Reading
We will cover phonemic awareness, phonics, word work, vocabulary, and comprehension skills. We will use Raz Kids A-Zreading and Epic Books.
60 Minutes – Includes time to listen, share and practice
- 1st Grade – Click to review objectives
2nd Grade – Click to review objectives
Integration – some science and social studies included
1st Grade Reading
- Read closely to determine what a text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a text.
- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.
- Assess how point of view or purpose shapes the content and style of a text.
- Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. [Note: Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening.]
- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
- Independently and proficiently read and comprehend complex literary and informational texts.
- Ask and answer questions about key details in a text.
- Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- Describe characters, settings, and major events in a story, using key details.
- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (See grade 1 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
- Identify characteristics of common types of stories, including folktales and fairy tales.
- Identify who is telling the story at various points in a text.
- Use illustrations and details in a story to describe its characters, setting, or events.
- (Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
- Compare and contrast the adventures and experiences of characters in stories.
- With prompting and support, read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for at least grade 1. See more information on qualitative and quantitative dimensions of text complexity.
- Ask and answer questions about key details in a text.
- Identify the main topic and retell key details of a text.
- Describe the connection between two individuals, events, ideas, or pieces of information in a text.
- Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
- Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
- Use the illustrations and details in a text to describe its key ideas.
- Identify the reasons an author gives to support points in a text.
- Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
- With prompting and support, read and comprehend informational texts exhibiting complexity appropriate for at least grade 1. (See more information on qualitative and quantitative dimensions of text complexity.)
- Demonstrate understanding of the organization and basic features of print.
- Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
- Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- Distinguish long from short vowel sounds in spoken single-syllable words .
- Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
- Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
- Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
- Know and apply grade-level phonics and word analysis skills in decoding words.
- Know the spelling-sound correspondences for common consonant digraphs.
- Decode regularly spelled one-syllable words.
- Know final -e and common vowel team conventions for representing long vowel sounds.
- Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
- Decode two-syllable words following basic patterns by breaking the words into syllables.
- Read words with inflectional endings.
- Recognize and read grade-appropriate irregularly spelled words.
- Read with sufficient accuracy and fluency to support comprehension.
- Read grade-level text with purpose and understanding.
- Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
2nd Grade Reading
- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- Retell stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
- Describe how characters in a story respond to major events and challenges.
- Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (See grade 2 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
- Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
- Explain what dialogue is and how it can reveal characters’ thoughts and perspectives.
- Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
- (Not applicable. For expectations regarding central messages or lessons in stories, See Reading Literature Standard 2.)
- Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.
- Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity for at least grade 2. See information on qualitative and quantitative dimensions of text complexity.
- Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
- Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
- Describe the connection between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text.
- Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language Standards 4-6 on applying knowledge of vocabulary to reading.)
- Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
- Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
- Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
- Describe how reasons support specific points the author makes in a text.
- Compare and contrast the most important points presented by two texts on the same topic.
- Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts exhibiting complexity appropriate for at least grade 2. (See more information on qualitative and quantitative dimensions of text complexity.)
- Know and apply grade-level phonics and word analysis skills in decoding words.
- Distinguish long and short vowels when reading regularly spelled one-syllable words.
- Know spelling-sound correspondences for additional common vowel teams.
- Decode regularly spelled two-syllable words with long vowels.
- Decode words with common prefixes and suffixes.
- Identify words with inconsistent but common spelling-sound correspondences.
- Recognize and read grade-appropriate irregularly spelled words.
- Read with sufficient accuracy and fluency to support comprehension.
- Read grade-level text with purpose and understanding.
- Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
- Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
We will utilize The Six Traits of Writing as well as Empowering Writers and cover spelling, sentence structure, ideas, organization, word choice, and voice. We will cover opinion, expository/informative, research, narrative, and book analysis as well as poetry and story writing.
60 Minutes – Includes time to listen, share and practice
1st Grade – Click to review objectives
- 2nd & 3rd Grade – Click to review objectives
- Integration – Some science and social studies included
1st Grade Writing
- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
- Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences.
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Use technology to produce and publish writing and to interact and collaborate with others.
- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
- When conducting research, gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- Draw evidence from literary or informational texts to support analysis, interpretation, reflection, and research.
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- Write opinion pieces that introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
- Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.
- Write narratives in prose or poem form that recount two or more appropriately sequenced events or experiences, include some details about what happened or was experienced, use temporal words to signal order where appropriate, and provide some sense of c
- For poems, use rhyming words and words that repeat long and short vowel sounds to create structure (see Grade 1 Reading Foundational Skills Standard 2a).
- Produce writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1-3 above.)
- With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
- Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4-6 up to and including grade 1).
- With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
- Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
- With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- Write routinely for a range of tasks, purposes, and audiences.
2nd & 3rd Grade Writing
- Write opinion pieces on familiar topics or texts, supporting an opinion with reasons.
- Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
- Provide reasons that support the opinion.
- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
- Provide a concluding statement or section.
- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
- Develop the topic with facts, definitions, and details.
- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
- Provide a concluding statement or section.
- Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences.
- Establish a situation and introduce a speaker, narrator and/or characters; organize an appropriate narrative sequence.
- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show responses to situations.
- Use figurative language to suggest images. (See grade 3 Reading Literature Standard 4.)
- Use temporal words and phrases to signal order where appropriate.
- Provide a sense of closure.
- For poems, use words and phrases that form patterns of sounds (e.g., rhyme, repetition of sounds within words or lines) to create meaning or effect.
- Produce writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
- Develop and strengthen writing as needed by planning, revising, and editing.
- Demonstrate command of standard English conventions (as described in Language Standards 1-3 up to and including grade 3).
- Demonstrate the ability to choose and use appropriate vocabulary (as described in Language Standards 4-6 up to and including grade 3).
- Use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
- Conduct short research projects that build knowledge about a topic.
- Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
One of my amazing students
Autumn has worked with me for the past three years. Here she is reading her own poetry.
I had Mr. Bertsch when I was in first grade. He always kept the class environment creative and uplifting. He often did things to make learning fun for all students and always kept our attention. One of my favorite memories of his classroom was that he had a puppet named Mr. Einstein that told us stories. His teaching approach let our knowledge grow while still enjoying what we were doing. For instance, he incorporated science song videos to help us learn and even now, going into my junior year in high school, I can still remember them. Overall Mr. Bertsch created a positive environment where mistakes were often lessons and not frowned upon or negatively looked upon as some other teachers would. I felt it was a comfortable, safe environment to be myself and as creative as I wanted to be.
Taylor
Materials Checklist
These links go to Amazon for your convenience. I have researched these items and have found that they are consistently up to the task for homeschooling and online learning.
Dry Erase Board and Markers
LOTS OF DRY ERASE MARKERS
Letter Magnets – Big Box
Lined Notebooks 1 each for: math, writing, words, handwriting
Pencils
Crayons
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