
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.