skilled with decoding and word recognition, through independent reading. Informational texts
represent about half of the texts in the curricula. They are selected for read alouds, large and small
group reading instruction, and independent reading. Informational texts used in grade one reflect and
expand children’s interests and experiences, and they are carefully chosen to support content area
standards. (See also chapter 2 in this ELA/ELD Framework for a discussion of wide and independent
reading.)
Research projects are an important part of building content
knowledge. Children pursue questions and gather relevant
information. They interview knowledgeable others, explore texts,
and, with guidance, engage in Internet searches. They participate
in hands-on investigations and keep records in journals, including
diagrams, lists, findings, and more questions. Research is a
powerful way to integrate many of the CA CCSS for ELA/Literacy.
The CA Model School Library Standards (CDE 2010) and the CA
ELD Standards amplify and highlight many of the skills demanded
by research.Foundational Skills
In grade one, children advance significantly in their
phonological awareness, basic decoding and word recognition
skills, and fluency. They learn to decode and recognize an
increasing number of words accurately and automatically, and
they have many opportunities to practice using their skills.
First grade ELs can and should develop foundational reading
skills at the same pace as their non-EL peers. However, teachers
assess children’s knowledge both in English and the primary
language in order to provide appropriate instruction. Figure 3.11
in the overview of the span of this chapter offers guidance on
considerations for using the CA CCSS foundational reading skills
with EL children.
Print Concepts
In kindergarten, children developed many print concepts. In grade one, they learn the
distinguishing features of a sentence, such as first word capitalization and ending punctuation. These
concepts are taught explicitly, and attention is drawn to them in texts they read. Furthermore, they
employ these concepts in their own writing.
Phonological Awareness
Children made great strides in their development of phonological awareness in kindergarten. In
grade one, they accomplish the remaining phonological awareness standards (RF.1.2a–d) displayed in
figure 3.31.
Research projects are an
important part of building
content knowledge.
Children pursue questions
and gather relevant
information.Grade 1 Chapter 3 | 247