Grade 1
Language Arts
Reading
Standard 3

LITERARY RESPONSE AND ANALYSIS


 
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
  - Writer's 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

Open Court materials lead discussion regarding stories, including prediction, recall

Reading/Writing 
Connection workbook for activities for sequencing story events and plot and character activities

Previously Published Data

1.) Read the book Where the Wild Things Are by Maurice Sendak. Follow with a discussion about the characters, setting, plot, and theme for this story. Give each student a copy of the "Character, Setting, Plot, and Theme" chart or have them fold a piece of blank paper into four sections. In each section they should write one of the elements of the story. They may either draw or write appropriate answers in each box.

1.  Reading/Writing Connection workbooks

2.  Teacher observation

3.  Student writing samples

4.  Student oral performance

Previously Published Data

1.) Evaluate each student's understanding of the literary elements of this story by checking each response.
 

  • Characters: Does the student list (or draw) Max, his mother, and the wild Things? 

    •  
  • Setting: Does the picture/ words show Max's bedroom or the place where the Wild Things live? (A child does not need to show every setting to illustrate an understanding of the concept.)

    •  
  • Plot: Does the student show a basic understanding of the beginning, middle, and end of the story?

    •  
  • Theme: Does the student attempt to make sense of the story? Possible themes might include: Be good, or don't be good; You can tame Wild Things; It wouldn't be great to be king of the Wild Things.

    •