1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
FORMING A FOUNDATION FOR READING
Requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading at the
word, sentence, and connected text levels across content areas that include multicultural texts.
1,2,3,4
Identify syllables and
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Sight words, syllables,
RD-EP-1.0.1
parts of words (prefixes, rhymes, word families,
(Phonetic Skills and Word Strategies)
Students will apply word recognition
suffixes).
blends, digraphs,
strategies (e.g., phonetic principles, context
Spelling OR
clusters, long/short
clues, structural analysis) to determine
Recognize, blend, and
vowels
pronunciations or meanings of words in
segment sounds to make
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passages.
words.
(Alphabet and Alphabetical Order)
What strategies can be
DOK 2
used when you come to
Read highKentucky Learns Links
a word you do not
frequency/grade
(Reading Strategies and Skills)
know?
appropriate words.
Produce and recognize
rhyming words using
word families.
Apply phonetic skills.
Read grade-appropriate
material-orally and
silently- with accuracy.
RD-EP-1.0.2
Students will apply knowledge of synonyms,
antonyms, or compound words for
comprehension.
DOK 2
Apply context and selfcorrection strategies
while reading.
Identify synonyms,
antonyms,
homonyms/homophones,
and compound words.
Contraction Synonyms,
Antonyms,
Homonyms,
Compound words
Kentucky Learns Links
1,2,3,4
“SWAT” the Word Game
Identify synonyms,
antonyms, and
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
1
updated 6/11/08
1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
RD-EP-1.0.3
Students will know that some words have
multiple meanings and identify the correct
meaning as the word is used.
DOK 2
RD-EP-1.0.4
Students will apply the meanings of common
prefixes or suffixes to comprehend unfamiliar
words.
DOK 2
RD-EP-1.0.5
Students will identify the purpose of
capitalization, punctuation, boldface type,
italics, or indentations to make meaning of the
text.
DOK 1
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
Identify the correct
meaning of a word
through context clues.
Use resources to
determine correct
spelling of words,
identify multiple
meanings of words and
content-specific
meanings of words.
Identify the meanings of
words with suffixes sort
words by categories,
functions, or features.
Identify basic rules for
using capitalization,
punctuation, bold face
type, italics, and
indentations to
understand the text.
Read grade-appropriate
material-orally and
silently-with accuracy
and fluency.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
compound words in text
and explain how they
are used?
Construct or create two
sentences using a
multiple meaning word.
GRADING
PERIOD
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1,2,3,4
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1, 2, 3, 4
Quotation Pals
4
Explain the different
ways that can be used
to determine the correct
meaning of words.
Prefixes, Suffixes, Root
word/Base, Word
Explain how prefixes
and suffixes can change
word meanings and
give an example.
Explain a root word and
identify a root word.
Explain how the use of
capitalization,
punctuation, boldfaced
type, italics, and
indentations help
interpret the text. Give
an example.
Kentucky Learns Links
Boldface print, Italics,
Capitalization,
Punctuation,
2
updated 6/11/08
1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Indentation
When do we use a
period, question mark,
and an exclamation
point?
RD-EP-1.0.6
Students will formulate questions to guide
reading.
Formulate questions to
guide reading (before,
during, and after).
Identify a statement,
question, exclamation.
Predict, infer,
illustrations, preview
summarize, draw a
conclusion
1
Explain how can
questions help guide
reading?
DEVELOPING AN INITIAL UNDERSTANDING
Requires readers to consider the text as a whole or in a broader perspective to develop an initial understanding.
RD-EP-2.0.1
Identify or classify texts Realistic Fiction,
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Students will distinguish between fiction and non- that are fiction and
Fantasy, Nonfiction
Fiction
fiction texts.
nonfiction.
Explain how fiction and (Unit)
nonfiction are alike and
different.
(compare/contrast)
RD-EP-2.0.2
Students will describe characters, plot, setting,
or problem/solution of a passage.
DOK 3
Identify and describe
characters, plot, setting,
and problem/solution.
Identify characteristics
of different types of
literary texts.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
Setting, Plot,
Characters, Problem,
Solution
Explain how short story
elements help the
reader better understand
Mouse A Cookie
1
3
Kentucky Learns Links
Fiction
(Unit)
Create a Story Web
3
updated 6/11/08
1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
the story.
Describe how the
problem gets solved?
Could this really
happen? Why/why
not?
RD-EP-2.0.3
Students will locate key ideas or information
in a passage.
DOK 1
RD-EP-2.0.4
Students will identify specialized vocabulary
(words and terms specific to understanding
the content).
DOK 2
RD-EP-2.0.5
Students will identify the correct sequence.
DOK 1
Locate key ideas, facts
or details.
Identify main idea.
Locate information in a
passage through text
features, functioned
messages, and visual
information.
Identify unfamiliar
words and specialized
vocabulary.
Identify sequence of
story events.
Identify cause and effect
relationships.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
Explain the difference
in fiction and nonfiction.
Explain the different
ways that can be used
to locate information in
a passage.
Specialized vocabulary,
contest clues
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2
Guess the covered word
4
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How can the meaning
of specialized
vocabulary be
determined?
Transition words,
Order, First, Then,
Finally
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3
Fiction
(Unit)
Describe the story’s
events in the correct
4
updated 6/11/08
1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
RD-EP-2.0.7
Students will make inferences or draw
conclusions based on what is read.
DOK 3
Make and support
inferences from what is
read.
Make and check
predictions.
order.
Conclusions/Predict
Outcomes
Kentucky Learns Links
GRADING
PERIOD
4
How can inferences
help you understand the
passage?
How could I use this in
everyday life?
Interpreting Text
Requires readers to extend their initial impressions to develop a more complete understanding of what is read. This involves linking information across parts of a text as well as
focusing on specific information.
Identify traits of main
Characterization,
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4
RD-EP-3.0.1
characters, interpret
Character analysis
Students will explain a character’s actions
possible motives, and
based on a passage.
explain a character’s
Explain how/why the
DOK 3
actions.
characters actions are
important in a passage.
RD-EP-3.0.2
Students will explain how a conflict in a passage
is resolved.
Identify and explain how
conflicts are resolved.
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
Describe/explain how is
the conflict solved?
1,2,3,4
5
updated 6/11/08
1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
RD-EP-3.0.3
Students will identify an author’s purpose in a
passage.
Identify and support the
author’s purpose of a
passage (persuade,
inform, entertain).
1
Persuasive,
Entertainment,
Informative,
Transactive
How do author’s
purposes vary
according to the type of
passage?
Describe the audience?
What do you think the
author wants you to
learn from this passage
and why?
RD-EP-3.0.4
Students will identify main ideas or details
that support them.
DOK 3
Summarize a variety of
passages by selecting the
main idea, events, or key
points.
Discuss the message of
the text.
Retell/summarize the
story?
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(Main Idea and Sequencing)
List details that support
the main idea.
Kentucky Learns Links
(Speaking and Presentation Skills)
4
Main idea, Sequence,
Summarize
Use comprehension
strategies while reading,
listening to, or viewing
literary and
informational texts
(prior knowledge,
previewing text, making
predictions, generating
questions, constructing
sensory images, using
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
6
updated 6/11/08
1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
text features, making
connections,
determining importance
of information).
RD-EP-3.0.5
Students will identify fact or opinion from a
passage.
DOK 2
RD-EP-3.0.6
Students will identify information in a passage
that is supported by fact.
DOK 2
Examine relationships
between parts of a text.
Distinguish between
facts and opinions found
in texts.
Identify information in a
reading passage
supported by facts.
Fact, Opinion
Why is it important to
determine the
difference between fact
and opinion?
Fact, Supporting
Details
Whales – OR
2
Kentucky Learns Links
(Speaking and Presentation Skills)
Bats - OR
2
Whales – OR
How do supporting
details increase what
you know about the
presented facts?
Kentucky Learns Links
(Fact – Opinion)
Kentucky Learns Links
(Speaking and Presentation Skills)
RD-EP-3.0.7
Students will identify an author’s opinion about a
subject.
(See standard.)
RD-EP-3.0.8
Students will identify informative or persuasive
passages.
Identify if a passage
informs, persuades, or
entertains.
RD-EP-3.0.9
Point of view, opinion
1
What is the author’s
opinion? How do you
know?
(See standard.)
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
Informative,
Persuasive
Classify passages as
informative or
persuasive.
Italics, Bold print,
2
3
7
updated 6/11/08
1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
GRADING
PERIOD
Punctuation,
Testimonial
Students will identify commonly used persuasive
techniques (i.e., emotional appeal and
testimonial) used in a passage.
Explain a persuasive
techniques used in a
passage.
Reflecting and Responding to Text
Requires readers to connect knowledge from the text with their own background knowledge. The focus is on how the text relates to personal knowledge.
RD-EP-4.0.1
Students will connect information from a passage
to students’ lives (text-to-self), real world issues
(text-to-world) or other texts (text-to-text - e.g.,
novel, short story, song, film, website, etc.).
(See standard.)
Real world, Reflect,
Respond
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3
Explain how personal
knowledge can enable the
reader to respond to a
passage.
Demonstrating a Critical Stance
Requires readers to consider the text objectively. It involves a range of tasks, including critical evaluation, comparing and contrasting, and understanding the impact of features
such as irony, humor, and organization.
RD-EP-5.0.1
Recognize author’s
Explain the author’s
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4
Students will evaluate what is read based on the
purpose, message, and
purpose.
author’s word choice, content, or use of literary
writing style.
elements.
Compare books by the
same author, or books
about the same theme or
topic.
RD-EP-5.0.2
(See standard.)
Infer
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4
Students will identify literary devices such as
foreshadowing, imagery, or figurative language
Explain the author’s use
(i.e., similes and personification).
of literary devices in a
passage.
Kentucky Learns Links
4
Explain how text
Illustrations,
RD-EP-5.0.3
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
8
updated 6/11/08
1st Grade
Reading
GRADE LEVEL STANDARDS/DOK
PERFORMANCE ESSENTIAL
SUGGESTED ACTIVITIES/
INDICATORS
QUESTIONS
ASSESSMENTS
CONTENT/TERMS
Students will identify text features (e.g.,
pictures, lists, charts, graphs, tables of
contents, indexes, glossaries, captions,
headings) to answer questions about a passage.
DOK 2
features are used to
organize information for
clarity or usefulness.
GRADING
PERIOD
Subheadings
Explain how using text
features can help answer
questions about a passage.
Where do we start to
read?
RD-EP-5.0.4
Students will identify the organizational pattern,
used (e.g., sequence, cause and effect, or
comparison and contrast) to understand the
passage.
(See standard.)
Sequence, Cause and
Effect, Compare, Contrast
Bats
2
Bats - OR
Identify and explain the
organizational pattern
used in a passage.
Kentucky Learns Links
What happened?
What caused it to happen?
What is the
same/different?
Can you tell what a story
is about in the order that it
happened?
Bold – State Assessment Content Statement
Italics – Supporting Content Statement
*Performance Indicatorsrepresent skills from Program of Studies
9
updated 6/11/08