Key Concepts to Be Developed
Concepts and Skills: What Students Need to Know and Be able to DoReading
Writing
Speaking/Listening
Language
Foundational Skills
- Students will tell who, what, where, when, why and how after reading stories. RL.1.1
- Students will retell a story. RL.1.2
- Students will tell the characters, setting and what happens in a story. RL.1.3
- Students will identify words and phrases in stories and poems that suggest feelings or appeal to the senses. RL.1.4
- Students will explain major differences between books that tell stories that give information. RL.1.5
- Students will identify who is telling the story at different points in the text. RL.1.6
- Students will use words and pictures to help tell about the characters, setting and plot. RL.1.7
- Students will compare and contrast the adventures and experiences of characters in stories. RL.1.9
Writing
- Students will write opinion. W.1.1
- Students will revise and edit to add details with support from an adult and suggestions from peers. W.1.5
- Students will publish writing with assistance from an adult. W.1.6
- Students will recall information from experiences or gather information to answer a question. W.1.8
Speaking/Listening
- Students will ask and answer a question about what a speaker says in order to gather information or to clarify. SL.1.3
- Students will tell about people, places, things and events with relevant details expressing ideas and feelings clearly. SL.1.4
Language
- Students will print all uppercase and lowercase letters. L.1.1
- Students will use common, proper, and possesive nouns. L.1.1
- Students will use personal, possessive, and indefinate pronouns. L.1.1
- Students will use adjectives. L.1.1
- Students will use conjunctions. L.1.1 (and, but, or, so, because)
- Students will use determiners. L.1.1 (a, the, this, that, my, many, few)
- Students will use frequently occurring prepositions. L.1.1
- Students will make simple and compound sentences. L.1.1
- Students will make telling and asking sentences. L.1.1
- Students will punctuate sentences. L.1.2
- Students will use commas to separate single words in a series. L.1.2
- Students will use what they know about phonics to spell new words. L.1.2
- Students will use frequently occurring affixes to figure the meaning of new words.. L.1.4
- Students will use frequently occurring root words to help learn new words. L.1.4
- Students will tell how words are used in real-life. L.1.5
- Students will tell the difference between similar verbs and adjectives. L.1.5
- Students will acquire and use vocabulary to explain relationships (i.e. I am your friend because you treat me kindly.) L.1.6
Foundational Skills
- Students will tell about different sounds in a word. RF.1.2
- Students will read vowel teams (magic e, ea, ay, oa) RF.1.3
- Students will decode two syllable words by breaking the word into two parts (syllable). RF.1.3
- Studens will read first grade words. RF.1.3
- Students will read with expression. RF.1.4
- Students will read accurately. RF.1.4
- Students will reread to understand what words mean. RF.1.4
Learning Progressions
Reading
Before Grade 1
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, retell familiar stories, including key details.
With prompting and support, identify characters, settings, and major events in a story.
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
During Grade 1
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story using key details.
Use illustrations and details in a story to describe its characters, setting, or events.
After Grade 1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Recount stories,including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Describe how characters in a storyrespond to major events and challenges.
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Writing
Before Grade 1Use 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...).
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 Grade 1
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.
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 Grade 1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
With guidance and support from adultsand 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 Grade 1
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.
During Grade 1
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.
After Grade 1
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Tell a story or recount an experience with appropriate facts and relevant, descriptivedetails, speaking audibly in coherent sentences.
Language
Before Grade 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print many upper- and lowercase letters.
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
During Grade 1
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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.
With guidance and support from adults, explore word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
After Grade 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Print all upper- and lowercase letters.
Use personal, possessive, and indefinite pronouns(e.g., I, me, my; they, them, their, anyone, everything).
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).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use commas in dates and to separate single words in a series.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrade 1 reading and content, choosing flexibly from an array of strategies.
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).
With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,including using frequently occurring conjunctions to signal simple relationships(e.g., because).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use collective nouns(e.g., group).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use an apostrophe to form contractions and frequently occurring possessives.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrade 2 reading and content, choosing flexibly from an array of strategies.
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Foundational Skills
Before Grade 1
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Blend and segment onsets and rimes of single-syllable spoken words.
Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Read emergent-reader texts with purpose and understanding.
During Grade 1
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Know and apply grade-level phonics and word analysis skills in decoding words.
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 with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
After Grade 1
Know and apply grade-level phonics and word analysis skills in decoding words.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 with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Before Grade 1
With prompting and support, ask and answer questions about key details in a text.
With prompting and support, retell familiar stories, including key details.
With prompting and support, identify characters, settings, and major events in a story.
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
During Grade 1
Ask and answer questions about key details in a text.
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Describe characters, settings, and major events in a story using key details.
Use illustrations and details in a story to describe its characters, setting, or events.
After Grade 1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Recount stories,including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
Describe how characters in a storyrespond to major events and challenges.
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Writing
Before Grade 1Use 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...).
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 Grade 1
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.
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 Grade 1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
With guidance and support from adultsand 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 Grade 1
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.
During Grade 1
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.
After Grade 1
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Tell a story or recount an experience with appropriate facts and relevant, descriptivedetails, speaking audibly in coherent sentences.
Language
Before Grade 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print many upper- and lowercase letters.
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
During Grade 1
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Write a letter or letters for most consonant and short-vowel sounds (phonemes).
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.
With guidance and support from adults, explore word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
After Grade 1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Print all upper- and lowercase letters.
Use personal, possessive, and indefinite pronouns(e.g., I, me, my; they, them, their, anyone, everything).
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).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use commas in dates and to separate single words in a series.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrade 1 reading and content, choosing flexibly from an array of strategies.
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).
With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
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.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,including using frequently occurring conjunctions to signal simple relationships(e.g., because).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Use collective nouns(e.g., group).
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use an apostrophe to form contractions and frequently occurring possessives.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based ongrade 2 reading and content, choosing flexibly from an array of strategies.
Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts,including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Foundational Skills
Before Grade 1
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Blend and segment onsets and rimes of single-syllable spoken words.
Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Read emergent-reader texts with purpose and understanding.
During Grade 1
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Know and apply grade-level phonics and word analysis skills in decoding words.
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 with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
After Grade 1
Know and apply grade-level phonics and word analysis skills in decoding words.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 with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Pedagogical Considerations
Teacher Video on instructional strategy for Ask/Answer
Ask/Answer Optional Lesson
Teacher Video on Peer Feedback and Growth Mindset
Video on Connecting Texts to CCSS
Ask/Answer Optional Lesson
Teacher Video on Peer Feedback and Growth Mindset
Video on Connecting Texts to CCSS
