Reading—Grade 1

In first grade, students apply concepts of print, phonological and phonemic awareness, oral language skills, and phonics. They continue to expand their reading vocabulary and demonstrate comprehension by participating in a variety of responses. Students choose and read a variety of books for pleasure.

EALR 1: The student understands and uses different skills and strategies to read.

1.1.1 Understand and apply concepts of print.

• Use directionality when reading independently.
• Identify title page, table of contents, author, and illustrator of books.
• Recognize that print represents spoken language.
• Recognize the difference between words and sentences (e.g., know sentences start with capital letters and end with punctuation).
• Identify a word and its beginning and ending letters.

1.1.2 Understand and apply phonological awareness and phonemic awareness.

• Identify syllables in a word auditorially.
• Identify and generate rhyme.
• Segment and blend multi-syllabic words, including compound words.
• Add, delete, and/or substitute one phoneme for another in initial, medial, and final positions to make a new word.
• Segment and blend words orally containing three to five phonemes.
• Generate words that begin or end with the same sound or different sounds.
• Blend and segment onset and rime.

1.1.3 Apply understanding of oral language skills to develop reading skills.

• Participate orally in discussions about stories listened to and read (e.g., contribute who, what, when, where in retells; contribute explanations; generate and answer questions; and make comparisons).

1.1.4 Apply understanding of phonics.

• Recognize that sounds are represented by different single letters or combinations of letters (consonant and vowel combinations).
• Use onset and rime/ word families to decode words in isolation and in context.
• Decode words in isolation and in context following common vowel patterns.
• Use knowledge of phonics to read unfamiliar words in isolation and in context.
• Read compound words, contractions, and words with common inflectional endings in isolation and in context.

1.2.1 Understand how to use resources to learn new vocabulary/word meanings.

• Use simple resources with teacher guidance (e.g., word banks, alphabet books or charts).

1.2.2 Apply vocabulary strategies in grade-level text.

• Use common inflectional endings to understand the meaning of words: -s, -ed, -ing, -er, -est.
• Use strategies including context and re-reading to self-correct.
• Use prior knowledge, context, pictures, illustrations, and diagrams to predict and confirm word meaning with teacher guidance.

Component 1.3 Build vocabulary through wide reading.

1.3.1 Understand and apply new vocabulary.

• Use oral and reading vocabulary gained by listening to and reading informational/expository text and literary/narrative text, including text from a variety of cultures and communities, in own oral and written communication.

1.3.2 Understand and apply content/academic vocabulary.

• Use content/academic vocabulary during class discussions and/or writing (e.g., ethnic and native language terminology; terms specific to geographical settings; terms specific to literature, science, math, and writing).

Component 1.4 Apply word recognition skills and strategies to read fluently.

• Know common sight words appropriate to grade-level.
• Read selected sight words with automaticity.

1.4.2 Apply fluency to enhance comprehension.

• Read aloud familiar grade-level text with accuracy in a manner that sounds like natural speech.
• Read aloud unpracticed grade-level text at a fluency rate of 50–65+ words correct per minute.

EALR 2: The student understands the meaning of what is read.

Component 2.1 Demonstrate evidence of reading comprehension.

2.1.1 Understand how to use questioning when reading.

• Ask and answer questions before, during, and after read aloud, instruction/practice time, and independent reading.

2.1.2 Understand how to create mental imagery.

• Compose visual images from what is read aloud and/or read by self (e.g., draw a picture to represent something that was read in a story).

2.1.3 Understand and identify important or main ideas and important details in text.

• State main idea and list important details in informational/expository text, verbally or by using graphic organizers.
• State the gist of the story or poem with teacher guidance.

2.1.4 Understand how to use prior knowledge.

• Make connections or identify similarities between self and text and text-to-text including text from a variety of cultures and communities, after read aloud and independent reading.

2.1.5 Understand how to infer/ predict meaning.

• Make and confirm predictions based on information from culturally relevant text (through support of teacher questions).
• Make inferences before, during, and after hearing or reading a culturally relevant story using prior knowledge, story structure, and prediction.

Component 2.2 Understand and apply knowledge of text components to comprehend text.

2.2.1 Understand story sequence.

• Retell stories with correct sequence of events. (Note: Story telling order can differ between cultures. For example, in some cultures the end of the story is told first.)

2.2.2 Understand and apply features of printed text and electronic sources to locate and understand information.

• Identify and use title pages, table of contents, glossary, diagrams, and maps to find information.
• Identify and use icons, pull-down menus, and toolbars.

2.2.3 Understand story elements.

• Identify and explain story elements.

2.2.4 Understand simple organizational structures of text.

• Predict text patterns using attribute and/or concept books.

Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in informational and literary text.

2.3.1 Understand similarities and differences within and between informational/expository and literary/narrative text.

• Explain similarities and differences in character, setting, and important events within and between culturally relevant literary/narrative texts which are read or listened to.
• Identify similar information about a topic contained in more than one informational/expository text.

2.3.2 Understand concept of categories.

• Sort words by various attributes (e.g., robins, parrots, and ducks are all birds).

Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.

2.4.1 Understand how to give personal or text-based responses and make connections to text.

• Generate a personal or text-based response and/or make connections to text based on teacher prompt using information from a culturally relevant reading or read aloud.

2.4.2 Understand purposes of text.

• Identify the purpose of printed materials (e.g., everyday materials, including lists, signs, cereal boxes; fairy tales; fables; and informational/expository trade books).

EALR 3: The student reads different materials for a variety of purposes.

Component 3.1 Read to learn new information.

3.1.1 Understand that resources answer questions and solve problems.

• Listen to and/or read a variety of types of informational/expository text to learn new information, answer questions, or solve problems with teacher guidance.

Component 3.2 Read to perform a task.

3.2.1 Understand how to read for information.

• Read and explain labels and environmental print.
• Read and follow simple directions.
• Use cover and title page information, page numbers, and simple maps to perform a task.

Component 3.4 Read for literary/narrative experience in a variety of genres.

3.4.1 Understand different perspectives of family, friendship, culture, and traditions found in literature.

• Listen to, read, and discuss a variety of literature representing different perspectives of family, friendship, culture, and tradition, generating a personal and/or text-based response.

3.4.2 Understand traditional and contemporary literature written in a variety of genres.

• Identify the characteristics of a variety of genres.
• Listen, read, and respond to literature from a variety of genres, including culturally relevant texts, by drawing, writing about, performing, and presenting.

3.4.3 Understand that literature represents different cultures and traditions.

• Identify and discuss the culture and/or traditions represented in a story with teacher guidance.

EALR 4: The student sets goals and evaluates progress to improve reading.

Component 4.1 Assess reading strengths and need for improvement.

4.1.1 Understand how to monitor reading progress.

• Explain own reading behaviors in teacher-led discussions/questioning.

4.1.2 Understand how to set reading goals.

• Explain why setting a reading goal is important and set a reading goal with teacher guidance.

Component 4.2 Develop interests and share reading experiences.

4.2.1 Understand how readers choose books.

• Identify favorite books and share reasons for the choice with others.
• Self-select books at an independent level and an instructional level.