RE01 Curriculum Map
From Brush Schools Wiki
Go back to main Reading page.
Contents |
August
Content and Essential Skills
Skills
Assessment
Resources
Optional
September
Content and Essential Skills
What are letters and sounds?
What are strategies that good readers use?
What are text to self connections?
Standard 1:
Students read and understand a variety of materials.
By the end of first grade, students will be emergent/early readers with reading strategies used to gain meaning from print at the first grade level.
These strategies will prepare them for reading at higher levels.
This requires:
1.a - an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning;
- use prior knowledge to comprehend text;
- retell in a logical, sequential order including some detail and inference;
- make logical predictions;
- monitor reading to make sure the message makes sense.
1.b - an integration of the cueing systems -- graphophonics, syntax, and semantics -- that
shall include, but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics);
- use the word attack skill of letter-sound relationships when reading (graphophonics);
- use sentence structure and word order to predict meaning (syntax);
- use background knowledge and context to construct meaning (semantics).
Skills
Reinforce:
use pictures to tell a story
demonstrate directionality(left to right)
makes predictions based on cover, title, and illustration
joins in the oral reading of familiar stories
follow 1 step oral direction
relate basic sounds to symbols
vocabulary
Introduce:
reads independently for 5-10 minutes
Text to Self connections
use picture clues to derive meaning
phonics (lessons 1-20)
derive meaning using prior knowledge and experience
read a pattern book
use rhyming words
develop sight word vocabulary
Assessment
Phonics Assessments 1,2
Observation
Homework
September Assessment (letters, sounds, sight words)
Resources
Phonics/Lindamood Bell
Big Books - I used My Brown Bear Barney(pattern book) t-s, My Friend and Swimmy t-s connections, schema
Harcourt Brace Reading Program
Trade Book/leveled readers (Little Red Readers, Silver Burdett Ginn,Alphakids)
Chrysanthemum, Julius the Baby of the World, Sheila Rae the Brave, Wemberly Worried, all by Kevin Henkes to teach t-s connections.
Four Blocks
Poetry
Word Wall
Scholastic News
Optional
October
Content and Essential Skills
What strategies do good readers use to decode and comprehend?
What is sequencing?
Standard 1:
Students read and understand a variety of materials.
By the end of first grade, students will be emergent/early readers with reading strategies use to gain meaning from print at the first grade level. These strategies will prepare them for reading at higher levels.
This requires:
1a- an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning;
- use prior knowledge to comprehend text;
- retell in a logical, sequential order including some detail and inference;
- make logical predictions;
- monitor reading to make sure the message makes sense.
1b- an integration of the cueing systems -- graphophonics, syntax, and semantics -- that
shall include, but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics);
- use the word attack skill of letter-sound relationships when reading (graphophonics);
- use sentence structure and word order to predict meaning (syntax);
- use background knowledge and context to construct meaning (semantics).
Standard 6:
Students read and recognize literature as a record of human experience.
First grade students will:
6a- identify the elements of plot, character, and setting in a favorite story;
6b- identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;
6c- identify words appealing to the senses or involving direct or indirect comparisons in literature;
6d- compare tales from different cultures by tracing the exploits of one character type or by observing the use of such natural phenomena as the seasons, constellations, land formations, or animal behaviors;
6e- read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.
Skills
Reinforce:
Rhyming
reads independently
Text to self connections
use pictures to develop a story
develop sight vocabulary
predicting
follow one step oral directions
self-corrects when reading does not make sense
Introduce:
phonics (lessons 21-40)
vocabulary
use context clues to derive meaning
sequence a series of events(beginning, middle, end)
Assessment
phonics assessments 3,4
homework
IRIs (Rigby)
observation
home reading log(Book It/Pizza Hut)
checklist
Resources
Phonics/Lindamood Bell
Scholastic News
Harcourt Brace Reading Program
Trade Books/leveled readers
Swimmy - retelling/sequencing, The Chick and the Duckling, venn diagram to compare chicks and ducks
Christopher Columbus - nonfiction
Pumpkins by Gail Gibbons,
The Pumpkin Patch, The Pumpkin Farm all nonfiction
Stellaluna t-s and Bats non-fiction
Four Blocks
Guess the Covered Word to work on strategy of skipping the word and reread for meaning
Poetry -color poems, seasonal poems to reinforce rhyming and sight words.
Word wall
Sequencing worksheets
Optional
November
Content and Essential Skills
What strategies do good readers use to decode words and comprehend?
How is punctuation used in text?
What is the difference between fiction and nonfiction?
What are the four story elements?
Standard 1:
Students read and understand a variety of materials.
By the end of first grade, students will be emergent/early readers with reading strategies use to gain meaning from print at the first grade level. These strategies will prepare them for reading at higher levels.
This requires:
1a- an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning;
- use prior knowledge to comprehend text;
- retell in a logical, sequential order including some detail and inference;
- make logical predictions;
- monitor reading to make sure the message makes sense.
1b- an integration of the cueing systems -- graphophonics, syntax, and semantics -- that shall include, but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics);
- use the word attack skill of letter-sound relationships when reading (graphophonics);
- use sentence structure and word order to predict meaning (syntax);
- use background knowledge and context to construct meaning (semantics).
Standard 6:
Students read and recognize literature as a record of human experience.
First grade students will:
6a- identify the elements of plot, character, and setting in a favorite story;
6b- identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry;
6c- identify words appealing to the senses or involving direct or indirect comparisons in literature;
6d- compare tales from different cultures by tracing the exploits of one character type or by observing the use of such natural phenomena as the seasons, constellations, land formations, or animal behaviors;
6e- read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.
Skills
Reinforce:
Reads independently
Text to self connections
identify letter sound relationships
picture clues to develop story
develop sight vocabulary
predicting
use context clues to derive meaning
self-corrects when reading does not make sense.
sequence a series of events(beginning, middle, end)
derive meaning using prior knowledge and experience
read a pattern book
rhyming words
Introduce:
Text to text connections
follow multiple step oral directions
use a variety of strategies to derive meaning (sight words, syntax and word order)
vocabulary
differentiate between fiction and nonfiction
order words alphabetically
describe the elements of fiction (character,setting) Legends worked well for this
phonics lessons
Assessment
Phonics assessment 5
Checklist
Observation
Homework
Reading Log (Book-It./Pizza Hut)
Resources
Phonics/Lindamood Bell
Big Books - Celebration, Hoot, Howl and Hiss
Harcourt Brace Reading program
Trade Books/leveled readers
Legend of the Bluebonnet
Legend of the Indian Paintbrush(story elements)
The Girl Who loved Wild Horses
The Mud Pony
Buffalo (nonfiction)
Coyote Steals the Blanket (fable- moral)
Rough Faced Girl (compare/contrast with Cinderella)
The Boy Who Lived with Seals
Raven (Legends generated much t-t connections)
Scholastic News
Word Wall
Four Blocks
Poetry - seasonal
Plays for small groups
Optional
December
Content and Essential Skills
What strategies do good readers use to decode and comprehend?
What are the 2 story elements (character/setting)?
Standard 1:
Students read and understand a variety of materials.
By the end of first grade, students will be emergent/early readers with reading strategies use to gain meaning from print at the first grade level. These strategies will prepare them for reading at higher levels.
This requires:
1a- an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning
- use prior knowledge to comprehend text
- retell in a logical, sequential order including some detail and inference
- make logical predictions
- monitor reading to make sure the message makes sense
1b- an integration of the cueing systems -- graphophonics, syntax, and semantics -- that shall include, but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics)
- use the word attack skill of letter-sound relationships when reading (graphophonics)
- use sentence structure and word order to predict meaning (syntax)
- use background knowledge and context to construct meaning (semantics)
Standard 6:
Students read and recognize literature as a record of human experience.
First grade students will:
6a- identify the elements of plot, character, and setting in a favorite story
6b- identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry
6c- identify words appealing to the senses or involving direct or indirect comparisons in literature
6d- compare tales from different cultures by tracing the exploits of one character type or by observing the use of such natural phenomena as the seasons, constellations, land formations, or animal behaviors
6e- read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading.
Skills
Reinforce:
reads independently
text to self connections
text to text connections
letter/sound symbols
picture clues to develop a story
develop sight vocabulary
predicting
use context clues to derive meaning
self-corrects when reading does not make sense
sequence a series of events (beginning, middle, end)
differentiate fiction and nonfiction
order words alphabetically
describe the elements of fiction (character, setting)
follow multiple step oral direction
use a variety of strategies to derive meaning (sight words, syntax, word order)
Read a pattern book
Rhyming words
Introduce:
follow simple written directions
restate/summarize information
Phonics Lessons
Vocabulary
Assessment
Phonics assessment 6
Observations
Homework
Checklists
Reading Log (Book-It)
Conferences during self-selected reading
IRIs (Rigby)
Resources
Phonics/Lindamood Bell
Big Books
Harcourt Brace Reading Program
Trade Books/leveled readers
A Wish for Wings That Work
Olive the Other Reindeer
Wild Christmas Reindeer
Channuka Guest
Santa's New Suit
Los Posadas
Pancho's Pinata
Legend of the Poinsettia
Trouble With Trolls
Night Tree
Christmas Lizard
Polar Express
Legends and myths were discussed when discussing Christmas Around the World.
Four Blocks (word wall work, guess the covered word, making words)
Scholastic News
Word Wall
Poetry
Optional
January
Content and Essential Skills
How are characters similar and different?
What is a text to world connection?
Standard 1:
Students read and understand a variety of materials.
By the end of first grade, students will be emergent/early readers with reading strategies use to gain meaning from print at the first grade level. These strategies will prepare them for reading at higher levels.
This requires:
1a- an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning
- use prior knowledge to comprehend text
- retell in a logical, sequential order including some detail and inference
- make logical predictions
- monitor reading to make sure the message makes sense.
1b- an integration of the cueing systems -- graphophonics, syntax, and semantics -- that shall include, but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics)
- use the word attack skill of letter-sound relationships when reading (graphophonics)
- use sentence structure and word order to predict meaning (syntax)
- use background knowledge and context to construct meaning (semantics)
Standard 6:
Students read and recognize literature as a record of human experience.
First grade students will:
6a- identify the elements of plot, character, and setting in a favorite story
6b- identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry
6c- identify words appealing to the senses or involving direct or indirect comparisons in literature
6d- compare tales from different cultures by tracing the exploits of one character type or by observing the use of such natural phenomena as the seasons, constellations, land formations, or animal behaviors
6e- read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading
Standard 5:
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
First grade students will:
5a- gather, organize, and accurately, clearly, and sequentially report information gained from personal observations and experiences such as science experiments, field trips, and classroom visitors
5b- record observations (for example, logs, lists, graphs, charts, tables, illustrations)
5c -report events sequentially
5d- write a concluding statement
5e-use resources (for example, video tapes, magazines, informational books, reference materials, interviews, guest speakers, Internet) and report information in their own words
5f- list resources used by title
Skills
Reinforce:
reads independently
text to self connections
text to text connections
follow simple written directions
letter/sound symbols
picture clues to develop a story
develop sight vocabulary
predicting
use context clues to derive meaning
self-corrects when reading does not make sense.
sequence a series of events(beginning, middle, end)
differentiate fiction/nonfiction
order words alphabetically
describe the elements of fiction (character,setting, problem and solution)
follow multiple step oral direction
use a variety of strategies to derive meaning (sight words, syntax, word order)
read a pattern book
rhyming words
restate/summarize information
Introduce:
Phonics Lessons
compare characters in a reading selection (similarities and differences)
text to world connections
Assessment
Phonics Assessments 7,8
Observations
Homework
Checklists
Reading Log (Book It)
Resources
Phonics/Lindamood Bell
Big Books
Harcourt Brace Reading Program
Trade Books/ leveled readers
Four Blocks
Scholastic News
Word Wall
We used Who's Been There? to begin learning about inference.
We used The Mitten to continue our study of questioning. The students wrote questions before, during, and after reading the story. We compared and contrasted different versions of The Mitten story.
Stranger in the Woods worked well to practice predicting. In small groups we used the blackline book Walk on the Cold Side to look for important details in a nonfiction piece.
Using many nonfiction penguin books we practiced using table of contents and furthering our study of the differences between fiction and nonfiction. We used an organizational web to keep track of the information we learned about penguins as we read many nonfiction books. We used a Venn diagram to look at the differences between Tacky and real penguins. We also used Tacky books to compare his character with the other penguins in the story. We used Tacky books also to show look at how settings change within a story.
We used Grandfather Twilight for inference and Mirette on the High Wire worked well for making connections text to self and text to text
Poetry - anthologies - If Pigs Could Fly and My Dog Ate My Homework and All the Small Poems (good for imagery)
Optional
February
Content and Essential Skills
How do draw conclusions from the text?
Standard 1:
Students read and understand a variety of materials.
By the end of first grade, students will be emergent/early readers with reading strategies use to gain meaning from print at the first grade level. These strategies will prepare them for reading at higher levels.
This requires:
1a- an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning
- use prior knowledge to comprehend text
- retell in a logical, sequential order including some detail and inference
- make logical predictions
- monitor reading to make sure the message makes sense
1b- an integration of the cueing systems -- graphophonics, syntax, and semantics -- that shall include. but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics)
- use the word attack skill of letter-sound relationships when reading (graphophonics)
- use sentence structure and word order to predict meaning (syntax)
- use background knowledge and context to construct meaning (semantics)
Standard 6:
Students read and recognize literature as a record of human experience.
First grade students will:
6a- identify the elements of plot, character, and setting in a favorite story
6b- identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry
6c- identify words appealing to the senses or involving direct or indirect comparisons in literature
6d- compare tales from different cultures by tracing the exploits of one character type or by observing the use of such natural phenomena as the seasons, constellations, land formations, or animal behaviors
6e- read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading
Standard 5:
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
First grade students will:
5a- gather, organize, and accurately, clearly, and sequentially report information gained from personal observations and experiences such as science experiments, field trips, and classroom visitors
5b- record observations (for example, logs, lists, graphs, charts, tables, illustrations)
5c -report events sequentially
5d- write a concluding statement
5e-use resources (for example, video tapes, magazines, informational books, reference materials, interviews, guest speakers, Internet) and report information in their own words
5f- list resources used by title
Skills
Reinforce:
reads independently
text to self connections
text to text connections
text to world connections
follows simple written directions
letter/sound symbols
picture clues to develop a story
develop sight vocabulary
predicting
use context clues to derive meaning
self-corrects when reading does not make sense
sequence a series of events(beginning, middle, end)
differentiate fiction/nonfiction
order words alphabetically
describe the elements of fiction (character, setting, problem and solution)
follow multiple step oral direction
use a variety of strategies to derive meaning (sight words, syntax, word order)
read a pattern book
rhyming words
restate/summarize information
compare characters in a reading selection (similarities and differences)
follow simple written directions
Introduce:
Phonics Lessons
Drawing conclusions based on text
compare characters in a reading selection (similarities and differences)
Assessment
Phonics Assessments 9,10
Observations
Homework
Checklists
Reading Log (Book It)
Resources
Phonics/Lindamood Bell
Big Books
Harcourt Brace Reading program
Trade Books/leveled readers
Four Blocks (guess the covered word, making words, what's my word?)
Scholastic News
Word Wall
We wrote 100 words in different categories for 100 days.
We used Groundhog day to talk more about myths and legends.
We compared and contrasted Abraham Lincoln and George Washington.
Oliver Button is a Sissy works well for inference and drawing conclusions.
We read Wilfred Gordon MacDonald Partridge for connections t-s,t-t, and t-w.
First One Foot and Now the Other is also good for connections and inference.
Fables is a great book for practicing the strategy inference.
Poetry read daily from various anthologies
Optional
March
Content and Essential Skills
How do we create mental images?
Standard 1:
Students read and understand a variety of materials.
By the end of first grade, students will be emergent/early readers with reading strategies use to gain meaning from print at the first grade level. These strategies will prepare them for reading at higher levels.
This requires:
1a- an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning
- use prior knowledge to comprehend text
- retell in a logical, sequential order including some detail and inference
- make logical predictions
- monitor reading to make sure the message makes sense
1b- an integration of the cueing systems -- graphophonics, syntax, and semantics -- that shall include. but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics)
- use the word attack skill of letter-sound relationships when reading (graphophonics)
- use sentence structure and word order to predict meaning (syntax)
- use background knowledge and context to construct meaning (semantics)
Standard 6:
Students read and recognize literature as a record of human experience.
First grade students will:
6a- identify the elements of plot, character, and setting in a favorite story
6b- identify a regular beat and similarities of sound in words in responding to rhythm and rhyme in poetry
6c- identify words appealing to the senses or involving direct or indirect comparisons in literature
6d- compare tales from different cultures by tracing the exploits of one character type or by observing the use of such natural phenomena as the seasons, constellations, land formations, or animal behaviors
6e- read, respond to, and discuss a variety of literature such as folk tales, legends, myths, fiction, rhymes and poems, non-fiction, and content-area reading
Standard 5:
Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources
First grade students will:
5a- gather, organize, and accurately, clearly, and sequentially report information gained from personal observations and experiences such as science experiments, field trips, and classroom visitors
5b- record observations (for example, logs, lists, graphs, charts, tables, illustrations)
5c -report events sequentially
5d- write a concluding statement
5e-use resources (for example, video tapes, magazines, informational books, reference materials, interviews, guest speakers, Internet) and report information in their own words
5f- list resources used by title
Skills
Reinforce:
reads independently
text to self connections
text to text connections
text to world connections
follows simple written directions
letter/sound symbols
picture clues to develop a story
develop sight vocabulary
predicting
use context clues to derive meaning
self-corrects when reading does not make sense
sequence a series of events(beginning, middle, end)
differentiate fiction/nonfiction
order words alphabetically
describe the elements of fiction (character, setting, problem and solution)
follow multiple step oral direction
use a variety of strategies to derive meaning (sight words, syntax, word order)
read a pattern book
rhyming words
restate/summarize information
make inferences from text and illustration
compare characters in a reading selection (similarities and differences)
follow simple written directions
drawing conclusions based on text
make inferences from text and illustration
compare characters in a reading selection (similarities and differences)
Introduce:
Phonics Lessons
Creating mental images
Assessment
Phonics Assessment 11
Observations
Homework
Checklists
IRIs (Rigby)
Reading Log (Book It)
Resources
Phonics/Lindamood Bell
Big Books
Harcourt Brace Reading Program
Trade Books/ leveled readers
Four Blocks
Scholastic News
Word Wall
Poetry
We used various plays this month to work on fluency and oral reading with expression.
We used Fables and Anansi books to work on inference and mental images.
We also used fairy tales, such as Rumplestiltskin and Hansel and Gretel.
We continue to work on story elements.
Optional
April
Content and Essential Skills
Why do we question?
Why is nonfiction important?
Standard 1:
Students read and understand a variety of materials.
By the end of first grade, students will be emergent/early readers with reading strategies use to gain meaning from print at the first grade level. These strategies will prepare them for reading at higher levels.
This requires:
1a- an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning
- use prior knowledge to comprehend text
- retell in a logical, sequential order including some detail and inference
- make logical predictions
- monitor reading to make sure the message makes sense
1b- an integration of the cueing systems -- graphophonics, syntax, and semantics -- that shall include. but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics)
- use the word attack skill of letter-sound relationships when reading (graphophonics)
- use sentence structure and word order to predict meaning (syntax)
- use background knowledge and context to construct meaning (semantics)
Standard 5:
Students read to locate, select, and make use of relevant information from a variety of sources.
Skills
Reinforce:
reads independently
text to self connections
text to text connections
text to world connections
follows simple written directions
letter/sound symbols
picture clues to develop a story
develop sight vocabulary
predicting
use context clues to derive meaning
self-corrects when reading does not make sense
sequence a series of events(beginning, middle, end)
differentiate fiction/nonfiction
order words alphabetically
describe the elements of fiction (character, setting, problem and solution)
follow multiple step oral direction
use a variety of strategies to derive meaning (sight words, syntax, word order)
read a pattern book
rhyming words
restate/summarize information
make inferences from text and illustration
compare characters in a reading selection (similarities and differences)
follow simple written directions
Drawing conclusions based on text
Make inferences from text and illustration
Compare characters in a reading selection (similarities and differences)
Creating mental images
Introduce:
Phonics Lessons
Asking Questions
Determining importance in nonfiction
Assessment
Phonics Assessment 12
Observations
Homework
Checklists
Resources
Phonics/Lindamood Bell
Big Books
Harcourt Brace Reading Program
Trade Books/ leveled readers
Four Blocks
Scholastic News
Word Wall
Poetry
We read charts and graphs to work on how reading nonfiction is different than fiction.
Fiction - Making connections, asking questions, compare and contrast, asking questions - Wump World, The Lorax, The Wartville Wizard.
Imagery - Salamander Room, Kapok Tree
Optional
May
Content and Essential Skills
What strategies do good readers use?
Standard 1:
Students read and understand a variety of materials. By the end of first grade, students will be emergent/early readers with reading strategies use to gain meaning from print at the first grade level. These strategies will prepare them for reading at higher levels.
This requires:
1a- an understanding of text that shall include, but not necessarily limited to, students being able to do the following:
- use pictures to check meaning
- use prior knowledge to comprehend text
- retell in a logical, sequential order including some detail and inference
- make logical predictions
- monitor reading to make sure the message makes sense
1b- an integration of the cueing systems -- graphophonics, syntax, and semantics -- that shall include. but not necessarily limited to, students being able to do the following:
- recognize letters and know sound-symbol relationships (graphophonics)
- use the word attack skill of letter-sound relationships when reading (graphophonics)
- use sentence structure and word order to predict meaning (syntax)
- use background knowledge and context to construct meaning (semantics)
Standard 5:
Students read to locate, select, and make use of relevant information from a variety of sources.
Skills
Reinforce:
reads independently
text to self connections
text to text connections
text to world connections
follows simple written directions
letter/sound symbols
picture clues to develop a story
develop sight vocabulary
predicting
use context clues to derive meaning
self-corrects when reading does not make sense.
sequence a series of events(beginning, middle, end)
differentiate fiction/nonfiction
order words alphabetically
describe the elements of fiction (character, setting, problem and solution)
follow multiple step oral direction
use a variety of strategies to derive meaning (sight words, syntax, word order)
read a pattern book
rhyming words
restate/summarize information
make inferences from text and illustration
compare characters in a reading selection (similarities and differences)
follow simple written directions
Drawing conclusions based on text
Make inferences from text and illustration
Compare characters in a reading selection (similarities and differences)
Creating mental images
Asking Questions
Determining importance in nonfiction
Introduce:
Phonics Lessons
Assessment
Phonics Assessment 13
Observations
Homework
Checklists
IRIs (Rigby)
Resources
Phonics/Lindamood Bell
Big Books
Harcourt Brace Reading Program
Trade Books/ leveled readers
Four Blocks
Scholastic News
Word Wall
Poetry
Review all of the comprehension strategies we use.
A Chair For My Mother, What Have You Done Davey, Honeybee and the Robber, Two Bad Ants, The Gardener
Robert Munsch books
Optional
