Grade 1 Literacy

Reading, Writing, Speaking & Listening

Reading

UNDERSTANDING

  • consistent ways of recording words or ideas enable people to communicate
  • people read to learn
  • different types of texts serve different purposes
  • the words we hear and see enable us to create images in our mind
  • the structure and organization of written language influences meaning

KNOWLEDGE

  • participate in guided reading, shared reading, and independent reading
  • develops personal preferences, selects books for pleasure or information
  • learns how books are organized using page numbers, images, captions, titles, headings
  • Identify a few different purposes for reading and choose reading materials appropriate for those purposes
  • difference between fiction and non-fiction
  • describes the structure of story (beginning, middle, end)
  • discusses and compares different elements of story (setting (place), plot, characters)
  • Identifies who is telling the story
  • finds key information in text
  • reads aloud with developing fluency and intonation
  • uses punctuation when reading aloud
  • General Reading Expectation: At age level expectations by end of G1 (PM Level 12-16)
  • Sight/High Frequency Words: reads all of phase 1 & phase 2 high frequency
  • Phonological Awareness: Knows all short and long vowel sounds using Primary Words Their Way Inventory Guide.

Application

  • compares different types of text using graphic organizers
  • marks pages and reflects while reading using sticky notes and other tools (highlighters)
  • use reading comprehension strategies before, during, and after reading (see stairs)

Processing Strategies: uses pictures cues, uses knowledge of beginning and end sounds, self corrects and confirms when reading, finding recognizable chunks in words, sounds out and stretches out words

Writing

UNDERSTANDING

  • people write to communicate
  • the sounds of spoken language are represented visually
  • organising writing makes it easy to understand

KNOWLEDGE

  • Text Forms: Retells, stories, letters
  • Conventions of written text; sequence, spacing, direction, size
  • Creative word play: rhyming, alliteration, onomatopoeia
  • Parts of speech: proper nouns, verb, pronoun (I, you, he, she, it, we, they), simple prepositions
  • Spelling: Knowledge of all Phase 2 frequency words, phonics, environment, word families, chunking, sound it out, rhyming
  • Punctuation: Capital Letters, full stops, questions marks, exclamation points
  • Elements of a story: (characters, setting, problem, solution, mood), structure (beginning, middle, end)

Application

  • follows a simple writer’s process
  • writes legibly
  • uses sentence starters
  • labels and writes simple instructions
  • identifies audience and main idea of writing
  • uses pictures to support writing
  • writes with a clear beginning, middle, end
  • writes complete sentences (questions, statements, commands)
  • uses graphic organizers to plan writing and organize ideas (mind-maps, storyboard, W5, etc)
  • revise and edits writing using rubrics
  • reflects on writing using rubrics
  • presents writing with accuracy
  • reads own writing back to peers and teachers

Speaking & Listening

UNDERSTANDINGS

  • spoken words connect us with others.
  • people listen and speak to share thoughts and feelings.
  • people ask questions to learn from others.
  • the sounds of language are a symbolic way of representing ideas and objects.
  • people communicate using different languages.
  • everyone has the right to speak and be listened to.

KNOWLEDGE & SKILLS

RECEPTIVE LANGUAGE (Listening)

  • follow classroom directions and routines,using context cues (2-3 steps)
  • predict likely outcomes and main points when listening to texts read aloud
  • obtain simple information from accessible spoken texts
  • listen and respond to picture books, showing pleasure and demonstrating their understanding through gestures, expression and/or words (eg: orally, writing, visual images)
  • distinguish beginning, medial and ending sounds of words with increasing accuracy
  • retell familiar stories in correct sequence

EXPRESSIVE LANGUAGE (Oral)

  • correctly refers to most classroom and playground objects by specific names and uses these words to describe personal experiences
  • talks in full sentences most of the time
  • talk about the stories, writing, pictures and models they have created using descriptive language (adjectives and adverbs)
  • describes personal experiences using specific content based vocabulary
  • use language to explain, inquire and compare (knows difference between statements, questions, requests, commands)

COLLECTIVE LANGUAGE (Group and peer discussions)

  • interact effectively with peers and adults in familiar social settings
  • express thoughts, ideas and opinions and discuss them, respecting contributions from others
  • uses different voice levels appropriate to a situation
  • varies language depending on audience

LANGUAGE CONVENTIONs (Grammar)

  • understand and use specific vocabulary to suit different purposes
  • use own grammar style as part of the process of developing grammatical awareness and is beginning to self correct with prompting
  • use grammatical rules of the language(s) of instruction (learners may overgeneralise at this stage)
  • realize and appreciate that people speak different languages
  • recognises patterns in language of instructions and use increasingly accurate grammar