1. Reading: Foundational Skills
1.1. Print Concepts
1.1.1. Follow words left ot right, top to bottom, page by page
1.1.1.1. Recognize the distinguishing features of a sentence. First word, capitalization, ending punctuation
1.1.2. Concept of words separated by space
1.1.3. Recognize spoken words are represented by a sequence of letters
1.1.4. Letter recognition
1.2. Phonological Awareness
1.2.1. Recognize and produce rhymes
1.2.2. Count, pronounce, blend, and segment syllables in spoken words
1.2.2.1. Distinguish long from short sounds in spoken single-syllable words
1.2.3. Blend and segment single-syllable words
1.2.3.1. Orally produce single-syllable words by blending sounds, including consonent blends
1.2.4. Isolate and pronounce initial, medial vowel, and final sounds in cvc
1.2.4.1. In spoken single-syllable words
1.2.5. Add or substitute individual sounds to make new words cvc.
1.2.5.1. Segment spoken single-syllable words into their complete sequence of individual sounds (Bird = B ir d)
1.3. Phonics and Word Recognition
1.3.1. Sound out primary sounds for consoants
1.3.1.1. spelling-sound correspondences for common digraphs. (th, ch, sh, wh, ph, qu)
1.3.1.2. Decode one-yllable words
1.3.2. Long and short sounds for the five major vowels
1.3.2.1. Silent e and common vowel team conventions for long vowel sounds
1.3.2.2. Know that every syllable must have a vowel sound
1.3.3. Read common high-frequency sightwords
1.3.3.1. Decode two-syllable words
1.3.3.2. Read words with inflectional endings
1.3.4. Distinguish between similarly spelled words by identifying the sounds of the letters that differ
1.3.4.1. Recognize and read irregularly spelled words
1.4. Fluency
1.4.1. Read emergent texts
1.4.1.1. read with expression and accuracy
1.4.1.2. Use context to confirm or self-correct word recognition and understanding, rereading if necessary
1.4.1.3. Read with accuracy, rate, and expression
2. Language
2.1. Conventions
2.1.1. Print many upper and lowercase letters
2.1.1.1. Print all
2.1.2. Use frequently occurring nouns and verbs
2.1.2.1. Verbs: Use verbs to coney past, present, and future.
2.1.2.1.1. Irregular verbs: Form and use past tense of common irregular verbs
2.1.3. Nouns: Form regular plural nouns orally by adding s or es
2.1.3.1. Simple and plural nouns with matching verbs (he hops, we hop)
2.1.3.1.1. Irregular plural nouns: Form and use frequently occurring irregular plural nouns
2.1.3.1.2. Collective nouns: Use collective nouns (group, family, crew)
2.1.3.2. Pronouns: Personal, possessive, and indefinite pronouns (me, my, they, them, their, etc)
2.1.3.2.1. Reflexive pronouns: Use reflexive pronouns (myself,ourselves)
2.1.3.3. Adjectives: use frequent adjectives
2.1.3.3.1. Use adjectives and adverbs and choose between them depending on what is to be modified
2.1.4. Interrogatives: Who, what, where, when, why, how
2.1.5. Prepositions: Use frequent prepositions (to, from, in, out, on, off, for, of, by, with)
2.1.5.1. Prepositions: during, beyond, toward
2.1.6. Produce and expand complete sentences
2.1.6.1. Determiners: use articles and demonstratives
2.1.6.2. Conjunctions: use frequently occurring conjunctions (and, but, or, so because)
2.1.6.3. Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences.
2.1.6.3.1. rearrange simple and compound sentences
2.1.7. Capitalize the first word in a sentence and the pronoun I
2.1.7.1. Capital: Capitalize the dates and names of people
2.1.7.1.1. Capitalize holidays, product names, and geographic names
2.1.8. Recognize and name end punctuation
2.1.8.1. Punctuation: Use punctuation
2.1.8.1.1. Use apostrophe to form contractions and frequently occurring possessives
2.1.8.2. Commas: Use commas in dates and to separate single words in a series
2.1.8.2.1. Use commas in greetings and closings of letters
2.1.9. Write a letter or letters for most constant and short-vowel sounds
2.1.9.1. Use common spelling patterns to spell common and irregular words
2.1.9.1.1. Consult reference materials such as dictionaries to check and correct spellings
2.1.10. Spell simple words phonetically
2.2. Knowledge
2.2.1. compare formal and informal uses of English
2.3. Vocabulary
2.3.1. Multiple word meanings: Identify word usage in multiple meanings
2.3.1.1. Use sentence-level context as a clue to find the meaning of a word or phrase
2.3.1.1.1. Use dictionaries to find the meaning of a word
2.3.2. Affixes: use common inflections and affixes (-ed, -s, re-, un-, pre-, -ful, -less)
2.3.2.1. More affixes
2.3.2.1.1. Use prefixes to find the meaning of a new word
2.3.2.2. Root words: Identify common root words and their inflectional forms (looks, looed, looking)
2.3.2.2.1. Use known root word as a clue to the meaning of an unknown word with the same root
2.3.2.2.2. Compound words
2.3.3. Categorizing: Sort common objects into categories
2.3.3.1. Categorizing: Sort common words
2.3.4. Word Relationships: Explore word relationships and nuances in word meanings
2.3.4.1. Word Relationships: Define words by category and by one ore more key attributes (a duck is a bird that swims)
2.3.5. Real-life connections: Identify real-life connections between words and their use
2.3.6. Antonymns: Relationship of verbs and adjectives in relationship to their opposites
2.3.6.1. Compound words
2.3.7. Nuance: Distinguish shades of meaning among general action verbs
2.3.7.1. Nuance: defining/acting verbs differing in manner (look, peek, glance, stare, scrowl).
2.3.7.1.1. Nuance: distinguish shades of meaning among verbs and adjectives
2.3.7.2. Nuance: defining/acting adjectives differing in intensity (large, gigantic)
3. Reading: Informational Text
3.1. Key Ideas and Details
3.1.1. Ask and answer questions about key details
3.1.1.1. Answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
3.1.2. Identify the main topic and retell key details of a text
3.1.2.1. Paragraphs: identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text
3.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
3.1.3.1. Connection between historical events, scientific ideas or concepts, or steps in technical procedures in a text
3.2. Craft and Structure
3.2.1. Ask and answer questions about unknown words in a text
3.2.2. Identify the front cover, back cover, and title page of a book
3.2.2.1. Identify and use headings, tables of contents, glossaries, electronic menus, icons to locate key facts or informations
3.2.2.1.1. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons
3.2.3. Name the author and illustrator of a text and define the role of each
3.2.3.1. Distinguish information provided by illustration vs information provided by words in text
3.2.3.1.1. identify the main purpose of a text, including what the author wants to answer, explain, or describe
3.3. Integration of Knowledge and Ideas
3.3.1. Illustrations: Describe the relationship between illustrations and the text in which they appear
3.3.1.1. Use illustrations and details to describe
3.3.1.1.1. Explain how specific images (diagrams) contribute to and clarify a text
3.3.2. Evidence: Identify the reason an author gives to support points in a text.
3.3.2.1. Describe how reasons support specific points the author makes in a text
3.3.3. Similarities and Differences: Identify basic similarities and differences between two texts.
3.3.3.1. Compare and contrast the most important points presented by two texts on the same topic
3.4. Range of Reading and Level of Text Complexity
3.4.1. Group Activities: Actively engage in group activities with purpose and understanding
3.4.1.1. Read complex text appropriate for grade 1
3.4.1.1.1. read and comprehend informational texts, including history/social studies, science, and technical texts
4. Writing
4.1. Text Types and Purposes
4.1.1. Opinion Text: Draw, dictate, and write an opinion text about a book or topic.
4.1.1.1. With introduction, reasons, and closure
4.1.1.1.1. with linking words (becuase, and, also) to connect opinion and reasons, and provide a concluding statement or section
4.1.2. Informative Text: Draw, dictate, and write an informative text
4.1.2.1. With introduction, reasons, and closure
4.1.2.1.1. use facts and definitions to develop points, and provide a concluding statement or section
4.1.3. Narrative Text: Draw, dictate, and write a narrative text
4.1.3.1. Write events that are sequenced, using temporal words to signal event order, with details, and with closure
4.1.3.1.1. recount well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings.
4.2. Production and Distribution of Writing
4.2.1. Edit: respond to adults and peers and strengthen writing
4.2.1.1. and Focus on a topic
4.2.2. Technology: Explore digital tools to produce and publish writing
4.2.2.1. Use digital tools
4.3. Research to Build and Present Knowledge
4.3.1. Research: Participate in research and writing projects
4.3.1.1. how-to books
4.3.1.1.1. record science observations, read a number of books on a single topic to produce a report
4.3.2. Research: Gather information from people to answer a question
4.4. Range of Writing
5. Reading: Literature
5.1. Key Ideas and Details
5.1.1. Identify characters, settings, and major events
5.1.1.1. Retell stories with key details and demonstrate understanding of the central message or lesson
5.1.1.1.1. Answer questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text
5.1.1.2. Identify characters, settings, and major events with more detail
5.1.1.2.1. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
5.1.1.2.2. Describe how characters in a story respond to major events and challenges
5.2. Craft and Structure
5.2.1. Genre: Recognize common types of texts.
5.2.1.1. Identify words and phrases that suggest feelings or appeal to the senses
5.2.1.1.1. Describe how words and phrases (regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song
5.2.1.2. Identify who is telling the story at various points in a text
5.2.1.2.1. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud
5.2.1.3. Explain major different types of text and their functions
5.2.1.3.1. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
5.3. Integration of Knowledge and Ideas
5.3.1. Same as Informational Text
5.3.1.1. Use illustrations and details to describe
5.3.1.1.1. Same as informational text
5.4. Range of Reading and Level of Text Complexity
5.4.1. Same as Informational Text
5.4.1.1. Read prose and poetry
5.4.1.1.1. Read literature, including stories and poetry
6. Speaking and Listening
6.1. Participation in collaborative conversations in groups
6.1.1. About grade 1 topics in larger groups
6.1.1.1. about grade 2 topics
6.2. Follow rules for discussions
6.3. Continue a conversation through multiple exchanges
6.3.1. Build on conversations
6.4. Confirm understanding through asking and answering questions
6.4.1. Ask for clarification and further explanation
6.4.2. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue
6.5. Describe familiar places, people, things, and events with support and provide detail.
6.5.1. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences
6.6. Add drawings and visuals to provide additional detail
6.6.1. create audio recordings orf stories or poems
6.7. Speak audibly and express thoughts, feelings, and ideas clearly
6.7.1. Produce complete sentences