First Grade Reading. Course Description and Philosophy

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1 First Grade Reading Course Description and Philosophy The goal of an effective first grade reading program is to help students become independent, confident readers. Skill levels vary considerably, especially at the beginning of the school year. Our reading program allows for a variety of teaching opportunities to assess and teach skills and strategies necessary to produce proficient readers. Students are exposed to literature at many levels. Books to be read as a whole group and leveled supplemental books for small groups, guided reading, and independent reading are utilized. Activities to extend reading skills in context are provided throughout the year. Extra support, challenge and second language support activities are also available. Trade books and listening libraries are used in all classrooms. There are SmartBoards in each classroom, providing interactivity and access to multi-media in order to enhance many reading and literacy lessons. Pre-reading skills, listening skills, comprehension strategies, phonics and decoding, strategic reading and responding to literature are encouraged and reinforced at all levels. It is the role of the first grade teacher to assess prior knowledge and help each child choose the best strategies to master these components of a successful reader. The teacher will evaluate students based on: Oral reading skills, unit tests, participation in large and small reading groups, comprehension of text, weekly skill and assessment activities, and overall mastery of reading concepts. Text Reference: Macmillan/McGraw-Hill Spotlight on Literacy Grade 1, (1997) For differentiated activities, see the CommonCore Curriculum Map website, in which the username is mtlakes and the password is ccmaps For examples of 21 st Century Skills lessons, go the P21 website for the English LAL curriculum map. REVISED

2 Unit I: Developing Foundational Skills Essential Question: What foundational skills need to be mastered before learning to read? Objectives: Students will be able to: Track print to understand directionality Identify ending marks in sentences Identify capital letters in sentences Discriminate among a letter, a word and a sentence Distinguish long from short vowel sounds in spoken single-syllable words Orally produce single-syllable words by blending sounds, including consonant blends Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words Segment spoken single-syllable words into their complete sequence of individual sounds Listen attentively to a reader Participate in discussions about what happened in a story Use illustrations and details in a story to describe its characters, setting, and/or events Make reasonable predictions about a story they hear or read 2

3 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion CCS Preview/Getting Ready to Read Explore text cover and illustration Take a picture walk through the book Describe characters Listen Attentively Activate Prior Knowledge Share experiences Relate personal experiences to text Make predictions Informal Assessments Teacher Observation Skills Inventories DRAs Text stories Trade Books Supplemental Books Big Book of Rhymes and Chimes Whole and small group lessons. Individual instruction as needed Modeling Kidpix The Learning Company SmartBoard Lessons Web-based reading activities such as Raz-Kids and Scholastic Books online Scholastic Book Wizard for leveling reading selections for students RF.1.1, RF.1.2, RL.1.3, RL.1.7, RI.1.7, SL.1.1, SL.1.2 Print Literacy Track print Capitals and ending marks Speech bubbles Phonemic Awareness Letter, word, sentence 3

4 Differentiated Learning Activities Pre-reading, foundational skill levels are so varied that a teacher has to constantly differentiate these lessons to meet learning needs of all students. Some students may need to hear a story several times so that he/she can effectively track the print. Others will have to look at sentences in isolation before looking at a whole page of writing to identify where sentences begin and end. Many students may enjoy drawing or even beginning to write about prior experiences that relate to the text. Clapping when a sentence ends can help a child use a multi-sensory approach to understanding punctuation. Children can draw comic strips to use talk bubbles for dialogue. Ethical Decision Making/Character Education Discuss personal experiences to help make connections to a story in order to predict what a character might do in a story. Explore how different behaviors/choices might produce different results positive or negative for a character in a story? Read stories with themes that address topics such as: bullying, friendships, making choices, and manners. 21 st Century Skills In regular book discussions, students have opportunities to reflect on themes, characters, and plots dealing with problem solving. Since most literature contains problems and solutions, it s a great medium to use in developing critical thinking and problem solving strategies. When identifying problems and solutions in stories, students can be asked to consider how to deal with the problems in their everyday lives. In addition, students will begin to develop good interpersonal communication skills by learning to participate actively and appropriately in class book discussions. Unit II: Listening & Speaking Skills Essential Question: How can being a good listener and speaker help me to become a good reader? Objectives: Students will be able to: Participate in conversations about grade 1 topics and texts with peers and adults Follow rules for discussions such as listening attentively and taking turns to speak Build on others talk in conversations by responding to the comments of others through multiple exchanges Ask and answer questions about key details of a story or passage read aloud or other information presented Ask and answer questions about what a speaker or reader says in order to gather information or clarify something Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings Produce complete sentences when appropriate to task and situation Retell what was heard to demonstrate understanding of story or lesson Apply comprehension strategies in listening activities Decide whether a passage was to inform, entertain, or persuade 4

5 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion CCS Comprehension & Collaboration Listen to stories attentively Respond to a reader/speaker in a variety of ways Participate in conversations and discussions Ask and answer relevant questions Retell a story Presentation of Knowledge & Ideas Express ideas and feelings Drawings and other reading and discussion follow-up activities Demonstrate comprehension strategies Participation in large and small group discussions Answering oral questions Direct Observation Informal Observation Practice Book pages Levels tests and unit assessments DRAs Text Songs and Stories audiocassettes Listening Library Trade Books Whole and small group lessons Large and small group discussions and follow up activities Games and songs Songs and Stories audio-cassettes Library class Storytelling through pictures by drawing in Kidpix, The Learning Company, Kidspiration, Inspiration Software teacher.com Interactive SmartBoard lessons SL.1.1, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6, RL.1.5 Differentiated Learning Activities Individual listening and speaking skills will be exercised and improved through daily discussion and read-aloud activities. Students can demonstrate their level of comprehension of stories and discussions by completing various follow-up activities. Stories can be retold using actions, illustrations, writing, and graphic organizers. Students can listen to stories and songs on tape and retell them, draw a scene, or act out a situation from the story. 5

6 Ethical Decision Making/Character Education Participation in class discussions about current events, social themes, and all kinds of reading material requires students to listen to and reflect on the views of others. Discussing the values, choices, problems, and solutions found in many stories helps students to begin to reflect on their own choices and behaviors. Displaying good manners is an important part of being part of a class discussion and are encouraged by teachers and peers. Responding appropriately, waiting for one s turn, and listening attentively are all part of positive character development for students. 21 st Century Skills By learning to participate appropriately in various listening and speaking activities, students will develop their interpersonal communication skills. They will have many opportunities on a daily basis in directed activities and informal conversations to practice effective ways to communicate feelings, ideas, and knowledge with peers and adults. Unit III: Phonics, Decoding, & Word Recognition Essential Question: How do I use letter sounds and other strategies to become a good reader? Objectives: Students will be able to: Identify the names and sounds of each letter of the alphabet Decide if a letter is a vowel or a consonant Identify different letters that can make the same sound Know the spelling-sound correspondence for common consonant digraphs Decode regularly spelled one-syllable words Know final -e and common vowel team conventions for representing long vowel sounds Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a word Decode two-syllable words following basic patterns by breaking the words into syllables Read words with inflectional endings Recognize and read grade-appropriate irregularly spelled words Recognize vowels and their sounds in a variety of combinations Identify words that rhyme Make new words with a phonogram by changing the beginning consonant Look for hints in sentences to help understand the meaning of an unknown word Recognize vowel patterns and be able to use the pattern to make new words 6

7 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion CCS Recognize Letters and Sounds Recognize letters A-Z Recognize discreet sounds in words Use Decoding Strategies Consonants Blends Digraphs Vowels; short, long, diphthongs, variants Vowels and phonograms Written lessons and practice book pages Participation in large and small group reading lessons Unit tests Spelling tests Oral reading strategies DRAs Text Practice Book Phonics Support Blackline Masters Word Building Kit Big Book of Rhymes and Chimes Big Book Of Songs and Poems Alphabet Charts Listening Library Teacher-directed whole group lessons Guided Reading Small group and one on one instruction Songs and poems Alphabet games Learning centers Introduce students to computer keyboard Begin word processing skills Login procedures SmartBoard lessons and interaction Super Phonics I, Basic Skills Series srooms.com/skills_ 1st_htm RF.1.2, RF.1.3, RF.1.4, L.1.1, L.1.4 Use Decoding Strategies Use phonetic cues Use semantic cues Use structural cues Blending Substitution Rhyming Consonant and vowel patterns 7

8 Differentiated Learning Activities Students can play many games with letters. They can unscramble words, work with word searches and use word charts to make new words. Writing activities can be based on students ability to make new words. Songs and rhyming stories help children hear words with the same sounds. Instruments are good ways to repeat sounds and patterns. Guided reading groups are formed to provide specific instruction needed by small groups of students. Individual assistance is often provided, as needed, during whole group, small group, and individual activities. Class library books are leveled so students can find appropriate reading materials for independent reading. Ethical Decision Making/Character Education Group reading activities provide students with opportunities to practice being good listeners, exercise positive behaviors when working with others, and develop sharing and cooperation skills needed to be active learners. Many books read in class provide lessons pertaining to character education, social skills, and making healthy choices in life. 21 st Century Skills Critical thinking and problem solving are needed to become independent readers since the decoding process often provides challenges that students must work to overcome. Reflecting on stories often requires thinking about how characters solve problems and may be able to be applied or compared to real life situations. Cooperation and learning together in groups provides the opportunity for students to solve problems that may arise when sharing materials or taking turns to participate. Unit IV: Applying Reading & Comprehension Strategies Essential Question: How can understanding parts of a story help to better understand the passage as a whole? Objectives: Students will be able to: Ask and answer questions about key details in literary and informational text Identify the main topic and retell key details of a text, demonstrating understanding of central message or lesson Describe the characters, settings, and major events in a story, using key details Use context to confirm or self-correct word recognition and understanding, rereading as necessary Describe the connection between two individuals, events, ideas, or pieces of information in a text Identify words and phrases in stories or poems that suggest feelings or appeal to the senses Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types Identify who is telling the story at various points in a text Ask and answer questions to help determine the meaning of words and phrases in a text Know and use various text features (e.g., headings, tables of contents, glossaries) to locate key facts or information in non-fiction text Use illustrations and details in a story to describe characters, setting, and events in literary text and key ideas in informational text Identify the reasons an author gives to support points in a non-fiction text Identify basic similarities in and differences between two texts on the same non-fiction topic Compare and contrast the adventures and experiences of characters in stories Read a variety of grade appropriate prose, poetry, and informational texts with prompting and support, as needed Read with sufficient accuracy and fluency to support comprehension 8

9 Topic/Content Skills Assessment Resources Instructional Method Tech Infusion CCS Key Ideas, Details, & Structure Make inferences Analyze story elements; character, plot, setting, theme Recognize literary genres Main idea and supporting details Organize Information Cause and effect Categories Sequence of events Use illustrations, maps and diagrams Text features in nonfiction Integrate Knowledge & Ideas Summarize Compare and contrast Make predictions Revise or confirm predictions Draw conclusions Reading independently and in groups o Non-fiction o Fiction Practice Book pages Unit tests Class participation Writing samples and drawings DRAs Text Practice Book Trade Books Listening Library Big Book of Rhymes and Chimes Educational videos Whole group lessons Reading groups Individualized instruction Paired reading Story strips Art activities Songs and games Educational videos Kidspiration, Inspiration software Graphic organizers Kidpix, The Learning Company for creating stories and slide shows including use of text boxes and draw tools Writing with High School buddies in Multi-Media class using the program Flash Teacher.com Interactive SmartBoard activities Raz-Kids web site for leveled reading activities RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.5, RL.1.6, RL.1.7, RL.1.8, RL.1.9, RL.1.10, RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.8, RI.1.9, RI.1.10, RF.1.4, SL.1.1, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6 9

10 Differentiated Learning Activities Students can demonstrate their comprehension skills on a variety of levels using many different learning styles. Diagrams, drawings, and graphic organizers can be designed for students at varying degrees of difficulty. Students can act out story parts, draw pictures to show what might happen, make up song lyrics about characters or write or explain what a sequel to a story might be. Leveled readers provide opportunities for students to practice individual comprehension and reading strategies in order to progress to the next level. Related science, writing, and art activities can be differentiated, with varied expectations depending on the interest and ability level of each student. Ethical Decision Making/Character Education When reading and discussing literature, students often reflect on or relate to the behaviors and choices of characters from a variety of stories. They discover how actions or behaviors affected the other characters in the story and relate it to how their own actions and behaviors affect other people every day. Problems and solutions are key elements of every story, so the topics can frequently be connected to character education and relevant social themes. 21 st Century Skills Becoming an independent, fluent reader provides a good foundation for all of the 21 st century skills. Effective communication, critical thinking, and problemsolving are all exercised on a daily basis in the 1 st grade Reading program. Interacting with peers and adults in lessons and activities requires students to develop interpersonal and communication skills. In addition, being an active learner in small groups and whole class activities encourages good citizen behaviors that can carry on beyond the classroom and into everyday life. Final Note on ASSESSMENT Although this is a revised curriculum, make sure to continue to check the NJ Department of Education website for updates on the online PARRC assessment and the 1 st Grade Model Curriculum (see image below). 10

11 Common Core Resources 1. America Achieves 2. Teaching Channel (Common Core section) 3. Achieve the Core 4. The Hunt Institute s YouTube Channel 5. The CommonCore Curriculum Map website, in which the username is mtlakes and the password is ccmaps 11

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