Year-at-a-Glance (YAG) --- Grade Literacy

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1 Daily Routines for Reading These Learning Targets should be taught on a daily basis and embedded in ongoing units. I can: Ask and answer questions about key details in a text Retell stories, including key details, and demonstrate understanding of their central message or lesson Use illustrations and details in a story to describe its characters, setting, or events With prompting and support, read prose and poetry of appropriate complexity for grade 1 as well as select texts for personal enjoyment, interest, and academic tasks Ask and answer questions about key details in a text Identify the main topic and retell key details of a text Ask and answer questions to help determine or clarify the meaning of words and phrases in a text With prompting and support, read informational texts appropriately complex for grade 1, as well as select texts for personal enjoyment, interest, and academic tasks. Daily Routines for Writing These Learning Targets should be taught on a daily basis and embedded in ongoing units. I can: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (a-j) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking (a-e) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

2 1 Five Establishing Readers Workshop Establishing Writers Workshop Level C/D Readers 1.1 I can ask and answer questions about key details in a 1.1 I can write narratives and other creative 1.1 I can identify letters, words and sentences. text. ( ) * texts that recount two or more appropriately ( a) 1.2 I can retell stories, including key details, and sequenced events, including details 1.2 I can recognize that the first word in a sentence demonstrate understanding of their central message regarding what happened, using temporal is capitalized. ( a) or lesson. ( ) * words, and provide some sense of closure. 1.3 I can recognize that words are combined to make 1.3 I can explain major differences between books that ( ) sentences. ( a) tell stories and books that give information, drawing 1.2 I can write informative/explanatory texts 1.4 I can identify short vowel sounds in singlesyllable on a wide reading of a range of text types. ( ) that name a topic, supply some facts about words. ( a) 1.4 I can use illustrations and details in a story to the topic, and provide some sense of closure. 1.5 I can sound out words by blending letter sounds describe its characters, setting, or events. ( ) * in single-syllable words. ( b,c,d) ( ) 1.5 I can ask and answer questions about key details in a 1.6 I can identify the sound each letter makes. text. ( ) 1.3 I can with guidance and support, focus on a ( ) 1.6 I can identify the main topic and retell key details of topic, respond to questions and suggestions 1.7 I can blend and segment three phoneme words. a text. ( ) * ( b) 1.7 I can ask and answer questions to help determine or 1.8 I can read grade level text fluently with my class. clarify the meaning of words and phrases in a text. 1.4 I can with guidance and support recall ( b) ( ) * information from experiences or gather 1.9 I can reread when something does not make 1.8 I can know and use various text features (e.g. sense. ( c) information from provided sources to headings, tables of contents, glossaries, electronic 1.10 I can self-correct misread words using the menus, icons) to locate key facts or information in a answer a question.. ( ) pictures and the first letter in a word. ( c) text. ( ) * 1.5 I can describe people, places, thinks, and 1.11 I can print some upper and lowercase letters 1.9 I can with prompting and support, read events with relevant details expressing ideas correctly. ( a) informational, prose, and poetry of appropriate and feelings clearly. ( ) 1.12 I can add-s to a word to make it plural and read complexity for grade 1 for personal enjoyment, it. ( f) interest, and academic task. ( , ) 1.13 I can recognize and read high frequency words. ( g) 1.14 I can participate in small and large group 1.15 I can identify information from a text being read aloud. ( ) 1.16 I can describe people, places, things, and events with details. I can express ideas and feelings clearly. ( ) 1.17 I can produce complete sentences and respond stories with expression. ( )

3 2 Six Readers Make Sense of Text 2.1 I can ask and answer questions about key details in a text. ( ) * 2.2 I can retell stories, including key details, and demonstrate understanding of their central message or lesson. ( ) * 2.3 I can describe characters, settings, and major events in a story, using key details. ( ) 2.4 I can use illustrations and details in a story to describe its characters, setting, or events. ( ) * 2.5 I can ask and answer questions about key details in a text. ( ) 2.6 I can identify the main topic and retell key details of a text. ( ) * 2.7 I can ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ( ) * 2.8 I can know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ( ) * Personal Narrative - Small Moments Writing with Focus, Details, and Dialogue 2.1 I can write narratives and other creative texts that recount two or more appropriately sequenced events, including details regarding what happened, using temporal words, and provide some sense of closure. ( ) 2.2 I can with guidance and support, focus on a topic, respond to questions and suggestions 2.3 I can participate in shared research and writing projects. ( ) 2.4 I can with guidance and support use a variety of digital tools to produce and publish writing including and collaboration with peers. ( ) Level E Readers 2.1 I can recognize long vowel sounds created using a final e. ( c) 2.2 I can identify the sounds initial digraphs and blends make. ( ) 2.3 I can recognize when a word I have read does not make sense. ( ) 2.4 I can self-monitor and self-correct misread words using pictures, first letter and last letter in a word. ( ) 2.5 I can print all upper and lowercase letters. ( ) 2.6 I can add s or es to a word to make it plural and read it (look/looks, glass/glasses). ( c) 2.7 I can recognize that a sentence ends with a punctuation mark. ( ) 2.8 I can participate in small and large group conversations with peers and adults. ( a-d) 2.9 I can identify information from a text being read aloud. ( ) 2.10 I can describe people, places, things, and events with details. I can express ideas and feelings clearly. ( ) 2.11 I can produce complete sentences and respond to stories with expression. ( ) 2.12 I can sort words into categories. ( a) 2.13 I can define words by categories using common traits. ( b) 2.14 I can connect words I hear and read to the real world. ( c)

4 3 Five Readers Make Sense of Key Ideas and Details in a Text Writing Reviews Level F Readers 3.1 I can describe characters, setting, and major events in a story, using key details. ( ) 3.2 I can ask and answer questions about key details in a text. ( ) 3.3 I can describe the connection between two individuals, events, ideas, or pieces of information in a text. ( ) 3.4 I can ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ( ) 3.5 I can distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ( ) 3.6 I can use the illustrations and details in a text to describe its key ideas. ( ) 3.7 I can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies (ex. Context clues, base words, affixes). ( ) 3.8 I can with prompting and support, read informational, prose, and poetry of appropriate complexity for grade 1 for personal enjoyment, interest, and academic task. ( , ) 3.1 I can write opinion pieces by introducing a topic, stating a reason, supplying a reason for the opinion, and providing some sense of closure. ( ) 3.2 I can with guidance and support, focus on a topic, respond to questions and suggestions 3.3 I can participate in shared research and writing projects. ( ) 3.4 I can write narratives and other creative texts that recount two or more appropriately sequenced events, including details regarding what happened, using temporal words, and provide some sense of closure. ( ) 3.5 I can with guidance and support use a variety of digital tools to produce and publish writing including and collaboration with peers. ( ) 3.1 I can recognize long vowel sounds created using a final e and common vowel teams. ( ) 3.2 I can recognize the difference between long and short vowel sounds. ( a) 3.3 I can identify and create the sounds made by final blends and digraphs. ( ) 3.4 I can recognize that all syllables have a vowel sound. ( d) 3.5 I can identify words with common inflectional endings and read them correctly (ed, ing). ( f) 3.6 I can self-monitor and self-correct using language structure, meaning, and phonics while reading. ( , ) 3.7 I can participate in small and large group 3.8 I can identify information from a text being read aloud. ( ) 3.9 I can describe people, places, things, and events with details. I can express ideas and feelings clearly. ( ) 3.10 I can produce complete sentences and respond to stories with expression. ( ) 3.11 I can demonstrate commands of conventions and grammar in my writing. ( b,d,g,j) 3.12 I can identify that verbs change when showing actions that happened in the past, present, or future and use verbs correctly. ( e) 3.13 I can write words using common spelling patterns. ( d) 3.14 I can recognize fifty high frequency words within continuous text. ( , )

5 4 Four Readers Understand How Stories Work Writing Fiction - From Scenes to Series Level G Readers 4.1 I can ask and answer questions about key details in a text. ( ) * 4.2 I can retell stories, including key details, and 4.1 I can write narratives and other creative texts that recount two or more appropriately sequenced events, including details regarding 4.1 I can determine the number of syllables in a word by counting the vowel sounds*. ( d) demonstrate understanding of their central message or what happened, using temporal words, and 4.2 I can take apart compound words to solve lesson. ( ) * provide some sense of closure. ( ) them. ( ) 4.3 I can describe characters, settings, and major events in a 4.2 I can with guidance and support, focus on a 4.3 I can identify which character is speaking in a story, using key details. ( ) * topic, respond to questions and suggestions story. ( ) 4.4 I can identify words and phrases in stories or 4.4 I can reread with corrections when necessary. poems that suggest feelings or appeal to the ( c) senses. ( ) 4.3 I can participate in shared research and 4.5 I can participate in small and large group 4.5 I can explain major differences between books that tell writing projects. ( ) stories and books that give information, drawing on a wide reading of a range of text types. ( ) * 4.4 I can with guidance and support, recall 4.6 I can identify who is telling the story at various points in information from experiences or gather 4.6 I can identify information from a text being a text. ( ) * information from provided sources to answer read aloud. ( ) 4.7 I can use illustrations and details in a story to describe questions. ( ) 4.7 I can describe people, places, things, and its characters, setting, or events. ( ) events with details. I can express ideas and 4.8 I can compare and contrast the adventures and experiences of characters in stories. ( ) 4.9 I can with prompting and support, read informational, prose, and poetry of appropriate complexity for grade 1 for personal enjoyment, interest, and academic task. ( , ) 4.10 I can determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies (ex. Context clues, base words, affixes). ( ) * feelings clearly. ( ) 4.8 I can produce complete sentences and respond to stories with expression. ( ) 4.9 I can apply correct punctuation when editing and revising a story. ( j b) 4.10 I can speak and write using adjectives. ( f) 4.11 I can capitalize days of the week, months, and names of people when writing. ( a) 4.12 I can write words by blending and segmenting sounds. ( a-d) 4.13 I can connect words I hear, read and write to the real world. ( c) 4.14 I can discover new words and phrases learned through reading, listening and apply them in my own writing. ( )

6 5 Five Nonfiction Readers Learn New Information Nonfiction Chapter Books Level H, I, J Readers 5.1 I can ask and answer questions about key details in a text. ( ) * 5.2 I can identify the main topic and retell key details of a text. ( ) 5.3 I can describe the connection between two individuals, events, ideas, or pieces of information in a text. ( ) 5.4 I can know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. ( ) 5.5 I can distinguish between information provided by pictures or other illustrations and information provided by the words in a text. ( ) 5.6 I can use the illustrations and details in a text to describe its key ideas. ( ) 5.7 I can identify the reasons an author gives to support points in a text. ( ) * 5.8 I can identify basic similarities in and differences between two texts on the same topic. ( )* 5.9 I can with prompting and support, read informational, prose, and poetry of appropriate complexity for grade 1 for personal enjoyment, interest, and academic task. ( , ) 5.1 I can write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure. ( ) 5.2 I can with guidance and support, focus on a topic, respond to questions and suggestions 5.3 I can participate in shared research and writing projects. ( ) 5.4 I can with guidance and support, recall information from experiences or gather information from provided sources to answer questions. ( ) 5.1 I can decode two syllable words by breaking them into vowel sound segments. ( b) 5.2 I can recognize one hundred or more high frequency words within continuous text. ( g) 5.3 I can participate in small and large group 5.4 I can identify information from a text being read aloud. ( ) 5.5 I can describe people, places, things, and events with details. I can express ideas and feelings clearly. ( ) 5.6 I can produce complete sentences and respond to stories with expression. ( ) 5.7 I can identify frequently occurring root words and their inflectional forms. ( c) 5.8 I can distinguish shades of meaning among adjectives and verbs differing in intensity by acting out the meanings. ( d) 5.9 I can demonstrate command of conventions of English grammar and usage. ( b,c,d,e,g,h,i)

7 6 Six Exploring the Books of One Author 6.1 I can retell stories, including key details, and demonstrate understanding of their central message or lesson. ( ) * 6.2 I can identify who is telling the story at various points in a text. ( ) 6.3 I can use illustrations and details in a story to describe its characters, setting, or events. ( )* 6.4 I can compare and contrast the adventures and experiences of characters in stories. ( ) * 6.5 I can identify the main topic and retell key details of a text. ( ) * 6.6 I can distinguish between information provided by pictures or other illustrations and information provided by words in a text. ( ) * 6.7 I can use the illustrations and details in a text to describe its key ideas. ( ) * Music in our Hearts: Songs and Poetry/ Book Review 6.1 I can write opinion pieces by introducing a topic, stating a reason, supplying a reason for the opinion, and providing some sense of closure. ( ) 6.2 I can write narratives and other creative texts that recount two or more appropriately sequenced events, including details regarding what happened, using temporal words, and provide some sense of closure. ( ) 6.3 I can with guidance and support, focus on a topic, respond to questions and suggestions 6.4 I can with guidance and support use a variety of digital tools to produce and publish writing including and collaboration with peers. ( ) Level H, I, J Readers 6.1 I can participate in small and large group 6.2 I can identify information from a text being read aloud. ( ) 6.3 I can describe people, places, things, and events with details. I can express ideas and feelings clearly. ( ) 6.4 I can produce complete sentences and respond to stories with expression. ( ) 6.5 I can write common nouns correctly by beginning them with a lowercase letter. ( b) 6.6 I can write proper nouns correctly by beginning them with capital letters. ( b) 6.7 I can write possessive nouns correctly by adding an apostrophe. ( b) 6.8 I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. ( c) 6.9 I can identify that verbs change when showing actions that happened in the past, present, or future. ( e) 6.10 I can recognize when singular and plural nouns are matched with verbs in basic sentences in text. (He hops; We hop.) ( c) 6.11 I can identify common prepositions in text. ( i)

8 7 Four Readers Think Critically about Text How-To Books Level H, I, J Readers 7.1 I can write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure. ( ) 7.2 I can with guidance and support, focus on a topic, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed. ( ) 7.3 I can participate in shared research and writing projects. ( ) 7.4 I can with guidance and support, recall information from experiences or gather information from provided sources to answer questions. ( ) 7.1 I can retell stories, including key details, and demonstrate understanding of their central message or lesson. ( ) * 7.2 I can identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ( ) * 7.3 I can use illustrations and details in a story to describe its characters, setting, or events. ( )* 7.4 I can compare and contrast the adventures and experiences of characters in stories. ( ) * 7.5 I can identify the main topic and retell key details of a text. ( ) * 7.6 I can distinguish between information provided by pictures or other illustrations and information provided by words in a text. ( ) * 7.7 I can use the illustrations and details in a text to describe its key ideas. ( ) * 7.8 I can identify the reasons an author gives to support points in a text. ( ) 7.9 I can identify basic similarities in and differences between two texts on the same topic. ( ) 7.1 I can participate in small and large group 7.2 I can identify information from a text being read aloud. ( ) Determine, through formative assessment, conferring, writing samples, etc. which Foundational and Language standards your students need more exposure, practice and repeated teaching. These standards are found in 1-23; use the remaining of the school year to explicitly reteach, as needed. Minnesota Standards: Minnesota K-12 Academic Standards in Literacy (MDE) MPS Literacy Site MPS ELA Standards Toolkit

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