Reading
Common Core Standards
The research-based instructional trainings that Graves County teachers have participated in have proven to be of great value. Strategies
learned should continue to be utilized when teaching students the new Kentucky Core Academic Standards. When creating lesson plans,
teachers should keep in mind the following best practices:
 Learning Targets – “I can…”, “Today I will…”
 Rutherford’s Principles of Learning
 Congruency – Activity matches the learning target
 Overt Responses – All, Abundant, During
 Performance Feedback – Abundant, immediate,
 Locale Memory – Learning in 3D spatial area
specific
 Conscious Attention – Gaining, keeping, & applying
 Personal Relevance – Linking to student survival or
attention
well-being
 Mental Models – 3 Levels; Level 1- Pictures + Words; Level 2 – Sensory representations + written/verbal label;
Level 3 – Right + Left Hemisphere
 21st Century Skills
 Communication
 Collaboration
 Creativity & Innovation
 Critical Thinking and Problem Solving
 Silver and Strong/Thoughtful Ed Vocabulary Strategies
 Formative Assessments – Assessment FOR Learning
 Differentiation – Tiered Activities for ALL learners
GREAT RESOURCES : http://www.readworks.org/- lesson plans to match core standards; Graphic Organizers aligned with Standards
1
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Common Core Standards
Literature (RL)
Common Core Standard
Key Ideas and Details
1.RL.1
Ask and answer questions about key details in
a text.
Identify key details of a text
Ask who, what , where, when and how.
How can you tell?
Retell
Summarize
Answer questions about key details in
a text
1.RL.2
Retell stories, including key details, and
demonstrate understanding of their central
message or lesson.
Identify:
 key details of a story
 central message/lesson of the
story
How do you know?
Where did you find it?
What is the author trying to tell us with the
story?
Retell story, including key details
1.RL.3
Describe characters, settings, and major
events in a story, using key details.
Compare/Contrast
Plot –What is happening in the story?
Learning Targets
Ask questions about key details in a
text
Vocabulary
o
o
o
o
o
o
o
o
o
o
o
Main Idea
Details
Retell
Infer
Who
What
Where
When
Why
How
Summarize
o
o
o
Retell
Theme
Moral
o
o
o
o
o
o
Characters,
Setting,
Plot,
Events,
problem/solution,
sequence
Resources
Main Idea Video
Apply understanding of their central
message or lesson
Orally demonstrate understanding of
their central message or lesson
Describe characters in a story, using
key details
Describe settings in a story, using key
details
Compare and Contrast Yourself
to a Character
Compare and Contrast 2 Objects
2
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Problem/Solution
Craft and Structure
1.RL.4
Identify words and phrases in stories or
poems that suggest feelings or appeal to the
senses.
Reading strategies
Picture clues, context clues, tongue twistersalliteration
1.RL.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.
I know this story is fiction/non-fiction
because….
1.RL.6
Identify who is telling the story at various
points in a text.
Common Core Standards
Describe major events in a story, using
key details
Identify words or phrases in stories
and poems that tell us how the
character is feeling
o
o
o
Poem
Feelings
Senses
Recognize:
 characteristics of fiction
 characteristics of
 nonfiction
 fiction in different forms of
text
 nonfiction in different forms
of text
o
o
o
o
Difference,
Fiction,
Non-fiction,
information
Explain how a book that tells a story is
different from a book that gives
information
Recognize when the narrator is telling
the story
o Point of View
Identify:
 the characters in a story
 who is telling the story at
various points in a text
Integration of Knowledge and Ideas
1.RL.7
Use illustrations and details in a story to
describe its characters, setting, or events.
Use pictures in a story to describe
characters, events, or settings.
o
o
o
Illustrations
Character
Setting
Compare/Contrast 2 Characters
3
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Picture walk
What season/How do you know?
What time of day? How do you know?
1.RL.8 No Common Core Standard
1.RL.9
Compare and contrast the adventures and
experiences of characters in stories.
Venn Diagram- Night Before Christmas/Polar
Express
Common Core Standards
Use illustrations in a story to describe
characters, events, or settings.
Use details in a story to describe
characters, events, or settings.
Compare the adventures and
experiences of characters in stories.
Contrast the adventures and
experiences of characters in stories.
Range of Reading and Level of Text Complexity
1.RL.10
With prompting and support, read prose and
poetry of appropriate complexity for grade
1.
o
o
o
o
Compare
Contrast
Characters
Adventures
o Experiences
Compare/Contrast Characters
and Events
o
Poetry Open Mic- a cool idea to
get kids reading poetry
Poetry
Informational Text (RI)
Common Core Standard
Key Ideas and Details
1.RI.1
Ask and answer questions about key details in
a text.
Cite details from the text
1.RI.2
Identify the main topic and retell key details
of a text.
1.RI.3
Learning Targets
Vocabulary
Resources
o
o
Main Idea
Details
KWL chart
Identify the main topic and key details
of a text.
o
Main Topic
Expository Wheel
Describe the connections between
o
Compare the adventures and
experiences of characters in stories.
Contrast the adventures and
experiences of characters in stories.
o Retell
Compare
Compare and Contrast 2 Objects
4
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Describe the connection between two
individuals, events, ideas, or pieces of
information in a text.
This happened because….
Craft and Structure
1.RI.4
Ask and answer questions to help determine
or clarify the meaning of words and phrases
in a text.
Pre teach vocabulary
Context clues
Common Core Standards
two key events or ideas in a text.
o
o
o
Heading,
Text Features,
Table of Contents,
Glossaries
Ask and answer questions to help
clarify the meaning of words and
phrases in a text.
Know various text features to locate
key facts or information in a text.
Pull excerpts or examples
(e.g., headings, tables of contents,
glossaries, electronic menus, icons)
Identify whether information is
provided in pictures or other
illustrations and by the words in the
text
Compare/Contrast
Integration of Knowledge and Ideas
1.RI.7
Use the illustrations and details in a text to
describe its key ideas.
Contrast
Events
Ideas
Ask and answer questions to help
determine the meaning of words and
phrases in a text.
1.RI.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.RI.6
Distinguish between information provided
by pictures or other illustrations and
information provided by the words
in a text.
o
o
o
Use various text features to locate key
facts or information in a text.
Use illustrations in a story to describe
key ideas
Compare
Contrast
Illustrations
o
o
Illustrations
Main Idea
Guided Reading Task Cards
5
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Common Core Standards
How is the character feeling?
What in the story lets you know that?
1.RI.8
Identify the reasons an author gives to
support points in a text.
I know this because…
In the story it says…
1.RI.9
Identify basic similarities in and differences
between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures).
Identify the reasons an author gives to
support point(s) in a text
o
o
Identify similarities between two texts
on the same topic.
o
o
o
o
o
Identify differences between two texts
on the same topic
Author,
Main Idea,
o Context Clues
Similarities
Differences
Procedures
Compare
Contrast
Compare/Contrast
Range of Reading and Level of Text Complexity
1.RI.10
With prompting and support, read
informational texts appropriately complex
for grade 1.
Expository
Non-fiction
Informational Text Passages and
Questions:
Foundational Skills (RF)
Common Core Standard
Print Concepts
1.RF.1
Demonstrate understanding of the
organization and basic features of print.
a) Recognize the distinguishing features
of a sentence (e.g., first word,
capitalization, ending punctuation).
Phonological Awareness
1.RF.2
Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
Learning Targets
Vocabulary
Resources
o
o
o
o
Sentence
Capitalization
Punctuation (. , ? !)
Print
o
o
o
Syllables
Vocabulary Paint Chips- (can be
Phonemes (sounds) modified for first graders)
Vowels
6
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
a) Distinguish long from short vowel
sounds in spoken single-syllable
words.
b) Orally produce single-syllable words
by blending sounds (phonemes),
including consonant blends.
c) Isolate and pronounce initial, medial
vowel, and final sounds (phonemes)
in spoken single-syllable words.
d) Segment spoken single-syllable
words into their complete sequence
of individual sounds (phonemes).
Phonics and Word Recognition
1.RF.3
Know and apply grade-level phonics and word
analysis skills in decoding words.
a) Know the spelling-sound
correspondences for common
consonant digraphs.
b) Decode regularly spelled onesyllable 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 two-syllable words following
basic patterns by breaking the words
into syllables.
f) Read words with inflectional
endings.
g) Recognize and read gradeappropriate irregularly spelled
words.
Common Core Standards
Know the spelling-sound
correspondences for common
consonant digraphs.
Decode regularly spelled one-syllable
words.
o
o
o
o
o
o
Consonants
Segment
Sequence
Initial
Medial
Final
o
o
o
o
o
o
o
Decoding
Digraphs
Consonant
Vowels
Syllable
Decode
Patterns
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 grad-appropriate
irregularly spelled words.
7
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards
Reading
Fluency
1.RF.4
Read with sufficient accuracy and fluency to
support comprehension.
a) Read on-level text with purpose and
understanding.
b) Read on-level text orally with
accuracy, appropriate rate, and
expression on successive readings.
c) Use context to confirm or selfcorrect word recognition and
understanding, rereading as
necessary.
Common Core Standards
o
o
o
o
o
o
Fluency
Comprehension
Purpose
Expression
Context
Self-correct
8
Green/Bold print – New Standards to grade level; Blue/ Italicized print – Graves County Standards