Greeley-Evans School District 6 RMSE Grade 1 RMSE Grade 1 ... · RF 1.2 Demonstrate understanding...

Greeley-Evans School District 6 of 31 2016 - 2017 RMSE Grade 1 Reading Curriculum Guide

Greeley-Evans School District 6 RMSE Grade 1

RMSE Grade 1 Reading Curriculum Guide

Lessons 1-20 Colorado Academic Standards

Priority Standards RF 1.2 Demonstrate understanding of spoken words, syllables, and sounds (Phonemes)

b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF 1.3 Know and apply grade-level phonics and word analysis kills in decoding words. b. Decode regularly spelled on-syllable words. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade- appropriate irregularly spelled words. RF 1.4 Read with sufficient accuracy and fluency to support comprehension a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL 1.3 Describe characters, settings, and major events in a story, using key details.


Planning Pages


Keep in Mind Focus in RMSE: Sound blending activities are crucial. They help to develop phonemic awareness and set the stage for sounding out words. Be sure that children do not stop between sounds when sounding out a word. For lessons 1-20: The procedure for all irregular words is to say “That’s how we sound out the word. Here’s how we say the word.” Lessons 3, 4, 8, 9, 13, 18 contain high frequency hard words lists, not stories. Additional practice activities are included on Schoology. Be prepared for students to begin reading long and short vowel sounds. When looking at student work, the “write words for picture” section of the worksheet needs to be closely monitored. Continue to use the script from Lesson 1 exercise 16 when working on this skill. In lesson 18, the preposition “in” is not taught. For all learners this needs to be explicitly taught through modelling pictures and actions.


Testing language to expose students to: -sound -first sound -rhyme

Assessments Fluency Checkouts 5, 10, 15, 20

DIBELS Phoneme Segmentation Fluency (PSF) PSF: 40 Nonsense Word Fluency (NWF) CLS: >27 WWR: >1

Resources See Schoology for aligned and meaningful independent work activities. Direction Instruction group code for Schoology: 467PP-28JFW Click for Schoology Click Reading Mastery Signature Edition (RMSE) RMSE- Grade 1 RMSE Grade 1 Curriculum Guide and Resources Grade 1 Lessons 1-20

https://elearning.greeleyschools.org/group/133725659/materials#/group/133725659/materials?f=7583120



RMSE Grade 1 Reading Curriculum Guide Lessons 21-40

Colorado Academic Standards


a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF 1.3 Know and apply grade-level phonics and word analysis kills in decoding words. b. Decode regularly spelled on-syllable words. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade- appropriate irregularly spelled words. RF 1.4 Read with sufficient accuracy and fluency to support comprehension a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL 1.3 Describe characters, settings, and major events in a story, using key details.

Planning Pages


Keep in Mind Focus in RMSE: In lesson 23, the preposition “over” is not taught. For all learners this needs to be explicitly taught through modelling pictures and actions. In lesson 26, the “fooler’s game” is introduced. Directions for playing this game are on page 145 of Presentation Book A. The preposition “under” is not taught. For all learners this needs to be explicitly taught through modelling pictures and actions. In lesson 30, the sound combination of “al” is introduced, as in “ball or call.” This is a quick sound. The preposition “next to” is not taught. For all learners this needs to be explicitly taught through modelling pictures and actions. In lesson 32, there is no story. Students will be reading lists of hard words. Additional practice activities are on Schoology.


In lesson 40, students will discriminate between the names of the vowel letters and the vowel sounds for both long and short vowel. This will prepare students for the final e-rule coming up in later lessons. In lesson 40, exercise 22, Introduce following directions using the words: underline, circle, and box. Additional preposition practice is included on Schoology.


DIBELS Nonsense Word Fluency (NWF) CLS: >32 WWR: >3

Resources See Schoology for aligned and meaningful independent work activities. Direction Instruction group code for Schoology: 467PP-28JFW Click for Schoology Click Reading Mastery Signature Edition (RMSE) RMSE- Grade 1 RMSE Grade 1 Curriculum Guide and Resources Grade 1 Lessons 21-4


RMSE Grade 1 Reading Curriculum Guide

Lessons 41-60 Colorado Academic Standards


a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

RF 1.3 Know and apply grade-level phonics and word analysis kills in decoding words. b. Decode regularly spelled on-syllable words. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. f. Read words with inflectional endings. g. Recognize and read grade- appropriate irregularly spelled words. RF 1.4 Read with sufficient accuracy and fluency to support comprehension a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL 1.3 Describe characters, settings, and major events in a story, using key details.

Planning Pages



Keep in Mind Focus in RMSE: In lesson 41 exercise 8, two-part words are introduced. You can use stickies to cover one part of the word. An additional two-part word practice activity is included on Schoology. Prepositions are introduced on the worksheet and should be explicitly taught using the script in Presentation Book A. For example: in, over, under, around, above, below, and next to. In lesson 45 exercise 6, the “ou” sound is introduced as in “out” or “cloud.” This is a quick sound. In lesson 47 exercise 7, the students will read a story and answer comprehension questions on their worksheet. In lesson 48, the final e-rule is introduced and is used throughout the rest of the program.

- The correction procedure for the final e-rule is “Is there an e at the end of this word? Will this letter say its name?” The student response will always be, “yes, yes” or “no, no.”


In lesson 54, students will cross out certain items. Explicit instruction is needed to show students how to do this on their worksheet. Before lesson 60 checkout, students should have mastered the final e-rule. Give students individual turns and reference Schoology for final e-rule independent activities.

- Fluency Checkouts 45, 50, 55, 60

DIBELS Phoneme Segmentation Fluency (PSF) PSF: >40 Nonsense Word Fluency (NWF) CLS: >37 WWR: >6

Resources See Schoology for aligned and meaningful independent work activities. Direction Instruction group code for Schoology: 467PP-28JFW Click for Schoology Click Reading Mastery Signature Edition (RMSE) RMSE- Grade 1 RMSE Grade 1 Curriculum Guide and Resources Grade 1 Lessons 41 – 60








RF 1.3 Know and apply grade-level phonics and word analysis kills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

b. Decode regularly spelled on-syllable words. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two-syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade- appropriate irregularly spelled words. RF 1.4 Read with sufficient accuracy and fluency to support comprehension a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL 1.3 Describe characters, settings, and major events in a story, using key details.

Planning Pages


Keep in Mind Focus in RMSE: The print orthography is eliminated. In lesson 61 exercise 21, students will begin to answer written questions about pictures in the story. Students will need their reader to complete independent work.




DIBELS Oral Reading Fluency (DORF): Start using the DORF retell prompt, “Now tell me as much as you can about the story you just read,” after giving a checkout to give students practice before winter DIBELS benchmark. Look at the “Quality of Response” page in the DIBELS booklet to score their retell.

Resources See Schoology for aligned and meaningful independent work activities. Direction Instruction group code for Schoology: 467PP-28JFW Click for Schoology Click Reading Mastery Signature Edition (RMSE) RMSE- Grade 1 RMSE Grade 1 Curriculum Guide and Resources Grade 1 lessons 61 - 80








RF 1.3 Know and apply grade-level phonics and word analysis kills in decoding words. b. Decode regularly spelled on-syllable words. f. Read words with inflectional endings. g. Recognize and read grade- appropriate irregularly spelled words. RF 1.4 Read with sufficient accuracy and fluency to support comprehension a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL 1.3 Describe characters, settings, and major events in a story, using key details.

Planning Pages


Keep in Mind Focus in RMSE: In lesson 81, the sound “ea” is introduced as in “eat.” Teachers will model read the words in red before students read. In addition, students will read underlined sound combinations first and then read the whole word. In lesson 83, the sound “ee” is introduced as in “three.” Previously joined sounds, such as “wh, ch, oo, qu, and er” are now separated. All letter names have been taught by lesson 86 and are recited at a quick pace for review. In lesson 84, pay attention to the new story reading procedures regarding the “big red 5.” In lesson 86, the student will say the word, then spell, and say the word again. “say, spell, say” is the prompt to use.


In lesson 88, the double consonant rule is introduced, as in “hopping and hoping.” The correction procedure for this rule is, “Is there only one _____ in this word? Does the letter _______ say it’s name?” The student response is always, “yes, yes” or “no, no.” Additional final e-rule practice activity is included on Schoology. Students will need their reader with them to complete sections of the worksheet. In lesson 95, exercise 7 and on, deductions are used on the worksheet. Please use explicit instruction in the script to explain these directions to students. For example: All big dogs are sleepy. Circle every dog that is sleeping. Additional deduction practice activities are included on Schoology.


DIBELS Nonsense Word Fluency (NWF) CLS: >46 WWR: >9 DIBELS Orals Reading Fluency (DORF) Words correct per minute (WCPM): >23 Start using the DORF retell prompt, “Now tell me as much as you can about the story you just read,” after giving a checkout to give students practice before winter DIBELS benchmark. Look at the “Quality of Response” page in the DIBELS booklet to score their retell.

Resources See Schoology for aligned and meaningful independent work activities. Direction Instruction group code for Schoology: 467PP-28JFW Click for Schoology Click Reading Mastery Signature Edition (RMSE) RMSE- Grade 1 RMSE Grade 1 Curriculum Guide and Resources Grade 1 lessons 81 – 100







b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF 1.3 Know and apply grade-level phonics and word analysis kills in decoding words. b. Decode regularly spelled on-syllable words. f. Read words with inflectional endings. g. Recognize and read grade- appropriate irregularly spelled words. RF 1.4 Read with sufficient accuracy and fluency to support comprehension a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL 1.3 Describe characters, settings, and major events in a story, using key details.

Planning Pages


Keep in Mind Focus in RMSE: Starting at lesson 101 exercise 7, comprehension questions about previous stories are introduced. The goal is for students to recall information without having to look back in their reader.




DORF: WCPM: >31 Use the DORF retell prompt, “Now tell me as much as you can about the story you just read,” after giving a checkout to give students practice before winter DIBELS benchmark. Look at the “Quality of Response” page in the DIBELS booklet to score their retell.

Resources See Schoology for aligned and meaningful independent work activities. Direction Instruction group code for Schoology: 467PP-28JFW Click for Schoology Click Reading Mastery Signature Edition (RMSE) RMSE- Grade 1 RMSE Grade 1 Curriculum Guide and Resources Grade 1 lessons 101 - 120








Planning Pages


Keep in Mind Focus in RMSE: In lesson 121, exercise 9, the directions and deductions of independent worksheets change. For example: Make a line under the answer. Students will be expected to follow the explicit directions of circle, fill in the blank, make a line above or below the answer.


DIBELS Nonsense Word Fluency (NWF) CLS: >54


WWR: >12 DORF: WCPM: >39 Use the DORF retell prompt, “Now tell me as much as you can about the story you just read,” after giving a checkout to give students practice before winter DIBELS benchmark. Look at the “Quality of Response” page in the DIBELS booklet to score their retell.

Resources See Schoology for aligned and meaningful independent work activities. Direction Instruction group code for Schoology: 467PP-28JFW Click for Schoology Reading Mastery Signature Edition (RMSE) RMSE- Grade 1 RMSE Grade 1 Curriculum Guide and Resources Grade 1 lessons 121 - 140








Planning Pages


Keep in Mind Focus in RMSE: In lesson 141–160, review and solidify skills and rules that the children need to remember and apply. In lesson 146, rules should be reviewed daily, using previous day’s script, prior to reading each “Land of Peevish Pets” story.


DIBELS Nonsense Word Fluency (NWF) CLS: >58 WWR: >13 DORF: WCPM: >47


Use the DORF retell prompt, “Now tell me as much as you can about the story you just read,” after giving a checkout to give students practice before winter DIBELS benchmark. Look at the “Quality of Response” page in the DIBELS booklet to score their retell.

Resources See Schoology for aligned and meaningful independent work activities. Direction Instruction group code for Schoology: 467PP-28JFW Click for Schoology Reading Mastery Signature Edition (RMSE) RMSE- Grade 1 RMSE Grade 1 Curriculum Guide and Resources Grade 1 lessons 141 - 160


Greeley-Evans School District 6 RMSE Grade 1 RMSE Grade 1 ... · RF 1.2 Demonstrate understanding...

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