L.1.1. Print all upper and lowercase letters.

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1 STRAND/ CLUSTER Conventions of STANDARD LEARNING TARGET L. 1.1j. Produce & expand complete simple & I can write a simple sentence. compound declarative, interrogative, imperative & exclamatory sentence in response to prompts. I can write a compound sentence. L. 1.2b. Use end punctuation for sentences. I can use end punctuation for sentences. L. 1.2c. Use commas in dates and to separate I can use commas in dates and words in a series. L. 1.2d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L. 1.2e. Spell untaught words phonetically, drawing on phonemic awareness & spelling conventions. in words in a series. I can spell words with patterns. I can spell words by sounding them out. Reading Standards Foundational Skills Vocabulary Acquisition & Use L.1.1. Print all upper and lowercase letters. 1.1 Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation) *skills taught under language L e L.1.4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L. 1.4a. use sentence level context as a clue to the meaning of a word or phrase. L1.4b. Use frequently occurring affixes as a clue to the meaning of a word. L. 1.4c. Identify frequently occurring root words L. 1.5 With guidance & support from adults demonstrate understanding of word relationships & nuance in word meaning. L.1.5b. Define words by category & by one or more key attributes. I can print upper and lowercase letters. *See Learning targets as listed under language L e I can choose a book that I like to read. I can tell the meaning of a word. I can use prefixes to tell the meaning of a word. I can use suffixes to tell the meaning of a word. I can find root words. I can define a word by the group it belongs to and by describing it. I can use words to tell about

2 L. 1.5c. Identify real-life connections between words & their uses. L. 1.5d. Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meaning. things I already know. I can tell the difference between words that have almost the same meaning. Production & Distribution W With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed. I can talk to my friends and my teacher to make my writing better. Reading Literature Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity RL With prompting and support, read prose and poetry of appropriate complexity for grade 1. RL I can read poetry. Speaking & Listening Comprehension & Collaboration SL Participate in collaborative conversations with diverse partners about grade 1 topics & texts with peers & adults in small & larger groups. a. Follow agreed-upon rules for discussions. SL. 1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. SL. 1.1c. Ask questions to clear up any confusion about the topics and texts under discussion. SL Ask & answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL Describe people, places, things and events with relevant details, expressing ideas and feelings clearly. SL. 1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL Produce complete sentences when appropriate to task and situation. I can follow classroom rules for discussion. I can listen and talk to others. I can ask questions. I can ask and answer questions to help me understand. I can share ideas and feelings. I can add drawings to show what I know, think and feel. I can write a sentence. L Demonstrate command of the conventions of standard English capitalization, punctuation and I can capitalize dates and names.

3 Conventions of Standard English spelling when writing. L.1.2a. Capitalize dates and names of people L. 1.1 b. Use common, proper and possessive nouns. I can use common nouns. I can use proper nouns. I can use possessive nouns. RI. 1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) RI 1.5. I can use heading to I can use tables of contents to Reading Informational Craft and Structure and Ideas RL Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL Identify who is telling the story at various points in a text. RI 1.8 Identify the reasons an author gives to support points in a text. RI Identify basic similarities in and differences between two texts on the same topic. (e.g. in illustrations, descriptions, or procedures.) RI With prompting and support, read informational texts appropriately complex for grade 1. I can use glossaries to find I can use icons to I can use tables, graphs and charts to I can use pictures to RL I can find feeling words. I can find words that tell about senses. RL I can tell who is telling the story. I can pick out reasons for an author s ideas, I can tell how two texts about the same thing are alike and different. I can read informational texts. Reading Informational Craft and Structure RI. 1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) RI 1.5. I can use heading to I can use tables of contents to I can use glossaries to find I can use icons to I can use tables, graphs and

4 Reading Informational Integration of Knowledge and Ideas RL Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL Identify who is telling the story at various points in a text. RI 1.8 Identify the reasons an author gives to support points in a text. RI Identify basic similarities in and differences between two texts on the same topic. (e.g. in illustrations, descriptions, or procedures.) RI With prompting and support read informational texts appropriately complex for grade 1. charts to I can use pictures to find RL I can find feeling words. I can find words that tell about senses. RL I can tell who is telling the story. I can pick out reasons for an author s ideas, I can tell how two texts about the same thing are alike and different. I can read informational texts. Research to Building Present Knowledge Research to Building Present Knowledge W.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.) W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.7. I can help find information and write a howto piece. W I can answer a question using my experience. I can answer a question by finding information with help from an adult. Conventions of Vocabulary Acquisition & Use L. 1.c. Use singular and plural nouns with matching verbs in basic sentences. L. 1.1e. Use verbs to convey a sense of past, present, and future. L.1.5a. Sort words into categories to gain a sense of concepts the categories represent. L.1.1c. I can use singular nouns and plural nouns. I can match nouns to verbs. L. 1.1e. I can use verbs to show past, present and future. L.1.5a. I can sort words into groups.

5 Conventions of Standard English Conventions of Standard English L. 1.2c. Use commas in dates and to separate single words in a series. L.1.2c I can use commas in dates. I can use commas to separate words in a series. L. 1.1f Use frequently occurring adjectives. L. 1.1f I can use adjectives. Text Types and Purposes W.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. W.1.1 I can tell what I think about a book. I can name the book I read. I can tell why I feel the way I do about a book I read. I can write an ending. Reading Craft and Structure 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. RL: 1.5 I can tell how books that tell stories and books that tell facts are different. Reading Literature/Integration of Knowledge and Ideas RL. 19. Compare and contrast the adventures and experiences of characters in stories. RL: 1.9 I can compare characters in a story. Conventions of L. 1.1h Use determiners [e.g. articles, demonstratives] L. 1.1i Use frequently occurring prepositions. L. 1.1i Use frequently occurring conjunctions. L. 1.1h I can use words like the, a, and an. L. 1.1h I can use prepositions. L. 1.1i. I can use conjunctions. RI Describe the connection between two individuals, events, ideas or pieces of RI I can tell how two people, two events, two ideas or two facts

6 Reading Informational Craft and Structure information in a text. are alike. W 1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. W.1.2. I can write a piece with I can write a beginning sentence that tells about my topic. I can write an ending. Conventions of Text Types and Purposes L. 1.1d. Use personal, possessive, indefinite pronouns like I, me, my, they, them, their, anyone, everything, everyone, anybody W 1.3. Write narratives in which they recount 2 or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. L. 1.1d. I can use personal pronouns. I can use possessive pronouns. I can use indefinite pronouns. W.1.3. I can write a story and tell at least 2 things that happened. I can use time words in my story. [next, then, finally] I can write a story with a beginning, middle and ending. I can write an ending sentence. Production and Distribution W With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W I can use technology for writing with help from an adult.