain three words that begin with thesame sound. Model for students how toproduce a sentence using the three wordsin a row.
Basket of picture cards. Eachcard should have two pictures
that rhyme on it.
Small GroupRhyming Words
Out You Go!Place 3 cards in front of each student (2that rhyme and one that doesnt). Haveeach student select the picture cards thatrhyme and discard the one that doesnt,saying Out you go!
Rhyming picture cards
Whole Group PhonemeManipulation Sound Boxes: Deletion, Addition, andSubstitutionSay a word. Have students place a chip ineach box to represent each sound in theword. Have them touch and say eachsound in the word. Delete, add, orsubstitute one sound to change the word.Have students add, remove, or substitutea chip to represent the new word. Havethem touch and say each sound in thenew word
Elkonin sound boxes (one perstudent)
Chips, coins, or tiles
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Phonemic Awareness
Suggested
LearningPlan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
Open Court materials or other schoolapproved text
Words Their Way
DIBELS materials (phoneme segmentationsubtest)
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Phonemic Awareness
Assessments
MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS
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Return to Scope and Sequence
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Fluency
Know
ledgeand
SkillsTIME FRAME: Ongoing PREREQUISITE SKILLS
Fluency Decoding Sight words
Punctuation
SC OBJECTIVE(S)1.C.1.a Listen to models of fluent reading1.C.1.b Read familiar text at a rate that is conversational and consistent1.C.1.c Reread text multiple times to increase familiarity with words1.C.2.a Listen to models of fluent reading1.C.2.b Read familiar text at a rate that is conversational and consistent1.C.3.a Demonstrate appropriate use of phrasing when reading familiar text
Use end punctuation, commas, and quotation marks to guideexpression
Use intonation (emphasis on certain words) to conveymeaning
Common Core Standards
Demonstrate increased accuracy, fluency,
and expression, on successive readings of atext.
Use context to confirm or self-correct wordrecognition and understanding, rereading as
necessary.
Read aloud, alone, or with a partner at least15 minutes each day, in school or out.
ENDURING UNDERSTANDINGS
Students will be able to understand that being able to read fluently will help them become readerswho are able to comprehend what they are reading.
ESSENTIAL QUESTIONS
What is a fluent reader?
What does a fluent reader sound like?
Why is reading fluently important?
Does reading fluently affect our comprehension?
How does punctuation affect reading fluency?CONCEPT KNOWLEDGE AND PROCESS
Fluent readers should be able to read a piece of text with appropriate accuracy, speed, andexpression.
Fluent readers are able to comprehend what they are reading.
ERROR INTERVENTION
IF student is reading too fast. THEN check understanding of punctuation
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FluencyIF student is reading slowly THEN check sight word knowledge and decoding skills
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Fluency
Suggeste
d
Learning
Plan LEARNING ACTIVITIES AND STRATEGIES
Best Used For(indicate whether the
activity is good forsmall group,
minilesson, or whole
group)
Activity Description Materials
Whole GroupMinilesson
Introduction
Model Reading Fluently by reading a textto the class. Make sure to use lots ofexpression, including changing your voiceto express the tone of the story.
Any text
Small Group Introduction
Choral readingBefore allowing students to partner reador independently read, read the storytogether as a group. You may want towrite words from the story on index cards
and practice those first. Begin with thetitle and read the story together.
Any piece of text that allstudents have a copy of
Whole Group Introduction
Echo ReadingRead a piece of text to the class byreading a line to them and having themrepeat it back to you. This works well ifthe text is a poem that is written on chartpaper that the whole class can see.
Any piece of text~ poems
work best
Whole GroupSmall Group
IntroductionShared ReadingRead a piece of text as a group with the
teacher as the leader.
Any piece of text
Whole GroupSmall Group
Introduction/dailylesson
Sight Word Flash CardsCreate index cards with sight wordswritten on them. Flash the words to thestudents and have them read the wordstogether or independently.
Index cards or PowerPointslides
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Fluency
Small GroupIndependent
Practice
Introductionlesson/daily lesson
Fluency Practice BookHave students make their own practicebook. Model reading each page. Havestudents practice reading chorally, inpartners, or independently.
See Student activities underrelated vocabulary for fluency
pages
Small Group Daily Lesson
Partner reading
Have students read with partners on adaily basis. Each student should be givena familiar text (that is on theirindependent level) to practice.
Open Courtdecodable books,
stories from an anthology,100 Book Challenge books,Open
IndependentPractice
Daily Lesson
Fluency FoldersStudents each have their own fluencyfolder. On the left side are stories at thestudents independent level and on theright side is the fluency graph. Studentstime themselves reading the text four
times and chart progress.
Open Courtdecodable books,
stories from an anthology,100 Book Challenge books,Open Courtfluency readers,Open CourtInterventionstories.
Small GroupIndependent
Practice
Daily Lesson/
Independent practice
Record ReadingSet up a tape recorder for your studentsto record themselves reading a short storyor piece of text. Once they have recordedthemselves, have them listen to theirreading using the checklist you use duringconferences.
Any piece of text, taperecorder, microphone,
headphones
Small Group
IndependentPractice
Daily Lesson/
Independent practice
Rereading the same text
Have students reread the same textmultiple times to increase familiarity ofthe text. Have baskets that are filled withbooks that the students are familiar with(favorite read alouds, ABC books). Haveother baskets in the library area that areleveled.
Baskets filled with leveled
books
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Fluency
Small GroupIndependent
Practice
Daily Lesson/Independent practice
PVC Pipe ReadingHave students use a PVC pipe to practicereading fluently. Students should readinto the PVC pipe as they are reading (bydoing this they can hear themselvesreading).
PVC pipe (you can buy theseat any hardware store); piece
of text
Whole GroupSmall Group
Daily Lesson
Readers Theatre
Using a play or adapting a text withsufficient dialogue, assign students partsbased on reading level/ability. Studentspractice reading the same passage toimprove all aspects of fluency. ReadersTheatre reinforces the idea that readingsounds like talking.
Open Courtdecodable books,
stories from an anthology, 100Book Challenge books, OpenCourtfluency readers, OpenCourtIntervention stories.
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment
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Fluency
Suggested
LearningP
lan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
Running records (see Marie Clay) Teacher/student conferencesusing a fluency checklist
which includes
Reads from left to right
Points to words; consistentone to one match
Knowledge of sight words
Uses picture clues
Attempts to blend
unfamiliar words Applies punctuation
Uses expression
Reads with appropriatespeed
www.readingrecovery.org
DIBELS Testing
Open CourtIntervention Guide
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Fluency
Assessments
MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS
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Vocabulary
Suggeste
d
Learning
Plan LEARNING ACTIVITIES AND STRATEGIES
BestUsed For(indicate whether the
activity is good forsmall group,
minilesson, or whole
group)
Activity Description Materials
Whole GroupMinilesson
Introductory Activity(This is a good activity to
introduce new vocabulary forany text)
Power Point PresentationTeacher previews a text. Pick out words that
would be unfamiliar to most first graders.Create a powerpoint slide with the words,including pictures and sentences using thewords.
Any text
Whole GroupMinilesson
Introductory/DailyActivity
Match GameThis activity can be used with synonyms,
antonyms, compound words, and contractions.Write pairs of cards. For example, for
compound words, write snow on one card andman on the other. Students need to match
the cards to create a compound word. Forsynonyms and antonyms, you can write twowords that mean the same or opposites ontwo cards. Students need to match the cardsto make a match. (Hot, Cold; Cold, Chilly;Warm, Hot). For contractions, write the
shortened form of the words on one card, thenwrite the two words on the other card. (Havenot; havent) Students must match theappropriate cards.
Index cards or sentence strips
Whole GroupSmall Group
Daily/Review DictationCreate items that contain a common root word
with different inflectional endings. Dictate aword to students and use it in a sentence.Instruct students to select the word that wasdictated, paying careful attention to theendings.For example: hopped, hopping, hops
The rabbit hopped over the hole.
Teacher created materials usingany words with inflectionalendings
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Vocabulary
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Vocabulary
Whole GroupDaily Activity
Vocabulary Match GameTeacher previews a text. Pick out words that
would be unfamiliar to most first graders.Create a set of 3 cards for each word. On onecard write the word. On a second card writethe kid-friendly definition. On the third card,
draw an illustration to match the word.Distribute one card to each student or pair ofstudents. On the board, create a column foreach card (word, definition, illustration). Havestudents brainstorm which cards go togetherand which columns to place the cards in.
Any text
Whole Group Review Activity
Cloze ActivityCreate sentences with blanks wherevocabulary words should be placed. Providestudents with a word bank. Students shouldread sentences and fill in the blanks using thecorrect vocabulary word.
Teacher created using selectedvocabulary words
IndependentPractice
Daily/ReviewActivities
Student Vocabulary Logs
Create a vocabulary log for each student. Thechart should contain 5 columns (word, studentdefinition, antonym, sentence, picture)Supply students with the words, then havestudents complete the log.
Teacher created using selected
vocabulary words
Whole GroupMinilesson
Introductory/ Ongoing Roots/Base Words Process ChartExplain to students that a rootis the main part
of a word. Some words contain the sameroots and we can use this part of the word tohelp us figure out the meaning of new words.Prepare a process chart to revisit throughout
the year. The chart should contain 3 columns:root, meaning, and examples. For example;multi, many, multimedia and multicultural.Add to the chart as new words are discovered.
Chart paper for process chart
Various words containing roots
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Vocabulary
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Vocabulary
Whole Group Introductory/ Ongoing
Context CluesExplain to students that if they come to a word
that they dont understand while they arereading, there are things they can do to figureout the meaning. They can be a detective anduse context clues. The context is the words,
phrases, and sentences around the word youdont know. Different types of context cluesinclude synonyms, antonyms, surroundingsentences, definitions, examples, andrepeated words. Teach the different typesone at a time. Present students with a piece
of text. Model reading the text aloud, andidentifying an unfamiliar word. Walk throughusing one type of context clue to determinethe meaning.
Several reading passages
Context Clues Bookmark
Whole Group Review
Context Clues Cloze ActivityReview how to use context clues to help figure
out the meaning of the unknown word. Create
a cloze activity with a word bank. Instructstudents to use context clues to help fill in theblanks with the correct words.Example: My pet _____ barks and plays.Students will use the word bark to determine
that the pet must be a dog.
Teacher created
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment
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Vocabulary
Suggested
LearningP
lan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
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Vocabulary
Assess
ments
MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS
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Making Predictions
Return to Scope and Sequence
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Making Predictions
KnowledgeandSkills
Skill PREREQUISITE SKILLS
Making Predictions Concepts of print
SC OBJECTIVE(S)
1.E.2.b Make predictions or ask questions about the text byexamining the title, cover, illustrations/photographs/text, andfamiliar author or topic
Common Core Standards
Use pictures, illustrations, and context tomake predictions about and confirm storycontent
ENDURING UNDERSTANDINGS When a reader makes a prediction, he or she tells what he/she thinks will happen in a text.
ESSENTIAL QUESTIONS
Why is it important to think about the text before reading?
Why is it important to discuss the title before reading?
Why do we look at the illustrations before reading? Why should we make predictions about a text?
CONCEPT KNOWLEDGE AND PROCESS Readers can make predictions at the beginning of a piece of text as well as at any point while reading.
Readers use clues such as text features and prior knowledge to make predictions.
As readers move through a selection, they can confirm, adjust, and/or refute predictions.Predicting is NOT just guessing.
ERROR INTERVENTION
IF students are making
predictions that are notrelated to the text,
THEN explicitly model the use of clues (title, illustrations, etc.)
and prior knowledge.
IF THEN
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Making Predictions
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Making Predictions
Suggested
Lea
rning
Plan
LEARNING ACTIVITIES AND STRATEGIES
Best Used For(indicate whether the
activity is good forsmall group,
minilesson, or whole
group)
Activity Description Materials
Mini lesson Making Predictions Model making predictions (I think the story willbe about _____ because this picture
shows______).
Any selected text
Mini lesson Making Predictions Make predictions based on theillustrations/photographs. On page ____ I see
_____ so I think the story will be about _______.
Before reading a piece of text, flip through thepages and look at the illustrations or
photographs. Make predictions based on theillustrations.
Any selected text
Mini lesson Making Predictions Make predictions based on title.Show the students just the cover of the book and
read the title a loud. Make predictions based on
the title and the cover. Discuss the words in thetitle and the pictures. I think the story is going
to be about _____ because ______ is a word inthe title.
Any selected text
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment
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Making Predictions
Assess
ments
MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS
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Monitor and Clarify
Return to Scope and Sequence
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Monitor and Clarify
Kno
wledgeand
SkillsSkill PREREQUISITE SKILLS
Monitor and Clarify Recall, self-correct, and discuss what is understood
Retell
Identify what did not make sense
Asking questions Adjust reading speed
Restate difficult parts in your own words
Making Predictions
SC OBJECTIVE(S)
1.1.E.3.a Recall and discuss what they understand1.1.E.3.b Identify and question what did not make sense1.1.E.3.c Reread difficult parts slowly and carefully and use own words to restate difficult parts
ENDURING UNDERSTANDINGS All readers need to monitor their reading.
Monitoring is knowing when to stop to check for understanding if something does not make sense.
Readers can clarify meaning by asking questions, rereading, and discussing the story.
ESSENTIAL QUESTIONS How can monitoring your reading help you understand the text?
What questions do you have while reading?
Does it make sense?
What can you do if you dont understand what youre reading?
CONCEPT KNOWLEDGE AND PROCESS Make predictions before reading
Recall and discuss
Identify what did not make sense
Ask questions Clarify meaning
ERROR INTERVENTION
IF students cannot identify
what did not make sense
THEN ask questions to pinpoint difficult parts of the story.
IF students do notunderstand how to monitortheir reading
THEN model using think aloud and asking questions whilereading
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Monitor and Clarify
Suggeste
d
Learning
Plan LEARNING ACTIVITIES AND STRATEGIES
Best Used For(indicate whether the
activity is good forsmall group,
minilesson, or whole
group)
Activity Description Materials
Whole GroupModeling Monitoring
and Clarifying
Choose a story and model makingpredictions and setting a purpose. As youread aloud, ask questions aloud to showstudents how good readers monitor theirunderstanding. When you come to a pointin the story where something does notmake sense, mark it with a post-it notewith a question mark on it. Ask questionsaloud, for example, what is the problemin this story, or what is the importantidea in this story? Continue reading,rereading, and asking questions to clarifyunderstanding and make meaning of thetext.
Post-it with question mark
Whole Group Self-Questioning Create a chart with the followingheadings: Before Reading, DuringReading, After Reading. Help students tocreate a list of questions under eachheading that will help them monitor theircomprehension. For example, under
before reading, you might list What dothe illustrations tell me? Under duringreading, What doesnt make sense sofar? Under after reading, What was theimportant idea? Teach studentsstrategies they can use when they findthat something does not make sense,including rereading, using context clues,and asking for help. Add strategies as afourth column to chart.
Process Chart
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Monitor and Clarify
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Monitor and Clarify
Small Group Understanding Stories
Choose a book to read with a group. Asyou read, model for students how tomonitor comprehension. Use TheUnderstanding Stories Chart to take notesand clarify meaning as you read.
The Understanding Stories Chart
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment
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M it d Cl if
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Monitor and Clarify
Suggested
LearningP
lan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
Today and I Feel Silly and Other MoodsThat Make My Day, by Jamie Lee Curtis(rich vocabulary)
The Understanding Stories Chart
Fancy NancyBooks, by Jane OConnor(rich vocabulary)
Click, Clack, MooCows That Type, by Doreen Cronin
Wolf! by Becky Bloom
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Monitor and Clarif
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Monitor and Clarify
Assessments
MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS
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Making Connections
Return to Scope and Sequence
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g
Kn
owledgean
dSkillsSkill PREREQUISITE SKILLS
Making Connections Prior knowledge Understand different types of connections
Characters
SC OBJECTIVE(S)
1.E.2.a Make connections to the text using their priorknowledge and experiences with the text
1.E.3.e Look back through the text to search for
connections between topics, events, characters, andactions in stories to specific life experiences
3.6.b Recognize a similar message in more than one text
3.6.d Identify personal connections to the text
Common Core Standards
Compare and contrast characters ore
vents from different stories written by thesame authors or written about similar
subjects
ENDURING UNDERSTANDINGS Being able to make, explain, and support connections between texts and personal experiences enables the
student to think at a higher level and therefore deepens the students understanding of text.
ESSENTIAL QUESTIONS Why do good readers make connections?
Why is it important to explain and support connections?
Is any connection a good one?
CONCEPT KNOWLEDGE AND PROCESS Students need to have some kind of prior knowledge of the topic/theme presented in the text before they can
make any type of connection to it.
Students need to understand the 2 different types of connections before they can explain or support theirideas.
Students need to know that just making a connection without explaining it or supporting it is not enoughto deepen understanding.
ERROR INTERVENTION
IF students do not have anyprior knowledge of atopic/message in the
text
THEN teacher needs to build prior knowledge of thetopic/message.
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Making Connections
http://openpopupwh%28%27/share/vsc/glossary/reading/character.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/reading/message.html',200,200)mailto:[email protected]://openpopupwh%28%27/share/vsc/glossary/reading/character.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/reading/message.html',200,200)mailto:[email protected] -
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gIF students do not
understand the 2 differenttypes of connections
THEN teacher needs to provide explicit instruction to review the2 different types and provide a chance for practice.
IF THEN
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Making Connections
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g
Su
ggestedLearning
Pl
an
LEARNING ACTIVITIES AND STRATEGIES
Whole GroupSmall Group
Pictures, Pictures Teacher show students various pictures(preferably photos) and has them record aconnection of any type on a 2 columngraphic organizer. Verbal explanations
will be given after activity.
Pictures, Graphic Organizer,Pencils
Minilesson
Connections Tic TacToe
As teacher does a read aloud, havestudents make an X or an O in the squareas they make a connection. First personto have 3 in a row down, across, ordiagonal wins. Winner will have to explaintheir connections afterward verbally.
Blank Tic Tac Toe Boards,Pencils
Small Group
Connect Four Teacher will pair students and let themplay Connect Four on paper. As they readthrough a text they will be trying to makeconnections. The first player to make four
in a row will win. Students will recordtheir type of connection and will be askedto verbally explain their connectionsafterward.
Game Boards just like ConnectFour on Paper, 2 Colored Chips touse like game pieces, Paper, andPencil.
Whole Group
Post-it! Teacher will give out post-its during ashared reading. As teacher and studentsare reading, students will write the type ofconnection on their post-it and leave thepost-it on the page. After the reading,students will have to explain their
connection.
Post-its, pencils, any sharedreading piece
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment
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Story Elements
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Kno
wledgeand
SkillsTIME FRAME: 7-10 days, ongoing PREREQUISITE SKILLS
Story Elements
SC OBJECTIVE(S)
3.A.3.a Identify the elements of a story, including characters,setting, problem, and solution
Common Core Standards Retell the beginnings, middles, and endings
of stories
Ask and answer questions about details of atext
Identify the problems that characters face in
a story and the lessons learned
ENDURING UNDERSTANDINGS Students will be able to identify the characters, setting, problem and solution of a literary text
ESSENTIAL QUESTIONS Who are the characters in the story?
Who is the main character of the story?
Where does the story take place?
What is the setting?
What is the problem in the story?
How is the problem solved?
What is the solution?
CONCEPT KNOWLEDGE AND PROCESS Each element should be taught in isolation; once all elements have been taught students should be able to
distinguish between each story element
Students will identify characters throughout the story; the main character is who the story is mostly about
Students will use the picture clues to help them identify the setting of the story
Students will identify the problem and how the problem is solved (solution)
When students are ready
ERROR INTERVENTION
IF students are confusedbetween the charactersand the main character
THEN read a story with a easily identified main character (ex.Little Red Riding Hood)
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Story Elements
http://c/Documents%20and%20Settings/acook01/Local%20Settings/Temporary%20Internet%20Files/1st/U1C3.multiple%20representations/vsc.U1C3.dochttp://openpopupwh%28%27/share/vsc/glossary/reading/character.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/reading/setting.html',200,200)mailto:[email protected]://c/Documents%20and%20Settings/acook01/Local%20Settings/Temporary%20Internet%20Files/1st/U1C3.multiple%20representations/vsc.U1C3.dochttp://openpopupwh%28%27/share/vsc/glossary/reading/character.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/reading/setting.html',200,200)mailto:[email protected] -
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IF students only identify ageneral setting (ex. Insideor outside)
THEN create a list of settings from stories you have read as aclass (list of inside settings: kitchen, classroom, gym,bedroom) (list of outside settings: forest, meadow, city
street)
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Story Elements
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Story Elements
Suggested
LearningP
lan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
Lillys Purple Plastic Purse By Kevin Henkes
Ira Sleeps OverBy Bernard Waber
Tessas Tip-Tapping Toes By Carolyn Crimi
Mouse Trap! By Joy Cowley
The Biggest Pumpkin EverBy Steven Kroll
Baltimore City Schools Office of Literacy
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Text FeaturessSkill PREREQUISITE SKILLS
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Kn
owledgean
dSkillsSkill PREREQUISITE SKILLS
Text Features Concepts of print Literary vs. informational text
SC OBJECTIVE(S)
Literary Text
3.1.a Identify and explain how the title contributes to meaning3.1.b Identify and explain how text features, such as illustrations,
punctuation, and print features, contribute to meaning
Informational Text2.2.a Use print features
Large bold print, Font size/type, Colored print, Headings andchapter titles, Labels, Captions, Numbered steps
2.2.b Use graphic aids
Illustrations, Pictures, Photographs, Drawings, Maps, Graphs,
Charts/Tables, Diagrams, Materials List2.2.c Use informational aids
Materials List, Captions, Glossed words, Labels, Numbered steps2.2.d Use organizational aids when reading
Title, Table of contents, Numbered steps, Transition Words
ENDURING UNDERSTANDINGSStudents will understand that there are many different text features.
Text features help to organize text or make it easier to read and understand.
ESSENTIAL QUESTIONSWhy are text features important?
How do text features make the text easier to understand?
How to text features contribute to the meaning of what were reading?
Why is it important to be able to read a map or a graph?
CONCEPT KNOWLEDGE AND PROCESS Students will be able to identify different text features.
Students will be able to interpret graphs, maps, and charts.
Students will understand how text features help make the text easier to understand.
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Common Core Standards
Identify basic text featuresand what they mean,
including titles andsubtitles, tables ofcontents, and chapters
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Text Features
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Suggeste
d
Learnin
g
Plan LEARNING ACTIVITIES AND STRATEGIES
Whole GroupMinilesson
Literary TextTitle (3.A.2.a)Introductory
Teacher will explain that the title of astory sometimes gives us clues about thestory. Show cover of a book, onlydisplaying the title (cover any pictures).Model thinking aloud and makepredictions about what the text might beabout. Read story. Confirm or adjustyour predictions. Discuss with studentsthe importance or purpose of the title.Allow students to complete this activitywith another book.
Small Group
Literary Text
Title (3.A.2.a)Introductory/ Daily
The teacher will display a literary text withthe title covered. Students will usethink/pair/share to determine the missingorganizational aid. Students will share
their responses and discuss theimportance and purpose of the title. Afterdisplaying the title, students should thenbrainstorm other possible titles.
Whole GroupLiterary TextTitle (3.A.2.a)
Daily
The teacher will display several titles ofliterary texts, and students will predict thestories' topics.
Whole GroupSmall Group
Literary TextIllustrations (3.A.2.b)
Introductory/ Daily
Teacher will explain that the illustrationsin a story often help us better understand
the meaning of the story. Read a storywith the illustrations covered. Afterreading, choose a page to reread. Modeland brainstorm with students things thatwould need to be included in anillustration for this page. Complete anillustration. Allow students to work ingroups on another page.
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Text FeaturesTeacher will explain that authors
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Whole Group
Literary TextPrint Features
(3.A.2.b)Introductory/
Daily
Teacher will explain that authorssometimes use print features to add tothe meaning of a text. Review varioustypes of text features and display a pieceof text which demonstrates the features.Identify the text features with studentsand discuss why the author might have
used them. For guided/independentpractice, provide students with a smallpiece of text containing examples ofvarious text features. Read the text tothe students. Allow them to usehighlighters to identify the differentfeatures. As a group, discuss why theauthor included each feature.
Minilesson InformationalLarge/Bold Print OR
Colored PrintIntroductory
Show students a book/books that containwords that are written in large, bold, orcolored print. Explain that when they seethis type of print, the author is saying tothem, This is important! Readers needto stop and take notice because this is away of pointing out important information.Identify an example of bold or coloredprint, and model thinking aloud about whythe author made this text bold or colored.Complete several examples with students.As a follow-up, provide them with a pieceof text with several instances of bold,
large, and colored print. Provide studentswith highlighters and instruct them tohighlight any of this type of print. Discussas a group why the author chose to usethis print feature.
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Text Features
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Suggested
LearningP
lan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
Baltimore City Schools Office of Literacy
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Characteristics of Genre
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Suggested
Learning
Plan
LEARNING ACTIVITIES AND STRATEGIES
Whole Group Create a list of typesof nonfiction andfiction
Make a T chart with the heading fictionand nonfiction and have studentsbrainstorm different types of fiction andnonfiction texts. Examples of the differenttypes to show students would also behelpful
Sample of the T chart
Examples of the different types ofreadings
Chart paper, markers
Small GroupSort fiction andnonfiction
Students will sort sentences based on ifthey are fiction or nonfiction. Studentsget a list of sentences and cut them outand divide them by whether they arefiction or nonfiction.
Fiction and Nonfiction sentences
Scissors
Mini Lesson Discover the
difference in fictionand nonfiction
Students will read both a fiction andnonfiction reading on a similar subject and
compare and contrast the readings in aVenn diagram. Reading about animalswork well for this.
Pairs of fiction and nonfictionreadings on similar topics
Venn diagram (individual or onchart paper)
Markers, pencils
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment
Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 80
Characteristics of Genre
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Suggested
LearningP
lan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
Sample of T-Chart
Baltimore City Schools Office of Literacy
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Characteristics of Genre
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Asses
sments
MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS
Baltimore City Schools Office of Literacy
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Set A Purpose
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Knowledge
andSkills
Skill PREREQUISITE SKILLS
Set a Purpose Beginning, middle, end, characters, setting, problem, solution
General knowledge of what text features are(photos, titles, captions, illustrations)
Distinguish between fiction and nonfiction
SC OBJECTIVE(S)
1.E.2.c Set a purpose for reading and identify type of text (fiction or nonfiction)
ENDURING UNDERSTANDINGS Students will be able to distinguish between fiction and nonfiction stories
Students will be able to verbally explain why they are reading a certain text
ESSENTIAL QUESTIONS Is this story fiction or nonfiction?
Why are we reading this story?
CONCEPT KNOWLEDGE AND PROCESS
Setting a purpose before reading will help focus readers and help them better understand why they arereading something
Students should understand there are different reasons for reading (to entertain, learn something, listen forcertain rhymes or words)
ERROR INTERVENTION
IF students cannot
distinguish between fictionand nonfiction
THEN teacher needs to explicitly teach fiction and nonfiction
(using different stories)
IF THEN
IF THEN
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Set A Purpose
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SuggestedL
earningP
lan
LEARNING ACTIVITIES AND STRATEGIES
Whole Group Nonfiction vs. fiction
Have a variety of nonfiction and fictionbooks (mixed in a pile). Make two piles(nonfiction and fiction). Show studentseach book (look at the cover, take apicture walk) Have students identifynonfiction or fiction. Have them verballyexplain how they know the book isnonfiction or fiction. Place all the fictionstories in a labeled basket/crate. Place allthe nonfiction stories in a labeledbasket/crate. Students can look throughbaskets during workshop time or if theyget finished an assignment early.
Nonfiction and fiction stories,two baskets
Mini lesson Discussion
Before reading a selected text start thediscussion by asking students why you are
reading the story. Have them examinethe picture to determine if the story is toentertain us, teach us something, or tolisten for certain rhymes or words.
Any selected text
Mini lesson Think- Pair- Share
Teach your students Think-Pair-Share byasking the students why they are readinga selected text. Have them think first,pair with the person next to them anddiscuss the question and then share whatthey discussed with the class.
Any selected text
DIFFERENTIATION
Accommodations* G.A.T.E./Enrichment
Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 84
Set A Purpose
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Suggested
LearningP
lan RESOURCES
Suggested Texts Teacher Created Materials Technology Resources
Rumble in the Jungle By Giles Andreae andDavid Wojtowycz
Giraffes Cant Dance By Giles Andreae andGuy Parker-Rees
A Time for Playing By Ron Hirschi
Here Is the African Savanna By MadeleineDunphy
Owen and Mzee By Isabella Hatkoff, Craig
Hatkoff and Dr. Paula Kahumbu
Baltimore City Schools Office of Literacy
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Mechanics
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Kno
wledgeand
SkillsTIME FRAME: one week, ongoing PREREQUISITE SKILLS
Mechanics Capitalization
End punctuation
Commas
Using periods in numbered lists
Sentence formation (finger spaces)
SC OBJECTIVE(S)
4.A.3.b proofread and edit writing for: capitalization at the beginning of sentences; capitalization for
names; punctuation at the end of sentences5.C.2.c use commas in dates, salutations and closings5.C.2.b using periods in a numbered list
ENDURING UNDERSTANDINGS
All writers have to follow rules when writing to make their writing easier to read. Punctuation helps the reader understand the meaning of the writing.
ESSENTIAL QUESTIONS Did I remember to start my sentence with a capital letter?
Did I use the correct punctuation?
Did I remember to put a comma between the day and the year?
Did I use the comma in the correct space?
CONCEPT KNOWLEDGE AND PROCESS A period, question mark and an exclamation point are punctuation marks for the end of a sentence.
Capital letters begin a sentence and special names.
Commas keep words and numbers from running together.
Use a comma between the day and the year.
Use a comma after the greeting in a letter.
Use a comma after the closing in a letter.
ERROR INTERVENTION
IF students are having trouble
remembering whatpunctuation to use
THEN make a mini chart for students to put on their desk as a
reference when writing
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