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College and Career Readiness Anchor Standards for Reading

Key Ideas and Details (Literature) Level: Grade 1

Anchor Standards

Specific Grade Standard

Instructional Strategies/Activities The Learner Will .....

Integrated Activity Bloom’s Level Resources Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RL 1. Ask and answer such questions about key details in a text. Essential Questions What happened at the beginning of the story? Middle and end?

Listen to stories on CD Picture graphs Look, say, cover, write, check charades Participation in Word Building games. Read and discuss trade books Journal writing Sequencing Decodable books Summarizing. Recognize main idea

Venn diagrams of Key details in Science and Social Studies

Understanding Analyzing Evaluating

Harcourt The Hat Jack& Rick Boots for Beth Space Pup on the Way…. The Fox & the Story Open Court The Great Ball Game (Pgs. 154-177)

Lesson Assessment Role Play K-2 Assessment Writing Assessment Journal writing

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Vocabulary Title, main idea, key details (who, what, when, where, why) first, next, then, last, describe

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

Publish non-print text Picture book Label book and photographs. Change story endings Compare and contrast Read and discuss stories Participate in role play Readers Theatre Retell keys details of a text. Recall events in order

1.H.1.1. change overtime The Hat Science 1.p.1.1 Weather Icons Space Pup S.S. 1.C.G..3G.1.1 Getting Around. “Transportation”

Understanding Analyzing

Harcourt (132-151) Little Bear’s Friend story of a Blue Bird Frog & Toad The Puddle Open Court Unit 3 Matthew and Tilly (Pgs 1322-151) Electronic Resources Http://mv.hrw.com/ nsmedia/intgos.html/igo.htm

• Journal writing

• Picture books

• Story ending • Role Playing


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Vocabulary Character, Character traits, motivations setting, problem, solution, describe

RL 3. Describe characters, settings, and major events in a story, using key details. Essential Questions Where did the story take place? Who are the characters in the story? What do you know about them?

Journal Writing, Demonstrate story webs, Story Maps, Beginning, Middle, End flip book, Predict-o-gram, Sequencing • Identify character traits • Describe setting and

events • Locate evidence in text

that supports description

1.H.1.1.- Change overtime Science Sam and the Bag Label parts of a cat. Dan’s Pet Social Studies Pet Care Poster

Analyzing Harcourt The Hat Sam & the Bag Jack & Rick Dan’s Pet Boot for Beth Space Pup Try your Best Did You See Chip? On the Way Open Court Unit 3 On the Go (Pgs 30-35)


College and Career Readiness Anchor Standards for Reading Craft and Structure- Literature

Level: Grade 1

4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone. Vocabulary Unknown , alliteration, appeal rhyme, phrase, rhythm

RL 4. Identify words and phrases in stories of poems that suggest feelings of appeal to the senses. Essential Question What are the feeling words in the poem/story?

Tree Map (Thinking Maps) Poetry I am, I see…) Synonyms, antonyms. Journal Writing Pantomime poems/stories • Drawings/Illustrations • Describe how certain

situations make us feel. • Talk about feeling words

Science • Study of 5 senses • Guidance discussion

of emotion

Understanding Evaluating

Harcourt The Hat Sam & The Bag Jack & Rick Todd’s Boy Dan’s pet Open Court Unit 9 Dear Bear Read Aloud (Pg. 112)

Journal Writing Samples

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RL 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.

Double-Bubble Map Author Study Fact or Opinion activities Research Discuss characteristics of text support Identify stories that are fiction, fairy tales, non-fiction, informational, etc.

Use a Venn diagram to show differences in Science, Social Studies and Reading.

Understanding Applying Analyzing

Harcourt Where Do Frog? Try Your Best Fun with Fish I Am A Butterfly Tomas Rivers Open Court Unit 5 Hurricanes (Pgs. 26-31)

Work Samples showing differences in text.

6. Assess how point of view or purpose shapes the content and style of a text. Vocabulary Illustrator, writer, point of view Compare, identify, compare/contrast dialogue voice.

RL 6. Identify who is telling the story at various points in text. Essential Question Who is telling he story in this part of the book

• Explore author’s purpose • Identify who is telling the

story at various points in a text. • Recognize who the story is

about. (characters)

Social Studies/Science Dr. Martha Smith S.S.1.E. 1.2/.E.1.1 Job Tasks of a Vet. Tomas Riveria Science 1.L.1 Booklet of crops harvested by hand

Analyzing Evaluating

Harcourt A Bed Full of Cats Dr. Martha Smith Little Bear’s Friend Open Court Unit 9 We’re Going On a Bear Hunt (Pgs. 38-51)

Have students use hand signals to indicate their understanding of the concept.


College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas- Literature

Level: Grade 1

7. Integrate and evaluate content presented in diverse media and formats including visually qualitatively, as well as in words.

RL 7. Use illustrations and details in a story to describe its characters, setting, or events. Essential Questions How does each illustration give clues about the characters, setting etc.

Flow Map “Read the picture” and create text • Journal writing • Complete a picture/walk • Predict what the story will be

about using the illustrations

Boots for Beth Science 1.L.2 Animal Groups

Analyzing Evaluating

Harcourt The Hat Sam & The Bag Jack & Rick Open Court Unit 6 Our Class Strip (pgs. 20-25)

• Picture writing • Sample • Journal

writing

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL 8. (not applicable to literature)

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Vocabulary Similarities, differences, culture, variety, experiences

RL 9. Compare and contrast the adventures and experiences of characters in stories.

• Double-bubble map journal writing, character map/study • Role Play different character

experiences in stories • Connect text to self • List ways characters between

two books are alike.

Venn diagram Applying Analyzing

Harcourt Todd’s Box Dan’s pet Boots For Beth Space Pup Try Your Best Open Court Unit 6 Me on the Map (Pgs. 34-39) The Big Team Relay Race (180-195)

• Oral discussion


College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity

Level: Grade 1

10. Read and comprehend complex literary and informational texts independently and proficiently. Vocabulary Decoding, fluency, prose, poetry, predictions

RL 10. With prompting and support, read informational texts appropriately complex for grade 1. Essential Question How are poetry and prose different?

• Independent reading • Partner reading • Teacher conferencing • Related internet searches • Read prose and poetry

Read selections from Science or Social Studies

Applying Understanding

Classroom library

Reading and discussing.


College and Career Readiness Anchor Standards for Reading Key Ideas and Details Structure (Informational)

Level: Grade 1

Anchor Standards


Instructional Strategies/Activities

The Learner Will .....

Integrated Activity Bloom’s Level

Resources Formative Summative Assessment

1. Read closely to determine what the text says explicitly and to make logical inferences from it: cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RI 1. Ask and answer questions about key details in a text. Essential Question How do you identify keys ideas, events, setting in a piece of literature

Journal writing Close activities Summarizing Role Play Sequencing Concept/Question board KWL chart Identify characters, setting. List main events

Ants Science 1.L.1.2 Where do Animals Live.

Understanding Evaluating

Science text Open Court Unit 5 When a Storm Comes Up (Pgs. 4-31) Electronic Kidspiration

Journal writing Teacher observation

2. Determine central ideas or themes or a text and analyze their development; summarize the key supporting details and ideas. Vocabulary Key events Informational text Non-fiction

RI 2. Identify the main topic and retell key details of a text.

Book response sheets Book character Role Play Model Reading Concept/Question board KWL chart Retell main events from story Identify author’s purpose.

1.C.1.2 Diverse cultures 1.C.1.1 Compare languages, traditions, and holidays of various cultures


Harcourt Ants All That Corn Where Do Frogs… Fun with Fish I Am a Butterfly Tomas Rivera Friends Forever Open Court Unit 4 Fire fighters (Pgs 24-29)

Response sheets Class participation

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Vocabulary Connection Compare Key events

RI 3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. Essential Questions What are the important ways to establish connections among different parts of the text?.

Role play Bridge map Analogies • Locate important

events in the text. • Compare important

events. • Explain a connection

between individuals and events

Where do Frogs Come From? Science 1.L.2 Development of frog from tadpole to adult.


Harcourt Ants Where Do Frogs. I am a Butterfly Tomas Rivera Me on the Map At Home Around the World Open Court Unit 6 The Plane Trip (Pgs 3-7)

Role play Teacher observation


College and Career Readiness Anchor Standards for Reading Craft and Structure (Informational)

Level: Grade 1 Anchor

Standards Specific Grade

Standard Instructional

Strategies/Activities The Learner Will .....



4. Interpret words and phrases as they are used in a text, including determining technical connotative, and figurative meanings, and analyze how specific words choices shape meaning or tone.

RI 4. Ask and answer question to help determine or clarify the meaning of words and phrases in a text. Essential Question What are some ways to gather information about the meaning of unknown words?

Vocabulary Study Synonyms Shared reading • Create a list of unknown

words • Use pictures clues to

interpret words.

All That Corn Science 1.E.2.2. Comparing size, shapes of popped corn & kernels


Harcourt Ants All That Corn Tomas Rivera Fishing Bears Open Court Unit 9 Something is There (Pg. 120-121) www.brainproject.com www.Seussville.com

• Teacher

observation • Class

participation

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Questions What are the features of a book and how do you get information.

RI 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.

Trade books- leveled content specific trade books Informational Text Study activities Identify text features

Fishing Bears Science 1.6.1/1.L2 Show what fish & plants live in or near a river

Understanding Applying

Harcourt All Than Com Where Do Frogs… Fun with Fish I Am A Butterfly Tomas Rivera Friends Forever Me On The Map Open Court Unit 2 Raccoons (Pgs. 4-7)

• Teacher observation

• Class

participation

6. Assess how point of view or purpose shapes the content and style of a text. Vocabulary Glossary, define, unknown context clue, clarify, captions

RI 6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Picture walk Implied vs. concrete Model read View pictures prior to reading and generate a list of details observed from the pictures. Read text and generate a list of details. Compare the lists.

Science 1.L.1 Plant/animal need


Harcourt At Home Around The Word Dr. Martha Smith Busy Buzzy Bee Fishing Bears Nature Detective Open Court Unit 6 Captain Bill Pinkney’s Journey (pgs. 10-17)


• Class

participation


College and Career Readiness Anchor Standards for Reading Integration of knowledge and ideas (Informational)

Level: Grade 1

Anchor Standards




Integrated Activity

Bloom’s Level


7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Vocabulary Support, Point of view Persuade, Main idea Information, Detail

RI 7. Use the illustrations and details in a text to describe its key ideas.

Journal Writing Picture Walk- What do the illustrations tell you? Model Read Vocabulary Study Explain author’s purpose

Fun With Fish Science 1.L. 1/1.L.2 Draw and label animals that do not have legs.

Applying Evaluating

Harcourt Ants All that Corn Where Do Frog… Fun With Fish I Am A Butterfly Tomas Rivera Friends Forever Open Court Unit 2 Spiders (Pgs 32-35)

• Teacher observations • Vocabulary

activity

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RI 8. Identify the reasons an author gives to support points in a text. Essential Question How do the supporting details/the author’s reasons help us understand key points?

Read story orally and have students indicate how the author supports the actions in the story.

Where Do Frogs Come From 1.G. 2.1. Taking care of frogs in the wild. (poster)

Evaluating Harcourt Me on the Map At Home Around the Word Open Court Unit 8 Jafta Pgs. 112-123

• Class participation

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RI 9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Double Bubble Map Picture Walks Graphic Organizers to show likeness/differences. Answer questions about 2 texts on similar topics.

At Home Around the Word Social Studies 1.G.2.2. A poster correlating climate with correct home

Analyzing Harcourt At Home Around the World Open Court Unit 7 The Way of an Ant (Pgs. 66-81)

• Student participation in picture walk • Teacher

observation


College and Career Readiness Anchor Standards for Reading Range of Reading and Level of Text Complexity (Informational)

Level: Grade 1

Anchor Standards





10. Read and comprehend complex literary and informational texts independently and proficiently. Vocabulary Predictions, background, knowledge, decoding, cause/effect

RI 10. With prompting and support, read informational texts appropriately complex for grade 1. Essential Question How do you support students to read informational text in first grade?

Independent Reading Partner reading Teacher conferencing Related Internet Searches Participate in group read alouds,

Read non-fiction books Understanding Leveled trade books *CCSS Text exemplars Open Court Unit 4 Baby Animals (Pgs 8-11)

Teacher observations


College and Career Readiness Anchor Standards for Reading Print Concepts Foundational

Level: Grade 1

Anchor Standards





Essential Questions What are the parts of a sentence? Vocabulary Words, letters, separated, spaces, alphabet (upper and lowercase) sequence, print, sentence, punctuation.

RF 1. Demonstrate understanding of the organization and basic features of print • 1a Recognize the

distinguishing features of a sentence (e.g., first word, capitalization, ending, punctuation).

• Identify the capital letter and first word at the beginning of a sentence.

• Identify the punctuation mark at the end of a sentence.

• Understand the organization and features of print. (organization of a sentence)

1.L.1. Plant/animal needs

Understanding Harcourt The Hat Sam & The Bag Ants Jack & Rick Todd’s Box All That Com Dan’s Pet Boots For Beth Space Pup Where Do Frog…. Try Your Best Open Court Unit 5 Across the Big Blue Sea (Read aloud)

Teacher observation


College and Career Readiness Anchor Standards for Reading Phonics and Word Recognition- Foundational

Level: Grade 1

Anchor Standards






Essential Question How do syllables help us read and write? Vocabulary Sounds on-set Rime consonant vowel syllable blend isolate initial sound segment

RF 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

• 2a Distinguish long from short vowel sounds in spoken single-syllable words.

• 2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

• 2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words.

• 2d Segment spoken single-syllable words into their complete sequence of individual sound (phonemes).

ElKonin Boxes Phonics games Picture graphs Clapping syllables Sight word bingo Read, write, say Build a word Phoneme segmentation Nonsense word activities Word Wall Charades Tic-Tac-Toe Read Aloud

Social Studies Learn each other’s name by clapping syllables Science Incorporate your unit science words onto the word wall

Understanding The Hat Sam & The Bag Ants Jack & Rick Todd’s Box All that corn Dan’s Pet Boots for Beth Space Pup Where Do Frog. Try Your Best Fun with Fish I Am A Butterfly Did You See Chip Tomas Rivera On The Way… A Bet Full of Cats Tell Me A story My Robot Little Bear’s Friend Frog & Toad Sleep For Everyone Fox & Stork Me On The Map Open Court Language text insert www.starfall.com www.voki.com


• Student

participation


College and Career Readiness Anchor Standards for Reading Phonics and Word Recognition- Foundational

Level: Grade 1

Anchor Standards





Essential Question How do phonics and other reading strategies help you learn to read? Vocabulary Sight words, word analysis, diagraphs, encoding, prefix, suffix, irregular base word.

RL 3. Know and apply grade-level phonics and word analysis skills in decoding words. • 3a Demonstrate basic

knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant.

• 3b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

• 3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

• 3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Sight Word Practice Spelling Vocabulary • Make and identify letter

sounds in isolation. • Segment and produce

the beginning, middle and ending sound in a single-syllable word. • Make and sound short

and long vowel sounds. • Produce words with

vowel teams.

• Using Science mini books find and highlight high frequency words

• Role playing

Social Studies text situations

• Using words from

Science, and Social Studies, text to find rhyming words


The Hat Sam & The Bag Ants Jack & Rick Todd’s Box All that com Dan’s Pet Boots for Beth Space Pup Where Do Frog. Try Your Best Fun with Fish I Am A Butterfly Did You See Chip Open Court Language text inserts

• Oral practice • Work

samples • Teacher

observation


College and Career Readiness Anchor Standards for Reading Fluency- Foundational

Level: Grade 1

Anchor Standards





Essential Questions What is fluent reading? What is the purpose for reading? How do you check for understanding before, during and after reading? Vocabulary Prediction, fluency, expression, accuracy, tone, context clues, phrasing

RL 4. Read with sufficient accuracy and fluency to support comprehension. • 4a Read grade-

level text with purpose and understanding

• 4b Read grade-level text orally with accuracy, appropriate rate, and expression.

• 4c Use context to confirm or self correct word recognition and understanding, rereading as necessary.

• Independent/Partner • reads with grade Level

text • Conferencing with

teacher • Progress Monitoring

with appropriate grade level.

• When reading, locate unfamiliar words and use context clues.

• Read and respond to a variety of questions.

• Use expression when reading

Small group Literature circle using Science literature Peer reading Social Studies literature checking for literacy by using one minute timer


Fox and the Stork A Bed Full of Cats Tell Me A story My Robot On The Job Little Bear’s Friend Busy Bussy Bee Nature detective Poppleton Everyday Baboon Friends forever At Home Story of a Blue Bird Me On The Map The Puddle Open Court Teacher selected stories

• Conferencing • Teacher

observation


College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Level: Grade 1

Anchor Standards





1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Vocabulary Opinion, fact, preference, persuade, support, conclusion/closure, reason, point of view

W 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. Essential Questions What is the difference between fact/opinion? Why should you express opinions?

• Book reports/reviews • Recommending “text to

peers” posted activity journaling • Explain the difference

between fact/opinion • Orally give reasons that

support the opinion • Write opinion pieces,

state the opinion and support it.

Book reports and/or posters with Science or Social Studies theme

Analyzing Creating

“Write from The Beginning”

• Book reports • Writing

opinion statements • Writing

portfolio


College and Career Readiness Anchor Standards for Writing Text Types and Purposes

Level: Grade 1

Anchor Standards




2. Write informative /explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Vocabulary Audience, explanatory, information

W 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. Essential Questions Why are informative texts important for reading/writing?

Class books Sequencing booklets • Research topics and

produce by using word processing in computer lab. • Journaling • Write informative text • Read examples of

informative text and determine the topic • Transfer ideas from a

graphic organizer into informative sentences.

Making a class book about how we are alike and different. Social Studies 1.H.1.1

Remembering Analyzing Creating

Writer’s Workshop Open Court Unit 10 Animal Homes (Pgs. 180-195)

• Class book • Writing

portfolio • Journaling • Informative

writing

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Vocabulary Sequence, transition words, elaborate.

W 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. Essential Questions Why is sequencing important to writing?

• Writer’s Workshop • Journaling • Define narrative and

read one. • Retell events in order • Construction

sentences based on lists using transition words. • Define conclusion and

create one.

Write about life cycles of butterflies, frogs etc. Showing the sequence they follow and needs. Science 1.L.1.

Creating Writer’s Workshop Open Court Unit 7 The Hare and Tortoise (Pgs. 92-95)

• Class book • Writing

portfolio • Journaling


College and Career Readiness Anchor Standards for Writing Production and Distribution of Writing

Level: Grade 1

Anchor Standards




4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

4. (Begins in grade 3)

5. Develop and strengthen writing as needed by planning, rewriting, or trying a new approach Vocabulary Edit, revise, setting, topic, peers, suggestion

W 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. Essential Question How can feedback help you revise?

• Writer’s workshop • Small group instruction • Shared writing • Sharing the Pen • Choose a topic and

compose a piece of writing and use questions to guide revisions.

Interview grandparents about what it was like when they were a child. Social Studies 1.H.1.1.

Creating Writers Workshop Write From the Beginning

Writers Samples

6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. Vocabulary Digital tools, produce, publish, word processing.

W 6. With guidance and support from adults, use a variety of digital tolls to produce and publish writing, including in collaboration with peers. Essential Question Why do we use a variety of tools to produce and publish our writings?

• Kid Pix/Max Write • Kidspiration • With guidance/support,

use a variety of digital tools to produce and publish writing.

Create a non-fictional story about a holiday or event in their life using Kid Pix/Max Write Social Studies 1.H.1.3

Creating Published works


College and Career Readiness Anchor Standards for Writing Research to Build and Present Knowledge

Level: Grade 1

Anchor Standards



Integrated Activity

Bloom’s Level Resources Formative Summative Assessment

7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Essential Question Why research before we write?

W 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).

• Partner research • Book of recipes • Write directions/steps for

something the child knows how to do

• Select a topic for research • Participate in shared research.

Creating class book of recipes from a older family member Social Studies 1.C.1

Remembering Understanding Creating

Trade books informational text Open Court Unit 7 The Kite (Pgs. 26-43)

• Instructional writing

• Research writing

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each sources, and integrate the information while avoiding plagiarism.

W 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Essential Question How can I find what I need to know about a topic?

• Child interviews with adult • Guest speaker in classroom • Narrative writing • Choose a topic and gather

information on the topic using KWL chart.

Media coordinator giving instructions or rules for correct and safe use of the internet Social Studies 1.C & G.1

Applying Evaluating Creating

Trade books informational text Open Court Unit 1 Ms. Goose’s Baby (Pg. 42-53)

Interviews

9. Draw evidence from literacy or informational texts to support analysis, reflection, and research.

W 9. (Begins in grade 4)

Vocabulary for standards 7&8. Team, project, research, instructions, roles; database, resources.


College and Career Readiness Anchor Standards for Speaking and Listening Comprehension and Collaboration

Level: Grade 1

Anchor Standards


Instructional Strategies/Activities The

Learner Will .....



1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively Essential Questions What rules do you need to have class discussions?

SL 1. Participate in collaborative conversation with diverse partners about kindergarten topics and texts with peers and adults in small and large groups. • 1a. Follow agreed-

upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

• 1b Build on others’ talk in conversation by responding to the comments of others through multiple exchanges.

1c Ask questions to clear up any confusion about the topics and texts under discussion.

• Walking Field Trips • Picture Books • Pair and Share • Classroom Visitors • “Be The Expert” child

presents • Paired reading with lower

grade level • Create a list of rules for

class discussions • Plan class discussions

taking turns and following rules. • Comment on others

thoughts in discussion.

Using magazines to make a picture book on Social Studies topic. Discuss current events

Understanding Applying Analyzing Evaluating

Variety of books Open Court Unit 4 Wake Up City (Read Aloud)


• Picture books


Anchor Standards






2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Essential Question How can asking questions help us understand text/media

• KWL Charts • Text, Web/graphic

organizer • Answer teacher directed

questions. • Have question/answer in

partner groups

Using a Science unit, create a KWL chart

Applying Evaluating

Literature Text Book Classroom Library Open Court Unit 1 Wolf (Read aloud)

• Oral presentation

• KWL chart

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Vocabulary Statement, explanation, speaker, perspective, open-ended, understand

SL 3. Ask and answers questions about what a speaker says in order to gather additional information or clarify something that is not understood. Essential Questions How important is vocabulary in asking and answering questions about what a speaker says?

• Student of the Day Activity with interview by classmates • Show and Tell • Recall what makes a

question • Formulate questions

about key details from speaker’s presentation.

Create a chart of their culture/traditions

Evaluating Speaker • Teacher observation


College and Career Readiness Anchor Standards Presentation of Knowledge and Ideas

Level: Grade 1

Anchor Standards



Learner Will .....


4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Essential Questions How do descriptions support reading comprehension and writing skills

• Journal writing • Circle Maps • Vocabulary • Identify adjectives. • Use words/phrases to

describe people, places, things and events.

• Express ideas and feelings with a partner.

Incorporate a Science or Social Studies theme into the student’s daily journals

Remembering Understanding

Journals Open Court Unit 7 The Garden (Pg. 46-63)

• Journals • Circle Maps

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts and feelings.

• Kid Pixs • Graphic organizers • Locate examples of

illustrations or visual displays in student/teacher presentations.

In computer lab, have the students create a kid Pix on a Science or Social Studies theme. Essential Questions How can pictures/visuals help add details about thoughts/feelings?

Understanding Applying Creating Vocabulary Visual display, chart, graph, image, audio, voice

Digital media Open Court Unit 7 74th Street (Pgs. 98-99)

• Kid Pixs/ Visuals

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL 6. Produce complete sentences when appropriate to task and situation. Vocabulary for SL 4,5,6. Describe, details, events, experience, adjective, coherent, audible, recount, audience, formal/informal

• Ordering words in a sentence

• Define a complete sentence

• Education City – Website • Spelling City- Website • Identify parts of speech

and different kinds of sentences.

Take a sentence from the Science text and scramble the sentence and have the students put back in order Essential Question Why is it important to speak/write in complete sentences?

Understanding Applying Creating

Sentence strips Open Court Unit 1 The Chase (Pg. 30-37)

Writing complete sentences


College and Career Readiness Anchor Standards for Speaking and Listening Conventions of Standard English

Level: Grade 1

Anchor Standards



Learner Will .....



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Essential Questions Why are capitalization and punctuation important in language/writing? What are some strategies to spell common and unknown words. Vocabulary Upper/lowercase, capital letter, alphabet, write period, questions mark, exclamation point, comma.

L 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking • 1a Print all upper

and lowercase letters.

• 1b Use common, proper, and possessive nouns with matching verbs in basic sentences (e.g., I, me, my; they, them, their, anyone, everything)

• 1c 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).

• 1d Use frequently occurring adjectives.

• Participate in journal writing and presentation

• Word building game • Daily oral language • Writer’s workshop • Write From the Beginning • Mini lessons • Teacher Modeling Morning

Message • Identify upper and lower case

letters, and print them. • Define each part of speech and

give examples o Noun (common &

proper) o Pronoun (personal,

possessive, indefinite) o Verb o Adjective o Conjunctions o Prepositions

• Locate parts of speech in sentences

• Write simple sentences with proper punctuation.

• Expand simple sentences to compound sentences.

Calendar Study Remembering Creating

Writer’s workshops Write from the beginning Open Court Unit 9 Ira Sleeps Over (Pg. 90-117)

• Journal writing • Mini activities


• 1e Use frequently occurring conjunctions (e.g., and, but, or, so, because).

• 1f Use determiners (e.g., articles, demonstratives)

• 1g Use frequently occurring prepositions (e.g., during, beyond, toward).

• 1h Produce and expand complete simple and compound declarative, interrogative, and exclamatory sentences in response to prompts.


College and Career Readiness Anchor Standards for Reading Conventions of Standard English

Level: Grade 1

Anchor Standards





2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Essential Questions Why are capitalization/punctuation important in language and writing? What are some strategies to spell common and unknown words? Vocabulary Greeting, apostrophe, plus the vocabulary form LI.

L 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • 2a Capitalize dates

and names of people.

• 2b Use end punctuation for sentences.

• 2c Use commas in dates and to separate single words in a series.

• 2d Use conventional spelling for words with common spelling patters and for frequently occurring irregular words.

• 2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

• Daily Oral Language • Narrative Writing • Writer’s Workshop • Shared Writing • Model Writing • Identify capital letters

in assignment. • Use ending

punctuation in given assignments

• Recognize and use commas in the date daily.

• Crate sentences with words in a series for commas

• Recognize 5 new woes weekly.

• Spell common unknown words.

Practice writing holidays, landmarks, etc. with capital letters

Understanding Creating

Writer’s workshop Open Court Unit 3 Song of the Train (Pgs. 26-29)

• Narrative writing

• Examples of handwriting

• Writing portfolio



Vocabulary Acquisition and Use Level: Grade 1

Anchor Standards






4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Essential Questions How do word parts help us understand what words mean? Vocabulary Root/base prefix/suffix context homophone, compound, glossary

L 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. • 4a Use sentence-

level context as a clue to the meaning of a word or phrase.

• 4b Use frequently occurring affixes as a clue to the meaning of a word.

4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

• Listen to stories on CD

• Study phonics game book

• Make picture graphs • Build-a-word • Do a word Sort • Play sight Word

Bingo • Add-a-verse • Play charades • Identify root bases of

words • Find inflectional

endings. • Correctly use

inflectional forms in oral language

• Compare meanings of prefixes after identifying them

Create a sight word bingo using Science/ Social Studies words from reviewed units.


Sam& The Bag Jack & Rich Todd’s Box All That Com Dan’s Pet Boats For Beth Space Pup Where Do Frogs… Try Your Best Fun With Fish I Am A Butterfly Did You See Chip? Tomas Rivers On the Way… Level 3: Here & There Level 4: Time Together- all selections Level 5: Gather Around- all selections Open Court Unit 2 The Hermit Crab (Pg 44-47)

• Word meaning assessments


College and Career Readiness Anchor Standards for Reading Vocabulary Acquisition and Use

Level: Grade 1

Anchor Standards






5. Demonstrate understanding of word relationships and nuances in word meanings. Essential Questions How does good communication help us learn new words? How can vocabulary add detail to speech and writing? Vocabulary Sort, action, category, opposite, adjective, attributes, verb “shades of meaning”

L 5. With guidance and support from adults, explore word relationships and nuances in word meanings.

• 5a Sort words into categories (e.g., colors, clothing to gain a sense of the concepts the categories represent.

• 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).

• 5c Identify real-life connections between words and their use (e.g., note places at home and cozy).

• 5d 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.

• Listen to stories on CD • Make picture graphs • Build-a-word • Word Sort • Play charades • Sort words into

categories (e.g. colors, clothing, etc.)

• Add attributes to further describe words.

• List/chart key attributes.

• List/chart key verb. • Use verbs in sentences

Play charades where they act out a specific animal.

Remembering Understanding

The Hat Sam & The Bag Ants Jack & Rick Todd’s Box All That Com Dan’s Pet Boots For Beth Space Pup Where Do Frogs.. Try Your Best Fun With Fish Tomas Rivera Open Court Unit 5 Listen to Rain (Pgs 4-9)

• Activities with nouns and verbs

• Teacher observations



Vocabulary Acquisition and Use Level: Grade 1

Anchor

Standards Specific Grade

Standard Instructional

Strategies/Activities The Learner Will .....


6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in fathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Essential Question What words are difficult to understand in this lesson? How can I explain their meaning?

L 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). Vocabulary Wh- question words, verb, adverb emotions, actions

• Make synonym and antonym booklets

• Participate in various board games

• Word Wall Activities • Play charades • Retelling • Collaborative Activities • Utilize all conventions from

previous standards. • Look at newly acquired

vocabulary and determine meaning

• Look at conjunctions to signal relationships (e.g. because)

Using the word wall, have the students identify previous Science/Social Studies words.

Remembering Understanding Application

The Hat Sam& The Frog Ants Jack & Rick All That Com Dan’s pet Boots For Beth Space Pup Where Do Frogs… Try Your Best Fun With Fish I Am A Butterfly Did You See Chip? Tomas Rivera On the Way… Open Court Unit 3 Trucks (Pg. 44-47)

• Booklets • Teacher

observations



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