This year we will be learning about letters, sounds, words, sentences, sight words, short vowels, and long vowels.
Journeys
Students can log in to their own Journeys account by clicking on the link above,
using their first name and last initial as their username and the password word#
Language Arts Standards
READING
Critical readers utilize a variety of strategies and apply meaning from text to real life situations as life-long learners.
1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT
Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
Concepts About Print
1.1 Identify and locate parts of a book (front cover, back cover, title page, and spine).
1.2 Identify the title and author of a reading selection.
1.3 Demonstrate ability to track words from left to right and top to bottom on a printed page (track individual words).
1.4 Understand that printed materials have meaning.
1.5 Recognize that sentences are made up of words separated by spaces in print.
Phonemic Awareness
1.6 Distinguish letters from words, and that letters in a certain order make words.
1.7 Recognize and name all uppercase and lowercase letters.
1.8 Auditorily track sounds in a CVC word by isolating the sounds and counting the sounds.
1.9 Manipulate the sounds in a CVC word by substituting beginning, middle or ending sounds.
1.10 Blend vowel-consonant sounds orally to make words or syllables.
1.11 Identify and produce rhyming words in response to an oral prompt.
1.12 Distinguish orally stated one-syllable words and separate into beginning, medial, or ending sounds.
1.13 Track auditorily each word in a sentence.
1.14 Count the number of syllables in words.
Decoding and Word Recognition
1.15 Match all consonant and short vowel sounds to appropriate letters (i.e., the alphabetic principal).
1.16 Decode simple one-syllable CVC short vowel word families and high frequency words.
1.17 Demonstrate that as consonant letters at the beginning or end of a word change, the word and its meaning change also. (e.g., Bat à Cat à Can)
1.18 Decode emergent-reader texts with purpose and understanding.
Vocabulary and Concept Development
1.19 Identify and sort common words in basic categories (e.g., colors, shapes, foods).
1.20 Describe common objects and events using both general language and specific vocabulary.
1.21 Orally use adjectives to describe common objects.
1.22 Orally sort words into categories of person, place, animals, or things (nouns).
1.23 Orally recognize action words (verbs).
2.0 READING COMPREHENSION
Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). Refer to the American Library Association (ALA) list for appropriate book selections.
Structural Features of Informational Materials
2.1 Understand the terms Title, Author, and Illustrator and define the role of author and illustrator in telling the story.
Comprehension and Analysis of Grade Level Appropriate Text
2.2 Use pictures and context clues to make predictions about story content.
2.3 Connect story elements: Text–to-Text, Text–to-Self, Text–to-World.
2.4 Comprehend and retell a story, including key details, sequencing events. Retell and explain.
2.5 Evaluate and analyze the text by asking and answering relevant questions associated with essential literary elements: Setting, characters, plot, main Idea, real/fantasy, draw conclusions, problem/solution, cause and effect, moral lesson author’s purpose, sequencing, classify/categorize.
2.6 Compare and contrast various multi-media presentations of a story (e.g., CD, film, DVD, computer programs, Internet, interactive whiteboard)
3.0 LITERARY RESPONSE AND ANALYSIS
Students listen and respond to stories based on well-known characters, themes, plots, and settings. Refer to the American Library Association (ALA) list for appropriate book selections.
Narrative Analysis of Grade Level Appropriate Text
3.1 Identify (experience) and understand various genres of literature to include fiction, nonfiction, realistic fiction, fairy tales, fables, folktales, poetry, biography, and informational text.
3.2 Identify print materials (e.g., books, poems, newspapers, signs, and labels.) in a print rich environment.
WRITING
Accomplished writers effectively communicate ideas to specific audiences. An author's purpose for writing and his/her audience determine the organization and format.
1.0 WRITING STRATEGIES
Students write words and brief sentences that are legible.
Organization and Focus
1.1 Use letters and phonetically spelled words to write a sentence about an experience.
1.2 Construct consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).
1.3 Write by moving from left to right and top to bottom.
Penmanship
1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.
1.5 Demonstrate correct pencil grasp.
1.6 Write name using computer keyboard.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
Proficient writers and speakers utilize correct conventions of language to communicate effectively.
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
Students write and speak with a command of Standard English conventions appropriate for this grade level.
Sentence Structure
1.1 Recognize and use complete, coherent sentences when speaking.
1.2 Recognize a sentence begins with a capital letter, has spaces in between words, and ends with a punctuation mark.
1.3 Produce a sentence beginning with a capital letter, spacing in between words, and ending with a punctuation mark.
1.4 Distinguish different types of sentences (e.g., statement, question, exclamatory).
Spelling
1.5 Construct words using pre-phonetic knowledge (inventive spelling), phonemic awareness, sounds of the alphabet, and knowledge of letter names.
1.6 Recognize in print environment and write correctly first and last name.
LISTENING AND SPEAKING
Active listening supports deeper understanding of the speaker's message. Successful speakers engage their audience while sharing relevant information.
1.0 LISTENING AND SPEAKING STRATEGIES
Students listen and respond to oral communication. They speak in clear and coherent sentences.
Comprehension
1.1 Understand and follow one and two-step directions.
1.2 Share information and ideas, speaking audibly in complete coherent sentences.
1.3 Differentiate between making a statement and asking a question.
2.0 SPEAKING APPLICATIONS (GENRES & THEIR CHARACTERISTICS)
Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the listening and speaking strategies of Kindergarten outlined in Listening and Speaking Standard 1.0, students:
2.1 Describe people, places, and things (i.e., size, color, shape, locations, and actions).
2.2 Memorize and recite short poems, rhymes, songs, and prayers.
2.3 Retell an experience or creative story with a beginning, middle, and end.
Critical readers utilize a variety of strategies and apply meaning from text to real life situations as life-long learners.
1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT
Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
Concepts About Print
1.1 Identify and locate parts of a book (front cover, back cover, title page, and spine).
1.2 Identify the title and author of a reading selection.
1.3 Demonstrate ability to track words from left to right and top to bottom on a printed page (track individual words).
1.4 Understand that printed materials have meaning.
1.5 Recognize that sentences are made up of words separated by spaces in print.
Phonemic Awareness
1.6 Distinguish letters from words, and that letters in a certain order make words.
1.7 Recognize and name all uppercase and lowercase letters.
1.8 Auditorily track sounds in a CVC word by isolating the sounds and counting the sounds.
1.9 Manipulate the sounds in a CVC word by substituting beginning, middle or ending sounds.
1.10 Blend vowel-consonant sounds orally to make words or syllables.
1.11 Identify and produce rhyming words in response to an oral prompt.
1.12 Distinguish orally stated one-syllable words and separate into beginning, medial, or ending sounds.
1.13 Track auditorily each word in a sentence.
1.14 Count the number of syllables in words.
Decoding and Word Recognition
1.15 Match all consonant and short vowel sounds to appropriate letters (i.e., the alphabetic principal).
1.16 Decode simple one-syllable CVC short vowel word families and high frequency words.
1.17 Demonstrate that as consonant letters at the beginning or end of a word change, the word and its meaning change also. (e.g., Bat à Cat à Can)
1.18 Decode emergent-reader texts with purpose and understanding.
Vocabulary and Concept Development
1.19 Identify and sort common words in basic categories (e.g., colors, shapes, foods).
1.20 Describe common objects and events using both general language and specific vocabulary.
1.21 Orally use adjectives to describe common objects.
1.22 Orally sort words into categories of person, place, animals, or things (nouns).
1.23 Orally recognize action words (verbs).
2.0 READING COMPREHENSION
Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). Refer to the American Library Association (ALA) list for appropriate book selections.
Structural Features of Informational Materials
2.1 Understand the terms Title, Author, and Illustrator and define the role of author and illustrator in telling the story.
Comprehension and Analysis of Grade Level Appropriate Text
2.2 Use pictures and context clues to make predictions about story content.
2.3 Connect story elements: Text–to-Text, Text–to-Self, Text–to-World.
2.4 Comprehend and retell a story, including key details, sequencing events. Retell and explain.
2.5 Evaluate and analyze the text by asking and answering relevant questions associated with essential literary elements: Setting, characters, plot, main Idea, real/fantasy, draw conclusions, problem/solution, cause and effect, moral lesson author’s purpose, sequencing, classify/categorize.
2.6 Compare and contrast various multi-media presentations of a story (e.g., CD, film, DVD, computer programs, Internet, interactive whiteboard)
3.0 LITERARY RESPONSE AND ANALYSIS
Students listen and respond to stories based on well-known characters, themes, plots, and settings. Refer to the American Library Association (ALA) list for appropriate book selections.
Narrative Analysis of Grade Level Appropriate Text
3.1 Identify (experience) and understand various genres of literature to include fiction, nonfiction, realistic fiction, fairy tales, fables, folktales, poetry, biography, and informational text.
3.2 Identify print materials (e.g., books, poems, newspapers, signs, and labels.) in a print rich environment.
WRITING
Accomplished writers effectively communicate ideas to specific audiences. An author's purpose for writing and his/her audience determine the organization and format.
1.0 WRITING STRATEGIES
Students write words and brief sentences that are legible.
Organization and Focus
1.1 Use letters and phonetically spelled words to write a sentence about an experience.
1.2 Construct consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).
1.3 Write by moving from left to right and top to bottom.
Penmanship
1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.
1.5 Demonstrate correct pencil grasp.
1.6 Write name using computer keyboard.
WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
Proficient writers and speakers utilize correct conventions of language to communicate effectively.
1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS
Students write and speak with a command of Standard English conventions appropriate for this grade level.
Sentence Structure
1.1 Recognize and use complete, coherent sentences when speaking.
1.2 Recognize a sentence begins with a capital letter, has spaces in between words, and ends with a punctuation mark.
1.3 Produce a sentence beginning with a capital letter, spacing in between words, and ending with a punctuation mark.
1.4 Distinguish different types of sentences (e.g., statement, question, exclamatory).
Spelling
1.5 Construct words using pre-phonetic knowledge (inventive spelling), phonemic awareness, sounds of the alphabet, and knowledge of letter names.
1.6 Recognize in print environment and write correctly first and last name.
LISTENING AND SPEAKING
Active listening supports deeper understanding of the speaker's message. Successful speakers engage their audience while sharing relevant information.
1.0 LISTENING AND SPEAKING STRATEGIES
Students listen and respond to oral communication. They speak in clear and coherent sentences.
Comprehension
1.1 Understand and follow one and two-step directions.
1.2 Share information and ideas, speaking audibly in complete coherent sentences.
1.3 Differentiate between making a statement and asking a question.
2.0 SPEAKING APPLICATIONS (GENRES & THEIR CHARACTERISTICS)
Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the listening and speaking strategies of Kindergarten outlined in Listening and Speaking Standard 1.0, students:
2.1 Describe people, places, and things (i.e., size, color, shape, locations, and actions).
2.2 Memorize and recite short poems, rhymes, songs, and prayers.
2.3 Retell an experience or creative story with a beginning, middle, and end.