Grade 1:

LANGUAGE
READ-ALOUDS SHARED READING GUIDED
READING
INDEPENDENT
READING
OVERALL
GOAL
Reading For Meaning: Read and
demonstrate an understanding
of a variety of literary, graphic,
and informational texts, using a
range of strategies to construct
meaning.

Teacher Goals:
Provide my students a wide
variety of literary and
informational texts.
Model how to choose
appropriate reading material
for my intended purpose (i.e.
books for information or
books for pleasure).
Help develop students
comprehension strategies by
modeling how to predict (ask
I wonder, What if, Why did)
or (What do you think is an
important point from the
story?).
Model how to retell a story
(What happened at the
beginning of the story? What
happened in the middle?
What happened at the end?)
Model and allow the students
the opportunity to restate
information (What was the
main point?)

Understanding Form and Style:
Recognize a variety of text forms,
text features, and stylistic elements
and demonstrate understanding of
how they help communicate
meaning.

Teacher Goals:
Model how to identify
characteristics of simple text forms
in a simple fictional story
(Characters, Setting, Events and
Solution).
Model how to describe those
components of text. (Who are the
characters? Where is the setting?
What events happen? How do
they find a solution? When did this
story take place?)
Model how to identify and describe
graphic texts (Calendar) and
discuss: The days of the month, the
months of the year, the numbers
for the days, the grid system.
Model how to identify and
describe informational texts
(Labels, Headings and Pictures).
Ask: (Can we see any labels? What
do you think it is trying to tell us?
Can we see any headings? What
information does it tell us?
Looking at the pictures, what might
this be about?)
Discuss the different organizational
patterns in a text (Discuss how
there is a beginning, middle and
end).
Reading with Fluency:
Use knowledge of words
and cueing systems to
read fluently.

Teacher Goals:
Assess and gather data
of students and their
ability to read and
understand high-
frequency words or
personal interest
words (in text, chart,
word wall, or other
settings).
Assess and gather
information of
students and their
strategies for reading
new or unfamiliar
words ( How do they
predict the
pronunciation of the
word?).
Assess if students use:
semantic cues (look for
familiar words,
phrases, sentences,
and visuals that help
build understanding).
Reflecting on Reading Skills
and Strategies: Reflect on
and identify their strengths
as readers, areas for
improvement, and the
strategies they found most
helpful before, during and
after reading.

Teacher Goals:
Model strategies that are
helpful before, during
and after reading a text
(Ex: Using a finger to
follow the text, look at
pictures, sounding out
words, looking for
familiar sounds in a
word, chunk out sounds,
re-reading the sentence,
etc.)
Assess student ability to
use strategies that have
been modeled for them
while they are
independently reading a
text. Are they: using a
finger to follow the text,
look at pictures, sounding
out words, looking for
familiar sounds in a
word, chunk out sounds,
re-reading the sentence,
etc.
Grade 1:
LANGUAGE
READ-ALOUDS SHARED READING GUIDED READING INDEPENDENT
READING
OVERALL
GOAL
(Cont.)
Teacher Goals:
Model how to make
predictions based off text and
pictures (Think about the
cover of the book and the
title. What do you think this
book might be about? Why?)
or (Think about what has
happened in the book. What
do you think might happen
next? Why?)

Student Goals:
Be an engaged reader and
listener when teacher is
reading to class (Am I
following the story? Can I
make predictions about the
story? Can I give a purpose
for why we are reading a
certain text? I.e. for pleasure,
for information, or for both?)
Can answer questions about
the story (I wonder what
would happen? What if?
Why did?)
Can retell what happens in a
story (Show understanding for
beginning, middle and end).
Can restate important
information using own words
(What was the main idea?)
I can make predictions about
the text (This story is about
because) or (I think this will
happen next because).
Teacher Goals:
Discuss how texts are organized
to help readers understand
better. Say (Look how they use
the words first, second, then,
finally in the text. What do
these words mean?)

Student Goals:
Can identify and describe
characteristics of simple
fictional story (I know the
characters are I know the
setting is I know the main
events are I know they found
a solution by)
Can identify and describe
characteristics of a calendar (I
know the month is I know the
day is I know the date it I
know the year is etc.)
Can describe and identify labels,
headings and pictures in an
informational text (The label
gives me information about
The heading tells me The
pictures show me that)
Can communicate that there is
organization to a text (I know
this is the beginning, the middle
and the end because)
Explain the meaning of words
like first, second, then and
finally and how they help
organize a text.
Teacher Goals:
Assess if students use
syntactic cues (predictable
word order, predictable
patterns, punctuation).
Assess if students use
graphophonic cues
(blending and segmenting
individual sounds, visual
features of words shape
and orientation, sound-
letter relationships for
initial, final, and medial
sounds, onset and rime,
common spelling patterns
or words within words).
Ask and prompt students
by asking Does the
sentence make sense?

Student Goals:
Can demonstrate the
ability to read high
frequency and personal
interest words (Ex: The, is,
in, on, etc.) in a variety of
simple texts.
Can use semantic cues
(look for the familiar),
syntactic cues (look for the
predictable), or
graphophonic cues (blend
and segment words) to
read unfamiliar words.
Can re-read a sentence to
ensure that it makes sense.
Teacher Goals:
Ask students: What do
you do when you come
to a word you dont
know? What strategies
do you use? (Sound it
out, chunking, blending,
looking for familiar, re-
read, etc.)
Ask students: What
strategies do you use to
help you read? (Using a
finger to follow the text,
look at pictures,
sounding out words,
looking for familiar
sounds in a word, chunk
out sounds, re-reading
the sentence, etc.)

Student Goals:
Can use a variety of
strategies before, during
and after reading to
make sense of the text.
(Ex: Using a finger to
follow the text, look at
pictures, sounding out
words, looking for
familiar sounds in a
word, chunk out sounds,
re-reading the sentence,
etc.)
Are self-aware of what
strategies help them
best read a text.
Grade 1:
LANGUAGE
READ-ALOUDS SHARED READING GUIDED READING INDEPENDENT
READING
CURRICULUM
EXPECTATIONS
1.1, 1.2, 1.3, 1.4, 1.5 2.1, 2.2 3.1, 3.2 4.1
ACTIVITIES
Whole Class Themes:
September Author focus on
Robert Munsch books.
October Subject focus on
season of fall and
Thanksgiving.
November Subject focus on
animals that hibernate.
December Winter/ holiday
celebration theme.

Activities:
KWL Charts.
Make predictions about
text to partner or in
response journals.
Ask questions about text.
Discuss content specific
vocabulary.
Identify various elements
of the text.
Retell the story in own
words.


Whole Class Themes:
Calendar
Morning Message: focused
on students in class and
teachers in school and the
events that happen to
them.
Poems/ Songs: theme focus
on holidays, seasons or
math unit.

Activities:
Develop a list of word
families and rhyming
words.
Use magnetic letters to
make and break apart
words found in morning
messages, poems/songs
and other text.
Perform a readers
theatre of the
poems/songs read.
Small Group Themes:
Simple Non-fiction texts:
based off DRA and Running
Records. Themes will be
linked to major themes from
Read Alouds and Shared
Readings.




Activities:
Discuss texts that have
been read and the
information learned while
reading.
Make and check
predictions about text.
Re-read story by self or
with a partner, quietly.
Write about and draw a
picture of the main idea
in the text, in student
response journal.

Independent Themes:
Simple, high-frequency word
texts that can be read
independently by student. The
themes will be based off the
interests of the individual
student.

Activities:
Recommendation books:
recommend books to their
classmates that they have
read and enjoy.
Book talk: retell the events
of the text to the class or a
partner.
Draw a picture of the most
important event in the
book. Explain why they
drew that picture.

At Home Activity:
Cuddle up and Read Programs:
send home texts based off DRA
and Running Records.

Parents/ guardians ask student
questions about text and write
down in reading log (Ex: what
was the book about? What
was your favourite part?)

Grade 1:
LANGUAGE
READ-ALOUDS SHARED READING GUIDED READING INDEPENDENT
READING
ASSESSMENT
Evidence of student
engagement during Read
Aloud:
Students can give a
purpose for reading a
specific text (I can use a
quick checklist to mark
whether they can state a
purpose or not).
Students can make
predictions about text (I
can stop reading mid-story
and ask students to make
predictions about text and
I will use antidotal notes
to record predictions).
Students can retell the
events of the story to a
partner in the class, I will
listen and record students
ability to retell the story in
own words.
Students can draw a main
idea in their response
journals.
Stop story before the last
page and ask students to
use Hot News entries to
create own ending to the
story.
Evidence of student
engagement during Shared
Reading:
Students can perform a
readers theatre of the
text being read and
provide information
about characters,
setting, events and
solution.
Students can create a list
of rhyming words based
off a poem or song read
in the class.
Students are able to read
the calendar during
Morning Meeting (I will
use a checklist of
students who are able to
read the calendar
properly).
Students will create a
picture sequence of the
story and ensure it
includes a beginning,
middle and end.

Evidence of student
engagement during
Guided Reading:
Have students self-
reflect and share,
during a reading
conference, what they
think they did well,
what was hard for
them to do, and what
they learned? Record
their insights in a
student portfolio.
Use a checklist of the
reading strategies
students use while
reading and the
strategies they need
to continue practicing,
this can be done while
listening to them
read.
Ask students to make
predictions about the
text based on the
cover (antidotal
notes).
Students can re-tell
the main ideas from
the text to ensure
understanding
(observational notes).
Evidence of student
engagement during
Independent Reading:
Students can
participate in a Book
Talk and explain to
classmates the main
points in the story
and why they found it
interesting (Record
observational notes
of student response).
Have student
participate in a
Running Record of a
text to check for
student reading
strategies.
Have students
explain, in their own
words, and draw a
picture of an event in
the story (Check for
understanding based
on illustration and
explanation)
Have students retell
the events in a book
to you and make
antidotal notes on
accuracy and
comprehension.