TEACHER GUIDANCE - Georgia Standards

1 TEACHER GUIDANCE For teaching the Georgia Standards of Excellence (GSE) Grade One Georgia Department of Education July 22, 2015 Page 2 of 76 Introduction This purpose of this document is to reflect the revised Standards and the change from Common Core Georgia Performance Standards (GSE) to the Georgia Standards of Excellence (GSE). About Grade One Stude nts entering first grade are d eve loping strategies that will e na ble the m to comprehend grade-leve l texts of appropriate compl exity and communicate effectively both in writing and in spe aking . Students will be gin to anc hor the ir inquiries and responses firmly to the text, whether lit erary or inf ormational, using increasing ly spe cific and releva nt evi de nc e to support the ir claims and inf erences.

2 Stude nts will learn more advanc ed phoni cs skills and bui ld a bank of sight words. They read, listen to, and discus s more compl ex stories, make connections be tween what the y read and hear and their expe riences. They monitor and self-correct the ir reading, retell stories identifying key details, and describe cha racters and setting s. First gr ade rs will understand text features such as gl ossaries, a nd will be able to ide ntify the main topic. Student s ana lytical skills will extend to ident ifying the central message/lesson/theme, understanding character and pl ot deve lopment, and eva lua ting the impa ct of word choice.

3 While the First Grade GSE make clear spe cific expectations f or readi ng, writing , spe aking , listeni ng, and language, the se Standards need not be a separate focus for ins truction. Often, several Standards can be a ddressed by a s ing le rich task. For every standard listed, these instructional strategies are crucial: Provide explicit instruction and scaffolding as necessary for the skills and concepts students should acquire. Provide additional opportunities for students to master these skills and concepts through the use of literacy centers. Provide differentiated small group instruction as needed. Georgia Department of Education July 22, 2015 Page 3 of 76 Skills/Concepts for Students: Ask and ans wer que stions about essent ial na rrative elements ( , setting , cha racters, pr oblems, event s, solution, resolution) of a r ead-aloud or independent ly read text Know when to use appropriate questions words Set a purpose for r eading by generating questions before reading Eng age in conversations to understand the text by using questions words Instructional Strategies for Teachers: Help students to understand the question who are the character(s) people, animals, etc.

4 Define setting as where and when the story takes place Ask students to make predictions about story events before reading and at plot turns during reading During reading, guide stude nts in a sking and ans wering questions about key de tails in a text using question words Have students locate text evidence that helps them to answer questions about key details; ask students to point to the answer, underline it, highlight it, etc. Enc ourage questions and conversations among stude nts about stories the y have he ard or r ead Sample Performance-based/ Standards -based Task(s): During small group or partner reading time, students will select literary texts on the ir indepe ndent reading leve l.

5 Allow stude nt s to work togethe r to gene rate questions about key details ( , Who are the characters? Wha t is the setting ?). Stude nts will write the ir questions in their journals. After reading the text, stude nts will write the ir ans wers and share with the class. Suggested Key Terms: Key Details Events Question/Questioning Ask Answer Who What Where When Why Beginning Middle End Character Plot Setting First Grade Reading Literary (RL) E LAGSE1RL1: Ask and answer questions about key details in a text . Georgia Department of Education July 22, 2015 Page 4 of 76 First Grade Reading Literary (RL) ELAGSE1RL2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

6 Skills/Concepts for Students: Listen to, read, and di scuss a variety of literary text Retell stories read indepe nde nt ly or with a partne r Ident ify the central message or lesson in a stor y Ident ify key de tails in a literary text Instructional Strategies for Teachers: Provide stude nts with ins truction in story retelling, helpi ng them to ide ntify key details Model with stude nts how to use key de tails from the story to help them understand the central message or lesson Provide several opportunities for stude nts to retell stories read indepe nde nt ly or with a partne r to demonstrate their understandi ng of the central message or lesson (inc ludi ng key details) Use graphic organizers to help students retell a story and include key details Ask questions such as, What is the author trying to tell you in this story?

7 What did the main character learn that I, too, could learn? Did any of the characters learn a lesson? What does the author want us to learn? What is the big idea the author wants us to remember after reading the story? Teach students to use a retelling hand, where the 5 fingers represent Characters, Setting, Events, Problem, and Solution, and the center of the palm is the heart of the story, or central message or lesson the author is sharing. Sample Performance-based/ Standards -based Task(s): Using a retelling hand, s tude nts retell a s tor y the y ha ve he ard or r ead. Suggested Key Terms: Retell Central Message/Lesson Key Details Lesson Sequence Characters Setting Problem Solution Events Georgia Department of Education July 22, 2015 Page 5 of 76 First Grade Reading Literary (RL) E LAGSE1RL3: Describe charac ters, settings , and major events in a stor y, using key details.

8 Skills/Concepts for Students: Recog nize plot, setting and character within texts Ask and ans wer que stions about essent ial na rrative elements in text ( , setting, cha racters, problems, event s, solution) Visualize characters, settings, and events as they are described in a story Instructional Strategies for Teachers: Discus s the main components of a s tory ( , characters, setting, major events) During the readi ng of a text, ask questions that will require stude nts to describe characters, setting s and major eve nts: How would you describe this character? What can you tell me about this character? How would you describe the setting?

9 Sample Performance-based/ Standards -based Task(s): Ask students to write a detailed description of the story setting. Have a student who is not familiar with the story read the description and draw the setting based on what they read. Encourage students to include key details that will help their partner to visualize the setting as it is described and/or illustrated in the story. Students could also write a description of a character and major events for a partner to read and illustrate. Suggested Key Terms: Describe Character Visualize Setting Key Details Major Event Georgia Department of Education July 22, 2015 Page 6 of 76 First Grade Reading Literary (RL) E LAGSE1RL4: Identify wor ds and phras es in stor ies or poems that suggest feelings or appeal to the senses.

10 Skills/Concepts for Students: Ident ify sens or y details (words that describe what you hear, smell, see, taste, and touch) Ident ify words tha t suggest feeli ngs ( , laughing suggests happiness) Instructional Strategies for Teachers: Locate words in the text that describe the feeling you infer from the illustration Read aloud stories and poe ms to stude nts tha t include words and phrases that sugge st feelings or a ppe al to the sens es Ask students to locate phrases or words that describe what a character does or says that help them to infer how a character feels ( , he stomped his foot, so he is probably feeling mad.) Make an anchor chart with a column for each of the 5 senses.