First Grade Reading

Standard 1: Learners demonstrate skill in reading a variety of materials for a variety of purposes.

Benchmark 1: The proficient reader comprehends whole pieces of narration, exposition, persuasion, and technical writing.
Indicators:
The students:
* 1. understand basic message of text.
* 2. retell reading material with accurate sequence.

Benchmark 2: The proficient reader decodes accurately and understands new words in reading materials.
Indicators:
The students:
* 1. relate sounds to symbols.
* 2. use phonetics including rimes  (phonograms ) and structural analysis to help determine unfamiliar words.  Also use short/long vowel sounds, digraphs, dipthongs, final stable syllables, consonant suffixes, vowel suffixes, trigraphs (igh, dge, tch), dropping rules doubling rule, syllabication, combinations, quadrigraph (eigh), compound words, alphabetizing, contractions, possessives, plurals, base words, rhyming, consonant blends and clusters.  
* 3. use context clues ¤ to help determine unfamiliar words.
* 4. recognize frequently used (sight or common) words.
* 5. use self-correction strategies.

Benchmark 3: The proficient ¤ reader reads fluently.
Indicators:
The students:
* 1. demonstrate fluency in oral reading.
° 2. demonstrate fluency in silent reading to focus on the meaning of the text.
° 3. understand how print is organized and read such as front to back, left to right.
° 4. recognize the title page.
° 5. understand that print conveys meaning.

Benchmark 4: The proficient reader uses what he/ she already knows about the topic and the type of text to understand what is read.
Indicators:
The students:
* 1. relate past experiences that connect to the text. (What do I know? What do I want to learn? What have I learned?)
° 2. apply predictable patterns to understand text. (Examples of predictable patterns are rhyme, problem and solution, sequence of events, beginning, middle, and end of story, topic and details.)

Benchmark 5: The proficient ¤ reader draws conclusions supported by the text.
Indicators:
The students:
° 1. retell the basic plot.

 ·         purpose for reading

1. the reason a person reads

            2. the goal( s) that a reader seeks to attain in each reading experience.

            3. the goal( s) set by the teacher or text for a reading task or experience.

Standard 2: Learners write effectively for a variety of audiences, purposes, and contexts.

Benchmark 1: A writer uses ideas that are well developed, clear and interesting.
Indicators:
The students:
° 1. choose an idea about which to write. (Teacher directed)
° 2. organize a writing piece around one idea. (Teacher directed)

Benchmark 2: The writer uses authentic ¤ and appropriate voice ¤ .
Indicators:
The students:
° 1. incorporate their own personalities into writing pieces.

Benchmark 3: The writer uses organization that enhances the reader's understanding.
Indicators:
The students:
° 1. write a cohesive paragraph with at least three sentences.
° 2. organize a written piece with a beginning, middle, and end.

Benchmark 4: The writer uses effective word choice.
Indicators:
The students:
° 1. use a variety of nouns, verbs, and adjectives in writing.

Benchmark 5: The writer uses clear and fluent ¤ sentences.
Indicators:
The students:
° 1. write complete, related sentences.

Benchmark 6: The writer uses standard American English conventions ¤ .
Indicators:
The students:
° 1. write complete sentences.
° 2. capitalize proper nouns and the beginning of sentences.
° 3. use correct ending punctuation.
° 4. use commas in a series.
° 5. use correct spelling of commonly used words chosen by local district.

Benchmark 7: The writer uses a writing process that includes preparation, drafting, revising, editing, and publishing to produce a written document. Students are taught and given practice using a writing process at each grade level with content and expectations that are progressively more challenging and appropriate for that grade level.
Indicators:
The students:
° 1. select an idea on which to write.
° 2. organize a writing piece around one idea.
° 3. organize a draft with beginning, middle, and end.
° 4. revise their writing with assistance focusing on the content.
° 5. Edit for conventions ¤ such as capitalization, punctuation, and spelling.
° 6. write a final copy that is neat and on the lines.*

Benchmark 8: The writer uses writing as a tool for learning throughout the curriculum.
Indicators:
The students:
° 1. write notes and journals to record information.

Benchmark 9: The writer uses a variety of modes of writing ¤ for different purposes and audiences ¤
Indicators:
The students:
° 1. write descriptive ¤ pieces, which may include poetry, journal entry, and learning log.
° 2. write narrative ¤ pieces, which may include creative story, personal narrative, and a letter.
° 3. write expository ¤ pieces, which may include list, math problem, and direction.

  Standard 3: Learners demonstrate knowledge of literature from a variety of cultures, genres, and time periods.

  Benchmark 1: The reader demonstrates knowledge of the effects of cultures on literature.
Indicators:
The students:
° 1. recognize customs as expressed in literature from a variety of cultures.
° 2. relate literature from a variety of cultures to personal experiences.

  Benchmark 2: The reader identifies characteristics of a wide variety of literary genres ¤ in various formats.
Indicators:
The students:
° 1. identify fiction and nonfiction and a variety of genres ¤ , such as folklore (fairy tale, folk tale, and tall tale), poetry, animal fantasy, and informational ¤ text.

  Benchmark 3: The reader demonstrates knowledge of the effects of time periods
on literature.
Indicators:
The students:
° 1. distinguish between past and present settings.

Standard 4: Learners demonstrate skills needed to read and respond to literature.

Benchmark 1: The reader uses literary concepts ¤ to interpret literature.
Indicators:
The students:
° 1. identify and describe the main characters in narrative ¤ literature.
° 2. restate the main idea ¤ in narrative ¤ literature.
° 3. describe the setting in narrative ¤ literature.
° 4. identify the problem and solution ¤ in narrative ¤ literature.
° 5. identify the concept and supporting details in expository ¤ literature.

  Benchmark 2: The reader evaluates literature ¤ with criteria based on purposes for reading and derived from time periods and cultures.
Indicators:
The students:
° 1. recognize connections between characters and events and people and events in their lives.
° 2. share responses with peers.
° 3. select literature based on purposes for reading.

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