Grade 1 Language

Language 1

Language 1

Course Code:

Department:

Primary

Course development date:

2021

Curriculum Policy Document:

Language, Grades 1 – 8, 2006 Revised

Cost:

CA$ 1000.00

Course Developer:

Elite Private School

Grade 1 Language

Reading

Reading for Meaning
By the end of Grade 1 students will: read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.

Variety of Texts
1.1 read a few different types of literary texts, graphic texts and informational texts

Purpose
1.2 identify a few different purposes for reading and choose reading materials appropriate for those purposes

Comprehension Strategies
1.3 identify a few reading comprehension strategies and use them before, during, and after reading to understand texts, initially with support and direction

Demonstrating Understanding
1.4 demonstrate understanding of a text by retelling the story or restating information from the text, including the main idea

Making Inferences/Interpreting Texts
1.5 use stated and implied information and ideas in texts, initially with support and direction, to make simple inferences and reasonable predictions about them

Extending Understanding
1.6 extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar texts, and to the world around them

Analysing Texts
1.7 identify the main idea and a few elements of texts, initially with support and direction

Responding to and Evaluating Texts
1.8 express personal thoughts and feelings about what has been read

Point of View
1.9 begin to identify, with support and direction, the speaker and the point of view presented in a text and suggest a possible alternative perspective

2. Understanding Form and Style

By the end of Grade 1 student will: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.

Text Forms
2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story, graphic texts such as a calendar and informational texts such as a simple "All About____" book

Text Patterns
2.2 recognize simple organizational patterns in texts of different types and explain, initially with support and direction, how the patterns help readers understand the texts

Text Features
2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story, graphic texts such as a calendar and informational texts such as a simple "All About____" book

Text Patterns
2.2 recognize simple organizational patterns in texts of different types and explain, initially with support and direction, how the patterns help readers understand the texts

Text Features
2.3 identify some text features and explain how they help readers understand texts

Elements of Style
2.4 identify some simple elements of style, including voice and word choice, and explain, initially with support and direction, how they help readers understand texts

3. Reading With Fluency By the end of Grade 1, students will: use knowledge of words and cueing systems to read fluently.

Reading Familiar Words
3.1 automatically read and understand some high-frequency words and words of personal interest or significance, in a variety of reading contexts

Reading Unfamiliar Words
3.2 predict the meaning of and solve unfamiliar words using different types of cues, including:

• semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language)
• syntactic (language structure) cues (e.g., predictable word order, predictable language patterns, punctuation)
• graphophonic (phonological and graphic) cues (e.g., blending and segmenting of individual sounds in words; visual features of words such as shape and orientation; sound-letter relationships for initial, final, and medial sounds; onset and rime; common spelling patterns; words within words)

Reading Fluently
3.3 read appropriate, familiar texts at a sufficient rate and with sufficient expression to convey the sense of the text to the reader

4. Reflecting on Reading Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. Metacognition

4.1 begin to identify, with support and direction, a few strategies they found helpful before, during, and after reading Interconnected Skills
4.2 explain, initially with support and direction, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read

Writing

1. Developing and Organizing Content By the end of Grade 1, students will: generate, gather, and organize ideas and information to write for an intended purpose and audience

Purpose and Audience
1.1 identify the topic, purpose, audience, and form for writing, initially with support and direction

Developing Ideas
1.2 generate ideas about a potential topic, using a variety of strategies and resources

Research
1.3 gather information to support ideas for writing in a variety of ways and/or from a variety of sources

Classifying Ideas
1.4 sort ideas and information for their writing in a variety of ways, with support and direction

Organizing Ideas
1.5 identify and order main ideas and supporting details, initially with support and direction, using simple graphic organizers and simple organizational patterns

Review
1.6 determine, after consultation with the teacher and peers, whether the ideas and information they have gathered are suitable for the purpose

2. Using Knowledge of Form and Style in Writing By the end of Grade 1, students will: draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience.

Form
2.1 write short texts using a few simple forms such as a recount of personally significant experiences.

Voice
2.2 begin to establish a personal voice in their writing by using pictures and words that convey their attitude or feeling towards the subject or audience

Word Choice
2.3 use familiar words and phrases to convey a clear meaning

Sentence Fluency
2.4 write simple but complete sentences that make sense

Point of View
2.5 begin to identify, with support and direction, their point of view and one possible different point of view about the topic

Preparing for Revision
2.6 identify elements of their writing that need improvement, including content, organization, and style, using feedback from the teacher and peers

Revision
2.7 make simple revisions to improve the content, clarity, and interest of their written work, using a few simple strategies

Producing Drafts
2.8 produce revised draft pieces of writing to meet criteria identified by the teacher, based on the expectations

3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively
By the end of Grade 1, students will: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.

Spelling Familiar Words
3.1 spell some high-frequency words correctly

Spelling Unfamiliar Words
3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, and word meanings

Vocabulary
3.3 confirm spellings and word meanings or word choice using one or two resources

Punctuation
3.4 use punctuation to help communicate their intended meaning, with a focus on the use of: a capital letter at the beginning of a sentence; a period, question mark, or exclamation mark at the end

Grammar
3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: nouns for names of people, places, and things; the personal subject pronouns I, you, he, she, it, we, they; verbs to tell what they do and feel; some adjectives; and simple prepositions of place (e.g., in, on, at, to)

Proofreading
3.6 proofread and correct their writing using a simple checklist or a few guiding questions posted by the teacher for reference

Publishing
3.7 use some appropriate elements of effective presentation in the finished product, such as print, different fonts, graphics, and layout

Producing Finished Works
3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations

4. Reflecting on Writing Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Metacognition
4.1 identify some strategies they found helpful before, during, and after writing

Interconnected Skills
4.2 describe, with prompting by the teacher, how some of their skills in listening, speaking, reading, viewing, and representing help in their development as writers

Portfolio
4.3 select pieces of writing they think show their best work and explain the reasons for their selection

Writing

1. Understanding Media Texts By the end of Grade 1, students will: demonstrate an understanding of a variety of media texts.

Purpose and Audience
1.1 identify the purpose and intended audience of some simple media texts Making

Inferences/Interpreting Messages
1.2 identify overt and implied messages, initially with support and direction, in simple media texts

Responding to and Evaluating Texts
1.3 express personal thoughts and feelings about some simple media works

Audience Responses
1.4 describe how different audiences might respond to specific media texts

Point of View
1.5 begin to identify, with support and direction, whose point of view is presented in a simple media text and suggest a possible alternative perspective

Production Perspectives
1.6 identify, with support and direction, who makes some of the simple media texts with which they are familiar, and why those texts are produced

2. Understanding Media Forms, Conventions, and Techniques
By the end of Grade 1, students will: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Form
2.1 identify some of the elements and characteristics of a few simple media forms

Conventions and Techniques
2.2 identify, initially with support and direction, the conventions and techniques used in some familiar media forms

3. Creating Media Texts
By the end of Grade 1, students will: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Purpose and Audience
3.1 identify the topic, purpose, and audience for media texts they plan to create

Form
3.2 identify an appropriate form to suit the purpose and audience for a media text they plan to create

Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

Producing Media Texts
3.4 produce some short media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

4. Reflecting on Media Literacy Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Metacognition
4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts

Interconnected Skills
4.2 begin to explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Media Literacy

1. Understanding Media Texts By the end of Grade 1, students will: demonstrate an understanding of a variety of media texts.

Purpose and Audience
1.1 identify the purpose and intended audience of some simple media texts Making

Inferences/Interpreting Messages
1.2 identify overt and implied messages, initially with support and direction, in simple media texts

Responding to and Evaluating Texts
1.3 express personal thoughts and feelings about some simple media works

Audience Responses
1.4 describe how different audiences might respond to specific media texts

Point of View
1.5 begin to identify, with support and direction, whose point of view is presented in a simple media text and suggest a possible alternative perspective

Production Perspectives
1.6 identify, with support and direction, who makes some of the simple media texts with which they are familiar, and why those texts are produced

2. Understanding Media Forms, Conventions, and Techniques
By the end of Grade 1, students will: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

Form
2.1 identify some of the elements and characteristics of a few simple media forms

Conventions and Techniques
2.2 identify, initially with support and direction, the conventions and techniques used in some familiar media forms

3. Creating Media Texts
By the end of Grade 1, students will: create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques.

Purpose and Audience
3.1 identify the topic, purpose, and audience for media texts they plan to create

Form
3.2 identify an appropriate form to suit the purpose and audience for a media text they plan to create

Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

Producing Media Texts
3.4 produce some short media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

4. Reflecting on Media Literacy Skills and Strategies
By the end of Grade 1, students will: reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Metacognition
4.1 identify, initially with support and direction, what strategies they found most helpful in making sense of and creating media texts

Interconnected Skills
4.2 begin to explain, initially with support and direction, how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts

Final Reporting

Assessment is the process of gathering information from a variety of sources, such as assignments, day-to-day observations, conversations or conferences, demonstrations, projects, and performances. Teachers follow guidelines from Growing Success to analyze how well a student is achieving the curriculum expectations in a subject. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. The final grade reflects the student’s most consistent level of achievement throughout the course, although special consideration is given to more recent evidence of achievement. There is no final assessment, such as an exam, in this course.