1st Grade
COMMUNICATIONS
Curriculum

Curriculum Map

USD 457 Reading Framework

Textbook Guidelines


MTSS Model of Support
Garden City Literacy Model of Differentiated Teacher Directed Instruction
Performance Assessments

o
Developmental Reading Assessment (DRA)
o
Sight Words
o
Writing (Ideas and Conventions)

Theme Lessons/Pacing Guide (Reading)

Theme Lessons/Pacing Guide (Writing)
Available on Intranet

Textbook Alignment Guide

Six-Trait Writing (used by writing teachers)

State Standards Scope and Sequence Guide (Reading)

State Standards Scope and Sequence Guide (Writing)

Kansas Communications Standards (including teaching tips)
http://www.ksde.org/default.aspx/tabid=142

Houghton-Mifflin www.educplace.com

www.fcrr.org (literacy center ideas)

Glossary of Reading Terms
USD 457
▪
Garden City, KS 67846
▪
620.805.7000
1
1st Grade Curriculum Map
COMMUNICATIONS (READING)
1ST SEMESTER
STANDARD 1 - READING
Reading – Alphabetic (phonemic awareness and phonics)
1.1.1
1.1.2
1.1.3
1.1.4
1.1.5
1.1.6
1.1.7
Identifies sounds of both upper and lower case letters of the alphabet (letter-sound relationships) (Phonemic
Awareness)
Identifies names of both upper and lower case letters of the alphabet (phonics)
Identifies and distinguishes between letters, words, and sentences (phonics)
Identifies and manipulates phonemes in spoken words (categorization, blending, segmentation, deletion, and
substitution) (phonics)
Identifies onsets and rimes in spoken words (alliteration, intonation, rhyme) (Phonological awareness)
Uses knowledge of letter-sound correspondences (e.g. consonant-vowel patterns, blends, digraphs, word
families) when reading unknown words (phonics)
Manipulates onsets and rimes in spoken words (e.g. alliteration, intonation, rhyme) (Phonological awareness)
Reading – Fluency
1.2.1
1.2.2
Applies Concepts of Print when reading (e.g. front to back, top to bottom, left to right)
Uses punctuation at instructional or independent levels while reading
1.2.3
Reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech with familiar text
1.2.4
Uses knowledge of sentence structure to read fluently at instructional or independent reading levels
1.2.5
Uses a variety of word recognition strategies (e.g. practice words in context) to read fluently
Reading – Vocabulary
1.3.1
1.3.2
Demonstrates automatic recognition of sight words (see list under performance assessments)
Determines the meaning of unknown words or phrases using picture clues and context clues from sentences
Reading – Comprehension
1.4.1
1.4.2
1.4.3
1.4.4
Participates in discussions about narrative, expository, and technical texts read to them or text read
independently (listening or reading)
Locates and discusses author, title and illustrations
1.4.5
Uses picture, content, and prior knowledge to make predictions
Responds logically to literal, inferential, and critical thinking questions before, during, and after listening to
the text (listening or reading)
Uses picture clues, text, and prior knowledge to make inferences and draw conclusions
1.4.6
Develops awareness of text structure (e.g. sequence, problem/solution, comparison/contrast)
1.4.7
Sequences events according to basic story structure of beginning, middle and end
1.4.8
Compares and contrasts information (e.g. topics, characters) between texts
1.4.9
Retells or role plays important events and main ideas from narrative and expository texts
1.4.10 Identifies the topic and main idea in appropriate level texts
STANDARD 2 - LITERATURE
Literature – Uses literary concepts to interpret and respond to text
2.1.1
2.1.2
Identifies and discusses characters
Identifies and describes setting
2.1.3
Follows events in a plot
2
1st Grade Curriculum Map
COMMUNICATIONS (READING)
2ND SEMESTER
STANDARD 1 - READING
Reading – Alphabetic (phonemic awareness and phonics)
1.1.3
1.1.4
1.1.6
1.1.7
Identifies and distinguishes between letters, words, and sentences (phonics)
Identifies and manipulates phonemes in spoken words (categorization, blending, segmentation, deletion, and
substitution). (phonics)
Uses knowledge of letter-sound correspondences (e.g. consonant-vowel patterns, blends, digraphs, word
families) when reading unknown words. (phonics)
Manipulates onsets and rimes in spoken words (e.g. alliteration, intonation, rhyme) (Phonological
awareness)
Reading – Fluency
1.2.2
1.2.3
Uses punctuation at instructional or independent levels while reading
Reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech with familiar text
1.2.4
Uses knowledge of sentence structure to read fluently at instructional or independent reading levels
1.2.5
Uses a variety of word recognition strategies (e.g. practice words in context) to read fluently
Reading – Vocabulary
1.3.1
1.3.2
1.3.3
Demonstrates automatic recognition of sight words (see list under performance assessments)
Determines the meaning of unknown words or phrases using picture clues and context clues from sentences
Determines the meaning of words through word structure (compound nouns, contractions, inflectional
endings)
Reading – Comprehension
1.4.1
1.4.5
Participates in discussions about narrative, expository, and technical texts read to them or text read
independently (listening or reading)
Uses pictures, content, and prior knowledge to make predictions
Responds logically to literal, inferential, and critically thinking questions before, during, after listening to or
reading the text (listening or reading)
Uses picture clues, text, and prior knowledge to make inferences and draw conclusions
1.4.6
Develops awareness of text structure (e.g. sequence, problem/solution, comparison/contrast)
1.4.7
Sequences events according to basic story structure of beginning, middle and end
1.4.8
Compares and contrasts information (e.g. topics, characters) between texts
1.4.9
Retells or role plays important events and main ideas from narrative and expository texts
1.4.3
1.4.4
1.4.10 Identifies the topic and main idea in appropriate level texts
STANDARD 2 - LITERATURE
Literature – Uses literary concepts to interpret and respond to text
2.1.1
2.1.2
Identifies and discusses characters
Identifies and describes setting
2.1.3
Follows events in a plot
Literature – Understands the significance of literature and its contributions to
various cultures
2.2.1
Listens to or reads culturally relevant text
3
1st Grade Curriculum Map
COMMUNICATIONS (WRITING)
KEY:
Bold – Tested indicator
Underline – *Indicator tested in 1st Grade
Regular – Indicator appears in the State Standards and recommended for inclusion
All Year – Foundational Indicators – Develop all year
Writing
1-1.1.2 ▲Writes about one idea
1-1.1.5 ▲Participates in shared writing
1-1.1.10 Explores the use of new words to make writing more interesting
1-1.1.15 ▲Uses correct spacing between words
1.1.1.16 ▲Capitalizes the beginning of a sentence and uses correct ending punctuation
*2.1.1.18 ▲Correctly spells high frequency/grade level words
1st Quarter Indicators
Writing - Narrative
1-1.1.1 ▲Chooses an idea about which to write
1-1.1.2 Begins to orally communicate and/or write using personal experience
1-1.1.3 Uses details in pictures and words to develop a story
1-1.1.5 ▲Participates in shared writing activities where prewriting and/or other
strategies are included
2nd Quarter Indicators
Writing - Expository
1-1.2.18 ▲Uses correct spacing between words
1-1.2.19 ▲Capitalizes the beginning of a sentence and uses correct ending punctuation
*1-1.2.20 Uses correct subject/verb agreement and verb tenses
2-1.2.21 ▲Correctly spells high frequency words
3rd Quarter Indicators
Writing - Expository
1-1.2.1 ▲Chooses an idea about which to write and uses words to express this idea in a
basic sentence
1-1.2.2 Uses details in pictures and words to develop informational writing
4th Quarter Indicators
Writing - Narrative
1-1.1.15 ▲Uses correct spacing between words
1-1.1.16 ▲Capitalizes the beginning of a sentence and uses correct ending punctuation
1-1.1.17 Uses correct subject/verb agreement
1-1.1.18 ▲Spells most words like they sound
4
5
Reading Framework (K - 4)
Tier 1
90 – 120 minute
daily minimum
expectations
READING
Whole Group Instruction
20-30 minutes maximum
Shared reading
Build background
 Pre-teach vocabulary

DIFFERENTIATED
LITERACY
CENTERS

Guided Reading
- Introduce the text
 Build background
 Pre-teach vocabulary
- Read the text
- Discuss & revisit the text
- Teach the strategies
60 minutes
Small Groups
includes
Guided Reading
& Literacy Centers
- Utilize 5 components
- Provide content reading
- Use writing response to text
(see “ideas for center writing”)
- Provide data-driven activities
 See Comprehension Flipchart
- Use instructional level text
- Provide strategies for word attack
Independent Reading
20-30 minutes
-
DIFFERENTIATED INSTRUCTION
Use independent level text
Provide individual conferencing
Use reading logs
Use response to reading journals
Progress monitor
(small group or individual instruction)
- Intervention
- Flexible Grouping
- SIOP
- MAX Teaching
- Reflective Practice
- Multiple Intelligences
- Multicultural considerations
- Inquiry and Discovery
- Multi-sensory Opportunities
- Consideration of Bloom’s Taxonomy
- Accommodations for children with disabilities
A balanced approach to literacy requires a structure for developing reading, writing, listening and speaking skills. This graphic
organizer illustrates how a comprehensive literacy program is balanced, differentiated, and implemented in all K-4 classrooms.
6
Elementary Instructional Model
for Reading/Language Arts
MTSS (Multi-Tier System of Supports)
Tier I
(Instruction in the Classroom)
90 minutes uninterrupted core reading instruction
(Using Houghton Mifflin textbook)
Guided Reading – flexible grouping
Includes Reading
Framework Components:
a) Guided reading
b) Word study
c) Houghton Mifflin read aloud
d) Writing response to reading
Direct Instruction Whole group
to small groups (5-6 students)
minimum 90 minutes
Small groups
3-6 students
12-20 weeks
30-40 Minutes daily
skills based short term interventions that
support the 5 components of reading
Differentiation for Enrichment
Tier 1
Reading Framework
Component outside the
reading block:
a)
b)
c)
d)
e)
Independent reading practice
Teacher read alouds
Writing Instruction
Spelling
Grammar
Tier 2
District Approved Core
Curriculum:
Pullout Support –
Houghton Mifflin 05 Series
Direct Instruction that includes
skills based interventions
that support the 5
components of reading
District Approved Supplemental
Programs – to support the core:
Animated Literacy - phonics
Fountas and Pinnell - phonics
Tier 2
District Approved Intervention
Programs
Tier 3
1-3 Students
30-50 minutes daily
Targeted
Individualized
Read Naturally – fluency
Head Sprout – all 5 components
Soar to Success – comprehension
Early Success –
Phonics, vocabulary, fluency
Wright Skills - phonics
Tier 3
District Approved Intervention
Programs
Reading Mastery
Head Sprout
7
Levels of Intervention (MTSS)
(Multi-Tier System of Supports)
The 3-Tier Model implements three levels of reading intervention to ensure that students’ reading needs are addressed.
Tier 1
Tier 1 is comprised of three main elements:
1.) A Core Reading Program – Our district is currently using the Houghton Mifflin 05 Series to address the five
components of reading instruction (phonemic awareness, phonics, vocabulary, phonics and comprehension)
2.) Progress Monitoring of all kindergarten through fourth grade students. Students are administered DIBELS as a
benchmark test 3-4 times a year to determine instructional needs. Students are also administered the DRA
(Developmental Reading Assessment) at least two times a year to determine instructional reading levels.
Subsequent progress monitoring probes such as DIBELS progress monitoring and running records are then
administered to all students who scored below the initial benchmark. The data that is collected serves to guide the
reading instruction provided by the teachers.
3.) Ongoing Professional Development provides teachers with the necessary tools to ensure every student receives
quality reading instruction. Professional development workshops are designed specifically for each grade level
and contain three key elements:.
1.
2.
3.
Data and its use in guiding instructional decision making.
Elements of a successful reading program including: Oral language development, SIOP, phonological awareness,
phonics, word study, fluency, comprehension, guided reading and differentiated instruction.
Features of effective instruction including: cooperative learning, classroom management, etc.
Many layers of professional development will be offered by the district and may include:
 outside consultants
 district or school professional library
 study groups
 instructional coaching
 observation of other teachers
Role of Support Staff
Reading Intervention Specialists and other certified staff doing inclusion will be offering skills based instruction (not
guided reading). All instruction will be based on data.
Tier 2
One reading program is not likely to meet the needs of all students. Therefore, it is necessary to provide intervention
programs to address the reading skills of students who are not making adequate progress in their core reading instruction.
The purpose of secondary intervention is to prevent these students from a continued lack of progress and a need for more
intensive intervention.
Tier 2 provides additional, small group instruction outside the reading block to students who score below benchmark
criteria in one or more critical areas of reading. Tutoring is provided to groups of three to six students for 30 minutes per
day. Content of the tutoring sessions reflects the important components of reading based on the grade level of the students
and is planned according to progress monitoring data. Students who progress to grade level are exited and their progress is
monitored to assure on-level reading. Those who do not exit are provided with the third tier of intervention.
Tier 3
Tier 3 is designed for students with low reading skills and sustained lack of adequate progress when provided with
primary and secondary intervention. Tutoring at this level is more intensive and includes more explicit instruction that is
designed to meet the individual needs of struggling readers. Group size is smaller and the duration of daily instruction is
longer. Tier 3 instruction occurs outside the reading block.
8
Office of Instruction
Memo
To:
K-6 Teachers, Principals, Writing Teachers, Title 1 Teachers, Media Specialists and Special Education Teachers
From:
Leigh Ann Roderick
Date:
3/9/2016
Re:
Revised Guidelines for the Implementation of the Houghton Mifflin Reading Series
The Houghton-Mifflin textbook series provides instruction in the five components of reading and
is aligned with the state and district Communication standards. It is expected that all classroom
teachers will use this series as the core curriculum. Some guidelines for the use of this series are
listed below:
Classroom Teachers Using the Text
Assessment: It is not recommended that you utilize any of the assessments in the Houghton Mifflin series
except the Record of Oral Reading measures that accompanied the leveled readers.
Screening of students should be conducted at the beginning of the school year to allow teachers to
choose appropriate text for students. Screening may include: assessment information from the previous
year, DIBELS, DRA or other informal reading assessments, running records, retelling/summarization,
formative assessments.
Progress monitoring of students needs to occur on a regular basis using the HM Records of Oral Reading
(running record).
For grades 3-6 the HM Record of Oral Reading (running record) needs to be administered frequently for
the struggling readers as well as the district formative assessments.
Reading in the 90-minute block
Anthology: The hard-back anthology can be used as a shared reading activity because it is written at grade level. It
should be a springboard to expose all students to background knowledge, vocabulary, and strategy instruction.
This text should be used at least two to three days a week with whole groups of students. It should not be used in
small group instruction for guided reading if it is at the frustration level for the group.
A maximum time of 20 minutes should be allowed during the reading block. Check with your literacy coach
for more information and examples of using the anthology in the reading block.
Leveled Readers: To determine appropriate levels for students in guided reading groups, a teacher
should use instructional reading text levels (text that is read at 90-95% accuracy with appropriate
comprehension).
9
The leveled readers from the series need to be used with small, flexible groups (4-6 students), focusing
on comprehension strategies.
The leveled readers from the series need to be used when possible, but can be supplemented with other
leveled text if the instructional needs of the students are not being met. Examples of leveled texts that
may be used are: Reading A-Z, or Fountas and Pinnell leveled readers.
It is not required that you meet with each guided reading group each day. An effective guideline would be
to meet with your struggling reader groups each day, your middle groups three to four times per week,
and your above-level groups two to three times a week.
Phonics and word study: The textbook has a systematic phonics program integrated into the series. It
is expected that the phonics program be used in the sequential order that it is presented. Supplemental
phonics programs such as Animated Literacy and Fountas and Pinnell Phonics are district approved
supplemental programs and can be used if they are not supplanting the textbook.
For example: Animated Literacy can be used as a supportive resource for phonics instruction, however, it
cannot replace the textbook phonics component. If Animated Literacy is used, the letters should be
introduced in the same sequential order as the textbook, not the Animated Literacy sequence.
Remember, we are trying to align and unify instruction in the district.
Workbooks: The workbook is consumable and will have to be replaced every year. We are not allowed to
copy pages from the workbook.
You ARE NOT required to purchase the workbook, nor is it recommended that you use every page.
However, if you choose to purchase the supplemental workbook, please use your professional judgment
as you consider how the workbook supports instruction.
Word Walls: It is required that you have a word wall in your classroom but you do not have to use the
words from the textbook. Selection criteria of words to include on the word wall should be high-frequency
words that students use in their everyday reading and writing. Additional word walls that include
vocabulary and content words can be displayed but are not required.
Writing (Outside the 90-minute reading block)
Writing: The literacy framework requires that the classroom teachers provide some writing instruction.
The minimum expectation for writing is fifteen minutes per day. It will be the responsibility of the
classroom teacher to do the Daily Oral Language practice section of the text. Our hope is that you are able
to dedicate additional writing time across content areas.
Spelling: It is expected that teachers use the spelling words from the textbook and not layer with another
spelling curriculum. For example: the spelling curriculum cannot be replaced with Zaner Bloser’s
curriculum. Accommodations can be made for students, whether it is for remediation or enrichment, using
word lists that are individualized for the student.
There appears to be confusion around spelling in the reading block. Here are some allowable activities:

Sorting of spelling words, synonyms, antonyms, onsets, rimes, multi-word meanings, building of
word families etc.
Activities that need to take place outside the reading block are:

Copying spelling words multiple times, writing words in sentences, looking words up in the
dictionary and buddy study or testing of words.
10
Grammar: The HM series provides grammar suggestions with each theme. You are welcome to utilize
some of the book activities with your students outside your 90- minute block.
Support Teachers
It is suggested that all support teachers familiarize themselves with the themes and genres of the
textbooks for each grade level so that they can offer instructional assistance.
~ Intervention Specialists: Interventionists will offer support in the classroom whenever possible during
Tier 1 instruction. Reading Intervention Specialists are not to be conducting guided reading
lessons. It is required that they be scheduled into classrooms during times when they will be directly
working with small groups of students on skill instruction as needed based on data analysis from DIBELS,
DRA and other formative measures.
Reading Intervention Specialists may administer the PAST or Phonics Screener assessments to
determine differentiated skills-based instruction for students.
On occasion, they will need to pull students who are at risk and need substantial Tier 2 intervention.
These students should not be pulled out during core reading instruction time. The Houghton-Mifflin
Classroom Intervention Kits are available for Title 1 teachers. The kits support individual and small group
instruction in the pullout classroom and can be shared with ESL teachers. See 3-Tier model for district
approved Tier 2 and 3 programs.
~ESL: ESL (Interventionists) teachers will offer support in the classroom whenever possible. In situations
where ESL teachers pull students out of the classroom to work with them in small groups, pre-teaching
vocabulary would be an effective intervention.
ESL teachers will work with the classroom teacher to determine vocabulary that will be presented in the
reading lessons. ESL teachers have the option to share Classroom Intervention Kits used by Title 1
Reading Intervention Specialists.
National Geographic alpha leveled text and Houghton Mifflin vocabulary readers are also available for
building background and vocabulary skills.
~Writing: Writing teachers will support the reading series through writing activities related to the stories
and genre themes in the book.
The writing teacher will be using the Write Source curriculum and will not be using the Houghton Mifflin
textbooks. All classroom and writing teachers will need to collaborate and support each other as they
implement effective writing strategies for students.
Due to time limitations in the writing classroom, the focus will be on the Write Source connection, the 6Trait writing model and the writing process.
~Media Specialists: The media specialist will support classroom instruction by providing as much
literature as possible that is referenced in the textbook. It is suggested that media specialists familiarize
themselves with the themes and genres of the textbooks for each grade level so that they can offer
instructional support as well as materials.
~Special Education: Special Education teachers will offer support in the classroom with Tier 1 and 2
instruction whenever possible as indicated on students ’IEP’s. In some cases, the IEP will dictate that the
Special Education teacher pull students out for Tier 2 or Tier 3 intervention with an intensive program.
11
Garden City Literacy Model of
Differentiated Teacher-Directed Instruction
Adopted from:
Tomlinson & Allan 2000
A teacher’s response to learner’s needs
Guided by general principles of differentiation, such as
use of data
teachers & reading coaches
collaborating in planning
sequence of instruction
materials & resources
flexible
grouping
What?
Teachers can differentiate instruction by:
learning environment








sit on floor
desks
rows
center management
system
classroom climate
flexible grouping
cooperative learning
SIOP
content
 skill lessons & related
activities
 centers
 guided reading/
leveled books
 guided writing
How?
LAR/rp 04.02.08
product
 accountability for
centers
 accountability for
whole & small group
- group instruction
According to:
Data




process
 instructional learning
styles
 cooperative learning
 SIOP
 scaffolding
screening
diagnostic
progress monitoring
outcomes
Group Size




Whole group
Small group 4-6
Tier 2 Instruction 3-5
Tier 3 Instruction 1-3
12
Time
 20 min. whole group
 70 min. small group
rotations
 30-40 min.
interventions
13
First Grade
Performance Assessments
COMMUNICATIONS / READING
Developmental Reading Assessment
(DRA)
Garden City Public Schools
USD 457 ▪ Garden City, Kansas
14
Developmental Reading Assessment (DRA)
Grade 1
X
K-4
LOCAL INDICATORS
1-1.1.4
1-1.2.2
1-1.2.3
1-1.2.4
1-1.4.3
1-1.4.5
1-1.4.7
1-1.4.9
1-1.4.10
1-2.1.1
1-2.1.2
1-2.1.3
Manipulates phonemenes
Uses punctuation (fluency)
Reads expressively
Uses sentence structure to read fluently
Makes predictions
Makes inferences and draws conclusions
5-8
Sequence events
Retells important events and main ideas
Identifies topic and main idea
Identifies and discusses characters
Identifies and describes setting
Follows events in plot
PERFORMANCE TASK
1st through 4th 9 weeks
Students will be assessed one on one using the Developmental Reading Assessment. Instructional levels will be
determined. Each student will receive a score on: Reading accuracy; Reading comprehension (retelling); Fluency
KNOWLEDGE/SKILLS
Book Selection
Preview / Predict
 Prior knowledge
 Picture clues
Comprehension
 Retelling
 Characters
 Sequence
 Plot
Oral Reading
 Phrase length
 Intonation
 Punctuation
 Word attack
 Self-correction
SCORING GUIDE
Levels
October
December
February
May
A – 90% - 100%
Levels 8-10
Levels 12-14
Levels 16-18
Levels 20-24
B – 80% - 89%
Levels 3-6
Levels 8-10
Levels 12-14
Levels 16-18
C – 70% - 79%
Levels 1-2
Levels 4-6
Levels 8-10
Levels 12-14
D – 60% -69%
Level A
Levels 2-3
Levels 4-6
Levels 8-10
F – 50% - 59%
Below A
Below 2
Below 4
Below 8
15
9-12
Protocol for Administering the DRA
Before Testing
1. Find a starting point:
 Refer to last spring’s score if available
 Grades 4-8, start at grade level
 For a first grader, start at Level 3 at the beginning of the year or 10-12 mid-year
2. Select the text you will be using.
 Will you be choosing the text or allowing the student to choose?
3. Assemble the assessment Materials you will need-text booklets and Observation Guides
Administering Procedure
1. Administer the assessment in a quiet area where other students cannot hear the conversation (if
possible)
2. Read all teacher directions exactly as stated on the Observation Guide Sheets (Marked T)
3. Introduce the story reading the introduction exactly as listed.
4. Ask student for a prediction.
 Make note of teacher prompts
5. Ask students to read the passage and remind them they will be asked to retell the story when they
finish reading it.
6. Take a record of oral reading. (It is important that the same conventions be used by all staff for
standardization purposes).
While taking the record of oral reading, check off strategies used or keep notes for later reference
(fluency, problem solving used).
7. Ask the student to “start at the beginning and tell what happened in this story.” Highlight or underline
the information the student includes in the story retelling on the story summary.
Calculate prompts: “Tell me more”= 1 prompt, Questions=2nd prompt, other questions each count as
additional prompts
 Note order that child retells to ascertain sequence of event.
 Clarify “Tell me more” or “questions”. Each time teacher does says either of those; it is equivalent
to a prompt (e.g. tell me more and 4 questions = 5 prompts).
8. Ask the Response Questions
9. Ask the Reading Preferences Questions (only on 1st level used in the fall)
10. Score the comprehension rubric
 In levels 18-44 step #7 will come before step #6
16
Determining the DRA Level



90-95% accuracy rate
Adequate comprehension (16-24) and
Adequate fluency (3-4 on attached rubric)
Grade Level Ceiling:




Kindergarten –16
1st – 28
2nd – 38
3rd – 44
*If there is adequate accuracy rate, comprehension and fluency, you will want to stop at this level.
Finding Guided Reading Levels Based on DRA score

The instructional reading levels will be found through testing on the DRA. We are looking
for an accuracy rate of 90-95%. This is the level of text a teacher will want to use when
scaffolding learning for students toward levels of independence.
To Progress Monitor



If a child has a low accuracy rate, do frequent monitoring with running records on the guided
reading text. (Accuracy should be 90-95%)
If a child is having a fluency issue, do frequent monitoring with a WPM timed reading or listen for
fluency.
If a child is not comprehending well, do frequent monitoring with a retelling of a story.
17
Oral Reading Fluency Rubric
Phrasing
1
Student reads word by word. Problem solving at difficulty is very slow.
2
Student reads word by words with some short phrases. The reader rereads and slows
down at problem solving fairly often.
3
Student reads in short phrases most of the time.
4
Student reads in longer phrases at times and with an inconsistent rate. The reader slows
down to word by word reading at points during the story and problem solving and
rereading are evident.
5
Student reads in longer phrases most of the time and with an adequate rate.
6
Student reads in longer, meaningful phrases and adjusts reading rate appropriately.
There may be a few instances of problem solving or rereading, but the reader returns
quickly to rapid phrased reading.
Intonation/Expression
1
Student reads with no intonation. The reading is monotone (consistent and sustained
pitch). There is little evidence of “reading the punctuation.”
2
Student reads with little intonation. The reading is rather monotone (little variation in
pitch). Attention to punctuation may be present, but it is not consistent.
3
Student reads with some intonation; some attention to punctuation; monotone at times.
4
The student adjusts intonation to convey meaning at times and attends to punctuation
most of the time.
5
Student adjusts intonation to convey meaning and attends to punctuation. The reader
uses punctuation, language, and meaning with some variation in pitch.
6
Student begins to explore subtle intonation that reflects mood, pace, and tension. There
is a natural rise and fall in pitch that indicates the reader is using punctuation, meaning
and language to interpret the story.
Total Fluency Score: Add scores from phrasing and intonation; divide by 2; and round up if necessary.
Adapted from Joetta Beaver and Mark Carter’s Developmental Reading Assessment
* Italicized print gives further explanation, while regular print denotes language taken directly from the DRA.
Reading Rates (Optional)
These rates are guidelines for students at the end of the grade level. They can be used as one factor to see if
students are making suitable progress in their fluency. They should be applied with caution because a number of
factors will influence rate.
Formula for calculating reading rate: (total words in the passage) X 60 divided by time in seconds.
Grade
1
2
3
Fall
–
53
79
Winter
50
78
93
Spring
60
94
114
Adapted from: Hasbrouck, J.E. & Tindal, G. (1992). Curriculum-based oral reading fluency forms for students in grades 2-5. Teaching
Exceptional Children, (Spring), 41-44.
18
Reading Resources Correlation Chart
K
Reading
A-Z
aa
Fountas &
Pinnell
A
Reading
Recovery
A, B, 1
A–1
K
A
A
1
A–1
K
B
B
2
2
K
C
C
3–4
3–4
1
D
D
5–6
5–6
1
E
E
7–8
7–8
1
F
F
9 – 10
9 – 10
1
G
G
11 – 12
11 – 12
1
H
H
13 – 14
13 – 14
1
I
I
15 – 16
15 – 16
1
J
J
17 – 18
17 – 18
2
K
K
19 – 20
24
2
L
L
20
24
2
M
M
20
30
2
N
N
20
30
2
O
O
22
34
3
P
P
22
38
3
Q
Q
24
38
3
R
R
24
40
3
S
S
26
40
4
T
T
27
44
4
U
U
28
44
4
V
V
28
44
5
W
W
27
50
5
X
Y
28
60
6
Y
V
30
6
Z
Grade
32-24
19
DRA
Lexile
200 – 299
200 – 400
300 – 500
500 – 700
600 – 800
700 – 900
800 – 1000
20
First Grade
Performance Assessments
COMMUNICATIONS / READING
Identifying Sight Words
Garden City Public Schools
USD 457 ▪ Garden City, Kansas
21
Sight Words
Grade 1
X
K-4
5-8
LOCAL INDICATORS
1-1.3.1 Demonstrates automatic recognition of sight words.
PERFORMANCE TASK
The student identifies words from the Houghton Mifflin sight word list.
KNOWLEDGE/SKILLS
SCORING GUIDE
Percentages
October
December
February
May
A – 90% - 100%
38
78
113
150
B – 80% - 89%
31
63
94
125
C – 70% - 79%
25
50
75
100
D – 60% -69%
21
43
64
85
F – 50% - 59%
18
35
53
70
22
9-12
First Grade Sight Words
(Word Wall Words)
BACK TO SCHOOL
week 1
I
see
my
week 2
like
a
to
and
is
week 3
the
are
for
he
she
THEME 1
week 1
go
on
at
an
said
week 2
here
jump
not
too
we
week 3
find
have
one
it
ran
THEME 2
week 1
in
what
two
three
four
week 2
do
you
me
five
can
week 3
live
where
does
away
they
THEME 3
week 1
cold
look
of
play
every
week 2
all
call
eat
first
why
week 3
blue
brown
funny
green
some
THEME 4
week 1
come
love
your
red
run
week 2
know
read
up
this
big
week 3
down
walk
their
would
yes
THEME 5
week 1
who
long
am
small
good
week 2
no
could
how
so
over
week 3
little
was
fly
our
give
23
First Grade Sight Words (continued)
THEME 6
week 1
by
out
found
show
yellow
week 2
there
now
will
around
black
week 3
been
far
goes
soon
but
THEME 7
week 1
again
saw
both
or
want
week 2
any
came
fast
get
into
week 3
old
under
very
going
make
THEME 8
week 1
because
about
did
stop
be
week 2
always
seven
eight
as
warm
week 3
put
kind
were
work
if
THEME 9
week 1
open
ten
from
had
help
week 2
before
after
off
done
buy
week 3
only
together
her
him
its
THEME 10
week 1
his
round
gave
got
has
week 2
let
made
new
that
us
week 3
many
pull
laugh
start
ask
24
First Grade
Performance Assessments
COMMUNICATIONS / READING
Developing Ideas and
Using Conventions
Garden City Public Schools
USD 457 ▪ Garden City, Kansas
25
Developing Ideas and Using Conventions
Grade 1
X
K-4
5-8
9-12
LOCAL INDICATORS
Narrative or Expository Writing
1-3.1.1
1-3.1.2
1-3.1.3
1-3.1.16
1-3.1.17
1-3.1.18
Chooses an idea about which to write (ideas and content, prewriting, drafting, revising)
Begins to orally communicate and/or write using personal experience
Uses details in pictures and words to develop a story. (ideas and content, prewriting, drafting)
Capitalizes the beginning of a sentence and uses correct ending punctuation. (Conventions, drafting, revising)
Uses correct subject/verb agreement
Spells most words like they sound
PERFORMANCE TASK
The student will generate an idea in written form (story or letter, etc.) and will use appropriate conventions
KNOWLEDGE/SKILLS






Main ideas
Supporting details
Describing words
Capitalization
Complete sentences
Spacing between words
SCORING GUIDE
See Rubrics on next page
26
27
28
Time Acquisition/Mastery Aug. (1-3 wks)
First Grade Communications
Theme 1 – All Together Now (HM TE Theme 1 Book) Back to School
(Optional- Data will determine if you need to use this section)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-1-1 (id. Letter sounds); 1-1-2 (id. Letters); 1-1-3 (distinguishes letters, sounds,
sentences); 1-1-5 & 1-1-7 (id. Onsets and rimes); 1-1-6 (phonics-word families); 1-2-1 (concepts of
print-tracks print); 1-2-3 (reads with expression: fluency); 1-2-5 (word recognition strategies); 1-3-1
(sight words); 1-4-1 (listens to narrative & expository text); 1-4-2 (author, title, illustration); 1-4-4
(responds to questions); 1-4-5 (predicts); 1-4-6 (text structure-sequence/ compare contrast); 1-4-7
(sequences); 1-4-8 (compare/contrast); 1-4-9 (retells); 2-2-1 (literary concepts-characters); 2-2-2
(literary concepts -setting); 2-1-3 (literary concepts-plot)
Strategy Focus: Predict/Infer; sequence;
summarize; compare/contrast; evaluate;
monitor/clarify; question
Suggested Activities
New Vocabulary: Introducing Key
Vocabulary in each Houghton Mifflin
selection: Teacher Read Alouds BTS 4 and 5
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Differentiated Instruction:
Whole Group –Teacher read alouds and phonics
review.
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom libraries
for Independent Reading Selections
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; 6th ; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org)
Assessment:
Classroom
District
Suggested Literature Connections:
State
29
Test Item Examples
Time Acquisition/Mastery Aug.-Sept. (3-4 wks)
First Grade Communications
Theme 1– All Together Now (HM TE Theme 1 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text) (2-literature connections to cultures)
Indicators: 1-1-1 (id. Letter sounds); 1-1-2 (id. Letters); 1-1-3 (distinguishes letters, sounds,
sentences); 1-1-5 & 1-1-7 (id. Onsets and rimes); 1-1-6 (phonics-word families); 1-2-1 (concepts
of print-tracks print); 1-2-3 (reads with expression: fluency); 1-2-5 (word recognition strategies); 13-1 (sight words); 1-3-2 (context clues); 1-4-1 (listens to narrative & expository text); 1-4-2
(author, title, illustration); 1-4-4 (responds to questions); 1-4-5 (predicts); 1-4-6 (text structuresequence/ compare contrast); 1-4-7 (sequences); 1-4-8 (compare/contrast); 1-4-9 (retells); 2-2-2
(literary concepts -setting); 2-1-3 (literary concepts-plot)
Strategy Focus: Predict/Infer; sequence;
summarize; compare/contrast; evaluate
New Vocabulary: Introducing Key
Vocabulary in each Houghton Mifflin
selection: Main Story: Mac the Cat T 56 ,
A Day at School p.124, Pigs in a Rig p.196
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org); Orchard
Suggested Activities
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: Mac the Cat, A Day at School, Pigs in
a Rig
Small Group – Instructional level text (leveled
readers) See choices on p. T3-T5
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom
libraries for Independent Reading Selections
Suggested Literature Connections:
Assessment:
Classroom
District
State
30
Test Item Examples
Time Acquisition/Mastery Sept. -Oct. (3-4 wks)
First Grade Communications
Theme 2– Surprise (HM TE Theme 2 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-2-1 (concepts of print-tracks print, punctuation); 1-2-3 (reads with expression:
fluency); 1-2-5 (word recognition strategies); 1-3-1 (sight words); 1-3-2 (context clues); 1-4-1
(listens to narrative & expository text); 1-4-3 (pictures to make predictions); 1-4-4 (responds to
questions); 1-4-6 (text structure problem/solution); 1-4-7 (sequences); 1-4-8 (compare/contrast);
1-4-10 (main idea); 2-2-1 (id. Characters); 2-2-2 (literary concepts -setting); 2-1-3 (literary
concepts-plot)
Strategy Focus: Question; monitor/clarify;
predict/infer; summarize
Suggested Activities
New Vocabulary: Introducing Key
Vocabulary in each Houghton Mifflin
selection: Anthology Story: A party for Bob
T. 56, The Bunnies and the Fox p. 128,
A Surprise for Zig Bug p. 200. Big Book: To
Be a Kid, Minerva Louise at School, Jasper’s
Beanstalk
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org); Orchard
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: A Party for Bob, The Bunnies and the
Fox, A surprise for Zig Bug. Big Book Selections:
To Be a Kid, Minerva Louise at School, Jasper’s
Beanstalk
Small Group – Instructional level text (leveled
readers) See choices on p.T3-T5
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom
libraries for Independent Reading Selections
Suggested Literature Connections:
Assessment:
Classroom
District
State

Performance Assessment
1. DRA Assessment
2. Sight Words
31
Test Item Examples
Time Acquisition/Mastery Oct.-Nov. (3-4 wks)
First Grade Communications
Theme 3– Let’s Look Around (HM TE Theme 3 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-1-7 (manipulates onsets and rimes); 1-2-2 (fluency/punctuation); 1-2-3 (fluencyreads with expression); 1-2-5 (word recognition strategies); 1-3-1 (sight words); 1-3-2 (context
clues); 1-3-4 (word structure-contractions, endings); 1-4-1 (listens to narrative & expository text);
1-4-3 (pictures to make predictions); 1-4-4 (responds to questions); 1-4-5 (picture cluespredictions); 1-4-7 (sequences); 1-4-8 (compare/contrast); 1-4-9 (retells); 1-4-10 (main idea);
2-2-1 (id. Characters); 2-1-3 (literary concepts-plot)
Strategy Focus: Evaluate; question;
predict/infer; summarize
Suggested Activities:
New Vocabulary: Introducing Key
Vocabulary in each Houghton Mifflin
selection: Anthology Story: Seasons T 56,
Miss Jill’s Ice Cream Shop p. 128, At the
Aquarium p. 200; Big Book: Counting On the
Woods, Pearl’s First Prize Plant, Hilda Hen’s
Scary Night
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org); Orchard
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: Seasons, Miss Jill’s Ice Cream Shop,
At the Aquarium. Big Book Selections: Counting
On the Woods, Pearl’s First Prize Plant, Hilda
Hen’s Scary Night
Small Group – Instructional level text (leveled
readers) See choices on p. T3-T5
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom
libraries for Independent Reading Selections
Suggested Literature Connections:
Assessment:
Classroom
District
State
32
Test Item Examples
Time Acquisition/Mastery Nov.-Dec. (3-4 wks)
First Grade Communications
Theme 4– Family and Friends (HM TE Theme 4 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-1-3 (concept of sentence); 1-1-4 (counting & segmenting phonemes); 1-1-7
(manipulates onsets and rimes); 1-2-2 (fluency/punctuation); 1-2-3 (fluency- reads with
expression); 1-2-4 (sentence structure); 1-2-5 (word recognition strategies); 1-3-1 (sight words);
1-3-2 (context clues); 1-3-4 (word structure-contractions); 1-4-1 (listens to narrative & expository
text); 1-4-3 (pictures to make predictions); 1-4-4 (responds to questions); 1-4-5 (picture cluespredictions); 1-4-6 (text structure-sequence-compare/contrast); 1-4-8 (compare/contrast)
Strategy Focus: Summarize; evaluate;
compare/contrast; monitor/clarify
New Vocabulary: Introducing Key
Vocabulary in each Houghton Mifflin
selection: Anthology Story: Go Away, Otto
p. 56; Two Best Friends p.128; Dog School
p. 200; Big Book: An Egg is An Egg, The
Secret Code, Caribbean Dream
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Suggested Activities:
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: Go Away, Otto, Two Best Friends,
Dog School; Big Book Selections: An Egg is An
Egg, The Secret Code, Caribbean Dream
Small Group – Instructional level text (leveled
readers) See choices on p. T3-T5
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom
libraries for Independent Reading Selections
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org); Orchard
Suggested Literature Connection:
Assessment:
Classroom
District
State

Performance Assessment
1. DRA Assessment
2. Sight Words
33
Test Item Examples
Time Acquisition/Mastery Dec. -Jan (3-4 wks)
First Grade Communications
Theme 5– Home Sweet Home (HM TE Theme 5 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-1-3 (concept of sentence); 1-1-4 (counting & segmenting phonemes); 1-1-6
(phonics-digraphs); 1-2-2 (fluency/punctuation); 1-2-3 (fluency- reads with expression); 1-2-5
(word recognition strategies); 1-3-1 (sight words); 1-3-2 (context clues); 1-3-4 (word structurecontractions); 1-4-1 (listens to narrative & expository text); 1-4-3 (pictures to make predictions);
1-4-4 (responds to questions); 1-4-5 (picture clues- predictions); 1-4-6 (text structurecompare/contrast); 1-4-7 (sequences); 1-4-8 (compare/contrast); 1-4-9 (retells); 1-2-3 (literatureplot)
Strategy Focus: Question; summarize;
monitor/clarify
Suggested Activities:
New Vocabulary: Introducing Key
Vocabulary in each Houghton Mifflin
selection: Anthology Story: Moving Day
p. 48; Me On the Map p. 134; The Kite p. 206
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org); Orchard
Assessment:
Classroom
District
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: Moving Day; Me On the Map; The
Kite
Small Group – Instructional level text (leveled
readers) See choices on p. T3-T5
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom
libraries for Independent Reading Selections
Suggested Literature Connections:
State

Performance Assessment
1. DRA Assessment
2. Sight Words
34
Test Item Examples
Time Acquisition/Mastery Jan. (3-4 wks)
First Grade Communications
Theme 6– Animal Adventures (HM TE Theme 6 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-1-3 (concept of sentence); 1-1-4 (counting & segmenting phonemes); 1-1-6
(phonics-CVC); 1-2-2 (fluency/punctuation); 1-2-3 (fluency- reads with expression); 1-2-5 (word
recognition strategies); 1-3-1 (sight words); 1-3-2 (context clues); 1-3-4 (word structurecontractions); 1-4-1 (listens to narrative & expository text); 1-4-3 (pictures to make predictions);
1-4-4 (responds to questions); 1-4-5 (picture clues- predictions); 1-4-6 (text structurecompare/contrast); 1-4-7 (sequences); 1-4-8 (compare/contrast); 1-4-9 (retells); 1-4-10 (main
idea); 2-1-1 (literature characters); 2-1-2 (setting); 2-1-3 (plot); 2-2-1 (response to literature)
Strategy Focus: Summarize; question;
predict/infer
Suggested Activities:
New Vocabulary: Introducing Key
Vocabulary In each Houghton Mifflin
Selection: Anthology Story: The Sleeping Pig
p. 46; EEK- There’s a Mouse In the House
p. 128; Red-Eyed Tree Frog p.198
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org); Orchard
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: The Sleeping Pig; EEK- There’s a
Mouse in the House; Red-Eyed Tree Frog
Small Group – Instructional level text (leveled
readers) See choices on p.T3-T5
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom
libraries for Independent Reading Selections
Suggested Literature Connections:
Assessment:
Classroom
District
State
35
Test Item Examples
Time Acquisition/Mastery Feb.-Mar. (3-4 wks)
First Grade Communications
Theme 7– We Can Work It Out (HM TE Theme 7 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-1-3 (concept of sentence); 1-1-4 (substituting phonemes); 1-1-7 (onsets and rimes);
1-2-2 (fluency/punctuation); 1-2-3 (fluency- reads with expression); 1-2-5 (word recognition
strategies); 1-3-1 (sight words); 1-3-2 (context clues); 1-3-4 (word structure-compound words);
1-4-1 (listens to narrative & expository text); 1-4-3 (pictures to make predictions); 1-4-4
(responds to questions); 1-4-6 (text structure-sequence); 1-4-7 (sequences); 1-4-8
(compare/contrast)
Strategy Focus: Summarize;
monitor/clarify; question
Suggested Activities:
New Vocabulary: Introducing Key
Vocabulary in each Houghton Mifflin
selection: Anthology Story: That Toad is
Mine p. 46; Lost p. 128; If You Give a Pig a
Pancake p. 200
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org); Orchard
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: That Toad Is Mine, Lost, If You Give a
Pig a Pancake
Small Group – Instructional level text (leveled
readers) See choices on p. T3-T5
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom libraries
for Independent Reading Selections
Suggested Literature Connections:
Assessment:
Classroom
District

Performance Assessment
1. DRA Assessment
2. Sight Words
State
36
Test Item Examples
Time Acquisition/Mastery Apr. (3-4 wks)
First Grade Communications
Theme 8– Our Earth (HM TE Theme 8 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-1-3 (concept of sentence); 1-1-4 (substituting phonemes); 1-1-7 (onsets and rimes);
1-2-2 (fluency/punctuation); 1-2-3 (fluency- reads with expression); 1-2-4 (sentence structure);
1-2-5 (word recognition strategies); 1-3-1 (sight words); 1-3-2 (context clues); 1-3-4 (word
structure- endings/compound words); 1-4-1 (listens to narrative & expository text); 1-4-4
(responds to questions); 1-4-5 (picture clues/predict); 1-4-7 (sequences); 1-4-8
(compare/contrast); 1-4-9 (retells); 1-4-10 (main idea); 2-1-2 (literature/setting); 2-2-1 (listens to
or reads culturally relevant text)
Strategy Focus: Summarize; evaluate;
predict/infer
Suggested Activities:
New Vocabulary: Introducing Key Vocabulary
in each Houghton Mifflin Selection: Anthology
Story: The Forest p. 46; Butterfly p.126; Johnny
Appleseed p.194
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support); selection
CD’s; Phonics Library; teacher’s resource kit;
classroom intervention kit, integrated theme and
skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita website:
www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED link
on district website. Learning Stations
(www.fcrr.org); Orchard
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: The Forest, Butterfly, Johnny
Appleseed
Small Group – Instructional level text (leveled
readers) See choices on p. T3-T5
Independent – Classroom management
projects in Houghton Mifflin kit; literacy
workstations, language centers listed in TE.
Classroom libraries for Independent Reading
Selections
Suggested Literature Connections:
Assessment:
Classroom
District
State
37
Test Item Examples
Time Acquisition/Mastery Apr.-May (3-4 wks)
First Grade Communications
Theme 9– Special Friends (HM TE Theme 9 Book)
State Standard: Reading and Literature
Benchmark: Reading (1-alphabetics), (2-fluency), (3-vocabulary), (4-comprehension); Literature
(1-student response to text), (2-literature connections to cultures)
Indicators: 1-1-3 (concept of sentence); 1-1-4 (deleting phonemes); 1-2-3 (fluency- reads with
expression); 1-2-5 (word recognition strategies); 1-3-1 (sight words); 1-3-2 (context clues); 1-3-4
(word structure- endings); 1-4-1 (listens to narrative & expository text); 1-4-3 (predicts); 1-4-4
(responds to questions); 1-4-5 (drawing conclusions); 1-4-6 (text structure-compare/contrast);
1-4-7 (sequences); 1-4-8 (compare/contrast); 1-4-9 (retells); 2-1-1 (literature-characters); 2-1-2
(literature/setting); 2-1-3 (literature- plot); 2-2-1 (listens to or reads culturally relevant text)
Strategy Focus: Monitor/clarify; evaluate,
compare/contrast
Suggested Activities:
New Vocabulary: Introducing Key
Vocabulary in each Houghton Mifflin
selection: Anthology Story: When I Am Old
With You p. 46; The New Friend p. 130; The
Surprise Family p. 200
District Resources: Textbook: Houghton
Mifflin Expeditions 05 series; Practice
Workbook; Books for Small Group Reading
(below, above, on, language support);
selection CD’s; Phonics Library; teacher’s
resource kit; classroom intervention kit,
integrated theme and skills tests.
USD 457 Comprehension & Reading
Strategies Flipchart
Approved Supplemental Resources:
Time for Kids (website); Scholastic News;
Reading A-Z; Santa Bonita
website: www.smbsd.org/page.cfm?p=1445;
Eduplace.com; Text Talk
Technology Source:
HM(www.eduplace.com); United Streaming
KCA website (cete.us/tb) EBSCO, KAN ED
link on district website. Learning Stations
(www.fcrr.org); Orchard
Differentiated Instruction:
Whole Group –Main Story Selections in
Anthology: When I Am Old With You, The New
Friend, The Surprise Family
Small Group – Instructional level text (leveled
readers) See choices on p. T3-T5
Independent – Classroom management projects
in Houghton Mifflin kit; literacy workstations,
language centers listed in TE. Classroom
libraries for Independent Reading Selections
Suggested Literature Connections:
Assessment:
Classroom
District
State

Performance Assessment
1. DRA Assessment
2. Sight Words
38
Test Item Examples