Multiple Organizing Ideas
COMPREHENSION 1: Students investigate meaning communicated in texts.
FLUENCY 1: Students apply accuracy, appropriate rate, and expression in the development of fluency.
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 |
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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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Understanding |
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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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Understanding |
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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: 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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Knowledge |
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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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