Grade 1 Reading Standards

Standard (Curriculum)

Instruction and Assessment

Standard 1. The student understands and uses different skills and strategies to read.

1.1 Uses word recognition and word meaning skills to read and comprehend text
* Seeks meaning in text
* Uses multiple strategies:

- Relies on print over pictures
- Learns and practices phonetic principles (sounding out using vowels, consonants, digraphs, word families, etc.) to identify words
- Uses picture and context clues
- Uses word structure (e.g., suffixes "-s", "-ed", "-ing", "-er", and "-est") to decode
- Skips words, reads on, and then re-reads as a decoding strategy
- Self-corrects while reading

1.2 Builds vocabulary through reading
* Increases sight vocabulary of high-frequency words
* Understands the meaning of new words by listening to reading of fiction and nonfiction

1.3 Reads fluently, adjusting reading for purpose and material
* Begins to read familiar text fluently and accurately at Stages B, C
* Practices reading for accuracy and fluency
* Reads aloud showing awareness of meaning

1.4 Understands elements of literature
* Identifies rhyme, alliteration, and story patterns
* Identifies story elements: character, setting, plot
* Identifies and understands text features: cover information, title page, table of contents

1.5 Uses features of nonfiction text and computer software
* Identifies and understands text features:
Computer: keyboard, icon, mouse
Text: title, page number, caption, label, chart, author, and illustrator
* Identifies and understands new features:
Text: cover information, title page, table of contents, diagram, map

Instructional Support Materials
* Legacy of Literacy (Houghton Mifflin)
* Pegasus II (Kendall Hunt)

Instructional Strategies
1.1
* Word study (e.g., phonological awareness activities, letter sorts, word sorts)
* Phonemic awareness
* Phonics/decoding strategy
* Shared writing
* Guided reading
* Highly recurring phonics elements
* Phonic pattern hopscotch
* Keyword/word splash

1.2
* Word wall
* Sight vocabulary
* Flash cards for mastery
* Dancing definitions
* Vocabulary extensions
* Taxonomies

1.3
* Choral reading
* Echo reading
* Shared reading
* Pattern books

1.4
* Character profile or analysis
* Story map
* Shared reading

1.1 - 1.4
* Independent reading (DEAR, WEB, SSR)
* Taxonomies
*  Shared writing
*  Explicit instruction

Assessment|
* Developmental Reading Assessment K-3 (DRA)
* Quick Phonics Assessment
* Sight Word Check
* Running Records

Standard 2. The student understands the meaning of what is read.

2.1 Comprehends important ideas and details
* Retells with some detail
* Locates simple facts within text
* Connects text and personal experience
* Predicts or confirms with evidence from text

2.2 Expands comprehension by analyzing, interpreting, and synthesizing information and ideas
* Predicts and infers with supporting evidence
* Understands why some text is true and some is not

2.3 Thinks critically and analyzes authors' use of language, style, purpose, and perspective
* Discusses author's purpose from books read aloud

Instructional Support Materials
* Legacy of Literacy (Houghton Mifflin)
* Pegasus II (Kendall Hunt)

Instructional Strategies
2.1
* Retelling
* Double bubble map
* Story map
* Flow map
* Think-pair-share

2.1 - 2.3
* Think aloud
* Preview and predict with evidence
* Activating prior knowledge
* Independent reading (DEAR, WEB, SSR)
* KWL
* Key word
* List-group-label
* Panoramic books
* Read-draw-write
* Read-talk-write
* Think-pair-share
* Bubble map

Assessment
* Developmental Reading Assessment K-3 (DRA)
* Anecdotal records
* Comprehension CBA Pumpkin, Pumpkin
* Student work

Standard 3. The student reads different materials for a variety of purposes.

3.1 Reads to learn new information and
3.2 Reads to perform a task
* Reads and/or listens to nonfiction from previous years:

Instructions
Report
Nonfiction text:
(science, social studies, math, the arts, health and fitness)

* Reads and/or listens to new nonfiction forms:

Recount
Question and answer

3.3 Reads for literary experience in a variety of forms
* Reads a variety of fiction representing different cultures, perspectives, and issues:

Narrative (realistic, fantasy, traditional, folktale, legend)
Rhyme
Letter (personal)
Journal/Diary
Songs

3.4 Reads for career applications
* Discusses ways people use reading in their work
* Reads application information: name, address, phone

Instructional Support Materials
* Legacy of Literacy (Houghton Mifflin)
* Pegasus II (Kendall Hunt)

Instructional Strategies
3.1 - 3.4
* Read aloud
* Shared reading
* Guided reading
* Independent reading (DEAR, WEB, SSR)
* Circle frame map
* Bubble map
* Double bubble map

Assessment
* Learning logs
* Teacher observation
* Anecdotal records

Standard 4. The student sets goals and evaluates progress to improve reading.

4.1 Assesses strengths and need for improvement
* Is beginning to see self as a reader
* Assesses own progress in decoding, vocabulary development, and retelling with teacher guidance

4.2 Seeks and offers feedback to improve reading
* Gives and receives feedback on progress toward reading standards (e.g., vocabulary learned, comprehension strategies)
* Discusses own and others' responses to reading

4.3 Develops interests and shares reading experiences
* Talks about own reading choices and experiences

Instructional Strategies
4.1 - 4.3
* KWL
* Learning logs
* Journals
* Reading records
* Reading conference
* Observation checklist

Assessment
* End-of-year student self-assessment
* Diagnostic checks