Curriculum

Children will read prose and poetry that is suitably complex for their grade level with some prompting and support. For instance, in a grade 1 classroom, a teacher might introduce a simple poem like "The Owl and the Pussycat" by Edward Lear and a short story such as "Frog and Toad Are Friends" by Arnold Lobel. The teacher could help the children through challenging words and phrases, guide them in understanding the flow of the poetry, and discuss the plot and characters in the story.

Children will identify basic similarities and differences between two texts on the same topic. This means they will look at how the texts are alike and how they are different in their illustrations, descriptions, or procedures. For example, if they read two books about frogs, they might notice that both books talk about where frogs live (similarity) but one book has more pictures while the other has more detailed descriptions (difference).

Children will actively engage in group reading activities with purpose and understanding. This means they will participate in reading sessions where they listen attentively, ask questions, and discuss the story with their peers and teachers. For example, during a group reading of "The Very Hungry Caterpillar," the teacher might pause to ask the children about the caterpillar's food choices and their consequences.

Children will, with prompting and support, identify basic similarities and differences between two texts on the same topic. For example, after reading two books about animals, the teacher might ask, "What is the same about these two books?" The children could identify similarities, such as "Both books show pictures of lions." Then, the teacher might prompt them to find differences, asking, "How are these books different?" The children might respond, "One book talks about lions living in the jungle, and the other talks about lions in the zoo."

Children will use a combination of drawing, dictating, and writing to compose opinion pieces about their favorite books. For example, a 5-year-old might choose to talk about "The Very Hungry Caterpillar" by Eric Carle. The child could draw a picture of the caterpillar eating through various foods, dictate to a teacher or use beginner writing skills to note, "My favorite book is 'The Very Hungry Caterpillar.'" They could then express their opinion, "I like it because the caterpillar eats so many things and turns into a butterfly."

With prompting and support, children will read informational texts appropriately complex for grade 1. This means that with some help and guidance, they will read texts that are just right for their grade level, learning to understand new information and ideas. For example, an adult might help them sound out difficult words or explain tricky parts of a text about animals or weather.

Children will ask and answer questions about key details in a text, enhancing their comprehension. For instance, after reading "The Cat in the Hat" by Dr. Seuss, a teacher might ask a 6-year-old, "What mess did the Cat make?" The child can respond based on the story. Additionally, the child might ask, "Why did the Cat come to the house?"

Children will actively engage in group reading activities with purpose and understanding. For example, during a shared reading session, the teacher may read a story aloud while the children follow along and track the words with their fingers. They will be encouraged to participate by predicting what will happen next, asking questions about the story, and sharing their thoughts about the characters and events.

Children will combine drawing, dictating, and writing to create informative texts about a specific topic. For instance, a 5-year-old could choose the book "The Very Hungry Caterpillar" by Eric Carle to explain the lifecycle of a butterfly. The child might draw the stages the caterpillar goes through, from egg to butterfly, dictate to an adult or jot down basic sentences like, "The caterpillar starts as an egg on a leaf." They could add, "It eats a lot and grows, then sleeps in a cocoon before becoming a butterfly."

With prompting and support, children will ask and answer questions about key details in a text. For example, after reading a story like "The Three Little Pigs," a teacher might ask, "What did the first pig build his house out of?" and the child can answer, "Straw." The teacher might also encourage the child to ask their own questions, such as "Why did the wolf want to blow the houses down?"