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1st Grade Language Arts (Common Core and GCPS)

|Reading |Grammar |Writing |Phonics |Language

(Word knowledge) |Speaking/

Listening | |1st Q |*Literature

1) Ask and answer questions about key details in a text.

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.

9) Read prose and poetry of appropriate complexity for grade 1, with prompting and support.

*Informational Text

10) Ask and answer questions about key details in a text.

19) Read informational texts appropriately complex for grade 1, with prompting and support.

23) Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

|20) Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of sentence (eg. First word, capitalization,

ending punctuation) |26) Write narratives: two or more sequenced events include some details, temporal words to signal event order, and some sense of closure.

29) Participate in shared research and writing projects. (Exploring a number of “how to” books on a given topic: use them to write a sequence of instructions)

|21) Demonstrate understanding of spoken words, syllables and sounds (phonemes),

a. Distinguish long from short vowels sounds.

b. Orally produce single-syllable words by blending sounds

22) Know and apply grade-level phonics and word analysis skills in decoding words.

b. Decode regularly spelled one-syllable words.

23) Read with sufficient accuracy and fluency, to support comprehension. A.Read on level text with purpose and understanding.

b. Read on-level text orally with accuracy, appropriate rate and expression.

c. use context to confirm or self- correct word recognition and understanding.

|39)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content.

d. Use glossaries and beginning dictionaries & thesauruses with guidance and support

40)

Demonstrate understanding of word relationships and nuances in word meanings with guidance and support.

a. Sort words into categories. (colors, clothing, etc.)

|31) Participate in collaborative conversations with diverse partners about grade 1 topics and text. (with peers, adults, small and large groups)

a. Follow agreed upon rules for discussion.

33) Ask and answer questions about what a speaker says in order to gather information or clarify.

| | |Reading |Grammar |Writing |Phonics |Words/Meaning/

Spelling |Speaking/

Listenting | |2nd

Q |*Informational Text

11) & CC1RI2 Identify the main topic and retell key details of a text. 12) & CC1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text (e.g., biographies). 13) & CC1RI4 Ask and answer questions determine or clarify the meaning of words and phrases in a text. 14) & CC1RI5 Text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text. 15) & CC1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 16) & CC1RI7 Use illustrations and details in a text to describe its key ideas. 17) & CC1RI8 Identify the reasons an author gives to support points in a text. 18) & CC1RI9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |37) & CC1L1k Standard English grammar and usage: a) Print legibly, using appropriate letter formation and spacing between letters, words, and sentences. b) & CC1L1b common, proper, and possessive nouns. c) & CC1L1c singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). e) & CC1L1e 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). 38) & CC1L2 capitalization, punctuation, and spelling when writing: Capitalize dates and names of people, months and days, and Ending |25) & CC1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

28) & CC1W6 Use a variety of digital tools to produce and publish writing, including in collaboration with peers, with guidance and support 30) & CC1W8 Recall information from experiences or gather information from provided sources to answer a question, with guidance and support from adults.

|21c) &CC1RF2c

initial, medial vowel, and final sounds in single-syllable words.

21d) & CC1RF2d

Segment spoken single-syllable words into their complete sequence of individual sounds.

22a) & CC1RF3a

spelling-sound correspondence for common consonant digraphs

22f) & CC1RF3f

Read words with inflectional endings.

22h) Read common sight words in isolation and in text.

|40b)& CC1L5b 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).

|31b) & CC1SL1 b Build on others’ talk in conversations by responding to the comments of others.

35) & CC1SL5 Add drawings or other visual displays to clarify ideas, thoughts, and feelings.

36) & CC1SL6 Produce complete sentences. | | |Reading |Grammar |Writing |Phonics |Words/Meaning/

Spelling |Speaking/

Listenting | |2nd

Q

Cont. | |punctuation

41) & CC1L6 frequently occurring conjunctions to signal simple relationships (e.g., because) | | | | | | |Reading |Grammar |Writing |Phonics |Words/Meaning/

Spelling |Speaking/

Listenting | |3rdQ |* Literature

2) & CC1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

3) & CC1RL3 Describe characters, settings, and major events in a story, using key details.

4) & CC1RL4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

6) & CC1RL6 Identify who is telling the story at various points in a text.

7) & CC1RL7 Use illustrations and details in a story to describe its characters, setting, or events; make predictions based on prior knowledge.

8) & CC1RL9 Compare and contrast the adventures and experiences of characters in stories.

|37d) & CC1L1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything).

37f) & CC1L1f Use frequently occurring adjectives.

37k) Alphabetize to the first letter.

38c) & CC1L2c Use commas in dates and to separate single words in a series.

|24) & CC1W1 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.

27) & CC1W5 Focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed, with guidance and support from adults.

|22c) & CC1RF3c

Know final -e and common vowel team conventions for representing long vowel sounds.

|38d) & CC1L2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

38e) & CC1L2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

39a) & CC1L4a Use sentence-level context as a clue to the meaning of a word or phrase.

39b) & CC1L4b Use frequently occurring affixes as clues to the meanings of words. |31c) & CC1SL1c Ask questions to clear up any confusion about the topics and texts under discussion.

32) & CC1SL2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

34) & CC1SL4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

| | |Reading |Grammar |Writing |Phonics |Words/Meaning/

Spelling |Speaking/

Listenting | |3rdQ

Cont. | | | | |39c) & CC1L4c Use frequently occurring bases (e.g., look) and their inflectional forms (e.g., looks, looked, looking). | | |

|Reading |Grammar |Writing |Phonics |Words/Meaning/

Spelling |Speaking/

Listenting | |4thQ | |37g) & CC1L1g Use frequently occurring conjunctions (e.g., and, but, or, so, because).

37h) & CC1L1h Use determiners (e.g., articles, demonstratives).

37i) & CC1L1i Use frequently occurring prepositions (e.g., during, beyond, toward).

37j) & CC1L1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences |

|22d) & CC1RF3d

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

22e) & CC1RF3e

Decode two-syllable words following basic patterns by breaking the words into syllables.

22g) & CC1RF3g

Recognize and read grade-appropriate irregularly spelled words. |40c) & CC1L5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

40d) & CC1L5d 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. | | |

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