Reading

Word Study - Phonological Awareness:

Phonological Awareness is a strand of Speaking and Listening. It is included here only because of its direct connection to learning to read.

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:

[1] 1.1.1 Given spoken words or sounds:

• identifying initial, middle, and final sound in 1-syllable words;

• blending 3-4 phonemes into a whole word;

• segmenting 3 and 4 phonemes in 1-syllable words;

• distinguishing, reproducing, and manipulating sounds for common letter combinations (i.e., word families, consonant blends, and digraphs) 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

• orally produce single-syllable words by blending sounds (phonemes) including consonant blends

• isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words

• segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

• segment sentences into words

• hear and recognize word boundaries

• hear, say, and generate rhyming words

• blend two to four phonemes into words (e.g., d-o-g/dog,   t-e-n-t/tent)

• sort words by their beginning sounds (e.g., mom, my)

• hear and identify beginning and ending consonants in words (ES)

• hear and say syllables

• hear and identify long and short vowels sounds and the letters that represent them (ES) 

Word Study - Print Concepts:

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:

[1] 1.1.7 Demonstrating understanding of concepts of print including

• one-to-one matching;

• return sweep when reading;

• meaning of ending punctuation;

• capital and lowercase letters (e.g. sentences and names begin with capitals) 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

Demonstrate understanding of the organization and basic features of print

• recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation) and realize that print contains a constant message versus an oral retelling

• know that print goes from left to right and from top to bottom of a page

• demonstrate understanding of one-to-one correspondence between spoken and written words

• understand alphabetical order 

Word Study - Phonics, Word Recognition, & Vocabulary:

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:

[1] 1.1.1 Given spoken words or sounds:

• identifying initial, middle, and final sound in 1-syllable words;

• blending 3-4 phonemes into a whole word;

• segmenting 3 and 4 phonemes in 1-syllable words;

• distinguishing, reproducing, and manipulating sounds for common letter combinations (i.e., word families, consonant blends, and digraphs)

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

Phonics

• Know and apply grade-level phonics and word analysis skills in decoding words

• Know the spelling-sound correspondences for common consonant digraphs (i.e., th, sh, wh)

• Know the spelling-sound correspondences for common blends (e.g., dr, bl, st)

• Decode regularly spelled one-syllable words

• Know final-e and common vowel team conventions for representing long vowel sounds

• Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word

• Decode two-syllable words following basic patterns by breaking the words into syllables

• Read words with inflectional endings (e.g., ed, es, ing)

• Recognize and produce the names of the upper and lower case letters

• Differentiate between consonants and vowels

• Make connections between words that have similar letters, letter clusters, and letter sequences

• Read long and short vowel sounds

• Recognize and use beginning consonant sounds and the letters that represent them to read words

Word Recognition

• Self-monitor and correct for accuracy (3 cueing systems: meaning, structural, visual)

• Recognize and read grade-appropriate irregularly spelled words

• Recognize and use a large number of phonograms (vc, cvc, cvce, vcc)

• Read 150 Instant Recognition Words (ES)

• Read to the end of the sentence to understand unknown words

Vocabulary

• Recognize and use concept words (e.g., color names, number words, days of the week, months of the year)

• Develop an increasing bank of sight words, including content-specific words (e.g., science, social studies, holiday) 

Fluency

Alaska Grade Level Expectations (GLEs):

The student reads texts aloud by:

• [1] 1.3.1 Reading orally with rhythm, flow, and expression, showing understanding of punctuation (e.g., period, question mark, exclamation point, quotation mark) and other conventions of print (e.g., bold, all capital letters) at a pace similar to own speech

The student uses strategies to decode or comprehend meaning of words in text by:

• [1] 1.1.6 Self-monitoring and self-correcting while reading (e.g., recognizing when there is a mismatch and using other strategies to correct) 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Read with sufficient accuracy and fluency to support comprehension

• Read grade level text at a fluency rate based on the district’s currently adopted Reading Curriculum Based Measure (R-CBM) instrument

• Read on-level text orally with accuracy, appropriate rate, and expression on successive readings

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary

• Reflect language syntax by putting words together in phrases

• Read with attention to punctuation and appropriate expression (ES)

• Notice and use quotation marks and reflect dialogue with the voice

• Demonstrate appropriate stress on words in a sentence

• Slow down to problem-solve words and resume reading with momentum

• Use before, during, and after reading strategies to understand text (ES) 

Comprehension:

Alaska Grade Level Expectations (GLEs):

The student comprehends literal or inferred meaning from text by:

• [1] 1.2.1 Answering who, what, where, and when questions after listening to or reading a story

• [1] 1.2.2 Generating questions to clarify meaning of the text

• [1] 1.2.3 Making and verifying predictions based on information from the story

• [1] 1.2.4 Drawing conclusions about stories or information while listening or reading (e.g., comparing and contrasting)

The student restates/summarizes information by:

• [1] 1.4.1 Retelling or dramatizing a story after reading it

• [1] 1.4.2 Restating information after listening to text*

The student demonstrates an understanding of main idea by:

• [1] 1.5.1 Identifying main idea of a text

The student follows oral and written directions by:

• • [1] 1.6.1 Following two-step oral directions to complete a task

  • [1] 1.6.2 Following symbol, icon, or written directions to complete a task

The student analyzes content and structure of genres by:

• • [1] 1.7.1 Identifying fiction, non-fiction, and poetry

  • [1] 1.7.2 Identifying use of rhyme in text*

The student analyzes literary elements and devices by

• [1] 1.8.1 Identifying problem and solution, main characters, and setting (where and when) in fiction

The student analyzes content of text to differentiate fact and opinion by:

• [1] 1.9.1 Expressing own opinion about material read/heard*

The student connects themes by:

• [1] 1.10.1 Making relevant connections between text and personal experiences and other texts

The student makes connections between cultural influences/events by:

• [1] 1.11.1 Recognizing that stories originate in various cultures 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

Before-Reading Strategies

• Identify the subject matter of a story through the use of titles and illustrations

• Discuss characters in books using picture clues, personal experience, and the text to make inferences

• Infer a character's feelings or motivations

• Identify and choose just-right books

During-Reading Strategies

• Recognize patterns in stories and make predictions

• Identify character, setting (time/place), and plot (problem/solution)

• Make predictions as to what will happen next

• Express personal connections through discussion

• Use details from illustrations and text to support points made in discussion

• Use picture cues and knowledge of context to check understanding of meaning (ES)

• Create mental images based on text

• Acquire new information while reading

• Infer cause and effect as implied in the text

After-Reading Strategies

• Make and discuss connections between the text and readers' personal experiences, text and other texts that have been read or heard, and text and events in the world

• Share opinions about the text (ES)

• Check for understanding through re-reading, pictures, and “W” questions

• Make judgments about characters or events in the text

• Identify main idea (orally and through art)

• Sequence three events

• Discuss details from stories

Fiction

• • Ask and answer questions about key details in a text

  • Retell stories orally using simple sentences, and/or with pictures in sequence (ES)

  • Describe characters, settings, and major events in a story, using key details (ES)

Non-fiction

• • Ask and answer questions about key details

  • Identify the main idea and retell key details (ES)

  • Describe the connection between two individuals, events, ideas, or pieces of information 

Craft & Structure:

Alaska Grade Level Expectations (GLEs):

The student uses strategies to decode or comprehend meaning of words in text by:

• [1] 1.1.4 Obtaining information using text features (e.g., titles, illustrations, table of contents, speech bubbles)

The student analyzes content and structure of genres by:

• • [1] 1.7.1 Identifying fiction, non-fiction, and poetry

  • [1] 1.7.2 Identifying use of rhyme in text*

  • [1] 1.1.4 Obtaining information using text features (e.g., titles, illustrations, table of contents, speech bubbles) 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

Fiction

• • Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

  • Explain major differences between books that tell stories and books that give information, drawing upon a wide range of text types

  • Identify who is telling the story at various points in a text

  • Recognize authors and illustrators

  • Distinguish between fiction/non-fiction, real/fantasy and poetry (ES)

Non-fiction

• • Ask and answer questions to help determine or clarify the meaning of words and phrases in a text

  • Know and use various text features (e.g., headings, tables of contents, glossaries) to locate key facts or information in a text

  • Distinguish between information provided by pictures or other illustrations and information provided by the words in a text 

Integration of Knowledge and Ideas:

Alaska Grade Level Expectations (GLEs):

The student analyzes content of text to differentiate fact and opinion by:

• [1] 1.9.1 Expressing own opinion about material read/heard*

The student connects themes by:

• [1] 1.10.1 Making relevant connections between text and personal experiences and other texts

The student makes connections between cultural influences/events by:

• [1] 1.11.1 Recognizing that stories originate in various cultures 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• Listen to and discuss stories representing various cultures and traditions

Fiction

• Use illustrations and details in a story to describe its characters, setting, or events

• Compare and contrast the adventures and experiences of characters in stories

Non-fiction

• • Use the illustrations and details in a text to describe its key ideas

  • Identify the reasons an author gives to support points in a text

  • Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures) 

Motivation, Engagement, & Stamina:

Alaska Grade Level Expectations (GLEs):

• Not addressed through Alaska Grade Level Expectations 

FNSBSD Core Learner Objectives (GLEs are labeled as (ES)):

Using a gradual release of responsibility model, students will:

• • • Enjoy listening to stories

    • Participate in self-selected reading of appropriate level extending to 20 minutes (ES)

    • Read independently for up to 20 minutes 

GLE Key: 

*Assumes a variety of text and increasing complexity. 

(L) Some PSGLEs have been identified as Local. They are for local assessment and will not be on a state assessment. Items differentiated with an “i.e.” indicate that statewide assessment items may be written only to the content contained within the statement in the parentheses. Items differentiated with an “e.g’” do not limit assessment items to that content, but indicate examples of content that may be used in statewide assessment items. 

Differences between grade levels are underlined.

ELL Support Services may found in the appendix.

Reading Informational Text*

Key Ideas & Details (KI):

1. With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text. 

FNSBSD Additional Objectives:

• Acquire new information while reading.  Infer cause and effect as implied in the text. 

Essential Vocabulary:

• Inference

• Retell

• Summarize

• Detail 

2. Identify the main topic or author’s purpose (e.g., to teach or tell us about…) and retell key details of a text. 

FNSBSD Additional Objectives:

• Express personal connections through discussion. 

Essential Vocabulary:

• Fiction

• Non-fiction 

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. 

FNSBSD Additional Objectives:

• Infer cause and effect as implied in the text. 

Essential Vocabulary:

• Setting

• Character

• Major Event 

Craft & Structure (CS):

4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 

5. Know and use various text features (e.g., title, labels with graphics, bold print, visual cues such as arrows, electronic menus, icons) to locate key facts or information in a text. 

Essential Vocabulary:

• Poetry

• Point of view

• Genre 

6. Distinguish between information provided by photos or other graphics and information provided by the words in a text. 

FNSBSD Additional Objectives:

• Sequence three events.

Integration of Knowledge & Ideas (IK):

7. Use the illustrations and details in a text to describe its key ideas. 

Essential Vocabulary:

• Problem

• Solution 

8. Identify the opinions an author states to support points in a text. 

9. Identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two graphics, descriptions, or steps in a process to make something). 

Essential Vocabulary:

• Compare

• Contrast 

Range of Reading & Level of Text Complexity (RR):

10. With prompting and support, read informational texts on a range of topics appropriately complex for Grade 1, with scaffolding as needed. 

FNSBSD Additional Objectives:

• Recognize authors and illustrators. 

• Make predictions as to what will happen next. 

• Identify and choose just-right books. 

• Participate in self-selected reading of appropriate level extending to 20 min. 

• Read independently for up to 20 min. 

Essential Vocabulary:

• Predict 

Writing Standards*

Text Types & Purpose:

1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion or preference, supply a fact (e.g., because race cars go faster than…) or reason for the opinion, and end with a sentence that restates their opinion related to a feeling or emotion (e.g., it makes me laugh; that was the scariest part). 

FNSBSD Additional Objectives:

• Be aware of intended audience when writing.

• Use writing to convey thoughts. 

Essential Vocabulary:

• Opinion 

2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure (e.g., restate at the end the most interesting fact or the most important idea shared). 

Essential Vocabulary:

• Facts

3. Use narrative writing to recount two or more real or imagined sequenced events, include some details regarding what happened, who was there, use linking words to signal event order (e.g., first, next, then), and provide an ending (e.g., how the problem was solved; how someone felt at the end). 

FNSBSD Additional Objectives:

• Understand that varying types of poetry can be used as a means of communication or describe feelings or images. 

Essential Vocabulary:

• Sequence (d)

• Details

• Linking Words

• Signal Words 

Production and Distributing of Writing:

4. (Begins in Grade 3). 

5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add concrete and sensory details to strengthen writing as needed. 

FNSBSD Additional Objectives:

• Choose topics that are personally significant. 

Essential Vocabulary:

• Topic

• Respond

• Concrete

• Sensory Details 

6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 

FNSBSD Additional Objectives:

• Share work with an audience.

• Publish a minimum of one product per quarter. 

• Change content for clarity and originality.

• Add details to strengthen writing.

• Revise writing for meaning, correctness, and clarity. 

• Respond to questions and suggestions from peers.

• Accept ideas and suggestions from peers and adults. 

• Provide meaningful feedback to peers. 

Essential Vocabulary:

• Collaboration 

• Revise

• Format

• Audience 

Research to Build & Present Knowledge:

7. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions or combine or summarize information/facts learned). 

8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 

9. (Begins in Grade 4). 

Range of Writing:

10. (Begins in Grade 3). 

FNSBSD Additional Objectives:

• Use resources to write words (e.g., word wall, books, peer, teacher). 

• Use a variety of texts as models. 

• With teacher support, set personal goals for writing development. 

• Build stamina to write independently for 10-15 minutes through participation in the writing process. 

• Be willing to share own writing. 

Language Standards*

Conventions of Standards English:

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a.     Print all upper- and lowercase letters.

b.    Use common, proper, and possessive nouns.

c.     Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

d.    Use personal, possessive, and indefinite pronouns (e.g., I me, my; they, them, their, anyone, everything).

e.     Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). 

f.      Use frequently occurring adjectives.

g.    Use frequently occurring conjunctions (e.g., and, but, or, so, because).

h.     Use determiners (e.g., articles, demonstratives).

i.    Use frequently occurring prepositions (e.g., during, beyond, toward)

j.     Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a.     Capitalize dates and names of people.

b.    Use end punctuation for sentences.

c.     Use commas in dates and to separate single words in a series.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. 

Knowledge of Language:

3. (Begins in Grade 2.)

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies.

a.     Use sentence-level context as a clue to the meaning of a word or phrase.

b.     Use frequently occurring affixes as a clue to the meaning of a word. 

FNSBSD Additional Objectives:

• Self-monitor and correct for accuracy (3-cueing systems: meaning, structural, visual). 

5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

a.     Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

b.    Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

c.     Identify real-life connections between words and their use (e.g., note places at home that are cozy).

d.     Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). 

FNSBSD Additional Objectives:

• Decode and compose using:

  • • Initial, medial, and final consonants.

    • Long vowels, consonant blends (dr, bl, st).

    • Digraphs (ch, sh, th, wh).

    • Word families. 

• Say a word slowly to hear a sound and write a letter that represents it. 

• Hear and write beginning, middle, and ending consonant sounds to spell one-syllable words. 

• Recognize and use phonograms (vc, cvc, cvce, vcc).