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Goddard: First Grade-Common Core State Standards (CCSS) English/Language Arts
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.1Boxed Sub-heading: Print ConceptsStandard: Demonstrate understanding of the organization and basic features of print.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Print: writing Understanding
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Demonstrate Organization
This standard means a student will know and be able to do…(use your own words)
The student can identify basic mechanics, such as spacing and direction of print. Also that words are made up of letters. Essential Questions:
Can I use proper spacing in a given sentences? Can I recognize the correct direction of print? Can I identify the first word and the ending of a sentence?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Basic alphabet
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2 Directionality of basic print 3 Need to know words are made up of letters of the alphabet. 4 Knowledge of what is a complete and incomplete sentence. Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☐
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Sorting upper and lowercase letters.Example 2: Using word cards to build sentences correctly.Example 3: Identifying letters in words.Instructional Resources/Tools/Referenced Websites:
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.1aBoxed Sub-heading: Print ConceptsStandard: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Distinguishing features Sentence
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Recognize
This standard means a student will know and be able to do…(use your own words)
The student can recognize complete and incomplete sentences as well as put words in the correct order.
Essential Questions:
Can I identify the proper sentence structure? Can I identify the first of word of a sentence? Can I use proper punctuation at the end of a sentence?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Need to know basic alphabet. 2 Directionality of print.
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3 Distinguishing upper and lower case letters. 4 Knowledge of basic punctuation marks. Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☐
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Able to identify the first word in a sentence as well as the ending punctuation mark.Example 2: Students can identify which letter does not belong in a string of letters (ie, all uppercase letters with a few lowercase).Example 3: Instructional Resources/Tools/Referenced Websites:
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.2Boxed Sub-heading: Phonological AwarenessStandard: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Spoken words Syllables Sounds (phonemes)
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Demonstrate
This standard means a student will know and be able to do…(use your own words)
The student will know the sounds that letters make. Essential Questions:
Can I distinguish and identify syllables in a given word? Can I identify correct letters sounds in a given word?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
2 Knowledge of what a syllable is. 1 Ability to distinguish letter sounds.
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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☐
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Clapping syllables in a given word.Example 2: Identifying/naming phonemes in a given word.Example 3: Instructional Resources/Tools/Referenced Websites:
Starfall fcrr.org
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.2aBoxed Sub-heading: Phonological AwarenessStandard: Distinguish long from short vowel sounds in spoken single-syllable words.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Short vowels Long vowels Single Syllable Words
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Distinguish Spoken
This standard means a student will know and be able to do…(use your own words)
The student will know the difference between short and long vowel sounds in a single syllable word. Essential Questions:
Can I identify short vowel sounds in a single syllable word? Can I identify long vowel sounds in a single syllable word?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Knowledge of short vowel sounds 2 Knowledge of long vowel sounds 3 Knowledge of syllables
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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☐
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Picture sort of long and short vowel, one syllable words.Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: K.RF.2bBoxed Sub-heading: Phonological AwarenessStandard: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
This standard means a student will know and be able to do…(use your own words)
The student Essential Questions:
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: K.RF.2cBoxed Sub-heading: Phonological AwarenessStandard: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
This standard means a student will know and be able to do…(use your own words)
The student Essential Questions:
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: K.RF.2dBoxed Sub-heading: Phonological AwarenessStandard: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
This standard means a student will know and be able to do…(use your own words)
The student Essential Questions:
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
13
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3Boxed Sub-heading: Phonics and Word RecognitionStandard: Know and apply grade-level phonics and word analysis skills in decoding words.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
grade-level phonics word analysis
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
know apply decoding
This standard means a student will know and be able to do…(use your own words)
The student The student will be able to decode grade level appropriate text.Essential Questions:
Can I blend or sound out unknown words?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 letter sound identification
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Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: DIBELSExample 2: STAR Early LiteracyExample 3: Running RecordsInstructional Resources/Tools/Referenced Websites:
Success Maker Starfall
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3aBoxed Sub-heading: Phonics and Word RecognitionStandard: Know the spelling-sound correspondences for common consonant digraphs.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
spelling consonant digraphs sound
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
know
This standard means a student will know and be able to do…(use your own words)
The student The student can read words with consonant digraphs.Essential Questions:
Can I read words with consonant digraphs?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 letter sound identification 2 blending skills
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Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Spelling TestExample 2: DIBELSExample 3: Workbook pages/daily workInstructional Resources/Tools/Referenced Websites:
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3bBoxed Sub-heading: Phonics and Word RecognitionStandard: Decode regularly spelled one-syllable words.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
one-syllable words
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
decode
This standard means a student will know and be able to do…(use your own words)
The student The student will decode regularly spelled one-syllable word.Essential Questions:
Can I decode regularly spelled one-syllable words?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 letter sound identification
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Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: DIBELSExample 2: STAR Early LiteracyExample 3: daily workbook pagesInstructional Resources/Tools/Referenced Websites:
starfall Successmaker
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3cBoxed Sub-heading: Phonics and Word RecognitionStandard: Know final -e and common vowel team conventions for representing long vowel sounds.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
final e vowel team long vowel sounds
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
know representing
This standard means a student will know and be able to do…(use your own words)
The student The student will be able to read words with the long vowel sound and the final e. (CVCe)Essential Questions:
Can I read words with the long vowel and vowel teams and the final e?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 Identify long vowel sounds 2 Identify long vowel spellings 3 Identify vowel team sounds
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4 Identify vowel team spellings Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Star ScreenerExample 2: DIBELS ORFExample 3: Guided ReadingInstructional Resources/Tools/Referenced Websites:
Starfall Success Maker
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3dBoxed Sub-heading: Phonics and Word RecognitionStandard: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
knowledge number of syllables vowel sound printed word
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use determine
This standard means a student will know and be able to do…(use your own words)
The student The student will be able to count vowel sounds to determine syllables in words.Essential Questions:
Can I count vowel sounds to determine syllables in words?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
2 identify vowel sounds 1 count syllables in spoken words
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Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: clap syllables in name and known wordsExample 2: count syllables in name and known wordsExample 3: Instructional Resources/Tools/Referenced Websites:
Open Court Phonics Activities
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3eBoxed Sub-heading: Phonics and Word RecognitionStandard: Decode two-syllable words following basic patterns by breaking the words into syllables.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
two-syllable words patterns words syllables
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
decode breaking
This standard means a student will know and be able to do…(use your own words)
The student The student will be able to read two-syllable words by breaking the words into syllables.Essential Questions:
Can I read two-syllable words by breaking the words into syllables?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 syllables 2 vowel sound knowledge
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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Teacher ObservationExample 2: Example 3: Instructional Resources/Tools/Referenced Websites:
Decodable Readers Open Court Phonics Activities
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3fBoxed Sub-heading: Phonics and Word RecognitionStandard: Read words with inflectional endings.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
words inflectional endings - -ed, -ing, -est, -er, -s, -es
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
read
This standard means a student will know and be able to do…(use your own words)
The student The student will read words with inflectional endings.Essential Questions:
Can I read words with inflectional endings?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 base (root) word knowledge 2 sounds of inflectional endings
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Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Teacher ObservationExample 2: Success MakerExample 3: Instructional Resources/Tools/Referenced Websites:
Decodables Guided Reading Word Wizard App
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.3gBoxed Sub-heading: Phonics and Word RecognitionStandard: Recognize and read grade-appropriate irregularly spelled words.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
irregularly spelled words grade-appropriate
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
recognize read
This standard means a student will know and be able to do…(use your own words)
The student The student will read first grade level high frequency words.Essential Questions:
Can I read first grade level high frequency words?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
2 kindergarten sight words 1 word knowledge
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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: reading series weekly assessmentExample 2: sight word testExample 3: Instructional Resources/Tools/Referenced Websites:
sight word lists reading centers and tier time
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.4Boxed Sub-heading: FluencyStandard: Read with sufficient accuracy and fluency to support comprehension.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
fluency accuracy comprehension
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
read support
This standard means a student will know and be able to do…(use your own words)
The student The student will be able to read accurately and fluently with comprehension.Essential Questions:
Can I read fluently? Can I read accurately? Can I understand what I read?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
3 sight word knowledge 2 decode words 1 vowel sounds
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4 read fluently 5 self-correct or self-monitorAssessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: DIBELS DORFExample 2: Guided Reading ActivitiesExample 3: STAR ScreenerInstructional Resources/Tools/Referenced Websites:
Guided Reading Success Maker Lab Decodable Books Tumblebooks
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.4aBoxed Sub-heading: FluencyStandard: Read on-level text with purpose and understanding.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
on-level text
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
read understand
This standard means a student will know and be able to do…(use your own words)
The student will read with purpose and understanding. Essential Questions:
Can I read with purpose and understanding?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 first grade level reading skills
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Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: DIBELS DORFExample 2: Daily Guided Reading/Running RecordsExample 3: STAR ScreenerInstructional Resources/Tools/Referenced Websites:
Graphic Organizer Read, Write, Think.org Fluency Phrasers
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.4bBoxed Sub-heading: FluencyStandard: Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
text rate expression readings
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
read
This standard means a student will know and be able to do…(use your own words)
The student The student will be able to read with accuracy, appropriate speeds and expression on repeated readings.Essential Questions:
Can I read fluently and accurately with expression? Can I read at an appropriate speed?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
First grade reading and decoding skills understand punctuation understand text features (bold print, italics)
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Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: DIBELSExample 2: Guided Reading SelectionsExample 3: Success Maker recorded readingsInstructional Resources/Tools/Referenced Websites:
fluency one by bugbrained.com Success Maker peer reading
36
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Reading for Foundational Skills K-5 Code: 1.RF.4cBoxed Sub-heading: FluencyStandard: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
context word recognition
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
use confirm self-correct understand reread
This standard means a student will know and be able to do…(use your own words)
The student The student will be able to use context clues to know if he/she is reading words correctly by self-correcting when needed.Essential Questions:
Can I use context clues to self-correct when reading? Can I reread to self correct?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
1 First grade reading skills
37
Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☒
Writing Prompt ☐ Oral Response ☒ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: DIBELS DORFExample 2: Guided Reading/Running RecordsExample 3: Recorded Reading DevicesInstructional Resources/Tools/Referenced Websites:
bugbrained.com – fluency level one guided reading groups/center or tier groups
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