Language Arts Literacy

 

Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their lives.

Standard 3.1 Reading

All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension.

 

Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.

3.1 A. Concepts About Print

Essential Questions

Enduring Understandings

- How does understanding a text’s structure help me better understand its meaning?

 - Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.  

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 1:  
1.         Match oral words to printed words (e.g., pointing to print as one reads).  
2.         Practice reading print in the environment at school and at home with assistance.  
3.         Locate and identify the title, author, and illustrator of a book or reading selection.  
4.         Interpret simple graphs, charts, and diagrams.  

3.1 B. Phonological Awareness
By the end of Grade 1:  
1.         Demonstrate understanding of all sound- symbol relationships.  
2.        Blend or segment the phonemes of most one-syllable words.  
3.         Listen and identify the number of syllables in a word.  
4.         Merge spoken segments into a word.  
5.         Add, delete, or change sounds to change words (e.g., cow to how, cat to can).  

3.1 C. Decoding and Word Recognition

Essential Questions

Enduring Understandings

 - How do I figure out a word I do not know?

- Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.  

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 1:  
1.         Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).  
2.         Recognize and use rhyming words to reinforce decoding skills.  
3.         Decode regular one-syllable words and nonsense words (e.g., sit, zot).  
4.         Use sound-letter correspondence knowledge to sound out unknown words when reading text.  
5.         Recognize high frequency words in and out of context.  
6.         Decode unknown words using basic phonetic analysis.  
7.         Decode unknown words using context clues.  

3.1 D. Fluency

Essential Questions Enduring Understandings

 - How does fluency affect comprehension?

- Fluent readers group words quickly to help them gain meaning from what they read
Cumulative Progress Indicators Comments and Examples
By the end of Grade 1:  
1.      Answer questions correctly that are posed about stories read.  
2.      Begin to read simple text with fluency.  
3.      Read with fluency both fiction and nonfiction that is grade-level appropriate.  
3.1 E. Reading Strategies (before, during, and after reading)
Essential Questions Enduring Understandings
-What do readers do when they do not understand everything in a text? - Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.
Cumulative Progress Indicators Comments and Examples
By the end of Grade 1:  
1.         Use prior knowledge to make sense of text.  
2.         Establish a purpose for reading and adjust reading rate.  
3.         Use pictures as cues to check for meaning.  
4.         Check to see if what is being read makes sense.  

5.         Monitor their reading by using fix-up strategies (e.g., searching for clues).

  
6.         Use graphic organizers to build on experiences and extend learning.  

7.         Begin to apply study skills strategies (e.g., survey, question, read, recite, and review—SQ3R) to assist with retention and new learning.

  

3.1 F. Vocabulary and Concept Development
Essential Questions Enduring Understandings
-What do readers do when they do not understand everything in a text? - Words powerfully affect meaning
Cumulative Progress Indicators Comments and Examples
By the end of Grade 1:  
1.         Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.  
2.         Use and explain common antonyms and synonyms.  
3.         Comprehend common and/or specific vocabulary in informational texts and literature  

3.1 G. Comprehension Skills and Response to Text
Essential Questions Enduring Understandings
- How do readers construct meaning from text? - Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful.
Cumulative Progress Indicators Comments and Examples
By the end of Grade 1:  
1.         Draw simple conclusions from information gathered from pictures, print, and people.  
2.         Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.  
3.         Sequence information learned from text into a logical order to retell facts.  
4.         Identify, describe, compare, and contrast the elements of plot, setting, and characters.  
5.         Make simple inferences.  
6.         Read regularly in independent-level materials.  
7.         Engage in silent independent reading for specific purposes.  

H.  Inquiry and Research
Essential Questions Enduring Understandings
- Why conduct research? - Researchers gather and critique information from different sources for specific purposes.
Cumulative Progress Indicators Comments and Examples
By the end of Grade 1:  
1.         Ask and explore questions related to a topic of interest.  
2.         Draw conclusions from information and data gathered.  
3.         Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.  

Standard 3.2 Writing


All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.

3.2 A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

Essential Questions

Enduring Understandings

- How do good writers express themselves? How does process shape the writer’s product?

 - Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.  

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 1:  
1.        Begin to generate ideas for writing through talking, sharing, and drawing.  
2.        Observe the modeling of writing.  
3.        Begin to use a basic writing process to develop writing.  
4.        Use simple sentences to convey ideas.  
5.        Increase fluency (ability to write ideas easily) to improve writing.  
6.        Continue to use pictures, developmental spelling or conventional text to create writing drafts.  
7.        Revisit pictures and writings to add detail.  
8.        Begin to mimic an author’s voice and patterns.  
9.        Begin to use a simple checklist to improve writing with teacher support  
10.    Begin to use simple computer writing applications during some parts of the writing process.  

3.2 B. Writing as a Product (resulting in a formal product or publication)

Essential Questions

Enduring Understandings

- How do writers develop a well written product?

 - Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 1:  
1.      Produce finished writings to share with class and/or for publication.  
2.      Produce stories from personal experiences.  
3.      Show and talk about own writing for classroom audience.  
4.      Collect favorite works to place in personal writing folder.  
3.2 C. Mechanics, Spelling, and Handwriting

Essential Questions

Enduring Understandings

- How do rules of language affect communication?

 - Rules, conventions of language, help readers understand what is being communicated.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 1:  
1.        Write all upper and lowercase letters of the alphabet from memory.  
2.        Begin to use basic punctuation and capitalization.  
3.        Apply sound/symbol relationships to writing words.  
4.        Use developmental spelling or phonics-based knowledge to spell independently, when necessary.  
5.        Develop awareness of conventional spelling.  
6.        Use left-to-right and top-to-bottom directionality and use appropriate spacing between words  

3.2 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

Essential Questions

Enduring Understandings

- Why does a writer choose a particular form of writing?

 - A writer selects a form based on audience and purpose.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 1:  
1.      Create written texts for others to read.    
2.      Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.  

Standard 3.3 Speaking

All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes.

Big Idea:  Oral language is a tool for communicating, thinking, and learning.

3.3 A. Discussion

Essential Questions

Enduring Understandings

- How can discussion increase our knowledge and understanding of an idea(s)? - Oral discussion helps to build connections to others and create opportunities for learning.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 1:  
1.      Speak in complete sentences.  
2.      Offer personal opinions in discussion and retell personal experiences.  
3.      Role-play situations and dramatize story events.  

3.3 B. Questioning (Inquiry) and Contributing

Essential Questions

Enduring Understandings

- When is it appropriate to ask questions?
- How do speakers express their thoughts and feelings?		 - Questioning and contributing help speakers convey their message, explore issues and clarify their thinking.

Cumulative Progress Indicators

Comments and Examples

By the end of Grade 1:  
1.      Respond to ideas and questions posed by others.  
2.      Ask and answer various types of questions.  

3.3 C. Word Choice

Essential Questions

Enduring Understandings

- How does the choice of words affect the message? - A speaker’s choice of words and style set a tone and define the message.