Multiple Organizing Ideas
COMPREHENSION 1: Students investigate meaning communicated in texts..
VOCABULARY 1: Students analyze word formation and meaning.
FLUENCY 1: Students apply accuracy, appropriate rate, and expression in the development of fluency.
ORAL LANGUAGE 1: Students develop listening and speaking skills through sharing stories and information.
TEXT STRUCTURES 1: Students examine ways that messages can be organized and presented for different purposes.
GR. 1 - ORGANIZING IDEA: COMPREHENSION
Comprehension: Text comprehension is supported by applying varied strategies and processes and by considering both particular contexts and universal themes.
Guiding Question: What messages are conveyed through ideas and information within texts?
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Learning Outcome: Students investigate meaning communicated in texts. |
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Texts that are listened to can contain more formal or complex language than everyday language.
Responses to messages listened to in texts include
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Understanding text can be enhanced by listening to messages read aloud. |
Listen to a variety of fictional and informational texts that are read aloud.
Respond to texts that have been read aloud.
Understand words and phrases from texts that have been read aloud. |
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Understanding of messages in texts read independently can be shared through
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Predictable and decodable print texts can be read and understood independently. |
Read simple, fully predictable, and decodable texts independently.
Understand words and sentences from print texts read independently.
Share understandings of print texts read independently. |
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Word solving includes
Self-correcting includes
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Comprehension involves critical thinking through problem solving, monitoring, and self-correcting. |
Solve unknown words in a variety of ways.
Self-correct when print text does not make sense. |
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The main idea of a text is the most important idea.
Sequencing key ideas and details is important when summarizing texts.
The moral or lesson of a text can be the main idea. |
Understanding texts involves determining the main idea, key ideas, and details. |
Discuss the main idea of a variety of texts. Identify key ideas and details from texts. Sequence four to six events from a text. Retell the beginning, middle, or ending of a text. Retell or dramatize a story, including characters and setting. Interpret information from illustrations or visuals in texts. Identify the moral or lesson of a story. |
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Connections can be made between ideas and information in texts and background knowledge.
Similarities and differences can be identified between texts. |
Comprehension of texts involves making connections. |
Share personal connections to ideas or information in texts.
Identify similarities and differences between two texts. |
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Questions that guide comprehension of texts include
Texts can contain information that answers questions.
The same words can be in both the question and the answer (literal recall). |
Comprehension involves asking and answering questions. |
Ask questions to clarify information in texts.
Answer questions requiring literal recall and understanding of examples, details, or facts in texts.
Answer questions that require giving opinions about information in texts.
Locate information in texts to answer questions. |
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Predicting includes imagining an outcome based on a combination of information, including
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Comprehension can be enhanced by making predictions. |
Make predictions prior to and while reading, viewing, or listening to a text.
Compare actual outcomes to predictions made. |
GR. 1 - ORGANIZING IDEA: VOCABULARY
Vocabulary: Communication and comprehension are improved by understanding word meaning and structures.
Guiding Question: How can vocabulary and morphological awareness work together to increase knowledge of words?
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Learning Outcome: Students analyze word formation and meaning. |
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Vocabulary development includes learning (tier 2) words that are
Vocabulary development includes some academic words (tier 3 words) from read alouds and texts.
A synonym is a word that has a similar meaning to another word.
An antonym is a word that has the opposite meaning of another word. |
Learning new words improves comprehension and communication. |
Confirm word meanings in a variety of ways.
Identify the meaning of tier 2 words and use them in sentences.
Use tier 3 words in discussions.
Recognize that words can be replaced with synonyms.
Investigate antonyms when comparing words.
Transfer understandings of words to different situations. |
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A base is the main morpheme (the smallest unit of a word that holds meaning) in a word.
Suffixes are morphemes located at the ending of words.
Adding the suffix <s> or <es> to the ending of a word can indicate more than one (plural).
Adding the suffix <ed> to the ending of a word indicates it already happened (changes the tense).
A compound word is formed when two individual words are put together to make a new word.
The meaning of a compound word can be similar to or different from the two individual words that were combined to form the word. |
Word meanings can change by adding or removing morphemes. |
Identify words according to their base.
Recognize suffixes in oral or written language.
Add or remove suffixes to make words plural or singular.
Add or remove suffixes to change the tense of words.
Recognize compound words.
Describe changes in meaning that occur when two words are combined to form a compound word. |
GR. 1 - ORGANIZING IDEA: FLUENCY
Fluency: Comprehension and literary appreciation are improved by the ability to read a range of texts accurately, automatically, and with expression.
Guiding Question: How does reading prosody (expression) support fluency?
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Learning Outcome: Students apply accuracy, appropriate rate, and expression in the development of fluency. |
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Letters can be recognized quickly and accurately.
Sounds in words can be blended quickly and accurately.
Words consisting of three phonemes (three sounds) can be blended quickly and accurately. |
Fluency involves the ability to decode new words with accuracy and at an appropriate rate. |
Identify all 26 letters of the alphabet quickly and accurately.
Blend sounds in words with speed and accuracy to decode unfamiliar words. |
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High-frequency words are common words that occur often in written language.
Some words that appear often in print cannot be decoded and must be read by sight (e.g., the). |
Fluency involves the ability to recognize high-frequency words with accuracy and at an appropriate rate. |
Read 125 high-frequency words automatically.
Read 125 high-frequency words in sentences and texts. |
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Phrased reading sounds like spoken language.
Fluent reading includes stopping at periods and pausing at commas.
Expression includes purposeful movement of the voice (pitch), including
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Fluent and phrased reading can increase the ability to comprehend written messages. |
Read phrases smoothly, taking punctuation into consideration.
Read texts aloud, with appropriate expression. |
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GR. 1 - ORGANIZING IDEA: ORAL LANGUAGE
Oral Language: Listening and speaking form the foundation for literacy development and improve communication, collaboration, and respectful mutual understanding.
Guiding Question: In what ways can listening and speaking be applied to develop oral communication?
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Learning Outcome: Students develop listening and speaking skills through sharing stories and information. |
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Stories that are shared through listening and speaking (oral traditions) can be handed down from generation to generation.
Kinship involves belonging and relationships.
Oral stories are highly valued in many communities.
Communities may have special rules (protocols) about how, when, or with whom stories are shared. |
Oral traditions can provide opportunities to learn and think about kinship. |
Practise listening and speaking skills through sharing oral stories.
Recognize kinship in a variety of oral stories.
Discuss special rules (protocols) about how, when, or with whom stories are shared. |
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Listening and speaking skills can be developed through
The volume, emotional quality (tone), and rate of speech (pace) can affect the meaning or clarity of a message.
The speaking voice is supported through full, deep breaths that can affect volume, tone, and pace.
Speakers can indicate differences in character, key ideas, and events through changes in volume, tone, and pace. |
Listening can be used to share messages in a variety of situations. |
Share experiences, ideas, and information with appropriate volume, tone, and pace.
Adjust speaking volume, tone, and pace for a variety of situations.
Present stories, songs, poems, or dramatizations individually or as part of a group. |
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Listening involves maintaining attention and focus.
Listening includes asking and responding to questions.
Discussions involve listening and contributing
Listening processes can look different for individuals or within communities. |
Listening is an active process that supports understanding. |
Ask questions to clarify information during discussions.
Respond orally to questions during discussions.
Contribute to discussions as a listener and speaker.
Listen to and follow two-step instructions. |
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Messages can be shared through sounds and words (verbally).
Messages can be shared without sounds or words (non-verbally) through body language, such as
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Verbal and non-verbal language can be used to communicate messages. |
Examine verbal and non-verbal language that is appropriate for a variety of situations.
Adjust verbal or non-verbal language according to a variety of situations. |
GR. 1 - ORGANIZING IDEA: TEXT FORMS AND STRUCTURES
Text Forms and Structures: Identifying and applying text forms and structures improves understanding of content, literary style, and our rich language traditions.
Guiding Question: How can the organization of ideas and information support the sharing of messages?
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Learning Outcome: Students examine ways that messages can be organized and presented for different purposes. |
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Messages can be shared for different reasons (purposes), including to learn, have fun, and stay safe.
Messages can depict ideas and information that are imaginary (fiction) or real (non-fiction).
Messages can be shared digitally or non-digitally through
Messages can be shared in a variety of forms, including
Stories, both real and imaginary, can follow a structure, including
Environmental print includes signs, symbols, and words.
Books and other forms of print are organized in specific ways (concepts of print):
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Ideas and information can be organized by purpose, form, or structure. |
Discuss reasons for messages to be shared.
Identify messages that provide enjoyment.
Describe the differences between messages that are imaginary (fiction) and real (non-fiction).
Discuss forms used to organize messages.
Identify the beginning, middle, and ending in a message.
Identify messages in a variety of environmental print.
Identify the title and author or creator of a variety of digital or non-digital messages.
Read print from left to right with a return sweep.
Read print with accurate one-to-one word matching.
Examine sentences that start with a capital letter, have spaces between words, and end with punctuation. |
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Features that clarify and organize messages can be digital or non-digital, including
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Messages can be clarified and organized using features. |
Examine a variety of features that help clarify messages.
Include a variety of features to help organize or clarify personal messages. |
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Imaginary (fictional) stories can include
A fable is a short story that has a moral and often includes animals as characters.
Stories have structures (elements), including
A narrator is the person or character telling a story. |
Knowledge can be built and expanded by exploring stories and ideas that are imaginary (fictional). |
Describe story elements within a variety of imaginary stories.
Create imaginative representations or dramatizations or stories that include characters, setting, and events.
Examine information provided by the narrator in a story or message. |
