Search Course Catalog

Clear Filters
Search For
6 school districts have courses available only to their students.
School Year
Time of Year
Clear Filters

First Grade Language Arts B

Course Description:

The first grade language arts curriculum is centered on reading, writing, speaking and listening. Students continue to develop early reading strategies that include: building good reading habits, choosing just-right books, print strategies, text features, questioning, non-fiction reading strategies and characters study. Students continue to develop early writing strategies that include: convey their thoughts, ideas, and feelings written form. Students write narrative, non-fiction, and opinion pieces such as personal narratives, how to, personal expertise, and opinion writing. Grammar study and phonics are incorporated throughout the year.

Course Details:

Course Title (District): First Grade Language Arts B
Course Title (NCES SCED) : Language Arts (grade 1)
Course Provider : Novi Community School District
Content Provided By : Novi Community School District
Online Instructor Provided By : Novi Community School District
Standards Addressed :
Academic Terms : Semester
NCES SCED Code : 01029
Subject Area : English Language and Literature
Course Identifier : Language Arts (grade 1)
Course Level : Elem/Middle School (Prior to Secondary)
Available Credit : 0.5
Sequence : 2 of 2

How To Enroll:

Email : [email protected]
Phone : 248-675-3159

Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.

Additional Course Information:

  • 4R: 
    • How do readers notice what characters do in books to learn about them?
    • How do readers notice and name what their character is like?
    • How do readers use strategies when it is tough to get to know their character?
    • How do readers pay attention to characters feelings from the beginning to the end of stories?
  • 4W: 
    • How do writers use mentor text to understand how to express opinions?
    • How do writers generate and develop opinions on social issues?
    • How do writers plan and rehearse opinions providing supportive reasons and a possible solution?
    • How do writers write in a compelling way to convince an audience?
    • How do writers revise and edit to make their pieces more effective?
    • How do writers go public to make an impact in their world?
  • 5R: 
    • How do readers read and reread to pay attention to character’s thinking and feeling?
    • How do readers find the important parts of stories and talk and think about them?
    • How do readers pay attention to patterns to comprehend characters?
    • How do readers read and reread more challenging books with book clubs?
  • 5W: 
    • How do writers study and learn from authors they admire?
    • How do writers plan by exploring authors and thinking about what's important to them?
    • How do writers use one mentor text to look across crafting techniques?
    • How do writers use multiple mentor texts to look at one crafting technique?
    • How do writers use and talk about their "just right" books as mentor texts?
    • How do writers revisit mentor authors to prepare their books for celebration?
  • 6R: 
    • How do readers read informational text to learn about their world?
    • How do readers read, process and think about non-fiction text?
    • How do readers problem solve when they encounter content specific words?
    • How do readers compare and contrast a topic across multiple texts?
  • 6W: 
    • How can writers use mentor text to study the characteristics of informational writing and generate ideas?
    • How can writers choose topics by considering areas of expertise, audience, and focus?
    • How can writers plan and draft their information in organized ways?
    • How can writers re-read and revise using a toolbox of elaboration strategies?
    • How can writers prepare to publish by revising and editing?
    • How can writers share their work with an audience?

NSQ National Standards for Quality Online Courses

Rating Comments
A1. A course overview and syllabus are included in the online course Fully Met
A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* Fully Met
A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. Fully Met
A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. Fully Met
A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* Fully Met
A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. Fully Met
A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* Fully Met
A8. Learners are offered an orientation prior to the start of the online course. Fully Met

Rating Comments
B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* Fully Met
B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. Fully Met
B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* Fully Met
B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* Fully Met
B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* Fully Met
B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* Fully Met
B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. Fully Met
B8. The online course is free of adult content and avoids unnecessary advertisements.* Fully Met
B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. Fully Met
B10. Documentation and other support materials are available to support effective online course facilitation.* Fully Met
Rating Comments
C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. Fully Met
C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. Fully Met
C3. The online course is organized by units and lessons that fall into a logical sequence. Fully Met
C4. The online course content is appropriate to the reading level of the intended learners.* Fully Met
C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. Fully Met
C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. Fully Met
C7. The online course provides regular opportunities for learner-learner interaction. Fully Met
C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* Fully Met
C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* Fully Met
Rating Comments
D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. Fully Met
D2. Valid course assessments measure learner progress toward mastery of content. Fully Met
D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* Fully Met
D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* Fully Met
D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* Fully Met
Rating Comments
E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* Fully Met
E2. The online course design facilitates readability.* Fully Met
E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* Fully Met
E4. Course multimedia facilitate ease of use.* Fully Met
E5. Vendor accessibility statements are provided for all technologies required in the course.* Fully Met
Rating Comments
F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. Fully Met
F2. The online course tools support the learning objectives or competencies.* Fully Met
F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* Fully Met
F4. The course allows instructors to control the release of content.* Fully Met
F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* Fully Met
Rating Comments
G1. The online course uses multiple methods and sources of input for assessing course effectiveness. Fully Met
G2. The online course is reviewed to ensure that the course is current. Fully Met
G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. Fully Met

Review Conducted By: Novi Community School District
Date of Review: 05/26/2022


 

  • 4R: Character Study 
  • 4W: Opinion Writing Letters for Social Action 
  • 5R: Series Reading - Reenacting Character Clubs 
  • 5W: Apprenticeship Writing: Studying Craft 
  • 6R: Readers Learn from Informational Reading 
  • 6W: Informational Books - Personal Expertise
Term Type Enrollment Opens Enrollment Ends Random Draw Date Enrollment Drop Date Course Starts Course Ends # of Seats Course Fee Potential Additional Costs
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
Instructor will provide daily, live instruction and also a mix of independent and on demand learning options, in a structured, virtual classroom setting.

Students will need the following:

  • A device with camera and microphone enabled
  • Headphones/Earbuds
  • Access to Google Chrome
  • Access to web based learning management platform