First Grade Speaking and Listening

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1 Year Long Learning Targets These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout the school year. Reading Foundations 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. Speaking and Listening 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)

2 Student Learning Targets- Quarter 1 RF 1.2a RF 1.2b RF 1.2c RF 1.2d RF 1.3b RF 1.3d Students will master saying the short vowel sound in a single syllable word. (CvC: isolate medial sound, phonics) When orally given sounds from a CvC short vowel word, students will master blending the sounds to make the word. (phonemic) Students will master blending short vowel single syllable words. (CvC) When given a single syllable short vowel word, students will master isolating and saying the initial, medial, and final sound. (phonemic) 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) Students will master decoding regularly spelled one-syllable words with short vowels Students will know that every word/syllable must have a vowel sound by writing single syllable CvC words L1.1a Students will master printing all upper and lowercase letters. 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. Students will use personal subject pronouns in speaking & writing. (I, He, She, You, It, We, They) Students will use present verbs including is, are, am. (Today I walk home.) L1.1g 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 L1.1h Use determiners: the, a, this, that, those L1.1j Students will write and speak in complete simple declarative (period: telling sentences), 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 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. L1.2a L1.2b Students will point to names of people that begin with a capital letter. Students will write a period at the end of a sentence.

3 Student Learning Targets- Quarter 2 Teacher Tip: Quarter 2 focus is on long vowels, while continuing to review short vowels RF1.2a Students will say the short or long sound in single syllable words. (phonemic) Students will master identification by saying if a vowel is long or short after given a spoken single syllable word. (phonemic) Students will master decoding regularly spelled one-syllable words with short vowels including consonant blends RF1.2b 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) Students will master orally blending short (CvC) and long vowel (CvCe) single syllable words. (phonics) RF1.2c 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) RF1.2d 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) RF1.3a Students will master reading and spelling consonant digraphs (th, wh, sh, ch) in lists and in texts. RF 1.3c Students will read and write long vowel final e words. (CvCe) L1.1a Students will use common nouns in their speaking and writing. Students will use singular & plural nouns in their speaking and in writing word lists. (add s to nouns) Students will use personal object pronouns in speaking and in writing. (me, her, him, it, them, us) Students will use verbs with ing and ed in speaking and writing L1.1g 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 L1.1j Students will write and speak in complete simple interrogative (question mark - question sentences) sentences in response to prompts Teacher Tip: Quarter 2 Focus: Interrogative L1.2 Students will master capitalizing the beginning letter of a sentence L1.2a 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 L1.2b Students will master writing periods at the end of single sentences 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.

4 Student Learning Targets- Quarter 3 RF 1.1a When given a multi-line reading passage, students will point to the first word of the sentence that begins with a capital letter. When given a multi-line reading passage, students will point to the period, question mark, and exclamation mark at the end of a sentence RF1.2b When orally given sounds from a single syllable long and short vowel word (including consonant blends, digraphs), students will master blending those sounds. (phonemic) Students will master blending long vowel (CvCe) single syllable words including consonant blends and digraphs. (phonics) 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 diagraphs (phonemic) R controlled or, ir, er, ur, included at the end of Quarter 3 RF1.2c Students will master saying the initial, final, and medial long vowel sounds, including blends and digraphs, in spoken single syllable words. (phonemic) RF 1.2d 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) 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) RF1.3a Students will master reading consonant digraphs in texts and be able to use them in a written sentence. RF 1.3b Students will read and spell consonant digraph ph in lists and in texts. 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 3 RF 1.3c Students will read and write common long vowel teams: ee, ea, ai, ay, oa, oe. Students will read and write common words with y as a long vowel e or long vowel i. RF 1.3e 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. Students will decode two-syllable words by clapping Teacher Tip: compound words L1.1b Students will identify proper nouns in texts and will capitalize proper nouns in their writing. (Names of people and places) Students will use singular possessive nouns in their speaking and writing. ( s) L1.1j Students will master using singular and plural nouns in their speaking and writing (add s to nouns). 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) Students will write and speak in complete compound, declarative, interrogative, and exclamatory sentences in response to prompts. (Use: and, because, but, so) Teacher Tip: Quarter 3 Focus: Exclamatory Students will demonstrate application of who, what, when, where, why, how question words in asking questions to find information L1.2a/c 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. L 1.2 b Students will master writing periods and question marks when writing a sentence. Students will write an exclamation mark at the end of the sentence. (strong emotion sentences)

5 Student Learning Targets- Quarter 4 RF 1.2a Students will master orally blending r-controlled vowels including consonant blends and digraphs 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) RF 1.2c RF 1.2d RF 1.3b RF 1.3c Students will master saying the initial, final, and medial r-controlled vowel sounds in spoken single syllable words. (phonemic) When orally given a single syllable word with diphthongs, students will say initial, medial, and final sounds. (phonemic) 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. 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 one setting out one manipulative for each sound. (phonemic) Students will master decoding regularly spelled one-syllable words with r-controlled vowels. (phonics) Students will master reading long vowel words with CVCe, and CVVC patterns. (ee, ea, ai, ay, oa, oe) (phonics) RF 1.3d 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 RF 1.3e RF 1.3f Students will read and clap two syllable words including compound words. Students will master reading root words and their inflectional endings. (look, looks, looking, looked) Students will read root words and their inflectional endings with short vowels. (double the consonant: clapped, clapping) Students will read root words and their inflectional ending with long vowels. (drop the e: baking, baked) L1.1b Students will use singular possessive nouns when writing. ( s) Students will master capitalizing proper nouns in sentences. (names and places) L 1.1c Students will use singular and plural nouns with matching verbs in basic sentences. (He hops. We hop). Students will use personal (subject, object) possessive and indefinite pronouns (I, me, my, they, them, their, anyone, everything). 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) L1.1j 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. 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.) 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. L1.2b 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. L1.2c Students will use commas to separate single words in a series. L1.4b Students will read and write words with prefixes to understand word meanings. (un, re, dis)

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