SOL Alignment (Y/N) skill development, literature. Reading. Grade Level

Transcription

1 Grade Level 1 Reading First Quarter DRA Level 4- Independent to the comprehension rubric, Level 3 or higher) Language Arts (writing, spelling, speaking and listening) Listening Students are learning the teacher s expectations for first grade listening skills. Students will work on rules for conversations as well as how to initiate conversations with peers and adults. SOL 1.3 Students are learning appropriate voice levels in small group and large group situations. SOL 1.3 Students add and delete phonemes orally to change words. SOL 1.3 beginning consonant features with 6/7 in that category. The students will begin to use the word wall to help them spell high frequency skill development, literature Skill Development DRA Levels A-4 are in the Early Emergent stage of reading. At this level students should be taught the following strategies and skills: ~ use picture for cues SOL 1.7 ~follow the text with 1 to 1 matching SOL 1.5 ~understands the difference between letter, word, and sentence SOL 1.5 ~displays a concept about print and its directionality ( left to right, top to bottom) SOL 1.5 ~uses a return sweep when needed SOL 1.5 ~can use some beginning sound to help figure out unknown words SOL 1.6 ~has a few high frequency words ~ understands that a story has meaning. SOL K.6 Each classroom has a core set of books to use to teach these concepts. In addition to the core set there are additional books at this level in the team closet. Some groups will need more practice on skills than others and SOL Alignment (Y/N)

2 Second Quarter DRA Level 8- Independent to the rubric, Level 3 or higher) words taught. The students will begin to stretch out unknown spelling words and write the sounds they hear. SOL 1.12 They can write one sentence that is meaningful. They can read what they have written. They are using beginning sounds in their spelling. SOL 1.12 Listening Students listen to an increasing variety of media and books. SOL1.1 Listening to two step oral directions becomes increasingly important. SOL 1.2 Students are able to give two step oral directions as well as repeat directions. SOL 1.2 Students ask and respond to it is up to the teacher to determine when it is appropriate to go to a new level. There are a great variety of fiction and non-fiction texts at every level to accommodate different interests of beginning readers. In addition to reading materials used to teach these skills and strategies, there are Science and Social Studies books on the First Grade SOL s both in the classroom and sets for groups in the team closet. Skill Development DRA levels 5-8 are leaving the Early Emergent level and moving into the Upper Emergent stage of reading. At this level students should be taught the following strategies and skills: ~meaning is important to the story that is being read. SOL 1.9 ~retelling a story is practiced so that the child can do this independently SOL 1.1 SOL 1.9 ~predicting what will happen, by looking at the pictures SOL 1.9 ~ learning to reread and self correct errors SOL 1.7

3 questions in small and large group situations. SOL 1.3 Students will blend sounds in words. SOL 1.4 beginning and final consonant features with 6/7 in that category. In addition to using the word wall to help them spell high frequency words that have been taught, they will begin using a personal dictionary to help them spell. The students will include more conventional spellings in their writing. SOL 1.10 They can write two sentences that are on the same topic. The teacher can ~beginning to cross check first letter cue with meaning and structure cues SOL 1.7 ~reading many high frequency words automatically ~working on fluency- making it sound like talk SOL 1.3 SOL1.8 ~using return sweep as the text now has more than one line to a page. SOL 1.5 ~beginning to use chunks and known words to figure out unknown words ~beginning to use rereading as a strategy independently when text does not make sense. SOL 1.9 ~beginning to read past the problem spot for additional information to fix the error. SOL 1.7 There are many books in the core set as well as in the team closet at these levels. Illustrations at this level no longer tell much of the story and the students are now relying on their ability to read. By the end of this level some students will be able to read simple books from the library and their home collections.

4 Third Quarter DRA Level 12- Independent to the rubric, Level 3 or higher) read what they have written. They are using ending sounds in their spelling. The words sit on the lines and there is appropriate spacing between words and letters. There are few reversals. SOL 1.11 SOL 1.12 Listening Students listen to increase their vocabulary as well as understanding more complex subjects. SOL 1.2 This is a time when telling stories and retelling is increasingly important and the focus is on this skill. They spend time manipulating and playing with sounds. Students will increase their speaking vocabulary. SOL1.1 SOL 1.4 SOL 1.2 beginning and final Skill Development DRA Levels 9-12 are solidly in the Upper Emergent stage of reading. At this level students should be taught the following strategies and skills: ~fluency development with the use of intonation and expression when reading SOL 1.3 SOL 1.8 ~understanding quotation marks and how to use them and read them SOL 1.8 ~using a balance of cues (Uses all strategies well and does not over rely on one way of figuring out a new word SOL 1.7 ~cross checking one cue against another SOL 1.7 ~self correcting many errors independently SOL 1.7 ~ decoding new words quickly (on the run) while reading SOL 1.4

5 consonant features with 6/7 in that category. They should also be able to pass the short vowel and the diagraph features missing no more than one in those categories. They can write three sentences that are on the same topic or a story. The teacher is able to easily read what they have written. They are using medial sounds in their spelling. Their work is neat and the letters are appropriately sized. They are beginning to use capital letters at the appropriate places. They are using end punctuation more consistently. They use a portable word-wall/folder to help them spell many more words conventionally. SOL 1.6 SOL 1.11 SOL 1.12 SOL 1.10 In addition to the core set of books and the supplemental books in the team closet, the students are reading many books from other sources; home, library etc. This is a time when the childrens reading becomes self sustaining. The more they read the better they become through the practice of their strategies and exposure to many texts. During this time the first grade team has a Reading Incentive Program to get reading into the homes. It is a 9 week program that has the students doing much independent reading at home. The expectation is at least 15 minutes for 5 nights a week. They develop such a love of reading that they usually do much more reading than the 15 minutes. Each week one book that they have read and enjoyed is brought into school to be read with a teacher or helper. SOL 1.9 Fourth Quarter Listening and Skill Development

6 DRA Level 16- Independent to the rubric, Level 3 or higher) At this time of the year students combine listening and speaking to work on counting syllables. They are increasing their ability to tell and retell stories. They will be able to ask for clarification of words and ideas. SOL 1.4 SOL 1.2 Students will consolidate and practice skills learned all year. They will be able to effectively communicate in all areas both curricular and social. They will share their own student published books with their classmates. SOL 1.1, SOL 1.2, SOL 1.3, SOL 1.4 beginning and final consonant features with 6/7 in that category. They should also be able to pass the short vowel and the diagraph features missing DRA Levels are moving out of the Upper Emergent stage of reading and moving into the Early Fluency stage. At this level students should be taught the following strategies and skills: ~continuing to use a balance of cues, cross checking and self correcting. This often happens silently at this stage. SOL 1.7 ~recognizing when meaning breaks down and goes back to find the meaning of the story SOL 1.8 ~ identifying characters, setting, problem and solution SOL 1.9 ~retelling is refined. They can retell a story in order with a beginning, middle and end as well as important details SOL 1.1 SOL 1.9 ~making and justifying their predictions SOL 1.9 ~changing their predictions based on what they have read SOL 1.9 ~discussing and expressing ideas about literature SOL 1.9 ~making inferences from text and illustrations SOL 1.9 ~introducing the concept of a response journal to use when responding to literature. Children at this level are moving into

7 no more than one in those categories. This quarter they will pass the long vowels and blends missing no more than one in those categories. They can write four or more sentences that are on the same topic or a story with a beginning, middle and end. The teacher is able to easily read what they have written. They are using vowel sounds in their spelling. Their work is neat and the letters are appropriately sized. They are using capital letters and end punctuations to a greater extent. They are using a picture dictionary to help them with spelling difficult words. SOL 1.11 SOL 1.10 early Chapter Books and longer picture books. They are reading independently as a self selected activity both at home and in school. They read many books beyond the text for instruction. The more they read the better they become (self perpetuating). Children should be introduced to literature circles during this quarter and use response journals as a part of this. There are students who surpass these levels. In the core set we have levels In the team closet we have levels A-44. There are sets of books on many topics to accommodate the interests of different groups of students. Students are moved along in levels and instructed on their level. It is not dependent on the time of the year. Many students enter second grade well beyond the benchmark level DRA 16 at an independent level.