Language Arts

Grade 1: Reading

Planning: Term #

Tracking: Ach. Level

Overall Expectations





1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;





2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;





3. use knowledge of words and cueing systems to read fluently;





4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.





Specific Expectations





1. Reading for Meaning





Variety of Texts: 1.1 read a few different types of literary texts (e.g., pattern books, rhymes, books from home, simple fiction stories), graphic texts (e.g., calendars, environmental print, signs), and informational texts (e.g., morning messages, strategy charts, instructions, simple non-fiction books, labels)





Purpose: 1.2 identify a few different purposes for reading and choose reading materials appropriate for those purposes (e.g., picture books for entertainment, information, or reflection; simple factual and visual texts for information; magazines for entertainment and interest)





Comprehension Strategies: 1.3 identify a few reading comprehension strategies and use them before, during, and after reading to understand texts, initially with support and direction (e.g., activate prior knowledge by brainstorming about the cover, title page, or topic; describe how they visualize a character or scene in a text; ask questions about information or ideas presented in a text: I wonder if ...?, What if ...? Why did...?; identify important ideas in a text). Teacher prompt: "What do you think is the most important thing to remember so far about this text/topic? Why do you think it is important?"





Demonstrating Understanding: 1.4 demonstrate understanding of a text by retelling the story or restating information from the text, including the main idea (e.g., retell a story or restate facts, including the main idea and important events, in accurate time order; role-play or dramatize a story or informational text using puppets or props)





Making Inferences/Interpreting Texts: 1.5 use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them. Teacher prompt: "The text tells us that the girl broke her brother's toy airplane. Think about what you know about the boy so far. Predict what might happen next. Is there information in the illustration that can help you make your prediction?"





Extending Understanding: 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them (e.g., identify personally significant events in stories, such as losing a tooth or getting a pet; relate information in a text to previous experiences, other familiar texts, movies, or trips). Teacher prompts: "What does this text remind you of in your life?" "Now that we have researched [topic X], what have we learned?" "Does this book remind you of a story that you have been told?"





Analysing Texts: 1.7 identify the main idea and a few elements of texts, initially with support and direction (e.g., narrative: characters, setting, problem/solution; information text: introductory statement, facts, photographs)





Responding to and Evaluating Texts: 1.8 express personal thoughts and feelings about what has been read (e.g., through role playing, drama, visual arts, music, discussion; by developing a plan to act on issues raised in the text). Teacher prompts: "How does the ending of this story make you feel?" "Do you think there are recycling ideas in the text that we could use in our classroom?" "Show me how you were feeling when..." "What would you say if you were...?"





Point of View: 1.9 begin to identify, with support and direction, the speaker and the point of view presented in a text and suggest a possible alternative perspective (e.g., dramatize the story, taking on the role of different characters; create drawings, paintings, or models to represent the perspective of different characters in a text). Teacher prompts: "Who is talking in this story? Would the story be different if someone else were talking?" "What is the author telling us about this topic?"





2. Understanding Form and Style





Text Forms: 2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story (e.g., characters, setting, events, problem/solution), graphic texts such as a calendar (e.g., names of months and days, a grid, numbers), and informational texts such as a simple "All About____" book (e.g., labels, headings, pictures)





Text Patterns: 2.2 recognize simple organizational patterns in texts of different types and explain, initially with support and direction, how the patterns help readers understand the texts (e.g., signal words such as first, second, then, finally help to identify time order or sequence)





Text Features: 2.3 identify some text features (e.g., illustrations, symbols, photographs, title, page number, table of contents) and explain how they help readers understand texts. Teacher prompts: "How does the title help you understand what you are going to be reading?" "How does an illustration or photograph help you understand what you are reading?"





Elements of Style: 2.4 identify some simple elements of style, including voice and word choice, and explain, initially with support and direction, how they help readers understand texts (e.g., descriptive words help the reader make better mind pictures of the characters or setting in a story). Teacher prompt: "What words in the text helped you make a picture in your head?"





3. Reading With Fluency





Reading Familiar Words: 3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts (e.g., the same word in different graphic representations such as: on the word wall; in shared-, guided-, and independent-reading texts; on shared- and interactive-writing charts; in personal writing; in a variety of fonts)





Reading Unfamiliar Words: 3.2 predict the meaning of and solve unfamiliar words using different types of cues, including:

• semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language);

• syntactic (language structure) cues (e.g., predictable word order, predictable language patterns, punctuation);

• graphophonic (phonological and graphic) cues (e.g., blending and segmenting of individual sounds in words; visual features of words such as shape and orientation; sound-letter relationships for initial, final, and medial sounds; onset and rime; common spelling patterns; words within words)

Teacher prompt (for cross-checking of cues): "It looks right and sounds right, but does it make sense?"





Reading Fluently: 3.3 read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader (e.g., make oral reading of a role in a simple readers' theatre script sound like natural speech)





4. Reflecting on Reading Skills and Strategies





Metacognition: 4.1 begin to identify, with support and direction, a few strategies they found helpful before, during, and after reading. Teacher prompts: "What do you do to get ready to read a new text?" "What do you do if your reading doesn't make sense to you?" "When you come to a word you don't know, what do you do?" "What strategies help you the most when you are reading?"





Interconnected Skills: 4.2 explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read (e.g., reading a text independently is easier after hearing it read aloud and/or talking about it in class). Teacher prompts: "How does listening to someone else read help you become a better reader?" "How does talking to someone else about what you are reading help you as a reader?" "How does looking at the illustrations help you make sense of what you are reading?"





Student Name:





 Expectations: Copyright The Queen's Printer for Ontario, 2006.  Format: Copyright B.Phillips, 1998.