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1st Grade Reading Instructional Guide

Page history last edited by dshotkus 9 years, 8 months ago

NC SCOC Objective & I can statements: 

Academic Vocabulary 

Teaching Strategies: 

Materials needed: 

Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write 

 

I can use letters and sounds to make words. 

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle: 

* Count syllables in a word 

* Blend the phonemes of one-syllable words 

* Segment the phonemes of one-syllable words 

* Change the beginning, middle, and ending sounds to produce new words 

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

Syllable 

 

 

 

 

 

 

I can use words I know to read words I don’t know.  

1.02  Demonstrate decoding and word recognition strategies and skills: 

 

 

 

 

                  

 

 

I can name letters and sounds. 

I can read words with long and short vowels. 

  1. Generate the sounds from all letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns 

 

long vowel 

short vowel

vowel sound

 blend

beginning consonant

ending consonant

 

http://pbskids.org/lions/videos/?pid=AV35l7zugkBBkqilDsZiLRwhJcYZkoDs http://www.readwritethink.org/classroom-resources/student-interactives/picture-match-30004.html

 

 

 

 http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpoem.shtmlhttp://www.firstschoolyears.com/literacy/word/phonics/vowels/vowels.htm

 

I can decode one syllable words. 

  1. Use phonics knowledge of sound-letter relationships to decode regular one-syllables words when reading words and text 

 

 

 

 

 

 

 

 

I can identify my 1st grade high frequency words. 

  1. Recognize many high frequency and/or common irregularly spelled words in text (e.g., have, said, where, two) 

 

number word 

 

 

 

 

 

 

I can use words I know to read words I don’t know.  

1.02  Demonstrate decoding and word recognition strategies and skills: 

d.) Read compound words and contractions 

compound  word

 

 

 

 

 

 

1.02  Demonstrate decoding and word recognition strategies and skills: 

e.) Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking) 

 

 

 

 

 

 

 

I can make and read word families. 

f.) Read appropriate word families 

spelling/spelling pattern 

 

 

 

 

 

 

I can check my own reading by asking: Does that make sense? Sound right? Look right? 

1.03  Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors 

 

 

 

 

 

 

 

 

 

 

 

 

I can check my own reading by using different strategies.  

1.04  Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rhymes, length of word, ending letters 

 

 

 

1.05 Increase vocabulary, concepts, and reading stamina by reading self-selected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student’s independent reading level 

 

 

 

 

 

 

 

 

Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed 

 

2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers 

 

 

 

 

 

 

 

2.02 Demonstrate the familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays) 

 

 

 

I can read and understand fiction and non-fiction stories by:  

2.03           Read and comprehend both fiction and non-fiction text appropriate for grade one using: 

-Using what I already know to understand the story. 

a. Prior knowledge 

 

poem 

 

 

 

 

 

 

 

-Asking questions 

  1. Questions 

I can summarize both fiction (make-believe) and non-fiction (real) stories  

2.03  Read and comprehend both fiction and non-fiction text appropriate for grade one using: 

b.) Summary 

question 

 

 

I can summarize both fiction (make-believe) and non-fiction (real) stories  

2.03  Read and comprehend both fiction and non-fiction text appropriate for grade one using: 

d.) Graphic organizers 

 

 

 

I can use what I know along with new vocabulary to make connections to a text.   

2.04  Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text 

 

 

 

 

 

 

 

 

 

I can predict what will happen next in the story. 

2.05  Predict and explain what will happen next in stories 

predict 

 

 

 

 

 

 

I can check my understanding by using different strategies.  

2.06  Self-monitor comprehension by using one or two strategies (questions, retelling, summarizing) 

retell 

 

 

I can discuss and explain how, why, what-if, when, and where 

2.07    Respond and elaborate in answering what, when, where, and how questions 

2.08   Discuss and explain response
           to how, why, and what if
           questions in sharing narrative
           and expository texts
 

 

 

 

2.09Read and understand simple
      written instructions 

 

 

 

 

Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology 

 

I can make connections to my own life.  

3.01  Elaborate on how information and events connect to life experiences 

 

 

 

 

 

 

 

 

I can use vocabulary to understand similar stories. 

3.02  Recognize and relate similar vocabulary use and concepts across experiences with texts 

 

 

 

 

 

 

 

 

I can discuss and understand vocabulary in a story.  

3.03  Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts 

 

 

 

 

 

 

 

 

3.04 Share personal experiences and responses to experiences with text: 

  • Publishing non-print texts 
  • Discussing interpretations 

Recording personal responses 

 

 

 

 

 

 

 

3.05 Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice 

 

3.06 Discuss authors’/speakers’ use of different kinds of sentences to interest a reader/listener and communicate a message 

 

 

 

 

 

 

 

 

 

I can understand the different parts of sentences in the authors’ writing.  

3.07 Compare authors’ uses of conventions of language that aid readers including: 

  • Kinds of sentences 
  • Capitalization of first word in a sentence and proper names 

Punctuation to end a declarative and interrogative sentence 

 

 

 

 

 

 

 

 

Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts 

 

4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling using exclamatory phrases to accent an idea or event). 

 

 

 

 

I can name the characters, setting, and plot of the story.  

4.02  Use words that describe, name 

characters and settings (who, where) and tell action and events (what happened, what did __ do) in simple texts 

 main character

setting

order of events/sequence

 

 

I can identify specific parts of the story.  

4.03  Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text) 

 

problem

solution 

 

 

4.04 Extend skills in using oral and written language: 

  • Clarifying purposes for engaging in communication 
  • Using clear and precise language to paraphrase messages 
  • Engaging in more extended oral discussions 
  • Producing written products 
  • Completing graphic organizers 

 

 

 

 

4.05 Write and/or participate in writing by using an author’s model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem) 

 

 

 

 

I can write in different ways.  

4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings) using a writing process 

 

 

 

 

Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively 

 

I can use letter sounds and word patterns to spell words correctly. 

5.01  Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three- and four-letter words 

 

 

 

 

I can write and spell words independently. 

 

5.02  Apply phonics to write independently, using temporary and/or conventional spelling 

 

 

 

 

I can write all my upper and lowercase letters correctly. 

5.03  Write all upper and lower case letters of the alphabet, using correct letter formation 

 

 

 

 

5.04    Use complete sentences to write simple texts 

 

 

 

noun 

 

 

I can write sentences using capitals and end marks. 

5.05  Use basic capitalization and 

 punctuation: 

  • First word in a sentence 
  • Proper names 
  • Period to end declarative sentence 

Question mark to end interrogative sentence 

capitalization

punctuation

question mark

exclamation

 

 

I can check my writing using different strategies.  

5.06 Self-monitor composition by using one or two strategies (e.g., rereading, peer conferences) 

 

 

reread 

 

 

5.07 Use legible manuscript handwriting 

 

 

 

 

 

 

 

 

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