Students will continue to use fictional text to identify the author and illustrator, telling how words and pictures go together. Students will identify the main idea and important details in informational text, and find reasons the author gives to make the information clear. Students will tell how people, events or ideas within informational text are connected.
With adult support and peer collaboration, students will begin to generate ideas, state an opinion and add details to their writing using drawings or visual displays. Students will identify when spaces are needed between words and capital letters at the beginning of sentences.
Students will recognize and name all (26) upper and lowercase letters. Students will also demonstrate one to one letter sound correspondence by producing the primary, or most common sounds for each consonant and will associate the long and short sounds with common spellings for the five major vowels. In addition, students will read common high frequency words.
Foundational Skills 1. Identify the parts of books and function of each part (front cover, back cover, title page, table of contents); 2. Demonstrate understanding of basic print conventions by tracking and following print word for word when listening to a text read aloud; 3. Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken words; 4. Segment a spoken word into phonemes, e.g., given bat, produce the segments /b/ /a/ /t/; 5. Identify whether pairs of phonemes are the same or different, including pairs that differ only in voicing, e.g., /b/ and /p/; 6. Indicate whether a target phoneme is present in the initial medial/final position of a spoken word, e.g., hear /m/ at the beginning of mat and /g/ at the end of bag; 7. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or basic code sound for every consonant 'b', 'bb' > /b/; 'd', 'dd' > /d/; 'f', 'ff' > /f/; 'g', 'gg' > /g/; 'h' > /h/; 'j' > /j/; 'c', 'k', 'ck', 'cc' > /k/; 'l', 'll' > /l/; 'm', 'mm' > /m/; 'n', 'nn' > /n/; 'p', 'pp' > /p/; 'r', 'rr' > /r/; 's', 'ss' > /s/; 't', 'tt' > /t/; 'v' > /v/; 'w' > /w/; 'x' > /x/; 'y' > /y/; 'z', 'zz', 's' > /z/; 'ch' > /ch/; 'sh' > /sh/; 'th' > /th/ (thin); 'th' > /th/ (then); 'qu' > /qu/; 'ng', 'n' > /ng/; 8. Read and write any one-syllable short vowel CVC word, e.g., sit, cat, wet, not, cup; 9. Read, spell, and/or write chains of one-syllable short vowel words in which one sound is added, substituted, or omitted, e.g., at > bat > bad > bid; 10. Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding; 11. Speak audibly and express thoughts, feelings, and ideas clearly; 12. Hold a writing utensil with a tripod (or pincer) grip and make marks on paper; 13. Trace, copy, and write from memory the letters of the alphabet accurately in upper- and lowercase form; 14. Use spatial words: there, here; in, on; in front of, behind; at the top of, at the bottom of; under, over; above, below; next to, in the middle of; near, far; inside, outside; around, between; up, down; high, low; left, right; front, back; 15. Recognize, isolate, and write the spellings for short vowel sounds; and 16. Recognize, isolate, and write single-letter, double-letter, and digraph spellings for consonant sounds.
Humanities The children learn about different forms of transportation around the world and learn to identify how they vary by purpose and context. They are also introduced to the concept of symbolism by learning about different types of road signs and how they are similar and different across cultures.
What is the author trying to teach me? How does an author explain why or how?
I Can Statements
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