INTRODUCTION TO GRADE 1
The focus in first grade is on building independence in listening, speaking, reading, and writing. First-grade students listen to, discuss, summarize, and retell longer and more sophisticated children’s literature. They answer direct comprehension questions about text read to them. Later in Grade 1 they answer comprehension questions about text that they are able to read alone. They increasingly use correct grammar in oral conversation and begin to apply knowledge of contractions, capitalization, and punctuation in their writing. They orally segment and blend 4-sound words. They read and spell the 44 - 45 phonemes of English and read and spell 4-sound words that use basic phonograms. They learn word attack skills to decode 4-sound words correctly that use the most common English spelling patterns. They are learning strategies to decode multisyllable words that incorporate the previously learned spelling (orthographic) patterns. They apply print concepts (margins, headings, etc.) to writing and are able to compose short paragraphs and stories. They read for pleasure, and they read texts appropriate for building fluency.
TEACHER ELEMENTS
GRADE 1 |
STUDENT ELEMENTS
GRADE 1 |
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THE TEACHER SHALL:
REVIEW, RETEACH, AND REASSESS PAST CONCEPTS. |
THE STUDENT SHOULD: |
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PERFORM ASSESSMENTS AT THE BEGINNING OF GRADE 1 TO MAKE SURE THAT STUDENTS HAVE GAINED PROFICIENCY IN PHONEMIC AWARENESS SKILLS (SEE FIGURE 3 FOR ASSISTANCE). FOR THOSE STUDENTS WHO HAVE NOT DEMONSTRATED PROFICIENCY IN PHONEMIC AWARENESS SKILLS, INDIVIDUALIZED INTERVENTION STRATEGIES NEED TO BE IMPLEMENTED (SEE FIGURE 1 FOR ASSISTANCE).
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| AT THE END OF THE FIRST SEMESTER OF FIRST GRADE, RECOMMEND INDIVIDUALIZED INTERVENTION STRATEGIES FOR ALL STUDENTS WHO HAVE NOT DEMONSTRATED PROFICIENCY IN PHONEMIC AWARENESS AND DECODING SKILLS (SEE FIGURES 1, 2, AND 3 FOR ASSISTANCE).. |
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| NEW CONCEPTS |
NEW CONCEPTS |
| LISTENING AND SPEAKING SKILLS |
LISTENING AND SPEAKING SKILLS |
Provide multiple opportunities for students to listen to various types of children's literature (e.g., nursery rhymes, fables, fairy tales, poems, classical literature, rhyming stories, factual stories about notable people, science, and history) which is rich in vocabulary (e.g., "The Boy at the Dike," "The Frog Prince," "Jack and the Beanstalk," "The Pied Piper of Hamelin," "Pinocchio," "The Princess and the Pea," "Hansel and Gretel," "The Knee-High Man," "Medio Pollito," "Rapunzel," " Sleeping Beauty," "Why the Owl Has Big Eyes," "The Tale of Peter Rabbit," "The Steadfast Tin Soldier," The Bears on Hemlock Mountain).
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Listen to selections.
Answer direct questions (in his/her own words) dealing with the elements of the selection.
Discuss the meaning of words or ideas from story.
Discuss the main idea or theme.
Retell stories.
Predict what happens next.
Make up a new ending. |
| SYNTACTIC AWARENESS (GRAMMAR) |
SYNTACTIC AWARENESS (GRAMMAR) |
Teach proper form (person, number, tense) of the verbs "come," "see," "go," "do," "bring," "be," "have."
Explain how contractions are formulated (e.g., "isn't," "aren't," "doesn't," "don't").
Teach students to write with capital letters at the beginning of a sentence and to use proper end punctuation.
Teach students which punctuation marks are commas, periods, exclamation points, and question marks.
Explain how to locate the beginning and ending of a paragraph.
Explain both declarative and interrogative sentences and teach the end punctuation needed by each.
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Use proper form (person, number, tense) of the verbs "come," "see," "go," "do," "bring," "be," "have."
Use contractions correctly (e.g., "isn't," "aren't," "doesn't," "don't").
Use a capital letter at the beginning of a sentence and use proper end punctuation at the end of a sentence.
Use commas, periods, exclamation points, and question marks.
Identify the beginning and ending of a paragraph.
Distinguish between declarative and interrogative sentences, and use the correct end punctuation.
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PHONEMIC AWARENESS (This section deals with spoken sounds; therefore, all activities are to be done orally.)
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PHONEMIC AWARENESS
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Review/teach students the principle of rhyming.
Review/teach the 44 phonemes of English and corresponding single letters and combinations (see Figure 1 for assistance).
1. Three phonemes
Using three phoneme words (consonant sound/vowel sound/consonant sound), review/teach matching of words on initial, final, or medial phoneme.
Review/teach blending of onset-rime into cvc word (e.g., b - at).
Review/teach segmenting cvc word into onset-rime (e.g., m - ap).
Review/teach blending segmented phonemes into cvc word (e.g., l - a - p).
Review/teach segmenting cvc word into phonemes (e.g., lap -> lap).
2. Four phonemes 2. Four phonemes
Teach blending and segmenting of four phonemes (e.g., using syllables of four phonemes [cvcc and ccvc], teach students to blend [e.g., j-u-m-p-> jump] and segment [e.g., jump->j-u-m-p]. Blend four phonemes into a word blend (e.g., j-u-m-p -> jump).
Segment four-phoneme words into phonemes (e.g., jump-> j-u-m-p). |
Recognize and generate rhymes.
Say the correct sound of the 44 - 45 phonemes of English.
Using three phoneme words (consonant sound-vowel sound-consonant sound), identify whether cvc words match on initial, final, or medial phoneme.
1. Three phonemes
Blend onset-rime into cvc word (e.g., b - at)..
Divide cvc words into onset and rime (e.g., m - ap).
Blend phonemes into cvc word (e.g., l - a - p).
Segment cvc words into phonemes (e.g., lap - > lap). |
| PENMANSHIP |
PENMANSHIP |
Review/teach conventions for proper use of paper for writing (e.g., lines, margins, top, bottom).
Teach the correct formation of manuscript letters. Identify margins and margin forming lines.
Provide multiple opportunities for students to practice proper manuscript style.
Provide multiple opportunities for students to form legible letters--both lower and upper case in manuscript style.
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Practice good posture when seated at a table/desk for writing purposes.
Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk.
Produce correct formation of letters using starting point, directionality, and ending point for each letter.
Identify appropriate times for writing outside the margin lines.
Start writing close to left margin line.
Form all letters so they rest on baseline.
Demonstrate correct starting point and stroke sequence for each letter.
Form both lower and upper case letters in correct manuscript style.
Form all letters so they occupy proper space in relationship to other letters.
Allow space between words.
Start next line at the left margin when one line is complete.
Form both lower and upper case letters in correct manuscript style. |
| PRINT CONCEPTS |
PRINT CONCEPTS |
Teach students parts of a book.
Teach students how to recognize the format of a paragraph. |
Identify parts of a book (e.g., cover, title page, table of contents).
Use table of contents to find name and page number of stories or chapters.
Demonstrate the marks of punctuation (e.g., period, comma, question mark). Name the marks of punctuation (e.g., period, comma, question mark).
Form the marks of punctuation (e.g., period, comma, question mark).
Recognize the format of a paragraph. |
| ORTHOGRAPHIC KNOWLEDGE (SPELLING) |
ORTHOGRAPHIC KNOWLEDGE (SPELLING) |
1. Alphabetic knowledge
Review letter names and shapes.
Teach alphabetic order.
2. Letter-sound (phonics) knowledge
Demonstrate basic ways to write the 44 - 45 phonemes of English. The following list is a general delineation of written representations of these phonemes and should be taught as early as the students are able to assimilate them:
Advanced Basic Phonogram Chart
single letters a through z, including qu (/kw/)
er ay ou
ir ai ow
ur oy ck
or oi ew
ar aw ui
sh au ng
ch oo ph
th ee igh
wh ea ear(/er/)
These additional combinations should be taught later in Grade 1 or no later than Grade 2:
ey ti (/sh/) dge
ie ci (/sh/) gh (/f/)
ei si (/sh/ /zh/)
Provide daily practice on phonemes and basic ways to write them until students reach automaticity; provide distributive practice to help students to retain the phonemes in long-term memory.
Demonstrate decoding as a process of blending the sounds of the word in sequence. .
Review reading and writing any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.
Demonstrate reading and writing any single syllable word of up to four sounds (up to cvcc-ccvc) that uses the basic phonograms of English.
3. Word attack (advanced letter-sound)
Demonstrate how final e signals long vowel sound.
Teach the most consistent vowel teams (ee, ai, oa, ea).
Teach that the letter y represents the following sounds as in:
Teach that the letter c usually borrows the k sound but borrows the s sound if the letter c precedes the letters i, e, y.
Teach that the letter g usually says its own sound but often borrows j sound if the letter g precedes the letters i, e, y.
Review concept of "syllable" (i.e., a single speech impulse). Identify the concept of "syllable" (i.e., a single speech impulse).
Demonstrate counting of syllables in spoken words.
Teach concepts of open, closed, consonant-le and r-controlled vowel syllables.
Teach use of common prefixes (e.g., re, un) and suffixes (e.g., less, ness, ment).
Teach word analysis using common prefixes and suffixes with closed and open syllables.
Teach consonant -le syllable type (ble, cle, dle, fle, gle, kle, ple, sle, tle, zle).
Teach word analysis using consonant -le syllable type with closed and open syllables.
Teach word analysis of single syllable words using r-controlled vowels (e.g., burn, star).
Teach word analysis of multisyllable words with r-controlled vowels and closed and open syllables (e.g., manner, mayor).
Demonstrate possible pronunciations of the vowel in an open syllable (long, short, or third sound) and the usefulness of flexibility in applying this information in word attack.
Demonstrate possible pronunciations of the vowel in an open syllable (long as in ta-ble; short as in ha-bit; third sound as in wa ter) and the usefulness of flexibility in applying this information in word attack.
Teach the common inflectional endings:
Teach doubling of final consonant as required to keep preceding vowel short when adding endings that begin with a vowel (e.g., hoped, hopped).
Teach single syllable words with short vowel and ending in f, l, s sound usually end with double consonant f, l, s (e.g., muff, doll, miss).
Teach single syllable words with short vowel and ending in k sound are usually spelled with ck (e.g., buck).
Teach how to read and spell words ending in tion (/shun/), sion (/shun/ or /zhun/), cion (/shun/).
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1. Alphabetic knowledge
Write the correct letter when given the letter name.
Give orally the correct letter name when given the letter.
Identify letters of the alphabet in a variety of type faces.
Arrange words in alphabetic order according to the first letter.
Use the principle of alphabetic order to locate information in dictionary or other reference materials.
2. Letter-sound (phonics) knowledge
Write correct basic phonogram when each English phoneme is dictated.
Write correct basic phonogram when each English phoneme is dictated.
Say correct phoneme when shown each basic phonogram.
Practice decoding words.
Correctly read and spell any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.
Correctly read and spell any single syllable word of up to four sounds (up to cvcc-ccvc) that uses the basic phonograms.
3. Word attack (advanced letter-sound)
Read words with long vowel signaled by final e or silent e (e.g., a-e, e-e, i-e, o-e, u-e).
Read words with the most consistent vowel teams (ee, ai, oa, ea).
Read and spell correctly words with the letter y as in:
--yard, yes, canyon (consonant sound /y/) (occurs at the beginning of a word or syllable) --yard, yes, canyon (consonant sound /y/) (occurs at the beginning of a word or syllable)
--my, cry (one-syllable word ending in long i sound) --my, cry (one-syllable word ending in long i sound)
--gym (short i) --gym (short i)
--baby, happy (short i and/or long e). --baby, happy (short i and/or long e).
Read and spell correctly words with c (letter c usually borrows k sound but borrows s sound if letter c precedes the letters i, e, y).
Apply flexibly "g before i, e, y" to decode a letter such as g or j phoneme (letter g usually says its own sound but often borrows j sound if the letter g precedes the letters, i, e, y).
Identify that proper names do not always follow spelling conventions.
Count the number of syllables in a word (e.g., by clapping, by moving manipulative).
Identify open, closed, consonant-le, and r-controlled vowel syllables.
Read and write common prefixes (e.g., re, un) and suffixes (e.g., less, ness, ment).
Use common prefixes and suffixes to read and write multisyllable words formed with closed syllables (e.g., ad-ven-ture).
Use common prefixes and suffixes to read and write multisyllable words formed with open syllables (e.g., na-tion).
Read, write, and spell consonant -le syllables (ble, cle, dle, fle, gle, kle, ple, sle, tle, zle).
Use consonant -le to read and write multisyllable words made with closed and open syllables (e.g., ta-ble, hum-ble).
Read and spell single syllable words using r-controlled vowels (e.g., burn, star).
Read and spell multisyllable words using r-controlled vowels with closed and open syllables (e.g., manner, mayor).
Use s/es to make plurals of nouns:
s/es for making plurals of nouns 's to show possession
's to show possession s, ed, and ing for verbs.
s, ed and ing for verbs.
Double the final consonant as required to keep the preceding vowel short when adding endings that begin with a vowel (e.g., hoped, hopped). Double final f, l, s when spelling single syllable words with short vowel that end in f, l, s (e.g., muff, doll, miss). Use ck to spell final k sound in single syllable words with short vowel (e.g., buck). Read and spell words ending in tion (/shun/), sion (/shun/ or /zhun/), cion (/shun/). |
| COMPOSITION |
COMPOSITION |
Teach and model how to write a complete sentence.
Assist students to expand sentences by adding descriptive words.
Lead students in group composing of brief accounts of experiences, letters, invitations, thank-you notes. (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying.) |
Distinguish orally between complete sentences and nonsentences.
Utilize many opportunities to write sentences.
Write expanded sentences.
Share in group composing of brief accounts of experiences, letters, invitations, thank-you notes. (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying.)
Compose and write brief notes and invitations.
Compose multiple examples of a short paragraph of three to four original sentences.
Demonstrate editing skills. Use correct capitalization (the pronoun "I"; the first word of sentences; names of persons and specific places; names of holidays, weekdays, and months), punctuation (end of sentence punctuation, comma between day and year, salutation and closing of a letter), and apostrophe in contractions.
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| WORD IDENTIFICATION |
WORD IDENTIFICATION |
Teach students to read rapidly regular high-frequency words that "play fair" by following spelling conventions.
Teach 100 irregular high-frequency words that do not "play fair" by following spelling conventions. |
Read rapidly regular high-frequency words that "play fair" by following spelling conventions.
Read 100 irregular high-frequency words that do not "play fair," i.e., do not follow spelling conventions. |
| READING COMPREHENSION AND FLUENCY |
READING COMPREHENSION AND FLUENCY |
Explain that authors write for different purposes.
Teach students to identify that narratives have character(s), setting (time or place), and plot (problem and solution).
Assist students to understand the main idea and be able to answer factual and inferential questions over a book or a selection.
Teach the difference between fact and opinion by using various texts. |
Identify text as written for entertainment (narrative) or for information (expository).
Identify the character(s), setting, and plot in a narrative selection.
Tell the main idea and relevant details of a selection.
Answer short, factual questions over a book or a selection.
Distinguish fact from opinion in various texts.
Read fluently with expression that reflects meaning. |
| INDEPENDENT READING/ASSIGNED READING/GUIDED READING |
INDEPENDENT READING/ASSIGNED READING/GUIDED READING |
Provide multiple opportunities for students to listen independently to stories and nursery rhymes which are rich in vocabulary (fables, fairy tales, poems, classical literature, and factual stories about notable people, science, and history).
Provide multiple opportunities for students to read independently texts that provide practice on decoding strategies already taught (controlled texts).
Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader; a "typical" first grader reads approximately 60 wpm).
Provide opportunities for students to discuss information from a variety of independently read/listened to selections.
Retell orally selections that have been read or listened to.
Listen to students as they read orally, monitoring errors and providing immediate assistance in word attack strategies.
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Daily listen to selections that are challenging (at or slightly above the student's level of oral language comprehension).
Read daily in selections that provide practice in decoding strategies that have been previously taught.
Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
Orally answer in his/her own words direct questions dealing with elements of the selection.
Identify the storyline and main idea(s) of selections.
Read orally with accuracy and expression, observing end of sentence punctuation and commas.
Read and reread selections to improve fluency. |
| LITERARY EMPHASIS |
LITERARY EMPHASIS |
Emphasize literary elements from text selections about different lands.
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Identify the important literary content in the selections about different lands.
Explain the storyline in selections about different lands. |
| LITERARY TERMS |
LITERARY TERMS |
| Teach the following terms: drama (putting on a play, actors, actresses, characters, costumes, scenery, props), heroes, and heroines. |
Define and identify examples of the following terms: drama (putting on a play, actors, actresses, characters, costumes, scenery, props), heroes, and heroines. |
| INQUIRY, RESEARCH, STUDY |
INQUIRY, RESEARCH, STUDY |
Help students to learn the rules for checking books out of the library/media center and for caring properly for library/media center materials.
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Check books out of the library/media center and demonstrate proper care/handling of library/media center materials. |
| STRATEGIES |
STRATEGIES |
| At THE END OF FIRST GRADE, RECOMMEND INDIVIDUALIZED INTERVENTION STRATEGIES FOR ANY STUDENTS WHO HAVE NOT DEMONSTRATED PROFICIENCY IN PHONEMIC AWARENESS AND DECODING SKILLS (SEE FIGURES 1, 2, AND 3 FOR ASSISTANCE) |
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