here

Report
First Grade Language Arts
0
A Balanced Literacy Approach
A Balanced Literacy Framework
 Interactive
Read-Aloud
 Shared
Reading
 Guided
Reading
 Independent
 Word
Reading
Work/Spelling
 Guided
Writing
Interactive Read-Aloud
 Rich
literature
 Varied
levels of questioning
 Discussion
skills
 Comprehension
 Thoughtful
skills
literacy = schema
Shared Reading
 Whole
 Sight
group instruction
word introduction
 Comprehension
 Word
skills
work skills
 Assessment
Guided Reading
 Provides
differentiated teaching at each
child’s instructional reading level.
 Focused on specific needs of the child.
 Practice of skills in a “cold” read situation.
 Fountas & Pinnel’s Guided Reading (GR) –
leveled by letters C-J.
 Based on flexible grouping as children move up
the spectrum of reading.
 Strategies introduced and practiced.
Retelling
 Correct
order/tells big events or
summarizes using details
 Uses
characters names and why they do
things/feelings
 Uses
setting details when possible
 Uses
author’s language
Reading Strategies
Take a picture walk.
Look at the pictures.
How does it sound?
Look for little words inside big words.
Skip the word and read on.
Back track and read again.
Does it make sense?
Independent Reading
 Children
choose books at their independent
level to practice skills and strategies.
Word Work/Spelling
 Letters/sounds
 Blending
of consonants and vowels to make
words
 Vowel
patterns
 Syllables
Guided Writing
 Students
are guided through the writing
process by questions and prompting where
necessary
 Opportunity
to practice grammar, work
work/spelling skills, dictionary work and
may include elements of rich literature
Common Words
 Pink
Tests = Weekly Assessment
 DRA
= Developmental Reading Assessment
 Phonics/Spelling
 I/E
Assessment
= intervention/enrichment
 Retelling
 Reading
stamina
 Reading
Recovery
More Common Words
 25
Book Habit
 Author
 Genre
Study
What can you do at home?
 READ!
 Be
diligent with homework (reading)
 Word
cards
 Ask
and expect your child to give specific
details about what they read or learned in
school each day.
 READ
to your child and ask thoughtful
questions.
 Let
your child see you read.

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