First Grade Guide Reading Literature, Informational Text and Foundational Skills



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First Grade Guide

Reading Literature, Informational Text and Foundational Skills

Core Standard Reading Literature

Instructional Strategies/ Resources

Aligned mCLASS Benchmark Books

RL 1.1 Ask and answer questions about key details in a text.
After listening to a story, I can understand the story elements.

*Model questioning strategies

*Utilize question organizers

*Bridge or Tree Map

*Questioning Hand



F- Stuck in the Ditch (1)

G- Soccer at School (1)

H- The Fox and Chicken-to-go (1)

I- Little Steg (1)

I- Skip Goes to the Rescue (1)

L- Kwan the Artist (2)

L- The Wind and the Sun (2)

Q- A Great Sense of Smell (4)

R- Rikki-Tikki-Tavi (4)

S- Tracks by the Stream (4)

T- Fording the River (5)

U- Black Beauty Encounters a

Steam Train (5)

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

After reading a story, I can retell the events in a story, and identify the author’s purpose.


*Model retelling

*Turn and Talk

*Model Thick and Thin questions

*Flow (recount stories), Multi-

flow Map (message, lesson, or

moral)


*QAR


H- Little Hen, Mouse, Rabbit (1)

I- Great Lion and Tiny Mouse (1)

J- The Greedy Dog and the Bone

(1)


K- The Old Cabin in the Forest (2)

K- Tom and the Sack (2)

L- The Wind and the Sun (2)

N- The Miller, His Son, and Their

Donkey (3)


RL.1.3 Describe characters, settings, and major events in a story, using key details.
After reading a story, I can retell the events in the correct order, describe characters and setting with details, and make a personal connection to the story.

*Use questions and prompts

*Multi-flow Map

*Character Maps

F- Clever Little Dinosaur (1)

F- The Helpful Bulldozer (1)

F- Lost at the Shopping Mall (1)

G- Late for School (1)

G- Tom’s Train Ride (1)

G- Buying a New House (1)

G- Soccer at School (1)

H- The Best Runner (1)

H- The Fox and Chicken-To-Go

(1)


H- Little Hen, Mouse, Rabbit (1)

H- The Water Slide (1)

I- Little Steg (1)

I- The Classroom Play (1)

I- Great Lion and Tiny Mouse (1)

J- Harry the Tow Truck (1)

J- The Vacation Surprise (1)

K- The Old Cabin in the Forest (2)

K- Tom and the Sack (2)

K- Leo the Lion Cub (2)

K- The Skating Twins (2)

L- Kwan the Artist (2)

M- Tricks with a Kite (2)

N- The Miller, His Son, and Their

Donkey (3)

O- The Cave Beside the Waterfall

(3)

P- Jack and the Beanstalk (3)



Q- A Great Sense of Smell (4)

R- Rikki-Tikki-Tavi (4)

S- Tracks by the Stream (4)


RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
I can identify the feeling words in the poems or stories.

*Perform skits & plays

*Create a reader’s theater

*Perform oral book reports

*Singing a song

*Tree Map

*Reader’s Theater

*Trade books

*Books on tape

*Poems for two voices

*Music teacher



G- Late for School (1)

G- Tom’s Train Ride (1)

H- The Best Runner (1)

H- The Water Slide (1)

I- The Classroom Play (1)

P- Jack and the Beanstalk (3)

T- Fording the River (5)


RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
I can identify the difference in informational text and story books.

*Model retelling

*Complete story maps

*Flow, Tree, Brace Maps

*www.eduplace.com

*Reading with Meaning by Debbie

Miller


K- Leo the Lion Cub (2)

M- Tricks with a Kite (2)



RL.1.6 Identify who is telling the story at various points in a text.
I can identify who is telling the story.

*Create Reader’s Theater

*Facilitate Literature Circles

*Model voice changes when reading

*Various mini lessons covering

feelings, word choice, phrasing,

points-of-view that affect

characters

*Double Bubble Map

*Reading with Meaning by Debbie

Miller


*Tim Rasinski’s Reader’s Theater

*Leveled readers



F- The Helpful Bulldozer (1)

G- Buying a New House (1)

O- The Cave Beside the Waterfall

(3)


U- Black Beauty Encounters a

Steam Train (5)



RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

I can use picture clues or details to tell about the main character.


I can use picture clues or details to tell about the setting.

I can use picture clues or details to tell about the events in the story.

I can use picture clues or details to tell about the problem and solution.


*Utilize graphic organizers

*Facilitate turn and talk

techniques

*Circle Map

*www.readwritethink.org

*Artist to Artist: 23 Major



Illustrators Talk to Children About

Their Art

F-Stuck in the Ditch (1)

F-Lost at the Shopping Mall (1)

J- The Greedy Dog and the Bone

(1)


J-The Vacation Surprise (1)

K-The Skating Twins (2)



RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
I can tell how characters in the same story are alike or different.

I can tell how characters in two stories are alike or different.

*Complete graphic organizers

*Double Bubble Map

*Multiple versions of one story

*Interactive Venn Diagram:

(http://www.readwritethink.org)





RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade one.
I can read first grade prose and poetry.

*Utilize Book in a Bag

*Participate in on-line incentive

reading programs

*Book in a Bag

*Accelerated Reader

*Reading Counts

*Computer Lab

*Book Adventures

*Leveled Readers





*NCSCOS 2.05 Predict and explain what will happen next in stories
I can make predictions before I read.

I can make predictions as I read.









Core Standard Reading Informational Text

Instructional Strategies/Resources

Aligned mCLASS Benchmark Books

RI.1.1 Ask and answer questions about key details in a text.
After listening to a non-fiction text, I can remember facts.

*Model questioning strategies

*Utilize question organizers

*Tree or Bridge Map

*Questioning Hand

*Question Generation

http://www.interventioncentral.org/index.php/reading-comp/108-question-generation


F- Classroom Rules (1)

H- In the Afternoon

(1)

N- Giraffes (3)



R- Preparing for a Day

in the Forest (4)



RI.1.2 Identify the main topic and retell key details of a text.
I can retell main topics and details/facts of a non-fiction text.

*Create a T-chart (two sides: what’s interesting/what’s

important)

*Turn and Talk

*Model daily

*Tree Map

*Linda Hoyt books



K- Amazing Lasers (2)

Q- The Game of

Soccer (4)


RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
I can describe how two people, events or ideas are the same.

*Use questions and prompts

*Flow Map, Double Bubble, and/or Multi-flow Map

*Character maps

*Click or Clunk:



http://www.interventioncentral.org/index/php/reading-com/102-qclick-or-clingq-a-student-comprehension-self-check


G- Animal Homes (1)

I- Desert Clowns (1)

J- Harvest Mice (1)

M- Trees on Our

Planet (2)

N- Giraffes (3)

P- Beavers (3)

Q- The Game of

Soccer (4)


RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
I can figure out unknown words.

*Perform oral book reports

*Singing a song

*Circle, Brace Map

*Books on tape




S- Mount St. Helens

Blows Its Top (4)

T- Cyclone Tracy

Destroys Darwin

(5)

U- 65 Million Years


Ago (5)


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.
I can use text features to help me read non-fiction text.

*Complete word maps

*Create text features booklet

*Model and implement informational text finding

centers


*Tree Map

*Word maps

*Reading with Meaning by Debbie Miller

*On-line magazines, newspapers, glossaries, indexes &

captions

*Primary Students and Informational Texts by Hallie Kay

Yopp and Ruth Helen Yopp

*Using Text Structure



http://www.nea.org/tools/18412/htm



J- Harvest Mice (1)

L- Statue of Liberty (2)

S- Mount St. Helens

Blows Its Top (4)

U- 65 Million Years

Ago (5)


RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
I can tell the difference between the information learned from pictures and information learned from the text.

*Use questions:

-What features in the text help you find important information about what you are reading?

- How do the subheadings help you understand what you are reading?

-How does the glossary help you?

-How does bold print help you?

-Why do you think the author wrote this text?

-What does the author want you to learn from this text?

*Multi-flow Map

*Word maps

*Reading with Meaning by Debbie Miller

*On-line magazines, newspapers, glossaries, indexes &

captions


*Primary Students and Informational Texts by Hallie Kay

Yopp and Ruth Helen Yopp

*Using Text Structure

http://www.nea.org/tools/18412.htm


K- Amazing Lasers (2)

L- Statue of Liberty (2)

M- Trees on Our Planet (2)

O- A New Skatepark (3)

T- Cyclone Tracy Destroys Darwin (5)


RI.1.7 Use the illustrations and details in a text to describe its key ideas.
I can learn information from the pictures and the text.

*Examine diagrams of relevant topics

*Create a diagram to clarify student understanding of a

selection

*Circle Map

*Content rich print



G- Animal Homes (1)

H- In the Afternoon (1)

P- Beavers (3)


RI.1.8 Identify the reasons an author gives to support points in a text.
I can understand the author’s purpose in writing this non-fiction text.

*Model a tree map/ brace map

*Teach Information about Informational Text Chart:

Example:

Topic: Hiccups

Cause and Effect – If I laugh too hard, I get the hiccups

Problem and Solution – People suggest how to get rid of hiccups. The most popular advice is to hold your breath.

Question and Answer – What does my body do when I hiccup?


Compare and Contrast – I get hiccups when I laugh too hard, my brother gets them when he sneezes.

Description – Hiccups are funny. Sometimes I can make them quiet so others don’t notice. Other times they are loud, and sound like I may be burping.

Sequence – To get rid of hiccups, first hold your breath. Then take a sip of water and let your breath out. Next hold your breath again and repeat the process.



F- Classroom Rules (1)

I- Desert Clowns (1)

O- A New Skatepark (3)

R- Preparing for a Day in the Forest (4)




RI.1.9 Identify basic similarities in and difference between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
I can tell how two texts on the same topic are alike or different.

*Utilize Pair it Reading

*Use graphic organizers

*Use questions such as:

- What is the same about the points presented in these

two texts?

- What is different?

*Double Bubble Map

*Pair-It Reading

*Teaching Students to Read Nonfiction, Grades 2-4





RI.1.10 With prompting and support; read informational texts appropriately complex for grade one.
I can read non-fiction text appropriate for grade one.

*Writing ‘how-to’ guides

* Participate in on-line reading incentive programs

*Participate in repeated reading

*Participate in content reading groups

*TRC, DIBELS

*Informal classroom assessments

*Self selected reading notes

*Reading Rockets

*Book in a Bag

*Accelerated Reader

*Reading Counts

*Computer Lab


*Book Adventures
*Leveled Readers







Core Standard Reading Foundational Skills

I Can Statement

Assessment Used

RF.1.1 Demonstrates understanding of the organization and basic features of print.



I can understand how a sentence is organized.

Book and print awareness, writing portfolio samples

RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

I can show the first word of a sentence.

I can tell where the ending punctuation belongs.

I can use appropriate punctuation at the end of a sentence.

I can show the capital letter that begins a sentence.

Book and print awareness

RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

I can understand that words are made up of sounds.

Phonemic awareness assessment, DIBELS

RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

I can tell the difference between the short and long vowels in one syllable words.


Phonics program assessment, spelling test

RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

I can blend one syllable words.

Phonemic awareness assessment, DIBELS

RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

I can identify the beginning, middle and ending sounds of one syllable words.

Phonemic awareness assessment

RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

I can segment one syllable words.

Phonemic awareness assessment, DIBELS

RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

I can decode words in text.

Guided reading, shared reading, running records

RF.1.3a Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

I can identify common consonant digraphs.

Phonics program assessments


RF.1.3b Decode regularly spelled one-syllable words.

I can decode common one syllable words.

DIBELS, guided reading, shared reading

RF.1.3c Know final –e and common vowel team conventions for representing long vowel sounds.

I can identify vowel digraphs, and vowel consonant silent e patterns for long vowel sounds.

Phonics program assessment

RF.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

I can acknowledge that every syllable has a vowel sound.

Phonemic awareness card

RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.

I can clap or tap to decode two syllable words.

Phonemic awareness assessment

RF.1.3f Read words with inflectional endings.

I can read words with common suffixes.

Phonics program

RF.1.3g Recognize and read grade appropriate irregularly spelled words.

I can read first grade high frequency words and irregularly spelled words.

High frequency word list, guided reading, shared reading, oral reading fluency, running records


RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

I can read fluently to gain comprehension.

Guided reading, shared reading, oral reading fluency, running records

RF.1.4a Read grade-level text with purpose and understanding.

I can read and understand first grade text.

Guided reading, shared reading, oral reading fluency, running records

RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression.

I can read first grade text with accuracy, fluency and begin to use expression.

Guided reading, shared reading, oral reading fluency, running records

RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I can use context clues, self correct or re-read to understand what I am reading.

Guided reading, shared reading, oral reading fluency, running records

*NSCOS 1.01 rhyming-Create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).

I can recognize two words that rhyme.

I can generate a series of rhyming words.

Phonemic awareness assessment

*NSCOS 1.02 word families- read appropriate word families.


I can read appropriate word families.




*NSCOS 1.02 compound words and contractions- read compound words and contractions.

I can read appropriate compound words.

I can read contractions.




This is a guide to help you throughout the year. These objectives will be used each nine weeks. You can progress from teacher directed lessons at the beginning of the year, based on student needs, with the goal of student independence by the end of the fourth nine weeks.






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