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|Reading Foundational Skills | | |Print Concepts |Running Records |Harcourt Collections Reading |
| |1.RF.1 | |-Recognize the distinguishing features of a sentence | |Series |
|I am a Reader | | |(e.g., first word, capitalization, ending |Benchmark Reading/ DRA | |
|-Strategic: searching, monitoring, | | |punctuation). | |Big Books |
|self-correcting | | |Phonological Awareness |Teacher Made Assessments | |
|-Read with purpose and | | |- Distinguish long from short vowel sounds in spoken | |Leveled Text |
|understanding | | |single-syllable words. |Teacher Observation | |
|-Questioning | | |- Orally produce single-syllable words by blending sounds | |DRA kit |
| |1.RF.2 | |(phonemes), including consonant |Classroom | |
| |1.RF.2a | |blends. |participation/discussions |AV equipment |
|Genre | | |- Isolate and pronounce initial, medial vowel, and final | | |
|-Fiction/Non-fiction | | |sounds (phonemes) in spoken single syllable words. |1-on-1 conference using |Magnetic letters |
|- Key details | | |- Segment spoken single-syllable words into their complete|checklist | |
|-Poetry |1.RF.2 b | |sequence of individual sounds | |Whiteboards |
| | | |(phonemes). |Writing pieces scored with | |
|I am a Writer | | |Phonics and Word Recognition |rubric |Classroom library |
|-Intro 6-traits | | |- Know the spelling-sound correspondences for common | | |
|-Have a focus | | |consonant digraphs. |Year-end writing prompt |Word Wall |
|-Answer a question | | |- Decode regularly spelled one-syllable words. | | |
|-Add details |1.RF.2c | |- Read words with inflectional endings. |Over the shoulder |Scholastic News |
| | | |- Recognize and read grade-appropriate irregularly spelled|conferences | |
| | | |words. | |A Curriculum Plan for The |
| | | |Fluency |Writing Checklist |Reading Workshop (Lucy |
| | | |- Read on-level text with purpose and understanding. | |Calkins) |
| | | |- Read on-level text orally with accuracy, appropriate | | |
| |1.RF.2d | |rate, and expression on successive readings. | |staff/powel|
| | | |- Use context to confirm or self-correct word recognition | |ln/smartboard/default.htm |
| | | |and understanding, rereading as necessary. | | |
|Reading Foundational Skills | | |Key Ideas and Details | |mwarr|
|(continued) | | |- Ask and answer questions about key details in a text. | |en/SBonline.htm |
| | | |-With prompting and support, read informational texts | | |
| |1.RF.3 | |appropriately complex for grade 1. | |Month-By-Month Phonics |
| | | |-Ask and answer questions about key details in a text. | | |
| |1.RF.3a | |- Explain major differences between books that tell | |Launching the Writer’s |
| | | |stories and books that give information, drawing | |Workshop(Smekens) |
| | | |on a wide reading of a range of text types. | | |
| | | |- With prompting and support, read prose and poetry of | |Wee Can Write |
| | | |appropriate complexity for grade 1. | | |
| |1.RF.3b | |With guidance and support from adults, focus on a topic, | |Toying with Writing |
| | | |respond to questions and suggestions from | | |
| | | |peers, and add details to strengthen writing as needed. | |First Grade Mini-lessons for |
| |1.RF.3f | |-With guidance and support from adults, recall information| |Writing |
| | | |from experiences or gather information from provided | | |
| |1.RF.3g | |sources to answer a question. | |Scaffolding Young Writers |
| |(ongoing) | |Conventions of Standard English | | |
| | | |- Print all upper- and lowercase letters. | |Interventions That Work |
| | | |- Use personal, possessive, and indefinite pronouns (e.g.,| | |
| | | |I, me, my; they, them, their; anyone, | | |
| |1.RF.4 | |everything). | | |
| |1.RF4a | |- Capitalize dates and names of people. | | |
| |(ongoing) | |-Use conventional spelling for words with common spelling | | |
| | | |patterns and for frequently occurring | | |
| |1.RF.4b | |irregular words. | | |
| | | |- Spell untaught words phonetically, drawing on phonemic | | |
| |(ongoing) | |awareness and spelling conventions. | | |
| | | |- Identify frequently occurring root words (e.g., look) | | |
| | | |and their inflectional forms (e.g., looks, | | |
| | | |looked, looking). | | |
|Reading Informational Text |1.RF.4c | |- Sort words into categories (e.g., colors, clothing) to | | |
| | | |gain a sense of the concepts the categories represent. | | |
| |(ongoing) | |- Identify real-life connections between words and their | | |
| | | |use (e.g., note places at home that are cozy). | | |
| | | |Comprehension and Collaboration | | |
| | | |- Follow agreed-upon rules for discussions | | |
| |1.RI.1 | |-Add drawings or other visual displays to descriptions | | |
| | | |when appropriate to clarify ideas, thoughts, | | |
| | | |and feelings. | | |
|Reading Literature |1.RI.10 | |-Produce complete sentences when appropriate to task and | | |
| |(ongoing) | |situation. | | |
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| |1.RL.1 | | | | |
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| |1.RL.5 | | | | |
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|Writing | | | | | |
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| |1.RL.10 | | | | |
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|Writing | | | | | |
|(continued) |1.W.5 | | | | |
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| |1.W.8 | | | | |
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|Language | | | | | |
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| |1.L.1 | | | | |
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| |1.L.1a | | | | |
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| |1.L.1d | | | | |
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| |1.L.2a | | | | |
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| |1.L.2d | | | | |
|Language | | | | | |
|(continued) | | | | | |
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| |1.L.2e | | | | |
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| |1.L.4c | | | | |
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| |1.L.5a | | | | |
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| |1.L.5c | | | | |
|Speaking and Listening | | | | | |
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| |1.SL.1 | | | | |
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| |1.SL.1a | | | | |
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|Speaking and | | | | | |
|Listening |1.SL.5 | | | | |
|(continued) | | | | | |
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| |1.SL.6 | | | | |
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