Grade Level Skills: First Grade Standards for Reading Literature/Informational Text

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1 Grade Level Skills: First Grade Standards for Reading Literature/Informational Text Key Ideas and Details RL1.1 Ask and answer questions about key details in text. RI1.1 Ask and answer questions about key details in text. Students can ask a question about text. Students can ask a question about text. Students can answer a question about text. Students can answer a question about text. Students can identify key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of central message or RI.1.2 Identify the main topic and retell key details of a text. lesson. Students can recall the main idea. Students can retell events and key Students can retell events and key details from text. Students can answer who, what, when, where, and why. RL.1.3 Describe characters, setting, and major events in a story using key details. Students can define and describe the character(s). Students can define and describe the setting. Students can define and describe the problem. Students can define and describe the solution. Students can identify the major events. RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Students can find feeling words. Students can name and describe the feeling in the story or poem. Students can distinguish between feelings and sensory words. details from text. Students can identify the main topic of the text. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of informational text. Students can identify and compare individuals, events, and ideas. Students can contrast different individuals, events, and ideas. Students can identify and discuss similarities and differences in text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. Students can identify unknown words or phrases. Students can use context clues to help define an unknown word or phrases. Students can ask questions to clarify meaning of unknown words or phrases. Students can answer questions about unknown words and phrases.

2 RL.1.5 Explain major differences between books that tell stories and books that give information drawing on a wide reading of a range of text types. Students can identify the differences between books that tell a story and books that tell information. Students can identify the features of informational text and features of fiction. RL.1.6 Identify who is telling the story at various points in a text. Students can identify who is telling the story. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Students can use illustrations to identify: Character Setting Problem Solution Students can use illustrations to identify major events: Beginning Middle End RI.1.5 Know and use various text features to locate key facts or information in a text. Students can identify: Headings Table of contents Glossaries Electronic menus Icons Students can use: Headings Table of contents Glossaries Electronic Menus Icons to locate key facts or information in texts. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. Students can use pictures and text to gain knowledge on a topic. Students know that pictures and text work together in a story. Students can understand information provided by text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. Students know how to use pictures, graphs, photos, and timelines. Students can form meaning from pictures. Students can use the illustration, graphs, photos, and timelines to help understand key ideas.

3 RL.1.8 Not applicable to literature. RL.1.9 Compare and contrast the adventures and experiences of characters in stories. Students can compare and contrast characters. Students can compare and contrast the problems and experiences in a story. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. Students can read independently. Students can talk about the text. RI.1.8 Identify the reasons an author gives to support points in a text. Students can match key information from the text to a topic. Students can find evidence of reasons an author gives to support topic. Students can pay attention to illustrations, details, and other information to figure out what the text is about and what is important. RI.1.9 Identify basic similarities in and differences between two texts on the same topics. Students can compare and contrast texts on the same topic. Students can identify what is the same using illustrations, descriptions, and procedures. Students can identify what is different using illustrations, descriptions, and procedures RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. Students can read independently. Students can talk about the text. Reading Standards: Foundational Skills Print Concepts RF.1.1 Demonstrate understanding of the organization of basic features of print. Students can identify a capital letter. Students can identify end marks. Students can identify a complete sentence. Students understand that words are made up of letters. Students understand that words make up sentences. Students can read from left to right. RF.1.1.a Recognize the distinguishing features of a sentence. Students can identify the first word of a sentence. Students can capitalize the first word of a sentence. Students can identify periods, question marks, and exclamation marks. Students can use periods appropriately in a sentence. Students can use question marks appropriately in a sentence. Students can use exclamation marks appropriately in a sentence.

4 Phonological Awareness RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds. Students can identify letter sounds. Students can blend sounds together. Students understand that words are made up of sounds. Students can break a word into sounds. RF.1.2 (a) Distinguish long from short vowel sounds in spoken single-syllable words. Students can identify vowels. Students can identify vowel sounds. Students can distinguish between long and short vowel sounds in a spoken single syllable word. RF.1.2 (b) Orally produce single-syllable word by blending sounds, including consonant blends. Students can orally produce single-syllable words by blending sounds, including consonant blends. RF.1.2 (c) Isolate and pronounce initial, medial vowel, and final sounds in spoken single-syllable words. Students can isolate and pronounce initial sound in spoken single-syllable words. Students can isolate and pronounce medial vowel sound in spoken single-syllable words. Students can isolate and pronounce final sounds in spoken single-syllable words. R.F.1.2 (d) Segment spoken single-syllable words into their complete sequence of individual sounds. Students can segment single-syllable words into individual parts. Phonics and Word Recognition RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Students can apply phonics and word analysis skills in decoding words. RF.1.3 (a) Know the spelling-sound correspondences for common consonant digraphs. Students can match sounds to letters to spell CVC words. Students can identify and write digraphs. RF.1.3 (b) Decode regularly spelled one-syllable sounds. Students can decode one-syllable words. RF.1.3 (c) Know final e and common vowel team conventions for representing long vowel sounds. Students understand that -e at the end of the word makes the vowel long. Students can identify vowel teams that make the long vowel sound. RF.1.3 (d) Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Students understand that every syllable must have a vowel. Students can break a word into syllables. RF.1.3 (e) Decode two-syllable words following basic patterns by breaking the words into syllables. Students can decode two-syllable words following the basic patterns by breaking the words into syllables.

5 RF.1.3 (f) Read words with inflectional endings. Students can identify inflectional endings. Students can read words with inflectional endings. RF.1.3 (g) Recognize and read grade appropriate irregularly spelled words. Students can recognize and read grade appropriate irregularly spelled words. Fluency RF.1.4 Read with sufficient accuracy, and fluency to support comprehension Students can read fluently. Students can comprehend what they have read. RF.1.4 (a) Read grade-level text with purpose and understanding. Students can comprehend what they have read. RF.1.4 (b) Read grade-level text orally with accuracy appropriate rate, and expression. Students can read with fluency and expression. RF.1.4 (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Students understand reading strategies. Students can self-correct while reading. Students can reread text when necessary while reading. Writing Standards Text Types and Purposes W.1.1 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. Students can understand the differences between a fact and opinion. Students can state a topic. Students can write an opinion. Students can supply reasons to support their opinion. Students can provide a closing statement. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Students can identify informative/explanatory texts. Students can find texts that meet their chosen topic. Students know the difference between fact and opinion. Students can identify facts that support their topic. Students can provide a closing statement. W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. Students understand that their writing must have a beginning, middle, and end. Students need to be able to express themselves orally and in writing. Students can stay on topic. Students can use temporal words in their writing. Students can write a closing statement.

6 W.1.4 Begins in grade 3 Production and Distribution of Writing W.1.5 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. Students can write about a topic. Students can respond to question about their writing. Students can change their writing. Students can recognize mistakes and edit writing. W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Students can publish their writing in different ways. Students can use digital tools to produce and publish writing. Students can discuss and share writing with peers. Students can use technology. Research To Build and Present Knowledge W.1.7 Participate in shared research and writing projects. Students can identify books that give them information. Students can research a topic. Students understand how to work as a team with their peers. Students know how to answer research questions and identify key details. Students can use a variety of sources on a given topic. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Students can recall ideas and details about their own experiences. Students can ask a question about a topic. Students can answer a question about a topic. Students can connect known information to new information. Students can write about what they have learned. W.1.9 Begins in grade 4. W.1.10 Begins in grade 3. Range of Writing Speaking and Listening Comprehension and Collaboration SL1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups. Students know how to listen to each other. Students can participate in a conversation. Students can stay on topic. Students can ask questions to clarify understanding. SL.1.1.a Follow agreed-upon rules for discussions. Students can listen to others.

7 Students can take turns while speaking. Students can stay on topic. Students can listen and understand discussion. SL.1.1.b Build on others talk in conversations by responding to the comments of others through multiple exchanges. Students can add to a classroom discussion appropriately. SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussions. Student can ask questions to clarify any confusion on a topic. S.L.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Students can answer questions about details in text. Students can ask questions about details in text. Students can present information about a topic orally. Students can present information through other media. S.L.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Students can ask a speaker a question about a topic. Students can ask and answer questions about what a speaker says. Students can find additional information on a topic to clarify understanding. Presentation of Knowledge and Ideas S.L.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Students can identify people, places, things, and events. Students can express ideas and feelings about people, places, things, and events. Students can recall details about people, places, things, and events. S.L.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thought, and feelings. Students can express ideas in drawings. Students can express ideas though visual displays. Students can use drawings and visual displays to help express their ideas. S.L.1.6 Produce complete sentences when appropriate to task and situation. (See Language standards one and three.) Students can speak in complete sentences. Students can participate in a group discussion. Language Conventions of Standard English L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1.a Print all upper-and lower case letters. Students can print upper case letters. Students can print lower case letters. L.1.1.b Use common, proper, and possessive nouns. Students can identify and use common nouns.

8 Students can identify and use proper nouns. Students can identify and use possessive nouns. L.1.1.c Use singular and plural nouns with matching verbs in basic sentences. Students have correct noun verb agreement in sentences. Students can identify singular and plural nouns. L.1.1.d Use personal, possessive, indefinite pronouns. Students can use personal, possessive, and indefinite pronouns in speaking and in writing. Students can use I, me, my, them, their, anyone, and everything appropriately. L.1.1.e Use verbs to convey a sense of past, present, and future. Students can use correct verb tenses. L.1.1.f Use frequently occurring adjectives. Student can speak, write, and use adjectives. L.1.1.g Use frequently occurring conjunctions. Students can use conjunctions when writing and speaking. L.1.1h Use determiners. Students can use a, and, and the in their writing and speaking. Students can use this, that, these, and those. L.1.1i Use frequently occurring prepositions. Students can correctly use prepositions in writing. Students can use during, beyond, and towards. L.1.1.j Produce and expand complete simple and compound declarative, and interrogative, imperative, and exclamatory sentences in response to prompts. Students can use pictures, sentences, phases, and other prompts to make a sentence. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Students can use a capital letter in a sentence. Students can use punctuation in a sentence. Students can apply spelling to their writing. L.1.2.a Capitalize dates and names of people. Students can capitalize dates. Students can capitalize names of people. L.1.2.b Use end punctuation for sentences. Students can use correct punctuation at the end of a sentence. L.1.2.c Use commas in dates and to separate single words in a series. Students can use commas when needed in sentences. Students can use commas in dates in a sentence. L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Students can apply spelling patterns in their writing. Student can use sight words in writing. L.1.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Students can apply sounds and spell strategies in spelling.

9 L.1.3 Begins in grade 2. Knowledge of Language Vocabulary Acquisition and Use L.1.4 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. L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. Students can use skip and read over strategy while reading unknown words. L.1.4.b Use frequently occurring affixes as a clue to the meaning of words. Students can use parts of words to figure out the meaning of an unknown word. Students can use prefixes and suffixes to help determine word meanings. L.1.4.c Identify frequently occurring root words and their inflectional forms. Students can use word endings s, ed, and ing. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5.a Sort words into categories to gain a sense of the concepts the categories represent. Students can sort individual words into categories. L.1.5.b Define words by category and by one or more key attributes. Students can define words. Students can identify word categories. Students can name attributes of the words. L.1.5c Identify real-life connections between words and their uses. Students can use vocabulary to make connections between words and real-life. L.1.5.d Distinguish shades of meaning among verbs differing in manner and adjectives differing in intensity by defining or choosing them or by acting out the meanings. Students can act out word meanings. Students can identify synonyms. L.1.6 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. Students can use rich vocabulary in speaking and writing. Students can use word wall words in their writing. Students can discuss vocabulary in relation to characters and events.

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