Year Long Learning Targets

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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)

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