LCSD CCSS English Language Arts Instructional Template
Grade: 1
Strand: Reading Informational Text
Standard: RI.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Learning Targets
What are the knowledge, reasoning, performance skills, and products that support the standard?
Type: _________Knowledge _____X_____Reasoning __________Performance Skill __________Product
Identify unknown words or words needing clarification in a text
Knowledge Target
Recognize that a question requires an answer
Ask questions to determine meaning of words and phrases in a text
Reasoning Target
Answer questions that clarify the meaning of words and phrases in a text
Performance Skill
Target
Product Target
Teaching Strategies
(The activities should directly reflect the learning targets.)
Paired Reading
In a paired reading situation, one student reads aloud and the other listens. The listener summarizes what he or she
heard as the main ideas and points out the details that support them. The reader confirms the summary. Students can
then switch roles.
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Author Study
During an author study, encourage students to make connections that illustrate the similarities and differences in the
work, e.g., authors Gail Gibbons (the similarity of the text features she uses) or Ann Morris (the connections between
text and illustrations).
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Reading and Writing Informational Text in the Primary Grades by Neil Duke and V. Susan Bennett Armistead
discusses ways to weave informational text into the classroom curriculum.
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Diverse Learners
Strategies for meeting the needs of all learners including gifted students, English Language Learners (ELL) and
students with disabilities can be found at this site. Resources based on the Universal Design for Learning principles are
available at www.cast.org.
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Question/Answer Relationships
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Context Clues Chart
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Vocabulary Maps (Concept of definition, Frayer Model)
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Vocabulary Flash Cards w/illustrations
Assessment Methods
(The assessments should directly reflect appropriate method to measure the learning targets and the standard as
a whole.)
 Teacher Made Tests
 Portfolio Assessment
Vocabulary
Skills Specific
Context Different Describe Gather information
Opposite Phrase similar unknown clue re-read
Standards Specific
Clarify Determine phrases ask answer
words phrases text
Resources
Non Fiction Lessons
Unit
LITERARY TEXTS: Grade 1 = 50%
TEXT COMPLEXITY BAND = NA
Stories:
Poetry:
Read-Aloud Stories:
Read-Aloud Poetry:
INFORMATIONAL TEXTS for ELA: Grade 1 = 50%
TEXT COMPLEXITY BAND = NA
Informational Texts:
Informational Books
I Read Signs (Tana Hoban) (E)
26 Letters and 99 Cents (Tana Hoban) (EA)
Look Book (Tana Hoban) (EA)
Exactly the Opposite (Tana Hoban) (EA)
School Bus (Donald Crews) (EA)
Alphabet City (Stephen T. Johnson)
A Good Night’s Sleep (Rookie Read-About Health) (Sharon Gordon)
Exercise (Rookie Read-About Health) (Sharon Gordon)
Germs! Germs! Germs! (Hello Reader Science Level 3) (Bobbi Katz and Steve Bjorkman)
Read-Aloud Informational Texts:
Museum ABC (New York Metropolitan Museum of Art)
An A to Z Walk in the Park (R.M. Smith)
I Spy: An Alphabet in Art (Lucy Micklethwait)
The Graphic Alphabet (David Pelletier)
Eating the Alphabet: Fruits & Vegetables from A to Z (Harcourt Brace Big
Book) (Lois Ehlert)
The Turn-Around, Upside-Down Alphabet Book (Lisa Campbell Ernst)
The Hidden Alphabet (Laura Vaccaro Seeger)
Tier II Interventions
(The interventions need to be Learning Target specific.)
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Classworks
Specific teacher intervention
Used with permission of the Kentucky Department of Education, Frankfort, Kentucky 40601.