Grade1 Suggested Literacy Curriculum

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    Curriculum Guide 2010-2011

    This curriculum guide is designed to assist you in helping your students meet the requirements of the Maryland State Curriculum(SC). It provides a framework and resources to help develop our students into independent readers who comprehend, analyze,self-monitor, acquire and develop a robust vocabulary, and choose to read for pleasure and to gain information. It is alsostructured to encourage students to develop into writers, who write for personal expression, as well as to inform and persuade.Teachers should be advised that incorporating a well balanced approach to literacy involves focusing on: phonemic awareness (1),phonics (1-2), fluency, word knowledge/vocabulary, listening, speaking, reading comprehension, grammar, and writing. It is

    suggested that each of these components are addressed in your literacy block. In order to create independent and critical readers,writers, and thinkers, teachers should ensure that all skills and strategies are continuously modeled, taught, and assessed on adaily basis throughout the year after they are initially introduced. The curriculum guide is divided into four parts: 1) TheSuggested Literacy Curriculum Sequence, 2) Assessments, 3) Knowledge and Skills, and 4) The Suggested Learning Plan. Each ofthese sections comprises an essential instructional component for effective literacy instruction.

    Scope and SequenceThe literacy curriculum scope and sequence is skill-based to allowteachers the flexibility to use multiple resources to meet thediverse needs of students in each classroom. A skill-basedcurriculum will also contribute to school-based collaborativeplanning efforts.AssessmentsAssessing students needs is the key to a successful literacyinstructional program. Suggested unit assessments and formativeassessments areincluded in this document to assist teachers indesigning effective instruction. Unit assessments are notmandatory and can be used at the teachers discretion. Allmaterials included in this document can be modified to meet theinstructional needs of individual students. Benchmarks will beadministered on a quarterly basis. The benchmark will assess allskills that have been outlined in the suggested scope andsequence. The September Reading Benchmark will assess studentsknowledge from the previous year.Knowledge and SkillsThis section includes a range of time to teach each concept basedon students needs. This is a suggested time that it might take tointroduce the concept. However, once a concept is introduced, itshould be constantly revisited and assessed. Prerequisite skills aswell as sub-skills are indicated for each concept. Teachers shouldintroduce students to and use a variety of genres, both fiction andnonfiction, and different types of text with the various conceptsthroughout the year.

    Enduring Understandings are the Big Ideas that need to be retainedfor a lifetime. Samples have been included as a starting point; addmore as the concept develops. Sample Essential Questions have beenincluded to help frame your daily instruction. Concept Knowledge isthe basic information that students need to know in order tounderstand the concept.

    Error Intervention suggestions, also known as Hot Spots, helpidentify the problems students might have and possible ways toaddress them.

    The Learning PlanThis section includes various activities and strategies that can be usedto motivate the students, and to introduce, teach, or reinforce eachconcept. On-line links to access additional activities and resources areprovided.

    Core reading programs have great ideas, information, and materials,but should not be the only source for your learning plan. You are thekey in developing a rigorous learning plan that engages all studentsand ensures that they master the concepts.

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    ReadingGrasping specific detailsand key ideas

    1. Retell key details andinformation drawn from text

    2. Explain the subject of the textor the problem the characters

    face.3. Answer questions about

    characters and events that take

    place in the text.

    Narrative,Drama, and

    Poetry

    Informational

    Text

    Observing craft andstructure

    5. Identify the meanings of wordsand phrases as they are used in

    the text.6. Identify important parts or

    sections of texts.7. Compare and contrast

    characters or event fromdifferent stories.

    Narrative,

    Drama, andPoetry

    InformationalText

    Integrating informationand evaluating evidence

    9. Use text illustrations to predictor confirm what the text isabout.

    10. Identify words in a textthat link ideas and eventstogether.

    11. Identify who is telling astory or providing information

    in the text.

    Narrative,Drama, and

    Poetry

    Informational

    Text

    Reading FoundationsLinguistic Awareness 1. Students gain awareness of spoken words, syllables, and phonemes

    Phonics and WordRecognition

    2. Students know and apply grade-level phonics and word analysis skills indecoding words

    Developing Fluency 3. Students read with sufficient accuracy and fluency to supportcomprehension

    Writing and ResearchWriting to reflect

    audience, purpose, andtask

    1. Write narratives, informative, and explanatory texts, and opinions that

    communicate to a familiar, known audience.

    Conducting research 2. Gather information from experiences or provided text sources.

    Revising writing 3. With specific guidance, add details to strengthen writing through revision.

    Common Core StandardsGrade 1

    *Please note that students will still be assessed using Stanford 10 and teachers are expected to

    teach from the State Curriculum, however, as we progressively move towards the CommonCore, teachers should consider the Common Core Standards in planning for rigorous

    instruction.

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    Grade 1 Literacy Curriculum

    SequenceSchool Year 2010-2011

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    Quarter 1 (Aug 23 Nov5)

    Benchmark A testingwindo

    wSep 7-

    Sep 17

    UNIT 1: Dive IntoBooks!

    Timelin

    e:August

    /September

    WordA

    nalysis/WordS

    tudy

    Phonics Re

    view

    ofAlp

    habet

    Int

    roduce

    letter

    sounds

    :/s/,

    /m/, /

    a/,

    /t/,/h/,

    /p/

    SuggestedGe

    nres Literary

    Text

    Fict

    ion

    R

    e

    alis

    tic

    fict

    ion

    F

    ai

    ryTale

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    Phonics

    KnowledgeandSkills

    TIME FRAME: on going PREREQUISITE SKILLS

    Phonics Letter identification Print Knowledge

    Phonemic Awareness

    SC OBJECTIVE(S)1.B.1.a Produce letter/sound correspondences rapidly (1 per second)1.B.1.b Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt1.B.2.a Recognize and apply short vowels, long vowels, and y as a vowel1.B.2.b Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns1.B.2.c Read one-syllable words fluently (CVC, CVCE)

    1.B.2.d Use known word/part to decode unknown words, such as carcard

    ENDURING UNDERSTANDINGS Phonics is the letter/sound relationships in language, and also the relationship of spelling patterns to sound

    patterns. Phonics involves the relationship between sounds and their spellings.

    ESSENTIAL QUESTIONS What is the relationship between sounds and their spellings?

    Why is phonics important?

    Why read? What can we learn from print?

    CONCEPT KNOWLEDGE AND PROCESS The goal of phonics instruction is to teach students the most common sound-spelling relationships so that they

    can decode, or sound out, words.

    This decoding ability is a crucial element in reading success.

    A child who has mastered phonics can connect the sounds he knows with letters, then put them together tomake words. (And then he can put words together to read sentences, and so on.)

    ERROR INTERVENTION

    IF students have trouble decodingwords

    THEN go back to individual letters and sounds

    IF students are struggling withblending sounds together tomake words

    THEN have them listen to a teacher made tape of someone blending

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    Phonics

    LEARNING ACTIVITIES AND STRATEGIES

    NOTE:

    Single ConsonantSound/Spelling

    Introducing SingleConsonants

    These generic teaching strategiesintroduce the consonant /s/. Thesame strategies can be used tointroduce other single consonantsounds.

    Mini-lesson Phonemic Warm-Up Ask students to listen for the /s/ sound inthe following words and to stand up eachtime they hear it: sick, kiss, hat, mouse,pot, spot, bird, sorry. Encourage studentsto share other words with the /s/ sound.

    Mini-lesson Teach Sound/Spelling Print the letter s on the board. Display apicture of a sun and tell students that theletter s stands for the /s/ sound at thebeginning of the of the word sun

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    Phonics

    Suggested

    Learnin

    g

    Plan Whole group Practice Blending Have students practice blending words

    with /s/, sound by sound, using thefollowing example for the word sat. Printthe letter s on the board. Point to the sand say /s/. Ask students to say the /s/sound with you as you point to the letter

    and say it again. Print the letter a. Pointto the a and say /a/. Now have studentssay the/a/ sound with you as you point tothe letter and say it again. Slowly slideyour finger or hand from left to rightbelow the letters sa and say /sa/. Thenhave students join you in blending the twosounds through the vowel. Print the lettert. Point to the tand say /t/. Havestudents say the /t/sound with you as youpoint to the letter and say it again. Slowly

    slide your finger or hand from left to rightbelow the word satas you blend thesounds together and pronounce the word.Then have students blend the whole wordand pronounce it on their own. Finally,ask a volunteer to use the word in asentence.

    Help students blend the words andsentence shown below. Have them read

    the sentence, sounding out and blendingeach word in sequence. The high-frequency words in the sentence areunderlined. Students should read thesewords as a whole.

    Sam, mats

    Sam sat on the mat.

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    PhonicsWhole groupSmall group

    Decodable TextReading

    Provide students with connected readingpractice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.

    Any Open Court decodablebook or approved reading

    manual

    Whole group Dictation and Spelling Dictate the words shown below. Say eachword, use it in a sentence, and then saythe word again. Have students say theword, then guide them in spelling it soundby sound. Ask: What is the first sound insat? (/s/) Say: Print the letter that standsfor the /s/ sound. Repeat the process forthe remaining sounds in each word.

    Sat, Sam, mats

    After the dictation, print the words on theboard, and ask students to proofread theirwork. Use a color pencil to circle anywords spelled incorrectly then spell theword correctly next to it.

    Paper

    Pencils

    Color pencils to fixmistakes

    Small group Consonant PictureSort

    Picture sorts help students compare andcontrast the sounds in words. Thisstrategy reinforces recognition of the

    single-consonant sounds /m/ and /s/. Thesame strategy can be used to reinforceother consonant sounds.

    Picture cards focusing onthe specific letter of thelesson

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    PhonicsMini lesson Warm-Up Display the picture cards egg and hen.

    Tell students that you are going to saysome words with the /e/ sound. Some ofthe words you say will have the /e/ soundat the beginning of the word like egg;others will have the /e/ sound in the

    middle, like hen. Say the following wordsand have students raise their hands whenthey hear the /e/ sound in the middle:wet, end, bed, fed, edge, neck, elbow,pen.

    Mini lesson Teach Sound/Spelling Print the letter e on the board. Display apicture of a jet and tell students that lettere stands for the /e/ sound in the middle ofthe wordjet. Ask students to say the /e/sound, first with you and then on theirown. Then have them say the whole word

    jet.

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    PhonicsWhole group Practice Blending Have students practice blending words

    with /e/, sound by sound, using theflowing examples for the word red. Printthe letter ron the board. Point to the rand say /r/. Ask students to say the /r/sound with you as you point out the letter

    and say it again. Print the letter e. Pointto the e and say /e/. Now have thestudents say the/e/ sound with you as youpoint to the letter and say it again. Slowlyslide your finger or hand from left to rightbelow the letters re and say /re/. Thenhave students join you in blending the twosounds through the vowel. Print the letterd. Point to the dand say /d/. havestudents say the /d/ sound with you asyou point to the letter and say it again.

    Slowly slide your finger or hand from leftto right below the word redas you blendthe sounds together and pronounce theword. Then have students blend thewhole word and pronounce it on theirown. Finally, ask a volunteer to use theword in a sentence.

    Help students blend the words andsentence shown below.

    Wet, pen, fed, men , begWhen can I get in bed?

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    PhonicsWhole group Short Vowel Song Sung to the tune of Farmer in the

    Dell

    Short /a/ is in lamb, short /a/ is inlamb,/a/, /a/, /a/, /a/, /a/, /a/

    Short /a/ is in lamb.

    Follow the pattern with the following:

    Short /e/ is in henShort /i/ is in pigShort /o/ is in foxShort /u/ is in tug

    Whole groupSmall group Decodable Text Provide students with connected readingpractice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.

    Any Open Court decodablebook or approved reading

    manual

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    PhonicsWhole groupSmall group

    Build Words Distribute sets of letter cards to eachstudent. Say: Choose three letter cardsto make the wordpen on your desk. Thensay: Now change one letter in pen tomake pin. Watch as students replace thee with an i. Then say: Change one letterin pin to make pit. Continue thisprocedure, having students make thefollowing words in order:pet, set, sit, bit,big, pig, peg, beg, leg, let, lit, fit, fig, dig.

    Challenge students to use their lettercards to make their own CVC words.

    NOTE:IntroducingConsonantDigraphs

    These generic teaching strategiesintroduce the consonant

    digraph /ch/ in both initial andfinal positions. The samestrategies can be used to

    introduce other consonantdigraphs, the phoneme/ng/, thesound/spelling nk, (/ng/ + /k/),and r-controlled vowel patterns.

    Mini lesson Warm-Up Ask students to guess the words you aretrying to say by orally blending the soundsin the following segmented words: /ch/

    long /e/ /z/ (cheese), /ch/ /ur/ /ch/(church); /p/ long /e/ /ch/ (peach); /r/ /i//ch/ (rich); /ch/ /i/ /p/ (chip). Then ask:What sound did you hear in each word?(/ch/) Ask students to say other wordswith the /ch/ sound.

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    PhonicsMini lesson Teach Sound/Spelling Print the letters ch on the board. Display

    a picture of a piece of cheese and tellstudents that the letters ch stand forthe /ch/ sound at the beginning of theword cheese. Ask students to say the/ch/ sound, first with you and then ontheir own. Then have them say the wholeword cheese. You may also want to teachthat the /ch/ sound can occur at the endof words, using a picture of a peach andfollowing the same procedure describedabove.

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    PhonicsWhole groupSmall group

    Practice Blending Have students practice blending wordswith /ch/, sound by sound, using thefollowing example for the word chin. Printthe letters ch on the board. Point to thech pair and say /ch/. Ask students to saythe /ch/ sound with you as you point tothe letters and say it again. Print theletter i. Point to the iand say /i/. Nowhave students say the/i/ sound with youas you point to the letter and say it again.Slowly slide your finger or hand from theleft to right below the letters chiandsay /chi/. Then have students join you inblending the two sounds through thevowel. Print the letter n. Point to the nand say /n/. Have the students say the/n/ sound with you as you point to the

    letter and say it again. Slowly slide yourfinger or hand from left to right below theword chin as you blend the soundstogether and pronounce the word. Thenhave students blend the whole word andpronounce it on their own. Finally, ask avolunteer to use the word in a sentence.

    Help students blend the words andsentence shown below.

    Chip, chop, rich, much, such, chill, checkThe cup had a chip.

    Whole groupSmall group

    Decodable Text Provide students with connected readingpractice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.

    Any Open Court decodablebook or approved readingmanual

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    PhonicsWhole groupSmall group

    Dictation and Spelling Dictate words shown below. Say eachword, use it in a sentence, and then saythe word again.

    Chin, chop, chest, muchI have chips on my chin.

    After the dictation, print the words on theboard, and ask students to proofread theirwork. Use a color pencil to circle anywords spelled incorrectly then spell theword correctly next to it.

    Paper

    Pencils

    Color pencils to fixmistakes

    Whole groupSmall group

    Consonant DiagraphWord Sort

    This blind sort reinforces recognition ofthe initial consonant diagraph /ch/ and/sh/. This same activity can be used toreinforce recognition of these diagraphs at

    the end of words or as a follow-up toinstruction in other consonant diagraphs.

    Mini lesson Warm-up Review the difference between the sounds/ch/ and /sh/ by asking students tosubstitute the sound in several words.Say the word chop and have studentsrepeat it after you. Then tell them to sathe word with the /sh/ sound. Ask whatthe new word is. (shop) Repeat this

    process with the words chip/ship,cheat/sheet, , chew/shoe, chin/shin.

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    PhonicsWhole groupSmall group

    Sort the words On the board, print the key words chinand ship and have students copy them onseparate index cards. Tell students thatyou will say a word andwithout seeing itthey will tell you whether it startswith /ch/ or /sh/.

    Model the sort. Say the word chip. Thentell students: The word chip starts withthe /ch/ sound like chin. It belongs here.Print the word chip under the key wordchin. Next, say the word shelland askstudents: Does this word start with thesame sound as chin or the same sound asship? Place the word in the appropriatecolumn. Say the following words aloudone at a time, asking students to hold up

    the key-word card with the matchingconsonant diagraph sound: shop, chat,chip, she, shelf, chill, shin, chick, chest,shack. After each student response, printthe word under the correct key word.After completing the sort, have volunteersread aloud the words in both columns.

    Note: Long Vowel This generic teaching strategyintroduces CVCe words spelled

    a_e. The same strategy can beused to introduce other long-vowelCVCe patterns. The CVCe pattern

    with the vowels e, i,o, and ushould be taught directly, one at a

    time, following this lesson.

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    PhonicsMini lesson Warm up Tell students that they are going to play a

    word game. You will say three words.You want them to listen closely and tellyou what sound they hear in the middle ofthese words. Use the following wordswith the long and short a.

    Hat, sad, capCake, made, late

    Mini lesson Teach Sound/Spelling Print the word tap on the board and havestudents blend it with you. Point to the ain tap and ask students to say the soundof the letter. (/a/) Next, add an e at theend oftap to make tape. Point to theletter a and say: Adding an e at the endoftap makes the vowela say its ownname long /a/. The e is silent. Point to

    the a in tape and ask students to identityits sound. Then have students say thewhole word. Repeat this procedure usingthe words cap and cape.

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    PhonicsWhole groupSmall group

    Practice blending Have students practice blending wordswith the CVCe pattern using the whole-word blending strategy. Print the wordmake on the board. Point to the letter eand say: This e at the end of the wordmakes the vowel say its name. Then saythe word, extending its soundsmmmaaak. Do not pause betweensounds. Use your finger to track undereach letter as you say the correspondingsound. (Since the e is silent, do not trackunder it.) After blending the sounds in astretched-out manner, say the whole wordquickly: make. Next, have the studentsblend and pronounce the word with you.Direct them to say each sound as soon asyou point to its spelling. Finally, have

    students blend and pronounce the wordon their own. Ask a volunteer to use theword in a sentence.

    Help students blend the words andsentence shown below.

    Take, name, same, came, shape, madeSam made a cake.

    Whole group

    Small group

    Decodable Text Provide students with connected reading

    practice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.

    Any Open Court decodable

    book or approved readingmanual

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    PhonicsWhole groupSmall group

    Dictation and spelling Dictate words shown below. Say eachword, use it in a sentence, and then saythe word again.

    Hat, hate, cap, cape, mad, made, tap,tape, shakeI can bake two cakes.

    After the dictation, print the words on theboard, and ask students to proofread theirwork. Use a color pencil to circle anywords spelled incorrectly then spell theword correctly next to it.

    Paper

    Pencils

    Color pencils to fixmistakes

    Note: Vowel DiagraphSound Spellings

    This generic activity introducesthe vowel diagraph long /a/

    spelled ai, ay. The same strategycan be used to introduce other

    vowel diagraphs, diphthongs, andvariant vowels.

    Mini lesson Warm-up Have students orally blend the followingsegmented words: /m/ /a/ /n/ (main),/s/ /t/ /a/ (stay), /p/ /a/ /n/ /t/ (paint),/k/ /l/ /a/ (clay), /t/ /r/ /a/ (tray).

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    PhonicsWhole group Decodable text Provide students with connected reading

    practice. Choose text selections in whichmost of the words are wholly decodableand the majority of the remaining wordsare previously taught high-frequency andstory words.

    Any Open Court decodablebook or approved reading

    manual

    Whole group Dictation and spelling Dictate words shown below. Say eachword, use it in a sentence, and then saythe word again.

    Rain, wait, day, way, sail, playThe dogs ran away from the train.

    After the dictation, print the words on theboard, and ask students to proofread theirwork. Use a color pencil to circle any

    words spelled incorrectly then spell theword correctly next to it.

    Paper

    Pencils

    Color pencils to fixmistakes

    DIFFERENTIATION

    Accommodations* G.A.T.E./Enrichment

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    Phonics

    Suggested

    LearningPlan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

    www.abcteach.com

    any Open Court or approved readingmanual

    Sheep in A Jeep

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    R t t S d S

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    Phonemic Awareness

    Knowledgeand

    SkillsTIME FRAME: Ongoing PREREQUISITE SKILLS

    Phonemic Awareness Identify sounds and words

    Rhyming and Alliteration

    Blend, Segment, and Manipulate Sounds in words

    Speech and Language Development

    SC OBJECTIVE(S)1.A.1.a Identify initial, medial, and final sounds in one-syllable words

    1.A.1.b Compare one-syllable words using initial, medial, and final sounds1.A.1.c Categorize words as same or different by medial sounds

    1.A.2.a Produce sentences with rhyming and alliteration1.A.4.a Segment words into syllables

    1.A.4.b Segment one-syllable words into phonemes1.A.3.a Blend 3-4 phonemes into a word, such as f-a-s-t=fast

    1.A.4.c Delete sounds to form new words1.A.4.d Add sounds to form new words

    1.A.4.e Substitute sounds to form new words

    ENDURING UNDERSTANDINGS

    Students will understand that sounds make up words.

    Knowledge of sounds helps students to decode unknown words when reading.

    Students who possess phonemic awareness understand that spoken words are made up of a sequence of

    phonemes, or sounds.

    Phonemic awareness is strictly auditory. It can be done in the dark!

    ESSENTIAL QUESTIONS How can knowledge of sounds help us to become fluent readers?

    CONCEPT KNOWLEDGE AND PROCESS

    Students identify sounds and positions of sounds in words, as well as manipulate these sounds.

    Students identify and produce rhyming words.

    ERROR INTERVENTION

    IF student cannot produce asound

    THEN check for deficits in speech and language development

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    Phonemic Awareness

    Suggeste

    d

    Learning

    Plan LEARNING ACTIVITIES AND STRATEGIES

    Best Used For(indicate whether the

    activity is good forsmall group,

    minilesson, or wholegroup)

    Activity Description Materials

    MinilessonWhole Group

    PhonemeIdentification

    Initial and Final Sound IdentificationSelect 3 picture cards with differentbeginning sounds. For example; car, fox,leaf. Ask which picture begins with /f/?Have students name each of the pictures,listening closely for the beginning sounds.Students should name the picture thatbegins with the /f/ sound. Once studentsare skilled at identifying beginning

    sounds, continue activity with endingsounds.

    Picture cards(Can be found using clipart or

    Words Their Way013-223968-XOR Getting Ready to Read

    157471936-X

    Whole GroupPhoneme

    Identification

    Im Thinking of SomethingTell students you are thinking ofsomething that begins with a particularsound. Have students look at the objectsin the bag and select the object thatbegins with the target sound. Continuewith different sounds. Activity can also beused with ending sounds.

    Bag of small objects all

    beginning with different sounds

    Small Group PhonemeIdentification Which one doesnt belong?Place 3 objects or picture cards in front ofthe student, 2 with the same beginningsound. Have students name each of theobjects or pictures. Ask: Two have thesame beginning sound. Which onedoesnt belong? Have student select theobject that does not begin with the samesound as the other 2 objects.

    Assorted objects or picturecards, some with the samebeginning sounds

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    Phonemic Awareness

    Whole Group

    PhonemeIdentification

    What Big Ears You Have!Select a student to wear the big ears.Teach students the chant:

    Listen, listen, loud and clear.Whats the first sound that you hear?

    Then supply the student with three wordsthat begin with the same sound; dog,

    daddy, darkThe student wearing the big ears will saythe beginning sound of the words.Activity can be used for other targetsounds.

    Big Ears, i.e. Mickey Mouse hat,cat ears, etc.

    Whole Group

    Small Group

    Comparing Initial andFinal Sounds

    Sounds Picture SortHave students name and classify picturecards by their initial or final sounds.

    Picture cards for sorting

    3-Column chart with Open Court

    picture/sound cards asheadings. (Column 1 might be

    the sizzling sausages card)

    Small Group

    Comparing Medial

    Sounds

    Medial Sound SortHave students say each word. Studentsshould place the words in a category,

    depending on the medial sound. Forexample, all the /a/ words should be in

    one column and all the /o/ words shouldbe in another.

    Variation: For struggling students, place apicture card at the top of the two columns

    so they have a starting point.

    Bag of picture cards, with allwords containing one of twomedial sounds. For example,some words might have the /a/sound, some /o/.

    Small Group Blending Phonemes Sound Boxes: BlendingSay a word, then the first phoneme. Havestudents repeat the first phoneme while

    moving a chip or coin into the first squareof the sound box. Repeat this procedure

    for each subsequent phoneme. Havestudents touch each chip as the say each

    individual phoneme again, and then blendthe word together.

    Chips, coins, buttons, or tilesElkonin sound boxesElkonin sound boxes are used toteach phonemic awareness. Eachbox represents one phoneme.Example:

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    Phonemic Awareness

    Whole Group

    BlendingOR

    SegmentingPhonemes

    Head, Waist, Toes-Say a 3-phoneme word.-Say the initial phoneme and havestudents repeat the phoneme whiletouching their heads.-Say the middle phoneme and havestudents repeat the phoneme while

    touching their waists.-Say the final phoneme. Have studentsrepeat the phoneme while touching theirtoes.-Have students blend the soundstogether, pulling their fists into theirchests or placing their hands on their hips.Variation: Have students segment thewords.

    Words with 3 phonemes

    Whole GroupSmall GroupMinilesson

    SegmentingPhonemes

    Catching Words

    Have students select a card and name thepicture. Have them segment the word bycounting the sounds on their fingers. Forexample, for the word cat, they put upone finger for /c/, one for /a/, and one for/t/. Have students make a fist (catchingthe word) as they repeat it.Variation: Arm Tapping- Have studentssegment a 3-phoneme word by tappingtheir shoulder, mid-arm, and wrist, thensliding their hand down their arm to blendthe words.

    Picture cards

    Whole Group Segmenting Syllables Tap, Clap, and SnapModel saying a multi-syllabic word andbreaking it into syllables. Demonstratetapping the first syllable with both handsin your lap, clapping the second syllable,and snapping the third syllable. Havestudents tap, clap, and snap other words.Add gestures for larger words, such asjumping in place.

    Multi-syllabic words

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    Phonemic Awareness

    MinilessonSegmenting Syllables

    Syllable CountHave students select a picture card.Student should say the word and clap theword parts. Have them place the card inthe appropriate container to show thecorrect number of syllables.

    Multi-syllabic words on picturecards

    Containers labeled with numbers1 through 4

    MinilessonWhole Group

    Rhyming WordsOR

    Alliteration

    Basket of Rhymes

    Model selecting a card from the basketand saying the two words. Use the tworhyming words in a sentence. Forexample; boat, float: My boat floats in thewater.Have students select a card and do thesame.Variation: This activity can also be used tocreate sentences using alliteration.Change the word cards so that they

    contain three words that begin with thesame sound. Model for students how toproduce a sentence using the three wordsin a row.

    Basket of picture cards. Eachcard should have two pictures

    that rhyme on it.

    Small GroupRhyming Words

    Out You Go!Place 3 cards in front of each student (2that rhyme and one that doesnt). Haveeach student select the picture cards thatrhyme and discard the one that doesnt,saying Out you go!

    Rhyming picture cards

    Whole Group PhonemeManipulation Sound Boxes: Deletion, Addition, andSubstitutionSay a word. Have students place a chip ineach box to represent each sound in theword. Have them touch and say eachsound in the word. Delete, add, orsubstitute one sound to change the word.Have students add, remove, or substitutea chip to represent the new word. Havethem touch and say each sound in thenew word

    Elkonin sound boxes (one perstudent)

    Chips, coins, or tiles

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    Phonemic Awareness

    Suggested

    LearningPlan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

    Open Court materials or other schoolapproved text

    Words Their Way

    DIBELS materials (phoneme segmentationsubtest)

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    Phonemic Awareness

    Assessments

    MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS

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    Return to Scope and Sequence

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    Fluency

    Know

    ledgeand

    SkillsTIME FRAME: Ongoing PREREQUISITE SKILLS

    Fluency Decoding Sight words

    Punctuation

    SC OBJECTIVE(S)1.C.1.a Listen to models of fluent reading1.C.1.b Read familiar text at a rate that is conversational and consistent1.C.1.c Reread text multiple times to increase familiarity with words1.C.2.a Listen to models of fluent reading1.C.2.b Read familiar text at a rate that is conversational and consistent1.C.3.a Demonstrate appropriate use of phrasing when reading familiar text

    Use end punctuation, commas, and quotation marks to guideexpression

    Use intonation (emphasis on certain words) to conveymeaning

    Common Core Standards

    Demonstrate increased accuracy, fluency,

    and expression, on successive readings of atext.

    Use context to confirm or self-correct wordrecognition and understanding, rereading as

    necessary.

    Read aloud, alone, or with a partner at least15 minutes each day, in school or out.

    ENDURING UNDERSTANDINGS

    Students will be able to understand that being able to read fluently will help them become readerswho are able to comprehend what they are reading.

    ESSENTIAL QUESTIONS

    What is a fluent reader?

    What does a fluent reader sound like?

    Why is reading fluently important?

    Does reading fluently affect our comprehension?

    How does punctuation affect reading fluency?CONCEPT KNOWLEDGE AND PROCESS

    Fluent readers should be able to read a piece of text with appropriate accuracy, speed, andexpression.

    Fluent readers are able to comprehend what they are reading.

    ERROR INTERVENTION

    IF student is reading too fast. THEN check understanding of punctuation

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    FluencyIF student is reading slowly THEN check sight word knowledge and decoding skills

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    Fluency

    Suggeste

    d

    Learning

    Plan LEARNING ACTIVITIES AND STRATEGIES

    Best Used For(indicate whether the

    activity is good forsmall group,

    minilesson, or whole

    group)

    Activity Description Materials

    Whole GroupMinilesson

    Introduction

    Model Reading Fluently by reading a textto the class. Make sure to use lots ofexpression, including changing your voiceto express the tone of the story.

    Any text

    Small Group Introduction

    Choral readingBefore allowing students to partner reador independently read, read the storytogether as a group. You may want towrite words from the story on index cards

    and practice those first. Begin with thetitle and read the story together.

    Any piece of text that allstudents have a copy of

    Whole Group Introduction

    Echo ReadingRead a piece of text to the class byreading a line to them and having themrepeat it back to you. This works well ifthe text is a poem that is written on chartpaper that the whole class can see.

    Any piece of text~ poems

    work best

    Whole GroupSmall Group

    IntroductionShared ReadingRead a piece of text as a group with the

    teacher as the leader.

    Any piece of text

    Whole GroupSmall Group

    Introduction/dailylesson

    Sight Word Flash CardsCreate index cards with sight wordswritten on them. Flash the words to thestudents and have them read the wordstogether or independently.

    Index cards or PowerPointslides

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    Fluency

    Small GroupIndependent

    Practice

    Introductionlesson/daily lesson

    Fluency Practice BookHave students make their own practicebook. Model reading each page. Havestudents practice reading chorally, inpartners, or independently.

    See Student activities underrelated vocabulary for fluency

    pages

    Small Group Daily Lesson

    Partner reading

    Have students read with partners on adaily basis. Each student should be givena familiar text (that is on theirindependent level) to practice.

    Open Courtdecodable books,

    stories from an anthology,100 Book Challenge books,Open

    IndependentPractice

    Daily Lesson

    Fluency FoldersStudents each have their own fluencyfolder. On the left side are stories at thestudents independent level and on theright side is the fluency graph. Studentstime themselves reading the text four

    times and chart progress.

    Open Courtdecodable books,

    stories from an anthology,100 Book Challenge books,Open Courtfluency readers,Open CourtInterventionstories.

    Small GroupIndependent

    Practice

    Daily Lesson/

    Independent practice

    Record ReadingSet up a tape recorder for your studentsto record themselves reading a short storyor piece of text. Once they have recordedthemselves, have them listen to theirreading using the checklist you use duringconferences.

    Any piece of text, taperecorder, microphone,

    headphones

    Small Group

    IndependentPractice

    Daily Lesson/

    Independent practice

    Rereading the same text

    Have students reread the same textmultiple times to increase familiarity ofthe text. Have baskets that are filled withbooks that the students are familiar with(favorite read alouds, ABC books). Haveother baskets in the library area that areleveled.

    Baskets filled with leveled

    books

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    Fluency

    Small GroupIndependent

    Practice

    Daily Lesson/Independent practice

    PVC Pipe ReadingHave students use a PVC pipe to practicereading fluently. Students should readinto the PVC pipe as they are reading (bydoing this they can hear themselvesreading).

    PVC pipe (you can buy theseat any hardware store); piece

    of text

    Whole GroupSmall Group

    Daily Lesson

    Readers Theatre

    Using a play or adapting a text withsufficient dialogue, assign students partsbased on reading level/ability. Studentspractice reading the same passage toimprove all aspects of fluency. ReadersTheatre reinforces the idea that readingsounds like talking.

    Open Courtdecodable books,

    stories from an anthology, 100Book Challenge books, OpenCourtfluency readers, OpenCourtIntervention stories.

    DIFFERENTIATION

    Accommodations* G.A.T.E./Enrichment

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    Fluency

    Suggested

    LearningP

    lan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

    Running records (see Marie Clay) Teacher/student conferencesusing a fluency checklist

    which includes

    Reads from left to right

    Points to words; consistentone to one match

    Knowledge of sight words

    Uses picture clues

    Attempts to blend

    unfamiliar words Applies punctuation

    Uses expression

    Reads with appropriatespeed

    www.readingrecovery.org

    DIBELS Testing

    Open CourtIntervention Guide

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    Fluency

    Assessments

    MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS

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    Vocabulary

    Suggeste

    d

    Learning

    Plan LEARNING ACTIVITIES AND STRATEGIES

    BestUsed For(indicate whether the

    activity is good forsmall group,

    minilesson, or whole

    group)

    Activity Description Materials

    Whole GroupMinilesson

    Introductory Activity(This is a good activity to

    introduce new vocabulary forany text)

    Power Point PresentationTeacher previews a text. Pick out words that

    would be unfamiliar to most first graders.Create a powerpoint slide with the words,including pictures and sentences using thewords.

    Any text

    Whole GroupMinilesson

    Introductory/DailyActivity

    Match GameThis activity can be used with synonyms,

    antonyms, compound words, and contractions.Write pairs of cards. For example, for

    compound words, write snow on one card andman on the other. Students need to match

    the cards to create a compound word. Forsynonyms and antonyms, you can write twowords that mean the same or opposites ontwo cards. Students need to match the cardsto make a match. (Hot, Cold; Cold, Chilly;Warm, Hot). For contractions, write the

    shortened form of the words on one card, thenwrite the two words on the other card. (Havenot; havent) Students must match theappropriate cards.

    Index cards or sentence strips

    Whole GroupSmall Group

    Daily/Review DictationCreate items that contain a common root word

    with different inflectional endings. Dictate aword to students and use it in a sentence.Instruct students to select the word that wasdictated, paying careful attention to theendings.For example: hopped, hopping, hops

    The rabbit hopped over the hole.

    Teacher created materials usingany words with inflectionalendings

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    Vocabulary

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    Vocabulary

    Whole GroupDaily Activity

    Vocabulary Match GameTeacher previews a text. Pick out words that

    would be unfamiliar to most first graders.Create a set of 3 cards for each word. On onecard write the word. On a second card writethe kid-friendly definition. On the third card,

    draw an illustration to match the word.Distribute one card to each student or pair ofstudents. On the board, create a column foreach card (word, definition, illustration). Havestudents brainstorm which cards go togetherand which columns to place the cards in.

    Any text

    Whole Group Review Activity

    Cloze ActivityCreate sentences with blanks wherevocabulary words should be placed. Providestudents with a word bank. Students shouldread sentences and fill in the blanks using thecorrect vocabulary word.

    Teacher created using selectedvocabulary words

    IndependentPractice

    Daily/ReviewActivities

    Student Vocabulary Logs

    Create a vocabulary log for each student. Thechart should contain 5 columns (word, studentdefinition, antonym, sentence, picture)Supply students with the words, then havestudents complete the log.

    Teacher created using selected

    vocabulary words

    Whole GroupMinilesson

    Introductory/ Ongoing Roots/Base Words Process ChartExplain to students that a rootis the main part

    of a word. Some words contain the sameroots and we can use this part of the word tohelp us figure out the meaning of new words.Prepare a process chart to revisit throughout

    the year. The chart should contain 3 columns:root, meaning, and examples. For example;multi, many, multimedia and multicultural.Add to the chart as new words are discovered.

    Chart paper for process chart

    Various words containing roots

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    Vocabulary

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    Vocabulary

    Whole Group Introductory/ Ongoing

    Context CluesExplain to students that if they come to a word

    that they dont understand while they arereading, there are things they can do to figureout the meaning. They can be a detective anduse context clues. The context is the words,

    phrases, and sentences around the word youdont know. Different types of context cluesinclude synonyms, antonyms, surroundingsentences, definitions, examples, andrepeated words. Teach the different typesone at a time. Present students with a piece

    of text. Model reading the text aloud, andidentifying an unfamiliar word. Walk throughusing one type of context clue to determinethe meaning.

    Several reading passages

    Context Clues Bookmark

    Whole Group Review

    Context Clues Cloze ActivityReview how to use context clues to help figure

    out the meaning of the unknown word. Create

    a cloze activity with a word bank. Instructstudents to use context clues to help fill in theblanks with the correct words.Example: My pet _____ barks and plays.Students will use the word bark to determine

    that the pet must be a dog.

    Teacher created

    DIFFERENTIATION

    Accommodations* G.A.T.E./Enrichment

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    Vocabulary

    Suggested

    LearningP

    lan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

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    Vocabulary

    Assess

    ments

    MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS

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    Making Predictions

    Return to Scope and Sequence

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    Making Predictions

    KnowledgeandSkills

    Skill PREREQUISITE SKILLS

    Making Predictions Concepts of print

    SC OBJECTIVE(S)

    1.E.2.b Make predictions or ask questions about the text byexamining the title, cover, illustrations/photographs/text, andfamiliar author or topic

    Common Core Standards

    Use pictures, illustrations, and context tomake predictions about and confirm storycontent

    ENDURING UNDERSTANDINGS When a reader makes a prediction, he or she tells what he/she thinks will happen in a text.

    ESSENTIAL QUESTIONS

    Why is it important to think about the text before reading?

    Why is it important to discuss the title before reading?

    Why do we look at the illustrations before reading? Why should we make predictions about a text?

    CONCEPT KNOWLEDGE AND PROCESS Readers can make predictions at the beginning of a piece of text as well as at any point while reading.

    Readers use clues such as text features and prior knowledge to make predictions.

    As readers move through a selection, they can confirm, adjust, and/or refute predictions.Predicting is NOT just guessing.

    ERROR INTERVENTION

    IF students are making

    predictions that are notrelated to the text,

    THEN explicitly model the use of clues (title, illustrations, etc.)

    and prior knowledge.

    IF THEN

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    Making Predictions

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    Making Predictions

    Suggested

    Lea

    rning

    Plan

    LEARNING ACTIVITIES AND STRATEGIES

    Best Used For(indicate whether the

    activity is good forsmall group,

    minilesson, or whole

    group)

    Activity Description Materials

    Mini lesson Making Predictions Model making predictions (I think the story willbe about _____ because this picture

    shows______).

    Any selected text

    Mini lesson Making Predictions Make predictions based on theillustrations/photographs. On page ____ I see

    _____ so I think the story will be about _______.

    Before reading a piece of text, flip through thepages and look at the illustrations or

    photographs. Make predictions based on theillustrations.

    Any selected text

    Mini lesson Making Predictions Make predictions based on title.Show the students just the cover of the book and

    read the title a loud. Make predictions based on

    the title and the cover. Discuss the words in thetitle and the pictures. I think the story is going

    to be about _____ because ______ is a word inthe title.

    Any selected text

    DIFFERENTIATION

    Accommodations* G.A.T.E./Enrichment

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    Making Predictions

    Assess

    ments

    MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS

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    Monitor and Clarify

    Return to Scope and Sequence

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    Monitor and Clarify

    Kno

    wledgeand

    SkillsSkill PREREQUISITE SKILLS

    Monitor and Clarify Recall, self-correct, and discuss what is understood

    Retell

    Identify what did not make sense

    Asking questions Adjust reading speed

    Restate difficult parts in your own words

    Making Predictions

    SC OBJECTIVE(S)

    1.1.E.3.a Recall and discuss what they understand1.1.E.3.b Identify and question what did not make sense1.1.E.3.c Reread difficult parts slowly and carefully and use own words to restate difficult parts

    ENDURING UNDERSTANDINGS All readers need to monitor their reading.

    Monitoring is knowing when to stop to check for understanding if something does not make sense.

    Readers can clarify meaning by asking questions, rereading, and discussing the story.

    ESSENTIAL QUESTIONS How can monitoring your reading help you understand the text?

    What questions do you have while reading?

    Does it make sense?

    What can you do if you dont understand what youre reading?

    CONCEPT KNOWLEDGE AND PROCESS Make predictions before reading

    Recall and discuss

    Identify what did not make sense

    Ask questions Clarify meaning

    ERROR INTERVENTION

    IF students cannot identify

    what did not make sense

    THEN ask questions to pinpoint difficult parts of the story.

    IF students do notunderstand how to monitortheir reading

    THEN model using think aloud and asking questions whilereading

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    Monitor and Clarify

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    Monitor and Clarify

    Suggeste

    d

    Learning

    Plan LEARNING ACTIVITIES AND STRATEGIES

    Best Used For(indicate whether the

    activity is good forsmall group,

    minilesson, or whole

    group)

    Activity Description Materials

    Whole GroupModeling Monitoring

    and Clarifying

    Choose a story and model makingpredictions and setting a purpose. As youread aloud, ask questions aloud to showstudents how good readers monitor theirunderstanding. When you come to a pointin the story where something does notmake sense, mark it with a post-it notewith a question mark on it. Ask questionsaloud, for example, what is the problemin this story, or what is the importantidea in this story? Continue reading,rereading, and asking questions to clarifyunderstanding and make meaning of thetext.

    Post-it with question mark

    Whole Group Self-Questioning Create a chart with the followingheadings: Before Reading, DuringReading, After Reading. Help students tocreate a list of questions under eachheading that will help them monitor theircomprehension. For example, under

    before reading, you might list What dothe illustrations tell me? Under duringreading, What doesnt make sense sofar? Under after reading, What was theimportant idea? Teach studentsstrategies they can use when they findthat something does not make sense,including rereading, using context clues,and asking for help. Add strategies as afourth column to chart.

    Process Chart

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    Monitor and Clarify

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    Monitor and Clarify

    Small Group Understanding Stories

    Choose a book to read with a group. Asyou read, model for students how tomonitor comprehension. Use TheUnderstanding Stories Chart to take notesand clarify meaning as you read.

    The Understanding Stories Chart

    DIFFERENTIATION

    Accommodations* G.A.T.E./Enrichment

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    M it d Cl if

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    Monitor and Clarify

    Suggested

    LearningP

    lan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

    Today and I Feel Silly and Other MoodsThat Make My Day, by Jamie Lee Curtis(rich vocabulary)

    The Understanding Stories Chart

    Fancy NancyBooks, by Jane OConnor(rich vocabulary)

    Click, Clack, MooCows That Type, by Doreen Cronin

    Wolf! by Becky Bloom

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 59

    Monitor and Clarif

    http://www.bcpss.org/bbcswebdav/xid-1173064_4mailto:[email protected]:[email protected]://www.bcpss.org/bbcswebdav/xid-1173064_4mailto:[email protected]
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    Monitor and Clarify

    Assessments

    MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 60

    Making Connections

    Return to Scope and Sequence

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    g

    Kn

    owledgean

    dSkillsSkill PREREQUISITE SKILLS

    Making Connections Prior knowledge Understand different types of connections

    Characters

    SC OBJECTIVE(S)

    1.E.2.a Make connections to the text using their priorknowledge and experiences with the text

    1.E.3.e Look back through the text to search for

    connections between topics, events, characters, andactions in stories to specific life experiences

    3.6.b Recognize a similar message in more than one text

    3.6.d Identify personal connections to the text

    Common Core Standards

    Compare and contrast characters ore

    vents from different stories written by thesame authors or written about similar

    subjects

    ENDURING UNDERSTANDINGS Being able to make, explain, and support connections between texts and personal experiences enables the

    student to think at a higher level and therefore deepens the students understanding of text.

    ESSENTIAL QUESTIONS Why do good readers make connections?

    Why is it important to explain and support connections?

    Is any connection a good one?

    CONCEPT KNOWLEDGE AND PROCESS Students need to have some kind of prior knowledge of the topic/theme presented in the text before they can

    make any type of connection to it.

    Students need to understand the 2 different types of connections before they can explain or support theirideas.

    Students need to know that just making a connection without explaining it or supporting it is not enoughto deepen understanding.

    ERROR INTERVENTION

    IF students do not have anyprior knowledge of atopic/message in the

    text

    THEN teacher needs to build prior knowledge of thetopic/message.

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 61

    Making Connections

    http://openpopupwh%28%27/share/vsc/glossary/reading/character.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/reading/message.html',200,200)mailto:[email protected]://openpopupwh%28%27/share/vsc/glossary/reading/character.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/reading/message.html',200,200)mailto:[email protected]
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    gIF students do not

    understand the 2 differenttypes of connections

    THEN teacher needs to provide explicit instruction to review the2 different types and provide a chance for practice.

    IF THEN

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 62

    Making Connections

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    g

    Su

    ggestedLearning

    Pl

    an

    LEARNING ACTIVITIES AND STRATEGIES

    Whole GroupSmall Group

    Pictures, Pictures Teacher show students various pictures(preferably photos) and has them record aconnection of any type on a 2 columngraphic organizer. Verbal explanations

    will be given after activity.

    Pictures, Graphic Organizer,Pencils

    Minilesson

    Connections Tic TacToe

    As teacher does a read aloud, havestudents make an X or an O in the squareas they make a connection. First personto have 3 in a row down, across, ordiagonal wins. Winner will have to explaintheir connections afterward verbally.

    Blank Tic Tac Toe Boards,Pencils

    Small Group

    Connect Four Teacher will pair students and let themplay Connect Four on paper. As they readthrough a text they will be trying to makeconnections. The first player to make four

    in a row will win. Students will recordtheir type of connection and will be askedto verbally explain their connectionsafterward.

    Game Boards just like ConnectFour on Paper, 2 Colored Chips touse like game pieces, Paper, andPencil.

    Whole Group

    Post-it! Teacher will give out post-its during ashared reading. As teacher and studentsare reading, students will write the type ofconnection on their post-it and leave thepost-it on the page. After the reading,students will have to explain their

    connection.

    Post-its, pencils, any sharedreading piece

    DIFFERENTIATION

    Accommodations* G.A.T.E./Enrichment

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    Story Elements

    Return to Scope and Sequence

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    Kno

    wledgeand

    SkillsTIME FRAME: 7-10 days, ongoing PREREQUISITE SKILLS

    Story Elements

    SC OBJECTIVE(S)

    3.A.3.a Identify the elements of a story, including characters,setting, problem, and solution

    Common Core Standards Retell the beginnings, middles, and endings

    of stories

    Ask and answer questions about details of atext

    Identify the problems that characters face in

    a story and the lessons learned

    ENDURING UNDERSTANDINGS Students will be able to identify the characters, setting, problem and solution of a literary text

    ESSENTIAL QUESTIONS Who are the characters in the story?

    Who is the main character of the story?

    Where does the story take place?

    What is the setting?

    What is the problem in the story?

    How is the problem solved?

    What is the solution?

    CONCEPT KNOWLEDGE AND PROCESS Each element should be taught in isolation; once all elements have been taught students should be able to

    distinguish between each story element

    Students will identify characters throughout the story; the main character is who the story is mostly about

    Students will use the picture clues to help them identify the setting of the story

    Students will identify the problem and how the problem is solved (solution)

    When students are ready

    ERROR INTERVENTION

    IF students are confusedbetween the charactersand the main character

    THEN read a story with a easily identified main character (ex.Little Red Riding Hood)

    Baltimore City Schools Office of [email protected] Grade _ Literacy Curriculum DRAFT Page 66

    Story Elements

    http://c/Documents%20and%20Settings/acook01/Local%20Settings/Temporary%20Internet%20Files/1st/U1C3.multiple%20representations/vsc.U1C3.dochttp://openpopupwh%28%27/share/vsc/glossary/reading/character.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/reading/setting.html',200,200)mailto:[email protected]://c/Documents%20and%20Settings/acook01/Local%20Settings/Temporary%20Internet%20Files/1st/U1C3.multiple%20representations/vsc.U1C3.dochttp://openpopupwh%28%27/share/vsc/glossary/reading/character.html',200,200)http://openpopupwh%28%27/share/vsc/glossary/reading/setting.html',200,200)mailto:[email protected]
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    IF students only identify ageneral setting (ex. Insideor outside)

    THEN create a list of settings from stories you have read as aclass (list of inside settings: kitchen, classroom, gym,bedroom) (list of outside settings: forest, meadow, city

    street)

    Baltimore City Schools Office of [email protected] Grade _ Literacy Curriculum DRAFT Page 67

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    Story Elements

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    Story Elements

    Suggested

    LearningP

    lan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

    Lillys Purple Plastic Purse By Kevin Henkes

    Ira Sleeps OverBy Bernard Waber

    Tessas Tip-Tapping Toes By Carolyn Crimi

    Mouse Trap! By Joy Cowley

    The Biggest Pumpkin EverBy Steven Kroll

    Baltimore City Schools Office of Literacy

    [email protected] Grade _ Literacy Curriculum DRAFT Page 69

    mailto:[email protected]:[email protected]:[email protected]
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    Text FeaturessSkill PREREQUISITE SKILLS

    Return to Scope and Sequence

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    Kn

    owledgean

    dSkillsSkill PREREQUISITE SKILLS

    Text Features Concepts of print Literary vs. informational text

    SC OBJECTIVE(S)

    Literary Text

    3.1.a Identify and explain how the title contributes to meaning3.1.b Identify and explain how text features, such as illustrations,

    punctuation, and print features, contribute to meaning

    Informational Text2.2.a Use print features

    Large bold print, Font size/type, Colored print, Headings andchapter titles, Labels, Captions, Numbered steps

    2.2.b Use graphic aids

    Illustrations, Pictures, Photographs, Drawings, Maps, Graphs,

    Charts/Tables, Diagrams, Materials List2.2.c Use informational aids

    Materials List, Captions, Glossed words, Labels, Numbered steps2.2.d Use organizational aids when reading

    Title, Table of contents, Numbered steps, Transition Words

    ENDURING UNDERSTANDINGSStudents will understand that there are many different text features.

    Text features help to organize text or make it easier to read and understand.

    ESSENTIAL QUESTIONSWhy are text features important?

    How do text features make the text easier to understand?

    How to text features contribute to the meaning of what were reading?

    Why is it important to be able to read a map or a graph?

    CONCEPT KNOWLEDGE AND PROCESS Students will be able to identify different text features.

    Students will be able to interpret graphs, maps, and charts.

    Students will understand how text features help make the text easier to understand.

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 71

    Common Core Standards

    Identify basic text featuresand what they mean,

    including titles andsubtitles, tables ofcontents, and chapters

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    Text Features

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    Suggeste

    d

    Learnin

    g

    Plan LEARNING ACTIVITIES AND STRATEGIES

    Whole GroupMinilesson

    Literary TextTitle (3.A.2.a)Introductory

    Teacher will explain that the title of astory sometimes gives us clues about thestory. Show cover of a book, onlydisplaying the title (cover any pictures).Model thinking aloud and makepredictions about what the text might beabout. Read story. Confirm or adjustyour predictions. Discuss with studentsthe importance or purpose of the title.Allow students to complete this activitywith another book.

    Small Group

    Literary Text

    Title (3.A.2.a)Introductory/ Daily

    The teacher will display a literary text withthe title covered. Students will usethink/pair/share to determine the missingorganizational aid. Students will share

    their responses and discuss theimportance and purpose of the title. Afterdisplaying the title, students should thenbrainstorm other possible titles.

    Whole GroupLiterary TextTitle (3.A.2.a)

    Daily

    The teacher will display several titles ofliterary texts, and students will predict thestories' topics.

    Whole GroupSmall Group

    Literary TextIllustrations (3.A.2.b)

    Introductory/ Daily

    Teacher will explain that the illustrationsin a story often help us better understand

    the meaning of the story. Read a storywith the illustrations covered. Afterreading, choose a page to reread. Modeland brainstorm with students things thatwould need to be included in anillustration for this page. Complete anillustration. Allow students to work ingroups on another page.

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 73

    Text FeaturesTeacher will explain that authors

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    Whole Group

    Literary TextPrint Features

    (3.A.2.b)Introductory/

    Daily

    Teacher will explain that authorssometimes use print features to add tothe meaning of a text. Review varioustypes of text features and display a pieceof text which demonstrates the features.Identify the text features with studentsand discuss why the author might have

    used them. For guided/independentpractice, provide students with a smallpiece of text containing examples ofvarious text features. Read the text tothe students. Allow them to usehighlighters to identify the differentfeatures. As a group, discuss why theauthor included each feature.

    Minilesson InformationalLarge/Bold Print OR

    Colored PrintIntroductory

    Show students a book/books that containwords that are written in large, bold, orcolored print. Explain that when they seethis type of print, the author is saying tothem, This is important! Readers needto stop and take notice because this is away of pointing out important information.Identify an example of bold or coloredprint, and model thinking aloud about whythe author made this text bold or colored.Complete several examples with students.As a follow-up, provide them with a pieceof text with several instances of bold,

    large, and colored print. Provide studentswith highlighters and instruct them tohighlight any of this type of print. Discussas a group why the author chose to usethis print feature.

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 74

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    Text Features

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    Suggested

    LearningP

    lan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

    Baltimore City Schools Office of Literacy

    [email protected] Grade 1 Literacy Curriculum DRAFT Page 76

    mailto:[email protected]:[email protected]:[email protected]
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    Characteristics of Genre

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    Suggested

    Learning

    Plan

    LEARNING ACTIVITIES AND STRATEGIES

    Whole Group Create a list of typesof nonfiction andfiction

    Make a T chart with the heading fictionand nonfiction and have studentsbrainstorm different types of fiction andnonfiction texts. Examples of the differenttypes to show students would also behelpful

    Sample of the T chart

    Examples of the different types ofreadings

    Chart paper, markers

    Small GroupSort fiction andnonfiction

    Students will sort sentences based on ifthey are fiction or nonfiction. Studentsget a list of sentences and cut them outand divide them by whether they arefiction or nonfiction.

    Fiction and Nonfiction sentences

    Scissors

    Mini Lesson Discover the

    difference in fictionand nonfiction

    Students will read both a fiction andnonfiction reading on a similar subject and

    compare and contrast the readings in aVenn diagram. Reading about animalswork well for this.

    Pairs of fiction and nonfictionreadings on similar topics

    Venn diagram (individual or onchart paper)

    Markers, pencils

    DIFFERENTIATION

    Accommodations* G.A.T.E./Enrichment

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Curriculum DRAFT Page 80

    Characteristics of Genre

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    Suggested

    LearningP

    lan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

    Sample of T-Chart

    Baltimore City Schools Office of Literacy

    [email protected] Grade 1 Literacy Curriculum DRAFT Page 81

    Characteristics of Genre

    http://www.bcpss.org/bbcswebdav/xid-1172549_4mailto:[email protected]:[email protected]://www.bcpss.org/bbcswebdav/xid-1172549_4mailto:[email protected]
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    Asses

    sments

    MULTIPLE CHOICE QUESTION BANK OTHER WAYS TO ASSESS

    Baltimore City Schools Office of Literacy

    [email protected] Grade 1 Literacy Curriculum DRAFT Page 82

    Set A Purpose

    Return to Scope and Sequence

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    Knowledge

    andSkills

    Skill PREREQUISITE SKILLS

    Set a Purpose Beginning, middle, end, characters, setting, problem, solution

    General knowledge of what text features are(photos, titles, captions, illustrations)

    Distinguish between fiction and nonfiction

    SC OBJECTIVE(S)

    1.E.2.c Set a purpose for reading and identify type of text (fiction or nonfiction)

    ENDURING UNDERSTANDINGS Students will be able to distinguish between fiction and nonfiction stories

    Students will be able to verbally explain why they are reading a certain text

    ESSENTIAL QUESTIONS Is this story fiction or nonfiction?

    Why are we reading this story?

    CONCEPT KNOWLEDGE AND PROCESS

    Setting a purpose before reading will help focus readers and help them better understand why they arereading something

    Students should understand there are different reasons for reading (to entertain, learn something, listen forcertain rhymes or words)

    ERROR INTERVENTION

    IF students cannot

    distinguish between fictionand nonfiction

    THEN teacher needs to explicitly teach fiction and nonfiction

    (using different stories)

    IF THEN

    IF THEN

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    Set A Purpose

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    SuggestedL

    earningP

    lan

    LEARNING ACTIVITIES AND STRATEGIES

    Whole Group Nonfiction vs. fiction

    Have a variety of nonfiction and fictionbooks (mixed in a pile). Make two piles(nonfiction and fiction). Show studentseach book (look at the cover, take apicture walk) Have students identifynonfiction or fiction. Have them verballyexplain how they know the book isnonfiction or fiction. Place all the fictionstories in a labeled basket/crate. Place allthe nonfiction stories in a labeledbasket/crate. Students can look throughbaskets during workshop time or if theyget finished an assignment early.

    Nonfiction and fiction stories,two baskets

    Mini lesson Discussion

    Before reading a selected text start thediscussion by asking students why you are

    reading the story. Have them examinethe picture to determine if the story is toentertain us, teach us something, or tolisten for certain rhymes or words.

    Any selected text

    Mini lesson Think- Pair- Share

    Teach your students Think-Pair-Share byasking the students why they are readinga selected text. Have them think first,pair with the person next to them anddiscuss the question and then share whatthey discussed with the class.

    Any selected text

    DIFFERENTIATION

    Accommodations* G.A.T.E./Enrichment

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    Set A Purpose

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    Suggested

    LearningP

    lan RESOURCES

    Suggested Texts Teacher Created Materials Technology Resources

    Rumble in the Jungle By Giles Andreae andDavid Wojtowycz

    Giraffes Cant Dance By Giles Andreae andGuy Parker-Rees

    A Time for Playing By Ron Hirschi

    Here Is the African Savanna By MadeleineDunphy

    Owen and Mzee By Isabella Hatkoff, Craig

    Hatkoff and Dr. Paula Kahumbu

    Baltimore City Schools Office of Literacy

    [email protected] Grade 1 Literacy Curriculum DRAFT Page 85

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    Mechanics

    Return to Scope and Sequence

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    Kno

    wledgeand

    SkillsTIME FRAME: one week, ongoing PREREQUISITE SKILLS

    Mechanics Capitalization

    End punctuation

    Commas

    Using periods in numbered lists

    Sentence formation (finger spaces)

    SC OBJECTIVE(S)

    4.A.3.b proofread and edit writing for: capitalization at the beginning of sentences; capitalization for

    names; punctuation at the end of sentences5.C.2.c use commas in dates, salutations and closings5.C.2.b using periods in a numbered list

    ENDURING UNDERSTANDINGS

    All writers have to follow rules when writing to make their writing easier to read. Punctuation helps the reader understand the meaning of the writing.

    ESSENTIAL QUESTIONS Did I remember to start my sentence with a capital letter?

    Did I use the correct punctuation?

    Did I remember to put a comma between the day and the year?

    Did I use the comma in the correct space?

    CONCEPT KNOWLEDGE AND PROCESS A period, question mark and an exclamation point are punctuation marks for the end of a sentence.

    Capital letters begin a sentence and special names.

    Commas keep words and numbers from running together.

    Use a comma between the day and the year.

    Use a comma after the greeting in a letter.

    Use a comma after the closing in a letter.

    ERROR INTERVENTION

    IF students are having trouble

    remembering whatpunctuation to use

    THEN make a mini chart for students to put on their desk as a

    reference when writing

    Baltimore City Schools Office of [email protected] Grade 1 Literacy Cur