Year Long Learning Targets

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Year Long Learning Targets"

Transcription

1 Year Long Learning Targets First Grade Foundational Skills: Reading, Language, Speaking & Listening Targets RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in text and in isolation. g. Recognize and read grade-appropriate irregularly spelled words. RF1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics & texts with peers & adults in small & larger groups. a. Follow agreed-upon rules for discussions b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. SL1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL 1.2a Give, restate, and follow simple two-step directions. SL1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something not understood. SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Teacher Tip: Common Core Units support this skill. SL1.4a Memorize and recite poems, rhymes, and songs with expression. SL1.5 SL1.6 Add drawings or other visual displays to descriptions when appropriate to task and situation. Produce complete sentences when appropriate to task and situation. L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. b. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L1.5 With guidance and support from adults, demonstrate understanding of word relationship and nuances in word meanings. a. Sort words into categories (colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes. (A duck is a bird that swims. A tiger is a large cat with stripes.) c. Identify real life connections between words and their use. (note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (look, peek, glance, stare, glare, scowl), and adjectives with differing intensity (large, gigantic) by defining, choosing, or by acting out the meanings. Teacher Tip: Common Core Units support these skills. L1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. (because, so) 1

2 Standards for Student Learning Targets- Quarter 1 RF1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence. RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in text and in isolation. b. Decode regularly spelled one-syllable words. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. g. Recognize and read grade appropriate irregularly spelled words. L1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Print all upper and lowercase letters. c. Use singular nouns as a subject in speaking and writing with matching verbs (naming part/telling part, subject/predicate) to make a complete sentence. Teacher Tip: Focus is on present tense d. Use subject pronouns. (subject: I, He, She, You, It, We, They) e. Use verbs to convey a sense of time. (Present tense: Is, Are) g. Use frequently occurring conjunctions. (and, but, or, so, because) Teacher Tip: Because is a part of the Wizard of Oz common core sentence strips. CFA using the word because. h. Use determiners. (articles, demonstratives) j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Teacher Tip: Focus timeline - Quarter 1: Declarative (Telling), Quarter 2: Interrogative, Quarter 3: Exclamatory, Quarter 4: Declarative, Interrogative, and Exclamatory L1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. 2

3 Student Learning Targets- Quarter 1 1. Students will master saying the short vowel sound in a single syllable word. (CvC: isolate medial sound, phonics) 2. When orally given sounds from a CvC short vowel word, students will master blending the sounds to make the word. (phonemic) 3. Students will master blending short vowel single syllable words. (CvC) 4. When given a single syllable short vowel word, students will master isolating and saying the initial, medial, and final sound. (phonemic) 5. Students will master segmenting short vowel single syllable words stating each sound while holding up a finger for every sound heard or setting out one manipulative for each sound. (phonemic) 6. Students will master decoding regularly spelled one-syllable words with short vowels. 7. Students will know that every word/syllable must have a vowel sound by writing single syllable CvC words. 8. Students will master printing all upper and lowercase letters. 9. Students will use singular nouns as a subject in speaking and writing with matching verbs (naming part/telling part, subject/predicate) to make a complete sentence. 10. Students will use personal subject pronouns in speaking & writing. (I, He, She, You, It, We, They) 11. Students will use present verbs including is, are, am. (Today I walk home.) 12. Use frequently occurring conjunctions. (and, but, or, so, because) Teacher Tip: Because is a part of the Wizard of Oz common core sentence strips. There will be a CFA using the word because. 13. Use determiners: the, a, this, that, those 14. Students will capitalize the beginning letter of a sentence. Teacher Tip: Making monthly calendars and Daily Message will assist with dates and beginning a sentence with a capital letter. 15. Students will point to names of people that begin with a capital letter. Teacher Tip: Focus timeline - Quarter 1: Declarative (Telling), Quarter 2: Interrogative, Quarter 3: Exclamatory, Quarter 4: Declarative, Interrogative, and Exclamatory 16. Students will write and speak in complete simple declarative (period: telling sentences), sentences in response to prompts. Teacher Tip: Quarter 1 Focus is on telling sentences. 17. Students will write a period at the end of a sentence. 3

4 Standards for Student Learning Targets- Quarter 2 RF1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence. RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Teacher Tip: Quarter 2 focus is on long vowels, while continuing to review short vowels. a. Distinguish long from short and vowels sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in text and in isolation. a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). b. Decode regularly spelled one-syllable words. c. Know final e (CvCe) and common vowel team conventions for representing long vowel sounds. L1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. b. Use common nouns. (person, place, things, animals) c. Use singular and plural nouns. d. Use object pronouns. (me, her, him, it, them, us) e. Use verbs to convey a sense of time: add ed and ing to verbs. (looked, looking) g. Use frequently occurring conjunctions. (and, but, or, so, because) j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Teacher Tip: Quarter 2 Focus: Interrogative L1.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize names of people. b. Use end punctuation for sentences. 4

5 Student Learning Targets- Quarter 2 Teacher Tip: Quarter 2 focus is on long vowels, while continuing to review short vowels. 1. Students will say the short or long sound in single syllable words. (phonemic) 2. Students will master identification by saying if a vowel is long or short after given a spoken single syllable word. (phonemic) 3. When orally given sounds from a single syllable long and short vowel word (including consonant blends), students will blend those sounds to make the word. (phonemic) 4. Students will master orally blending short (CvC) and long vowel (CvCe) single syllable words. (phonics) 5. When orally given a word, students will master saying the initial, final, and medial short and long vowel sounds in spoken single syllable words. (phonemic) 6. When orally given a word, students will master segmenting long and short vowel single syllable words stating each sound while holding up a finger for every sound heard or setting out one manipulative for each sound. (phonemic) 7. Students will master reading and spelling consonant digraphs (th, wh, sh, ch) in lists and in texts. 8. Students will master decoding regularly spelled one-syllable words with short vowels including consonant blends. 9. Students will read and write long vowel final e words. (CvCe) 10. Students will use common nouns in their speaking and writing. 11. Students will use singular & plural nouns in their speaking and in writing word lists. (add s to nouns) 12. Students will use personal object pronouns in speaking and in writing. (me, her, him, it, them, us) 13. Students will use verbs with ing and ed in speaking and writing. 14. Students will use frequently occurring conjunctions. (and, but, or, so, because) Teacher Tip: Using because is a part of Common Core lessons. It is frontloading Quarter 3: writing/speaking using compound sentences Students will write and speak in complete simple interrogative (question mark - question sentences) sentences in response to prompts. Teacher Tip: Quarter 2 Focus: Interrogative 16. Students will master capitalizing the beginning letter of a sentence. 17. Students will capitalize dates and names of people (Proper Nouns). Teacher Tip: Making monthly calendars and Daily Message will assist with dates and beginning a sentence with a capital letter. 18. Students will master writing periods at the end of single sentences. 19. When given a sentence or writing a sentence, students will write the correct end mark (period and question mark) and identify the question words: who, what, when, where, why, how that signal a question sentence. 5

6 Standards for Student Learning Targets- Quarter 3 RF1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence. RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (or, ir, er, ur included at end of Q3) c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in text and in isolation. a. Know the spelling-sound correspondences for common consonant digraphs (two letters represent one sound). b. Decode regularly spelled one-syllable words. c. Know final e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Teacher Tip: R- Controlled spelling words require students to understand that every word must have at least one vowel and that each syllable must also have a vowel. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read root words and their inflectional endings (look, looks, looking, looked) RF1.4 Read with sufficient accuracy and fluency to support comprehension. c. Use context to confirm or self-correct word recognition and understanding rereading as necessary. L1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. b. Use proper nouns (person, place, things, animals) and possessive nouns ( s). c. Use singular and plural nouns. e. Use verbs to convey a sense of time. (past and present tense: was, were, and verbs with ed) j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Teacher Tip: Quarter 3 Focus: Exclamatory L1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. & c. Capitalize and use commas in dates. b. Use end punctuation for sentences. L1.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence level context as a clue to the meaning of the word or phrase. c. Identify frequently occurring root words (look) and their inflectional forms (looks, looked, looking). 6

7 Student Learning Targets- Quarter 3 1. When given a multi-line reading passage, students will point to the first word of the sentence that begins with a capital letter. 2. When given a multi-line reading passage, students will point to the period, question mark, and exclamation mark at the end of a sentence. 3. When orally given sounds from a single syllable long and short vowel word (including consonant blends, digraphs), students will master blending those sounds. (phonemic) 4. Students will master blending long vowel (CvCe) single syllable words including consonant blends and digraphs. (phonics) 5. When orally given a single syllable word with long and r-controlled vowels, students will isolate and say the initial, medial and final sound in that word, including blends and digraphs. (phonemic) Teacher Tip: Introduce r-controlled vowels: ar and or at the end of quarter 3 6. Students will master saying the initial, final, and medial long vowel sounds, including blends and digraphs, in spoken single syllable words. (phonemic) 7. Students will master segmenting long vowel single syllable words, including blends and digraphs, stating each sound while holding up a finger for every sound heard or setting out one manipulative for each sound. (phonemic) 8. Students will segment r-controlled vowel single syllable words stating each sound while holding up a finger for each sound heard or setting out one manipulative for each sound. (phonemic) 9. Students will master reading consonant digraphs in texts and be able to use them in a written sentence. 10. Students will read and spell consonant digraph ph in lists and in texts. 11. Students will decode regularly spelled one-syllable words with r-controlled vowels, including blends and digraphs. Teacher Tip: Introduce r-controlled vowels: ar and or at the end of quarter Students will read and write common long vowel teams: ee, ea, ai, ay, oa, oe. 13. Students will read and write common words with y as a long vowel e or long vowel i. 14. Students will know that every word/syllable must have a vowel sound to determine the number of syllables in a printed word. Teacher Tip: R- Controlled spelling words require students to understand that every word must have at least one vowel and that each syllable must also have a vowel. 15. Students will decode two-syllable words by clapping. Teacher Tip: compound words. 16. Students will read, speak, and write root words and their inflectional endings. (ed, ing, s) 17. Students will identify proper nouns in texts and will capitalize proper nouns in their writing. (Names of people and places) 18. Students will use singular possessive nouns in their speaking and writing. ( s) 19. Students will master using singular and plural nouns in their speaking and writing (add s to nouns). 20. Students will use the past and present tense in speaking and writing, using verbs with inflectional forms. (ed and using is, are, was, were with ing) Teacher Tip: Quarter 3 Focus: Exclamatory 21. Students will write and speak in complete compound, declarative, interrogative, and exclamatory sentences in response to prompts. (Use: and, because, but, so) Teacher Tip: Common Core practices this skill. 22. Students will demonstrate application of who, what, when, where, why, how question words in asking questions to find information. Teacher Tip: Inventor s Common Core Unit focuses on this skill. 23. Students will capitalize days and months, and use commas, when writing dates. Teacher Tip: Making monthly calendars and Daily Message will assist with dates and beginning a sentence with a capital letter. 24. Students will master writing periods and question marks when writing a sentence. 25. Students will write an exclamation mark at the end of the sentence. (strong emotion sentences) 7

8 Standards for Student Learning Targets- Quarter 4 RF1.1 Demonstrate understanding of the organization and basic features of print. RF1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. (r-controlled mastery and diphthongs exposure) c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF1.3 Know and apply grade-level phonics and word analysis skills in decoding words both in text and in isolation. b. Decode regularly spelled one-syllable words. c. Know final e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two syllable words following basic patterns by breaking the words into syllables. f. Read root words and their inflectional endings. (look, looks, looking, looked) L1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. b. Use common proper and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences. (He hops. We hop). d. Use personal (subject, object) possessive and indefinite pronouns. (I, me, my, they, them, their, anyone, everything) e. Use verbs to convey a sense of time: past, present, and future tense. (Tomorrow I will walk home.) i. Use frequently occurring prepositions. (during, beyond, toward) Teacher tip: Do this during Fantastic Mr. Fox. j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Teacher Tip: Quarter 4 Focus: Master Declarative, Interrogative, and Exclamatory. Introduce Imperative. L1.2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. L1.4 Determine or clarify meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. a. Use sentence level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. 8

9 Student Learning Targets- Quarter 4 1. Students will master orally blending r-controlled vowels including consonant blends and digraphs. 2. Students will master saying the initial, final, and medial r-controlled vowel sounds in spoken single syllable words. (phonemic) 3. Students will master r-controlled vowel single syllable words stating each sound while holding up a finger for every sound heard or setting out one manipulative for each sound. 4. Students will master decoding regularly spelled one-syllable words with r-controlled vowels. (phonics) 5. Students will master reading long vowel words with CVCe, and CVVC patterns. (ee, ea, ai, ay, oa, oe) (phonics) 6. When orally given sounds from a single syllable word with diphthongs (ow, ou, au, aw, oi, oy, and oo: cook and/or moon), including blends and digraphs, students will blend those sounds to make a word. (phonemic) 7. When orally given a single syllable word with diphthongs, students will say initial, medial, and final sounds. (phonemic) 8. Students will segment diphthongs in single syllable words, including blend s and digraphs, stating each sound while holding up a finger for every sound heard or setting out one manipulative for each sound. (phonemic) 9. Students will show the number of syllables in a given word by circling the vowels/vowel pairs found in each syllable, including r-controlled vowels. Teacher Tip: R- Controlled spelling words require students to understand every word must have at least one vowel and each syllable must also have a vowel. 10. Students will read and clap two syllable words including compound words. 11. Students will master reading root words and their inflectional endings. (look, looks, looking, looked) 12. Students will read root words and their inflectional endings with short vowels. (double the consonant: clapped, clapping) 13. Students will read root words and their inflectional ending with long vowels. (drop the e: baking, baked) 14. Students will use singular possessive nouns when writing. ( s) 15. Students will master capitalizing proper nouns in sentences. (names and places) 16. Students will use singular and plural nouns with matching verbs in basic sentences. (He hops. We hop). 17. Students will use personal (subject, object) possessive and indefinite pronouns (I, me, my, they, them, their, anyone, everything). 18. Students will use the past, present, and future tense in speaking and writing using the verbs with inflectional forms. (is, are, was, were using ing and will) 19. Students will use frequently occurring prepositions in their speaking and writing. (during, beyond, toward) Teacher Tip: Common Core Unit on Fantastic Mr. Fox supports this skill. 20. Students will master writing and speaking in complete simple and compound, declarative, interrogative, and exclamatory sentences in response to prompts. (Use: and, because, but, so, for compound sentences.) 21. Students will write and speak in simple imperative sentences in response to prompts. (Commands: Go get the book. Subject you is understood.) Teacher Tip: Quarter 4 Focus: Master Declarative, Interrogative, and Exclamatory. Introduce Imperative. 22. Students will master writing sentences using correct end punctuation. (period, question mark, exclamation mark) Teacher Tip: Asking and answering questions orally and in writing using the words who, what, when, where, why, how is a year long target. 23. Students will use commas to separate single words in a series. 24. Students will read and write words with prefixes to understand word meanings. (un, re, dis)

10 9

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards.

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards. Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards for GRADE ONE CCSS Anchor Standards for ELA - Reading Standards for Literature Key Ideas

More information

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1

Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1 Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer

More information

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

More information

Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening

Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening Colorado Academic Standards Reading, Writing and Communicating - First Grade Content Area: Reading, Writing and Communicating Grade Level Expectations: First Grade Standard: 1. Oral Expression and Listening

More information

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document

Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document Dynamic Learning Maps Essential Elements English Language Arts Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS FOR KINDERGARTEN Kindergarten English Language Arts

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

VA English Standards of Learning Related to Spelling. Kindergarten

VA English Standards of Learning Related to Spelling. Kindergarten VA English Standards of Learning Related to Spelling Kindergarten K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences,

More information

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,

More information

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach...

http://setup.clihome.com/cli.cmap.web/home/maps/viewmapmultipleyear.aspx?teach... Page 1 of 6 READING - 1st School Teacher Email Course# Grade Level Lettie Brown Elementary School VanDerVoorn, Lauri Lauri.VanDerVoorn@morton709.org LA1100 1 Show Icon August 2015 August 2014 Review of

More information

California Treasures Phonics Scope and Sequence K-6

California Treasures Phonics Scope and Sequence K-6 California Treasures Phonics Scope and Sequence K-6 Phonics skills get progressively more complex throughout the grade and year to year (e.g., 1. short vowel CVC words; 2. final e CVCe words; 3. long vowel

More information

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text). READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

SECOND GRADE UNIT 1 RL.2.10 RI.2.2. Reading: Literature RL.2.7

SECOND GRADE UNIT 1 RL.2.10 RI.2.2. Reading: Literature RL.2.7 Reading: Literature RL.2.1 RL.2.3 RL.2.4 RL.2.5 RL.2.6 RL.2.7 SECOND GRADE UNIT 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

More information

CCSS English/Language Arts "I Can" Standards Reading: Foundational Skills First Grade

CCSS English/Language Arts I Can Standards Reading: Foundational Skills First Grade CCSS.ELA-Literacy.RF.1.1 I can show that I know how books can be read. Reading: Foundational Skills Print Concepts Re- CCSS.ELA-Literacy.RF.1.1.A I can find and point to the first word, the beginning capital

More information

Grade 2 English Language Arts Scope and Sequence. Unit 1: Working Together (10 Days)

Grade 2 English Language Arts Scope and Sequence. Unit 1: Working Together (10 Days) KEY: RL=Reading Standards for Literature RI=Reading Standards for Informational Text RF=Foundational Skills W=Writing Standards SL=Speaking Listening Standards L=Language Standards KEY: F = Standards that

More information

Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics

Livingston Public Schools Scope and Sequence K 6 Grammar and Mechanics Grade and Unit Timeframe Grammar Mechanics K Unit 1 6 weeks Oral grammar naming words K Unit 2 6 weeks Oral grammar Capitalization of a Name action words K Unit 3 6 weeks Oral grammar sentences Sentence

More information

First Grade in California Public Schools. and the Common Core State Standards

First Grade in California Public Schools. and the Common Core State Standards A Look at First Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

SEPTEMBER Unit 1 Page Learning Goals 1 Short a 2 b 3-5 blends 6-7 c as in cat 8-11 t 12-13 p

SEPTEMBER Unit 1 Page Learning Goals 1 Short a 2 b 3-5 blends 6-7 c as in cat 8-11 t 12-13 p The McRuffy Kindergarten Reading/Phonics year- long program is divided into 4 units and 180 pages of reading/phonics instruction. Pages and learning goals covered are noted below: SEPTEMBER Unit 1 1 Short

More information

Third Grade Language Arts Learning Targets - Common Core

Third Grade Language Arts Learning Targets - Common Core Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1

More information

LAFS: Language Arts Florida Standards GRADE: K

LAFS: Language Arts Florida Standards GRADE: K LAFS: Language Arts Florida Standards GRADE: K Strand: READING S FOR LITERATURE Cluster 1: Key Ideas and Details CODE LAFS.K.RL.1.1 LAFS.K.RL.1.2 LAFS.K.RL.1.3 With prompting and support, ask and answer

More information

Letters and Sounds Progression of Skills

Letters and Sounds Progression of Skills Reckleford School Phonics Teaching The Nursery, Reception, Year One and Two classes follow Letters and Sounds phonics programme. The suggested progression of skills is listed below. We also subscribe to

More information

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1

DRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1 DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.

More information

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Language Arts Florida Standards (LAFS) Grade 2

Language Arts Florida Standards (LAFS) Grade 2 Language Arts Florida Standards (LAFS) Grade 2 Cluster 1: Key Ideas and Details CODE LAFS.2.RL.1.1 Strand: READING S FOR LITERATURE Ask and answer such questions as who, what, where, when, why, and how

More information

Support for Standards-Based Individualized Education Programs: English Language Arts K-12. Guidance for West Virginia Schools and Districts

Support for Standards-Based Individualized Education Programs: English Language Arts K-12. Guidance for West Virginia Schools and Districts Support for Standards-Based Individualized Education Programs: English Language Arts K-12 Guidance for West Virginia Schools and Districts Office of Special Programs West Virginia Department of Education

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 3

Correlation to the Common Core State Standards for English Language Arts, Grade 3 Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information

LAFS: Language Arts Florida Standards Spanish / Grade K

LAFS: Language Arts Florida Standards Spanish / Grade K Strand: READING S FOR LITERATURE Cluster 1: Key Ideas and Details LAFS.K.RL.1.1 LAFS.K.RL.1.2 LAFS.K.RL.1.3 With prompting and support, ask and answer questions about key details in a text. With prompting

More information

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.

More information

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

Ongoing Student Learning Expectations to be Addressed Each Nine Weeks W.4.2.1 Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade

More information

Georgia Standards of Excellence (GSE)

Georgia Standards of Excellence (GSE) Georgia Standards of Excellence (GSE) ELEMENTARY Kindergarten Grade 5 Note: The standards that have been revised are noted in RED text. April 29, 2015 Page 1 of 40 ELEMENTARY (K 5) KINDERGARTEN (K) Reading

More information

Adoption Date: July 22, 2013

Adoption Date: July 22, 2013 Grade 4 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar

More information

Visualizing Phoneme Segmentation: Final Clarifying consonant Sounds. Clarifying. Summarizing

Visualizing Phoneme Segmentation: Final Clarifying consonant Sounds. Clarifying. Summarizing First Grade Imagine It! Unit 1 - Back to School Unit 1 Week 1/ Lessons 1-5 Read Aloud First Day Jitters (realistic fiction) Big Book Back to School (photo essay), And the Answer Is? (poem) Phonics Phonemic

More information

What the National Curriculum requires in reading at Y1

What the National Curriculum requires in reading at Y1 What the National Curriculum requires in reading at Y1 Word reading apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups

More information

Using Language Stage Research** and CCEE ELA Language Domain, Standard 1, to Develop Conventions of Standard English

Using Language Stage Research** and CCEE ELA Language Domain, Standard 1, to Develop Conventions of Standard English Using Language Stage Research** and CCEE ELA Language Domain, Standard, to Develop Conventions of Standard English Language Stage CCSS* Supporting Speaking and Writing for Students with Complex Communication

More information

Alburnett Community Schools. Theme 1 Finding My Place/ Six Weeks. Phonics: Apply knowledge of letter/sound correspondence.

Alburnett Community Schools. Theme 1 Finding My Place/ Six Weeks. Phonics: Apply knowledge of letter/sound correspondence. 3 rd Grade Reading District Curriculum Map Theme 1 Finding My Place/ Six Weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings (ICC) Use a variety of strategies to develop and

More information

Hertford Infant & Nursery School. Tel: 01273 552931

Hertford Infant & Nursery School.    Tel: 01273 552931 Hertford Infant & Nursery School www.hertfordinf.brighton-hove.sch.uk email: admin@hertfordinf.brighton-hove.sch.uk Tel: 01273 552931 FRIENDLY CARING THOUGHTFUL RESPECTFUL ENTHUSIASTIC AMBITIOUS Phonics

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Kindergarten Introduction to the Common Core State Standards for English Language

More information

Scope and Sequence Skills Strand Grade 1

Scope and Sequence Skills Strand Grade 1 The Skills strand of the Core Knowledge Language Arts program teaches students the decoding skills needed for (future) independent reading. Each Skills lesson begins with a warm-up, reviewing previously

More information

Phonics. Grades K 3. Scope and Sequence

Phonics. Grades K 3. Scope and Sequence Grades K 3 Scope and Sequence Scope & Sequence Lesson Kindergarten First Grade Back to School Alphabet: Upper- and Lowercase Letters Rhyming Words Blend Syllables Letter Names Distinguish Vowel Sounds

More information

Writing Common Core KEY WORDS

Writing Common Core KEY WORDS Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary

More information

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

National Curriculum 2014 Literacy Objectives Spoken language Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Oklahoma Academic Standards for English Language Arts Grade 2

Oklahoma Academic Standards for English Language Arts Grade 2 A Correlation of Scott Foresman Reading Street To the Oklahoma Academic Standards for Grade 2 Introduction This document demonstrates how, 2013, meets the Oklahoma Academic Standards for. Correlation references

More information

Phonics. Phonics is recommended as the first strategy that children should be taught in helping them to read.

Phonics. Phonics is recommended as the first strategy that children should be taught in helping them to read. Phonics What is phonics? There has been a huge shift in the last few years in how we teach reading in UK schools. This is having a big impact and helping many children learn to read and spell. Phonics

More information

Teaching and Learning Phonics at SS Peter and Paul Primary School

Teaching and Learning Phonics at SS Peter and Paul Primary School Teaching and Learning Phonics at SS Peter and Paul Primary School Aims To share how phonics is taught. To develop parents confidence in helping their children with phonics and reading To teach the basics

More information

Words Their Way : Word Study in Action

Words Their Way : Word Study in Action A Correlation of Words Their Way : Word Study in Action to Scott Foresman Reading Street 2011 Copyright 2010 Pearson Education, Inc. or its affiliate(s). All rights reserved. Words Their Way : Word Study

More information

Intervention Strategies for Struggling Readers

Intervention Strategies for Struggling Readers PROGRAM OVERVIEW Intervention Appropriate K 6 Intervention Strategies for Struggling Readers M BA SE G IL LI NG M ORT N- HA O D PRO G RA What is Recipe for Reading? Recipe for Reading is a research-based,

More information

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5.

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5. Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON Speaking and Listening: Comprehension

More information

Montessori Academy of Owasso

Montessori Academy of Owasso Montessori Academy of Owasso 5 & 6 Year-Old Curriculum Academic Area: Language Arts Category: Reading: Literature Subcategory: Key Ideas and Details Element 1:With prompting and support, ask and answer

More information

Phonics. Parent Information Evening November 2 2015

Phonics. Parent Information Evening November 2 2015 Phonics Parent Information Evening November 2 2015 Read this to your partner. I pug h fintle bim litchen. Wigh ar wea dueing thiss? Ie feall sstewppide! Aims To ensure all delegates have an overview of

More information

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3 correlated to the Common Core State Standards English Language Arts Grade 3 RL.3.1 Reading Standards for Literature Key Ideas and

More information

Transitional Plan Levels J-M Based on 20-minute lesson each day. Prompts for Guided Reading

Transitional Plan Levels J-M Based on 20-minute lesson each day. Prompts for Guided Reading Next Step in Guided Reading K-2 Emergent & Early Plan levels A-I Transitional Plan Levels J-M Based on 20-minute lesson each day Based on 20-minute lesson each day Day 1 Day 2 Day 1 Day 2 Day 3 Sight word

More information

Key Stage 1 Phonics & Spelling. Programme (linked with Floppy s Phonics and New Curriculum) Year 1

Key Stage 1 Phonics & Spelling. Programme (linked with Floppy s Phonics and New Curriculum) Year 1 *See also specifications regarding phonics in reading in the new curriculum (word reading) Year 1 The sounds /f/, /l/, /s/, /z/, and /k/ spelt ff, ll, ss, zz and ck Phase 2 Revisit Stage 1+ Book 5 and

More information

SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences

SCORE Skill Level Description Sample Tasks 4.0 In addition to Score 3.0, in- depth inferences 1 st Grade READING: Informational Text Identifies the main topic and retells key details of an informational text EL 1 RI.1.2 4.0 In addition to Score 3.0, in- depth inferences and applications that go

More information

Copthill School. Information for Parents on Read Write Inc.

Copthill School. Information for Parents on Read Write Inc. Copthill School Information for Parents on Read Write Inc. What is the purpose of this handout? To inform parents of how reading is taught at Copthill To supply parents with clear information on the RWI

More information

Reading and Writing in the EYFS

Reading and Writing in the EYFS Reading and Writing in the EYFS Aims of this session: Outline the expectations in Nursery and Reception for reading and writing Explain how we teach reading in the EYFS Give you some ideas on how you can

More information

Right into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program

Right into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program Right into Reading Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program What is Right into Reading? Right into Reading is a phonics-based reading and comprehension

More information

Benchmarking Aspects of Literacy and Numeracy K-2

Benchmarking Aspects of Literacy and Numeracy K-2 Benchmarking Aspects of Literacy and Numeracy K-2 Early Action for Success Benchmarks Identifying progress in literacy and numeracy All aspects of the literacy and numeracy continuums are helpful in determining

More information

Scope and Sequence - Synthetic Phonics Schedule

Scope and Sequence - Synthetic Phonics Schedule Correspondences () Kindy/Prep/Pre-Primary Kindy/Prep/Pre-Primary Term 1 Basic Code Power 1 Getting to Grips with Handwriting s m c t g p a o I, the, was, to, are, she Reading and beginning to spell Vocabulary

More information

Wednesday 4 th November 2015. Y1/2 Parent Workshop Phonics & Reading

Wednesday 4 th November 2015. Y1/2 Parent Workshop Phonics & Reading Wednesday 4 th November 2015 Y1/2 Parent Workshop Phonics & Reading This presentation was an aide memoire for staff during the recent Phonics and Reading Workshop (04.11.15). The aim of the presentation

More information

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

More information

3rd Grade Common Core State Standards Writing

3rd Grade Common Core State Standards Writing Text Types and Purposes Writing CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing

More information

Reading I Grade Level 1

Reading I Grade Level 1 Reading I Reading I introduces students to a variety of topics to enrich their reading experience including: a review of consonant and vowel sounds exploring word families finding antonyms and antonyms

More information

WOOD FOLD PRIMARY SCHOOL LETTERS AND SOUNDS POLICY

WOOD FOLD PRIMARY SCHOOL LETTERS AND SOUNDS POLICY WOOD FOLD PRIMARY SCHOOL LETTERS AND SOUNDS POLICY RATIONALE At Wood Fold Primary School, early reading is taught using synthetic phonics as the main approach to reading. Pupils are systematically taught

More information

Leicestershire School Improvement Service a Communication, Language and Literacy Development Programme

Leicestershire School Improvement Service a Communication, Language and Literacy Development Programme Leicestershire School Improvement Service a Communication, Language and Literacy Development Programme Setting out a trajectory to secure phase 3 at the end of reception Autumn 1 Autumn 2 Spring Summer

More information

Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading

Reading Goals by Skills 1 st Grade. Content Standard 9: Comprehension. Content Standard 8: Foundations of Reading Reading Goals by Skills 1 st Grade Content Standard 8: Foundations of Reading General Goal Name: Utilizing Concepts about Print SLE# Required Expectations R.8.1.1 Distinguish between letters, words and

More information

Grade 3 Reading and Literature Objectives

Grade 3 Reading and Literature Objectives Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed

More information

Elementary English Pacing Guides for Henrico County Public Schools

Elementary English Pacing Guides for Henrico County Public Schools The revised Pacing Guide is the collaborative work of the 2013 Curriculum Committee, formed to critically consider the importance of the Curriculum as the foundation for all learning. With this in mind,

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

More information

ALCOS ALCOS # Assessments Priority Skills Phonic Progression. ELA. 8 Focus: Writing a Sentence Trait: Voice DIBELS ARMT/SAT 10

ALCOS ALCOS # Assessments Priority Skills Phonic Progression. ELA. 8 Focus: Writing a Sentence Trait: Voice DIBELS ARMT/SAT 10 Reading Language Arts Curriculum Guide Second Grade Use with Scott Foresman Reading Street Draft: 2008-09 Unit One: Exploration Pacing: 6 Weeks Date Week/Story ALCOS ALCOS # s Priority Skills Phonic Progression

More information

A Comparison of Jolly Phonics and Jolly Grammar with the Six Phases of Letters and Sounds

A Comparison of Jolly Phonics and Jolly Grammar with the Six Phases of Letters and Sounds A Comparison of Jolly Phonics and Jolly Grammar with the Six Phases of Letters and Sounds Same Letters and Sounds Jolly Phonics Direct, daily, systematic teaching Active multisensory lessons, including

More information

Common Core Progress English Language Arts. Grade 3

Common Core Progress English Language Arts. Grade 3 [ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

EYFS/KS1 Phonics Glossary

EYFS/KS1 Phonics Glossary EYFS/KS1 Phonics Glossary Parents Introduction to Phonics The way children are taught to read, write and spell in schools today is called phonics or sometimes letters and sounds. This guide tells you about

More information

Thursday 1 st October 2015

Thursday 1 st October 2015 Thursday 1 st October 2015 How we teach phonics in Reception Using phonics for writing How you can help at home How we teach reading in Reception Reading books In school, we follow the Letters and Sounds

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

Jolly Phonics, Jolly Grammar and the Six Phases of Letters and Sounds

Jolly Phonics, Jolly Grammar and the Six Phases of Letters and Sounds Jolly Phonics, Jolly Grammar and the Six Phases of Letters and Sounds From the DCSF Standards Site http://www.standards.dcsf.gov.uk/phonics/ : We are not promoting 'Letters and Sounds' as the preferred

More information

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks

Unit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students

More information

Speech and Language Development during Elementary School

Speech and Language Development during Elementary School Speech and Language Development during Elementary School By the end of kindergarten your child should be able to do the following: Follow 1-2 simple directions in a sequence Listen to and understand age-appropriate

More information

Massachusetts Tests for Educator Licensure

Massachusetts Tests for Educator Licensure Massachusetts Tests for Educator Licensure FIELD 90: FOUNDATIONS OF READING TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Foundations of Reading Development

More information

MCGF CE TI GE LS CS HOTS

MCGF CE TI GE LS CS HOTS First Grade Reading District Curriculum Map Good Times we Share: Lunch Week 1 Use letter-sound correspondence to decode words and build a sight word vocabulary. Letter-sound association: /m/, /r/, /s/

More information

Second Grade Imagine It! Overview Unit 1: Kindness Unit 1: Lesson 1 Because of You. Unit 1: Lesson 2 For the Love of Our Earth

Second Grade Imagine It! Overview Unit 1: Kindness Unit 1: Lesson 1 Because of You. Unit 1: Lesson 2 For the Love of Our Earth Unit 1: Kindness Unit 1: Lesson 1 Because of You Long /a/ spelled a and a_e Long /i/ spelled i and i_e (ate, gave, find, kind, made, white) Main Ideas/Details Unit 1: Lesson 2 For the Love of Our Earth

More information

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.

More information

Ohio Early Learning and Development Standards Domain: Language and Literacy Development

Ohio Early Learning and Development Standards Domain: Language and Literacy Development Ohio Early Learning and Development Standards Domain: Language and Literacy Development Strand: Listening and Speaking Topic: Receptive Language and Comprehension Infants Young Toddlers (Birth - 8 months)

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

Phonics. Workshop 3 Phase 5 and 6. Tuesday 3 rd March 2015

Phonics. Workshop 3 Phase 5 and 6. Tuesday 3 rd March 2015 Phonics Workshop 3 Phase 5 and 6 Tuesday 3 rd March 2015 Phonics vocab. check Phoneme = purest element of sound Grapheme = a written representation of a sound (phoneme). High Frequency Word = Common words

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

Miami Dade County Public Schools Division of Bilingual Education and World Languages First Grade Common Core Standards

Miami Dade County Public Schools Division of Bilingual Education and World Languages First Grade Common Core Standards SL. Speaking and Listening Standards Comprehension and Collaboration Presentation of Knowledge and Ideas Comprehension and Collaboration SL.1.1 Participate in collaborative conversations with diverse partners

More information

A Parents Guide to Understanding. Reading

A Parents Guide to Understanding. Reading A Parents Guide to Understanding Reading Dear Parents, After teaching first grade for many years, I was always faced with the same questions at the beginning of the year: What is Pathways to Reading? How

More information

Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies

Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies 3 rd Grade Reading and Writing TEKS 3 rd Nine Weeks Focus: Reading Unit of Study: Research & Media Literary; Informational Text; Biographies and Autobiographies Figure 19: Reading/Comprehension Skills.

More information

Message Time Plus : Supports for Bilingual and ELL Teachers

Message Time Plus : Supports for Bilingual and ELL Teachers Message Time Plus : Supports for Bilingual and ELL Teachers This document was created to give teachers (and their coaches) tips and strategies for achieving highly effective Message Time Plus (MTP) practices

More information

In English there are 26 letters which represent 44 phonemes. These phonemes are represented by approximately 140 different letter combinations.

In English there are 26 letters which represent 44 phonemes. These phonemes are represented by approximately 140 different letter combinations. PHONIC RULES/PATTERNS, WHICH MAY BE USEFUL AT EACH PHASE OF LETTERS AND SOUNDS NB: These rules are equally relevant to other synthetic phonics programmes In English there are 26 letters which represent

More information