Standards

Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• Different strategies and skills are required to understand a variety of materials.
• People apply critical thinking skills when reading, writing, speaking, listening, and viewing.
• People access, read, evaluate, and use a variety of resources to get information.

Essential Questions

• What does it mean to "understand," why do we need to understand what we read or hear, and what strategies and skills can we use to understand a variety of materials?
• What is critical thinking, why is important, and how can we use critical thinking skills?
• Why do I need a variety of resources?
• How can I access information from a variety of resources, evaluate it, and use it responsibly?

Standards
Must be Mastered by End of Year Must be Introduced Other Standards & E-skills
 

Phonemic Awareness:

Use knowledge of blending and segmenting, manipulating one or two syllable words

Identify and make oral rhyming words

    Recognize alliteration
 

Phonics:

Recognize and use letter-sound relationships including dipthongs, common vowel patterns, and common word endings to decode new or unknown words (vowel teams, syllabication, etc.)
 

Correct Letter Formation
 

All Kinder and First Grade Phonemes

sh (ch in chef, s in sure, ci in delicious, si in pension, ti in motion, xi in anxious)

Endings (with rules: doubling the consonants, ing, etc.)

Multi-syllabic words with blends

ph (phone), ck (black), er (her), ir (first, bird), ur (nurse, burn), ear (early), ow (cow and snow), ou (ouch, four, you, and trouble)

ar (star, car), or (horn), oo (boot, foot, and floor), dge (j as in dodge), aw (straw), au (August), tch (catch)     

ed (as a suffix: 'ed', 'd', 't' - past tense ending)

eigh (eight), kn (knife)                 

ie (chief, pie), eu (Europe)          

ei (ceiling, vein, and forfeit)

ch ('k' as in school, 'sh' as in chef)

ea (head, and great)      

ew (few), ue (true), s (z as in is) 

ui (fruit, suit), ey (they, key)       

gn (gnaw, sign), wr (write)
                      

Fluency:

Read grade level materials attending to punctuation, phrasing, and intonation

    Adjust pace to accommodate purpose, style, and meaning
 

Vocabulary:

    Understand and generate vocabulary specific to content

    Use context clues, sentence structures, background knowledge to understand word meanings

        At the end of quarter one, students will be able to read 100 D11 sight words. Other words will be learned from phonics, spelling and vocabulary programs to total the expected 1000+ words.
 

Comprehension:

Retell and summarize a narrative in sequence (beginning, middle and end)

Tell and retell stories using supporting details

Know story elements:  plot, character setting

Know and use parts of a book

Read and follow simple directions

Writing: Writes for a Variety of Purposes
Write descriptive sentences progressing to paragraphs using a writing process approach

    Generate topics and create a plan through prewriting activities (brainstorming, webbing, mapping, drawing, etc.)

Writing: Conventions, Mechanics, and Grammar
    Uses upper/lower case letters
    Appropriate spacing
    Uses end punctuation
    Writes in complete sentences  2^nd Grade Writing Rubric
    Uses correct subject/verb agreement
    Knows subject, noun, verb sentence parts
    Spells K, 1^st and 50 2^nd Grade words correctly Spelling List
    Uses phonemic awareness and appropriate strategies to spell
    CVC, CVCe regular plurals
    Writes legibly

During the 2007-2008 school year,  Literacy Resource Teachers and classroom teachers will be correlating textbook pages to the emphasized standards for each month. Also, teachers will be developing District 11 Diamond Lessons for each quarter.

Reading Programs

Writing Programs

Lessons