I-CANyons Parent Toolkit for First Grade Language Arts (ELA)
Foundational Skills: I CAN...
Standard
Recognize features of a sentence (e.g. first word, capitalization, ending punctuation.
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Core Standard
RF.1.1a Recognize the distinguishing features of a sentence (first word, capitalization, ending punctuation).
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In Other Words
Students understand that a sentence starts with a capital and ends with a punctuation mark (period, exclamation, question mark). For example: The dog is barking at the cat. It is hot today! Can you ride a bike? Students will also understand that a capital is used for the word I, at the beginning of names (first and last), and with titles. For example: My mom and I like to play tag. Tom Long and Jerry Ford are friends. We saw Dr. Tom at the store.
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If Mastered
Students can work on writing the beginning of sentences in different ways. Students can work on creating sentences of different lengths. Have students look at the variety of sentences in well-written books. Look at how the author starts each sentence with a different word, or how many words are in each sentence and how that varies throughout the text. (http://www.readwritethink.org/classroom-resources/lesson-plans/family-message-journals-teach-82.html).
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If Not Yet Mastered
Have students practice writing complete sentences about themselves. (http://www.readwritethink.org/parent-afterschool-resources/activities-projects/about-photos-write-stories-30126.html?main-tab=1#tabs). Have students practice writing complete sentences using family pictures or pictures from magazines while checking their sentences for punctuation and capitilization.(http://www.readwritethink.org/parent-afterschool-resources/activities-projects/write-captivating-captions-30667.html).
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Standard
Distinguish, blend, isolate and segment sounds.
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Core Standard
R.F.1.2 Demonstrate understanding of spoken words, syllables, and sounds.
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In Other Words
RF.1.2a Students know that the vowels have short and long sounds (long vowels say their name). RF.1.2b Students can read words by blending the letter sounds together (/h/ /or/ /s/ horse, and blend with consonant blends (bl, fl, cl, br, cr, fr, sk, sm, tr, st) like /pl/ /ā/ play). RF.1.2c Students can identify the beginning, middle and ending sound of a word (the middle sound in "tap" is short vowel ă; the middle sound in "home" is long vowel sound ō. RF.1.2d Students can take apart words, sound-by-sound (e.g., cat is /k/ /a/ /t/ and home is /h/ /o/ /m/).
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If Mastered
Students can further investigate syllables and sounds of words in decoding by choosing from the variety of activities www.fcrr.org/for-educators/sca_cc_rfs_1.asp. Choose from activities such as P.030SyllableScoop http://www.fcrr.org/studentactivities/P_030b.pdf and P.031SyllableSnake http://www.fcrr.org/studentactivities/P_031b.pdf.
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If Not Yet Mastered
RF.1.2a Use Hop on Pop for short vowel practice (http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-short-vowel-discrimination-113.html?tab=1#tabs). Learn word recognition strategies using nursery rhymes (http://www.readwritethink.org/classroom-resources/lesson-plans/word-recognition-strategies-using-21.html?tab=1#tabs). RF.1.2b. Activities like P.018BreakandMake (http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part2.pdf). RF.1.2c P.037TheLastSoundIs P.039SoundQuest (http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part4.pdf). RF1.2d. P.043PhonemeHopscotch, P.044TheSoundGame (http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part5.pdf).
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Standard
Recognize and apply grade level phonics to 1-2 syllable words.
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Core Standard
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
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In Other Words
RF.1.3a Students know that digraphs have one sound (ch, sh, wh, th, ph, tch, gh, ng). RF.1.3b Students can read one-syllable words with short vowels (e.g., chap, egg, fit, frog, fun). RF.1.3c Students can read one-syllable words that end in a silent "e" and have a long vowel sound (e.g., cake, Pete, kite, joke, mule). Students can read one-syllable words that have two vowels together that make one long vowel sound (e.g., coat, tree, rain, mouse). RF.1.3d Students understand that words are made up of syllables and that every syllable has a vowel sound (e.g., cat has one vowel sound and one syllable; coat has one vowel sound and one syllable because oa has the vowel sound o; pen/cil has two vowel sounds and two syllables). RF. 1.3e Students can read two-syllable words that follow common syllable patterns VCCV or VCV. Words with the VCCV pattern usually divide between the two consonants and the first syllable has a short vowel sound (rab/bit, tab/let, can/dy, lad/der, tem/per). Words with the VCV pattern either break before the consonant V/CV and the first syllable will have a long vowel sound (ro/bot, mo/ment, ta/ble, mu/sic, ti/ger) or break after the consonant in which case the first syllable will have a short vowel sound (clos/et, plan/et, sev/en, met/al, fin/ish) RF.1.3f Students can read words that end in -s, -es, -ing, -ed, -er, -or,-ly, -ful (e.g., swims, pushes, playing, jumped, teacher, actor, friendly, playful).
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If Mastered
Students can work on automaticity and fluency applying grade-level phonics and word analysis skills with 2 and 3 syllable words and inflected endings http://www.fcrr.org/studentactivities/P_058a.pdf http://www.fcrr.org/studentactivities/P_058a.pdf http://www.fcrr.org/studentactivities/P_034b.pdf Your child can work on automaticity and fluency with grade-appropriate irregularly spelled words and then fluency phrases http://www.fcrr.org/studentactivities/F_010a.pdf http://www.fcrr.org/studentactivities/F_013a.pdf http://www.fcrr.org/studentactivities/F_011b.pdf
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If Not Yet Mastered
Students need lots of practice with how words are put together and taken apart. These fun activities will help students master blending and reading words. See activities at http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part4.pdf: RF.1.3a P.038 DiagraphDelight, P.040DiagrahaWord. RF.1.3b P.036LetterCubeBlending and P.039 MakeaWord. RF.1.3c See activities at http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part5.pdf: P.048Silent"e"Changes; www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part6.pdf: P.052SayandWriteLetter. RF.1.3d : P.055 SyllableClosedSort, P.056WordSyllableGame. RF.1.3e http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part3.pdf: P.014RollandRead http://www.fcrr.org/Curriculum/pdf/GK-1/P_Final_Part4.pdf: P.030SyllableScoops. RF.1.3f P.058InflectionToss, P.060BreakApart. RF.1.3g http://www.fcrr.org/Curriculum/pdf/GK-1/F_Final.pdf: F.008WordRelay, F.010FastWords.
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Standard
Read sight words.
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Core Standard
RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
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In Other Words
Students can read high frequency words quickly and accurately; these are words that appear often in reading materials and usually cannot be sounded out (e.g., the, one, their, they, was).
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If Mastered
Students can continue to practice sequentially more and more difficult site words. Start with the most common one syllable words and expand from there. Reading on a regular basis exposes students to more of these words.
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If Not Yet Mastered
Post words around the house in conspicuous locations. Practice the songs associated with each word.
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Standard
Read grade level text fluently with accuracy, appropriate rate, and expression to support comprehension.
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Core Standard
RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
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In Other Words
Students read grade-level text with at least 95% accuracy. Students read without mistakes, with expression (appropriate pauses and stress to convey meaning of the text), and at a natural speed- as if they are speaking. Students understand what they are reading (What materials did the three little pigs use to make their houses with? What was good about each of the types of material? What was the problem with the material?) Students are able to discuss the text and/or answer questions after reading the material.
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If Mastered
Students can read a variety of fiction and non-fiction text. Have student read and record themselves reading the book with expression and accuracy. As they read, have them look at how words are grouped together; this will help them read with appropriate phrasing. Remind students that authors write for a purpose: to inform, entertain, describe and convince. Have students read a variety of text from each of the four types of writing. Students can read books that INFORM, and write about facts they learned and details that support the facts. Students can read books that ENTERTAIN, and write about what they liked, didn't like, what they would change. Students can read books that DESCRIBE, and draw and write about what was factual or an opinion from the material. Students can read books that try to CONVINCE, and find another book that is about the same topic and talk about how they are alike and different. (http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=1#tabs)
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If Not Yet Mastered
These activities will help with fluency. The more a student practices, the more fluent they will become. F.015Phrase Progression F.019Chunk it! (http://www.fcrr.org/Curriculum/pdf/GK-1/F_Final.pdf) Also reading any book not just once but a few times will encourage fluency. Students need practice with the different types of text. Authors write to inform, to entertain, to describe and to convince. Read the material with your student. Talk about what the author is trying to say: Informational Text- talk about the facts and details (Fact- It is spring. Details- flowers are starting to bloom and trees are starting to turn green again); Entertaining Text- talk about the characters and what happens at the beginning, middle and end of the story; Descriptive Text- what is being described, what words does the author use; Convincing Text- What is the main idea, what details are used (http://www.readwritethink.org/classroom-resources/lesson-plans/build-snowman-239.html?tab=2#tabs) http://www.fcrr.org/curriculum/PDF/GK-1/C_Final.pdf Do the following activities: C.010, C.011.AM1, C.015, C.016.SS1a
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