First Trimester Comprehension and Collaboration SL.1.1. 1. Understands and follows PBIS Participate in guidelines. collaborative (Use rubrics created conversations with by the students and diverse partners teachers) about grade 1 topics 2. Develop guidelines and texts with peers for 2 person and adults in small discussions. and larger groups. Oral Expression and Listening Second Trimester Third Trimester 1. Demonstrates appropriate small/large group discussion skills. Identify and follow the agreed upon rules for discussion. Listen to the comments of others and share my own ideas. Ask questions when I do not understand. 1. Recognize the difference between a question/comment. 1. Demonstrates the ability to ask a simple question pertaining to information that has been presented. Identify information from a text being read aloud. Identify information that is presented in different formats (e.g., media, charts, graphs, websites, speeches ). Ask and answer questions about key details in a text or presentation. 1. Recognize the difference between a question/comment. 1. Demonstrates the ability to ask a simple question pertaining to information that has been presented through a speaker. Ask questions about a presentation when I do not understand or need more information. Answer questions about a speaker’s presentation. SL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. SL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 1. Develop guidelines 2. Demonstrate the to narrow the focus ability to stay focused on a specific topic. on topic. (looks like, sounds like) Teacher modeled Use details to describe people, places, things, and events. SL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 1. Create simple drawings to explain their thoughts. 1. Create drawings in their work to help clarify their thinking. Identify places in my work where ideas, thoughts, or feelings are not clear. Add drawings or visual displays (e.g., illustrations, graphs, photos) to clarify my ideas, thoughts, or feelings. SL.1.6.Produce complete sentences when appropriate to task and situation. 1. Can hear the difference between a complete thought and incomplete thought. 1. Can express themselves using complete thoughts. Recognize a complete sentence ( a group of words that expresses a complete thought). First Trimester Research to Build and Present Knowledge W.1.7. Participate in 1. Define (give shared research and feature examples) writing projects (e.g., fiction/nonfiction explore a number of (Maps, pictures, “how—to” books on diagrams, written a given topic and text, graphs etc.) use them to write a sequence of instructions). Research and Reasoning Second Trimester Third Trimester 1.List information that is gained from a text feature. 2. Orally work with others to discuss topic information. Define research and explain how research is different from other types of writing. Research a topic with others. Work with others to write about a research topic. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.9. (Begins in grade 4) 1. Teacher led shared writings on class experiences with information shared by the students. 1. Teacher guides students in gathering information and reporting out orally from many forms of media. ( books, movies, internet research etc.) Answer questions using information recalled or gathered. Reading: Demonstrates Comprehension of Fictional Texts First Trimester Second Trimester Key Ideas and Details RL.1.1. Ask and answer questions about key details in a text. RR RL. 1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1. Can respond orally to simple questions in a text. 1. Retell simple story using characters and setting. 2. Retell simple story with beginning/middle/end 1. Can identify important details in a text. 2. Begins to ask simple questions about key details in a text. 1. Retell story incorporating more details with beginning/middle/end of story. Third Trimester Explain that a key detail is an important part of text. Identify key details in a text ( e.g., who, what, where, when, why, and how). Ask and answer questions about key details in a text. Retell (put into my own words) stories using key details. Define central message or lesson (the overall idea an author is trying to share). Determine the central message or lesson found in a story using key details. RL.1.3. Describe 1. Name the characters, settings, and characters. major events in a story, 2. Name the setting. using key details.. Craft and Structure RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 1. Name and describe characters. 2. Name and describe the setting. Identify characters, settings, and major events in a story. Use key details to describe the characters in a story. Use key details to describe the settings in a story. Use key details to describe the major events in a story. 1. Identify the five senses. 1. Identify the five senses within a story. Identify the five senses (sight, hearing, taste, touch, smell). Identify the words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels, or smells. 1. Define (give features) fiction/nonfiction. 1. Begin to explain the differences between books that tell stories and books that give information. Read or listen to books that tell stories. Read or listen to books that give information. Explain the differences between books that tell stories and books that give information. 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.1.6. Identify who is 1. Names the telling the story at characters in the story. various points in a text. 1. Names the characters that are speaking. Identify the characters in a story. Recognize when more than one character is telling the story. Identify when the character telling the story changes. Identify the character telling the story at any point. Integration of Knowledge and Ideas RL.1.7Use illustrations 1. Understand and and details in a story orally define the to describe its literary components of characters, setting, or a story. events. 1. Describe the setting and characters of the story. Look at the illustrations in a story and describe what I see. Identify details in a story that tell me about the characters, setting, or events. Describe the characters, setting, or events of a story using illustrations and details. N/A N/A RL.1.8. (Not applicable N/A to literature). RL.1.9. Identify basic similarities in differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 1. Verbalize the meaning of similarities and differences. 2. An awareness of the differences. 1. Verbalize the differences in a story. 2. An awareness of the similarities. Compare two texts on the same topic by telling how they are alike. Contrast two texts on the same topic by telling how they are different. 1. Coral reads poetry. 2. DRA level(Independently) 10-16 3. High Frequency words Read first grade sight words (high-frequency words). Read short books and poems and ask for help when needed. DRA level (Independently)16-20 Range of Reading and Level of Text Complexity RL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. 1. Listening to and echo reads poetry. 2. DRA level (Independently) 6-8 3. High Frequency words Reading: Demonstrates Comprehension of Informational/Persuasive Texts First Trimester Second Trimester Third Trimester Key Ideas and Details RI.1.1. Ask and answer questions about key details in a text. 1. Awareness of details in a text. 1. Name the key details in a text. Explain that a key detail is an important part of a text. Identify key details in a text ( e.g., who, what, where, when, why, and how). Ask and answer questions about key details in a text. RI.1.2. Identify the main topic and retell key details of a text. 1. Define main idea/topic of a text. 1. Identify main idea/topic of text. Define main idea/topic (who or what the text is mostly about). Identify the main idea or topic of text. Retell the key details of a text (e.g. ,who, what, where, when, why, and how). RI.1.3.Describe the connection between two individuals, events, ideas, or pieces of information 1. Identify individuals, events, ideas, or pieces of information in a text. 1. Describe a connection between two individuals in a text. Identify individuals, events, ideas, or pieces of information in a text. Describe a connection between two individuals in a text (e.g., Clifford is Emily Elizabeth’s dog.) Describe a connection between two events in a text (e.g., The Pilgrims come to America; the first Thanksgiving is celebrated.). Describe a connection between two ideas or pieces of information in a text (e.g. ,The sun moon are both in the sky.). in a text. Craft and Structure RI.1.4.Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 1. Ongoing 1. Ongoing Identify unknown or unclear words and phrases. Clarify or learn the meaning of words and phrases by asking and answering questions. RI.1.5. 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. 1. Explore/name text features. 1. Find text features and begins to explain the use of identified text feature. Identify and give examples of text features. Explain how text features help locate key facts or information. Locate key facts or information using text features. RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 1. Locate pictures and illustrations in a text. 2. Explain what I learn from looking at a picture or illustration in a text. 1. Explain what I learn from reading or hearing the words of a text. Locate pictures and illustrations in a text. Explain what I learn from looking at a picture or illustration in a text. Explain what I learn from reading or hearing the words of a text. Tell the difference between what I learned from pictures or illustrations and what I learned from words. Integration of Knowledge and Ideas RI.1.7. Use the 1. Describe an illustrations and illustration in a text. details in a text to describe its key ideas. 1. Identify details in a Describe an illustration in a text. text. Identify details in a text. Use the illustrations and details in a text to describe the key ideas. RI.1.8. Identify the reasons an author gives to support points in a text. 1. Identify author’s purpose. RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 1. Define similarities and differences in a text. 1. Identify author’s point of view. Identify why an author wrote a text. Identify the points an author makes in text (e.g., Everyone should recycle.). Can identify the reasons an author gives to support the points in a text (e.g., Everyone should recycle because landfills are becoming full.). 1. Compare two texts Compare two texts on the same topic by telling how they are alike. and define how they Contrast two texts on the same topic by telling how they are different. are different. Range of Reading and Level of Text Complexity RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1 1. Read high frequency words. 2. DRA level (Independently) 6-8 First Trimester Craft and Structure RL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RI.1.4.Ask and answer questions to help determine or clarify the meaning of words and 1. Read high frequency words. 2. DRA level (Independently) 1016 Identify and read sight words (high-frequency words). Read short informational texts and ask for help when needed. Identify an informational text assessment. Vocabulary Second Trimester Third Trimester ongoing ongoing Identify the five senses (sight, hearing, taste, touch, smell). Identify words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels, or smells. Identify unknown or unclear words and phrases. Student begins to ask for clarification on meaning of words. Identify unknown or unclear words and phrases. Clarify or learn the meaning of words and phrases by asking and answering questions. phrases in a test. Language Acquisition and Use L.1.4. Determine or 1. Begin to recognize clarify the meaning meanings of multi of unknown and meaning words using multiple-meaning context clues. words and phrases 2. Orally uses –s,-ed, based on grade 1 and –ing, reading and content, 3. Begins reading the choosing flexibly endings in the texts. from an array of strategies. a. Use sentencelevel context as clue to the meaning of a word or phrase. B. Use frequently occurring affixes as a clue to the meaning of a word. C. Identify frequently occurring root words (e.g., look) and their inflectional forms (e,g. , looks, looked, looking). L.1.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings A. Sort words into categories (e.g., colors, clothing) to 1. Sort words into categories. 2. Explain the attributes. 1. Recognize multi meaning words in the texts and determines meaning. 2. Identifies root words and understands that adding –s, -ed, and – ing changes the meaning of a root word. Determine the meaning of unknown and multiple meaning words using context clues. Identify common affixes (e.g., pre-, un-, -less) of unknown words. Use affixes to help define new words. Identify root words and understand that adding –s, -ed, and –ing changes the meaning of a root word. 1. Identify similes and metaphors through teacher read text. Define and identify similes and metaphors within a text Distinguish between literal language and figurative language Recognize when an author is using idioms, adages, and proverbs and determine his/her intended meaning Sort words into categories. Define words by categories using common traits. Connect words I hear and read to the real world. Tell the difference between similar verbs by defining, choosing, or acting out the meanings. Tell the difference between similar adjectives by defining, choosing, or acting out the meanings. gain a sense of the concepts the categories represent. B. 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). C. Identify real-life connections between words and their use (e.g., note places at home that are cozy). D. 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.1.6. Use words and phrases acquired through conversations, reading and being ongoing ongoing -discover new words and phrases through reading, listening, and conversation. Use my new words and phrases when speaking and writing. Use conjunctions when speaking and writing. read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). First Trimester Phonics and Word Recognition RF.1.3. Know and 1. Identify the apply grade-level sounds each letter phonics and word makes. analysis skills in 2. Decode onedecoding words. syllable words by sounding out each A. Know the letter. (cvc words) spelling-sound correspondences for common consonant digraphs (two letters that represent one Reading: Foundational Skills (Decoding and Fluency) Second Trimester 1. Identify and create the sounds common digraphs make (e.g., sh, ph, th). 2. Decode onesyllable words by sounding out each letter. (cvcv words) 3. Identify words with common Third Trimester Identify the sounds each letter makes. Identify and create the sounds common digraphs make (e.g., sh, ph, th). Decode one-syllable words by sounding out each letter. Recognize long vowel sounds created using a final –e and common vowel teams. Recognize that all syllables have a vowel sound. Determine the number of syllables in a word by counting the vowel sounds. Decode two syllable words by breaking them into vowel sound segments. Identify words with common inflectional endings (e.g., -s, -ed,-ing) and sound). B. Decode regularly spelled one-syllable words. C. Know final –e and common vowel team conventions for representing long vowel sounds. D. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. E. Decode twosyllable words following basic patterns by breaking the words into syllables. F. Read words with inflectional endings. G. Recognize and read gradeappropriate irregularly spelled words. Fluency inflectional endings (e.g., -s, -ed, -ing) and read them correctly. read them correctly. Recognize and read irregularly spelled words. RF.1.4. Read with sufficient accuracy and fluency to support comprehension. A. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. 1. DRA level 6-8 (Independently) 2. Ongoing using decoding strategies. 1. DRA level 10-16 (Independently) 2. Ongoing using decoding strategies. Explain that reading fluently means my reading is easy, smooth, and automatic. Read grade-level text fluently and demonstrates comprehension with meaningful voice, timing, and expression. Recognize when a word I have read does not make sense. Self-correct misread or misunderstood words using context clues. Reread with corrections when necessary. Read fluently. DRA level 16-20 (Independently) Writing: Use the Writing Process to Write for a Variety of Purposes First Trimester Second Trimester Third Trimester Text Types and Purposes W.1.1. Write opinion Identify my opinion pieces in which they on a topic and orally introduce the topic or state what the name the book they opinion is and the are writing about, reason. state an opinion, supply a reason for the opinion, and provide some sense of closure. Identify my opinion on a book. Write my opinion with a reason. Identify my opinion on a topic or book. Support my opinion with a reason. Write an opinion piece with an introduction, opinion, supporting reason, and conclusion. W.1.2. Write informative/explanat ory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Teacher modeling writing using student generated facts on a specific topic. Students write 2-3 Select a topic and identify facts to share. factual sentences to a Write an informative paper with a topic, facts, and an teacher generated ending sentence. topic. W.1.3. Write narratives in which they recount what happened, use temporal words to signal event order, Students write a recount of an event that is important to them. Students write a recount of an event sequential beginning to use temporal words. Place story events in the correct order. Write a story with events placed in the correct order. Use details to describe what happened in my story. Use words (e.g., before, during, after) to show event order in my story. Write an ending for my story that provides a sense of closure (ties up all loose ends and leaves the reader satisfied). and provide some sense of closure. Production and Distribution of Writing W.1.4 Begins in 3rd grade 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. Teacher modeling, the thinking process rereading the writing and listening to the students’ feedback about the writing. Student writes to a topic and shares the writing with peers and the peers give feedback orally and answers questions about the writing. Write about a topic. Answer questions about my writing. Listen to ideas my teachers and peers have about my writing. Add details that will help the reader understand my topic. W.1.6. With some guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Teacher demonstrates the use of publishing tools to produce and publish writing. Students explore publishing tools to produce a picture, words, or written piece. Identify digital tools (e.g., Word, Publisher, PowerPoint) that will help me produce and publish my writing. Use digital tools to produce and publish my writing. Use digital tools to work with others. Range of Writing W.1.10. Begins in 3rd grade Knowledge of Language L.1.3. Begins in 2nd grade First Trimester Conventions of Standard English L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Print all upperand lowercase letters. B. Use common, proper, and possessive nouns. C. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop) D. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). E. Use verbs to Conventions Second Trimester Third Trimester Print upper and lower Print all upper and case letters. lower case letters. Teacher models the conventions of writing and speaking. Students are beginning to show evidence of using the standard conventions in writing and speaking. Teacher will model correct usage of standard conventions In speaking and writing. Students will begin to show evidence of using standard conventions in writing and speaking. Print all upper- and lowercase letters correctly. Explain the difference between common nouns (a general person, place, or thing, proper nouns ( a specific person, place, or thing), and possessive nouns ( a noun that shows ownership). Identify and write common nouns correctly by beginning them with lowercase letter. Identify and write proper nouns by beginning them with capital letters. Identify and write possessive nouns correctly by adding an apostrophe. Write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. Define pronoun (a word that takes the place of a noun or noun phrase). Identify and use personal, possessive, and indefinite pronouns correctly. Identify that verbs change when showing actions that happened in the past, present, or future and use verbs correctly. Identify common conjunctions and use them correctly to combine words and phrases. Explain that determiners are words that introduce nouns and use common determiners (e.g., a, an, the, this, that, these) and use them in my writing. Identify common prepositions and use them correctly. Respond to questions by writing simple and compound sentences. convey a sense of past, present, and future, (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). F. Use frequently occurring adjectives. G. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Teacher will model correct sentence structure. Teacher models simple spelling patterns. Students are using ending punctuation and spelling new words by sounding out the words. Students are beginning to use simple spelling patterns. H. Use determiners (e.g., articles, demonstratives). I. Use frequently occurring prepositions (e.g., during, beyond, toward). J. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Students will experiment using a variety of sentence structures. Write simple and compound sentences that make statement ask a question make a command/request, or make an exclamation. Capitalize days of the week, months, and names of people when writing. Identify end punctuation marks such as period, exclamation point, and question mark. Use correct end punctuation in writing. Place a comma between the day and the year of a date. Use a comma to separate three or more words in a series (e.g. I went to buy eggs, milk and cheese) Use common spelling patterns when writing words. Spell new words by sounding out letters using known spelling rules.