First Grade
Reading and Writing Beliefs and Expectations for First Grade
Reading and Writing Beliefs and Expectations for First Grade
Reading Beliefs
We believe first graders:
- should be taught phonics and sight words.
- should have access to texts at their level.
- should be instructed at their level ---small groups.
- have a variety of reading (literacy) experiences.
- should be taught reading strategies to integrate meaning and structure and visual cueing systems.
- should be taught comprehension strategies.
- have time for book discussions.
- should have access to a wide variety of books.
- should LOVE reading.
- should make connections between reading and writing.
Reading Expectations
- 90-minute block (at least)
- guided reading groups daily
- students instructed at their level
- independent literacy activities daily
- students build stamina - reading independently & with others
- students should be secure by the end of the year with consonants, vowel sounds,
- digraphs, blends
- students should be read aloud to
- shared reading with word work
- students should read fluently
- students should independently problem solve using strategies
Writing Beliefs
We believe first graders:
- should write every day.
- should have a choice about what they write.
- write in different genres.
- have time to share writing.
- should have explicit daily writing instruction in craft as well as mechanics of writing (conventions, spacing, correct letter formation, spelling).
- should be taught with mentor texts in order to make a connection between reading and writing.
- should enjoy writing, be excited about writing.
- build writing stamina throughout the year.
- given opportunities to illustrate their work.
- should be able to write a complete sentence.
Expectations
- uninterrupted writing time
- 60 minutes (at least) of a lesson, writing and applying writing in other subject areas
- explicit instruction daily in mechanics and craft
- be secure with consonant, vowel sounds, digraphs and blends
- should be able to use the writers’ process in a workshop format and should produce published work
- group as well as individual instruction/conferences