1.1.1.A. Identify the author s purpose and type of text. CC.1.R.L.5 Craft and Structure: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CC.1.R.I.8 Integration of Knowledge and Ideas: Identify the reasons an author gives to support points in a text. December 2010 Page 1 of 12
1.1.1.B. Word Recognition Skills: Demonstrate: Phonological awareness through phoneme manipulation. Knowledge of letter sound correspondence (alphabetic principle) to decode and encode words. CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.1.R.F.2.a Phonological Awareness: Distinguish long from short vowel sounds in spoken singlesyllable words. CC.1.R.F.2.b Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CC.1.R.F.2.c Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CC.1.R.F.2.d Phonological Awareness: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. CC.1.R.F.3.a Phonics and Word Recognition: Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). CC.1.R.F.3.b Phonics and Word Recognition: Decode regularly spelled one-syllable words. CC.1.R.F.3.c Phonics and Word Recognition: Know final -e and common vowel team conventions for representing long vowel sounds. CC.1.R.F.3.d Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CC.1.R.F.3.e Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking the words into syllables. CC.1.R.F.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CC.1.L.2.e Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. December 2010 Page 2 of 12
1.1.1.C. Vocabulary Development: Use increasingly robust vocabulary in oral and written language. CC.1.R.L.4 Craft and Structure: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CC.1.R.I.4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CC.1.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CC.1.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase. CC.1.L.4.b Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a word. CC.1.L.4.c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). CC.1.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CC.1.L.5.a Vocabulary Acquisition and Use: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CC.1.L.5.b Vocabulary Acquisition and Use: 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). CC.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at home that are cozy). CC.1.L.5.d Vocabulary Acquisition and Use: 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. CC.1.L.6 Vocabulary Acquisition and Use: 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., I named my hamster Nibblet because she nibbles too much because she likes that). December 2010 Page 3 of 12
1.1.1.D. Comprehension and Interpretation: Demonstrate listening and reading comprehension / understanding before reading, during reading, and after reading through strategies such as think aloud, retelling, summarizing, connecting to prior knowledge, and nonlinguistic representations. CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text. CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC.1.R.L.6 Craft and Structure: Identify who is telling the story at various points in a text. CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text. CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC.1.R.F.4.a Read grade-level text with purpose and understanding. CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.L.4.c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). December 2010 Page 4 of 12
1.1.1.E. Fluency: Demonstrate accuracy and automaticity in decoding and oral reading of grade level text. 1.1.2.B. Word Recognition Skills: Use knowledge of phonics and word recognition (e.g., root words, prefixes, suffixes, and syllabication) to decode and understand new words during reading. 1.2.1.A. Text Organization: Demonstrate concepts of print. Identify text organization and use content to derive meaning from text. 1.2.1.B. Fact and Opinion: Identify the difference between facts and opinions within a text. CC.1.R.F.2.b Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words. CC.1.R.F.3.b Phonics and Word Recognition: Decode regularly spelled one-syllable words. CC.1.R.F.3.c Phonics and Word Recognition: Know final -e and common vowel team conventions for representing long vowel sounds. CC.1.R.F.3.d Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CC.1.R.F.3.e Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking the words into syllables. CC.1.R.F.3.f Phonics and Word Recognition: Read words with inflectional endings. CC.1.R.F.4.b Read grade-level text orally with accuracy, appropriate rate, and expression. CC.1.L.4.c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). CC.1.L.4.b Vocabulary Acquisition and Use: Use frequently occurring affixes as a clue to the meaning of a word. CC.1.L.4.c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). CC.1.R.I.5 Craft and Structure: 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. CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print. CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text. CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text. December 2010 Page 5 of 12
1.2.1.C. Essential and Nonessential Text: Identify essential information within and across a variety of texts. 1.2.1.D. Inferences: Make inferences and draw conclusions citing evidence from the text to support answers. 1.2.1.E. Text Analysis and Evaluation: Read and respond to essential content of text. 1.3.1.A. Analysis and Evaluation: Read, understand, and respond to works of literature. 1.3.1.B. Literary Genres: Recognize different types of genres such as poetry, drama, and fiction. CC.K.R.I.9 Integration of Knowledge and Ideas: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CC.1.R.I.9 Integration of Knowledge and Ideas: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CC1.R.I.3. Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text. CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1. CC.1.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase. CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text. CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details. CC.1.R.L.10 Range of Reading and Level of Text Complexity: With prompting and support, read prose and poetry of appropriate complexity for grade 1. CC.1.L.4.a Vocabulary Acquisition and Use: Use sentence-level context as a clue to the meaning of a word or phrase. December 2010 Page 6 of 12
1.3.1.C. Literary Elements: Identify literary elements (characters, setting, and main idea) in selected readings. 1.3.1.D. Literary Devices: Identify literary devices in selected readings (e.g., personification, rhyming, alliteration). 1.4.1.A. Narrative: Write, dictate, or illustrate descriptive poems and stories that include literary elements. 1.4.1.B. Informational: Write informational pieces using illustrations when relevant (e.g., descriptions, letters, instructions). 1.5.1.A. Focus: Identify and write about one specific topic. CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details. CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories. CC.1.W.3 Text Types and Purposes: 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. CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.W.3 Text Types and Purposes: 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. CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.W.3 Text Types and Purposes: 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. December 2010 Page 7 of 12
1.5.1.B. Develop content appropriate for the topic. Gather and organize information, incorporating details relevant to the topic. Write a series of related sentences or a paragraph with one central idea. 1.5.1.C. Organization: Organize writing in a logical order. 1.5.1.D. Style: Write using adjectives, precise nouns, and action verbs. 1.5.1.E. Revising: Revise writing by adding details or missing information. CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.L.1.b Conventions of Standard English: Use common, proper, and possessive nouns. CC.1.L.1.c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CC.1.L.1.h Conventions of Standard English: Use determiners (e.g., articles, demonstratives). CC.1.L.1.j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. December 2010 Page 8 of 12
1.5.1.F. Convention: Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly. Use capital letters correctly. Punctuate correctly. Begin to use correct grammar and sentence formation. CC.1.R.F.1.a Print Concepts: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). CC.1.SL.6 Presentation of Knowledge and Ideas: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) CC.1.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.1.L.1.a Conventions of Standard English: Print all upper- and lowercase letters. CC.1.L.1.b Conventions of Standard English: Use common, proper, and possessive nouns. CC.1.L.1.c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CC.1.L.1.d Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). CC.1.L.1.e Conventions of Standard English: 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). CC.1.L.1.f Conventions of Standard English: Use frequently occurring adjectives. CC.1.L.1.g Conventions of Standard English: Use frequently occurring conjunctions (e.g., and, but, or, so, because). CC.1.L.1.h Conventions of Standard English: Use determiners (e.g., articles, demonstratives). CC.1.L.1.i Conventions of Standard English: Use frequently occurring prepositions (e.g., during, beyond, toward). CC.1.L.1.j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. CC.1.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.1.L.2.a Conventions of Standard English: Capitalize dates and names of people. CC.1.L.2.b Conventions of Standard English: Use end punctuation for sentences. CC.1.L.2.c Conventions of Standard English: Use commas in dates and to separate single words in a series. December 2010 Page 9 of 12
CC.1.L.2.d Conventions of Standard English: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. December 2010 Page 10 of 12
1.6.1.A. Listening Skills / Discussion: Listen actively and respond to others in small and large group situations with appropriate questions and ideas. 1.6.1.B. Speaking Skills / Presentation: Use appropriate volume and clarity in individual or group situations. Deliver brief oral presentations on a topic supported by visual aids. 1.7.1.A. Formal and Informal Language: Recognize formal and informal language used in speech. 1.8.1.A. Inquiry Based Process: Generate appropriate questions about a topic. 1.8.1.B. Location of Information and Citing Sources: Locate and discuss information on an identified topic in a small group, with CC.1.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CC.1.SL.1.a Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CC.1.SL.1.b Comprehension and Collaboration: Build on others talk in conversations by responding to the comments of others through multiple exchanges. CC.1.SL.1.c Comprehension and Collaboration: Ask questions to clear up any confusion about the topics and texts under discussion. CC.1.SL.2 Comprehension and Collaboration: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CC.1.SL.3 Comprehension and Collaboration: Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC.1.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. CC.1.SL.1.a Comprehension and Collaboration: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CC.1.SL.4 Presentation of Knowledge and Ideas: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. CC.1.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. December 2010 Page 11 of 12
1.8.1.C. Organization and Production of Final Product: Create and explain a research-based project in a small group. 1.9.1.A. Media and Technology Resources: Use media and technology resources for directed learning activities. 1.9.1.B. Evaluating Media Sources: Identify different types of media and what purposes they may serve. CC.1.W.7 Research to Build and Present Knowledge: 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). CC.K.W.6 Production and Distribution of Writing: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. CC.1.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. December 2010 Page 12 of 12