RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.1.4.1 Identify rhyming words. (O)
RL.1.4.3 Find a phrase. (O,A)
RL.1.4.4 Identify the following kinds (genre) of text (story, poems, nursery rhymes, Informational text, Realistic Fiction. (Prior to this statement, ensure students understand the difference between a story and a poem). (I)
RL.1.4.5 Tell the difference between a story and a poem. (O)
RL.1.4.6 Give an example of each of the 5 senses (touch, taste, etc). (O)
RL.1.4.7 Tell in my own words how a story and poem relates to the five senses. (O,A)
RL.1.4.9 Read a poem and explain how it makes me feel. (I)
RL.1.4.10 Read a story and explain in my own words how it makes me feel. (I,A)
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.1.5.1 Understand what is real. (O)
RL.1.5.3 Explain the different types of texts (fables & folktales). (O,A)
RL.1.5.4 Compare and contrast the difference between fantasy and realistic fiction. (O)
RL.1.5.5 Classify familiar text into the appropriate genre (what kind) story books, poems, nursery rhymes, informational text (nonfiction), or realistic fiction. (O,A)
RL.1.6. Identify who is telling the story at various points in a text.
RL.1.6.1 Identify the meaning of said, replied, asked, etc. (O,A)
RL.1.6.2 Tell who narrates the story. (O,A)
RL.1.6.3 Identify who is telling the story at the beginning, middle, and end of the story (different times in the story). (I)
Integration of Knowledge and Ideas
RL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.7.3 Show specific parts in a story to describe the character, place, and events. (I,A)
RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.
Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).
Decode regularly spelled one-syllable words.
Know final -e and common vowel team conventions for representing long vowel sounds.
Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
Decode two-syllable words following basic patterns by breaking the words into syllables.
Read words with inflectional endings.
Recognize and read grade-appropriate irregularly spelled words.
RF.1.3a.1 Identify a digraph. (O,A)
RF.1.3a.2 Give an example of a digraph. (O,A)
RF.1.3a.3 Read words with consonant digraphs. (O,A)
RF.1.3a.4 Make a word using a digraph. (O,A)
RF.1.3a.5 Spell words with consonant digraphs. (O,A)
RF.1.3c.1 Identify vowel teams (diagraphs). (O,A)
RF.1.3c.2 Use final e rules for long vowel sounds. (O,A)
RF.1.3c.3 Read words with r controlled vowels (ar,ur, er, ir, or). (O,A)
RF.1.3c.4 Read words with dipthongs. (ou, ow). (I,A)
RF.1.3c.5 Name the vowels and their sound(A,E,I,O,U). (O)
RF.1.3d.3 Divide words into syllables. (O)
RF.1.3f.2 Name suffixes. (O)
RF.1.3f.3 Read words that have inflectional endings ( –s, -es, -ed, or –ing). (O)
RF.1.3g.1 Read/memorize sight words. (O,A)
RF.1.3g.2 Use and find irregularly spelled words. (O,A)
RF.1.4. Read with sufficient accuracy and fluency to support comprehension.
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.1.4a.1 Use clues to check for understanding. (O,A)
RF.1.4b.1 Read first grade texts aloud fluently. (O,A)
RF.1.4b.2 Understand what I read. (O,A)
RF.1.4b.3 Read with expression. (O,A)
RF.1.4b.4 Read aloud so that my classmates and I can understand. (O,A)
RF.1.4c.1 Use context clues to correct mistakes when reading. (O,A)
RF.1.4c.2 Reread if I do not understand. (O,A)
Writing: Text Type 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.1.1.3 Write an opinion about a book or topic. (O,A)
W.1.1.4 Write reasons to support my opinion about the book I am reading. (O,A)
W.1.1.5 Restate/Rewrite my opinion on the topic I am writing providing a sense of closure (see grade level standard). (O)
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.1.2.1 Choose an informative topic to write about. (O)
W.1.2.2 Explain the topic you are writing about. (O)
W.1.2.3 List facts about the topic I chose (brainstorming). (O)
W.1.2.4 Write a beginning (topic) sentence. (O)
W.1.2.5 Write detail sentences about listed facts. (O)
W.1.2.6 Write an ending sentence to conclude my paragraph. (O)
W.1.2.7 Write text that informs about and explains a topic. (O)
W.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.
W.1.3.1 Recall and write about two or more events that happened in order. (O)
W.1.3.2 Sequence the events in a story. (O,A)
W.1.3.3 Use the signal words: first, next, last, etc. in my short story. (O,A)
W.1.3.4 Add details to make my story more descriptive. (O,A)
W.1.3.5 Write an ending sentence to conclude my story. (O,A)
W.1.3.6 Write a short story with a beginning, middle, and end. (O)
Production and Distribution of Writing
W.1.4. Begins in grade 3
W.1.5. 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.
W.1.5.1 With guidance and support: Answer questions from my peers about my topic. (O,A)
W.1.5.2 With guidance and support: Use peer suggestions to add details to my writing. (O)
W.1.5.3 With guidance and support: Add details to make my writing better. (O)
W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.6.1 With guidance and support: Write my story using a digital tool, such as a computer. (O)
W.1.6.2 With guidance and support: Publish my story from the using a digital tool. (O)
W.1.6.3 With guidance and support: Discuss my story with my classmates (peer collaboration). (O)
Research to Build and 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.1.7.1 Help research a project (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (O)
W.1.7.2 Can help write a project. (O)
W.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
W.1.8.1 With guidance and support from adults: Recall information from experiences. (O)
W.1.8.2 With guidance and support from adults: Gather information from sources to answer a question. (O)
W.1.8.3 With guidance and support from adults: Write an answer to a question from given sources, with support from my teacher. (I)
W.1.8.4 With guidance and support from adults: Write about information recalled from an experience, with support from my teacher.(I)
L.1.4b.3 Use common prefixes and suffixes to figure out the meaning of a word and groups of words. (O)
L.1.4c.1 Identify root (base) words. (O,A)
L.1.4c.2 Use root words and endings –s, --es, --ed, and –ing) to figure out the meaning of a word and groups of words. (O)
L.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
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).
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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.
L.1.5c.1 Tell the relationship between words and their use in real life. (O)
L.1.5d.1 Recognize verbs that mean the same thing that are somewhat different. (O)
L.1.5d.2 Use verbs that mean the same thing that are somewhat different. (O)
L.1.5d.3 Recognize adjectives that mean the same thing that are somewhat different. (O)
L.1.5d.4 Use adjectives that mean the same thing that are somewhat different. (O)
L.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).
L.1.6.1 Use words and phrases that I have learned by speaking and reading and/or being read to. (O,A)
L.1.6.2 Use common conjunctions when I talk. (O,A)