Grade 1
Language Arts
Reading
Standard 1

WORD ANALYSIS, FLUENCY, AND SYSTEMATIC
VOCABULARY DEVELOPMENT.


 
Resources
Lesson Plans
Assessments
1.  Formula Three Reading-Spelling-Learning Program Instructor's Manual 

2.  Open Court materials:

 (a)  Framework for Effective Teaching: Thinking and Learning About Print, 
  Grade 1, Parts A and B (Teacher's Guide)

 (b)  Framework for Effective Teaching, Grade 1, Books 1 and 2 (Teacher's
  Guide

 (c)  Collection for Young Scholars:
  - Look Who's
  - Animals
  - Captain Bill Pinkney's Journey
  - Machines in Our Garden

 (d)  Reading/Writing Connection: Thinking and Learning About Print, Grade
  1, Parts A and B (student consumable)

 (e)  Reading/Writing Connection, Grade 1, Vol. 1, Books 1 and 2 (student
  consumable)

 (f)  Anthologies:  Collections for Young Scholars, Grade 1, Vol. 1, Books
  1 and 2

 (g)  Phonemic Awareness and Phonics Kit

 (h)  Skills Assessment

 (i)  Reading and Writing Skills Practice

 (j)  Home/School Connection

 (k)  Assessment Masters

 (l)  Assessment Guide

 (m)  Learning Framework Cards
 
 
 

 (n)  Teacher Tool Cards
  - Writers Craft/Reading
  - Grammar and Mechanics
  - Spelling and Vocabulary
  - Classroom Support
  - Games and Songs

 (o)  Instructional Posters
  - Setting Reading Goals and Assessment
  - Responding to Text
  - Checking Understanding
  - Clarifying Unfamiliar Words and Passages

3.  Daily Oral Language supplemental book

Use sequential lessons in Open Court materials, including Phonemic Awareness and Phonics manuals
Previously Published Data

1.) Following your directions, have students work individually or in pairs to complete the "making word" activities. At the end of the directed lesson, challenge them to make a compound word or see if they can manipulate the letters to make more five letter words. A further challenge would be to have them sort groups from the list or pocket chart. Rhyming Word Groups:

oil..... fish..... old

soil....dish.....hold

...................... fold

...................... sold

...................... gold

2.) As a group, have students brainstorm a sentence using three or more of the words. They should write this sentence and illustrate it. Example: A dish holds a fish.
1.  Reading/Writing Connection workbooks

2.  Teacher observation

3.  Student writing samples

4.  Student oral performance

Previously Published Data

1.) One assessment involves teacher observation during the manipulation of letters. How quickly are the vowels identified? How easily does the child choose the appropriate letter from the sound voiced? Is each child manipulating the letters or just depending on a partner to do all the work? 

2.) The second evaluation is observing how the word making session transfers to sentence writing. Criteria to assess sentence writing:
  • Is the word order correct? 
  • Are the words spelled correctly? 
  • Does the sentence begin with a capital letter? 
  • Does it end with the appropriate punctuation mark? 
  • Does the picture match the sentence?
     
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