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FNWSU Literacy Curriculum Grade One Fall 2010 1
FNWSU Literacy Curriculum GRADE 1
Power Standard
#1 Literate
Community
Students
participate as
members of a
21st century
literate
community by
creating,comprehending,
and responding
purposefully to
a range of
media, images,
and texts.
(Aligns with Standards
1.4, 5.14)
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Reading Extensively
Reading Widely and
In-Depth
Literate Community
-Read four or more familiar books, charts or poems every day
- Read or listen to at least three different genres/ kinds of text
and a variety of authors as in the following:
literary texts: poetry, plays, fairy tales, fantasy,realistic fiction;
informational: content trade books, childrensmagazines
practical/functional texts: classroom schedules, simpledirections, labels, invitations
- Self-select reading materials of personal interest and reading
ability
-Participate in discussions about text offering comments related
and referring explicitly to the text
Active Listening
-Ask clarifying questions
-Restate information
-Respond appropriately in a
variety of modes
-Be responsive, respectful to
the speaker
-Extend and apply
-Make connections
Speaking
-Share knowledge and
perspectives
-Show awareness of audience
by adapting language & style
-Respond effectively to
audience
-Use language expressively
-Speak clearly with
appropriate pacing and volume
-Assume roles in group
communication tasks
-Individual and
Class Reading
Logs?
-Teacher
Observations?
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FNWSU Literacy Curriculum Grade One Fall 2010 2
FNWSU Literacy Curriculum GRADE 1
Power Standard
#2 Reading
Strategies
Students
effectively
apply a
combination of
word
identification,
vocabulary,monitoring, &
broad
comprehension
strategies to
help them read.
(act of reading)
Aligns with Standards
1.1, 1.13, 1.14, 1.18, 1.19, 2.1,
2.2, 2.6, 2.9, 3.2
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Early Reading Skills &
Strategies
Phonological Awareness
Concepts of Print
Auditory recognition of
language
Visual recognition of
print
Phonological/Phonemic Awareness
-Identify initial and final consonant sounds
-Count syllables in one to four syllable words
-Blend and segment phonemes in one-syllable words
-Identify initial and final consonant digraphs
including: th, sh, wh, ch, ck and blends
-Create new words by manipulating individual
phonemes
Concepts of Print
-Recognize the function of upper case letters
-Use finger pointing to establish voice to print
matching
-Identify basic punctuation marks and their usage
(question marks, periods, quotation marks)
-Identify key parts of a book: title, author
Word ID/Vocabulary
Apply phonological
knowledge and decoding
skills (including blends,
digraphs, short and long
vowels) and use
resources to identify
and understandunfamiliar vocabulary
words.
^F & P
Phonograms
Word List (2)
^ F & P
Letter/Sound
Recognition
ALL Upper &
Lower Case
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FNWSU Literacy Curriculum Grade One Fall 2010 3
Word Study/Word
Identification/Phonics
Word identification
Analyzing word
structure
Sound-symbol
correspondence
-Read sight word vocabulary, including contractions
-Identify uppercase and lowercase letters
-Identify suffixes including: ed, ing, s, ly
-Begin to read compound words
-Recognize sound/symbol relationship for:
consonants, blends, vowels (long & short), vowel
digraphs
-Demonstrate letter-sound correspondence
-Identify initial and final consonant digraphs
including: th, sh, wh, ch, ck and blends
-Recognize the effect of silent e on short vowel
sounds
-Apply onset/rime (word family concepts) to decode
Word ID/Vocabulary
Apply phonological
knowledge and decoding
skills (by blending onsetand rimes) and use
resources to identify
and understand
unfamiliar vocabulary
words
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FNWSU Literacy Curriculum Grade One Fall 2010 4
Word patterns
Syllables
-Begin to apply spelling patterns in daily work
-Segment and blend one syllable words
-Read 2-syllable words including endings
-Begin to break words into syllables
Vocabulary
Identifying meaning ofwords
Relationship of words
(e.g. synonyms,
antonyms)
-Use prior knowledge and context clues to unlockmeaning of new words
-Ask questions during read aloud and text reading
-Identify synonyms and antonyms to connect new
words to known words
-Describe words in terms of categories
-Use analogies with known words to identify unknown
words
Word ID/Vocabulary
Apply phonological
knowledge and decoding
skills (by blending onset
and rimes) and use
resources to identify
and understand
unfamiliar vocabulary
words
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FNWSU Literacy Curriculum Grade One Fall 2010 5
Comprehension
Applying reading
strategies tounderstand text
While reading and/or listening to text, students:
-Predict and make simple text-based inferences
-Ask clarifying questions
-Construct sensory images (visualize)
-Make connections (text to self, text to text, and
text to world)
-Use strategies in response to comprehension
questions or prompts-Participate in a conversation and or group discussion
about text
Broad Comprehension
Construct meaning of
varied texts byactivating prior
knowledge, predicting,
inferring, making
connections, visualizing,
and asking questions
while reading
^F & P Text
Level I
Monitoring
Context and Self-
Correction Strategies
-Self-correct using meaning/structure/visual cues
-Using context clues to identify unfamiliar words
Monitoring
Monitor and adjust
reading by self-
correcting using
^F & P Text
Level I
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FNWSU Literacy Curriculum Grade One Fall 2010 6
Monitoring and
Adjusting Strategies
-Monitor own reading and self-correct
-Notice whether words make sense or sound right in
context
-Adjust rate and strategy use for different types of
text by recognizing problems with understanding
- Reread or ask questions as needed
sentence structure and
context cues.
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FNWSU Literacy Curriculum Grade One Fall 2010 7
FNWSU Literacy Curriculum GRADE 1
Power Standard#3 Reading
Accuracy
Students read
grade
appropriate
text with
accuracy and
fluency in a way
that makes
meaning clear
Aligns with Standard 1.2
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Accuracy & Fluency
Rate & Accuracy
Phrasing (e.g.
expression, punctuation)
-Read grade appropriate material with at least 90%
accuracy at the end of grade 1
- Read previously introduced or previously read
grade-appropriate text with oral fluency at a rate of
at least 50-80 correct words per minute.
- Read grade-appropriate text in a way that makes
meaning clear by:
^reading with correct phrasing
^using good expression
^paying attention to punctuation
Accuracy: Read
material appropriate forthe end of grade 1
within the instructional
range of 90-94%
accuracy.
Fluency: Oral reading
of material appropriate
for end of grade 1
demonstrates phrasing,
expression and
attention to text
features at rates of 50-
80 correct words per
minute (cwpm).
^F & P
Benchmark
Assessment
Text Level I
(Instructional
Level)
^F & P High
Frequency
Word
Assessment
^Fluency
Measure
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FNWSU Literacy Curriculum Grade One Fall 2010 8
FNWSU Literacy Curriculum GRADE 1
Power Standard
#4 Reading
Comprehension
Students read,
understand,
interpret and
analyze
informational
texts.
Aligns with Standards
1.15, 2.1, 2.2, 2.7, 2.11
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Initial Understanding
of Informational Text
When reading text, students will be able to cite
evidence from the text to:
-Obtain information using text features such as title
and illustrations
-Use explicitly stated information to answer
questions
-Find answers in the text
-Identify the topic of the text by rereading the title
and identifying key words
-Make basic inferences or draw basic conclusions
based on text
-Make distinctions among a variety of types of text
and their purpose
-Use text features
(title and illustrations)
to answer literal and
inferential questions
about what the book is
about
-Make inferences and
provide evidence toanswer a question
-Identify the topic and
communicate learning
F & P Text
Level I
(Instructional
Level)
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FNWSU Literacy Curriculum Grade One Fall 2010 9
Analysis &
Interpretation of
Informational
Text/Citing Evidence
When reading text, students will be able to cite
evidence from the text to:
-Identify topic
-Discuss prior knowledge of topic
-Tell what was learned with reference to the text
and/or pictures
-Make basic inferences or draw basic conclusions
about the text
-Reread and find evidence in the text to support
inferences, conclusions and predictions
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FNWSU Literacy Curriculum Grade One Fall 2010 10
FNWSU Literacy Curriculum GRADE 1
Power Standard#5 Reading
Comprehension
Students read,
understand,
interpret and
analyze literary
texts.
Aligns with Standards
1.3, 1.15, 2.1, 2.2, 2.7, 2.11
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Initial Understanding
of Literary Text
(Comprehension)When listening or reading text, students will be able
to cite evidence from the text to:
Identify characters and their physical andpersonality traits
Identify the setting of a storyRetell the beginning, middle, and end of the storyReread, recall relevant details, and find answers
to literal questions
Recognize literary devices/authors craft (e.g.rhyme and repeated language)
Define physical andpersonality traits
of characters
Recall beginning,middle and end
Recall details inorder to respond
to literal questions
about what was
read
Make predictionsand connections
based on evidence
from text
Recognize literary
F & P
Text Level I
(Instructional
Level)
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FNWSU Literacy Curriculum Grade One Fall 2010 11
devices such as
rhyme and repeated
language
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FNWSU Literacy Curriculum Grade One Fall 2010 12
Analysis and
Interpretation of
Literary Text/ Citing
Evidence
When listening or reading text, students will be able
to cite evidence from the text to:
Explain physical characteristics or personalitytraits of main characters
Identify possible motives of charactersMake inferences about problems and solutionsIdentify and/or infer authors message/lesson
and purpose
Make predictions based on illustrations or storyand tell why they were made
Make connections to other texts and personalexperiences (text-to-text, text-to-self)
-Generate a personal response to what is ready by
comparing stories or other texts to relatedpersonal experience, prior knowledge or books
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FNWSU Literacy Curriculum Grade One Fall 2010 13
FNWSU Literacy Curriculum GRADE 1
Power Standard
#2 Writing
Dimensions/
Process
Students apply
the processes
of writing
including
drafting,
revising, editing,
and critiquing to
create a written
product for the
purpose of
communication,
discovery, or
expression.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Prewriting, Drafting,
Revising, Editing,
Publishing
In addition to previous:Pre-write
- Use background knowledge and experiences to
generate ideas for writing (with or without
prompting)
- Determine purpose and audience before writing
Draft
-Write a message that communicates the writers
purpose
- Construct a written text including details to convey
an idea or story using complete sentences
-Express information in a logical, sequential way
Begin to:
Revise
-Reread own writing to check for meaningEdit
-Check for capital letters and ending punctuation
Publish
-Create final piece to share with an audience
Prewriting
Generate and share
ideas on a given topic or
focus using a visual
organizer
Drafting
Develop a specific topic
or focus by giving
details through words
and/or sentences
Formative
PS #4
(response to
informationa
l text OR
report)
PS #5
(narrative)
Summative
None at
this level
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FNWSU Literacy Curriculum Grade One Fall 2010 14
FNWSU Literacy Curriculum GRADE 1
Power Standard
#3
Writing
Conventions &
Structures
Students
demonstrate
command of the
structures of
English language
by writing with
appropriate
English grammar
and conventions.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Concepts of Print,
Grammar, Usage,
Mechanics, Spelling,
Handwriting
In addition to previous:
Concepts of Print
- Distinguish between letters, words, and sentences
Grammar/Usage/Mechanics (GUM)
-Use end punctuation
-Use capital letters for I, names, and to begin a
sentence
- Write a simple sentence
Spelling
- Applies knowledge of phonics to spell independently
- Use correct initial and final consonant to spell
Represent consonant sounds and short vowelsaccurately
-Spells grade-appropriate, high-frequency words
correctly
Handwriting
Students willbuild
meaningwith
Words separated by
spaces, capitals with
names and first words,
and periods
Students willedit for
clarity
Reading their words out
loud.
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FNWSU Literacy Curriculum Grade One Fall 2010 15
- Form most letters correctly
- Begin to print legibly on standard lined paper
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FNWSU Literacy Curriculum Grade One Fall 2010 16
FNWSU Literacy Curriculum GRADE 1
Power Standard
#4
Informational
Writing
Students will
write
informational
pieces with
purpose,
organization,
voice and
details in order
to show thinking
through
analysis,
synthesis and
evaluation.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Purpose, Voice,
Organization, Details Response to Informational Text
-Generate a response to text that includes a
controlling idea and supporting evidence from a book
(in a group setting)
-Use prior knowledge or references to text to
support a given focus using pictures, words,
sentences, or some combination
Reports
- Identify details/information relevant to topic
and/or given focus using pictures with captions,
words, sentences, or some combination
- Use process writing to produce three sentences toconvey detailed information on a single topic/focus
Purpose: n/a
Voice: n/a
Organization: Use a
template for initial
organization.
Details (Elaboration):
Use prior knowledge
and/or reference to
text in order to provide
details to support a
given focus.
Formative
PS #4
(response to
informationa
l text OR
report)
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FNWSU Literacy Curriculum Grade One Fall 2010 17
FNWSU Literacy Curriculum GRADE 1
Power Standard#5
Expressive
Writing
Students will
write creatively
with purpose,
organization,voice and
details in order
to express
identity, their
own thoughts,
ideas and
feelings.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Expressive Writing:
Purpose, Voice,
Organization, Details
(Elaboration)
Narratives
- Create a clear understandable story line using
words or pictures or both, when given a structure
- Add details in the form of words and/or pictures
- Describe character(s)
- Use process writing to produce three or moresentences in narrative with basic story elements
including details and character(s)
Poetry
- Create a rhyming pattern
Purpose:
Write and/or draw to
create a clear
understandable story
line.
Voice: n/a
Organization:
Use a given structure.
Details (Elaboration):
Use details to create
setting, characters and
simple plot.