Standards
Enduring Understandings
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Different strategies and skills are required to understand a variety of
materials.
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People apply different strategies and skills when reading, writing,
speaking, listening, and viewing.
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People access, read, evaluate, and use a variety of resources to get
information.
Essential Questions
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Why do we need to understand what we read? *How do we understand what we
read?
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Why are the sounds and letters in words important?
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How do we communicate what we have read?
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Why is it important to really think about what we read?
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Why do I need a variety of resources? How do I access information and
use it responsibly? How do I evaluate resources?
Standards
Must be Mastered by End of Year
 Must
be Introduced
 Other
Standards & E-skills
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By the end of
Kindergarten, students will demonstrate a foundation of reading
strategies that prepares them for reading at higher levels.
CBLA Proficiencies |
Phonemic
Awareness:
A) Recognize, hear, and
produce patterns of sound in oral language.
B) Identify the phonemes of
most one syllable words.
C) Blend the phonemes of
most one syllable words.
D) Segment the phonemes of
most one syllable words.
Phonics:
See Correct
Letter Formation from August
A) Recognize and name all
letters.
B) Know letter sounds.
C) Apply knowledge of
letter-sounds to decode single syllable words.
D) Read simple words
including a few sight words.
Fluency:
A) Read orally simple text
containing familiar word patterns.
B) Express knowledge of
words used in instruction such as prepositions, common nouns, verbs, and
pronouns.
Vocabulary:
A) Talk about words and word
meaning as encountered in books and conversation.
B) Identify and sort common
words within basic categories.
At the end of quarter four,
students will be able to read 76 (or all) of these sight words.
Comprehension:
A) Tell a simple story with
a beginning, middle, and end.
B) Retell a known story in
own words and in correct sequence.
C) Listen to and comprehend
a variety of genres.
D) Generate a
picture/written response to text listened to or read.
E) Connect information and
events in texts to life experiences.
F) Identify characters,
setting, and key events in a text.
G) Handle books correctly.
H) Understand directionality
of print.
I) Focus on word after word
in sequence (voice-print match).
J) Use pictures to predict
print.
K) Realize that print
carries meaning.
1st Quarter of the 1st Grade Year
Phonemic Awareness:
Use onset and rime to create new words that include blends and digraphs.
Hear and identify initial, medial, and final sounds of a given word.
Hear the similarities of sounds in words and rhythmical patterns in a
sequence.
Recognize alliteration.
Phonics/Alphabetic
Principle and Word Study:
Recognizes
and applies knowledge of letter sound relationships including consonants,
consonant blends, digraphs, common short and vowel patterns to decode
unknown words (CVC words, two syllable compound words, words ending with ff,
ll, ss, zz, and syllabication)
Fluency:
Read orally grade
level materials, attending to phrasing, intonation, and punctuation.
Vocabulary:
First grade students
will read all 76 Kindergarten words and: At the end of quarter one, students
will be able to read 50 of D11 sight words. Other words will be learned from
phonics, spelling and vocabulary programs to total the expected 300-500 +
words.
Demonstrate
a reading vocabulary of 50-60 words, including D-11 sight words and one and
two syllable words
Comprehension:
Read,
comprehend, and listen to a range of genres: narrative texts and expository
texts.
Connect
information and events in texts to life experiences.
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