Post Falls School District #2731st Grade – Language Arts
Reading Standards for Literature
Learning Targets/Skills Vocabulary Sample Assessment Storytown Correlation
Key Ideas and DetailsRL.1.1Ask and answer questions about key details in a text.
I can find details in a text.I can ask questions about the details in a text.Read or listen to text for key details. Generate questions and answer questions about key details inthe text.
Prior Question Listen
Explicit Narrative Detail Answer Text
SE(1): 62SE(2): 28, 222TE(1): T152–T153, T154–T155, T156, T158, T182TE(2): T58, T60, T65, T333, T504, T506TE(3): T332, T505
TE(4): T332, T336
RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson.
I can retell a story in my own words using key details.
Read or listen to a story for thesequence of key details.Record the key details in sequence.Retell the story and state the centralmessage or lesson.
Prior Listen
Explicit Narrative Detail Sequence Retell Topic Main Message
SE(2): 241SE(3): 85TE(1): T139, T160, T331, T354, T417, T440TE(2): T45, T68, T141, T166, T216, T317, T340, T372, T403, T491, T514, T516TE(3): T32, T141, T164, T166, T216, T229, T315, T338, T401, T489, T514TE(4): T46, T66, T70, T144, T231, T256, T319, T346, T409, T410, T495TE(5): T143, T166, T229, T256, T319, T405, T430, T493, T518
RL.1.3Describe characters,settings, and major events in a story, using keydetails.
I can identify and describe the characters, settings, and major events in a story.
Read or listen to a story.Identify the characters, settings,and major events.Describe characters, settings, and major events in a story using key details.
Prior Setting Characters
Explicit Events Narrative Identify
TE(1): T426–T427, T440TE(2): T156, T157, T163, T318, T326–T327, T332, T335, T337, T340, T350, T372, T550–T501, T516TE(3): T156, T158, T166, T238–239, T256, T274, T400TE(4): T15, T92, T230, T252, T253, T317, T334, T405, T408, T514TE(5): T130, T139, T140, T141, T142, T152, T153, T158, T162, T165, T166, T188, T238–T239, T244, T245,
T246, T247, T252, T254, T255, T256
Craft and StructureRL.1.4Identify words and phrases in stories or poems that suggestfeelings or appeal to the senses.
I can identify words or phrases that are about feelings.
Read or listen to a story or poem.Share feelings about the story or poem.Identify the words and phrases in thestory or poem that express thosefeelings.
Prior Listen
Explicit Poem Identify Narrative
TE(3): T156, T263TE(4): T72, T85, T132, T146, T170, T323, T348, T361, T405,T408, T413, T447, T457TE(5): T245, T254
RL.1.5Explain major differencesbetween books that tell stories and books thatgive information, drawing on a wide range of text types.
I can explain the difference between fiction and non-fiction.
Read or listen to a story or an article(expository text).Recognize the difference betweenbooks that tell stories and booksthat give information.List differences between expositoryand narrative text.
Fiction, non-fiction, informative, explanatory
SE(1): 184SE(2): 182SE(4) 136SE(5) 92TE(1): T452TE(2): T162, T224, T247, T416–T417TE(4): T232, T268, T443, T496TE(5): T144, T177, T178, T230, T506
RL.1.6Identify who is telling the story at various points ina text.
I can tell who is telling the story.
Read or listen to a story that has a clear narrator.Identify who is telling the story.
Prior Listen
Explicit Identify Narrative
TE(1): T255TE(3): T151, T176, T188, T198
Integration of Knowledge and IdeasRL.1.7Use illustrations and details in a story to describe its characters,setting, or events.
I can describe the characters, setting and sequence of events of a story.
Read or listen to a story using picture clues and key details before and during the reading to describe the characters, the
Prior Illustration Characters Setting
Explicit Event Detail Sequence
TE(1): T327–T330, T427, T432–T437TE(2): T156, T158–T164, T166, T198, T313–T316, T332–T337, T506–T514TE(3): T156, T159–T163, T225–T228, T249, T330–T335,T485–T488, T504–T512
setting, or events.List characters, setting and sequence of events.Describe characters, setting andsequence of events
Narrativ TE(4): T42–T44, T60–T67, T228–T230, T334–T343, T492–T494, T510–T517TE(5): T158, T159, T164, T244–T254, T414–T415, T420,T242, T246, T428, T430, T508–T516
RL.1.9Compare and contrast theadventures and experiences of characters in stories.
I can identify characters in stories I read or listen to.I can describe the adventures and experiences of characters in stories I read or listen to. I can compare the adventures and experiences of characters by telling how they are alike. I can contrast the adventures and experiences of characters by telling how they are different
Read or listen to two texts that address similar themes ortopics. (Stone Soup and Tumbleweed Stew).Discuss and list the similarities anddifferences between the characters and their experiences
Prior Same Different Listen
Explicit Topic Narrative Characters
Introductory Compare Contrast Adventures Experiences
Formative: Check for understanding (t-charts, thumbs-up, whiteboards, etc.)
SE(2): 43TE(2): T46, T55, T62, T66, T68, T78, T100, T158, T507,T509TE(3): T161TE(4): T65, T190, 288, T329, T378TE(5): T188, T198, T288, T462
Range of Reading and Level of Text ComplexityRL.1.10With prompting and support, readprose and poetry of appropriate complexity for grade 1.
I can read poetry.I can read short books and poems and ask for help when needed.
Read prose and poetry chorally fromappropriate grade level text.
Explicit Poetry
Introductory Chorally Echo
Formative: Teacher observationsSmall group reading and individual conferences
SE(1): 50–57, 63–73SE(2): 16–23, 29–42SE(5): 51, 229–247TE(1): T77, T134–T138, T152–T158, T255, T327–T330,T345–T352, T431–T438, T537TE(2): T40–T44, T58–T66, T137–T140, T155–T164, T182,T265, T313–T316, T322, T331–T338, T399–T402,T439, T487–T490, T505–T514TE(3): T41–T44, T79, T137–T140, T155–T165, T225–T228,T263, T311–T314, T329–T337, T354, T397–T400,T485–T488, T503–T513
TE(4): T41–T44, T59–T69, T179, T227–T230, T245–T255,T315–T318, T333–T345, T405–T408, T491–T494, T509–T519TE(5): T81, T139–T142, T157–T165, T225–T228, T243– T255, T315–T318, T353, T401–T404, T419–T429,T489–T492, T506–T516, T529
Reading Standards for Informational Text
Learning Targets/Skills Vocabulary Sample Assessment Storytown Correlation
Key Ideas and DetailsRI.1.1Ask and answerquestions aboutkey details in atext.
I can find details in a text.I can ask questions about a text.I can answer questions about a text.Read or listen to agiven text.Identify key details intext.Construct questionsand answers aboutkey details in text.
Prior Question Listen
Explicit Detail Answer Identify
SE(1): 28SE(3): 106TE(1): T58, T61, T63, T64TE(2): T90,T450TE(3): T61, T242–T243, T244, T247, T419TE(4): T424, T429TE(5): T335
RI.1.2Identify the main topic and retell key details of a text.
I can retell a story in my own words using key details.I can identify the main topic in an informational text.Read or listen to a given text.Retell key details of the given text.Identify the main topic.
Prior Listen
Explicit Retell Main
topic/idea Detail Identify
SE(3): 174–175, 198SE(5): 47, 167TE(1): T61, T62, T63, T64, T240, T518, T520, T548TE(3): T324–T325, T349, T410–T411, T423, T425, T426TE(5): T68, T340, T342
RI.1.3Describe the connectionbetween two individuals,events, ideas, or pieces ofinformation in atext.
I can find a connection between two things in a text.
Read or listen to a given text.Recognize similarities.Describe a connection betweentwo individuals, events, ideas, orpieces of information in a text.
Prior Listen
Explicit Connect Event Informatio
SE(3): 24–25. 44. 102–103, 121SE(4): 68–69, 92TE(1): T499, T523TE(2): T90, T246, T276, T418, T423, T425, T450TE(3): T54–T55, T60, T63, T66, T67, T78, T238–239, T246, T249, T250, T416, T527TE(4): T152–T153, T159, T160, T161, T163, T165, T167,T178TE(5): T62, T63, T65
Craft and Structure
RI1.4Ask and answer questions to help determine orclarify the meaning of words and phrases in atext.
I can find unknown works.
Read or listen to a given text.Identify unknown words and phrases.Ask and answer questions to clarifymeanings.
Prior Listen Question
Explicit Identify
Introductory Clarify
TE(1): T43TE(3): T63, T247, T417TE(4): T498
RI.1.5Know and use various text features (e.g.,headings, tables of contents, glossaries,electronic menus, icons) to locate key facts orinformation in a text.
I can locate information.
Read or listen to a given text.Identify a key feature.Use key feature to locate informationin the given text
Prior Listen
Explicit Information
SE(1): 216TE(1): T518, T520, T525, R14TE(2): T18, T248, R18TE(3): T50, T420, T423, R20TE(4): T425, T428, R22TE(5): T18, T92, T95, T335, T340, R22
RI.1.6Distinguish betweenInformation provided bypictures or other illustrations and information provided by the words in a text.
I can find information through pictures and words.
Discuss the information provided by the illustrations and the text before and during the reading of the text.
Prior Illustration
Explicit Information
SE(1): 216TE(1): T212, T521, T525TE(2): T245, T419TE(3): T420, T423TE(4): T425, T428TE(5): T33
Integration of Knowledge and IdeasRI.1.7Use the illustrations anddetails in a text to describe its key ideas.
I can describe the key ideas in a text.
Explain the key details usingillustrations and text before and during the reading of a given text.
Prior Illustration
Explicit Detail Identify
TE(1): T41, T42, T44, T60–T64, T171, T219–T222, T238–T242, T499–T502, T518–T520, , T521, T522–T524TE(2): T79, T225, T228, T244–T248, T250–T252, T418–T425, T247TE(3): T60–T66, T244–T249, T416–T421, T423–T424TE(4): T158–T166, T425TE(5): T42–T44, T60, T66, T334, T335, T340
RI.1.8Identify the reasons an author gives to supportpoints in a text.
I can tell the author’s purpose.
Read or listen to a given text.Identify the author’s purpose.Identify key details that support theauthor’s purpose.
Prior Author
Explicit Identify Detail
Introductory Author’s purpose
SE(1): 216SE(2): 126, 202TE(1): 525TE(2): T245, T247, T253, T416–T417, T419, T427TE(3): T242–T243, T247, T249, T425
TE(4): T423, T428, T431, T442TE(5): T60, T61
RI.1.9Identify basic similarities in and differences between two texts on the same topic (e.g., inillustrations, descriptions, or procedures).
I can tell how two stories are alike and different
Read or listen to two texts on the same topic.Describe similarities and differencesbetween the two texts
Prior Same Different Listen
Introductory Compare
SE(4): 216TE(4): T444
Range of Reading and Level of Text ComplexityRI.1.10With prompting and support, read informational textsappropriately complex for grade 1.
I can read out loud with the rest of the class.
Read chorally informational textsappropriate for first grade
Explicit Information
SE(1): 201–215SE(2): 183–201SE(3): 107–120SE(4): 73–91SE(5): 29–49TE(1): T219–T222, T237–T242, T499–T502, T516–T524TE(2): T225–T228, T243–T252, T416–T426TE(3): T59–T66, T242–T250, T415–T424TE(4): T139–T142, T156–T166, T423–T430TE(5): T41–T44, T58–T68, T333–T340
Reading Standards: Foundational SkillsPrint ConceptsRF.1.1Recognize the distinguishing features of a sentence (e.g., first word, capitalization,ending punctuation).
Model features of a sentence.(Capitalization, word, space, andpunctuation)Identify features of a sentence.Recognize the distinguishingfeatures of a sentence (e.g., firstword, capitalization, endingpunctuation).
Prior Sentence Question
mark Exclamation
point Period Uppercase Lowercase Capital Letter Word Space Beginning
TE(1): T40, T68, T80, T90, T100, T142–T143, T163, T163,T175, T185, T195, T227, T247, T258–T259, T269,T279, T334, T420, T422, T443, T454, T465, T474–T475, T506–T507, T528–T529, T540–T541, T550–T551, T560–T561TE(2): T42, T49, T71, T83, T93, T103TE(4): T84, T104, T182, T270, T291, T371TE(5): T48, T84, T94, T146, T168,
Middle End Left Right
Explicit Identify Punctuation Sequence Noun Verb
Phonological Awareness
RF.1.2a.Distinguish long from short vowel sounds in spoken single-syllablewords
I can tell the difference between a short vowel and a long vowel.
Identify the vowel sound in each word.Demonstrate short vowel sounds in one syllable words.Demonstrate long vowel sounds in one syllable words.Produce short and long vowel sounds as instructed.Distinguish long from short vowel sounds in spoken single-syllable words.
Prior Sound Listen Syllable Short/long
VowelExplicit
Identify Consonant
TE(3): T520TE(4): T222, T262, T310–T311, T400
RF.1.2bOrally produce single-syllable words by blending sounds (phonemes),Including consonant blends.
I can blend sounds to make a word.
Model blending of sounds to create one syllable words using consonants and vowels. (Use manipulatives.)Model blending of sounds to create one syllable words using consonant blends.Explain that all words have vowelsounds.Orally produce single-syllablewords by blending sounds (phonemes), including consonantblends
Prior Blend Sound Syllable Vowel
Explicit Consonant
TE(2): T35, T51, T73, T85, T95, T131, T147, T171, T183,T193, T393, T433, T455, T481, T521, T543TE(3): T131, T147, T305, T365, T479, T519, T543TE(4): T221, T283, T399, T415TE(5): T219, T309, T395, T483
RF.1.2c I can pronounce beginning, Prior TE(1): T321, T337, T359, T371,
Isolate andpronounce initial,medial vowel, andfinal sounds(phonemes) inspoken single syllablewords.
middle and endings vowel sounds
Identify the initial sound of onesyllable word.Identify the final sound of onesyllable word.Identify medial vowel sound of onesyllable word.Isolate and pronounce initial, medial vowel, and final sounds(phonemes) in spoken single syllable words.
Sound Syllable Beginning Middle End Word Listen
T381, T493, T509, T531
RF.1.2dSegment spoken single-syllable words into theircomplete sequence of individual sounds (phonemes).
I can sound out words.
Model segmentation for single syllable words. (Usingphoneme boxes, manipulatives,kinesthetic movements, etc.)Progress from modeling toIndependent segmentation of one syllable words usingappropriate manipulatives.Segment spoken single syllablewords into their completesequence of individualsounds (phonemes).
Prior Segment Syllable Word Sound
Explicit Identify Sequence
TE(2): T219, T235, T259, T271, T281, T307, T323, T345, T357, T367, T393, T409, T433, T445, T481, T497, T533TE(3): T219, T235, T279, T321, T365TE(4): T35, T75, T485TE(5): T235, T325, T411, T499
Phonics and Word RecognitionRF.1.3a.Know the spelling-soundcorrespondences for commonconsonant digraphs (two letters that represent one sound).
I can identify sounds of digraphs in words.
Identify sounds of digraphs in words.Use letter sound relationships to identify digraphs in printedwords. (ch, tch, sh, wh,th, ph, wr, gn, ck, kn)Know the spelling soundCorrespondences for common consonant digraphs (two lettersthat represent one sound)
Prior Sound Word Letter
Explicit Identify Consonant
TE(1): T319, T322–T325, T327, T328, T330, T338–T339, T360–T361, T373, T383TE(2): T129, T132–T133, T136, T138, T139, T140, T148– T149, T172–T173, T185, T195, T261, T482–T485,T486, T487, T488, T489, T498–T499, T507, T522– T523, T528, T535, T545TE(3): T36–T37, T42, T43, T52–T53, T74–T75, T87, T97, T217, T220–T223, T224, T225, T227, T228, T236–T237, T258–T259, T271, T281
RF.1.3bDecode regularlyspelled one syllablewords.
Use letter sound relationships toblend CVC and CVCC words.Decode regularly spelled one-syllable words.
Prior Letter Sound Blend Vowel Syllable Spell
Explicit Consonant Identify Word Pattern
SE(1): 90–91, 111SE(2): 24–25, 49TE(1): T37, T40, T42, T72, T134, T218, T232, T256, T326, T412, T498TE(2): T37, T40, T54, T74, T80, T136, T172, T224, T260, T312, T346, T398, T434, T486TE(3): T40, T74, T136, T172, T224, T258, T310, T344, T396, T432, T484, T520TE(4): T40, T76, T138, T174, T226, T262, T314, T352, T404, T438, T490, T526TE(5): T40, T76, T138, T172, T224, T262, T314, T348, T400, T436, T488, T524
RF.1.3cKnow final -e andcommon vowelteam conventionsfor representinglong vowelsounds.
I can identify long vowel sounds
Identify long vowelsounds.Demonstrate the final –erule for long vowel words.Practice reading/spellingusing the final –e rule.Introduce vowel teams (ai,ay, ee, ea, ie, oa, oe, ui).Practice reading/spellingusing vowel teams.Classify words with final–e and vowel team patterns.Demonstrate knowledge of final -e and common vowel team conventions for representing long vowel sounds.
Prior Long vowel Sounds Spell End Letter Word
Explicit Vowel team Consonant
Introductory Compare Contrast
SE(3): 214–215SE(4): 108–109TE(3): T477, T480–T481, T485, T487, T496–T498, T505, T508, T520–T521, T528, T535, T545,TE(4): T36, T37, T38, T40, T43, T52, T53, T89, T99, T134, T136, T138, T140, T150, T174, T175, T186, T187,T196, T197, T222–T223, T224, T225, T226, T228, T229, T238, T240, T262–T263, T275, T285, T307, T310, T312, T313, T317, T326, T352, T353, T365,T375, T400, T401, T402, T403, T406, T416, T438, T450, T460TE(5): T36–T37, T38–T39, T52–T54, T89, T99, T134–T137, T141, T150, T172, T185, T195, T310–T311, T312–T313, T326–T327, T348–T349, T371, T436
RF.1.3dUse knowledge that every syllable must have a vowelsound to determine the number of syllables in a printed word.
Listen to the word.Break the word into syllables by clapping each syllable.Count the number ofsyllables.Model by writing the word and marking the syllable breaks.Identify the vowels in each syllable.Use knowledge that every syllable must have a vowel sound to determine the numberof syllables in a printed word.
Prior Listen Word Syllable Segment Vowel Sound
Explicit Identify
StoryTown CommonCore Bonus
RF.1.3e.Decode two syllable wordsfollowing basic patterns bybreaking the words into syllables.
I can read words by breaking the words into syllables.
Listen to the word.Break the word into syllables by clapping each syllable.Decode each syllable and then read each word as a whole.Decode two-syllable words following basic patterns by breaking the words intosyllables.
Prior Listen Word Syllable Segment
Explicit Word pattern
TE(2): T172, T411, T446TE(3): T86, T393, T396, T433
RF.1.3f.Read words with inflectionalendings.
Identify word endings and theirmeanings.Identify the root/base word.Recognize and develop anunderstanding of word endings and their meanings.Read words with inflectional endings.
Prior Word Ending/Affix
Explicit Identify Root/base
word Affix
Introductory Prefix Suffix
TE(1): T84, T94, T137, T458, T468TE(3): T86, T96, T184, T194, T270, T280, T356, T366, T444, T454TE(4): T364, T374TE(5): T88, T98, T360, T370
RF.1.3g.Recognize and read grade appropriate irregularly spelledwords
I can read first grade sight words.
Memorize 150 grade appropriate sight words.Recall 150 grade appropriatesight words with automaticity in isolation.Read sight words fluently in context.Recognize and read grade-appropriate irregularly spelledwords
Prior Word Sound Left Right Spell
SE(1): 198–199SE(2): 104–105TE(1): T514–T515, T531, T534, T546TE(2): T240–T241, T259, T262, T274
FluencyRF.1.4a.Read grade-level text with purpose and understanding.
I can read on a first grade level.
Discuss purposes for reading avariety of texts.Differentiate between types oftext.Tell the purpose for reading atext.Read grade-level text with purpose and understanding
Explicit Fiction/
nonfiction Informative/
explanatory Poem/poetry
Introductory Author’s
purpose Comprehend
Summative: Weekly StoryTown test, AIMS fluency probes
Formative: Teacher observations, whole-group discussions, small-group discussions
SE(1): 200SE(2): 91TE(1): T191, T244, T275, T503, T516–T517, T521, T535, T538, T547TE(2): T155, T164, T175, T178, T505, T508, T537, T557TE(3): T45, T68, T77, T89, T99, T155, T161, T166, T175, T187, T347, T426, T435TE(5): T45, T70, T79, T91, T166, T175
RF.1.4b.Read grade-leveltext orally withaccuracy,appropriate rate,and expression.
I can read on a first grade level.
Practice reading grade 1 text with rate, accuracy, and prosody.Orally practice timed reading with grade 1 text with rate, accuracy, and prosody.Read grade-level text orally with accuracy, appropriate rate, and expression.
Prior Word Sentence Left Right Sound
Introductory Rate Accuracy Expression Orally
Summative: Weekly StoryTown test, AIMS fluency probes
Formative: Teacher observations, whole-group discussions, small-group discussions
TE(1): T45, T66, T75, T78, T87, T97, T126, T139, T160, T169, T172, T181, T191, T223, T244, T275, T318, T331, T354, T363, T366, T375, T385, T404, T417, T440, T449, T452, T461, T471, T503, T516, T521, T557TE(2): T45, T68, T77, T80, T89, T94, T99, T141, T166, T170, T175, T178, T187, T197, T254, T263, T275, T349,T440, T449, T459, T491, T516, T525, T528, T537, T547, T557TE(3): T80, T89, T99, T175, T178, T187, T261, T264, T273, T283, T347, T350, T359, T369, T438, T477, T489,TE(4): T79, T91, T143, T177, T231,
T256, T265, T277, T287, T319, T346, T355, T367, T377, T441 TE(5): T79, T91, T156, T162, T175, T197, T265, T363, T405, T439, T451, T461, T493, T527, T539, T549
RF.1.4c.Use context to confirm or self correct word recognition andunderstanding, rereading asnecessary.
I can self-correct when I read.
Introduce the terms self –correct, context, andrereading.Model each term.Participate in guided practice for each term.Use context to confirm orself-correct word recognition and understanding, rereading as necessary
Introductory Context Comprehend Self-Correct Re-reading
Summative: Weekly StoryTown test, AIMS fluency probes
Formative: Teacher observations, whole-group discussions, small-group discussions
TE(1): T87, T97, T172, T181, T191, T275, T385, T471, T557TE(2): T99, T197, T227, T285, T371, T459, T547TE(3): T63, T99, T162, T197, T283, T369, T416, T421, T457, T547TE(4): T101, T199, T287, T377, T463, T551TE(5): T67, T101, T197, T287, T337, T342, T373, T461, T549
Writing Standards Learning Targets/Skills Vocabulary Sample Assessment Storytown Correlation
Text Types and PurposesW.1.1.Write opinion pieces in whichthey introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense ofclosure.
I can introduce the topic or name of the book I am writing about.I can state an opinion about the topic.I can give a reason for the opinion.I can give a concluding statementBrainstorm a topic (draw a picture or graphic organizer etc.).Formulate an opinion on topic.Justify opinion with 2 or more supporting details.Conclude by stating topic in different words.Create an opinion piece in which they introduce the topic or name the book they arewriting about, state an opinion, supply a reason for the opinion,and provide some sense of
Explicit Detail Topic Opinion Draft Pre-write
Introductory Conclusion
SE(3): 50–51TE(3): T108–T117TE(5): T217, T233, T259, T271, T281, T291
closure.W.1.2.Write informative/explanatory texts in which theyname a topic, supply some facts about the topic, and provide some sense of closure
Select an informative orexplanatory topic. (Howto/research topic etc.)Brainstorm supportingfacts/details. (Draw a picture or graphic organizer, etc.)Organize information insequential order. (First, next, etc.)Create a draft using topic,supporting details, andconcluding statement.Revise and edit draft.Develop an informative/explanatory text in whichthey name a topic, supplysome facts about the topic, and provide some sense of closure.
Explicit Informative Explanatory Fact Draft Pre-write
Introductory Revise Edit
TE(4): T33, T131, T307TE(5): T33, T49, T73, T85, T95, T105, T147, T169, T181, T191, T201, T307, T323, T345, T357, T367, T377
W.1.3.Write narratives in which theyrecount two or more appropriately sequencedevents, include some detailsregarding what happened, usetemporal words to signal eventorder, and provide somesense of closure
Brainstorm story ideas. (Drawa picture or graphic organizer)Select a topic.Organize information insequential order usingtransition words. (First, next, etc.)Create a draft using topic,supporting details, andconcluding statement.Revise and edit draft.Publish final draft.Share writing with audience.Compose a narrative in whichthey recount two or moreappropriately sequencedevents, include some detailsregarding what happened, usetemporal words to signal eventorder, and provide some senseof closure.
Explicit Narrative Details Sequence Pre-write Draft
Introductory Revise Edit Conclusion
SE(3): 126SE(5): 54–57TE(3): T33, T49, T71, T83, T93, T103, T233, T255, T264,T267, T277, T287TE(5): T110–T119, T409, T433, T442, T445, T455, T465, T497, T521, T530, T533, T543, T55
W.1.5.With guidance and support from adults, focus on a topic, respond to questions andsuggestions from peers, and
Collaborate as a class to generate a list of adjectives and adverbs to improve quality ofwriting.Utilize questions to clarify
Prior Question
Explicit Draft Adjective
TE(1): T195, T389, T475, T561TE(2): T103, T201, T463TE(3): T103, T201, T287, T373, T461, T551TE(4): T49, T73, T85, T95, T105,
add details to strengthenwriting as needed.
story details.Use clear and preciselanguage: to summarize ina concise manner.Demonstrate the rewritingprocess with students.Collaborate with guidanceand support from adults,focus on a topic, respondto questions and suggestions from peers, and add details tostrengthen writing asneeded.
Noun Detail
Introductory Adverb Clarify Revise Edit
T323, T349, T361, T371, T381TE(5): T180, T201, T291, T377, T553
W.1.6.With guidance and support from adults, use a variety of digital tools to produce and publish writing, includingin collaboration with peers.
Discuss and demonstrate media tools available. (Example: digital cameras, Elmo projection unit, smart boards…etc.)Guide and create the story depending on tools chosen.Incorporate and use avariety of digital tools to produce and publish writing,including in collaboration withpeers and adults.
Explicit Draft Pre-write
Introductory Revise Edit
SE(5): 56TE(3): T181, T191, T201, T287, T551TE(4): T119TE(5): T95, T115, T119
W.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 ofinstructions).
W.1.8.With guidance and support from adults, recall informationfrom experiences or gatherinformation from provided
Discuss possible topics.Select topic.Gather appropriate research materials/ sources.Collaborate in groups to implement appropriate gatheredinformation.Work as a team to explore a draft.Construct ideas in thecorrect order.Participate in shared research and writing projects
Determine purpose for listening to the new source ofinformation.Discuss or answer questions about acquired information.
Explicit Detail Topic Statement Fact Informative Draft Pre-write Sequence
Introductory Introduction Conclusion Paragraph Revise Edit
Prior Listen Question
Explicit Retell
Formative: Writing how-to paragraphs, conferencing, cut and paste sequence activities
Summative: Cut and paste sequence test
Formative: Discussing information from readings
SE(5): 92TE(2): T18–T19TE(4): T18–T19TE(5): T18–T19, T49, T73, T85, T95, T105, T147, T169,T178, T181, T191, T201
TE(2): T18–T19TE(4): T18–T19TE(5): T18–T19, T33, T49, T73, T85, T95, T105, T147,T169, T181, T191, T201
sources to answer a question Critique information for validity.Recall information from experiences or gather information from providedsources to answer a question with guidance and support from adults.
Sequence Connect Fact Detail Identify Answer
Introductory Comprehen
Summative: Weekly Lesson Test
Language Standards Learning Targets/Skills Vocabulary Sample Assessment Storytown Correlation
Conventions of Standard English
L.1.1aPrint all upper and lowercaseletters.
I can print all the upper and lowercase letters.I can identify uppercaseletters.I can identify lowercaseletters.I can correctly form upper and lowercase letters of
Identify uppercaseletters.Identify lowercaseletters.Correctly form upper and lowercase letters of thealphabet.
Prior Alphabet Letter Uppercase Lowercase
Explicit Identify
TE(1): I2–I41, T73, T167, T251, T361, T447, T533TE(2): T75, T173, T261, T347, T435, T523TE(3): T75, T173, T259, T345, T433, T521TE(4): T77, T175, T263, T353, T439, T527TE(5): T77, T173, T263, T349, T437, T527
L.1.1b.Use common, proper, andpossessive nouns.
I can write sentences using common nouns.I can write sentences using proper nouns.I can write sentences using possessive nouns.I can think of nouns to list special names of people, places, animals and things.I can identify proper nouns and explain why they begin with a capital letter.I can explain that when something belongs to a person,place, animal or thing, we add ‘s to show ownership.
Prior Capital letter Sentence
Explicit Noun Proper noun Possessive noun (‘)
TE(2): T144, T168, T180, T190, T200, T232, T256, T268,T278, T288, T494, T518, T559TE(3): T48, T70, T82, T92, T102, T404, T428, T440, T460
I can speak and write sentences using proper and possessive nouns.Brainstorm familiar special names of people, places, animals and things.Explain that these areproper nouns and needto begin with a capital letter.Using the previous list of proper nouns explain that when something belongs to a person,place, animal or thing, we add an apostrophe “s” to show ownership.Practice speaking andwriting sentences usingproper and possessive noun
L.1.1c.Use singular and plural nouns with matching verbs in basic sentences
I can orally demonstrate knowledge of singular and plural nouns when given a specific word.I can match verbs to nouns.I can speak and write simple sentences using singular and plural nouns with matchingverbsOrally demonstrate knowledge of singular and plural nouns when given a specific word.Match verbs to nouns as a group or independently.Practice speaking and writing simple sentences using singular and plural nouns with matchingverbs.
Prior Sentence
Explicit Noun Verb
TE(5): T168, T180, T190, T232, T270, T408, T432, T454
L.1.1d.Use personal, possessive, andindefinite pronouns.
I can use personal, possessive, and indefinite (non-specific) pronouns in writing and speaking.
List and sort personal, possessive, and indefinitepronouns.Practice using personal,
Explicit Pronoun Possessive
noun (‘)
TE(1): T227, T247, T259, T269, T279TE(3): T232, T254, T266, T276, T286, T318, T340, T352,T362, T372, T440, T450, T460
possessive, and indefinitepronouns while writing and speaking independently andas a group.
L.1.1e.Use verbs toconvey a sense ofpast, present, andfuture
I can identify verbs that refer to past, present and future.I can use verbs that refer to past, present, and future tense in speaking and writing
List verbs that convey past, present and future.Practice using verbs to convey past, present, and future tense while speaking and writing as agroup or independently
Explicit Verb Past Present Future
TE(5): T48, T72, T84, T94, T104, T146, T168, T180, T190,T200, T322, T344, T356, T366, T376, T561
L.1.1fUse frequentlyoccurringadjectives.
I can think of words that describe a noun.I can use descriptive words (adjectives) in speaking and writing.Brainstorm descriptive words for a given noun.Practice using descriptive words (adjectives) whilespeaking and writing independently and as a group
Explicit Adjective Noun
TE(4): T33, T48–T49, T72–T73, T84, T94–T95, T104–T105,T146, T170, T182, T192, T202, T234, T258, T270,T280, T290, T322, T348, T360, T370, T380, T412,T434, T446, T456, T466
L.1.1g.Use frequentlyoccurringconjunctions (e.g.,and, but, or, so,because).
I can recognize conjunctions inwritten text.I can think of conjunctions.I can use conjunctions while speaking and writing.I can use frequently occurringconjunctions.Recognize conjunctions inwritten text.List conjunctions.Practice using conjunctions while speaking and writingas a group and independently.Use frequently occurringconjunctions
Explicit Connect
TE(3): T266, T276TE(4): T330–T331, T350, T354, T362, T366, T376
L.1.1hUse determiners (e.g., articles,demonstratives
I can recognize determinersin a text. (articles: a,an, the… demonstratives: this,
TE(2): T144, T159, T164, T195TE(4): T330–T331, T350, T354, T362, T366, T376
that, these…).I can use determiners (articles and demonstratives).Recognize determinersin a text. (articles: a,an, the… demonstratives: this,that, these…).Practice using determiners (articles and demonstratives)while speaking and writing as a group and independently
L.1.1i.Use frequently occurringprepositions (e.g., during, beyond, toward)
I can recognize prepositions in a given text.I can use prepositions while speaking and writing
TE(1): T150–T151, T168, T180, T190, T514–T515, T534TE(2): T190, T414–T415, T436, T448, T550TE(3) T326–T327TE(4): T242–T243, T264, T276, T339TE(5): T416–T417, T450
L.1.1j.Produce and expand completesimple and compounddeclarative, interrogative,imperative, and exclamatorysentences in response to prompts
I can recognize, produce and expand simple and compound declarative sentences.I can recognize, produce and expand simple and compound interrogative sentences.I can recognize, produce and expand simple and compound imperative sentences. I can recognize, produce and expand simple and compound exclamatory sentences.I can produce and expand simple and compound declarative sentences inresponse to prompts while speaking and writing.I can produce and expand simple and compoundinterrogative sentences in response to prompts while speaking and writing.I can produce and expand simple and compound imperative sentences in response to prompts while
Prior Sentence Exclamation
Point Period Question
mark
TE(1): T34, T48, T50, T68, T70, T80, T82, T90, T92, T100,T195, T420, T442, T454, T464, T474, T506, T528,T540TE(2): T48, T70, T82, T145, T191, T550TE(3): T539TE(4): T84, T94, T104, T105, T117, T118, T182, T202, T270TE(5): T48, T84, T94, T118, T146, T168, T323, T345, T367,T377
speaking and writing.I can produce and expand simple and compoundexclamatory sentences inresponse to prompts while speaking and writing.Recognize simple and compound declarative,interrogative, imperative andexclamatory sentences in text.Practice producing and expanding simple andCompound declarative,interrogative, imperative andexclamatory sentences inresponse to prompts while speaking and writing as a groupand independently
L.1.2a.Capitalize dates and names ofpeople
Recognize that dates and names of people are capitalized in text.Practice capitalizing dates and names of people while writingas a group and independently.
Prior Capital letter
Explicit Proper noun
TE(2): T406, T430, T442, T452, T462TE(3): T48, T70, T82, T92, T102, T144, T168, T180, T190,T200, T341, T429, T517, T559
L.1.2b.Use end punctuation forsentences.
Recognize ending punctuation in text.Fluently read ending punctuation in text.Practice using ending punctuation while writing as agroup and independently.
Prior Period Question
mark Exclamation
point
TE(1): T68, T80, T143, T163, T175, T185, T195, T506, T528,T540, T550TE(2): T145, T181, T191, T201, T541, T551TE(3): T181, T191TE(4): T291TE(5): T118, T181, T191, T201
L.1.2c.Use commas in dates and toseparate single words in a series
Recognize commas in dates and to separate single words in a series, in a text.Practice using commas in dateswhile writing as a group andindependently.Practice using commas to separate single words in aseries while writing as a group and independently.
Explicit Punctuation
(,)
L.1.2dUse conventional spelling for words with commonspelling patterns and for
Recognize and identify common spelling patterns andirregular words in text and/or on word wall.
Prior Word Spell
Explicit
TE(1): T39, T73, T95, T133, T167, T179, T189, T217, T273, T325, T383, T411, T469, T497, T534, T555
frequently occurringirregular words
Practice usingconventional spelling for words with common spelling patterns and for frequently occurringirregular words while writing as a group and independently
Word patterns
Identify
TE(2): T39, T76, T97, T135, T173, T195, T223, T262, T311, T347, T397, T485, T545TE(3): T39, T75, T97, T135, T173, T195, T223, T281, T309, T345, T367, T395, T433, T455, T483, T521, T535,T545TE(4): T39, T77, T137, T175, T197, T225, T263, T275, T285, T313, T353, T375, T403, T461, T489, T527, T549TE(5): T39, T77, T99, T137, T173, T195, T223, T263, T285, T313, T349, T371, T399, T438, T459, T487, T525,T547
L.1.2e.Spell untaught wordsphonetically, drawing onphonemic awareness andspelling conventions
Identify sounds sequentially inunknown words.Practice writing the sounds sequentially heard in unknownwords (inventive spelling) as a group and independently
Prior Letter
sounds Spell
Explicit Identify Sequence
TE(1): T81, T247TE(3): T191, T461, T551
Vocabulary Acquisition and Use
L.1.4a.Use sentence-level context as a clue to the meaning of aword or phrase.
Identify the missing word in a given sentence orally andin text.Practice identifying an unknown word or phrase in a given text using contextclues as a group and independently.Reread sentence filling in unknown word or phrase tosee if it makes sense.
Prior Sentence
Explicit Identify
Introductory Context
TE(1): T43, T47, T79, T161, T183, T193, T225, T245, T257, T333, T367, T387, T419, T441, T453, T463, T505,T527, T539, T549TE(2): T47, T69, T81, T143, T167, T172, T179, T231, T255, T274, T277, T319, T341, T353, T429, T441, T451,T493, T517, T529, T539TE(3): T47, T63, T69, T81, T143, T162, T167, T179, T231, T253, T265, T317, T339, T351, T361, T371, T403, T427, T439, T491, T515, T529TE(4): T64, T83, T169, T174, T257, T347, T359, T433, T498, T521, T534, T543, T544
TE(5): T47, T67, T71, T88, T145, T167, T179, T189, T199, T231, T257, T269, T279, T321, T343, T355, T407, T431, T443, T495, T519, T531
L.1.4b.Use frequentlyoccurring affixes as aclue to the meaning ofa word.
Recognize affixes (prefixesand suffixes) orally and intext.Practice reading words withaffixes in text as a group andindependently
Prior Endings/
AffixExplicit
Base/rootWord
AffixIntroductory
Suffix Prefix
TE(3): T427
L.1.4cIdentify frequently occurring root words(e.g., look) and theirinflectional forms (e.g., looks, looked,looking)
Recognize frequentlyoccurring root words and theirinflectional endings forms intext.Practice reading root words andtheir inflectional endings in text as a group and independently
Explicit Affix Base/root
WordIntroductory
Prefix Suffix
TE(1): T84, T94, T137, T458, T468TE(3): T86, T96, T184, T194, T270, T280, T356, T366, T427,T444, T454TE(4): T364, T374TE(5): T88, T98, T100, T360, T370
L.1.5a.Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts thecategories represent.
Identify a variety of attributes.Sort words according to attributes into categories orally and as a group.Practice sorting words according to attributesindependently
TE(1): T224, T233, T244, T254, T266, T276, T513TE(2): T268, T278, T279, T287, T288, T461
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).
Identify the attributes of a givenword.Define the category for the given word
Explicit Identify
TE(2): T47, T277, T549TE(3): T199TE(5): T103, T463
L.1.5c. Identify real-life connections between words and their use (e.g.,note places at home that are cozy
Define a given word using real life connections.Use the given word in meaningful sentences.
Explicit Connect
L.1.5d.Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity
Define shades of meaning in a given verb or adjective differing in intensity (example:a little mad, mad, very mad).List words that define the shades of intensity of a given
Explicit Noun Verb Adjective
TE(3): T541TE(4): T83, T360, T371TE(5): T84, T463
(e.g.,large, gigantic) by defining or choosing them or by acting out the meanings.
verb or adjective (example: upset, angry, furious).
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 simpleRelationships (e.g., because).
Use learned words andphrases to communicate socially and academically
TE(2): T47TE(3): T70TE(4): T71, T330–T331, T348, T354, T366, T434, T500TE(5): T71, T72, T96, T132, T257, T258, T322, T357, T377,T520, T521
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