1. READING SKILLS
GRADE 1
Learning Objectives
(Students should be able to…)
• Read from left to write and top to bottom.
• Identify parts of books.
Print
Awareness
• Notice that words consist of letters.
• Identify sentences and the words in it.
• Identify capital letter at the beginning of a sentence, spaces between words,
and full stop at the end of a sentence.
• Explore rhymes, alliteration, and assonance.
• Discriminate consonants, short vowel, and long vowel sounds in beginning,
middle, and final position. (CVC and CCVC words)
Phonemic
Awareness
• Blend words into syllables, onset and rime, and phoneme by phoneme.
• Segment words into syllables, onset and rime, and phoneme by phoneme.
• Manipulate sounds (substituting phonemes).
• Name the letters of the alphabet in alphabetic order.
• Identify letters of the alphabet in random order.
Alphabet
Recognition
• Begin to use the terms consonant and vowels.
• Match upper case to lower case letters.
• Shape letters (describing its shape, working on the right direction).
• Recognize letters and 42 letter-sound matches (3 per week).(See Appendix A)
• Use rhymes and relate this to spelling patterns.
• Practice blending phonemes for reading (VC, CV, CVC, CVCC and CCVC
Phonics
Instruction
words).
• Recognize and use diagraphs (e.g.: “th”, “ch”, “sh”).
• Identify Tricky Words (from 1 to 10) (See Appendix B) .
• Match spoken words with written ones.
1
Projects
2 3 4
5

2. • Practice segmenting phonemes for spelling (VC, CV, CVC, CVCC and CCVC
Spelling
Vocabulary
Developme
nt
words).
• Extend vocabulary from reading. Reinforce vocabulary from selected stories.
• Use vocabulary from appropriate core sets.
• Use new words in meaningful contexts. (Functional routines)
• Sight read Tricky Words.
Reading
Fluency
• Read simple sentences with reasonable fluency.
• Read with increasing speed.
• Notice full stops in reading aloud.
• Make predictions and anticipate what happens next in a story.
• Answer basic questions about stories read aloud.
• Answer open-ended questions about stories such as Why? How? What?
• Relate stories to personal experiences.
Reading
Comprehen
sion
• Identify and describe characters and setting.
• Identify and discuss conflict.
• Identify sequence of main events in stories (beginning, middle and end).
• Retell beginning, middle and end with guidance.
• Encourage students to read independently (sentence level).
• Use reading strategies (See Appendix C)
• Follow written simple directions.

3. Appendix A
Jolly Phonics
Letter groups
1.
s
a
t
i
p
n
2.
ck
e
h
r
m
d
3.
g
o
u
l
f
b
4.
ai
j
oa
ie
ee
or
5.
z
w
ng
v
little oo
long oo
6.
y
x
ch
sh
voiced th
unvoiced th
7.
qu
ou
oi
ue
er
ar
(See list of model words for the letters of the 42 Sounds of English)

4. (The Phonics Handbook. Sue Lloyd. Jolly Phonics. Page4)

5. Appendix B

6. (The Phonics Handbook. Sue Lloyd. Jolly Phonics. Pages 201,202)

7. Appendix C

9. Teaching Reading Strategies in the Primary Grades. By Bette S. Bergeron and Melody Bradbury-Wolff. Scholastic.

10. Teaching Reading Strategies in the Primary Grades. By Bette S. Bergeron and Melody Bradbury-Wolff. Scholastic.