OBJECTIVES AND INSTRUCTIONAL TARGETS GRADE 1 READING

Transcription

1 OBJECTIVES AND INSTRUCTIONAL TARGETS GRADE 1 READING DOMAIN: READING COMPREHENSION Objective 1: The student will determine the meaning of words in a variety of written texts. A Use of context clues (e.g., synonym, antonym, definition, explanation, description, or example) Objective 2: The student will identify supporting ideas in a variety of written texts. A Facts/Details - Recall supporting facts and details B Sequential Order - Arrange events in sequential order C Written Directions - Follow written directions D Setting of a Story - Describe the setting of a story (time and place) Objective 3: The student will summarize a variety of written texts. A - Identify the stated or paraphrased main idea of a selection or picture Objective 4: The student will perceive relationships and recognize outcomes in a variety of written texts. A Cause/Effect - Identify the cause(s) of a given event or a character s actions B Predicting Outcomes - Predict probable future actions and outcomes Objective 5: The student will analyze information in a variety of written texts in order to make inferences and generalizations. A Feelings/Emotions - Understand the feelings and emotions of a character Objective 6: The student will recognize points of view, persuasive techniques, and/or statements of fact and fantasy in a variety of written texts. A Fact/Fantasy - Distinguish between fact and fantasy

2 Serves: 1st/2nd grade Appetizers DISTINGUISH BETWEEN FACT/FANTASY 6 A Leah s birthday is in two weeks. She would like to have these gifts: a doll, a bike, and a book. But most of all, she would like to have her little brother turned into a little sister! Which one of these gifts would be a fantasy? a. a doll b. a bike c. a book d. her little brother turned into a little sister USE OF CONTEXT CLUES 1 A Sometimes Breann s grandpa tells her it is raining cats and dogs at his house. Her grandpa means it is raining very hard. Raining cats and dogs means - a. raining very hard b. raining very softly c. dogs and cats are raining from the sky d. small drops are falling to the ground 1 12

3 Ingredients For Success DISTINGUISH BETWEEN FACT/FANTASY 6 A A fact is a picture or statement that is true and can really happen. A fantasy is a picture or statement that is not true and is make-believe. d. her little brother turned into a little sister USE OF CONTEXT CLUES 1 A Context clues are hints that will help you to know the meaning of unknown words. Often other words in the sentence or surrounding sentences will help you understand what the unknown word means. a. raining very hard 12 A 1A

4 Problem,Main Dishes TM Question TM Lesson Plan Design 1st Grade Facts Reading 1st grade objectives have been developed to meet the needs of students at the various reading developmental stages of the non-reader, emergent, and independent reader. The first and second lessons of each objective focus on the non-reader and provide visual and tactile-kinesthetic learning opportunities to actively engage each student in the learning process. The lessons that follow require more reading skills to complete so that the teacher can continue reinforcing the skill throughout the different developmental stages of the students. The final lessons require independent reading skills on the part of the student. Many of the units not only address the objective, but they also provide lessons that teach a particular concept within the domain of that objective. Two testing passages have been included in every objective. Test 1 does not require as many reading skills as Test 2. We hope that you will find this teacher resource helpful as you involve your students in their own educational learning. 2

5 Introductory Lesson FOCUS: Show transparency of the house. Say: What is shown in this picture? Response: (house) Can someone please give me a sentence using the word house. Write the sentence on the transparency. We have just stated the Main Idea of this picture. The main idea tells about the whole picture. What other things do you see on this house? Response: (windows, a door, a chimney). We could say It has a window, it has a door, or it has a chimney, but those sentences would not tell about the whole picture. This picture is not just about a window, door, or chimney... it is about a whole house. STATEMENT OF IMPORTANCE: Identifying the main idea is an important skill that you will use in every subject and in everyday life because it tells what the most important thing is in the picture, story, or situation. ACROSS THE CURRICULUM GOALS: Math - Identify the main idea of the problem to be solved Science/Social Studies - Identify the main idea or main point of each reading selection Language Arts - Write a short paragraph with a main idea topic OBJECTIVE: At the close of this lesson, the students will be able to select the main idea of a picture or a short story. 4 1 ( T )

6 Lesson 1 DEFINITION: The main idea of a picture or a story is the most important thing about that picture or story. It tells us what the whole picture or story is about, not just a little part of it. STEPS TO IDENTIFYING THE MAIN IDEA Look over the picture or read the story carefully. Think about how all of the picture words go together with one subject or idea. Find the one subject or idea they have in common. Make sure you have chosen the most important subject (idea) about the picture or story for the main idea. 2 ( T ) 5

7 Lesson 1 Objective: Students will create a main idea from a picture INITIAL INSTRUCTION Hint: Students will first need practice putting things in categories. Materials: copies of pages 4-8; glue, scissors, teacher transparencies of pages 4-8 Prior to lesson: Make copies of pages 4-8 for each student. Cut out transparency pictures of objects pages 5-8. Say: What big pictures do we have on this page? pond. Response: A barn, a school, or a Say: These pictures are empty, and we need to put things with them that go together. Tell me the name of each picture when I point to it. Say: Now, let s take each picture and place the correct pictures that would be found there. After each response have students verbalize the reason why these objects go together. Say: Now, help me write a main idea sentence about these pictures. Remember, the main idea tells about the whole picture, not just a small part of it. Let s look at the barn first. What would be a good sentence for it? Example: The animals are in the barn. Write this sentence above the barn. Do the same thing with the other two pictures, making sure you guide students to sentences that tell about the whole picture. After doing this orally with students, have them color, cut and glue the pictures for the correct main idea picture. Then have students copy the main idea sentence above or below the picture. 6 3 ( T )

8 Lesson 1 Objective: Students will create a main idea from a picture Extension: After identifying details that are appropriate for the barn, turn this activity into an extended writing experience for students. Have students dictate sentences using the picture cards, and you write them under the main idea picture. They have now written a story about a barn! 6 ( T ) 7

9 Lesson 1 Pictures 8 7 ( T )