Elementary Integrated Language Arts - Grade 1

The First Grade Integrated Language Arts Program fosters individual growth in reading and writing. Students are taught familiar sight words and common sound-symbol relationships (phonics) in the context of meaningful application. They self-monitor by predicting, using letter sounds, rereading, reading on, inserting a word that makes sense, and using text features. They also use comprehension strategies such as predicting, retelling, and using their prior knowledge during reading.

• Discriminate sounds and words
• Discriminate and produce rhyming words and alliteration
• Blend sounds and syllables to form words
• Segment and manipulate sounds in spoken words and sentences
• Identify letters and corresponding sounds
• Decode words in grade-level text
• Engage in imitative reading at an appropriate rate
• Read orally from familiar texts at an appropriate rate
• Develop and apply vocabulary through exposure to a variety of texts
• Develop a conceptual understanding of new words
• Understand, acquire, and use new vocabulary
• Use strategies to prepare for reading (before reading)
• Use strategies to make meaning from text (during reading)
• Demonstrate understanding of text (after reading)

 HELPFUL PARENT TIPS:

• Read to and with your child daily. All types of reading material can be used: books, magazines, and newspapers. Talk about what was read
• Allow your child to reread their favorite books.  This will boost your child's confidence.
• Take turns reading the pages of a book with your child (you read a page, I read a page)
• Use your child’s class work to help retell the day’s activities.
• Talk or draw about daily life experiences such as shopping trips, family outings, and family routines. Encourage your child to write words or sentences to tell about the picture.
• Point out literacy in the real world (menus, signs, labels, posters).
• Visit the public library regularly (attend story hour, choose books).
• As your child begins to read independently, celebrate all work. 
• If your child is having difficulty figuring out a word or sentence, ask them to go back use the reading strategies that they are learning at school (look at the pictures, sound out, go back and reread, ask "Does it make sense?" etc...) 
• Provide many types of writing paper, pens, pencils, crayons, markers, and magnetic letters to encourage your child to form words or sentences.
• As your child begins to write independently, celebrate any attempt to spell using all the sounds he/she hears in the word(s).
• If your child needs help writing a word, prompt by asking, “What sounds do you hear?”
• Rhyme words with your child.  Give your child a word and ask him/her to name a word that rhymes with your word.
• Set aside a time that you and your child can talk.