reading english/language arts 1 arts reading/1st.pdf · 1.4 segment phonemes in single-syllable...

READING ENGLISH/LANGUAGE ARTS 1 Curriculum Strand One - Word Analysis, Fluency, and Systemic Vocabulary Development: The students understand the basic

features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to build vocabulary skills and reading fluency.

As Elk Grove Unified School District cannot guarantee prior experience, this document may not reflect evidence of prerequisite knowledge.

Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Concepts About Print The students will 1.1 match oral words to printed words.

Can the students 1.1 recognize words?

Use site-based book to assess skills. • Identify a given word in print from a

sentence that is read aloud. 1.2 identify the title and author of a

reading selection.

1.2 identify the front cover, back cover,

and title page of a book (refer to Grade K1.1 and 2.1)?

1.3 identify letters, words, and sentences.

1.3a recognize that sentences in print are

made up of separate words (refer to Grade K1.4)?

1.3b distinguish printed letters from words (refer to Grade K1.5)?

• Point to separate words. • Point to the first and last words in a

sentence. • Identify the number of words in a

printed sentence. • Frame individual letters in words. • Look at a simple word and tell how

many letters it has.

H:\DATA\WORD\LANGUAGE\READING\S&BS\1st.DOC1/31/05 *Power Standard 1

READING ENGLISH/LANGUAGE ARTS 1 Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment

Phonemic Awareness The students will 1.4 distinguish initial, medial, and final

sounds in single-syllable words.

Can the students 1.4 segment phonemes in single-

syllable words?

• The teacher says, “cat. What sound

do you hear at the beginning?” (/c/) • The teacher says, “dog. What sound

do you hear at the end?” (/g/) • The teacher says, “sun. What sound

do your hear in the middle?” (/u/)

1.5 distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite, set/seat, etc.).

1.5 orally identify the long and short sounds for each vowel?

• The teacher says, “Which word has the

long vowel sound?”

bit bite • The teacher says, “Which word has the

short vowel sound?”

set seat



Phonemic Awareness (cont.) The students will 1.6 create and state a series of three to

four rhyming words, including consonant blends.

Can the students 1.6a recognize words that rhyme? 1.6b orally generate words or nonsense

words that rhyme with a given familiar word (e.g., stop, pop, lop)?

• The teacher says, “Listen to these pairs

of words. Which pair rhymes?”

shake stake smell sweet treat chat

• The teacher says, “Tell four words that rhyme with stop.”

1.7 add, delete, or change target sounds

to change words (e.g., cow to how, pan to man).

1.7a isolate and segment phonemes in

words? 1.7b understand the concepts of:

• “add” • “change” • “delete” or “say the word

without the sound ___”?

• The teacher says, “Say rake. Now add

/b/ to the beginning. What is the new word?” (brake)

• The teacher says, “Say truck. Now say it again without the /r/. What is the new word?” (tuck)

• The teacher says, “Say lap. Now add a /s/ at the beginning. What is the new word?” (slap)

• The teacher says, “Say sweep. Now change the /p/ to /t/. What is the new word?” (sweet)


READING ENGLISH/LANGUAGE ARTS 1


Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Phonemic Awareness (cont.) The students will *1.8 blend four to five phonemes,

including blends and digraphs, into recognizable words.

(This standard reflects Elk Grove Unified School District expectations.)

Can the students 1.8a blend words with two or three

phonemes? 1.8b retain four to five phonemes in

memory? 1.8c understand that blends represent two

separate phonemes and diagraphs represent one phoneme?

• The teacher says each phoneme. The students blend

/f/ /l/ /oo/ /d/= flood /l/ /a/ /s/ /t/ = last /f/ /i/ /n/ /i/ /sh/ = finish

*1.9 segment single syllable four to five phoneme words, including blends and digraphs, into individual phonemes.

(This standard reflects Elk Grove Unified School District expectations.)

1.9a orally segment words with two or three phonemes?

1.9b retain four to five phonemes in memory?

1.9c understand that blends represent two separate phonemes and diagraphs represent one phoneme?

• The teacher says, “splat.” The students segment by saying

/s/ /p/ /l/ /a/ /t/. • The teacher says, “shrimp.” The

students segment by saying /sh/ /r/ /i/ /m/ /p/.

Decoding and Word Recognition *1.10 generate sounds from all the letters

and letter patterns, and blend those sounds into recognizable words. Letter patterns include: • consonant blends • consonant diagraphs • long and short vowel patterns

(i.e., phonograms)

1.10a orally blend words? 1.10b match letters and letter patterns with

their phonemic equivalents (e.g., show me the letter/s that make this sound) for all blends, digraphs, and vowel patterns, including r-controlled vowels?

1.10c retain decoded sounds in memory long enough to finish decoding and blend sounds?

1.10d monitor their blending to determine whether the word produced is “recognizable”?

1.10e adjust unrecognizable words to make them “real words”?

• The students blend phonetically regular

words.

shutter phone moist mower chirp


Decoding and Word Recognition (cont.) The students will *1.11 read common, irregular sight words

automatically (within 2 seconds). (This standard reflects Elk Grove Unified School District expectations.)

Can the students 1.11 understand that some words are

nondecodable?

• The students will read at least 100

words from a sight word list (one word every two seconds).

1.12 use knowledge of vowel digraphs and

r-controlled letter-sound associations to read words.

1.12 know sounds of vowel diagraphs

and r-controlled letters?

• Read words such as:

sharp cow stream stir awful book toy nail blue

1.13A read compound words.

1.13a read individual words that make up

the compound words?

• The teacher says, “In each group of

words, find the word that is made up of two words.” think almost cupcake working mailbox biggest

1.13B read contractions. 1.13b1. understand how contractions are

formed? 1.13b2. read the two words that form a

contraction?

• The teacher says, “Look at the words. I will say two words and say them in a sentence. Find the shortened word that has the same meaning.”

The teacher says “She will. She will be here after lunch.” she’s she’ll she’d



Decoding and Word Recognition (cont.) The students will 1.14 read base (root) words and base

(root) words with inflectional endings (e.g., look, looks, looked, looking).

Can the students 1.14a read the base word (e.g., look)? 1.14b recognize inflectional endings? 1.14c understand the spelling changes

associated with adding inflectional endings to some base words (e.g., running, hiding)?

• Read cards of base words and words

with inflectional endings. • The teacher says, “Find the word

longer. Her name is longer than mine.” long longer longest

1.15 read common word families.

1.15 identify common rhyming and

nonrhyming words (e.g., kite, write, site/ mat-mate, rat-rate)?

• Ask the students to sort the following

words by onset/rime or word family.

pig mate fig kite wig write rate site state

*1.16 read aloud grade-level text fluently

and accurately with appropriate intonation and expression.

1.16a decode program materials? 1.16b read high-frequency words? 1.16c recognize and use punctuation to

enhance oral reading? 1.16d monitor oral reading in order to read

with appropriate intonation and expression?

• The students achieve the district

fluency standard.

1st Grade: 60 WCPM



Vocabulary and Concept Development The students will 1.17 classify grade appropriate categories

of words (e.g., animals, foods, toys).

Can the students 1.17 understand the concept of

categories?

• The teacher says, “Read the four

words. One word does not belong with the others . Which one does not belong?” meat grapes kitten carrots

Elk Grove Unified School District’s Additional Standards for Grade 1 1.18 demonstrate an understanding of

word meaning and relationships by identifying the appropriate word.

1.18a understand what it means to

“define” a word and understand the term “definition”?

1.18b define grade-appropriate words?

• The teacher says, “Find the word that

best completes the sentence. ‘Please fill the with water, Mother said.’” plates boxes glasses spoons

• The teacher says, "Read the word. Find the definition that best fits the word.”

finish start end watch begin

1.19 demonstrate an understanding of

word meaning and word relationships by identifying synonyms and antonyms.

1.19a understand the terms synonym and

antonym? 1.19b use knowledge of word meaning to

identify synonyms and/or antonyms?

• The teacher says, “Read the sentence.

Fill in the circle under the word that is a synonym or means almost the same as the underlined word in the sentence.”

Taffy is a big dog. old huge tiny happy



Vocabulary and Concept Development (cont.) Elk Grove Unified School District’s Additional Standards for Grade 1 The students will 1.19 (cont.)

Can the students

• The teacher says, “Read the sentence.

Fill in the circle under the word that is an antonym or means the opposite of the underlined word in the sentence.”

Put the dirty clothes in the basket. clean old muddy new

1.20 use context to determine word

meaning.

1.20a understand that sometimes the text

around unknown words provides context clues or information that helps us understand the meaning of the target word?

1.20b recognize context clues if they are

present? 1.20c recognize that they do not know the

meaning of some words?

• The teacher says, “Read the story.

Look at the words. Which word fits best in the blank in the story?”

We were late for school. We came to

a puddle. The puddle was too big to jump over. We had to _______ around it. stand look walk dance



Curriculum Strand Two - Reading Comprehension: The students read and understand grade-level text by applying appropriate comprehension strategies.


Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment

Structural Features of Informational Materials The students will 2.1 identify sequential text.

Can the students 2.1 comprehend the text and understand

the concept of sequential order (e.g., first, next, then, etc.)?

• After reading OC, Unit 10, “Building a

House,” p. 150, the students sequence the steps in building a house. 1 A bulldozer digs a big hole. 3 Painters paint inside and out. 2 Carpenters put up walls and build a roof. 4 The family moves in.

Comprehension and Analysis of Grade-Level-Appropriate Text *2.2 respond to who, what, where, when,

and how questions by locating and using stated passage detail.

2.2a comprehend questions posed by

teachers? 2.2b reread text to locate details to

support answers?

• Students complete OC, Unit 10

Assessment, p. 10-11.



Comprehension and Analysis of Grade-Level-Appropriate Text (cont.) The students will 2.3 comprehend and follow two-to-three-

step written directions. (This standard reflects Elk Grove Unified School District expectations.)

Can the students 2.3a follow oral directions? 2.3b comprehend the text and understand

the concept of order?

• The teacher says, “Read the directions

and follow them carefully.” (The students read directions independently.)

First, draw a circle in the middle of your paper. Next, draw a square below the circle. Then, put an x in the circle.

2.4 use context to resolve ambiguities about word and sentence meanings.

2.4a understand that the text sometimes provides us with information to help us understand what we read (context)?

2.4b recognize when they don’t fully

understand words or sentences (ambiguity)?

2.4c reread the text to locate additional

information to help them resolve ambiguities?

• After reading OC, Unit 10 “Homes Around the World,” the students will answer the following questions:

1. Why are some houses made of plants and some of wood?

2. How are houses and weather related? 3. What is the most important thing about

houses? They are made of wood. They can be moved. They protect us. They are in the neighborhood.

2.5 confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).

2.5a recognize sequential order in text? 2.5b recognize the words that signal

order? 2.5c make predictions? 2.5d cite evidence from the text

(including signpost words) to confirm predictions?

• Ask the students to place these in the correct order using key words and predict what will happen last. 4 Finally, ______________. 2 Then he got the bread out. 1 Before he made a sandwich, John washed his hands. 3 Next, he put peanut butter and jelly on the bread.



Comprehension and Analysis of Grade-Level-Appropriate Text (cont.) The students will *2.6 relate prior knowledge to textual

information.

Can the students 2.6a activate their own prior knowledge

as they prepare to read, read the passages and reflect upon their reading?

2.6b make statements connecting their

prior knowledge to what they have read?

• Prior to reading the selections in the

OC, Unit 10, the students will write what they know about homes.

• After reading the selections, the students will relate prior knowledge to textual information.

*2.7 state central ideas in

expository/informational text.

2.7a attend to text as they read? 2.7b recall facts from what they have

read? 2.7c understand the concept or “main

idea” or “what this passage is about”?

• After reading OC, Unit 10, “Animal

Homes,” the students will answer the following question: This story is mainly about . . .

animals live in the woods. animals live in nests. animals live underground. animals live in many places.



Curriculum Strand Three: Literary Response and Analysis: The students read and respond to a wide variety of significant works of children’s literature. They distinguish between narrative structural features and the terms that describe them (e.g. theme, plot, setting, character).


Content Standard Task Analysis/Prerequisite Knowledge Suggested Benchmarks/Assessment Narrative Analysis of Grade-Level-Appropriate Text The students will *3.1A identify and describe characters,

setting, and plot (problem/solution) in grade appropriate narrative text.

Can the students 3.1a1. comprehend narrative text in order

to identify characters (refer to Grade K3.3)?

• After reading OC, Unit 9, “Clyde

Monster,” the students will respond to: Who are the characters?

baby monsters people and monsters Clyde, Mother Monster, and

Father Monster bears

3.1a2. comprehend narrative text in order to identify the setting?

• What is the setting of this story? in the yard under the bridge in the forest in a nest



Narrative Analysis of Grade-Level-Appropriate Text (cont.) The students will *3.1A (cont.)

Can the students 3.1a3. comprehend narrative text in order

to identify the plot (problem/solution)?

• What is the problem?

Clyde wants to have a party. People are afraid of the monsters. Clyde is afraid of the dark in the

cave. Clyde is not afraid of people.

• How is the problem solved? Clyde’s father shows Clyde that

he can scare the people away from his cave.

the people in the cave are friendly. people don’t scare monsters. monsters scare people.

3.1B sequence major events in narrative

text.

3.1b comprehend narrative text in order to

sequence major events in the story (refer to Grade K2.4)?

• After reading OC, Unit 9,“Strange

Bumps,” the students sequence the major events in the story. 1 Owl went to bed. 4 Owl went to sleep on a chair. 2 He saw two bumps under his blanket. 3 He wondered what the bumps were.



Narrative Analysis of Grade-Level-Appropriate Text (cont.) The students will 3.2 describe the role of authors and

illustrators.

Can the students 3.2 understand that stories are written

and illustrated by people?

• An author is

an artist. a writer. a painter.

• An illustrator is a writer. a singer. an artist.

3.3 recollect, talk, and write about books

read during the school year.

3.3a retain story information in order to

retell orally? 3.3b retain story information in order to

compose a written retelling or response?

• After reading OC, Unit 8,“Matthew

and Tilly,” the students retell the story in their own words.

• After reading “Matthew and Tilly,” the students write the story in their own words.

• After oral discussion of the above mentioned story, the students write a personal response to the prompt, “Think about the problems friends can have when they play together.”


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