R eading

1. Reading In first grade, students are surrounded with a language rich environment. Our goal at Bolin is to help children develop an understanding of letters and their sounds, how putting letters together in certain patterns can make words, and how using words together can form sentences that convey meaning. Understanding the meaning of what is read is one of our strongest focuses for our students. Reading without understanding the meaning is just word calling. Unit 1 – Readers Grow Good Habits Students will develop comprehension using a flexible range of metacognitive (thinking) and reading skills/strategies to become a self-directed, critical reader. Students will be taught many strategies such as: *Check for understanding *Monitor and fix-up *Back up and reread *Cross Checking(Does it make sense? Does it sound right? Does it look right?) *Do the words and picture match?

2. Unit 2 – Becoming Fluent Readers and Building Schema Students will build a strong foundation for developing comprehension. The above strategies will be carried over and new strategies and vocabulary will be learned such as: * building schema (background knowledge) and connections *Previewing and predicting from pictures *Distinguishing between different types of genres : Folktales, Fiction, Non-fiction *Retelling a story's beginning, middle and end with attention to sequence of events. *Connecting the meaning of a well known story to personal experience (text to self, text to text, text to world connections) Reading Strategies: *Set a purpose for reading *Emphasize high frequency words *Skip a word and come back *trade a word/guess a word that makes sense Fluency and Vocabulary: *Use punctuation to aide in fluency *Recognize the distinguishing features of sentence. • Unit 6 – Synthesizing All We’ve Learned Light Energy, Heat Energy, Sound Energy

3. *Use pictures, illustrations, diagrams to gain meaning of words in text. • *Recognize interesting words in text. • Unit 3 – Story Elements • Character, setting, plot, problem, solution, beginning, middle, end. As the story elements are taught they will be tied into: • Comprehension: • *Continue to build on skills and strategies previously modeled and practiced (text to self, text to text, text to world connections, purpose, and retelling a story) • *In Literary Fiction, recognize story elements and make character to self connections. • *Identify sensory details in Literary Fiction to create a picture or mental image to help with comprehension. • *Use Main idea and supporting details to determine importance of story elements. • Reading Strategies: • *Revisit and practice reading and self monitoring strategies • *Set a purpose for reading

4. Fluency and Vocabulary: • *Voracious Reading • *Read and reread 'good fit' books • *Reflect syntax, meaning, and punctuation through appropriate phrasing and expression in oral reading • *Recognize and read compound words • *Retell or act out important events in a story • Unit 4 – Digging Deeper – Infer and Predict • Students will learn that some meaning isn’t said straight out but instead must be inferred by gathering meaning from the text. Students will also learn to predict by text and picture clues to help them develop ideas about what could be a possible occurrence as the story continues. These skills will be taught through: • Comprehension: • *Readers understand that asking questions deepens their own comprehension. • *Students will predict what will happen and use text to confirm. • *Student will learn to infer in a story and use text to confirm.

5. Reading Strategies: • *Read base words with inflectional endings -ed, -ing • *Read/understand meaning of contractions • *Use sounds related to consonant clusters/ diagraphs/ suffixes to monitor and self-correct reading • *Set a purpose for reading • Fluency and Vocabulary: • *Use base words and suffixes to determine meaning • *Use prior knowledge (schema) and context to predict and confirm meaning of synonyms and antonyms • Unit 5 – Non-Fiction • Students will become familiar with features of non-fiction text such as: headings, captions, table of contents, index, glossary, and labels. These things will be taught through: • Comprehension: • *Distinguish the features/purpose of fiction and non- fiction • *Use text features of non-fiction to locate information. • *Use previous comprehension strategies to determine important parts of text and to answer questions/ • synthesize text for themselves and others.

6. *Analyze, make inferences, and draw conclusion to restate main idea, order of events in an informational text/expository text. • *Follow multi-step directions with picture clues and explain signs/symbols in informational text • Reading Strategies: • *Read/understand meaning of contractions with is and not • *Use sounds related to vowel diphthongs and r-controlled vowels to solve words while reading • * Homophones • *Set purpose for reading • Fluency and vocabulary: • *Reflect meaning through phrasing and expression • *Awareness of the function of punctuation • *Use multiple sources of information to support fluency and phrasing • *Use prior knowledge and context to predict/confirm meaning • *Ask someone to define a word for you • *Use resource tools to locate information

7. Unit 6 – Synthesizing All We’ve Learned • Students will learn that synthesizing is a deeper understanding of information by using many strategies at a time and in a repeated way so that they can adjust their thinking and understanding about what they are reading as they obtain new information from the text. This will be taught through: • Comprehension: • *Readers monitor overall meaning, important concepts, and themes in texts as they read, understanding that their thinking evolves in the process (synthesis). • *Author studies • *Media Literacy • Reading Strategies: • *Review and reteach earlier lessons as needed. • Fluency/Vocabulary: • *Review and reteach earlier lessons as needed.