Grade Level: 1 st Grade

Transcription

1 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.1.1. Ask and answer questions about key details in a text. Ask and answer questions to identify key ideas in a text (who, what, when, where and why). Reading GLE Apply understanding of oral language skills to develop reading skills. Reading GLE Understand how to use questioning when reading. (K) With prompting and support, ask and answer questions about key details in a text. Identify the key details in a text in their own words. Answer questions about key details in a text in their own words. Generate and answer questions about key details in a text in a collaborative group setting. Generate and answer questions about key details in a text with a partner. (1) Ask and answer questions about key details in a text. Prior: who, what, when, where, why, question, answer/statement, speaker/listener Explicit: idea, detail, character, setting, time, place, event plot 1. What questions do you have before reading the text? 2. What questions are you having while reading the text? 3. What questions do you have after reading the text? 4. What questions do you have about a character in the text? 5. What questions do you have about where the story took place? 6. Could you tell me when the story took place? 7. Can you tell me what happened in the beginning, middle, or end of the story? 8. Can you tell me the important things that happened in the story? 9. Who are the characters in the story? What do you know about them?

2 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. In their own words, students will use key details to demonstrate an understanding of the central message/main idea or theme/lesson. Reading GLE Apply understanding of oral language skills to develop reading skills. Reading GLE Understand and identify important or main ideas and important details in text. (K): With prompting and support, retell familiar stories, including key details. List key details in text in sequence. Retell story in their own words including key details in text. Infer the message or theme including the key details from the text. Summarize the central message of the text in their own words. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Prior: Explicit: theme, lesson, key details, retell, main idea, central message summarize, moral, recount 1. Can you tell me what happened in the story at the beginning? What happened after that? How did the story end? 2. Why did the author write this story? 3. What is the most important thing that happened in the story? 4. What did the character learn in this story?

3 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.1.3. Describe characters, settings, and major events in a story, using key details. Reading GLE Understand story elements. RL.1.3. Describe characters, settings, and major events in a story, using key details. (K): With prompting and support, identify characters, settings, and major events in the story. Identify essential characters. Identify and describe when and where the story took place. Identify and explain major events in the story. Describe the character(s) in the story (character traits). (1) Describe characters, settings, and major events in a story, using key details. Prior: sequence, character, setting, major events, details Explicit: infer, story elements, describe, descriptive words character traits, personality 1. Why was the main character important? 2. What was the character like? 3. Infer how the character felt about (a certain event that took place)? 4. Describe when and where the story took place. 5. What were the important events in the story?

4 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (K) Ask and answer questions about unknown words in a text. Create a list of feeling and sensory words/phrases. Examine the text to identify feeling and sensory words/phrases. (1) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Prior: words Explicit: adjective, sensory words, senses 1. How does the story make you feel? What in the story or poem made you feel that way? alliteration

5 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.1.5. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Explain the differences between fiction and nonfiction drawing on a wide range of text types (poetry, fantasy, science fiction, fairy tales, fables, informational texts, magazines, articles). Reading GLE Apply understanding of oral language skills to develop reading skills. Reading GLE Understand similarities within and between informational/expository text and literary/narrative text. (K) Recognize common types of text (e.g. story books, poems). Construct a list of characteristics of fiction texts and nonfiction texts. Compare and contrast fiction and nonfiction texts. Classify texts as fiction or nonfiction. (1) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Prior: fiction, nonfiction Explicit: characteristics, genre(s), text features 1. Identify the characteristics of fiction books. 2. Identify the characteristics of nonfiction texts. 3. Sort a wide range of books based on the characteristics of fiction and nonfiction texts. 4. Is this book an informational or a story book? How do you know? 5. What is the difference between a fiction and nonfiction book?

6 6. Assess how point of view or purpose shapes the content and style of a text. RL.1.6. Identify who is telling the story at various points in a text. RL.1.6. Identify who is telling the story at various points in a text. (K): With prompting and support, name the author and illustrator of the story and define the role of each in telling the story. Recognize that authors use print to tell the story and illustrators use pictures to support the print. Demonstrate understanding that authors use characters in print to tell the story. Identify the characters speaking in the story and determine through which character s point of view the story is being told. RL.1.6. Identify who is telling the story at various points in a text. Prior: author, illustrator, illustration Explicit: dialogue, point of view 1. What character is telling the story in this part of the book? Resources: The Little Mouse, The Red-Ripe Strawberry, and The Big, Hungry Bear

7 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* *Please see Research to Build and Present Knowledge in Writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. Reading GLE Understand story elements. RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events. (K): With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g. what moment in a story and illustration depicts). Use illustrations (picture walk) before, during, and after reading the story to aid in comprehending print (to describe the characters, events or setting). Use illustrations and details in a story to describe its characters, setting, or events. Prior: print, illustration, character, setting, events, sequence Explicit: details 1. Can you find a part in print or illustration that shows the main character? 2. Can you find a part in print or illustration that shows where or when the story took place? 3. Read the text and use both the print and pictures to retell the major events of the story.

8 RL.1.8. (Not applicable to literature) 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Prior: Explicit:

9 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.1.9. Compare and contrast the adventures and experiences of characters in stories. RL.1.9. Compare and contrast the adventures and experiences of characters in stories (text to text connections). Reading GLE Understand how to use prior knowledge. Reading GLE Understand similarities within and between informational/expository text and literary/narrative text. (K): With prompting and support, compare and contrast the adventures and experiences of characters in stories. Read and listen to two texts that address similar themes or topics. Discuss and list the similarities and differences between characters and their experiences. (1) Compare and contrast the adventures and experiences of characters in stories. Prior: similarities and differences Explicit: compare and contrast, connections 1. How was the character in one story similar or different to the character in another story? 2. What happened to the characters that is the same? What is different? *Resources: Compare and contrast different versions of the same fairy tale (e.g. The Three Little Pigs and The Big Bad Wolf or Little Red Riding Hood vs. Lon Po Po).

10 10. Read and comprehend complex literary and informational texts independently and proficiently. RL With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL With prompting and support, read prose (writing that is not poetry) and poetry of appropriate complexity for grade 1. (K): Actively engage in group reading activities with purpose and understanding. Using teacher modeling read prose and poetry of appropriate complexity for grade 1. (1): With prompting and support, read prose and poetry of appropriate complexity for grade 1. (see Foundational Skills: RF.1.4. a, b, c) Prior: Explicit: accuracy, rate, expression, poetry 1. Read this poem/prose (with accuracy, appropriate rate, and expression). poetry