Berea City School District
READING STRANDGrade 1 -Specific Standard StatementI Can StatementsVocabularyReading Standards for LiteratureTOPIC - Key Ideas and DetailsRL.1.1 Ask and answer questions about key details in a text.Glossary Note: key detailRL.1.1a. I can explain that a key detail is the same as an important detail.(K)RL.1.1b. I can identify key details in a text (e.g., who, what, where, when, why, and how). (S)RL.1c-1. I can ask questions about key details in a text. (S)RL.1c-2. I can answer questions about key details in a text. (S)key detailRL.1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.Teacher Note: main idea introduced in grade 3.Glossary Note: main idea, central messageRL.1.2a. I can retell (put into my own words) stories using key details. (S)RL.1.2b. I can define central message or lesson. (K)RL.1.2c. I can determine the central message or lesson found in a story using key details. (S)retellkey detailcentral messagelessonRL.1.3. Describe characters, settings, and major events in a story, using key details.RL.1.3a. I can identify the characters, settings, and major events in a story. (K)RL.1.3b. I can use key details to describe the characters in a story. (S)RL.1.3c. I can use key details to describe the settings in a story. (S)RL.1.3d. I can use key details to describe the major events in a story. (S)charactersettingmajor eventkey detailTOPIC – Craft and StructureRL.1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.Teacher Note: Define figurative or sensitive languageRL.1.4a. I can identify the five senses (sight, hearing, taste, touch, smell). (K)RL.1.4b. I can identify words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels, or smells. (S)RL.1.4c. I can identify words and phrases in a story or poem that show how someone feels (happy, sad, scared, angry, etc.). (S)five sensesphrasesidentifyRL.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.RL.1.5a. I can read or listen to books that tell stories. (S)RL.1.5b. I can read or listen to books that give information. (S)RL.1.5c. I can explain the differences between books that tell stories and books that give information. (R)storyinformationdifferencesinformational textliterary textRL.1.6. Identify who is telling the story in various points in the text.Teacher Note: Does this have anything to do with which character is telling the story? How is character tied into this?Story Example: Bear Who Wouldn't ShareRL.1.6a. I can identify who is telling the story. (K)RL.1.6b. I can identify the character telling the story at any point. (S)textpoint of viewTOPIC - Integration of Knowledge and IdeasRL.1.7. Use illustrations and details in a story to describe its characters, setting, or events.RL.1.7a. I can look at the illustrations in a story and describe what I see. (K)RL.1.7b. I can identify details in a story that tell me about the characters, setting, or events. (K)RL.1.7c. I can describe the characters, setting, or events of a story using illustrations and details. (S)illustrationdetailcharactersettingeventdescribeRL.1.9. Compare and contrast the adventures and experiences of characters in stories.RL.1.9a. I can identify characters in stories I read or hear.(K)RL.1.9b. I can describe the adventures or experiences of characters in stories I read or hear. (K)RL.1.9c. I can compare the adventures and experiences of characters by telling how they are alike. (R)RL.1.9d. I can contrast the adventures and experiences of characters by telling how they are different. (R)characteradventureexperiencecomparecontrastTOPIC - Range of Reading and Level of Text ComplexityRL.1.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.Teacher Note: Define prose, fluency, expression, intonation, understandingRL.1.10a. I can read instant words on my own in stories and poems (prose). (S)RL.1.10b. I can read first grade stories and poems on my own. (S) prosepoetryREADING STRANDGrade 1 -Specific Standard StatementI Can StatementsVocabularyReading Standards for Informational Text TOPIC – Key Ideas and DetailsRI.1.1. Ask and answer questions about key details in a text.RI.1.1a. I can explain that a key detail is an important part of a text. (K)RI.1.1b. I can identify key details in a text (e.g., who, what, where, when, why, and how). (S)RI.1.1c. I can ask and answer questions about key details in a text. (S)key detailRI.1.2. Identify the main topic and retell key details of a text.Teacher Note: Main topic (k-2) main idea (3-5) (6-12), central idea. How is a main idea different form a main topic?Glossary Notes: Main idea. Introduce main idea in grade 2RI.1.2a. I can tell that the main topic is who or what the text is mostly about. (K)RI.1.2b. I can identify the main topic of a text. (S)RI.1.2c. I can retell the key details of a text (e.g., who, what, where, when, why, and how). (S)main ideamain Topicretellkey detailRI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.3a. I can identify individuals, events, ideas, or pieces of information in a text. (K)RI.1.3b. I can describe a connection between two individuals, events, ideas, or pieces of information in a text (i.e.: Within each text, there are connectable components Schools Then and Now(past/present), Citizens To Look Up To(Betsy Ross/Martin Luther King, Luisa's Lab (water/ice). (R)individualeventidea/piece ofinformationconnectionTOPIC - Craft and StructureRI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RI.1.4a. I can identify words and phrases I don't know. (K)RI.1.4b. I can ask questions when I don't understand words or phrases. (S)RI.1.4c. I can answer questions to help me know the meaning of the words or phrases.(S)clarifyphraseRI.1.5. 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.RI.1.5a. I can identify and give examples of text features. (K)RI.1.5b. I can explain how text features help locate key facts or information (R)RI.1.5c. I can locate key facts or information using text features. (S)text featurekey factinformationRI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.Teacher Note: Define what we mean by pictures and illustrationsRI.1.6a. I can locate pictures (photos) and illustrations (diagrams, graphs…) in a text. (K) e.g. How to Grow a Sunflower byRI.1.6b. I can tell what information I learned from the pictures. (S)RI. 1.6c. I can tell what information I learned from the text.(S)pictureillustrationdifferencelocateTOPIC - Integration of Knowledge and IdeasRI.1.7. Use the illustrations and details in a text to describe its key ideas.Teacher Note: Define key idea and main ideaRI.1.7a. I can describe an illustration in a text. (S)RI.1.7b. I can identify details in a text. (S)RI.1.7c. I can use the illustrations and details in a text to describe the key ideas. (S)key ideadetailillustrationRI.1.8. Identify the reasons an author gives to support points in a text. (reasons and opinions)RI.1.8a. I can identify why an author wrote a text. (K)RI.1.8b. I can identify the points an author makes in a text (e.g., Everyone should recycle). (K)RI.1.8c. I can identify the reasons an author gives to support the points in a text (e.g., Everyone should recycle because landfills are becoming full.). (R)pointreasonauthorRI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustration, descriptions, or procedures).RI.1.9a. I can compare two texts on the same topic by telling how they are alike. (R) RI.1.9b. I can contrast two texts on the same topic by telling how they are different. (R)comparecontrastalikedifferentTOPIC – Range of Reading and Level of Text ComplexityRI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.Teacher Note: How will we assess these?RI.1.10a. I can identify and read instant words (high-frequency words) on my own. (S)RI.1.10b. I can read short informational texts and ask for help when needed. (S)RI.1.10c. I can read instant words on my own in informational text. (S)RI.1.10d. I can read first grade informational text and ask for help when needed. (S)sight wordinstant wordinformational textREADING STRANDGrade 1 -Specific Standard StatementI Can StatementsVocabularyReading Standards: Foundational Skills Topic – Print ConceptsRF.1.1. Demonstrate understanding of the organization and basic features of print.Recognize the distinguishing features of sentence (e.g., first word, capitalization, ending punctuation). RF.1.1a. I can identify letters, words, and sentences. (K)RF.1.1b. I can recognize that words are combined to make sentences. (K)RF.1.1c. I can recognize that the first word in a sentence is capitalized. (K)RF.1.1d. I can recognize that words are separated by spaces before and after them. (K)RF.1.1e. I can recognize that a sentence ends with a punctuation mark (e.g., period, question mark, exclamation point). (K)letterwordsentencecapitalizepunctuation markperiodquestion markexclamation pointRF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.2a. Distinguish long from short vowel sounds in spoken single-syllable words.RF.1.2b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single- syllable words.RF.1.2d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).PHONOLOGICAL AWARENESSRF.1.2a.1 I can identify short vowel sounds in single-syllable words (e.g., cat, sit, hop). (S)RF.1.2a.2 I can identify long vowel sounds in single-syllable words (e.g., bake, mine, hope). (S)RF.1.2a.3 I can tell the difference between long and short vowel sounds. (R)RF.1.2b.1 I can identify the sound each letter makes in words. (S)?RF.1.2b.2 I can identify and create the sounds common blends make (e.g., eg. bl, cr, st). (S)RF.1.2d. I can sound out words by blending letter sounds. (S)RF.1.2c. I can break words into beginning, middle, and ending sound segments. (S)short vowellong vowelsyllableletterblendsegmentRF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.RF.1.3a. Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).RF.1.3b. Decode regularly spelled one-syllable words.RF.1.3c. Know final –e and common vowel team conventions for representing long vowel sounds.RF.1.3d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.RF.1.3e. Decode two-syllable words following basic patterns by breaking the words into syllables.RF.1.3f. Read words with inflectional endings.RF.1.3g. Recognize and read grade-appropriate irregularly spelled words. PHONICS AND WORD RECOGNITIONRF.1.3a.1 I can identify the sounds each letter makes. (K)RF.1.3a.2 I can identify and create the sounds common digraphs make (e.g., sh, ph, th). (S)RF.1.3b. I can decode one-syllable words by sounding out each letter. (S)RF.1.3c. I can recognize long vowel sounds created using a final –e and common vowel teams , (eg. –ay., -ea, -ee, -oa, -ie, -ai, etc.)(K)RF.1.3d.1 I can recognize that all syllables have a vowel sound. (K)RF.1.3d.2 I can determine the number of syllables in a word by counting the vowel sounds. (S)RF.1.3e. I can decode two syllable words by breaking them into vowel sound segments. (S)RF.1.3f. I can identify words with common inflectional endings (e.g., -s, - ed, -ing) and read them correctly. (S)RF.1.3g. I can recognize and read irregularly spelled words. (S)digraphdecodesyllablevowel soundvowel teamsegmentinflectional endingirregularconsonantcommonTOPIC – FluencyRF.1.4. Read with sufficient accuracy and fluency to support comprehension.RF.1.4a. Read grade-level text with purpose and understanding.RF.1.4b. Read grade-level text orally with accuracy, appropriate rate, and expression.RF.1.4c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RF.1.4a.1 I can explain that reading fluently means my reading sounds like I talk. (K)RF.1.4a.2 I can read grade-level text fluently and demonstrate my comprehension reading with meaningful voice, timing, and expression. (S)RF.1.4b. I can recognize when a word I have read does not make sense. (S)RF.1.4c.1 I can self-correct misread or misunderstood words using context clues. (S)RF.1.4c.2 I can reread with corrections when necessary. (S) fluentvoicetimingexpressioncontext cluecomprehensionWriting StrandGrade 1 -Specific Standard StatementI Can StatementsVocabularyWriting StandardsTOPIC – Text Types and PurposesW.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.* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.W.1.1a. I can identify my opinion on a topic or book. (S)W.1.1b. I can support my opinion with a reason. (S)W.1.1c. I can write an opinion piece with an introduction, opinion, supporting reason, and conclusion. (P)opinionsupporting reasonconclusionintroductionW.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.W.1.2a. I can select a topic and identify facts to share. (S)W.1.2b. I can write an informative paper with a topic, facts, and an ending sentence. (P)W.1.2c. I can write an explanatory paper with a topic, sequence of events, and an ending sentence. (P)topic factinformativeexplanatoryW.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.NarrativeCLOSURE - Introduced in GRADE 1.* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.W.1.3a. I can sequence events in the correct order. (R )W.1.3b. I can write a narrative with events placed in the correct order. (P)W.1.3c. I can use details to describe what happened in my story. (S)W.1.3d. I can use temporal words (e.g., before, during, after) to show event order in my story. (S)W.1.3e. I can write an ending that has closure. (P)eventnarrativeclosuresequencetemporalTOPIC – Production and Distribution of WritingW.1.4 (Begins in grade 3)W.1.4 (Begins in grade 3)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.W.1.5a. I can write about a topic. (P)W.1.5b. I can answer questions about my writing. (R )W.1.5c. I can listen to ideas my teachers and peers have about my writing. (S)W.1.5d. I can add details that will help the reader understand my topic. (S)topicdetailW.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.W.1.6a. I can identify digital tools (e.g., Word, Publisher, PowerPoint) that will help me produce and publish my writing. (K)W.1.6b. I can use digital tools to produce and publish my writing. (S)W.1.6c. I can use digital tools to work with others. (S)digital toolspublishproduceTOPIC: Research to Build and Present KnowledgeW.1.7. 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).W.1.7a. I can define research and explain how research is different from other types of writing. (R )W.1.7b. I can research a topic with others. (S)W.1.7c. I can work with others to write about a research topic. (S)researchtopicW.1.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.W.1.8a. I can recall information from my experiences. (S)W.1.8b. I can find information about my topic . (S)W.1.8c. I can use information from my research to answer questions. (P)recallsourcegatheredW.1.9 (Begins in grade 4)W.1.9 (Begins in grade 4)TOPIC: Range of WritingW.1.10 (Begins in grade 3)W.1.10 (Begins in grade 3)SPEAKING AND LISTENING STRANDGrade 1 -Specific Standard StatementI Can StatementsVocabularySpeaking and Listening StandardsTOPIC – Comprehension and CollaborationSL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.SL.1.1a. Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).SL.1.1b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.SL.1.1c. Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.1a.1 I can be an active listener. (S)SL.1.1a.2 I can identify and follow the agreed upon rules for discussion. (P)SL.1.1b.1 I can take turns with others by listening and responding to what has been said.(S)SL.1.1b.2 I can share my own ideas on a topic in a conversation with others.(S)SL.1.1c. I can ask questions when I do not understand. (S)discussionideaidentifyconversationrespondactive listeningSL.1.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.Teacher Note: Present content in different formats (e.g., media, charts, graphs, websites, speeches).SL.1.2a. I can identify information from a text being read aloud. (K)SL.1.2b. I can identify different sources of information. (K)SL.1.2c. I can ask and answer questions about what I see and hear.(S)key detailpresentationformatmedia, charts, graphs, websites, speechesSL.1.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.SL.1.3a. I can ask questions when I do not understand or need more information. (S) SL.1.3b. I can answer questions about a speaker’s presentation. (K)presentationSL.1.4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.SL.1.4a. I can use details to describe people, places, things, and events. (S)SL.1.4b. I can express ideas and feelings clearly. (S)detailplacethingeventexpressTOPIC: Presentation of Knowledge and IdeasSL.1.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.Teacher Note: If students can accomplish SL.1.5b, then the assumption is that they can identify "what" needs to be clarified.SL.1.5a. I can add drawings or visual displays (e.g., illustrations, graphs, photos) to clarify my ideas, thoughts, or feelings. (P)ideathoughtfeelingvisual displayclarifySL.1.6. Produce complete sentences when appropriate to task and situation.SL.1.6a. I can recognize a complete sentence ( a group of words that expresses a complete thought) (K)SL.1.6b. I can speak and respond in complete sentences when needed. (S)complete sentencerespondLANGUAGE STRANDGrade 1 -Specific Standard StatementI Can StatementsVocabularySTRAND: Language StandardsTopic – Conventions of English LanguageL.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.1.1a. Print all upper- and lowercase letters.L.1.1b. Use common, proper, and possessive nouns.L.1.1c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).L.1.1d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).L.1.1e. 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).L.1.1f. Use frequently occurring adjectives.L.1.1g. Use frequently occurring conjunctions (e.g., and, but, or so, because).L.1.1h. Use determiners (e.g., (e.g., articles, demonstratives). L.1.1i. Use frequently occurring prepositions (e.g., during, beyond, toward).L.1.1j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.Teacher Note: This is for written expression, NOT handwriting. I can use nouns.Karen to simply in kid speak "I can" grammar and usage statements.L.1.1a. I can print all upper-and lowercase letters correctly. (S) *Note: this is for written expression, NOT handwriting L.1.1b. I can explain the difference between common nouns (a general person, place, or thing), proper nouns (a specific person, place, or thing), and possessive nouns (a noun that shows ownership). (R ) I can use nouns.L.1.1b.2 I can identify and write common nouns correctly by beginning them with lowercase letter. (S)L.1.1b.3 I can identify and write proper nouns correctly by beginning them with capital letters. (S)L.1.1b.4 I can identify and write possessive nouns correctly by adding an apostrophe. (S)L.1.1c. I can write basic sentences that use singular nouns with singular verbs and plural nouns with plural verbs. (S)L.1.1d.1 I can define pronoun (a word that takes the place of a noun or noun phrase). (K)L.1.1d.2 I can identify and use personal, possessive, and indefinite pronouns correctly. (S)L.1.1e. I can identify that verbs change when showing actions that happened in the past, present, or future and use verbs correctly. (S)L.1.1f. I can identify adjectives and use them correctly with nouns. (S)L.1.1g. I can identify common conjunctions and use them correctly to combine words and phrases. (S)L.1.1h. I can explain that determiners are words that introduce nouns and use common determiners (e.g., a, an, the, this, that, these) and use them in my writing. (S)L.1.il. I can identify common prepositions and use them correctly. (S)L.1.1j.1 I can respond to questions by writing simple and compound sentences. (S)L.1.1j.2 I can write simple and compound sentences that make a statement, ask a question, make a command/request, or make an exclamation. (S)uppercase letterlowercase lettercommon nounproper nounpossessive nounverbsingularpluralpronounpersonal pronounpossessive pronounindefinite pronounconjunctiondeterminerprepositionsimple sentencecompound sentenceL.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.1.2a. Capitalize dates and names of people.L.1.2b. Use end punctuation for sentences. L.1.2c. Use commas in dates and to separate single words in a series. L.1.2d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.L.1.2e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.L.1.2a. I can capitalize days of the week, months, and names of people when writing.(S)L.1.2b.1 I can identify end punctuation marks such as period, exclamation point, and question mark. (K)L.1.2b.2 I can use the correct end punctuation in my writing. (S)L.1.2c.1 I can place a comma between the day and the year of a date. (S)L.1.2c.2 I can use a comma to separate three or more words in a series (e.g., I went to the store to buy eggs, milk, and cheese.). (S)L.1.2d. I can use common spelling patterns when writing words. (S)L.1.2g.1 I can spell new words by sounding out letters and using known spelling rules. (S)L.1.2g.2 I can spell words that don't follow spelling rules. (S)capitalizeperiodexclamation pointquestion markpunctuationcommaseriesspelling patternTOPIC: Knowledge of LanguageL.1.3 (Begins in grade 2)L.1.3 (Begins in grade 2)TOPIC: Vocabulary Acquisition and UseL.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.1.4a. Use sentence-level context as a clue to the meaning of a word or phrase.L.1.4b. Use frequently occurring affixes as a clue to the meaning of a word.L.1.4c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). L.1.4a. I can determine the meaning of unknown and multiple meaning words using context clues (e.g., definitions, examples, restatements) in a sentence.(R ) L.1.4b.1 I can identify common affixes (e.g., pre-, un-, -less) of unknown words. (K)L.1.4b.2 I can use affixes to help me find the meaning of new words. (S)L.1.4c. I can identify root words and understand that adding -s, -ed, and –ing changes the meaning of a root word. (K) context clueaffixroot wordmultiple meaningL.1.5. With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.L.1.5a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.L.1.5b. 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).L.1.5c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.5d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives different in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.L.1.5a. I can sort words into categories. (S)L.1.5b. I can define words by categories using common traits. (S)L.1.5c. I can connect words I hear and read to the real world. (S)L.1.5d.1 I can tell the difference between similar verbs by defining, choosing, or acting out the meanings. (S)L.1.5d.2 I can tell the difference between similar adjectives by defining, choosing, or acting out the meanings. (S)?commoncategorytraitconnectionverbadjectivesortsimilarL.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 (e.g., because).L.1.6a. I can discover new words and phrases through reading, listening, and conversation. (S)L.1.b. I can use my new words and phrases when speaking and writing. (S)L.1.c. I can use conjunctions (connecting words) when speaking and writing. (S)listphraseconjunction ................
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