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Comprehensive Literacy Plan
Grades K-3

First Grade

 I.  Oral Language and Listening Skills

SKILLS *

TEACHING INTERVENTIONS

ASSESSMENT

Students:

Students:

Students:

Listen to and follows directions.

Listen to and discuss a variety of texts both fiction and nonfiction; tell and retell stories.

Listen to and recite rhymes, sings songs.

Teacher provides opportunities for choral response, recitation, sharing of stories and experiences; readers’ theater, playacting, and group discussions. Informal:

Teacher/Parent observation; criterion referenced checklist; eye contact, articulation, spontaneity, expression, vocabulary, interaction with peers.

Formal:

Assessment of expressive and receptive language as needed.

* Skills Based Scope and Sequence Page 7, Skills 1-8.

 II.  Reading Skills: Sound, Symbol, and Structure Awareness

SKILLS

TEACHING INTERVENTIONS

ASSESSMENT

 

Students:Students:Students:

Fall of First Grade

Students:

 

Students:

 

Students:

Fall and Spring
First Grade

 

Students:

 

Students:

Spring First Grade

Students:

Phonological Awareness:

Hear separate words within sentences.Hear rhyming words from word families; i.e., dog-log-bog and cat-bat-fat.Have awareness of syllables within wordsPhonemic Awareness:Identify and isolate first and last sounds (phonemes) in words.Blend phonemes. Put sounds together to make a word.Separate a word into its phonemes.Identify and isolate middle sounds (phonemes) in wordsMatch sounds of words.Blend phonemes in longer words (puts sounds together to make a word.

Complete more complex phoneme blending. Manipulate sounds in words.

 

Teacher plans activities to help students identify and count words within sentences; i.e., write words on separate cards, arrange to make sentences then teacher and student track the sentence while teacher reads.

Introduce activity to allow students to recognize and produce rhyming words both isolated and within print materials. Teacher introduces students to a variety of rhyming books. Given words orally, student sorts rhyming words into families.

Teacher models and students respond to clapping or tapping syllables in multisyllable words.
Students demonstrate understanding of syllabication by counting syllables with blocks.Given pictures or orally presented words students produce first and last sounds they hear.Teacher says a word with each phoneme separated. Students blend the phonemes together and say the word.Teacher provides a word and the student says the word with each phoneme isolated.Students produce middle sound in given words. Use blocks to segment phonemes in CVC word, students say sounds randomly when asked by the teacher.Student matches pictures of words that begin/end/have same middle soundsPlay "secret language" games; i.e., what word am I saying? /d/o/g/?Teacher provides words for student to segment.

"Say play. Say it again without the /l/.

 

Informal:

Phonological Awareness Assessments; Informal: Sawyers, TAAS, Foorman’s Assessment, YOPP-SINGER Phoneme Segmentation Test, STAHL;

Formal:

TOPA (Test of Phonological Awareness, Torgeson), LAC (Lindamood Auditory Conceptualization) test.

 

Informal:

One-on-one assessment of syllable understanding. Iin addition, see phonological awareness tests listed above.

 

Informal:

One-on-one assessment; See above, especially Torgeson Phonological Awareness Test

Informal:Assessment: Yopp-

Singer Phoneme Assessment; Teacher observation

 

Informal:

Assess with Test of Auditory Analysis Skills

 

Students:

 

Symbol Awareness:

Know all letter names

Read; i.e., recognize some sight words.

 

Provide experiences with ABC books, charts and 3-dimensional letters; Trace and say upper and lower case letters, include in art projects. Students make own ABC books.Multi-sensory name games; i.e., See/Trace/say; Draw; cut-out; art activities.

Students read their own dictated stories; "Reads the Room;" Pattern books.

 

Informal:

Students can name randomly presented upper and lower case letters and geometric shapes.

Informal:

Students keep a personalized "dictionary" of words she/he can read.

 

 

StudentsStudents:

Students:

 

 

Students:

Print Awareness:

Recognize their own names and other frequently seen words on signs.Have concept of letter/word directionality.Can write all letters.Begin to combine letters into words.Will write words.

Understand more complex concepts about print; i.e., sentences, paragraphs, chapters.

 

Frequent opportunities to read common words in student’s environment.Explicitly teach words on signs; i.e., stop, danger, yield.Build words with moveable letters, student positions letters from left to right.Provide opportunities for experimental and creative writing.Students write letters for the sounds they isolate in the words they write.

Discuss and provide examples of book concepts.

 

Informal:

Can student read frequently seen and common sight words?

Informal:Does student read, write, manipulate letters in left to right sequence?

Teacher observation, maintain portfolios of student work.

Informal:

Can student identify the parts of a book correctly?

Formal:

Print Concept Tests

 

Students:

 

Students:

 

Students:

Students:

 

Students:

Structure Awareness:

Understand how words, phrases, sentences and paragraphs work.

Understand sentence and story structure.

 

Understand punctuation; i.e., periods and questions marks.

Begin to understand grammar; i.e. subject verb predicate.

Automatically read 50 high frequency words

Recognize onset and rime patterns

 

 

Teacher guides students to build phrases, sentences and paragraphs both orally and in writing.Students edit simple sentences with correct punctuation.Teacher guides students to build grammatically correct sentences.Flash cards; students build personal dictionaries of sight words; reads sight words in stories.

Students create word lists given word families and patterns.

 

Informal:One-on-one dialogue with student. Maintain portfolio.

Teacher observation of student response, one-on-one dialogue.

 

Formal:

Assessment of grammar skills, if needed.

Informal:Data keeping on student progress.Assessment of student’s automatic reading of primary word families and patterns.One-on-one evaluation and observation.

Students maintain dictionary of word family words for assessment purposes.

 

III.  Phonics, Decoding/Word Attack and Comprehension

SKILLS

TEACHING

INTERVENTIONS

ASSESSMENT

Fall

Students:

Spring

Students:

Fall and Spring

 

Students:

 

Students:

 

Students:

Students:Students:

Students:

Know consonant and short vowel letter-sound correspondence.*

 

Know complex letter sound correspondences; i.e., consonant blends, digraphs, vowel team.*

 

Know decoding strategies; i.e., sound out words; can segment words into smaller words; can explain how words are similar/different.*

Recognize affixes; i.e., ing, s, ed.*

Use graphophonemic (letter/sound), semantic (meaning) cues to assist with reading unfamiliar words

Read narrative and information texts

Read 100 to 200 little books individually and in small groups.

 

Read for pleasure.

 

 

 

Multi sensory activities with letters and sounds.Teacher provides explicit instruction based on systematic skills sequence.Card and chart games; writing sounds from dictation.Provide opportunities to practice decoding skills with controlled text.Explicitly teach how to sound out ("tap out") words; use creative activities to discover "little" words inside "bigger" words.Student builds words using affixes and roots. When given a root and several affixes to choose from.Explicitly teach cues. Dyslexic and reading disabled need to be able to sound out unfamiliar words.Shared, guided, and independent reading.Silent sustained readingTeacher provides opportunity for student to choose form different genre Reads and discusses stories, magazines, informational text, anthologies and reading series.

Students practice reading familiar text (reading and rereading)

Informal:

Assessment of sound symbol knowledge.

 

Informal:

Assessment of sound symbol knowledge; isolated sounds also within words and text.

Formal:

Nonsense word reading; WJ-R

Informal: Teacher observation of student reading.

Informal:

Observe strategy use during student/teacher one-on-one reading.

 

Informal:

Listen to child read orally; "Book Talks"

Formal:

Curriculum based measurement, Reading Achievement Tests

 

* Skills Based Scope and Sequence Page 13, Skills 11-19.

 

Students:Students

Students

Comprehension:*

Read for meaning. Predict outcomes; summarize content; visualize: what, size, color, number, shape, where, movement, mood, background, when, sound. (Structure Words, Bell, 1991)

Share new information in their own words

 

Teacher leads discussion about books which have been read to and by the students.Teacher creates background knowledge.Select books from class or school library.Provide independent reading opportunities.Teacher encourages and teaches student to visualize what they read and hear. Teacher questions students to assist them to predict events and outcomes.Student shares factual information from nonfiction.

Retell stories and informational readings

 

Informal:Teacher observation.

Students re-tell stories in correct sequence; illustrate stories; respond to comprehension questions; i.e., who, what, where, when, why, how.

 

Formal:

Curriculum Based Measurement; Achievement testing; Reading Inventories.

Skills-Based Scope and Sequence Page 10, skills 1-4; page 11, skills 1-6.

First Grade

IV.   Vocabulary, Spelling Writing

SKILLS

TEACHING

INTERVENTIONS

ASSESSMENT

 

Students:

Vocabulary

Develop a rich vocabulary and the knowledge to use it through discussion, explanation and practice.

 

Teacher provides experiences that allow students to increase vocabulary and apply to conversation.Teacher encourages and stimulates use of new vocabulary; draws attention to vocabulary and meaning in text.Students maintain a picture dictionary of the words they learn.

Encourage students to look up words in published picture dictionaries.

 

Informal:Teacher observation; Review of taught vocabulary.Formal:

Receptive and Expressive Language testing; CELF, TOPL, TOLD.

 

Students:Second Half of the Year:Students:Students:

Students:

Spelling:

Spell using sound symbol relationship during independent writing which transitions to conventional spelling.Spell words in reading and spelling lessons.Learn the correct spelling of words through systematic instruction.

Spell previously studied words correctly in final writing products.

 

Teacher encourages students to use their awareness of speech sounds when spelling unfamiliar words. Help students choose words they want to spell correctly and create picture dictionary.Reinforce spelling practice with multisensory strategies; i.e., see/say/trace/write.Teacher provides focused instruction and practice using words with repeated phonic elements.

Teacher provides instruction to write using words determined from previously learned words.

Informal:

Check independent written work for use of sound symbol relationship.Ask students to spell words which were corrected in their writing.Informal:Observation of students’ writing samples.Qualitative and quantitative spelling tests.Informal:

Check students’ writing for correctly spelled words.

 

Students

 

 

Students:

 

 

Writing

Use correct upper and lower case letter formation when writing.

Engage in producing a variety of types of writing; i.e., fiction, nonfiction, creative stories, personal experiences.

 

Teacher provides explicit instruction and monitored practice.Multisensory methods; i.e., tracing to teach and remediate.Teacher provides examples and opportunity for students to produce their own writing.

Explicit teaching of mechanics of writing using models, games, editing.

Informal:

Qualitative assessment of student handwriting.Informal:Teacher maintains portfolio of student work.Students share their written work with other students and at home.Formal:

Writing assessment, WJ-R.