Content literacy is woven throughout our first grade standards. These skills help students in multiple areas. Students use literacy in all subject areas.
Vocabulary-Students are taught unknown words and multiple meanings of words (ELA.L.1.4). We teach them to ways to look up words they do not know. In Fundations, we talk about how a word can mean multiple things. For example, the word swing can mean something you play with on the playground or it can be a type of dance.-In multiple areas, we ask students to look at word relationships (ELA.L.1.5). Students sort words into groups (types of animals, habitats, etc.).-During daily read alouds, students pick up words and phrases that they begin to use in conversations with peers and adults (ELA.L.1.6).
Visual-We ask students to add drawings and labels to their writing (ELA.SL.1.5). This adds visuals for their readers. It is also helpful for our ELL learners to draw pictures before writing. Pictures allow students to communicate with others even if they do not know how to write how they feel or think.
Speaking and Listening-When reading informational text, we teach students to think about what they learning and ask questions about it and answer questions about it (ELA.RI.1.1 and ELA.RI.1.2, ELA.SL.1.2, ELA.SL.1.3). This helps grows students curiosity about topics. We encourage students to also ask and answer questions when reading fiction text (ELA.RL.1.1). Students take these questions and answers and use them to help teach their peers about topics.-Daily, students engage in conversations with peers (ELA.SL.1.1). Each day we have a morning meeting and students answer a question of the day. During this time, students listen to their peers share their thoughts. We talk how to handle situations where our peer may have a different opinion than we do. Students also learn how to ask their peers questions about their thoughts (ELA.SL.1.3). Before students write in writer’s workshop, they share their thoughts with a partner. They learn to be active listeners. We teach them to look their peer in the eye, nod, and respond to what they are sharing.
Writing-Throughout the school year, students have researched different topics---types of communities, habitats, etc. They have taken their new learning and written about it. Students have also created digital projects that allow them to share their learning with others (ELA.W.1.7 and ELA.W.1.6).
Vocabulary-Students are taught unknown words and multiple meanings of words (ELA.L.1.4). We teach them to ways to look up words they do not know. In Fundations, we talk about how a word can mean multiple things. For example, the word swing can mean something you play with on the playground or it can be a type of dance.-In multiple areas, we ask students to look at word relationships (ELA.L.1.5). Students sort words into groups (types of animals, habitats, etc.).-During daily read alouds, students pick up words and phrases that they begin to use in conversations with peers and adults (ELA.L.1.6).
Visual-We ask students to add drawings and labels to their writing (ELA.SL.1.5). This adds visuals for their readers. It is also helpful for our ELL learners to draw pictures before writing. Pictures allow students to communicate with others even if they do not know how to write how they feel or think.
Speaking and Listening-When reading informational text, we teach students to think about what they learning and ask questions about it and answer questions about it (ELA.RI.1.1 and ELA.RI.1.2, ELA.SL.1.2, ELA.SL.1.3). This helps grows students curiosity about topics. We encourage students to also ask and answer questions when reading fiction text (ELA.RL.1.1). Students take these questions and answers and use them to help teach their peers about topics.-Daily, students engage in conversations with peers (ELA.SL.1.1). Each day we have a morning meeting and students answer a question of the day. During this time, students listen to their peers share their thoughts. We talk how to handle situations where our peer may have a different opinion than we do. Students also learn how to ask their peers questions about their thoughts (ELA.SL.1.3). Before students write in writer’s workshop, they share their thoughts with a partner. They learn to be active listeners. We teach them to look their peer in the eye, nod, and respond to what they are sharing.
Writing-Throughout the school year, students have researched different topics---types of communities, habitats, etc. They have taken their new learning and written about it. Students have also created digital projects that allow them to share their learning with others (ELA.W.1.7 and ELA.W.1.6).