Literature
1.RL.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1.RL.6. Identify who is telling the story at various points in a text.
1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. / Informational
1.RI.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
1.RI.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
1.RI.8. Identify the reasons an author gives to support points in a text.
Foundational Skills in Reading
1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding 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 words in inflectional endings.
g.Recognize and read grade-appropriate irregularly spelled words.
1st Grade English Language Arts and Technology Standards
Reading: Literature
Key Ideas and Details
/Technology Standards:
· RL.1.1. Ask and answer questions about key details in a text. / 1.CP. 2.1 – Students are able to identify alternative devices or method for communicating ideas.Craft and Structure
/· RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. / 1.CP.2.1 – Students are able to identify alternative devices or method for communicating ideas.
· RL.1.6. Identify who is telling the story at various points in a text. / 1.CP.2.1 – Students are able to identify alternative devices or method for communicating ideas.
Craft and Structure
/· RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. / 1.IL.1.1 Identify where information can be found
· RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. / 1.IL.1.1 Identify where information can be found
Integration of Knowledge and Ideas
/· RI.1.8. Identify the reasons an author gives to support points in a text. / 1.IL.1.1 Identify where information can be found
Speaking and Listening Comprehension and Collaboration
/· SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. / 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea.
o Ask questions to clear up any confusion about the topics and texts under discussion. / 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea.
· SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. / 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea.
· SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. / 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea.
Presentation of Knowledge and Ideas
/· SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. / 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea..
· SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. / · Information and Communication Tools Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity.
· SL.1.6. Produce complete sentences when appropriate to task and situation. / · Information and Communication Tools Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity.
Language
Conventions of Standard English
/· L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. / 1.CT.1.1 Use basic file management commands (New, Open, Save, Print), 1.CT.1.2 Use letters, numbers, and special keys on the keyboard
o Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. /
1.CT.1.1 Use basic file management commands (New, Open, Save, Print),
1.CT.1.2 Use letters, numbers, and special keys on the keyboard
· L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. / 1.CT.1.1 Use basic file management commands (New, Open, Save, Print),
1.CT.1.2 Use letters, numbers, and special keys on the keyboard
o Capitalize dates and names of people. / 1.CT.1.1 Use basic file management commands (New, Open, Save, Print),
1.CT.1.2 Use letters, numbers, and special keys on the keyboard
o Use end punctuation for sentences. / 1.CT.1.1 Use basic file management commands (New, Open, Save, Print),
1.CT.1.2 Use letters, numbers, and special keys on the keyboard
o Use commas in dates and to separate single words in a series. / 1.CT.1.1 Use basic file management commands (New, Open, Save, Print),
1.CT.1.2 Use letters, numbers, and special keys on the keyboard
o Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. / 1.CT.1.1 Use basic file management commands (New, Open, Save, Print),
1.CT.1.2 Use letters, numbers, and special keys on the keyboard
o Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. / 1.CT.1.1 Use basic file management commands (New, Open, Save, Print),
1.CT.1.2 Use letters, numbers, and special keys on the keyboard
Language
Knowledge of Language
/Vocabulary Acquisition and Use
/· L.1.4. 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. / 1.IL.1.1 Identify where information can be found
o Use sentence-level context as a clue to the meaning of a word or phrase. / 1.IL.1.1 Identify where information can be found
o Use frequently occurring affixes as a clue to the meaning of a word. / 1.IL.1.1 Identify where information can be found
o Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). / 1.IL.1.1 Identify where information can be found
· L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. / 1.IL.1.1 Identify where information can be found
o Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. / 1.IL.1.1 Identify where information can be found
o Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). / 1.IL.1.1 Identify where information can be found
o Identify real-life connections between words and their use (e.g., note places at home that are cozy). / 1.IL.1.1 Identify where information can be found
o Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. / IL.1.1 Identify where information can be found
· L.1.6. 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 (e.g., because). / 1.IL.1.1 Identify where information can be found
Standard:
1.RL.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Comprehension Strategy:
Inferring and Determining Importance with prompting and support
Content Objectives / Guiding Questions / Vocabulary / Resources
I can retell stories.
I can identify key details in a text.
I can describe the central message or lesson using key details from text. / Start at the beginning of the story and tell me about it.
How do the pictures and/or text help determine the important details in a story?
What lesson do you think the author wants you to understand?
What words or phrases from the text helped you to infer this?
How would you justify/defend your thinking?
How do the key details support your inference about the central message or lesson?
How does your inference allow you to think deeper about the text? / Key Details
Central Message
Infer
Determine Importance / Picture Books:
The Mightiest by Keiko Kasza
My Lucky Day by Keiko Kasza
Fly Away Home by Eve Bunting
Oliver Button Is a Sissy by Tomie dePaola
The Little Mouse, The Red Ripe Strawberry, and the Big Hungry Bear by Audrey Wood
Mr. Peabody’s Apples by Madonna
Hey Little Ant by Phillip Hoose
Earrings by Judith Viorst
Big Books:
Joy Cowley
Jill Eggleton
Treasures Resources:
A Chair for My Mother by Vera Williams
Professional Resources:
Strategies that Work by Stephanie Harvey and Ann Goudvis
Mosaic of Thought by Ellin Keene and Susan Zimmerman
Reading with Meaning by Debbie Miller
Teaching with Intention by Debbie Miller
Comprehension from the Ground Up by Sharon Taberski
On Solid Ground by Sharon Taberski
Online Resources:
www.readwritethink.org
www.free-reading.net
www.sandboxliteracy.com
www.choiceliteracy.com
www.wegivebooks.org
www.readworks.org
Other Resources:
Comprehension Toolkit
Assessment:
Retelling Rope http://www.scribd.com/doc/86965253/Retelling-Rope-Student-Page-and-Poem
Reading Response Journals
Discussion, observation and anecdotal notes during shared reading, guided reading and reading conferences
Story Web graphic organizer
DRA
Standard:
1.RL.6. Identify who is telling the story at various points in a text.
Comprehension Strategy:
Inferring and Determining Importance with prompting and support
Content Objectives / Guiding Questions / Vocabulary / Resources
I can explain how I know when a different character is talking in the story.
I can describe the job of a narrator in a story.
I can compare and contrast characters and the narrator. / How is the responsibility of the narrator different from an author, illustrator, and/or characters?
What evidence from the text suggests another person is narrating the story?
How can I infer another character is narrating the story? / Narrator
Character
Infer / Picture Books:
Different versions of the Three Little Pigs
Different versions of Jack and the Beanstalk
A Place Where Hurricanes Happen by Renee Watson
Memoirs of a Goldfish by Devin Scillian
The Paper Bag Princess by Robert Munsch
Tar Beach by Faith Ringgold
We Had a Picnic This Sunday Past by Jacqueline Woodson
Big Books:
Joy Cowley
Jill Eggleton
Treasures Resources:
The Stray Dog by Marc Simont
Professional Resources:
Online Resources:
www.readwritethink.org
www.choiceliteracy.com
www.wegivebooks.org
www.readworks.org
Other Resources:
Assessment:
Role play characters
Reading Response Journals
Discussion, observation and anecdotal notes during shared reading, guided reading and reading conferences
Standard:
1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Comprehension Strategy:
Inferring and Determining Importance with prompting and support
Content Objectives / Guiding Questions / Vocabulary / Resources
I can describe the feelings of characters in a story.
I can locate words or phrases in stories or poems that suggest feelings.
I can identify words or phrases in stories or poems that appeal to the senses.
I can explain/defend why the words or phrases suggest feelings or appeal to the senses. / What can you tell about the character’s attitude based on the words or phases in the text?
How does this story/poem make you feel? Why?
Which part of the story or poem appealed to your senses as a reader?
Which phrases in the story or poem made you connect more deeply with the text?
How did the words impact you as a reader?
How would a different word or phrase change the feeling tone of the text? / Tone
Poems
Poetry
Appeal to Senses
Feelings / Picture Books:
Koala Lou by Mem Fox
The Kissing Hand by Audrey Penn
A Pocket Full of Kisses by Audrey Penn
Gingerbread Books (Gingerbread Man, Baby, Girl, Cowboy, etc.)
My Black Book of Colors by Menena Cottin
The Snowy Day by Ezra Jack Keats
Stand Tall Molly Lou Melon by Patty Lovell
Big Books:
Jill Eggleton
Joy Cowley
Treasures Resources:
Rap A Tap Tap by Leo and Diane Dillow
Professional Resources:
Strategies That Work by Stephanie Harvey and Anne Goudvis
Reading With Meaning by Debbie Miller
Teaching with Intention by Debbie Miller
Comprehension From The Ground Up by Sharon Taberski
Mosaic of Thought by Ellin Keene
On Solid Ground by Sharon Taberski
Online Resources:
www.readwritethink.org –Choosing One Word: Summarizing Shel Silverstein “Sick”
www.choiceliteracy.com
www.wegivebooks.org
www.free-reading.net
www.readworks.org
Other Resources:
Jill Eggleton Poetry
Poetry Unit
Comprehension Toolkit
Assessment:
Reading Response Journals
Discussion, observation and anecdotal notes during shared reading, guided reading and reading conferences
Role Play
Standard:
1.RI.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Comprehension Strategy:
Inferring and Determining Importance with prompting and support
Content Objectives / Guiding Questions / Vocabulary / Resources
I can recognize text features.
I can identify text features.
I can identify and use headings to locate key facts or information in text.
I can interpret the table of contents to locate key facts or information in text.
I can locate and use the glossary to gain information about an unknown word.
I can describe the difference between a table of contents and a glossary.
I can identify and use electronic menus and icons with teacher support.
I can compare and contrast text features found in non-fiction written text and electronic versions? / What features in the text help you find important information?
How do the headings help you understand the text?
What does the table of contents help you to know?
How does the table of contents help you infer the main idea of the text?
How does using the glossary, for unknown words, enhance your ability to better understand the text?
Would it be better to use a glossary or table of contents for……?
What are the text features of an electronic menu?