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Lara Logan

Language and Literacy
RICA Domain I-V
First Grade Individual
Brainstorming Response Ideas
* Age appropriate literacy development
* Enjoys reading oo!s at sc"ool
* Read to y parents and teac"er
* #articipates in class discussions
* Identi$ies most letters %it" sounds
* Can segment and lend %"ole %ords
* In early stages o$ sig"t %ord vocaulary
* Reads s"ort sentences %it" predictale te&t
* 'rites complete sentences
* Can retell and se(uence a story
* )ses invented spelling
* )ses some punctuation* capitali+ation* and %ord spacing
* #ractice %it" ver $orms ,synta&- in oral speec"
* .ig"t vocaulary
* Fluency
* .pelling C-V-C %ords %it" $ocus on vo%el sounds
* Additional practice %it" letter reversals in reading and %riting
* #ractice %it" initial consonants %* "* c* and !
* Revie% o$ digrap" sounds
* #ractice %it" pencil control
Strategies and Rationale
* /odel ver tenses in class discussions* during teac"ale moments* at .tory 0ime* etc1
* 0o increase sig"t vocaulary* create a print ric" environment t"roug" %ord %alls*
learning centers $illed %it" tactile e&periences %it" %ords ,s"aving cream* sand* tracing
cards-* magnetic letters* and %"ite oards
* 0o increase sig"t vocaulary* use predictale oo!s in 2uddy 0ime %it" older students*
s"ared reading and independent reading suc" as 32ro%n 2ear* 2ro%n 2ear4
* 0o increase sig"t vocaulary* read poems and c"ants
* 0o improve decoding s!ills* use direct instruction to $irst teac"5revie% onset* rime*
r"yming %ords* %ord $amilies* C-V-C patterns
* 0o improve decoding s!ills* read simple decodale oo!s in pairs* small groups* and
%"ole class e&periences
* 0o improve decoding s!ills* use games to rein$orce lending sounds* C-V-C %ords*
digrap"s* and %ord $amilies
* For increased compre"ension6
* 2e$ore reading- activate prior ac!ground !no%ledge aout t"e topic* do a
picture %al!* preteac" vocaulary* "ave t"e student story predictions
* During reading- 7ave student rep"rase or summari+e %"at %as said* as!
(uestions %"ile reading a te&t* c"ec! i$ predictions are true* use conte&t clues to c"ec! $or
*A$ter reading- E&tend y involving students in projects5activities suc" as
dramas* puppet t"eaters* journal %riting* classroom discussions* create concept maps to
clari$y understanding
* For reading $luency* read orally in various groupings- individually* in pairs* small
groups* and %"ole class settings using ec"o* c"orale* and uddy reading tec"ni(ues1 )se
tape recorders* and videos to add interest to t"e activities1
* 0o improve %riting* use games* %"ite oards* language e&perience stories* and various
cra$t material daily to practice using ne% vocaulary and reading s!ills
Fran! is developmentally on target in reading and %riting $or "is age1 0"oug" "e
"as many strengt"s* "e "as 8 main strengt"s to uild on1 Fran! "as good listening
compre"ension and can retell story events in order1 7e "as concepts o$ print and !no%s
some grammatical rules regarding capitali+ation* spacing* and punctuation1 7e also "as
developed p"onemic a%areness* and "as started to decode and encode using initial
First* Fran! needs direct instruction in p"onics1 7e needs practice %it" vo%el
sounds* onsets* and rimes* syllales* segmentation* r"ymes* and syllales1 0"ese decoding
s!ills can e taug"t %it" games* %"ite oards* songs* c"ants and poems1 #artners can
%or! %it" r"yming cards and pu++les to uild readale %ords1 0actile met"ods can e
used in learning centers %"ere Fran! can use paint* sand* s"aving cream* etc1 to %rite and
read C-V-C %ords* or practice digrap"s1 Emedded p"onics is anot"er met"od t"at can
e used to teac" p"onics t"roug" a language e&perience story1 #ersonal e&periences can
e %ritten %it" t"e teac"er9s "elp* t"en speci$ic p"onics lessons are taug"t $rom t"e ne%
te&t1 Fran! s"ould practice reading oo!s %it" decodale te&t1
:e&t* Fran! needs to increase "is sig"t vocaulary1 0"e teac"er s"ould provide a
print ric" environment1 ."e can do t"is y creating a %ord %all %it" ne% vocaulary1
.ig"t %ords s"ould e %eaved into learning centers as games or cra$t activities1
#redictale oo!s suc" as 32ro%n 2ear* 2ro%n 2ear4 s"ould e used %"en reading in
pairs* %it" a 2uddy* in small group* or as a %"ole class1 Fran! s"ould e encouraged to
3read t"e room14 0"e teac"er can %or! on reading $amiliar poems and c"ants at Circle
Lastly* Fran! needs instruction in compre"ension strategies1 7e needs to learn
e$ore* during* and a$ter reading strategies1 2e$ore strategies mig"t include a picture
%al!* preteac"ing vocaulary* and ma!ing predictions in t"e story1 During strategies
involve c"ec!ing predictions* as!ing (uestions* using conte&t clues* and using sel$-
monitoring strategies1 0"e teac"er s"ould provide t"e most sca$$olding y modeling
t"in!-alouds* and providing oral clo+e e&ercises1 In t"e a$ter stage* Fran! s"ould practice
demonstrating "is understanding t"roug" drama* puppet s"o%s* projects* journal %riting*
and concept maps1 Fran! needs daily practice reading %it" older students or adults to
uild "is $luency1