Standards (NGSSS) LA LA LA LA

Transcription

1 GRADE 1 Spanish Language Arts Common Core Standards: First Grade Common Core Standards (CCSS) Reading Standards for Literature New Generation Sunshine State Standards (NGSSS) Example of CSSS Instructional Strategies & Tools Key Ideas and Details Fiction and Reading Comprehension RL.1. 1 Ask and answer questions about key details in a text. LA Respond to various literary selections (nursery rhymes, fairy tales, picture books), identifying the characters, setting, and sequence of events and connecting text to self (personal connection) and text to world (social connection), test to text. Reciprocal Teaching Question/Answer Relationships Graphic Organizers (e.g. Story Map, Three Column Chart (Beginning, Middle, End BME) Sharing Hand (Who/What/Where/When/Why/ How) SAT Task Cards RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson LA LA LA LA Identify supporting details.. Retell the main events (beginning, middle, end) in a story. Retell the main idea or essential message. Arrange events in sequence Three Column Chart (Beg, Mid, End), Story Map Main Idea Table Picture Notes Timeline Pattern Puzzle Sharing Hand (Who/What/Where/When/ Why/How) Somebody, Wanted, But, So 1

2 RL.1.3 Craft and Structure Describe characters, settings, and major events in a story, using key details. LA Development and Fiction Respond to various literary selections (nursery Narrative Story Arch Story Boards Story Map Three Column Chart (beg, mid, end) Sequencing Chart/Timeline Pattern Puzzle Sharing Hand (Who/What/Where/When/Why/How) Reciprocal Teaching Somebody, Wanted, But, So RL.1.4 RL.1.5 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. NEW NEW Mood Chart / Word Wall Sensory Detail Chart Read Aloud Reciprocal Teaching (Clarify), Vocabulary Maps LA LA LA Distinguish informational text from entertaining text Locate title, table of contents, names of author and illustrator, glossary, and index Identify various literary forms (stories, poems, fables, legends, picture books, etc) Classroom Library Book Sorts, Read Aloud, Venn Diagram exploring the differences between the structure of the two genres Author Studies Text Feature Chart LA Identify authors, illustrators, or composers with their works RL.1.6 Identify who is telling the story at various points in a text. NEW NEW Read Aloud Reader s Theater Teacher/Peer Modeling & Explanation 2

3 Integration of Knowledge and Ideas Recognize and Record Self as Author/Illustrator when Writing Primary Author s Purpose Chart RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. NEW NEW Dictate Stories from Picture Books to Write on Sentence Strips and use in a Pocket Chart Read Aloud Covering Pictures & Draw New Illustrations to Match Text Storyboards RL.1.8 (Not applicable to literature) N/A N/A N/A RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity NEW NEW Venn Diagrams Content Frame (e.g. Who/What/Where/When/Why/ How) Three Column Chart Foldable (Differences, Similarities, Differences) RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. LA LA Select age and ability appropriate fiction materials to read, based on interest and teacher recommendation, to begin building a core base of knowledge. Identify rhyme, rhythm, alliteration, and patterned structures in poems for children Book Talks Making Connections (text to text, text to self, text to world) Reader s Theatre Literature Circles 3

4 Reading Standards for Informational Text K-5 Key Ideas and Details RI.1.1 With prompting and support, ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. LA LA RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. LA Identify supporting details Reciprocal Teaching Question/Answer Relationships, Who/What/Where/When/Why/How Chart KWL Chart Learning Logs (Observation Explanation & process, Dialogue Journals) Two Column Notes ( Cause/ Effect, Problem/Solution, Main Idea/Detail) Leveled Vocabulary/ Science Readers SAT Task Cards Retell the main idea or essential message, Identify supporting details Read and Say Something Reciprocal Teaching Sharing Hand(Who/What/Where/ When/Why/How) Main Idea Table KWL Chart Learning Logs (Observation Explanation & process, Dialogue Journals) Pattern Puzzles (for sequential processes) Picture Notes Leveled Vocabulary/ Science Readers NEW NEW Making Connections (text to text) Venn Diagram, H Diagram Triangular Comparison Diagram Content Frame, 4

5 RI.1.4 RI.1.5 RI.1.6 Ask and answer questions to help determine or clarify the meaning of unknown words in a text. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas LA LA Listen to, read, and discuss both familiar and conceptually challenging text Locate specific information by using words in organizational features (e.g., table of contents, headings, captions, bold print, key words, indices) in informational text Compare/Contrast Summary Frame Reciprocal Teaching Question/Answer Relationships Context Clues Chart Vocabulary Maps (Concept of definition, Frayer Model) Vocabulary Flash Cards w/illustrations Primary Text Feature Chart Read Alouds, Shared Reading Web pages NEW NEW Primary Text Feature Chart Read Alouds, Shared Reading Learning Logs Match illustration/picture to text to form a caption Description Summary Frame Reading Comprehension RI.1.7. Use the illustrations and details in a text to describe its key ideas. NEW NEW Primary Text Features Chart Picture Notes RI.1.8 Identify the reasons an author gives to support points in a text. LA LA Identify supporting details. Identify the author s purpose in text and ask clarifying questions (e.g. why, how) if meaning is unclear Two Column Chart or Foldable (Reasons/Support or Details/Conclusion) Learning Logs Argument/Support Summary Frame Author s Purpose Chart Identify basic similarities in and differences NEW NEW Making Connections (text to text) 5

6 between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity NEW Venn Diagram, H Diagram Triangular Comparison Diagram Content Frame, Compare/Contrast Summary Frame Three Column Foldable (Differences, Similarities, Differences) RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. Reading Standards: Foundational Skills (K-5) LA Select age and ability appropriate non fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge Literature Circles Buddy Reading Making Connections (text to text, text to-self, text to world) Completing Graphic Organizers Listening Center Language Experience Chart Interactions Classroom Library Literature Responses Retelling/Summarizing Print Concepts Concepts of Print RF.1.1 Demonstrate understanding of the organization and basic features of print. All NGSSS below comprise all skills necessary to demonstrate Print All NGSSS below comprise all skills necessary to demonstrate Print RF.1.1a Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation). LA LA Capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year End punctuation for sentences, including periods, question marks, and Teacher Modeling Daily Message Language experience Journaling Shared Writing 6

7 Phonological Awareness (Includes Phonemic Awareness) Words, syllables, or phonemes written in/slashes/refer to their pronunciation or phonology. /CV/VC/CVC/in a word with two or three phonemes regardless of the number of letters in the spelling of the word. exclamation points Phonological Awareness & Phonemic Awareness Phonological/Phonemic Awareness Continuum RF.1.2 RF.1.2a RF.1.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Identify open syllables blending studied phonemes (consonant sounds) + vowels. Orally produce single and multiple-syllable words by blending phonemes (sounds) + vowels. All NGSSS below comprise all skills necessary to demonstrate Phonological Awareness (RF.1.2a d) AND LA Manipulate individual phonemes to create new words through addition, deletion, and substitution LA LA Identify individual phonemes (sounds) in words(e.g., CCVC, CVCC, CCCVC) Blend three to five phonemes to form words Utilize the Phonological/Phonemic Awareness Continuum with the strategies & tools for RF.1.2a 2d below including alliteration activities. Houghton Mifflin s Daily Phonemic Awareness under Opening Routines and as a opener for the Phonics Lesson. Making Words Word Sorting Say It, Move It, Blend It with letter tiles Ladders Onset and Rimes Various Kinesthetic Activities Counting Chips Elkonin Boxes Say It, Move It, Blend It RF.1.2c Isolate and pronounce final sounds (phonemes) in spoken words. LA Segment single syllable words into individual phonemes Counting Chips/Blocks Elkonin Boxes Say It/Move It/Blend It Clap It Hop It Out RF.1.2d Segment spoken multi-syllable words into syllables. Manipulate individual phonemes to create new words LA segment single syllable words into individual Counting Chips/Blocks Elkonin Boxes 7

8 through addition,deletion and substitution (e.g.,substitution:mapa-tapa; addition: mo-amo, mimío; Deletion:mío- mi phonemes Say It/Move It/Blend It Clap It Hop It Out Phonics and Word Recognition Phonics and Word Study Phonics Continuum RF.1.3 RF.1.3a RF.1.3b Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs. (e.g., ch, ll, qu +e, qu+i; gu+e,gu+i Decode regularly spelled syllables build by diphthongs.(e.g.,huevo, hielo, cielo, miedo) and words that present hiatos(e.g., aéreo, correo, museo, tenía, mío) All NGSSS below comprise all skills necessary to demonstrate Phonics and Word Recognition (RF.1.3a 3d) AND LA Decode words with r controlled letter sound associations LA Decode words from common word families LA Apply letter sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context. LA LA Identify the sounds of vowel and consonant digraphs in printed words Generate sounds from all letters and spelling patterns (e.g. consonant blends, long and short vowel patterns) and blends those sounds into words Phonics Continuum/ Phonics House Making Words Word Sorts Word Walls Print Rich Environment Create Alphabet or Theme Little/Big Books Words Their Way Materials Fluency Phrases Onset and Rimes Dictation Decodable Texts Phonics Library Making Words Word Sorts Wedding Story (e.g., The Marriage of C and H) Diagraph Roll a Word, Diagraph Bongo Read & Write the Room Word Wall/Word Jars Making Words Word Sorts Dictation Word Walls Decodable Texts Phonics Library 8

9 RF.1.3c (Not applicable) RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. NEW NEW Clapping Elkonin Boxes Chips RF.1.3e Decode two and more-syllable words following basic patterns by breaking the words into syllables. RF.1.3f Read words with inflectional endings.(e.g.,final s, l, r, d, z,n,x) NEW NEW Clap It Syllable Patterns Spot & Dot Syllable Cut ups Making Words using syllables Six Way Syllable Sort Word Sorts LA Decode base words and inflectional endings Making Words Word Sorts Decodable Texts RF.1.3g Fluency Recognize and read grade-appropriate irregularly spelled simple, compound and high frequency words. LA LA Fluency Identify common, irregular words, compound words, and contractions Recognize high frequency words Instructional Routine for Irregularly Spelled Words High Frequency Word Bingo Personal Dictionary Decodable Text Hop Scotch Board Games Making Words Word Sorting RF.1.4 RF.1.4a Read with sufficient accuracy and fluency to support comprehension. Read on-grade level text with purpose and understanding. All NGSSS below comprise all skills necessary to demonstrate Fluency (RF.1.4a 4c). LA Adjust reading rate based on purpose, text difficulty, form and style See strategies & tools for RF.1.4a 4c below. Radio Reading Reader s Theater Classroom Library Independent Reading Accelerated Reader 9

10 RF.1.4b Read on-grade level text orally with accuracy, appropriate rate, and expression on successive readings. Buddy Read Choral Read Fluency Phrases New New Echo Read Radio Reading Reader s Theater Shared Reading RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking and Listening Standards LA LA LA Recognize high frequency and familiar words in isolation and in context Use self correction when subsequent reading indicates and earlier misreading Self-monitor comprehension and reread when necessary Good Readers Strategies Chart Primary Context Clues Chart Comprehension and collaboration SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (SL.1.1a-1b) SL.1.1a Follow agreed- upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion LA Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker. Primary Context Clues Chart Think-Pair-Share Sample Individual Response Choral Responses Body Language Does anyone have a question? The What and When 10

11 SL.1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. LA Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker. The How and Why Vocabulary words throughout a class discussion Vocabulary words throughout Socratic Seminar Vocabulary words into daily conversations with students before, during and after class SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion LA Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker. The How and Why Vocabulary words throughout a class discussion Vocabulary words throughout Socratic Seminar Vocabulary words into daily conversations with students before, during and after class SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. LA listen attentively to fiction and non-fiction read-aloud and demonstrate understanding; Using minimal responses for beginners Using language to talk about language Listening for specific details Recognizing cognates Recognizing word-order patterns SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information, or clarify something that is not understood. LA Participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker. Listening for the main idea Predicting Drawing inferences Summarizing Selecting strategies that are appropriate to the listening task and use them flexibly and interactively SL.1.4 Describe familiar people, places, things, and events LA Retell specific details of Recognizing scripts for greetings 11

12 SL.1.5 with relevant details, expressing ideas and feelings clearly. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings. (New) LA LA LA information heard. Communicate effectively when relating experiences and retelling stories read and heard. Recognize that non print media affect thoughts and feelings (e.g., graphics, music, digital video). Identify types of mass communication (e.g., film, newspapers, radio, digital technology). apologies, compliments, invitations, and other. Jigsaw Activities Role plays Discussions Role cards Brainstorm Activate background knowledge SL.1.6 Produce complete sentence when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations) LA LA LA LA Identify types of mass communication (e.g., film, newspapers, radio, digital technology). Check comprehension while listening and when the listening task is over. Helps students detect inconsistencies and comprehension failures, directing them to use alternate strategies. 12