Key Concepts to Be Developed
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Reading
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Literary
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Writing
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Informational
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Speaking and Listening
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Language
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Foundational Reading
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Humanities
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1. Students will learn the difference between saltwater and freshwater (geography).
2. Students will learn the oceans and place them on a map (geography). 3. Students will be able to place India, Ghana, and Uganda on a map (geography). 4. Students will learn about the many uses of water (common values). 5. Students will study water-related poetry (arts) and write their own. 6. Students will learn about the foods that people eat around the world, both those that are different and those that are similar (diverse cultural perspectives). 7. Students will learn about the needs of plants (and maybe animals) and how they differ from human needs (common values). 8. Students will read versions of the story “Stone Soup” from many different countries and cultures. |
Pedagogical Considerations
Learning Progressions
Before/During/After First Grade
Reading
Before
Ask and answer questions about unknown words in a text.
Recognize common types of texts (e.g., storybooks, poems).
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
During
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Identify who is telling the story at various points in a text.
Compare and contrast the adventures and experiences of characters in stories.
After
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Compare and contrast two or more versions of the same story(e.g., Cinderella stories) by different authors or from different cultures.
Writing
BeforeUse 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.
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.
During
Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, 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.
After
Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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., read a number of books on a single topic to produce a report; record science observations).
Recall information from experiences or gather information from provided sources to answer a question.
Speaking/Listening
Before
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
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
During
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
After
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Language
BeforeDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Recognize and name end punctuation.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
During
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
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).
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.
Use end punctuation for sentences.
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.
After
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use reflexive pronouns (e.g., myself, ourselves).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use commas in greetings and closings of letters.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Foundational Skills
BeforeIsolate 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/.)
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Read emergent-reader texts with purpose and understanding.
During
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
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 grade-appropriate irregularly spelled words.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
After
Decode regularly spelled two-syllable words with long vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly spelled words.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Reading
Before
Ask and answer questions about unknown words in a text.
Recognize common types of texts (e.g., storybooks, poems).
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
During
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Identify who is telling the story at various points in a text.
Compare and contrast the adventures and experiences of characters in stories.
After
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)supply rhythm and meaning in a story, poem, or song.
Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Compare and contrast two or more versions of the same story(e.g., Cinderella stories) by different authors or from different cultures.
Writing
BeforeUse 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.
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.
During
Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, 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.
After
Write informative/ explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
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., read a number of books on a single topic to produce a report; record science observations).
Recall information from experiences or gather information from provided sources to answer a question.
Speaking/Listening
Before
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
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
During
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
After
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by linking their comments to the remarks of others.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
Language
BeforeDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Recognize and name end punctuation.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
During
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
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).
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.
Use end punctuation for sentences.
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.
After
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use reflexive pronouns (e.g., myself, ourselves).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use commas in greetings and closings of letters.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
Foundational Skills
BeforeIsolate 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/.)
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Read emergent-reader texts with purpose and understanding.
During
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
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 grade-appropriate irregularly spelled words.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
After
Decode regularly spelled two-syllable words with long vowels.
Decode words with common prefixes and suffixes.
Identify words with inconsistent but common spelling-sound correspondences.
Recognize and read grade-appropriate irregularly spelled words.
Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
