VSC Reading/English language Arts Grade 1

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Research & Investigation Guide K-5

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Web Resources Supporting the Maryland Voluntary State Curriculum

Reading/English Language Arts - Grade 1 Reading \| Informational \| Literary \| Writing \| Language \| Listening \| Speaking
READING Standard 1.0 General Reading Processes
Topic A. Phonemic Awareness
Indicator 1. Discriminate sounds and words Objectives a. Identify initial, medial, and final sounds in one-syllable words b. Compare one-syllable words using initial, medial, and final sounds c. Categorize words as same or different by medial sounds Indicator 2. Discriminate and produce rhyming words and alliteration Objectives a. Produce sentences with rhyming and alliteration Indicator 3.Blend sounds and syllables to form words Objectives a. Blend 3-4 phonemes into a word, such as f-a-s-t=fast Indicator 4. Segment and manipulate sounds in spoken words Objectives a. Segment words into syllables b.Segment one-syllable words into phonemes c. Delete sounds to form new words d. Identify the initial sound in a word e. Add sounds to form new words f. Substitute sounds to form new words	Syllables Children are able to see and hear how to recognize syllables in words. Teachers may want to go to the home page for other resources. (active, reflective, global understanding, auditory, visual)
Topic B. Phonics
Indicator 1. Identify letters and corresponding sounds Objective a. Produce letter/sound correspondences rapidly (1 per second) b. Combine sounds to form letter combinations, such as pl-, bl-, tr-, -nt Indicator 2.Decode words in grade-level texts Objectives a. Recognize and apply short vowels, long vowels, and "y" as a vowel b. Decode words with letter combinations, such as consonant digraphs, blends, and special vowel patterns c. Read one-syllable words fluently (CVC, CVCE) d. Use known word/part to decode unknown words, such as car->card	Chicken Jane Children can listen to a funny story about Chicken Jane. (auditory,visual) Long Vowel Sounds With a series of poems, children are able to learn the long vowel sound. This site also includes interactive games. (auditory, visual, reflective, global understanding, sequential) Think and Sink Children can create words based on clues within the text. (visual and sequential) Consonant Sounds With a series of poems, children are able to learn consonant sounds. This site also includes interactive games. (auditory, visual, reflective, global understanding, sequential)
Topic C. Fluency
Indicator 1. Read orally from familiar text at an appropriate rate Objective a. Listen to models of fluent reading b. Read familiar text at a rate that is conversational and consistent c. Reread text multiple times to increase familiarity with words Indicator 2. Read grade-level text accurately Objectives a. Reread and self-correct while reading b. Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction c. Read sight words automatically, such as have, said, where, two Indicator 3. Read grade-level text with expression Objectives a. Demonstrate appropriate use of phrasing when reading familiar text Use end punctuation, commas, and quotation marks to guide expression Use intonation (emphasis on certain words) to convey meaning	Reading List for Elementary Children This is a link to the Strive for 25 web page that is provided by the Office of Library Sciences. Teachers are able to view literary works, the topics they cover and the suggested reading level. (visual)
Topic D. Vocabulary
Indicator 1. Develop and apply vocabulary through exposure to a variety of texts Objectives a. Acquire new vocabulary through listening to and reading a variety of grade-appropriate text daily b. Discuss words and word meanings daily as they are encountered in texts, instruction, and conversation c. Ask questions to clarify meaning about objects and words related to topics dis d. Listen to and identify the meaning of new vocabulary in multiple contexts e. Connect unfamiliar words from texts, instruction and conversation to prior knowledge to enhance meaning f. Learn 5-8 new words every week (independent reading) Indicator 2. Develop a conceptual understanding of new words Objectives a. Sort grade-appropriate words with or without pictures into categories b. Identify antonyms and synonyms c. Identify and use correctly new words acquired through study of their relationship to other words Indicator 3. Understand, acquire, and use new vocabulary Objectives a. Determine meaning of words using their context Reread Use context clues Examine illustrations b. Use unfamiliar words introduced in literary and informational texts c. Use word structure to determine meaning of words Contractions Inflectional endings Compound words Root/base words d. Use resources to determine meaning of unknown words Picture dictionaries Charts Diagrams Post Content texts	Antonyms, Synonyms and Homonyms Learn about synonyms, antonyms and homonyms with Tim and Moby. It also includes a diagnostic at the beginning and an assessment at the end. This link is provided by BrainPop. Students may need a password linking from an outside source. (auditory, visual,reflective)
Topic E. General Reading Comprehension
Indicator 1. Develop comprehension skills through exposure to a variety of texts Objectives a. Listen to, read, and discuss text representing diversity in content, culture, authorship, and perspective, including areas, such as race, gender, disability, religion, and socio-economic background b. Self-select appropriate text for a variety of purposes c. Read a minimum of 25 books representing various genres d. Discuss ideas/information gained from reading experiences with adults and peers Indicator 2. Use strategies to prepare for reading (before reading) Objectives a.Make connections to the text using their prior knowledge and experiences with the text b. Make predictions or ask questions about the text by examining the title, cover, illustrations/photographs/text, and familiar author or topic c. Set a purpose for reading and identify type of text (fiction or nonfiction) Indicator 3. Use strategies to make meaning from text (during reading) Objectives a Recall and discuss what they understand b. Identify and question what did not make sense c. Reread difficult parts slowly and carefully and use own words to restate difficult parts d. Make, confirm, or adjust pred e. Connect events, characters, and actions in stories to specific life experiences e. Look back through the text to search for connections between topics, events, characters, and actions in stories to specific life experiences Indicator 4. Use strategies to demonstrate understanding of the text (after reading) Objectives a. Describe what the text is about b. Describe what is directly stated in the text (details, literal meaning) c. Engage in conversation to understand what has been read d. Answer simple questions (who, what, when, where, and how) in writing e. Respond to text by drawing, speaking, dramatizing, or writing f. Retell the main idea of texts t	Valiant Chris James A read aloud story from the Reading is Fundamental web site. A young knight is bold and brave enough to help a sick dragon. See how the dragon repays Chris' kindness. Teachers can even pause the story so that children can make predictions and answer questions. (auditory, visual, global understanding, reflective, sequential) The Adventures of Sydney Read the story of Sydney and go along for an adventure. (visual and tactile) Reading List for Elementary Children This is a link to the Strive for 25 web page that is provided by the Office of Library Sciences. Teachers are able to view literary works, the topics they cover and the suggested reading level. (visual) The Life and Times of Tomie DePaola Students are able to determine how events in the author's life provide inspiration for his stories. A link is provided by BCPS. (visual, reflective, global understanding, active) Storybook Web Children can view and listen to a story or they can select to play a spelling game. (auditory, visual, reflective, global understanding, active, sequential)
INFORMATIONAL Standard 2.0 Comprehension of Informational Text
Students will read, comprehend, interpret, analyze, and evaluate informational text.
Topic A. Comprehension of Informational Text
Indicator 1.Develop comprehension skills by reading a variety of self-selected and assigned informational texts Objectives a. Listen to nonfiction materials Textbooks Trade books Grade-appropriate reference materials Newspapers Articles Magazines Questionnaires/interviews Multimedia resources b. Read and recognize functional documents Sets of directions Science investigations Posters Flyers Forms Invitations Menus Maps Recipes Rules Classroom schedules c. Select and read personal interest materials, such as brochures, books, magazines, and web sites Indicator 2. Identify and use text features to facilitate understanding of informational texts Objectives a. Identify print features Large bold print Font size/type Colored print Headings and chapter titles Labels Captions Numbered steps b .Use graphic aids Illustrations Pictures Photographs Drawings Maps Graphs Charts/tables Diagrams Materials list c. Use informational aids Materials lists Captions Glossed words Labels Numbered steps d. Use organizational aids when reading Title Table of contents Numbered steps Transition words Indicator 3. Develop knowledge of organizational structure of informational text to understand what is read Objectives a. Distinguish between fiction and nonfiction text b. Recognize words that signal the structure of informational text c. Recognize sequential order d. Recognize cause/effect relationships e. Recognize similarities and differences f. Recognize main idea Indicator 4. Determine important ideas and messages in informational texts Objectives a. Identify the text's purpose b. Identify main ideas/messages c. Retell important facts from a text d. Retell important facts from a text e. Identify how someone might use the text f. Identify prior knowledge that clarifies the main idea of the text Indicator 5. Evaluate informational text Objectives a. Recognize specific punctuation that create tone Indicator 6. Read critically to evaluate informational text Objectives a. State whether the text fulfills the reading purpose b. Tell what the author could have done to make the text easier to understand c. Explain whether the author's ideas are clear d. Identify words that affect the reader's feelings	Boowa and Kowala - Cooking Recipes Children can enhance their ability to follow directions and completing a list. (auditory, visual, tactile,global understanding, active) Lemonade Stand Children can help Elmo select the ingredients for lemonade. (auditory,visual, global understanding, active) Fiction/Nonfiction Children are able to view, listen and read short stories, as well as a nonfiction work. (auditory, visual, reflective)
LITERARY Standard 3.0 Comprehension of Literary Text
Students will read, comprehend, interpret, analyze, and evaluate literary texts.
Topic A. Comprehension of Literary Text
Indicator 1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts Objectives a. Listen to, read, and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities b. Listen to, read, and discuss a variety of different types of fictional literary texts, such as plays, poems, stories (folktales, fairy tales, fantasy, fables, realistic fiction, and historical fiction) Indicator 2. Use text features to facilitate understanding of literary texts Objectives a. Identify and explain how the title contributes to meaning b. Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaning Indicator 3. Use elements of narrative texts to facilitate understanding Objectives a. Identify the elements of a story, including characters, setting, problem, and solution b. Identify and explain character traits and actions c. Sequence the important events Indicator 4. Use elements of poetry to facilitate understanding Objectives a. Identify rhyme, rhythm, and repetition in poems read to them b. Summarize the events or tell the meaning of the poem Indicator 5. Use elements of drama to facilitate understanding Objectives a. Identify the characters, dialogue, and scenery of a play read to them Indicator 6. Determine important ideas and messages in literary texts Objectives a. Recognize the main idea b. Recognize a similar message in more than one text c. Summarize the text by stating the main idea and sequencing the important events d. Identify personal connections to the text Indicator 7. Identify and describe the author's use of language Objectives a. Identify language that appeals to the senses and feelings b. Identify repetition c. Identify specific words and punctuation that create tone	Songs from Boowa and Koala Children can learn about numbers, parts of the body, etc. while they learn these popular childhood songs. (auditory, visual, reflective) A Surprise for Mitzi Mouse A visual read aloud story. (auditory, visual,) Barnyard Babies A fun read aloud story with animation. The sentences are highlighted as they are read. (auditory, visual, reflective) Nursery rhymes A large selection of nursery rhymes. (auditory, visual, reflective) Readalong Nursery Rhymes Teachers are able to share this site with the children in order to enhance the students' listening skills, word recognition and rhyme. The website also includes resources that the teacher can use in the classroom, such as sequence cards, a printable poster, etc. (visual, auditory, reflective, global understanding, sequential)
WRITING Standard 4.0 Writing
Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.
Topic A. Writing
Indicator 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers Objectives a. Generate ideas and topics and make a plan for writing b. Write a first draft with a main idea and supporting details Indicator 2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade Objectives a. Write to express personal ideas using drawings, symbols, letters, words, sentences, and simple paragraphs b. Contribute to a shared writing experience or topic of interest c. Use sensory details to expand ideas d. Use details that support a topic with a clear beginning, middle, and end to inform e. Write persuasive text to support a stated opinion f. Write a variety of responses to text, such as response logs and journal Indicator 3. Write a variety of responses to text, such as response logs and journal Objectives a. Improve writing by Maintaining a topic Adding ideas b. Proofread and edit writing for Capitalization at the beginning of sentences Capitalization for names Punctuation at the end of sentences Accurate spelling of previously learned, high-frequency words c. Prepare writing for publication Indicator 4. Identify how language choices in writing and speaking affect thoughts and feelings Objectives a. Identify and use words to express feelings, such as happiness, anger, sadness, frustration b. Acquire and use new vocabulary Indicator 5. Use effective details, words, and figurative language in the student's own composing Objectives a. Use descriptive words and other details to expand and improve student's own writing Indicator 6. Use information from various sources to accomplish a purpose Objectives a. Identify sources of information on a topic, such as trade books, classroom dictionaries, glossaries, indexes, maps, news magazines, etc b. Use graphic organizers, such as webs and story maps to organize information	Wacky Web Tales Children can apply their knowledge of grammar to create their own tales. (visual, reflective, global understanding, kinesthetic, tactile, sequential) Description: Robin Family Children view a picture and write a description. Instructions ( Make Them Laugh is another prompt that can be used. ( visual, reflective, global understanding, kinesthetic, tactile, sequential)
LANGUAGE Standard 5.0 Controlling Language
Students will control language by applying the conventions of Standard English in speaking and writing.
Topic A. Grammar
Indicator 1. Use grammar concepts and skills that strengthen oral and written language Objectives a. Use various parts of speech, such as nouns, pronouns, and verbs b. Distinguish between complete and incomplete sentences c. Compose simple sentences using correct word order	Nursery rhymes A large selection of nursery rhymes. (audio, visual, reflective) Wow! Grammar By selecting Clean Up Your Grammar , students can test their knowledge of homophones. (auditory, visual, tactile, global understanding, reflective Nouns Tim and Moby discuss nouns. This link is provided by BrainPop. (auditory, visual, reflective, global understanding, kinesthetic) Personal Pronouns Tim and Moby explain personal pronouns. This link is provided by BrainPop. (auditory, visual, kinesthetic, global understanding, reflective)
Topic B. Usage
Indicator 1. Recognize examples of conventional usage in personal and academic reading Indicator 2. Comprehend and apply standard English in oral and written language Objectives a. Recognize when subjects and verbs agree b. Recognize when personal nouns and pronouns agree
Topic C. Mechanics
Indicator 1. Explain the purpose of mechanics to make and clarify meaning Indicator 2. Comprehend and use basic punctuation and capitalization in written language Objectives a. Consistently use end punctuation such as period, question mark, exclamation mark b. Use periods in numbered lists c. Use commas in dates and salutations and closings d. Use capital letters to begin sentences and identify proper nouns, such as names	Punctuation Tim and Moby explain punctuation. This link is provided by BrainPop. (auditory, visual, global understand, reflective, kinesthetic) A Capital Idea A PowerPoint that explains capitalization. (auditory. visual, reflective, global understanding, sequential) Sentence Detectives Children are able to enhance their knowledge of end punctuation. (visual, reflective, sequential, global understanding, tactile)
Topic D. Spelling
Indicator 1. Apply conventional spelling in written language Objectives a. Correctly spell several non-phonetic high frequency words b. Spell phonetically regular high frequency words c. Correctly spell grade level appropriate pattern words d. Spell two syllable words that follow regular spelling patterns, including compound words e. Encode words with simple blends f. Spell words with simple prefixes and inflectional endings g. Use temporary spelling to attempt unknown words h. Access resources to spell unknown words, such as labeled objects, word walls, charts, pictionaries
Topic E. Handwriting
Indicator 1. Produce writing that is legible to the audience Objectives a. Form upper and lower case manuscript letters b. Control size and spacing of manuscript letters on appropriately lined paper c. Use manuscript in daily assignments to build accuracy and automaticity	Leona's Stuff- Writing ABCs View the procedures used to write letters and copy on a printable worksheet. (audio, visual, reflective, tactile, global understanding)
LISTENING Standard 6.0 Listening
Students will demonstrate effective listening to learn, process, and analyze information.
Topic A. Listening
Indicator 1. Demonstrate active listening strategies Objectives a. Attend to the speaker b. Respond appropriately to clarify and understand Indicator 2. Comprehend and analyze what is heard Objectives a. Determine a speaker's general purpose b. Identify rhythms and patterns of language, including rhyme and repetition c. Demonstrate an understanding of what is heard by retelling, asking questions, and relating prior knowledge d. Follow a set of multi-step directions e. Listen carefully to expand and enrich vocabulary f. Make judgments based on information from the speaker	Moogle the Messy Beastie A fun read aloud story with animation. The sentences are highlighted as they are read. (audio, visual, reflective) Boowa and Koala- Stories Children can watch chapters of their favorite Boowa and Koala stories come to life. With the click of the mouse, children can also hear songs for certain chapters. (audio, visual, reflective) Boowa and Koala - Musical Games Children can enhance their listening ability by playing a series of musical games. (audio, visual, reflective, active) Songs from Boowa and Koala Children can learn to enhance their listening skills by learning these popular childhood songs. (audio, visual, reflective) Headin' South An entertaining read aloud story with animation. The sentences are highlighted as they are read.(audio, visual, reflective, global understanding)
SPEAKING Standard 7.0 Speaking
Student will communicate effectively in a variety of situations with different audiences, purposes, and formats.
Topic A. Speaking
Indicator 1.Use organization and delivery strategies Objectives a. Speak clearly enough to be heard and understood in a variety of settings b. Use verbal and non-verbal techniques useful in communication, such as volume and/or gestures Indicator 2. Make oral presentations Objectives a. Speak in a variety of situations to inform and/or relate experiences, including retelling stories b. State a position and support it with reasons c. Use props when appropriate	Songs from Boowa and Koala Children can learn about numbers, parts of the body, etc. while they learn these popular childhood songs. (audio, visual, reflective, global understanding, kinesthetic, tactile, sequential)

Web Resources Supporting the Maryland Voluntary State Curriculum

Reading/English Language Arts - Grade 1

READING

Standard 1.0 General Reading Processes

INFORMATIONAL

Standard 2.0 Comprehension of Informational Text

LITERARY

Standard 3.0 Comprehension of Literary Text

WRITING

Standard 4.0 Writing

LANGUAGE

Standard 5.0 Controlling Language

LISTENING

Standard 6.0 Listening

SPEAKING

Standard 7.0 Speaking