CORRELATION OF SCHOLASTIC GUIDED READING NONFICTION FOCUS TO THE COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADES K-6

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1 CORRELATION OF TO THE COMMON CORE STATE STANDARDS INITIATIVE FOR ENGLISH LANGUAGE ARTS GRADES K-6 Kindergarten Reading Literature Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 3. With prompting and support, identify characters, settings, and major events in a story. 2. With prompting and support, retell familiar stories, including key details. Craft and Structure 4. Ask and answer questions about unknown words in a text. 5. Recognize common types of texts (e.g., storybooks, poems). 6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. A: In the Woods (Comprehension Strategy Recognizing Story Sequence) A: We Can! (Comprehension Strategy Recognizing Setting) B: Carrots (Comprehension Strategy Recognizing Setting) B: We Like to Play! (Comprehension Strategy Recognizing Setting) C: Rain (Comprehension Strategy Recognizing Story Sequence) D: Rain! Rain! (Comprehension Strategy Recognizing Story Sequence) B: Goldilocks (Oral Language/Vocabulary Act out last scene of story) Each teaching card contains a vocabulary section that lists possible unknown words specific to that text. For example A: Games (Phonics and Word Solving Strategies Using Context) B: Kites (Phonics and Word Solving Strategies Reading Compound Words) B: Two Can Do It! (Phonics and Word Solving Strategies Reading unfamiliar words) B: We Are Painting (Vocabulary words include butterflies, horses, flowers) C: Pancakes, Crackers, and Pizza (Vocabulary words include triangle, watermelon, circles) C: How Many Can Play? (Phonics and Word Solving Strategies Reading Unfamiliar Words) D: Ten Cats Have Hats? (Phonics and Word Solving Strategies Reading Rhyming Words) In addition, the following Teaching Cards provide suggestions for discussing types of texts or the role of authors/illustrators A: Let s Go (Comprehension Strategy Understanding Genre Photo Essay) A: Games (Comprehension Strategy Recognizing Patterned Text) B: Goldilocks (Summary Familiar Tale) Integration of Knowledge and Ideas 7. 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). 8. (Not applicable to literature) 9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding. B: Goldilocks (Background Information Read traditional and new version of familiar tale) B: Kites (Comprehension Strategy Using Illustrations) B: We Like to Play! (Comprehension Strategy Oral Language/Vocabulary, talking about illustrations) D: I Know Karate (Comprehension Strategy Using Illustrations) D: Who Am I? (Comprehension Strategy Using Illustrations) Suggestions in the Develop Fluency section each Teaching Card often include group reading activities. For example A: Big and Little (Develop Fluency partner reading) A: I Can, W e Can (Develop Fluency partner reading) A: Let s Go (Develop Fluency choral reading) A: What Bears Like (Develop Fluency choral reading) B: Goldilocks (Fluency Practice Teacher reread, read book chorally) Page 1

2 Kindergarten B: Two Can Do It! (Develop Fluency partner reading) Reading Informational Text Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 2. With prompting and support, identify the main topic and retell key details of a text. 3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. Each Teaching Card contains an Oral Language/Vocabulary section that provides ideas for discussing each specific book after reading. Most of these discussions reinforce the main topic and key details. For example A: What Bears Like (Oral Language/Vocabulary discuss bear photos) B: Water (Oral Language/Vocabulary discuss water photos) C: Bugs! (Oral Language/Vocabulary discuss bug photos) C: From Egg to Robin (Oral Language/Vocabulary discuss bug photos) D: Footprints in the Snow (Oral Language/Vocabulary discuss different animal tracks) Other sections also address key ideas and details in Informational Texts. For example A: I Can, W e Can (Comprehension Strategy Identifying Main Idea) C: I See Fish (Comprehension Strategy Comparing/Contrasting) C: At Work (Comprehension Strategy Using Illustrations) D: I Know Karate (Comprehension Strategy Using Illustrations to discuss informational fiction) Craft and Structure 4. With prompting and support, ask and answer questions about unknown words in a text. 5. Identify the front cover, back cover, and title page of a book. 6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Integration of Knowledge and Ideas 7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 8. With prompting and support, identify the reasons an author gives to support points in a text. 9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities with purpose and understanding. Reading Foundational Skills Print Concepts A: Big and Little (Background Information Back of Book) A: Kittens (Background Information Book Cover) A: Let s Go (Background Information Book Cover) A: My Color (Background Information Book Cover) A: We Can! (Background Information Book Cover) B: We Are Painting (Background Information Book Cover) C: From Egg to Robin (Background Information Book Cover) Two (or more) texts on the same topic include A: Games and A I Can, W e Can B: We Like to Play! and C: How Many Can Play? and C: I Can Run C: Rain and D: Rain! Rain! C: From Egg to Robin and D: Where Do Birds Live and D: Nests, Nests, Nests D: Ten Cats Have Hats and D: Too Many Balloons; Concept books (counting) Teaching Card lessons involving illustrations include A: What Bears Like (Comprehension Strategy Using Picture Details) B: Carrots; (Phonics and Word-Solving Strategy Reading Unfamiliar Words with the aid of picture details) D: I Know Karate (Comprehension Strategy Using Illustrations) Suggestions in the Develop Fluency section each Teaching Card often include group reading activities. For Example D: Paul the Pitcher (Develop Fluency reread the book with partners) All the book levels A-C provide opportunities for students to practice print concepts Page 2

3 Kindergarten 1. Demonstrate understanding of the organization and basic features of print. Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet. Level A books include picture books without words, some with simple labels or captions, and some with up to five or six words, often on one line. These books have clear, easy-to-read print with generous space between words. Level B books contain print that is easy-to-read with adequate space between words so that children can point to words as they read. These books generally have one or two lines of print on a page, somewhat longer sentences, and a variety of punctuation. Level C books have simple story lines and topics that are familiar to most children. These books generally have more words and lines of print than books at earlier levels. Print is clear and readable. In addition, the following Teaching Card provides suggestions for specific instruction on print awareness A :School (Comprehension Strategy Print Awareness) Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (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. Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. 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. Fluency 4.Read emergent-reader texts with purpose and understanding. A: Big and Little (Phonics and Word-Solving Strategy Listening for Syllables) A: Games (Phonics and Word-Solving Strategy Using Beginning Sounds) A: My Color (Phonics and Word-Solving Strategy Using Beginning Sounds) A:I n the Woods(Phonics and Word-Solving Strategy Recognizing Rhyming Words) A: What Bears Like (Phonics and Word-Solving Strategy Using Beginning Sounds) B: Baby Animals Learn (Phonics and Word-Solving Strategy Reading Words with Consonant Blends) B: Kites (Phonics and Word-Solving Strategy Reading Rhyming Words) B: Water (Phonics and Word-Solving Strategy Using Beginning Sounds) B: We Like to Play (Phonics and Word-Solving Strategy Using Beginning Sounds) C: From Egg to Robin (Phonics and Word-Solving Strategy Matching Same Sounds) D: Where Do Birds Live (Phonics and Word-Solving Strategy Using Beginning Sounds) A: Kittens (Phonics and Word-Solving Strategy Reading High-Frequency Words) A: Let s Go (Phonics and Word-Solving Strategy Reading High-Frequency Words) A: My Color (Phonics and Word-Solving Strategy Reading High-Frequency Words) A: School (Phonics and Word-Solving Strategy Reading High-Frequency Words) A: We Can! (Phonics and Word-Solving Strategy Recognizing Phonogram an) B: We Like to Play! (Phonics and Word-Solving Strategy Reading High-Frequency Words) B: What Am I? (Phonics and Word-Solving Strategy Reading High-Frequency Words) B: Carrots; (Phonics and Word-Solving Strategy Matching Same Sounds) C: I See Fish (Phonics and Word-Solving Strategy Reading High-Frequency Words) D: Paul the Pitcher (Phonics and Word-Solving Strategy Reading words with short i) D: Rain! Rain! (Phonics and Word-Solving Strategy Reading High-Frequency Words) Each Teaching Card contains a Fluency Section with specific ideas to practice fluency using that particular text. Page 3

4 Kindergarten Level A-D books are emergent texts Level A books include picture books without words, some with simple labels or captions, and some with up to five or six words, often on one line. These books have clear, easy-to-read print with generous space between words. Many contain high frequency words and repeating language patterns. Level B books generally have simple story lines or a single idea. The print is easy-to-read with adequate space between words so that children can point to words as they read. These books generally have one or two lines of print on a page, somewhat longer sentences, and a variety of punctuation. There is a direct correspondence between the text and pictures and repeating patterns support the reader. Level C books have simple story lines and topics that are familiar to most children. These books generally have more words and lines of print than books at earlier levels. Print is clear and readable. Level C books include some repeating language patterns, but there is also a shift to more varied patterns. Language patterns are more likely to change from page to page. High frequency words and easily decodable words are included. Level D books are slightly more complex. They generally include topics that are familiar to most children, but also include some abstract or unfamiliar ideas. Text layout is still easy to follow with both large and small print. Sentences are a little longer and some are carried over to the next page or several pages and use a full range of punctuation. Illustrations are still supportive, but less so than at the previous level, requiring the reader to pay more attention to print. Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Print many upper- and lowercase letters. Use frequently occurring nouns and verbs. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize the first word in a sentence and the pronoun I. Recognize and name end punctuation. Write a letter or letters for most consonant and short-vowel sounds A :Kittens (Phonics and Word-Solving Strategy Recognizing Punctuation) A: School (Phonics and Word-Solving Strategy Reading Plurals) B: Goldilocks (Phonics and Word-Solving Strategy Reading Plurals, Recognizing Punctuation) B: Hop In! (Phonics and Word-Solving Strategy Using Punctuation) B: Water (Phonics and Word-Solving Strategy Using Punctuation) B: We Are Painting (Phonics and Word-Solving Strategy Reading Plurals) C: At Work (Phonics and Word-Solving Strategy Reading Plurals) C: I Can Run (Phonics and Word-Solving Strategy Using Punctuation) C: From Egg to Robin (Phonics and Word-Solving Strategy Reading Plurals) D: Nests, Nests, Nests (Phonics and Word-Solving Strategy Reading Plurals) D: Too Many Balloons (Phonics and Word-Solving Strategy Reading Plurals) D: Footprints in the Snow (Phonics and Word-Solving Strategy Using Punctuation) Students are given opportunity to use their knowledge of letter sounds to spell words phonetically through the (Extending Meaning Through Writing suggestions that appear on each card. For example C: Bugs! (Extending Meaning Through Writing Write a note to a friend, express opinion) C: How Many Can Play? (Extending Meaning Through Writing Draw and label, write a Page 4

5 Kindergarten (phonemes). Spell simple words phonetically, drawing on knowledge of sound-letter relationships. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). 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. 5. With guidance and support from adults, explore word relationships and nuances in word meanings. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). 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. 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing Text Types and Purposes 1. 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...). 2. 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. 3. 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. sentence; Create captions) D: Paul the Pitcher (Extending Meaning Through Writing Draw and label) Each Teaching Card contains a Vocabulary section which helps build rich content area vocabulary. For example A: Big and Little (Vocabulary categorize objects by size) A: I Can, We Can (Phonics and Word-Solving Strategies Reading Action Words) A: Kittens (Vocabulary categorize objects by characteristics) A: My Color (Vocabulary categorize objects by color) A: We Can! (Vocabulary categorize actions) B: Carrots (Phonics and Word-Solving Strategies Reading Unfamiliar Words) B: Kites (Phonics and Word-Solving Strategies Reading Compound Words) B: Water (Phonics and Word-Solving Strategies Reading Compound Words) B: We Are Painting (Phonics and Word-Solving Strategies Reading Color Words, Vocabulary categorize objects by color) B: We Like to Play! (Phonics and Word-Solving Strategies Reading Action Words) B: What Am I? (Vocabulary categorize shapes) C: How Many Can Play? (Phonics and Word-Solving Strategies Reading Compound Words) C: Pancakes, Crackers, and Pizza (Vocabulary categorize shapes) C: Rain Phonics and Word-Solving Strategies (Reading Compound Words, Reading Color Words (Comprehension Strategies Reading Story Sequence) D: Footprints in the Snow (Phonics and Word-Solving Strategies Reading Action Words) D: I Know Karate (Phonics and Word-Solving Strategies Reading Action Words) D: One Happy Classroom (Phonics and Word-Solving Strategies Reading Compound Words) D: Who Am I? (Phonics and Word-Solving Strategies Reading Compound Words) Ideas for (Extending Meaning Through Writing are included in the Teaching Card for each book. These activities include a combination of drawing, dictating, and writing to compose opinion pieces, informative or explanatory writing, and narrative writing. For example A: Big and Little (Extended Meaning through Reading and Writing captions on photos) A: Games, (Extended Meaning through Reading and Writing captions on photos) A: I Can, We Can (Extended Meaning through Reading and Writing captions on photos) A: In the Woods (Extended Meaning through Reading and Writing retell story in own words) A: Kitten (Extended Meaning through Reading and Writing retell story in own words) A: Let s Go, (Extended Meaning through Reading and Writing label pictures) A: My Color (Extended Meaning through Reading and Writing label pictures) A: School (Extended Meaning through Reading and Writing retell story in own words) B: Kites (Extended Meaning through Reading and Writing captions on drawings) B: Water (Extended Meaning through Reading and Writing write captions) B: We Like to Play! (Extended Meaning through Reading and Writing write captions) B: What Am I? (Extended Meaning through Reading and Writing label pictures) C: From Egg to Robin (Extended Meaning through Reading and Writing write letter to friends) C: I See Fish (Extended Meaning through Reading and Writing write letter to friends) Page 5

6 Kindergarten C: At Work (Extended Meaning through Reading and Writing draw and label) C: Bugs! (Extended Meaning through Reading and Writing draw and label) C: It s a Party,(Extended Meaning through Reading and Writing captions on drawings) C: Pancakes, Crackers, and Pizza (Extended Meaning through Reading and Writing write and illustrate) C: I Can Run (Extended Meaning through Reading and Writing draw and label) C: Joshua James Likes Trucks (Extended Meaning through Reading and Writing write and illustrate) D: Nests, Nests, Nests (Extended Meaning through Reading and Writing write note to friends) D: Footprints in the Snow (Extended Meaning through Reading and Writing draw and label) D: Paul the Pitcher (Extended Meaning through Reading and Writing draw and label) D: Rain! Rain! (Extended Meaning through Reading and Writing draw and label) D: Where Do Birds Live (Extended Meaning through Reading and Writing draw and label) Production and Distribution of Writing 4. (Begins in grade 3) 5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Research to Build and Present Knowledge 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4) Range of Writing 10. (Begins in grade 3) Speaking & Listening Comprehension and Collaboration 1. 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. 2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about Ideas for Extending Meaning Through Writing is a lesson feature on each Teaching Card. Students respond to the literature through drawing, dictating, and writing informative, explanatory, narrative and persuasive compositions. Teachers can provide guidance, support and encouragement that develops student writing proficiency. Teachers can guide students exploration of digital tools as they are available and the teacher determines applicable in the classroom. Students are encouraged to recall and share information from experiences through the Oral Language section on each Teaching Card. For example A: Games (Oral Language/Vocabulary Students discuss rules of games) A: Let s Go (Oral Language/Vocabulary Students discuss different forms of transportation) B: Carrots (Oral Language/Vocabulary Students discuss favorite foods) B: Hop In! (Oral Language/Vocabulary Students discuss toys they could create with boxes) C: At Work (Oral Language/Vocabulary Students discuss jobs people have) D: One Happy Classroom (Oral Language/Vocabulary Students discuss things they do at school) See Grade Three. Students can participate in conversations about texts and kindergarten topics with peers and adults in small or large groups. For example A: I Can, We Can! (Comprehension Strategies Respond to simple questions about the story) A: Let s Go (Comprehension Strategies Understanding Genre Photo Essay) A: What Bears Like Comprehension Strategies Respond to simple questions about the story) B: Baby Animals Learn Comprehension Strategies Comparing/Contrasting) B: Kites (Comprehension Strategies, Respond to simple questions about the story) B: Water (Comprehension Strategies, Respond to simple questions about the story) B: We Are Painting (Comprehension Strategies, Respond to simple questions about the story) B: We Like to Play! (Comprehension Strategies, Respond to simple questions about the story) Page 6

7 Kindergarten key details and requesting clarification if something is not understood. 3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Presentation of Knowledge and Ideas 4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. 5. Add drawings or other visual displays to descriptions as desired to provide additional detail. 6. Speak audibly and express thoughts, feelings, and ideas clearly. B: Two Can Do It! (Comprehension Strategies, Respond to simple questions about the story) B: Water ( Comprehension Strategies, Respond to simple questions about the story) C: From Egg to Robin ( Comprehension Strategies, Respond to simple questions about the story) C: It s a Party (Comprehension Strategies Using Photographs C: Joshua James Likes Trucks (Comprehension Strategies Making Predictions) Grade 1 Reading Literature Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. 3. Describe characters, settings, and major events in a story, using key details. Craft and Structure 4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. 6. Identify who is telling the story at various points in a text. A: In the Woods (Comprehension Strategy Recognizing Story Sequence) B: Goldilocks (Oral Language/Vocabulary Act out last scene of story) D: Rain! Rain! (Comprehension Strategy Recognizing Story Sequence) F: Amy Loves the Snow (Comprehension Strategy Recognizing Setting) F: Harry s House (Comprehension Strategy Drawing conclusions) F: Pizza Party (Comprehension Strategy Understanding Story Development) F: Shine, Sun! (Comprehension Strategy Recognizing Setting) F: Soccer Game! (Comprehension Strategy Making Inferences - understand characters feelings) G: Wait, Skates! (Comprehension Strategy Recognizing Story Sequence) G: Why Can t I Fly? (Comprehension Strategy Recognizing Plot) G: Teddy Bear for Sale (Comprehension Strategy Making Inferences - understand characters feelings) H: A Kiss for Little Bear (Comprehension Strategy Recognizing Character) H: Come! Sit! Speak! (Comprehension Strategy Recognizing Setting) H: The Very Big Potato (Comprehension Strategy Recognizing cause/effect) I: All Tutus Should Be Pink (Comprehension Strategy Understanding theme) I: Messy Bessey s Family Reunion (Comprehension Strategy Recognizing Setting) I: The Elves and the Shoemaker (Comprehension Strategy Understanding plot) I: We Just Moved! (Comprehension Strategy Relating to Personal Experience) A: My Color (Comprehension Strategy Understanding Adjectives) F: Harry s House (Comprehension Strategy Drawing conclusions- feelings) G: The Great Race (Comprehension Strategy Reading Dialogue - feelings) G: Sam the Garbage Hound (Phonics and Word Solving Strategies Reading Adjectives) G: Teddy Bear for Sale (Oral Language/Vocabulary retell from bear s point of view) H: A Kiss for Little Bear (Comprehension Strategy Recognizing Character - feelings) H: When I First Came to This Land (Comprehension Strategy Understanding Poetic Language) I: We Just Moved! (Comprehension Strategy Relating to Personal Experience - feelings) The following Teaching Cards provide suggestions for discussing types of texts or the role of Page 7

8 Grade 1 authors/illustrators A: Let s Go (Comprehension Strategy Understanding Genre Photo Essay) A: Games (Comprehension Strategy Recognizing Patterned Text) B: Goldilocks (Summary Familiar Tale) C: How Many Can Play? (Comprehension Strategy Using Picture Details) Integration of Knowledge and Ideas 7. Use illustrations and details in a story to describe its characters, setting, or events. 8. (Not applicable to literature) 9. Compare and contrast the adventures and experiences of characters in stories. Range of Reading and Level of Text Complexity 10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. Reading Informational Text Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Identify the main topic and retell key details of a text. 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. B: Baby Animals Learn Comprehension Strategies Comparing/Contrasting) B: Kites (Comprehension Strategy Using Illustrations) B: We Like to Play! (Comprehension Strategy Oral Language/Vocabulary, talking about illustrations) C: I See Fish (Comprehension Strategy Comparing/Contrasting) D: I Know Karate (Comprehension Strategy Using Illustrations) D: Nests, Nests, Nests (Comprehension Strategy Comparing/Contrasting) D: Who Am I? (Comprehension Strategy Using Illustrations) E: Just Like Me (Comprehension Strategy Using Illustrations) E :Polar Babies (Comprehension Strategy Understanding Character compare/contrast F: Is This You? (Comprehension Strategy Using Illustrations) G: Dinosaurs (Comprehension Strategy Using Illustrations) G: Sam the Garbage Hound (Comprehension Strategy Comparing/Contrasting) H: What Will the Weather Be Like Today? Oral Language/Vocabulary compare/contrast weather) I: A Day with Firefighters (Comprehension Strategy Making Inferences -Text and illustration clues) Once introduced and read through guided reading groups, the texts in this collection can be made available for students to read independently. Having leveled books makes it easy for students to choose books with which they will likely be successful. B: Carrots (Comprehension Strategy Recognizing Setting) B: Two Can Do It! (Comprehension Strategy Understanding concepts) C: Rain (Comprehension Strategy Recognizing Story Sequence) E: Clay Art with Gloria Elliot (Comprehension Strategy Understanding setting) E: Polar Babies (Comprehension Strategy Understanding Character) E: Up, Up, and Away (Comprehension Strategy Understanding Character) E: The Voyage of Mae Jemison (Comprehension Strategy Recognizing Story Sequence) F: Cookie s Week (Comprehension Strategy Understanding cause/effect) F: Firehouse Sal (Comprehension Strategy Making Predictions) G: Pele The King of Soccer (Comprehension Strategy Making Inferences) G: Sometimes Things Change (Comprehension Strategy Making Predictions) H: Caps, Hats, Socks, and Mittens (Comprehension Strategy Making Inferences) H: It s Spring! (Comprehension Strategy Summarizing) H: My Pigs; (Comprehension Strategy Recognizing Main Idea) H: Plane Rides (Comprehension Strategy Understanding Story Sequence) I: A Day with a Mail Carrier (Comprehension Strategy Summarizing) Page 8

9 Grade 1 I: A Day with Firefighters (Comprehension Strategy Making Inferences) I: I Am a Rock (Comprehension Strategy Reading for Information) I: Red-Eyed Tree Frog (Comprehension Strategy Reading for Information) I: The Sun s Family of Planets (Comprehension Strategy Understanding Concepts) Craft and Structure 4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 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. 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Integration of Knowledge and Ideas 7. Use the illustrations and details in a text to describe its key ideas. 8. Identify the reasons an author gives to support points in a text. 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). The teaching card for each text provides web site links in the Background Information section. These websites provide additional information pertaining to the topic or specific book. A: Games (Phonics and Word Solving Strategies Using context) A: What Bears Like (Phonics and Word Solving Strategies Using Context) B: Carrots ( Phonics and Word Solving Strategies Reading Unfamiliar Words) B: Two Can Do It! (Phonics and Word Solving Strategies Reading Unfamiliar Words) C: At Work (Phonics and Word Solving Strategies Reading Words That Look Similar) C: How Many Can Play? (Phonics and Word Solving Strategies Reading Unfamiliar Words) C:Joshua James Likes Trucks (Phonics and Word Solving Strategies Using Context) D: I Know Karate (Comprehension Strategy Using Illustrations, using context) D: Paul the Pitcher (Phonics and Word Solving Strategies Using Context) F: I Am Fire (Phonics and Word Solving Strategies Reading Unfamiliar Words) G: Dinosaurs (Phonics and Word Solving Strategies Using Context) H: Danny and the Dinosaur Go to Camp (Phonics and Word Solving Strategies Reading Unfamiliar Words) I: The Sun s Family of Planets (Phonics and Word Solving Strategies Using Context) I: A Day with a Mail Carrier (Phonics and Word Solving Strategies use glossary) Two (or more) texts on the same topic include A: Games and A I Can, W e Can B: We Like to Play! and C: How Many Can Play? And C: I Can Run C: Rain and D: Rain! Rain! C: From Egg to Robin and D: Where Do Birds Live and D: Nests, Nests, Nests D: Ten Cats Have Hats and D: Too Many Balloons; Concept books (counting) E Up, Up, and Away and E The Voyage of Mae Jemison G: Dinosaurs and H: Danny and the Dinosaur Go to Camp F: Amy Loves the Snow and H: It s Spring! and H: Caps, Hats, Socks, and Mittens and H: What Will the Weather Be Like Today? I: A Day with a Mail Carrier and I A Day with Firefighters Teaching Card lessons involving illustrations include A: What Bears Like (Comprehension Strategy Using Picture Details) B: Kites, (Text Features Illustrations), Comprehension Strategies illustrations B: Carrots; (Phonics and Word-Solving Strategy Reading Unfamiliar Words with the aid of picture details) C: At Work (Comprehension Strategies Using illustrations) D: I Know Karate (Comprehension Strategy Using Illustrations) D: Who Am I? (Comprehension Strategies Using illustrations) E: A Buzz Is Part of a Bee (Comprehension Strategies Using Illustrations) Page 9

10 Grade 1 E: I Can See (Text Features Illustrations), Comprehension Strategies Using Illustrations) E: Just Like Me (Comprehension Strategies Using Illustrations) F: Is This You? ( Comprehension Strategies Using Illustrations) Range of Reading and Level of Text Complexity 10.With prompting and support, read informational texts appropriately complex for grade 1. Reading Foundational Skills Print Concepts 1. Demonstrate understanding of the organization and basic features of print. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Phonological Awareness 2. 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). Once introduced and read through guided reading groups, the texts in this collection can be made available for students to read independently. Having leveled books makes it easy for students to choose books with which they will likely be successful. All the book levels A-I provide opportunities for students to practice print concepts Level A books include picture books without words, some with simple labels or captions, and some with up to five or six words, often on one line. These books have clear, easy-to-read print with generous space between words. Level B books contain print that is easy-to-read with adequate space between words so that children can point to words as they read. These books generally have one or two lines of print on a page, somewhat longer sentences, and a variety of punctuation. Level C books have simple story lines and topics that are familiar to most children. These books generally have more words and lines of print than books at earlier levels. Print is clear and readable. In addition, the following Teaching Card provides suggestions for specific instruction on print awareness. A: School (Comprehension Strategy Print Awareness) A: Kittens (Comprehension Strategies Recognizing Punctuation) A: My Color (Phonics and Word-Solving Strategies (capitalization of first word) A: We Can! (Phonics and Word-Solving Strategies (capitalization) of first word) B: Goldilocks (Comprehension Strategies Recognizing Punctuation) B: Hop In! (Phonics and Word-Solving Strategies Using Punctuation) B: What Am I? (Comprehension Strategies Recognizing Questions) C: Bugs! (Phonics and Word-Solving Strategies (capitalization of first word) C: I Can Run (Phonics and Word-Solving Strategies Using Punctuations) C: I See Fish (Comprehension Strategies Recognizing Questions) C: Pancakes, Crackers, and Pizza (Comprehension Strategies Reading Long Sentences (ending punctuation) D: Footprints in the Snow (Phonics and Word-Solving Strategies Using Punctuation) D: Ten Cats Have Hats (Comprehension Strategies Recognizing Sentence Pattern) D: Too Many Balloons (Phonics and Word-Solving Strategies (read titles on cover) E: A Box Can Be Many Things Phonics and Word-Solving Strategies (quotation marks) E: Look! I Can Read (Comprehension Strategies Recognizing Questions) E: Polar Babies (Phonics and Word-Solving Strategies Using Punctuation) G: Make It Move! (Comprehension Strategies Recognizing Questions) G: Wait, Skates! (Phonics and Word-Solving Strategies Reading Punctuation) Page 10

11 Grade 1 H: The Very Big Potato (Phonics and Word-Solving Strategies Reading Contractions) Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound). Decode regularly spelled one-syllable words. 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. A: Big and Little, (Phonics and Word Solving Strategies Listening for Syllables, Recognizing Phonograms A: In the Woods, (Phonics and Word Solving Strategies Reading Words with og) B: Baby Animals Learn, (Phonics and Word Solving Strategies Reading Words with Consonant Blends) B: Carrots, (Phonics and Word Solving Strategies Reading Unfamiliar Words) B: Hop In!, (Phonics and Word Solving Strategies Reading Words with Short-Vowels) B: Kites, (Phonics and Word Solving Strategies Read Compound Words) B: Two Can Do It!, (Phonics and Word Solving Strategies Reading Unfamiliar Words) C: At Work (Phonics and Word Solving Strategies Reading Words That Look Similar) C: Bugs! (Phonics and Word Solving Strategies Reading Number Words) C: How Many Can Play? (Phonics and Word Solving Strategies Reading Unfamiliar Words) D: Paul the Pitcher Supporting Text Features rhyming text (Phonics and Word Solving Strategies Reading Words with Short I) E Look! I Can Read Supporting Text Features rhyming text, (Phonics and Word Solving Strategies) E A Box Can Be Many Things (Phonics and Word Solving Strategies Reading Words with ou) F: Cookie s Week (Phonics and Word Solving Strategies Reading Words with r-controlled Vowels) E: Clay Art with Gloria Elliot (Phonics and Word Solving Strategies Reading Words with Long a) E: I Can See (Phonics and Word Solving Strategies Reading Words with Long a) F: I Am Fire (Phonics and Word Solving Strategies Reading Words with Long I) G: The Class Trip (Phonics and Word Solving Strategies Reading Words with Consonant Blends) G: Pele The King of Soccer (Phonics and Word Solving Strategies Blending Words) G: Sam the Garbage Hound (Phonics and Word Solving Strategies Reading Words with g) G: Sometimes Things Change (Phonics and Word Solving Strategies Consonant Blends) G: Wait, Skates! (Phonics and Word-Solving Strategies Reading Words with Long a) G: Why Can t I Fly? (Phonics and Word-Solving Strategies Reading Words with Long I) H: When I First Came to This Land (Phonics and Word-Solving Strategies Reading Words with r-controlled vowels) H: What Will the Weather Be Like Today? (Phonics and Word-Solving Strategies Reading Words with r-blends) H: The Very Big Potato (Phonics and Word-Solving Strategies Reading Words with Long l) H: Come! Sit! Speak! (Phonics and Word-Solving Strategies Reading Words with Long o) H: Danny and the Dinosaur Go to Camp (Phonics and Word-Solving Strategies Reading Words with Long o) H: It s Spring! (Phonics and Word-Solving Strategies Reading Words with /ou/) H: A Kiss for Little Bear (Phonics and Word-Solving Strategies Reading Words with Long e) I: All Tutus Should Be Pink (Phonics and Word-Solving Strategies Reading Words with Long e) I: A Day with a Mail Carrier (Phonics and Word-Solving Strategies Reading Words with Long a) Page 11

12 Grade 1 I: A Day with Firefighters (Phonics and Word-Solving Strategies Reading Words with Long o) I: The Elves and the Shoemaker (Phonics and Word-Solving Strategies Reading Words with /- ed/ ) I: I Am a Rock (Phonics and Word-Solving Strategies Reading Words with er) I: Red-Eyed Tree Frog (Phonics and Word-Solving Strategies Reading Words with Long e) I: The Sun s Family of Planets (Phonics and Word-Solving Strategies Reading Words with est) I: We Just Moved! (Phonics and Word-Solving Strategies Reading Words with r-controlled Vowels) Fluency 4. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level text orally with accuracy, appropriate rate, and expression. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Language Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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. 2. 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 The teaching card for each text provides suggestions for developing fluency. These ideas include practice with pronunciation, phrasing, pace, pausing, expression, and intonation through modeling, echo-reading, re-reading, listening, tape recording, and partner work. A: Kittens (Phonics and Word-Solving Strategy Recognizing Punctuation) A: School (Phonics and Word-Solving Strategy Reading Plurals) B: Goldilocks (Phonics and Word-Solving Strategy Reading Plurals, Recognizing Punctuation) B: Hop In! (Phonics and Word-Solving Strategy Using Punctuation) B: Water (Phonics and Word-Solving Strategy Using Punctuation) B: We Are Painting (Phonics and Word-Solving Strategy Reading Plurals) C: At Work (Phonics and Word-Solving Strategy Reading Plurals) C: I Can Run (Phonics and Word-Solving Strategy Using Punctuation) C: From Egg to Robin (Phonics and Word-Solving Strategy Reading Plurals) D: Nests, Nests, Nests (Phonics and Word-Solving Strategy Reading Plurals) D: Too Many Balloons (Phonics and Word-Solving Strategy Reading Plurals) D: Footprints in the Snow (Phonics and Word-Solving Strategy Using Punctuation) D: Ten Cats Have Hats (Comprehension Strategies: Recognizing Sentence Pattern) D: Too Many Balloons (Phonics and Word-Solving Strategies (read titles on cover) E: Animal Babies (Phonics and Word-Solving Strategies: Reading Contractions) E: A Box Can Be Many Things (Phonics and Word-Solving Strategies: (quotation marks)) E: Look! I Can Read (Comprehension Strategies: Recognizing Questions) E: Polar Babies (Phonics and Word-Solving Strategies: Using Punctuation) F: Amy Loves the Snow (Comprehension Strategies: Recognizing Contractions and Possessives) F: Frog s Lunch (Phonics and Word-Solving Strategies (quotation marks)) G: The Great Race (Phonics and Word-Solving Strategies: Reading Dialogue (quotation marks)) G: Make It Move! (Comprehension Strategies: Recognizing Questions) G: Wait, Skates (Phonics and Word-Solving Strategies: Reading Punctuation) H: The Very Big Potato (Phonics and Word-Solving Strategies: Reading Contractions) Students are given opportunity to use their knowledge of letter sounds to spell words phonetically through the (Extending Meaning Through Writing suggestions that appear on Page 12

13 Grade 1 spelling conventions. each card. For example C: Bugs! (Extending Meaning Through Writing Write a note to a friend, express opinion) C: How Many Can Play? (Extending Meaning Through Writing Draw and label, write a sentence; Create captions) D: Paul the Pitcher (Extending Meaning Through Writing Draw and label) E: Just Like Me (Extended Meaning through Reading and Writing: write sentences) F: Is This You? (Extended Meaning through Reading and Writing: write autobiography) F: Shine, Sun! (Extended Meaning through Reading and Writing: write sentences) I: We Just Moved! (Extended Meaning through Reading and Writing: write mini-books) Knowledge of Language 3. (Begins in grade 2) Vocabulary Acquisition and Use 4. 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). 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). 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. 6. 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., I named my hamster Nibblet because she nibbles too much because she likes that). Writing Text Types and Purposes 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 A: Big and Little (Vocabulary categorize objects by size) A: I Can, We Can (Phonics and Word-Solving Strategies Reading Action Words) A: Kittens (Vocabulary categorize objects by characteristics) A: My Color (Vocabulary categorize objects by color) A: We Can! (Vocabulary categorize actions) B: Carrots (Phonics and Word-Solving Strategies Reading Unfamiliar Words) B: Kites (Phonics and Word-Solving Strategies Reading Compound Words) B: Water (Phonics and Word-Solving Strategies Reading Compound Words) B: We Are Painting (Phonics and Word-Solving Strategies Reading Color Words, Vocabulary categorize objects by color) B: We Like to Play! (Phonics and Word-Solving Strategies Reading Action Words) B: What Am I? (Vocabulary categorize shapes) C: How Many Can Play? (Phonics and Word-Solving Strategies Reading Compound Words) C: Pancakes, Crackers, and Pizza (Vocabulary categorize shapes) C: Rain Phonics and Word-Solving Strategies (Reading Compound Words, Reading Color Words (Comprehension Strategies Reading Story Sequence) D: Footprints in the Snow (Phonics and Word-Solving Strategies Reading Action Words) D: I Know Karate (Phonics and Word-Solving Strategies Reading Action Words) D: One Happy Classroom (Phonics and Word-Solving Strategies Reading Compound Words) D: Who Am I? (Phonics and Word-Solving Strategies Reading Compound Words) E: A Buzz Is Part of a (Vocabulary categorize relationships) F: I Am Fire (Phonics and Word Solving Strategies Reading Unfamiliar Words) G: Dinosaurs (Phonics and Word Solving Strategies Using Context) H: Danny and the Dinosaur Go to Camp (Phonics and Word Solving Strategies Reading Unfamiliar Words) I: The Sun s Family of Planets (Phonics and Word Solving Strategies Using Context) Ideas for Extending Meaning Through Writing are included in the Teaching Card for each book. These activities include a combination of drawing, dictating, and writing to compose opinion pieces, informative or explanatory writing, and narrative writing. For example: A: Big and Little (Extended Meaning through Reading and Writing captions on photos) Page 13