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English Language Arts - Reading -
Grade 1 - Full Connection List
| Below are the connections between the indicators of this subject area and the indicators in the other subject areas. | |
| Phonemic Awareness, Word Recognition and Fluency | |
| 1. Identify and distinguish between letters, words and sentences. | |
| 2. Identify and say the beginning and ending sounds in words. | |
| 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long- and short-vowel patterns, and by matching sounds to the corresponding letters. | |
| 4. Decode by using letter-sound matches. | |
| 5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words. | |
| 6. Blend two to four phonemes (sounds) into words. | |
| 7. Add, delete or change sounds in a given word to create new or rhyming words. | |
| 8. Demonstrate a growing stock of sight words. | |
| 9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes. | |
| 10. Read aloud with changes in emphasis, voice, timing and expression that show a recognition of punctuation and an understanding of meaning. | |
| Acquisition of Vocabulary | |
| 1. Use knowledge of word order and in-sentence context clues to support word identification and to define unknown words while reading. | |
| 2. Identify words that have similar meanings (synonyms) and words that have opposite meanings (antonyms). | |
| 3. Classify words into categories (e.g., colors, fruits, vegetables). | |
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Technology - Grade 1 - Technology and Information Literacy A2. Use a graphic organizer to sort information. | |
| 4. Recognize common sight words. | |
| 5. Recognize that words can sound alike but have different meanings (e.g., homophones such as hair and hare). | |
| 6. Predict the meaning of compound words using knowledge of individual words (e.g., daydream, raindrop). | |
| 7. Recognize contractions (e.g., isn't, aren't, can't, won't) and common abbreviations (e.g., Jan., Feb.). | |
| 8. Read root words and their inflectional endings (e.g., walk, walked, walking). | |
| 9. Determine the meaning of unknown words using a beginner's dictionary. | |
| Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies | |
| 1. Describe the role of authors and illustrators. | |
| 2. Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained). | |
| 3. Visualize the information in texts and demonstrate this by drawing pictures, discussing images in texts or writing simple descriptions. | |
| 4. Make predictions while reading and support predictions with information from the text or prior experience. | |
| 5. Compare information (e.g., recognize similarities) in texts with prior knowledge and experience. | |
| 6. Recall the important ideas in fictional and non-fictional texts. | |
| 7. Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension. | |
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Technology - Grade 1 - Technology and Information Literacy A2. Use a graphic organizer to sort information. | |
| 8. Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. | |
| 9. Monitor comprehension of independently- or group-read texts by asking and answering questions. | |
| 10. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). | |
| 11. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). | |
| Reading Applications: Informational, Technical and Persuasive Text | |
| 1. Use title page, photographs, captions and illustrations (text features) to develop comprehension of informational texts. | |
| 2. Identify the sequence of events in informational text. | |
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Technology - Grade 1 - Nature of Technology B2. Identify and demonstrate processes necessary to complete a task. | |
| 3. Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how). | |
| 4. Identify central ideas and supporting details of informational text with teacher assistance. | |
| 5. Identify and discuss simple diagrams, charts, graphs and maps as characteristics of nonfiction. | |
| 6. Follow multiple-step directions. | |
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Technology - Grade 1 - Nature of Technology B2. Identify and demonstrate processes necessary to complete a task. | |
| Reading Applications: Literary Text | |
| 1. Provide own interpretation of story, using information from the text. | |
| 2. Identify characters, setting and events in a story. | |
| 3. Retell the beginning, middle and ending of a story, including its important events. | |
| 4. Identify differences between stories, poems and plays. | |
| 5. Recognize predictable patterns in stories and poems. | |