My Dog Rusty

  • Grade: Grade 1
    Activity type: Interactive Activity

My Dog Rusty

Course
English
Grade
Grade 1
Section
Reading Comprehension
Outcome
My Dog Rusty (narrative)
Activity Type
Interactive Activity
Activity ID
24951

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aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United States – Common Core State Standards

  • K – Kindergarten
    • RL.K – Reading: Literature

      • Literacy

        • RL.K.1 – With prompting and support, ask and answer questions about key details in a text.

        • RL.K.2 – With prompting and support, retell familiar stories, including key details.

        • RL.K.3 – With prompting and support, identify characters, settings, and major events in a story.

      • Literacy

        • RL.K.4 – Ask and answer questions about unknown words in a text.

      • Literacy

        • RL.K.7 – With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

        • RL.K.9 – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

      • Literacy

        • RL.K.10 – Actively engage in group reading activities with purpose and understanding.

    • RF.K – Reading: Foundational Skills

      • Literacy

        • RF.K.4 – Read emergent-reader texts with purpose and understanding.

      • Literacy

        • RF.K.1 – Demonstrate understanding of the organization and basic features of print.

          • RF.K.1.a – Follow words from left to right, top to bottom, and page by page.

          • RF.K.1.b – Recognize that spoken words are represented in written language by specific sequences of letters.

          • RF.K.1.c – Understand that words are separated by spaces in print.

          • RF.K.1.d – Recognize and name all upper- and lowercase letters of the alphabet.

    • SL.K – Speaking & Listening

      • Literacy

        • SL.K.3 – Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

        • SL.K.1 – Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

          • SL.K.1.a – Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

          • SL.K.1.b – Continue a conversation through multiple exchanges.

    • L.K – Language

      • Literacy

        • L.K.6 – Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

      • Literacy

        • L.K.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

          • L.K.1.d – Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Australia – Australian Curriculum

  • Foundation Year
    • Literacy

      • Interacting with others

        • ACELY1646 – Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations

  • Year 1
    • Language

      • Language for interaction

        • ACELA1444 – Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others

        • ACELA1787 – Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

      • Text structure and organisation

        • ACELA1447 – Understand that the purposes texts serve shape their structure in predictable ways

        • ACELA1448 – Understand patterns of repetition and contrast in simple texts

        • ACELA1449 – Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands

        • ACELA1450 – Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links

      • Expressing and developing ideas

        • ACELA1451 – Identify the parts of a simple sentence that represent 'What's happening?', 'Who or what is doing or receiving the action?' and the circumstances surrounding the action

        • ACELA1452 – Explore differences in words that represent people, places and things (nouns and pronouns), actions (verbs), qualities (adjectives) and details like when, where and how (adverbs)

        • ACELA1453 – Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning

        • ACELA1454 – Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts

      • Sound and letter knowledge

        • ACELA1457 – Manipulate sounds in spoken words including phoneme deletion and substitution

        • ACELA1459 – Understand the variability of sound --- letter matches

    • Literature

      • Literature and context

        • ACELT1581 – Discuss how authors create characters using language and images

      • Responding to literature

        • ACELT1582 – Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences

        • ACELT1583 – Express preferences for specific texts and authors and listen to the opinions of others

      • Examining literature

        • ACELT1584 – Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

    • Literacy

      • Texts in context

        • ACELY1655 – Respond to texts drawn from a range of cultures and experiences

      • Interacting with others

        • ACELY1656 – Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions

        • ACELY1788 – Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace

        • ACELY1657 – Make short presentations using some introduced text structures and language, for example opening statements

      • Interpreting, analysing, evaluating

        • ACELY1658 – Describe some differences between imaginative informative and persuasive texts

        • ACELY1659 – Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading

        • ACELY1660 – Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features

  • Year 2
    • Literature

      • Literature and context

        • ACELT1587 – Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created

      • Responding to literature

        • ACELT1589 – Compare opinions about characters, events and settings in and between texts

        • ACELT1590 – Identify aspects of different types of literary texts that entertain, and give reasons for personal preferences

      • Examining literature

        • ACELT1591 – Discuss the characters and settings of different texts and explore how language is used to present these features in different ways

    • Literacy

      • Interacting with others

        • ACELY1666 – Listen for specific purposes and information, including instructions, and extend students' own and others' ideas in discussions

        • ACELY1789 – Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

New Zealand – National Standards

  • Y1 – Year 1
    • Y1.R – Reading

      • They draw on knowledge and skills that include:

        • Y1.R.1 – Having all concepts about print under control

        • Y1.R.2 – Using appropriate language about books, (for example, the terms title, author, and illustration)

        • Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)

        • Y1.R.4 – Identifying all letters by name and being able to produce an associated sound for each letter

        • Y1.R.5 – Automatically recognising many (100-200) of the high-frequency words in their instructional texts

        • Y1.R.7 – Decoding unfamiliar words by using some knowledge of morphology (for example, the word endings -s, -ing, and -ed)

        • Y1.R.8 – Applying their knowledge of vocabulary in order to understand words as they decode them and to make meaning at the sentence and whole-text level

        • Y1.R.6 – Decoding unfamiliar words by using their developing knowledge of grapheme-phoneme relationships, which enables them to:

          • Y1.R.6.a – Identify common graphemes (for example, sh, ch, ow, ai, th, oy) and produce an associated sound for each one

          • Y1.R.6.b – Apply the knowledge that letters can be pronounced in different ways (for example, about, and, apron)

          • Y1.R.6.c – Apply strategies such as: sounding out words; using knowledge of graphemes (for example, sh, aw, t, p, or); and using analogy to read words that contain familiar chunks (for example, est, en, ump)

    • Y1.W – Writing

      • They draw on knowledge and skills that include:

        • Y1.W.1 – Using vocabulary drawn from their own oral language or encountered in their reading or other classroom activities

        • Y1.W.5 – Encoding (spelling) unfamiliar words by using their developing knowledge of morphology to write word endings correctly (for example, jump/jumped; boy/boys)

        • Y1.W.7 – Forming all upper-case and lower-case letters and numerals correctly

        • Y1.W.8 – Understanding simple text types (for example, personal recounts and simple descriptions) and using them to meet their writing purpose

        • Y1.W.10 – Using capital letters and full stops to begin and end sentences.

        • Y1.W.4 – Encoding (spelling) unfamiliar words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:

          • Y1.W.4.c – Apply sound-letter relationships in order to write words they want to use (for example, catapulla)

  • Y2 – Year 2
    • Y2.R – Reading

      • They draw on knowledge and skills that include:

        • Y2.R.4 – Understanding the meaning of punctuation features such as parentheses and of print features such as bold print and italics.

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)

          • Y2.R.2.b – Recognising common chunks of words and making analogies to words that look similar

          • Y2.R.2.c – Using their developing knowledge of morphology (such as knowledge of prefixes and suffixes)

        • Y2.R.3 – Finding the meanings of unknown words by using strategies such as:

          • Y2.R.3.a – Rereading text to gather more information

          • Y2.R.3.b – Looking for definitions in the text

          • Y2.R.3.c – Using prior and subsequent information in the sentences

          • Y2.R.3.d – Inferring from the illustrations

  • 1 – Year 1
    • 1.RS – The reading standard

      • Key characteristics of texts at green level

        • 1.RS.1 – Texts at green level have been designed with characteristics that include:

          • 1.RS.1.a – Generally familiar contexts and settings

          • 1.RS.1.b – One text form, and one main storyline or topic, for each text

          • 1.RS.1.c – Most content explicitly stated but also some implicit content that provides opportunities for students to make simple inferences

          • 1.RS.1.d – Illustrations that support and extend the meaning but may not exactly match the words

          • 1.RS.1.e – Many high-frequency words

          • 1.RS.1.f – Topic words and interest words (including a wide range of regular and irregular verbs and some adjectives and adverbs) that are likely to be in a reader's oral vocabulary and that are strongly supported by the context or illustrations

          • 1.RS.1.g – Some visual language features such as diagrams or speech bubbles

          • 1.RS.1.h – Sentences that run over more than one line but do not split phrases

          • 1.RS.1.j – A range of punctuation, including speech marks and commas, to support phrasing and meaning.

  • 2 – Year 2
    • 2.RS – The reading standard

      • Key characteristics of texts at Turquoise level

        • 2.RS.1 – Texts at Turquoise level have been designed with characteristics that include:

          • 2.RS.1.a – Some settings and contexts that may be outside the students’ prior knowledge but can easily be related to it

          • 2.RS.1.b – A mix of explicit and implicit content that provides opportunities for students to make simple inferences

          • 2.RS.1.c – Illustrations that support the meaning and may suggest new ideas or viewpoints

          • 2.RS.1.d – Mostly familiar words, but some new topic words and descriptive language that are supported by the context (for example, the text may include synonyms, definitions, or explanations) and/or by illustrations

          • 2.RS.1.e – Some visual language features such as labelled diagrams, inset photographs, and bold text for topic words that are linked to a glossary

          • 2.RS.1.f – A variety of sentence structures, including compound sentences and a few complex sentences, so that students are required to notice and use punctuation as a guide to phrasing and meaning

United Kingdom – National Curriculum

  • KS1.Y1 – KS1 Year 1
    • Year 1 programme of study

      • KS1.Y1.R.C – Reading - comprehension

        • Pupils should be taught to:

          • KS1.Y1.R.C.1 – Develop pleasure in reading, motivation to read, vocabulary and understanding by:

            • KS1.Y1.R.C.1.f: discussing word meanings, linking new meanings to those already known

  • KS1.Y2 – KS1 Year 2
    • Year 2 programme of study

      • KS1.Y2.R.C – Reading - comprehension

        • Pupils should be taught to:

          • KS1.Y2.R.C.1 – Develop pleasure in reading, motivation to read, vocabulary and understanding by:

            • KS1.Y2.R.C.1.a: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently

            • KS1.Y2.R.C.1.c: becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

            • KS1.Y2.R.C.1.e: recognising simple recurring literary language in stories and poetry

            • KS1.Y2.R.C.1.f: discussing and clarifying the meanings of words, linking new meanings to known vocabulary

            • KS1.Y2.R.C.1.g: discussing their favourite words and phrases