<p>Checklist of Skills and Topics Q1  Ask and answer questions about text  Explain differences between fiction and nonfiction  Compare and contrast experiences of characters in stories  Identify main idea and details  Make connections within text  Identify similarities and differences  Identify and produce short and long vowel sounds  Segment spoken, single-syllable words  Identify consonant digraphs  Decode one-syllable words  Monitor for meaning 1st Grade English Language Arts and Technology Standards Reading: Literature Key Ideas and Details Technology Standards: RL.1.1. Ask and answer questions about key 1.CP. 2.1 – Students are able to identify alternative devices or method for communicating details in a text. ideas.</p><p>Craft and Structure RL.1.5. Explain major differences between 1.CP.2.1 – Students are able to identify alternative devices or method for communicating books that tell stories and books that give information, ideas. drawing on a wide reading of a range of text types.</p><p>Integration of Knowledge and Ideas RL.1.9. Compare and contrast the adventures 1.CP.2.1 – Students are able to identify alternative devices or method for communicating and experiences of characters in stories. ideas. Reading: Information Key Ideas and Details Technology Standards: RI.1.1. Ask and answer questions about key 1.IL.1.1 Identify where information can be found details in a text.</p><p>RI.1.2. Identify the main topic and retell key 1.IL.1.1 Identify where information can be found details of a text.</p><p>RI.1.3. Describe the connection between two 1.IL.1.1 Identify where information can be found individuals, events, ideas, or pieces of information in a text.</p><p>Integration of Knowledge and Ideas RI.1.9. Identify basic similarities in and 1.IL.1.1 Identify where information can be found differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Decode two-syllable words following basic patterns by breaking the words into syllables. Speaking and Listening Comprehension and Collaboration SL.1.1. Participate in collaborative conversations with 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea. diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. </p><p>Ask questions to clear up any confusion 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea. about the topics and texts under discussion.</p><p>SL.1.2. Ask and answer questions about key details in 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea. a text read aloud or information presented orally or through other media.</p><p>SL.1.3. Ask and answer questions about what a 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea. speaker says in order to gather additional information or clarify something that is not understood.</p><p>Presentation of Knowledge and Ideas</p><p>SL.1.4. Describe people, places, things, and events 1.CP.2.1 Students are able to identify alternative devices or method for communicating an idea.. with relevant details, expressing ideas and feelings clearly.</p><p>SL.1.5. Add drawings or other visual displays to  Information and Communication Tools Indicator 2: Students use technology to enhance learning, descriptions when appropriate to clarify ideas, thoughts, and extend capability, and promote creativity. feelings.</p><p>SL.1.6. Produce complete sentences when  Information and Communication Tools Indicator 2: Students use technology to enhance learning, appropriate to task and situation. extend capability, and promote creativity. Language Conventions of Standard English</p><p>L.1.1. Demonstrate command of the conventions of 1.CT.1.1 Use basic file management commands (New, Open, Save, Print), standard English grammar and usage when writing or speaking. 1.CT.1.2 Use letters, numbers, and special keys on the keyboard</p><p>Use determiners (e.g., articles, 1.CT.1.1 Use basic file management commands (New, Open, Save, Print), 1.CT.1.2 Use letters, numbers, and demonstratives). special keys on the keyboard</p><p>Capitalize dates and names of people. 1.CT.1.1 Use basic file management commands (New, Open, Save, Print), 1.CT.1.2 Use letters, numbers, and special keys on the keyboard</p><p>Use end punctuation for sentences. 1.CT.1.1 Use basic file management commands (New, Open, Save, Print), 1.CT.1.2 Use letters, numbers, and special keys on the keyboard</p><p>Use commas in dates and to separate single 1.CT.1.1 Use basic file management commands (New, Open, Save, Print), 1.CT.1.2 Use letters, numbers, and words in a series. special keys on the keyboard</p><p>Use conventional spelling for words with 1.CT.1.1 Use basic file management commands (New, Open, Save, Print), 1.CT.1.2 Use letters, numbers, and common spelling patterns and for frequently occurring irregular special keys on the keyboard words.</p><p>Spell untaught words phonetically, drawing 1.CT.1.1 Use basic file management commands (New, Open, Save, Print), 1.CT.1.2 Use letters, numbers, and on phonemic awareness and spelling conventions. special keys on the keyboard</p><p>Vocabulary Acquisition and Use L.1.4. Determine or clarify the meaning of unknown 1.IL.1.1 Identify where information can be found and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. </p><p>Use sentence-level context as a clue to the 1.IL.1.1 Identify where information can be found meaning of a word or phrase.</p><p>Use frequently occurring affixes as a clue to 1.IL.1.1 Identify where information can be found the meaning of a word.</p><p>Identify frequently occurring root words (e.g., 1.IL.1.1 Identify where information can be found look) and their inflectional forms (e.g., looks, looked, looking).</p><p>L.1.5. With guidance and support from adults, 1.IL.1.1 Identify where information can be found demonstrate understanding of figurative language, word relationships and nuances in word meanings. </p><p>Sort words into categories (e.g., colors, 1.IL.1.1 Identify where information can be found clothing) to gain a sense of the concepts the categories represent.</p><p>Define words by category and by one or 1.IL.1.1 Identify where information can be found more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).</p><p>Identify real-life connections between words 1.IL.1.1 Identify where information can be found and their use (e.g., note places at home that are cozy).</p><p>Distinguish shades of meaning among verbs IL.1.1 Identify where information can be found differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.</p><p>L.1.6. Use words and phrases acquired through 1.IL.1.1 Identify where information can be found conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Standard: RL.1.1. (Literature) Ask and answer questions about key details in a text.</p><p>Comprehension Strategy: Monitor for Meaning and Questioning</p><p>Content Guiding Questions Vocabulary Resources Objectives I can answer How did you feel about Text Picture Books: questions to the characters (actions, Prediction Charlie Anderson demonstrate decisions, comments, Demonstrate The Wednesday Surprise by Eve Bunting my etc.)? Determine Grandpa’s Teeth understandin Characters The Relatives Came by Cynthia Rylant g of the text. As a reader, Is there a Questioning Click, Clack, Moo by Doreen Cronin part of the story you Wonder would have changed? Schema Why or why not? Connections Big Books: Look for an engaging text with repetition and rhythm from… What connections did you Jill Eggleton make to the story? Joy Cowley Rigby Literacy How did those connections help you to Treasures Resources: understand the story? On My Way to School </p><p>Based on the text and I can answer illustrations what can you Professional Resources: questions tell me about the Strategies that Work by Stephanie Harvey and Anne Goudvis using characters, setting, etc.? Mosaic of Thought by Ellin Keene important Reading with Meaning by Debbie Miller information What decisions could the Comprehension from the Ground Up by Sharon Taberski about the characters have made text. that would have changed Online Resources: the ending of the story? www.wegivebooks.org www.readingrockets.org What information does Tumblebooks – http://www.tumblebooks.com/library/asp/home_tumblebooks.asp the author give you that Comprehension Strategy Booklists & Mini-lessons: helped you understand http://www.ourclassweb.com/sites_for_teachers_readers_workshop.htm the character(s) in this I can ask story? questions to Other Resources: help me School Librarian understand What do you think is the text. going to happen in this story?</p><p>Do you agree with the outcome of the story? If not, how would you choose to end the story? What did you wonder about while you were reading?</p><p>What questions do you still have after reading the story? Assessment: Questioning Chart (Before, During, After reading) Discussion and anecdotal notes during guided reading, shared reading, and reading conferences Questioning Web http://www.busyteacherscafe.com/worksheets/reading/questioning%20web.pdf Response Journals Sticky notes, highlighters, etc. to annotate text Standard: RI.1.1. (Informational) Ask and answer questions about key details in a text.</p><p>Comprehension Strategy: Monitor for Meaning and Questions</p><p>Content Objectives Guiding Questions Vocabulary Resources</p><p>Picture Books: I can ask questions What predictions can you Information Social Studies – Mapping about the text to help make about this text? Predictions Me on the Map me understand the Schema A Birds Eye View information. Explain what you know Topic about the topic. Connections Science – Magnets, Matter, Sink Float, Heat Light Distinguish How does your schema Details help you to better understand this topic? Treasures Resources: Short Shadows, Long Shadows What connections did you make to the story? Professional Resources: Strategies that Work by Stephanie Harvey and Anne Goudvis I can answer What did you wonder Mosaic of Thought by Ellin Keene questions about the about while you were Reading with Meaning by Debbie Miller text to demonstrate reading? Comprehension from the Ground Up by Sharon Taberski my understanding of Make it Real by Linda Hoyt the information.</p><p>I can describe what is What questions do you still Online Resources: in the text. have after reading the Comprehension Strategy Booklists & Mini-lessons: story? http://www.ourclassweb.com/sites_for_teachers_readers_workshop.htm I can distinguish key details from general Other Resources: information as I What do you remember Comprehension Toolkit (Instructional Coach/Library) answer questions about this text? about the text. Can you create an object that will sink/float? Explain how and why you chose the object you did?</p><p>Assessment: Questioning Chart (Before, During, After reading) Discussion and anecdotal notes during guided reading, shared reading, and reading conferences Questioning Web http://www.busyteacherscafe.com/worksheets/reading/questioning%20web.pdf Response Journals Sticky notes, highlighters, etc. to annotate text Standard: RI.1.9. (Informational) Identify basic similarities in and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures.)</p><p>Comprehension Strategy: Monitor for Meaning and Questioning</p><p>Content Objectives Guiding Questions Vocabulary Resources I can identify How is the information in Similarities similarities in books on these two books on (topic) Differences Picture Books: the same topic. the same? Text Apples by Ken Robbins Topic How Do Apples Grow? By Betsy Maestro How are the illustrations Illustrations A Day at the Apple Orchard by Megan Faulkner & Adam Krawesky similar in the two books on Text features The Seasons of Arnold’s Apple Tree by Gail Gibbons (topic)? Red Leaf, Yellow Leaf by Lois Ehlert How are the text features Why Do Leaves Change Color? By Betsy Maestro similar? Are there charts, Why Do Leaves Change Color? (Tell Me Why, Tell Me How) by maps, etc.? Terry Allan Hicks</p><p>I can identify How is the information in differences in books on these two books on (topic) the same topic. different? Treasures Resources: The Fun Kids’ Band How are the illustrations Kids’ Inventions different in these two books on (topic)? Professional Resources: Strategies that Work by Stephanie Harvey and Anne Goudvis What information is new? Mosaic of Thought by Ellin Keene How does this fit with what Reading with Meaning by Debbie Miller we know? Comprehension from the Ground Up by Sharon Taberski Make it Real by Linda Hoyt</p><p>Online Resources: www.wegivebooks.org Tumblebooks - http://www.tumblebooks.com/library/asp/home_tumblebooks.asp Follet Shelf (SFSD Library Service)</p><p>Other Resources: Comprehension Toolkit (Instructional Coach/Library)</p><p>Assessment: Response Journals/Notebooks Discussion and anecdotal notes during guided reading, shared reading, and reading conferences Graphic Organizers-Venn Diagrams http://www.readwritethink.org/files/resources/interactives/venn/venn.pdf Standard: RL. 1. 5. (Literature) Explain major differences between books that tell stories and books that give information drawing on a wide reading of a range of text types. </p><p>Comprehension Strategy: Monitor for Meaning and Questioning</p><p>Content Objectives Guiding Questions Vocabulary Resources</p><p>I can explore the genre What are some examples of Fiction Picture Books: of a story by looking at fiction text? Nonfiction text? Poetry Thanksgiving Day by Anne Rockwell the illustrations and Informational Text Happy Thanksgiving by Margaret McNamara photographs. How do the illustrations Illustrations The Night Before Thanksgiving by Natasha Wing compare in fiction and Photographs The Story of The First Thanksgiving by Elaine Raphael nonfiction? Text Features The Very First Thanksgiving Day by Rhonda Gowler Greene Role Play Let’s Celebrate Thanksgiving by Peter and Connie Roop I can use characters, What is the relationship It’s Thanksgiving by Jack Prelutsky setting, and plot to between fiction and its The First Thanksgiving by Garnet Jackson determine differences characters, setting and plot? The First Thanksgiving Day: A Counting Story by Laura Krauss in text. Melmed If You Sailed on the Mayflower in 1620 by Ann McGovern I can identify the Compare/contrast the structure of fiction/non- structure of fiction/non- Science related topic fiction. fiction. How do the structures affect how you Treasures Resources: read the text? Which type of Kids’ Inventions text do you find easier to The Fun Kids’ Band read? Professional Resources: Strategies that Work by Stephanie Harvey and Ann Goudvis Mosaic of Thought by Ellin Keene and Susan Zimmerman Reading with Meaning by Debbie Miller I can use topic and What is the relationship Comprehension from the Ground Up by Sharon Taberski details to explain the between nonfiction and its Make it Read by Linda Hoyt difference between a main ideas and details? story and informational Online Resources: text. www.wegivebooks.org Tumblebooks - I can recognize text What are parts, features, http://www.tumblebooks.com/library/asp/home_tumblebooks.asp features in non-fiction. characteristics of informational text? How are Other Resources: these features different from Follett Shelf fiction text? How do they help your understanding?</p><p>I can explain the How would you organize difference between a these different pieces of story book and a book text? that gives information on a topic. How would you sort these books into groups?</p><p>Explain what you think the author’s purpose is? How do you know? What evidence in the text shows you the author’s purpose?</p><p>Do you agree or disagree with author’s purpose? Justify your answer.</p><p>Assessment: Response Journals/Notebooks to draw or write Discussion, observation, and anecdotal notes during guided reading, shared reading, and reading conferences Graphic Organizers Senteo Lessons Standard: RL.1.9. (Literature) Compare and contrast the adventures and experiences of characters in stories.</p><p>Comprehension Strategy: Monitor for Meaning and Questioning</p><p>Content Objectives Guiding Questions Vocabulary Resources</p><p>I can use words that What words describe the Compare Picture Books: describe a character. character in this story? Contrast Kevin Henkes Author Study: Wemberly Worried, Chester’s Way, Characters Lilly’s Purple Plastic Purse, Lilly’s Big Day I can compare What can you tell me about Plot characters from the characters in these Graphic Organizer (Venn Diagram) Margy Cuyler Author Study: Stop, Drop, & Roll, 100th Day different stories. stories? How are the Worries, Hooray for Reading Day characters the same? I can compare and Different? Stories with characters with similar experiences: Wemberly contrast the same Worried, Stop, Drop & Roll, 100th Day Worries, Worrywarts, 1st Day character in different Jitters stories. Stellaluna by Janel Cannon I can explain how the How are these stories the same character can same? Different? Treasures Resources: appear in different The Kite (from Days with Frog & Toad) by Arnold Lobel stories with different Whistle for Willie by Ezra Jack Keats plots. Professional Resources: I can compare and How would you organize Strategies that Work by Stephanie Harvey and Ann Goudvis contrast stories with similarities and differences Mosaic of Thought by Ellin Keene and Susan Zimmerman similar adventures and of stories? Reading with Meaning by Debbie Miller different characters. Teaching with Intention by Debbie Miller Comprehension from the Ground Up by Sharon Taberski How can this graphic On Solid Ground by Sharon Taberski organizer help us to organize our thoughts about Online Resources: these characters? Stories? www.wegivebooks.org Tumblebooks - http://www.tumblebooks.com/library/asp/home_tumblebooks.asp</p><p>Other Resources: Assessment: Response Journals/Notebooks to draw or write Discussion, observation, and anecdotal notes during guided reading, shared reading, and reading conferences Graphic Organizers Character Analysis Role Play Standard: RI.1.2. (Informational) Identify the main topic and retell key details of a text.</p><p>Comprehension Strategy: Monitor for Meaning & Questioning Content Objectives Guiding Questions Vocabulary Resources</p><p>I can determine the What is this text mostly Main topic Picture Books: main topic of a text. about? What is the main Key details Weather Words by Gail Gibbons idea? What examples can Retell Flash, Crash, Rumble, and Roll by Franklyn M. Branley and you find in the text that Summarize True Kelley helped you formulate your Restate What Will the Weather Be? By Lynda DeWitt & Carol Croll thoughts? Relationship Science related topic I can determine key Can you discuss the details Social Studies related topic details in a text. and main idea? Treasures Resources: Can you find examples in A Prairie Dog Home the text? Animal Moms and Dads</p><p>I can retell the main Can you summarize, retell, Professional Resources: topic and key details. or restate information from Strategies that Work by Stephanie Harvey and Ann Goudvis the text? Mosaic of Thought by Ellin Keene and Susan Zimmerman Reading with Meaning by Debbie Miller I can connect the main How could you organize the Teaching with Intention by Debbie Miller topic and details in a main idea and details? Comprehension from the Ground Up by Sharon Taberski text. On Solid Ground by Sharon Taberski What is the relationship between main idea and Online Resources: details? http://www.uen.org/ http://www.internet4classrooms.com/ www.georgiastandards.org</p><p>Other Resources: Comprehension Toolkit (Instructional Coach/Library)</p><p>Assessment: Response Journals/Notebooks to draw or write Discussion, observation, and anecdotal notes during guided reading, shared reading, and reading conferences Graphic Organizers Standard: RI.1.3. (Informational) Describe the connection between two individuals, events, ideas, or pieces of information in a text.</p><p>Comprehension Strategy: Monitor for Meaning and Questioning</p><p>Content Objectives Guiding Questions Vocabulary Resources</p><p>I can recall the text Can you summarize, retell, Recall Picture Books: using more than one or restate multiple pieces of Event Jon, Paul, Ben & George event, idea or piece of information from the text? Idea information. Connection Treasures Resources: How could you organize Relationship Meet Ben Franklin multiple pieces of Categorize information from the text? Professional Resources: Strategies that Work by Stephanie Harvey and Ann Goudvis I can explain the What is the relationship Mosaic of Thought by Ellin Keene and Susan Zimmerman connection between between individuals? Reading with Meaning by Debbie Miller people or events in the Events? Ideas? Or Pieces of Teaching with Intention by Debbie Miller text. information? Comprehension from the Ground Up by Sharon Taberski On Solid Ground by Sharon Taberski How would you categorize these pieces of information? Online Resources: Why is it important to connect information found in text? Other Resources: Comprehension Toolkit (Instructional Coach/Library)</p><p>Assessment: Response Journals/Notebooks to draw or write Discussion, observation, and anecdotal notes during guided reading, shared reading, and reading conferences Graphic Organizers Standard: 1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken, single-syllable words. d. Segment spoken, single-syllable words into their complete sequence of individual sounds (phonemes).</p><p>Content Objectives Guiding Questions Vocabulary Resources</p><p>I can name the vowels. What do you know about Short vowel These Foundational Skills can be taught using any piece of vowels? What letters are Long vowel text continually throughout the year. known as vowels? Produce Syllable I can identify short What sound does short a, e, Phonemes Picture Books: vowels sounds. I, o, and u make? Can you make those sounds? What I can produce short short vowel sound do you vowel sounds. hear in….? Treasures Resources:</p><p>Can you find examples of short vowel sounds? Professional Resources: Month by Month Phonics for First Grade I can identify long What sound does long a, e, Words Their Way vowel sounds I, o, and u make? Can you Word Journeys make those sounds? What Phonics & Word Study Lesson K-3 I can produce long short vowel sound do you Guided Reading: Good First Teacher for All vowel sounds. hear in….? Word Matters</p><p>Can you find example of long vowel sounds?</p><p>I can count the number How many sounds did you of sounds heard in a hear in (word)? Online Resources: spoken, single-syllable Lower Elementary Word Work word. http://www.hannibal.k12.mo.us/Mtwain/Faculty/Hill- Humphrey/lower_elementary_word_work.htm I can produce the Can you make those sounds (phonemes) sounds? Other Resources: heard in a single DRA 2 – Word Analysis syllable word.</p><p>Assessment: DRA – Word Analysis Vowel Sorts Word Work Activities Oral Language Activities Standard: 1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondence for common consonant digraphs (two letters than represent one sound). b. Decode regularly one-syllable words.</p><p>Content Objectives Guiding Questions Vocabulary Resources</p><p>I can identify common What do you know about Digraph (th, wh, ch, sh) These Foundational Skills can be taught using any piece of digraphs. digraphs? Combinations text continually throughout the year. Associate I understand that letter Can you find a digraph in Produce combinations can this word? Story? Blend Picture Books: make one sound. Syllable decode I can associate a What sound do you hear? sound with a letter. What letter makes that Treasures Resources: sound? Can you make that I can produce letter- sound? sound Professional Resources: correspondence. Month by Month Phonics for First Grade Words Their Way I can blend isolated What letters do you see? Word Journeys sounds into one- What sounds do those Phonics & Word Study Lesson K-3 syllable words. letters make when they Guided Reading: Good First Teacher for All stand alone? Can you blend Word Matters the sounds together to make a word?</p><p>I can use known What do you know about this words/parts to decode word? Are there any parts Online Resources: unknown words. you recognize? What sound Lower Elementary Word Work do those parts make? Can http://www.hannibal.k12.mo.us/Mtwain/Faculty/Hill- you say it slowly? Can you Humphrey/lower_elementary_word_work.htm stretch the sounds? Other Resources: DRA 2 – Word Analysis</p><p>Assessment: Response Journals/Notebooks to document words/pictures with associated sound Discussion, observation, and anecdotal notes during guided reading, shared reading, and reading and writing conferences Graphic Organizers – Sorts Writing Samples Word Work Activities Oral Language Activities</p>