• Reading and Language Arts


    Bloomsburg has adopted the English Language Arts modules produced by the state. These modules are based on the Pennsylvania Common Core Standards. 

    Module 1 (6 weeks)

    CC.1.2.2.A – Identify the main idea of a multi-paragraph text as well as the focus of specific paragraphs within the text
    CC.1.2.2.B – Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
    CC.1.2.2.C – Describe the connection between a series of events, concepts, or steps in a procedure within a text

    CC.1.3.2.A – Recount stories and determine their central message, lesson, or moral
    CC.1.3.2.B – Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text
    CC.1.3.2.C – Describe how characters in a story respond to major challenges

    Informational Writing
    C.1.4.2.B – Identify and introduce the topic
    CC.1.4.2.D – Group information and provide a concluding statement or section

    Narrative Writing
    CC.1.4.2.N – Establish a situation and introduce a narrator and/or characters
    CC.1.4.2.P – Organize a short sequence of events, using temporal words to signal event order; provide a sense of closure

     Guided Reading Benchmark

    At the beginning of the school year, each child will receive a benchmark assessment in Guided Reading. This will indicate on which level the student is reading instructionally. Children entering second grade should be reading at about a Level I. Below is a breakdown of the Guided Reading levels based on grade level.


    Grade Level

    Guided Reading


    A – C

    First Grade

    D – I

    Second Grade

    J – M

    Third Grade

    N – P

    Fourth Grade

    Q – R

    Fifth Grade

    S – T

    Sixth Grade

    U - Z


                      Guided Reading Groups

                Children will be a member of a reading group which will meet with me on a daily basis. We will read and discuss a story appropriate to their instructional reading level. Students will improve their reading fluency, comprehension, decoding, and vocabulary skills in reading groups. Our focus in Guided Reading groups is to transition the text from the student’s instructional level to his/her independent reading level.

                Students will move through the levels of text appropriately throughout the year. Please note that your child may not remain in the same reading group throughout the entire school year. What is unique about Guided Reading groups is they are fluid, or interchangeable, based on student need.

                When students are not meeting with me in small reading groups, they will have the opportunities to complete learning centers. These centers will focus on skills previously and currently being discussed. 

                I will individually listen to each child read throughout the year many times. This will enable me to keep notes on how he/she is progressing with his/her reading skills throughout the school year. 


Last Modified on January 5, 2016