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1st Grade Student Proficiency Levels: Standard 2 Reading Process (redirected from 1st Grade Student Proficiency Levels: Standard 2 Rgd Proc)

Page history last edited by Danielle Calvin 5 years, 4 months ago

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1st Grade Proficiency Levels

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

 

READING: Students will read and comprehend increasingly complex literary and informational texts.

 

 

 

Understanding 

Objectives 

 

Approaching 

1.2.R.1

Students can retell/reenact important events with details to identify the main idea.

 

1.2.R.1

Students will retell or reenact major events in a text, focusing on important details to recognize the main idea.

 


 

Developing 

1.2.R.1

Students can retell/reenact the beginning and some of the details of a text.

 


1.2.R.1

Students can retell/reenact the beginning of a text. 

1.2.R.2

Students can identify fiction using characteristics.

 

 

 

1.2.R.2

Students can identify fiction and nonfiction using characteristics from the genres with guidance and support.

 

 

1.2.R.2

Students can identify fiction and nonfiction using characteristics from the genres.


*See Genre Guidance on page 90 of  OAS for ELA.

 

1.2.R.2

Students will discriminate between fiction and nonfiction/informational text.

  

1.2.R.3

Students can order some events in a text.

 

 

1.2.R.3

Students can order major events in a text with guidance.

 

 

1.2.R.3

Students can sequence events in a text.

 

 

1.2.R.3

Students will sequence the events/plot (i.e., beginning, middle, and end) of a story or text.

  
 

*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills.

 

 Instructional Guidance 

Developing 
  • Review characteristics of genres.  Before reading, use think aloud to explain how details on the cover give clues about a text’s genre.  Ask students to find more details on the cover, decide the genre of the text, and give supporting statements.  Read text aloud and have students confirm or change predictions.

  • Using simple, short fictional stories, read text to students, then ask students to name characters and major events.  Use think alouds to model retelling the story with a logical sequence of events.  Provide picture cards to help students sequence story for retelling.  Allow students to practice retelling by act out events, providing support as needed.  Provide many opportunities for students to act out and sequence simple stories with guidance and in centers.

  • Using simple, short nonfiction texts, remind students that some books help us learn new things and ask students to listen for new information in the text.  After reading, model telling a detail learned from text, then question students about new things learned (details), providing support as needed.  Explain to students that the main idea tells what the text is mainly about.  Use think alouds to model constructing the main idea using details.  Provide opportunities for students to practice constructing main ideas using details in small groups or with partners.

Approaching 
  • Use a puzzle to symbolize using supporting details to find the main idea.  Video resource explains how to use puzzles to teac the main idea.  

  • Review characteristics of genres before reading a text.  Given title and book cover, ask students to predict the genre and give supporting statements.  Read text aloud and check predictions.   

  • After reading texts, ask students to name characters and important events or details.  Use think-aloud to model identifying the main idea using events or details.  Provide many opportunities for students to practice finding the main idea using important events or details with guidance.

  • For students struggling with the main idea, begin with pictures, then use a single sentence, progressing to a single paragraphs , then short texts.  Students may use highlighters or Post-It tags when locating supporting details on copies or in texts.  Provide guidance as students work to identify the main ideas in this progression.  For additional ideas on teaching main idea or for short texts, use ReadWorks.org.  

  • Model using picture cards to retell story using beginning, middle, end, or first, next, last.  Provide many opportunities for students to practice sequencing and retelling with picture cards or acting out events in simple stories with guidance and in centers.

Understanding 
  • Before reading a text, ask students use the cover and title to predict the genre of text and give supporting statements.  Read text aloud to check predictions.

  • Using grade-appropriate texts, ask students to identify and sequence major events in the stories.  Events may be recorded on sentence strips, then used for sequencing on a pocket chart.  Add transition word cards (e.g. first, next, last) to the beginning of sentence strips to help flow of  retell.  Model using story maps to organize information and provide practice for students using story maps.

  • Using grade-appropriate texts, ask students to identify the main idea and provide supporting details. Students may use highlighters or Post-It tags when locating supporting details on copies of text passages or within a text.  Graphic organizers will help organize details to find the main idea.

  • For additional ideas on teaching main idea, use ReadWorks.org.

Deeper

Acquisition 

  • Provide practice retelling, sequencing events, and identifying the main idea and support details, using more complex texts, working with partners, in small groups, or independently.   

    • Students may draw pictures to sequence stories and write supporting sentences using foldables or story maps.

    • Students may practice retelling or sequencing by creating a dramatization of a story, then performing for their class or other classes.  

    • Students may use foldables to present main idea and supporting details of a text. 

 

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