Year 1 literacy objectives: Year 1 English Curriculum Objectives – Classroom Secrets

Literacy / First-Grade Literacy Learning Objectives

• 
  Overview
  
• 
  K-5 Curriculum Map
  
• 
  6-8 Curriculum Map
  
• 
  9-12 Curriculum Map
  
• 
  Literacy Assessments
  
• 
  Curriculum Coordinator
  

• First-Grade Learning Objectives

  Reading

  Reading Process (Comprehension, Vocabulary, Connections, & Independent Reading)

  • Predict what will happen next using prior knowledge
  • Ask and respond to relevant questions
  • Seek clarification and locate facts and details about stories and other texts
  • Retell main ideas in sequence including key details
  • Recognize beginning, middle, and end
  • Monitor comprehension and make corrections and adjustments when understanding breaks down
  • Use common affixes to figure out the meaning of a word
  • Identify common root words and their inflectional ending
  • Identify words that name actions and words that name persons, places, or things
  • Recognize that compound words are made up of shorter words
  • Determine what words mean from how they are used in context of a sentence either heard or read
  • Sort words into conceptual categories
  • Distinguish shades of meaning among verbs and adjective
  • Locate words in a dictionary
  • Use words and phrases acquired through conversations, reading and being read to,and responding to texts
  • Connect text to text (text ideas, including similarities and differences in fiction and nonfiction)
  • Engage with and reading text that is developmentally appropriate
  • Produce evidence of reading

  Comprehend, Analyze, and Evaluate Fiction, Poetry, & Drama

  • Describe characters, setting, problem, solution, and events in logical sequences
  • Describe the main idea of a story
  • Describe sensory details
  • Explain recurring phrases and why they are used
  • Explain the actions of the main character and the reasons for those actions
  • Identify who is telling the story
  • Compare and contrast adventures and experiences of characters in stories
  • Use rhythm, rhyme, and alliteration through identifying a regular beat and similarities in word sounds
  • Identify characters and dialogue in plays or performances by actors
  • Recognize sensory details in literary texts

  Comprehend, Analyze, and Evaluate Nonfiction

  • Use text features to restate the main idea
  • Explain facts or details using text features and distinguish between which facts were provided by pictures and which facts were conveyed via words
  • Use text features to locate specific information in text
  • Follow written multi-step directions with picture cues to assist with understanding
  • Distinguish between fiction and nonfiction
  • Identify examples of sensory details
  • Ask and answer questions to clarify meaning
  • Identify main ideas and provide supporting details
  • Describe the connection between two individuals, events, ideas, or pieces of information in a text
  • Identify reasons an author gives to support points in a text
  • Identify similarities and differences between texts on the same topic

  Media Literacy

  • Distinguish purposes of media
  • Explain techniques used in media

  Reading Foundations

  Print Awareness

  • Recognize that sentences are comprised of words separated by spaces
  • Recognize the distinguishing features of a sentence

  Phonemic Awareness

  • Produce and identify sounds and syllables in spoken words
  • Distinguish between long and short vowel sounds
  • Recognize the change in a spoken word when a specific phoneme is added, changed, or removed
  • Blend spoken phonemes to form one-or two-syllable words including consonant blends
  • Segment spoken words of three to five phonemes into individual phonemes

  Phonics

  • Decode words in context by using letter-sound knowledge
  • Identify letters for the spelling of short and long vowels
  • Produce consonant blends
  • Produce consonant digraphs
  • Combine sounds from letters and common spelling patterns to create and decode recognizable words
  • Use syllabication patterns to decode word
  • Read irregularly spelled words
  • Read root words with inflectional endings
  • Read contractions and compound words
  • Read high-frequency words
  • Demonstrate decoding skills when reading

  Fluency

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

  Writing

  Writing Process

  • Brainstorm and record key ideas
  • Sequence ideas into sentences and stay on topic throughout the text
  • Generating evidence of a simple opening and simple closing
  • Respond to questions and suggestions, clarify meaning by adding details to sentence construction and strengthen writing
  • Edit by leaving spaces between words in sentences
  • Edit for language conventions
  • Use a variety of conventional/digital tools to produce and publish writing

  Write Opinion Texts

  • Introduce a topic or text being studied
  • State an opinion about the topic or text and provide a reason for the opinion
  • Use some specific words that are related to the topic
  • Follow a sense of order in writing
  • Provide some sense of closure

  Write Informative/Explanatory Texts

  • Introduce a topic or text being studied and supply facts
  • Use some specific words that are related to the topic
  • Follow a sense of order in writing
  • Create some sense of closure

  Write Fiction or Nonfiction Narratives and Poems

  • Narrate a story or experience
  • Use details to describe the story or experience
  • Place events in the order they occurred
  • Use linking words to indicate beginning/middle/end
  • Use words that are related to the topic
  • Provide a reaction to what happened in the events

  Research Process

  • Generate a list of open-ended questions about topics of interest
  • Decide what sources of information might be relevant to answer these questions
  • Gather personal and natural evidence from available sources as well as from interviews with local experts
  • Organize information found during group or individual research, using graphic organizers or other aids
  • Make informal presentations of information gathered
  • Self-evaluate using previously established teacher/student criteria

  Language

  Grammar

  • Use nouns and action verbs that designate past, present, and future in sentences
  • Use adjectives/adverbs in sentences
  • Use the conjunctions and, but, and so in sentences
  • Use the articles a, an, and the in sentences
  • Use common prepositions
  • Use common pronouns
  • Produce complete simple and compound sentences

  Conventions

  • Print legibly, using correct spacing between words and sentences
  • Use ending punctuation
  • Capitalize the first letter of others’ first and last names
  • Use commas to separate single words in a series
  • Spell words using regular spelling patterns
  • Spell words phonetically using phonemic awareness and spelling knowledge
  • Arrange words in alphabetical order to the first letter

   

  Speaking & Listening

  Listening

  • Follow classroom listening rules
  • Build on others’ talk in conversations by responding to the comments of others
  • Follow two-step instructions, according to classroom expectations
  • Demonstrate active listening, according to classroom expectations

  Speaking

  • Take turns speaking, according to classroom expectations
  • Build on others’ talk in conversations by responding to comments of others
  • Confirm comprehension of read-alouds and other media by retelling and asking appropriate questions

  Presenting

  • Explain a topic (student-chosen) using a prop, picture, or other visual aid with assistance to show understanding
  • Recite poetry with a group or individually
  • Use complete sentences and adjusting volume, as needed

   

   

Year 1 English Objectives – Welbeck Primary School

Year 1

 

Children learn to:

 

Speak and listen for a wide range of purposes in different contexts

1.      Speaking

• tell stories and describe incidents from their own experience in an audible voice
• retell stories, ordering events using story language
• interpret a text by reading aloud with some variety in pace and emphasis

 

2.      Listening and Responding

• listen with sustained concentration
• listen to and follow instructions accurately, asking for help and clarification if necessary
• listen to tapes or video and express views about how a story or information has been presented

 

3.      Group discussion and interaction

• take turns to speak, listen to others’ suggestions and talk about what they are going to do
• ask and answer questions, make relevant contributions, offer suggestions and take turns
• explain their views to others in small group, decide how to report the group’s views to the class

 

4.       Drama

• explore familiar themes and characters through improvisation and role play
• act out own and well-known stories, using voices for characters
• discuss why they like a performance

 

Read a wide range of texts on screen and on paper

5.         Word reading skills and strategies

• read words by blending adjacent consonants, including simple two-syllable words
• use phonics to read unknown or difficult words
• recognise all common digraphs and trigraphs
• read automatically high frequency words
• use syntax and context to self-correct when reading for accuracy and meaning

 

6.         Understanding and interpreting texts

• identify the main events and characters in stories, and find specific information in simple texts
• make predictions showing an understanding of ideas, events and characters
• recognise the main elements that shape different texts
• explain the effect of patterns of language and repeated words and phrases

 

7.          Engaging with and responding to texts

• select books for personal reading and give reasons for choices
• visualise and comment on events, characters and ideas, making imaginative links to own experiences
• distinguish story and information books and the different purposes for reading them

 

 

Write a wide range of texts on paper and on screen

8.   Creating and shaping texts

• independently choose what to write about, plan and follow it through
• use key features of narrative in their own writing
• convey information and ideas in simple non-narrative forms
• find and use new and interesting words and phrases, including ‘story language’
• create short simple texts on paper and on screen which combine words with images (and sounds)

 

9.   Text structure and organisation

• write chronological and non-chronological texts using simple structures

• group written sentences together in chunks of meaning or subject

 

10. Sentence structure and punctuation

• compose and write simple sentences independently to communicate meaning
• use capital letters and full stops when punctuating simple sentences

 

11. Word structure and spelling

• segment sounds in order to spell longer words including words with common digraphs and adjacent consonants
• write correct spelling for common vowel phonemes
• use knowledge of related words and familiar suffixes in spelling new words

 

12. Presentation

• write most letters, correctly formed and orientated
• write with spaces between words accurately
• use the space bar and keyboard to type name and simple text

 

Literacy education in kindergarten.

Preschool childhood is the time of the formation of the fundamental principles of personality, individuality, the most sensitive period for the development of curiosity, general and special abilities. Thanks to a special process of cognition, which is carried out in an emotional and practical way, each preschooler becomes a small explorer, a discoverer of the world around him.

The development of children’s speech is one of the leading tasks that a preschool institution and parents solve. The development of speech is carried out in various types of activities, including special classes in teaching literacy. The pedagogical process involves not only learning to read, but also the introduction of a wide range of cognitive tasks in the field of linguistic reality.

The success of schooling depends on a number of conditions and, in particular, on the level of development of both general abilities, on which success and individual originality of activity depend, and private abilities, including communicative ones.

Literacy education for preschool children is a mandatory element of an integrated approach to teaching children their native language and speech development, when various interrelated speech tasks are solved in one lesson — phonetic, lexical, grammatical — and on their basis — the development of coherent speech.

The main goal of the preschool literacy program is to develop in children the ability to navigate in the sound-letter system of their native language and, on this basis, to develop interest and abilities in reading. Consistent assimilation of the concepts of «word», «sound», «syllable», «letter», «sentence» in various game exercises forms the child’s awareness of speech, its arbitrariness.

Particular attention in the program is given to the practical mastery of language reality by each child, which will contribute to a better assimilation of phonetics and morphology at school.

The implementation of the program is aimed at ensuring a unified learning process that corresponds to the disclosure of the age-related capabilities of a preschool child. It provides for the expansion and complication of program tasks in comparison with variable programs.

Preparing children under this program is not only preparation for the ability to read and write, expanding knowledge and understanding of the language, but also an important means of developing speech, a factor in the mental development of the child.

In each age group, work is planned to develop graphic skills and motor skills in order to prepare the child’s hand for writing.

In the senior group, modeling is introduced, with the help of which the syllabic structure of the word is reproduced, which not only contributes to a better assimilation of the content of the program, but also prepares the child to determine the sound structure of the word at the stage of learning sound-letter analysis.

Working with word models develops logical thinking, as children do not use images, but symbols of words, sounds, sentences.

The development of thinking is also facilitated by children guessing riddles that are presented in the program.

All classes are built according to the thematic principle: tasks of one lesson begin, continue and end one topic. 9

building a stock of knowledge, skills and abilities that will become the basis for further education at school;

2. Mastering mental operations (analysis, synthesis, comparison, generalization, classification)

3. Formation of the ability to understand the learning task and perform it independently

4. To develop abilities for self-regulation of behavior and manifestation of strong-willed efforts to fulfill the tasks;

5 . Mastering the skills of verbal communication;

6. Development of fine motor skills and hand-eye coordination

Grade 1 literacy assessment — useful materials for teachers

Home → Publications → Literacy education → Knowledge assessment → Grade 1

Grade 1 literacy assessment and other useful materials for a literacy teacher that you can download for free Dear users, do not forget to leave your comments, feedback, suggestions.

Literacy education is aimed at the formation of reading skills and the basics of elementary graphic skills, the development of speech skills, the enrichment and activation of the dictionary, the improvement of phonemic hearing, the implementation of grammar and spelling propaedeutics.

Literacy goals :

• help students master the mechanism of reading;
• ensure the speech development of students;
• to give primary information about the language and literature, which will provide an opportunity for a gradual understanding of the language as a means of communication and knowledge of the world, lay the necessary foundation for the subsequent successful study of the Russian language.

Literacy Objectives solved in reading and writing lessons:

• development of the skill of conscious, correct and expressive reading;
• enrichment and activation of students’ vocabulary;
• the formation of the basics of the culture of speech communication as an integral part of the general culture of man;
• fostering a love of reading, developing a cognitive interest in a children’s book, beginning the formation of reading activity, expanding the general outlook of first-graders based on the diverse content of literary works used.

All categoriesAlgebraBiologyGeography, local historyGeometryNatural scienceFine artForeign languageComputer scienceHistoryCompetitions for childrenLiteratureLiterary readingMathematicsMusic and singingMHKScientific articleLEBZhEducation of literacySocial studiesEnvironmental worldFundamentals of religious culturesPreparation for State Academic AchievementPreparation for the Unified State ExaminationApplied artWork with parentsRussian languageSocial Pedagogy, PsychologyScenarios of holidaysTechnology, laborFor a teacher-defectologistPhysicsPhysical educationChemistryDrawingEconomics

All developmentSynopsis of the lessonKnowledge assessmentPlanningPresentationMiscellaneousLessonsElectives

All classes Preschoolers Grade 1 Grade 2 Grade 3 Grade 4

Assignments for lessons teaching literacy under the program «School of Russia» …

November 23, 2022

Demina Angelina Alekseevna

73

3

0

0

It is no secret that the problem of learning motivation is a problem for successful education in elementary school. Due to their age characteristics, first-grade children are often distracted, do not follow the teacher’s explanations, do not make the necessary efforts to complete …

August 12, 2022

Strelkova Ekaterina Sergeevna

784

28

0

0

Tables for checking reading technique (1st half year) …

May 22, 2022

Saprygina Kristina Anatolievna

223

3

0

0

Continuation of the survey of students in grade 1 …

August 24, 2021

Tatyana Evgenievna Kost

183

8

0

0

In the first days of September, we conduct a diagnostic examination of children in order to determine the level of readiness for school and the development of logical thinking …

August 24, 2021

Tatyana Evgenievna Kost

171

eleven

0

0

Diagnostic work
for 1st grade students, 1st semester School of Russia . ..

05 May 2021

Nazarova Tatyana Yurievna

701

75

0

0

Tests for students with disabilities (VIII type) …

September 18, 2020

Gertner Elena Valentinovna

2955

1157

0

0

Learning to play the piano is a creative and exciting process. The successful result of classes largely depends not only on the desire and interest of the student, but also on the ability of the teacher to find the right approach. …

December 07, 2019

Rudenko Natalya Nikolaevna

543

9

0

0

Mastering the process of writing — a complex type of educational activity …

June 17, 2019

Boyko Tatiana Yurievna

521

20

0

0

The Olympiad will help test students’ knowledge of literacy.