St. Lucie Public Schools Literacy Scope and Sequence Course: Reading Grade: 1 Course Code: Q: 1-4

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1 Common Core State Standards: Reading Standards Learning Goal: Students will understand that text has meaning and be able to use strategies to construct meaning. Common Core Standards Literacy Routine STANDARD - The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Text Attributes: - Students must read widely and deeply from among a broad range of high-quality, increasingly challenging texts including stories, dramas, poems, and myths from diverse cultures and different time periods. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields. Students also acquire the habits of reading independently and closely which are essential to their future. Key Ideas and Details CCRL.1.1 Ask and answer questions about key details Ask questions about key details in a text in a text. Answer questions about key details in a text CCRL.1.2 Retell stories, including key details, and Retell stories with details demonstrate understanding of their central message Demonstrate understanding of central message or lesson in a or lesson. story CCRL.1.3 Describe character, settings, and major Describe characters in a story using key details events in a story, using key details. Describe settings in a story using key details Describe events in a story using key details Craft and Structure CCRL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCRL.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. CCRL.1.6 Identify who is telling the story at various points in a text. Identify words and phrases that express feelings in stories Identify words and phrases that express feelings in poems Identify words and phrases that appeal to the senses in stories Identify words and phrases that appeal to the senses in poems Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types Identify who is telling the story at various points throughout a text Integration of Knowledge and Ideas

2 CCRL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCRL.1.9 Compare and contrast the adventures and experiences of characters in stories. CCRL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Use illustrations and details in a story to describe characters Use illustrations and details in a story to describe settings Use illustrations and details in a story to describe events Range of Reading and Level of Text Complexity Compare adventures of characters in stories Contrast adventures of characters in stories Compare experiences of characters in stories Contrast experiences of characters in stories Read prose of appropriate complexity with prompting and support Read poetry of appropriate complexity with prompting and support Reading Standards for Informational Text - The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Text Attributes: - Students must read widely and deeply from among a broad range of high-quality, increasingly challenging texts including stories, dramas, poems, and myths from diverse cultures and different time periods. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields. Students also acquire the habits of reading independently and closely which are essential to their future. Reading Standards for Informational Text Key Ideas and Details CCRI.1.1 Ask and answer questions about key details Ask questions about key details in a text in a text. Answer questions about key details in a text CCRI.1.2 Identify the main topic and retell key details of texts. Identify the main topic of texts Retell the key details of texts CCRI.1.3 Describe the connection between two Describe the connection between two individuals in text individuals, events, ideas or pieces of information in Describe the connection between events in a text texts. Describe the connection between ideas in a text Describe the connection between pieces of information in a text Craft and Structure CCRI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Ask questions to determine or clarify the meaning of words in a text Answer questions to determine or clarify the meaning of words in a text Ask questions to determine or clarify the meaning of phrases in a text Answer questions to determine or clarify the meaning of phrases in a text

3 CCRI.1.5 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. CCRI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Know various text features to locate key facts or information in a text Use various text features to locate key facts or information in a text Distinguish between information provided by pictures or other illustrations and information provided by the words in a text Reading Standards for Informational Text Integration of Knowledge and Ideas CCRI.1.7 Use the illustrations and details in a text to Use illustrations to describe key ideas in a text describe its key ideas. Use details to describe key ideas in a text Reading Standards for Informational Text Range of Reading and Level of Text Complexity CCRI.1.8 Identify the reasons an author gives to Identify the reasons an author gives to support points in a text support points in a text CCRL1.9 Identify basic similarities and differences between two texts on the same topic. (e.g., in illustrations, descriptions, or procedures.) CCRL.1.10 With prompting and support, read informational texts appropriately complex for grade 1. Identify basic similarities between two texts on the same topic Identify basic differences between two texts on the same topic Read informational text of appropriate complexity with prompting and support Reading Standards: Foundational Skills - These standards are directed toward fostering students understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know to discern when particular children or activities warrant more or less attention. Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow. Reading Standards for Foundational Skills Print Concepts CCRF.1.1 Demonstrate understanding of the Recognize distinguishing features of a sentence organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Reading Standards for Foundational Skills Phonics and Word Recognition CCRF.1.2 Demonstrate understanding of spoken Distinguish long from short vowel sounds in spoken singlesyllable words words, syllables, and sounds (phonemes). Orally produce single-syllable words by blending sounds a. Distinguish long from short vowel sounds in Isolate and pronounce the initial sound in a single-syllable spoken single-syllable words. word b. Orally produce single-syllable words by blending Isolate and pronounce the medial vowel in a single-syllable sounds (phonemes), including consonant blends.

4 c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CCRF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one syllable words. c. Know final -e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. CCRF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding, b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. word Isolate and pronounce the final sound in a single-syllable word Segment spoken single-syllable words into sequence of sounds Know the spelling-sound correspondence for common consonant digraphs Decode regularly spelled one-syllable words Know final e to represent long vowel sounds Know common vowel team conventions to represent long vowel sounds Use knowledge that every syllable must have a vowel to determine the number of syllables in a printed word Decode two-syllable words following basic patterns to break the words into syllables Read words with inflectional endings Recognize and read grade appropriate irregularly spelled words Reading Standards for Foundational Skills Fluency Read on-level text with purpose and understanding Read on-level text orally with accuracy Read on-level text orally with appropriate rate Read on-level text orally with expression Use context to confirm or self-correct word recognition Use context to confirm understanding Writing Standards - The following standards for K 5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C of the CCSS. Text Attributes: Students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn that a key purpose of writing is to communicate clearly. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources.

5 CCW.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCW.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCW.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCW.1.5 With guidance and support from adults, focus on topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Reading Standards for Writing Text Types and Purposes Introduce the topic or name the book when writing an opinion piece Supply a reason for the opinion when writing an opinion piece Provide some sense of closure when writing an opinion piece Write informative texts to name a topic, supply some facts about the topic Write explanatory texts to name a topic, supply some facts about the topic Provide a sense of closure when writing informative/explanatory texts Write narratives to recount sequenced events including details Use temporal words to signal event order Provide a sense of closure when writing narratives Reading Standards for Writing Production and Distribution of Writing Focus on topic with guidance and support Respond to questions and suggestions from peers with guidance and support Add details to strengthen writing with guidance and support CCW.1.6 With guidance and support from adults, use a Use a variety of digital tools to produce writing with guidance variety of digital tools to produce and publish writing, and support including collaboration with peers including in collaboration with peers Use a variety of digital tools to publish writing with guidance and support including collaboration with peers Reading Standards for Writing CCW.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). CCW.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Research to Build and Present Knowledge Participate in shared research Participate in shared writing projects Recall information from experiences with guidance and support Gather information from provided sources to answer a question with guidance and support Speaking and Listening Standards - The following standards for K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Text Attributes Students must have ample opportunities to take part in a variety of rich, structured conversations as part of a whole class, in small groups, and with a partner. These conversations require that students contribute accurate, relevant information; respond to and develop what others have said; make

6 comparisons and contrast; and analyze and synthesize a multitude of ideas in various domains. Technologies have broadened and expanded the role that and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Reading Standards for Speaking and Listening Comprehension and Collaboration CCSL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. CCSL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Follow agreed-upon rules for discussions Build on others talk in conversation by responding to the comments of others Ask questions to clear up any confusion about the topics under discussion Ask questions to clear up any confusion about texts under discussion Ask questions about key details in a text read aloud Ask questions about key details in information presented orally Ask questions about key details in information presented through media Answer questions about key details in a text read aloud Answer questions about key details in information presented orally Answer questions about key details in information presented through media. CCSL.1.3 Ask and answer questions about what a Ask questions about what a speaker says in order to gather speaker says in order to gather additional information additional information or clarify something that is not or clarify something that is not understood. understood Answer questions about what a speaker says in order to gather additional information or clarify something that is not understood Reading Standards for Speaking and Listening Presentation of Knowledge and Ideas CCSL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CC.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. CCSL.1.6 Produce complete sentences when appropriate to task and situation. Describe people, places, things, and events with relevant details, expressing ideas clearly Describe people, places, things, and events with relevant details, expressing feelings clearly Add drawings or other visual displays to descriptions to clarify ideas Add drawings or other visual displays to descriptions to clarify thoughts Add drawings or other visual displays to descriptions to clarify feelings Produce complete sentences when appropriate to task Produce complete sentences when appropriate to situation

7 Language Standards - The following standards for grades K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Text Attributes - Students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. Students must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. Reading Standards for Language Conventions of Standard English CCL.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or. a. Print all upper- and lowercase letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. CCL.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. Print all upper case letters Print all lower case letters Use common, proper and possessive nouns when writing or Use singular noun with matching verbs when writing or Use plural nouns with matching verbs when writing or Use verbs to convey sense of past when writing or Use verbs to convey a sense of present when writing or Use verbs to convey a sense of future when writing or Use frequently occurring adjectives when writing or Use frequently occurring conjunctions when writing or Use determiners when writing or Use frequently occurring prepositions when writing or Produce complete simple declarative or imperative sentences in response to prompts when writing or Produce complete simple interrogative sentences in response to prompts when writing or Produce complete simple exclamatory sentences in response to prompts when writing or Expand complete simple declarative or imperative sentences in response to prompts when writing or Expand complete simple interrogative sentences in response to prompts when writing or Expand complete simple exclamatory sentences in response to prompts when writing or Capitalize dates Capitalize names of people Use end punctuation for sentences Use commas in dates

8 b. Use end punctuation for sentences. Use commas to separate words in a series c. Use commas in dates and to separate single Use conventional spelling for words with common spelling words in a series. patterns d. Use conventional spelling for words with Use conventional spelling for frequently occurring irregular common spelling patterns and for frequently words occurring irregular words. Spell untaught words phonetically, drawing on phonemic e. Spell untaught words phonetically, drawing on awareness phonemic awareness and spelling Spell untaught words phonetically, drawing on spelling conventions. conventions Reading Standards for Language Vocabulary Acquisition and Use CCL.1.4 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). CCL.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. CCL.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Use sentence-level context as a clue to the meaning of a word Use sentence-level context as a clue to the meaning of a phrase Use frequently occurring affixes as a clue to the meaning of a word Identify frequently occurring root words Identify frequently occurring root words and their inflectional forms Sort words into categories Define words by category and one key attribute Define words by category and more than one key attribute Identify real-life connections between words and their use Distinguish shades of meaning among verbs differing in manner by defining them Distinguish shades of meaning among verbs differing in manner by choosing them Distinguish shades of meaning among verbs differing in manner by acting out the meanings Distinguish shades of meaning among adjectives differing in intensity by defining or choosing them or acting them out Distinguish shades of meaning among adjectives differing in intensity by choosing them Distinguish shades of meaning among adjectives differing in intensity by acting out the meanings Use words and phrases acquired through conversations Use words and phrases acquired through reading Use words and phrases acquired when being read to Use words and phrases acquired through responding to texts Use frequently occurring conjunctions acquired through conversations Use frequently occurring conjunctions acquired through reading Use frequently occurring conjunctions acquired when being

9 read to Use frequently occurring conjunctions acquired through responding to texts