Concepts and Skills: What Students Need to Know and Be able to Do
ReadingStudents will recognize and Name All Upper- and Lowercase Letters Students will find and say the initial, middle vowel and last sound in simple words. Students will change a consonant or a vowel sound to make new words Students will make the most common sound for each consonant. Students will match the most common long and short vowel sounds with the common spellings. Students will read common high-frequency words. Students will read beginning books fluently. Students will understand beginning books.
Students will tell who the author and illustrator are. Students will tell what their jobs are. Students will work on identifying the the different parts of a book, including the front cover, back cover and title page. Students will tell the main topic of a text supported with important details. Students will engage in Class Nonfiction Reading Activities
Writing Compose (dictating/drawing) a narratives Speaking/ListeningEngage in group discussion Describe text and illustrations Narrate an event Recall information Provide a reaction Share ideas
Speaking/ListeningStudents will follow rules for discussions. Students will talk with others. Students will participate in a conversation. Students will tell what a story is about. Students will ask and answer a question about what they have heard. Students will tell about people, places and things with help. Students will use drawings to add details. Students will speak clearly.
Language Students will make complete sentences with their class. Students will capitalize the word “I”. Students will recognize and name end punctuation. Students will write a letter or letters for most consonant sounds. Students will use common beginnings and endings to help them determine what a word means. (-ed, -s, re-, un-, pre-, -ful, -less)
Foundational Skills Students will Recognize and Name All Upper- and Lowercase Letters Students will find and say the initial, middle vowel and last sound in simple words. Students will change a consonant or a vowel sound to make new words Students will make the most common sound for each consonant. Students will match the most common long and short vowel sounds with the common spellings. Students will read common high-frequency words. Students will read beginning books fluently. Students will understand beginning books.
Pedagogical Considerations
Learning progressions
During K With prompting and support, retell familiar stories, including key details. Identify the front cover, back cover and title page of a book. Ask and answer questions about unknown words in a text. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. During Grade 1 Identify the main topic and retell key details of a text. 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 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
Writing During K Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). Use a combination of drawing, dictating, and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 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. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Speaking/Listening Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
Continue a conversation through multiple exchanges
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Produce complete sentences when appropriate to task and situation.
Language Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (show less)
Print many upper- and lowercase letters
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Recognize and name end punctuation.
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (show less)
Print all upper- and lowercase letters.
Use common, proper, and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).
Use frequently occurring adjectives.
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use frequently occurring prepositions (e.g., during, beyond, toward).
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize dates and names of people.
Use end punctuation for sentences.
Use commas in dates and to separate single words in a series.
Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
Use sentence-level context as a clue to the meaning of a word or phrase.
Use frequently occurring affixes as a clue to the meaning of a word.
Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Foundational Skills
Demonstrate understanding of the organization and basic features of print. Recognize and name all upper- and lowercase letters of the alphabet. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
Know and apply grade-level phonics and word analysis skills in decoding words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Read emergent-reader texts with purpose and understanding. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Distinguish long from short vowel sounds in spoken single-syllable words.
Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Know and apply grade-level phonics and word analysis skills in decoding words.