First Grade ELA Pacing Guide Maury County Public Schools August 2017

Transcription

1 Foundational Literacy Standards are in bold typeface during the quarter in which they are to be assessed for mastery. Foundational Literacy Recognize the distinguishing features of a sentence, such as first word, capitalization, and ending punctuation. Standard #1 Print Concepts 1.FL.PC.1 Cornerstone: Demonstrate understanding of the organization and basic features of print. 1

2 Foundational Literacy a. Distinguish long from a. Distinguish long from a. Distinguish long from short vowel sounds in short vowel sounds in short vowel sounds in spoken single-syllable spoken single-syllable spoken single-syllable words. words. words. b. Orally produce singlesyllable words by blending syllable words by blending syllable words by b. Orally produce single- b. Orally produce single- sounds (phonemes) in sounds (phonemes) in blending sounds spoken single-syllable spoken single-syllable (phonemes) in spoken words. words. single-syllable words. c. Isolate and pronounce c. Isolate and pronounce c. Isolate and pronounce initial, medial vowel, and initial, medial vowel, and initial, medial vowel, and final sounds (phonemes) final sounds (phonemes) final sounds (phonemes) in spoken single-syllable in spoken single-syllable in spoken single-syllable words. words. words. d. Segment spoken d. Segment spoken singlesyllable words into their single-syllable words into d. Segment spoken single-syllable words into their complete sequence complete sequence of their complete sequence of individual sounds individual sounds of individual sounds (phonemes). (phonemes). (phonemes). Standard #2 Phonological Awareness 1.FL.PA.2 Cornerstone: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 2

3 Standard #3 Phonics and Word Recognition 1.FL.PWR.3 Cornerstone: Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. Foundational Literacy 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks a. Know the soundspelling b. Decode regularly correspondence spelled one-syllable for common consonant words. digraphs. c. Know the final e and b. Decode regularly common vowel team spelled one-syllable conventions for words. representing long vowel c. Know the final e and sounds, including r common vowel team controlled vowels. conventions for e. Decode two-syllable representing long vowel words following basic sounds, including r patterns by breaking the controlled vowels. words into syllables. d. Use knowledge that f. Read words with every syllable must have a inflectional endings. vowel sound to determine g. Recognize and read the number of syllables in grade-appropriate a printed word. irregularly spelled words. e. Decode two-syllable h. Read grade-level words following basic decodable text with patterns by breaking the purpose and words into syllables. understanding. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. h. Read grade-level decodable text with purpose and understanding. b. Decode regularly spelled one-syllable words. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words. h. Read grade-level decodable text with purpose and understanding. a. Know the soundspelling correspondence for common consonant digraphs. b. Decode regularly spelled one-syllable words. 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. h. Read grade-level decodable text with purpose and understanding. 3

4 Foundational Literacy a. Use conventional b. Use conventional a. Use conventional d. Spell two-syllable spelling for one-syllable spelling for one-syllable spelling for one-syllable words that end in -y or - words with common words with common words with common ly, are compounds, or consonant spelling vowel spelling patterns consonant spelling have two closed patterns, including including VCVe, common patterns, including syllables. consonant diagraphs, vowel teams, final -y, and consonant diagraphs, double letters, and initial r-controlled vowels. double letters, and initial and final consonant c. Spell words with and final consonant blends. inflectional endings. blends. c. Spell words with d. Spell two-syllable words inflectional endings. that end in -y or -ly, are e. Spell untaught words compounds, or have two phonetically, drawing on closed syllables. phonemic awareness and f. Write many common, spelling conventions. frequently used words f. Write many common, and some irregular frequently used words words. and some irregular words. g. Print all upper and lowercase letters. Standard #4 Word Composition 1.FL.WC.4 Cornerstone: Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. e 4

5 Foundational Literacy Standard #5 Fluency 1.FL.F.5 Cornerstone: Read with sufficient accuracy and fluency to support comprehension. 1 st 9 weeks 2 nd 9 weeks 3 rd 9 weeks 4 th 9 weeks a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding of words; reread as necessary. End of Quarter Goal: D End of Quarter Goal: F End of Quarter Goal: H End of Quarter Goal: I 5

6 Foundational Literacy Standard #6 Sentence Composition 1.FL.SC.6 Cornerstone: Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation when writing. a. Use common, proper, and possessive nouns. i. Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. j. Capitalize names of people and dates. k. End sentences with correct punctuation. l. Use commas in dates and to separate single words in a series. a. Use common, proper, and possessive nouns. b. Use singular and plural nouns with correct verbs in basic sentences. d. Use verbs to convey a sense of past, present, and future. l. Use commas in dates and to separate single words in a series. b. Use singular and plural nouns with correct verbs in basic sentences. d. Use verbs to convey a sense of past, present, and future. e. Use frequently occurring adjectives. f. Use frequently occurring conjunctions. c. Use personal, possessive, and indefinite pronouns. g. Use articles and demonstratives. h. Use frequently occurring prepositions such as during, beyond, and toward. 6

7 Foundational Literacy Standard #7 Vocabulary Acquisition 1.FL.VA.7 Cornerstone: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 1.FL.VA.7a 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. i. Use sentence-level i. Use sentence-level ii. Use frequently context as a clue to the context as a clue to the occurring affixes as a clue meaning of a word or meaning of a word or to the meaning of a word. phrase. phrase. ii. Use frequently occurring affixes as a clue to the meaning of a word. iii. Identify frequently occurring root words and their inflectional forms. 7

8 Foundational Literacy Standard #7 Vocabulary Acquisition 1.FL.VA.7 Cornerstone: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 1.FL.VA.7b support from adults, demonstrate understanding of word relationships and nuances in word meanings. i. Sort words into iii. Identify real-life categories to gain a sense connections between of the concepts the words and their use. categories represent. ii. Define words by category and by one or more key attributes. iii. Identify real-life connections between words and their use. iv. Distinguish shades of meaning among words by defining or choosing them or by acting out the meanings. 8

9 Foundational Literacy Standard #7 Vocabulary Acquisition 1.FL.VA.7 Cornerstone: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 1.FL.VA.7c 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. 9

10 Reading: Literature and Informational text Standard #1 Key Ideas and Details 1.R.KID.1 Cornerstone: [In both literature and informational texts,] read closely to determine what a 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. 1.R.RL.KID.1 1.R.RI.KID.1 Ask and answer questions about key details in a text. 10

11 Reading: Literature and Informational text Standard #2 Key Ideas and Details 1.R.KID.2 Cornerstone: [In both literature and informational texts,] determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RI.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RI.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RI.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RL.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RI.KID.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 11

12 Reading: Literature and Informational text Standard #3 Key Ideas and Details 1.R.KID.3 Cornerstone: [In both literature and informational texts,] analyze how and why individuals, events, and ideas develop and interact over the course of a text. 1.R.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details. 1.R.RI.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe the connections between two individuals, events, ideas, or pieces of information in a text. 1.R.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details. 1.R.RI.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe the connections between two individuals, events, ideas, or pieces of information in a text. 1.R.RL.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe characters, settings, and major events in a story using key details. 1.R.RI.KID.3 Using graphic organizers or including written details and illustrations when developmentally appropriate, describe the connections between two individuals, events, ideas, or pieces of information in a text. 12

13 Reading: Literature and Informational text Standard #4 Craft and Structure 1.R.CS.4 Cornerstone: [In both literature and informational texts,] interpret words and phrases as they are used in a text, including technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 1.RL.CS.4 Identify words and phrases in stories and poems that suggest feelings or appeal to the senses. 1.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area. 1.RL.CS.4 Identify words and phrases in stories and poems that suggest feelings or appeal to the senses. 1.RI.CS.4 Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area. 13

14 Reading: Literature and Informational text Standard #5 Craft and Structure 1.R.CS.5 Cornerstone: [In both literature and informational texts,] : Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 1.RL.CS.5 Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. 1.RI.CS.5 Know and use various text features to locate key facts or information in a text. 1.RL.CS.5 Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. 1.RI.CS.5 Know and use various text features to locate key facts or information in a text. 1.RL.CS.5 Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. 1.RI.CS.5 Know and use various text features to locate key facts or information in a text. 1.RL.CS.5 Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. 1.RI.CS.5 Know and use various text features to locate key facts or information in a text. 14

15 Reading: Literature and Informational text Standard #6 Craft and Structure 1.R.CS.6 Cornerstone: [In both literature and informational texts,] : assess how point of view or purpose shapes the content and style of a text. 1.RL.CS.6 Identify who is telling the story at various points in a text. 1.RI.CS.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 1.RL.CS.6 Identify who is telling the story at various points in a text. 1.RI.CS.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 1.RL.CS.6 Identify who is telling the story at various points in a text. 1.RI.CS.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 15

16 Reading: Literature and Informational text Standard #7 Integration of Knowledge and Ideas 1.R.IKI.7 Cornerstone: [In both literature and informational texts,] integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.. 1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events. 1.RI.IKI.7 Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas. 1.RL.IKI.7 Either orally or in writing when appropriate, use illustrations and words in a text to describe its characters, setting, or events. 1.RI.IKI.7 Either orally or in writing when appropriate, use the illustrations and words in a text to describe its key ideas. 16

17 Reading: Literature and Informational text Standard #8 Integration of Knowledge and Ideas 1.R.IKI.8 Cornerstone: 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. 1.RI.IKI.8 Identify the reasons an author provides to support points in a text. 17

18 Reading: Literature and Informational text Standard #9 Integration of Knowledge and Ideas 1.R.IKI.9 Cornerstone: [In both literature and informational texts], analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes. 1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate. 1.RI.IKI.9 Identify basic similarities and differences between two texts on the same topic including written details and illustrations when developmentally appropriate. 1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including written details and illustrations when developmentally appropriate. 1.RI.IKI.9 Identify basic similarities and differences between two texts on the same topic including written details and illustrations when developmentally appropriate. 18

19 Reading: Literature and Informational text Standard #10 Range of Reading and Text Complexity 1.R.RRTC.10 Cornerstone: [In both literature and informational texts], read and comprehend complex literary and informational texts independently and proficiently. 1.RL.RRTC.10 1.RI.RRTC.10 support, read stories and poems of appropriate complexity for grade 1. 1.RL.RRTC.10 1.RI.RRTC.10 support, read stories and poems of appropriate complexity for grade 1. 1.RL.RRTC.10 1.RI.RRTC.10 support, read stories and poems of appropriate complexity for grade 1. 1.RL.RRTC.10 1.RI.RRTC.10 support, read stories and poems of appropriate complexity for grade 1. 19

20 Speaking and Listening Standard #1 Comprehension and Collaboration 1.SL.CC.1 Cornerstone: Prepare for and participate effectively in a range of conversations and collaborations with varied partners, building on others ideas and expressing their own clearly and persuasively. Linking Standards: FL.F.5 RL.1-7, 9, 10 RI.1-10 W.1-3, SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. 1.SL.CC.1 Participate with varied peers and adults in collaborative conversations in small or large groups about appropriate 1st grade topics and texts. 20

21 Speaking and Listening Standard #2 Comprehension and Collaboration 1.SL.CC.2 Cornerstone: Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats. 1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.CC.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Linking Standards: FL.VAC.7 Reading Cornerstone Standards 1 and 10 RL/RI.7 W.8 21

22 Speaking and Listening Standard #3 Comprehension and Collaboration 1.SL.CC.3 Cornerstone: Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. 1.SL.CC.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 1.SL.CC.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 1.SL.CC.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 1.SL.CC.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Linking Standards: FL.7 RL1 RI1 22

23 Speaking and Listening Standard #4 Presentation of Knowledge and Ideas 1.SL.PKI.4 Cornerstone: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning; the organization, development, and style are appropriate to task, purpose, and audience. Linking Standards: RL.1, 2, 3 RI.1, 2, 3 W2-3, 4, 7 1.SL.PKI.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 1.SL.PKI.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 1.SL.PKI.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 1.SL.PKI.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 23

24 Speaking and Listening Standard #5 Presentation of Knowledge and Ideas 1.SL.PKI.5 Cornerstone: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Linking Standards: RI.7, 8, 9 W.6, 8 1.SL.PKI.5 Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings. 1.SL.PKI.5 Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings. 1.SL.PKI.5 Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings. 1.SL.PKI.5 Add drawings or other visual displays to descriptions, when appropriate, to clarify ideas, thoughts, and feelings. 24

25 Speaking and Listening Standard #6 Presentation of Knowledge and Ideas 1.SL.PKI.6 Cornerstone: Adapt speech to a variety of contents and communicative tasks, demonstrating command of formal English when indicated or appropriate. Linking Standards: FL.6 W SL.PKI.6 support, speak in complete sentences when appropriate to task and situation. 1.SL.PKI.6 support, speak in complete sentences when appropriate to task and situation. 1.SL.PKI.6 support, speak in complete sentences when appropriate to task and situation. 1.SL.PKI.6 support, speak in complete sentences when appropriate to task and situation. 25

26 Writing Standard #1 Text Types and Protocol 1.W.TTP.1 Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 1.W.TTP.1 support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure. 1.W.TTP.1 support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure. 1.W.TTP.1 support, write opinion pieces introducing the topic or text, stating an opinion, supplying a reason for the opinion, and providing some sense of closure. 26

27 Writing Standard #2 Text Types and Protocol 1.W.TTP.2 Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 1.W.TTP.2 support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure. 1.W.TTP.2 support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure. 1.W.TTP.2 support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure. 1.W.TTP.2 support, write informative/explanatory texts, naming a topic, supplying some facts about the topic, and providing some sense of closure. 27

28 Writing Standard #3 Text Types and Protocol 1.W.TTP.3 Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and wellstructured event sequences. 1.W.TTP.3 support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure. 1.W.TTP.3 support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure. 1.W.TTP.3 support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure. 1.W.TTP.3 support, write narratives recounting an event, including some details to describe actions, thoughts, and feelings; use time order words to signal event order and provide some sense of closure. 28

29 Writing Standard # 4 Production and Distribution of Writing 1.W.PDW.4 Cornerstone: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 1.W.PDW.4 support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1-3 above.) 1.W.PDW.4 support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1-3 above.) 1.W.PDW.4 support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1-3 above.) 1.W.PDW.4 support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1-3 above.) 29

30 Writing Standard # 5 Production and Distribution of Writing 1.W.PDW.5 Cornerstone: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 1.W.PDW.5 support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed. 1.W.PDW.5 support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed. 1.W.PDW.5 support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed. 1.W.PDW.5 support from adults, focus on a topic, respond to questions and suggestions from others, and add details to strengthen writing as needed. 30

31 Writing Standard #6 Production and Distribution of Writing 1.W.PDW.6 Cornerstone: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. 1.W.PDW.6 support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing. 1.W.PDW.6 support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing. 1.W.PDW.6 support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing. 1.W.PDW.6 support from adults, and in collaboration with peers, explore a variety of digital tools to produce and publish writing. 31

32 Writing Standard #7 Research to Build and Present Knowledge 1.W.RBPK.7 Cornerstone: Conduct short as well as more sustained research projects based on focus questions, demonstrating new understanding of the subject under investigation. 1.W.RBPK.7 Participate in shared research and writing projects, such as exploring a number of how to books on a given topic and using them to write a sequence of instructions. 1.W.RBPK.7 Participate in shared research and writing projects, such as exploring a number of how to books on a given topic and using them to write a sequence of instructions. 1.W.RBPK.7 Participate in shared research and writing projects, such as exploring a number of how to books on a given topic and using them to write a sequence of instructions. 32

33 Writing Standard #8 Research to Build and Present Knowledge 1.W.RBPK.8 Cornerstone: Integrate relevant and credible information from multiple print and digital sources while avoiding plagiarism. 1.W.RBPK.8 support from adults, recall information from experiences or gather information from provided sources to answer a question. 1.W.RBPK.8 support from adults, recall information from experiences or gather information from provided sources to answer a question. 1.W.RBPK.8 support from adults, recall information from experiences or gather information from provided sources to answer a question. 33

34 Writing Standard #10 Range of Writing 1.W.RW.10 Cornerstone: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 1.W.RW.10 support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina. 1.W.RW.10 support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina. 1.W.RW.10 support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina. 1.W.RW.10 support from adults, engage routinely in writing activities to promote writing fluency and build writing stamina. 34