STANDARD 3.1: Language Arts Literacy

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.

Link to Standard 3.1 Grade K

Link to Standard 3.1 Grade 2

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