Elementary Literacy Curriculum Guideelementary.dmschools.org/.../3/6/0/...guide_17-18.docx · Web viewStudents will clap the word to determine the number ... to determine instructional

2017-2018

Elementary Literacy Quick Guide Grade One

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Grade 1: Year at a GlanceTopic Scales

*Bold = topic includes Literacy Essential(s)Unit 1

Q1Unit 2

Q2Unit 3

Q2Unit 4

Q3Unit 5

Q4Unit 6

Q4Suggested Pacing 8/28-10/6 10/9-11/17 11/20-1/12 1/17-3/2 3/5-4/20 4/23-5/30

Print Concepts X X

Phonological Awareness X X X

Beginning Phonics Skills X X X X

Extended Phonics Skills X X

Ask and Answer Text Questions X X X X X X

Story Elements: Beginning Skills X X X

Story Elements: Extended Skills X X X

Making Connections in Text X X XGrade Level Reading

(Benchmark Assessment required to be administered ONCE during semester 1 and ONCE during semester 2; additional administration teacher and team’s

discretion.)

X(Optional to

Report)X X X X X

Opinion Writing X

Informative Writing X X

Narrative Writing X X X

Research Organization X X

*Reading Comprehension (Checklist)X

(Optional to Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*Spelling, Grammar, and Vocabulary (Checklist)X

(Optional to Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*Revising Writing and Presenting Ideas (Checklist)

X(Optional to

Report)

X(Optional to

Report)

X(Optional to

Report)X X X

*See page 2 for sequence of individual standards within each checklist.

Page | 2 Grade 1 Literacy Quick Guide Updated 5/5/2023

Reading Comprehension (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. (RL.1.5)

X X X X

2) Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (RI.1.6) X X

3) Use the illustrations and details in a text to describe its key ideas. (RI.1.7) X X X

4) Identify the reasons an author gives to support points in a text. (RI.1.8) X5) Identify basic similarities in and differences between two texts on the

same topic. (e.g., in illustrations, descriptions, or procedures). (RI.1.9) XReporting Conversion (# of items mastered converted to scale score): 5= Score 3; 4 = 2.5; 3= 2; 2= 1.5; 1= 1

Revising Writing and Presenting Ideas (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) With guidance and support from adults, focus on a topic. (W.1.5) x x x x x x2) With guidance and support from adults, respond to questions and suggestions from

peers. (W.1.5) x x x x x x3) With guidance and support from adults, add details to strengthen writing as

needed. (W.1.5) x x x x x x4) With guidance and support from adults, use a variety of digital tools to produce

and publish writing. (W.1.6) x x x x x x5) With guidance and support from adults, produce and publish writing in

collaboration with peers. (W.1.6) x x x x x x6) Describe people, places, things, and events with relevant details, expressing ideas

and feelings clearly. (SL.1.4) x x x x x x7) Add drawings or other visual displays to descriptions when appropriate to clarify

ideas, thoughts, and feelings. (SL.1.5) x x x x x x8) Produce complete sentences when appropriate to task and situation. (See grade 1

Language standard 1 for specific expectations). (SL.1.6) x x x x x xReporting Conversion (# of items mastered converted to scale score): 8= Score 3; 7= 2.5; 6= 2; 5= 1.5; 1-4= 1


Spelling, Grammar, and Vocabulary (Checklist)Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

1) Use common, proper, and possessive nouns. (L.1.1b) X X X2) Use singular and plural nouns with matching verbs in basic sentences. (for

example, He hops; We hop). (L.1.1c) X X X X3) Use personal, possessive, and indefinite pronouns. (for example, I, me, my, they,

them, their, anyone, everything). (L.1.1d) X X4) Use verbs to convey a sense of past, present, and future. (for example, Yesterday I

walked home; Today I walk home; Tomorrow I will walk home). (L.1.1e) X X X

5) Use frequently occurring adjectives. (L.1.1f) X X6) Use frequently occurring conjunctions. (for example, and, but, or, so, because).

(L.1.1g) X7) Use frequently occurring determiners (for example, a, an, the, this, those, my,

your, his). (L.1.1h) X8) Use frequently occurring prepositions (for example, during, beyond, toward).

(L.1.1i) X X9) Produce and expand complete simple and compound declarative, interrogative,

imperative, and exclamatory sentences in context. (L.1.1j) X X10) Capitalization & Punctuation: Use commas in dates and to separate single

words in a series. (L.1.2.c) X11) Use context to confirm or self-correct word recognition and understanding.

(RF.1.4c) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (L.1.4) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (RI.1.4)

X X X X X

12) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. (L.1.5) X X X X X X

13) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL.1.4) X X X X X X

14) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (L.1.6)

X X X X X X

Reporting Conversion (# of items mastered converted to scale score): 14= Score 3; 12-13= 2.5; 10-11= 2; 8-9= 1.5; 1-7= 1


Grade 1: Scales + ChecklistsNo changes can be made to targets identified in bold, as these are directly from the Iowa Core Standards.*** targets are Essentials to Literacy at this grade level.

Print Concepts (RF.1.1a, L.1.1a, L.1.2a, L.1.2b)

4 N/A in this topic: Foundational skills support our learners when they read text and produce written language. Once students demonstrate mastery of this foundational topic, move on to another topic.

3Learning

Goal

A. Recognize the organization and basic features of print within text.

B. Recognize or recall the features of a sentence within text.

C. Students demonstrate use of capitalization in single or multiple sentence in student writing.

D. Students demonstrate use of end punctuation in student writing.ANALYSIS

2a. Recognize the organization and basic features of print. (RF.1.1)b. Recognize or recall the features of a sentence. (RF.1.1a)*** c. Students demonstrate knowledge of capitalization. (L.1.2.a)*** d. Students demonstrate knowledge of end punctuation. (L.1.2b)***

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Academic

Vocabulary capital letter, uppercase, lowercase, punctuation, sentence

Print Concepts- Item Bank(RF.1.1a, L.1.1a, L.1.2a, L.1.2b)

Level 3A B C D

Teacher prompts (within a text): Point to the first word of the sentence, the ending punctuation, the capital letter.

Teacher prompts (within a text): Point to the first word of the sentence, the ending punctuation, the capital letter

Dictation sentence to check for capitalization at the beginning of a sentence

Dictation sentence to check for punctuation (?, .)

Level 2 a b c d


What does a sentence begin with? What does a sentence end with? What do we see between words?

What does a sentence begin with? What does a sentence end with? What do we see between words?

Students will sort upper case and lower case letters in different fonts

Read a sentence to the student and the student will determine what punctuation will go at the end of the sentence. Students can answer verbally or point to the punctuation (provide students with a visual of a question mark and period)

Phonological Awareness(RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d)


3Learning

Goal

A. Distinguish long from short vowel sounds in spoken single-syllable words. (RF.1.2a) )***B. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

(RF.1.2b) )***C. Segment spoken single-syllable words into their complete sequence of individual sounds

(phonemes). (RF.1.2d) )*** RETRIEVAL- Executing

2Recognize examples of long and short vowel sounds.

a. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. (RF.1.2c) )***


Vocabulary sound, blend, segment, syllable

Phonological Awareness- Item Bank (RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d)

Level 3A B C

Teacher will say a word (sat). Teacher will say three more words (cot, lake, can) and ask which word has the same vowel sound as sat.

Teacher segments a word and student will blend the word (stop, plug, camp, desk) EX: teacher-"st-o-p" Student: "stop"

Teacher will say a word and student will segment the beginning, middle, and end sound of the word. (nap, snake, camp, drop)

Level 2 a


Ask students to tell the sounds that each vowel makes (If student only provides one sound ask them if there is another sound the vowel makes)Teacher says a word and student will segment the beginning, middle, and end sound (VC and CVC words)

(If the first example is too difficult then try the example below)Teacher will provide a CVC word and point to the initial, middle or ending sound and will ask the student to say the sound.


Beginning Phonics Skills (RF.1.3a, RF.1.3b, RF.1.3d, RF.1.3g)


3Learning

Goal

A. Use Level 2 skills within text.)***B. Use Level 2 skills in student writing.***

ANALYSIS

2a. Know the spelling-sound correspondences for common consonant digraphs. (RF.1.3a)***b. Decode regularly spelled one-syllable words. (RF.1.3b)***c. Use knowledge that every syllable must have a vowel sound to determine the number of syllables

in a printed word. (RF.1.3d)***d. Recognize and read grade-appropriate irregularly spelled words. (RF.1.3g)***


Vocabulary Short vowel, consonant, word

Beginning Phonics Skills – Item Bank(RF.1.3a, RF.1.3b, RF.1.3d, RF.1.3g)

Level 3A B

Student will read words with common consonant digraphs in text (sh, th, wh, kn, ch, wr, ph)

Student will read one syllable words with short vowels and blends in text (st, sn, sk, tr, fl, etc)

Uses strategies within text to determine the number of syllables in a printed word (through observation during independent reading or provide the printed words: dish, he, hotdog, potato, make, sail and students will identify how many syllables)

Student will recognize and read grade –appropriate irregularly spelled words.

Students will use common consonant digraphs appropriately in their writing.

Student will spell one syllable words with short vowels and consonant blends in their writing.(st, sn, sk, tr, fl, etc)

When writing multi-syllable words students will show evidence of a vowel in each syllable. (example: if a student wants to write" basket" in a story and is having difficulty, have the student clap the word to hear each syllable and then stretch out each syllable on its own)

Student will correctly write and self-monitor grade –appropriate irregularly spelled words in writing using sources such as : word wall, word books, visual memory.

Level 2 a b c d

Teacher will provide students with four words that have consonant digraphs (sh, th, wh, ch, kn, ph). Teacher will say a word and the student will circle the correct word. . (Teacher will need to do several examples of this to include all consonant digraphs.)

Teacher will provide students with four one syllable words including short vowels and blends. Teacher will say a word and the student will circle the correct word. (Do several examples)

Provide students several words. Students will clap the word to determine the number syllables in the word (basket, dog, watermelon, student first and last name)

Student will read through a given list of irregularly spelled words (sight words will be announced)

Teacher provides two words and students will identify the correct word (example: show students the words thay and they, was and wus) Student will identify the correct spelling.


Extended Phonics Skills (RF.1.3c, RF.1.3e, RF.1.3f, RF.1.3g, L.1.2d, L.1.2e)


3Learning

Goal

A. Use Level 2 skills in connected text.***B. Use Level 2 skills in student writing.***

ANALYSIS

2

a. Know final -e and common vowel team conventions for representing long vowel sounds. (RF.1.3c)***b. Decode two-syllable words following basic patterns by breaking the words into syllables. (RF.1.3e)***c. Read words with inflectional endings. (RF.1.3f)***d. Read grade-appropriate irregularly spelled words. (RF.1.3g)***e. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular

words. (L.1.2d)***f. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions). (L.1.2e)***

1 Student’s performance reflects insufficient progress towards foundational skills and knowledge.Academic Vocabular

ylong vowel, endings

Extended Phonics Skills- – Item Bank (RF.1.3c, RF.1.3e, RF.1.3f, RF.1.3g, L.1.2d, L.1.2e)

Level 3A B

Student will decode two syllable words in text.

Students will read words with inflectional endings with awareness of syntax.)

Student will recognize and read grade –appropriate irregularly spelled words.

Students will decode long vowel words and their common spelling patterns in text.

When writing multi-syllable words students will show evidence of a vowel in each syllable

When composing sentences students will choose an inflectional ending that matches the action they are trying to convey.

Student will correctly write and self-monitor grade –appropriate irregularly spelled words in writing using sources such as : word wall, word books, visual memory.

Students will show an awareness when writing that spelling patterns involving long vowels look different than when using short vowels. Teacher: "Tell me why you put an e at the end of this word. Tell me why you chose to spell that word with two vowels."

Level 2 a b c d e f

Teacher will provide students with four words that have consonant digraphs (sh, th, wh, ch, kn, ph). Teacher will say a word and the student will circle the correct word. (Teacher will need to do several examples of this to include all consonant digraphs.)

Teacher provides student with written two syllable words. Student will circle or frame each syllable.

Provide words with inflectional endings on cards and student will read them (example: longest, played, jumping, runs)

Student will read through a given list of irregularly spelled words (sight words will be announced)

Teacher provides two words and students will identify the correct word. Student will identify the correct spelling.

Provide students with a mix of short vowel and long vowel words (cap, cape, ran, rain, hop, hope, mean, men, goat, got) Students will sort the words into short and long vowel and be able to read the words. Teacher: "What do you notice is the same about these words? What did you notice is different about these words? Why did you put this word here?"


Ask and Answer Text Questions (RL.1.1, RI.1.1; RI.1.5, SL.1.2)

ANCHOR STANDARD(S):

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.

4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the goal.

3Learning

Goal

A. Ask and answer questions about key details in a text. (RL.1.1; RI.1.1)***B. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic

menus, icons) to locate key facts or information in a text. (RI.1.5)C. Ask and answer questions about key details in a text read aloud or information presented orally or

through other media. (SL.1.2) COMPREHENSION

2 a. Answer teacher-provided questions about key details in a text.b. Recognize the difference between a question and a statement (answer).


yanswer, ask, detail, question, text

Ask and Answer Text Questions – Item Bank(RL.1.1, RI.1.1; RI.1.5, SL.1.2)

Level 4What other text features could the author add to this text help readers?

Organize these text features into a non-fiction text.

Change one key detail of the text. Tell/write how the story/text would change if this detail were different. Level 3

A B C(fiction) "Could you tell me what happened at the beginning of the story? What happened after that? What happened at the end?"Students generates a question about the text.

(Informational) "What did you learn about? What question do you still have?"

How do you identify the different parts of this book? Explain the features and the benefits.

Explain how the different parts of the book are used.

What did you learn about? What question do you still have?

Listen as I read the text on page ___. What was the cause of the event? /Is it a key detail? Why or why not?

Level 2 a b

Given three options, students select the correct answer when asked a question about a key detail in the text. Which of the following are questions? Which are answers?


Story Elements: Beginning Skills (RL.1.3, RL.1.7)

ANCHOR STANDARD(S):

Analyze how and why individuals, events, or ideas develop and interact over the course of a text.


3Learning

Goal

A. Describe characters in a story using key details. (RL.1.3) B. Describe settings in a story using key details. (RL.1.3) C. Describe major events in a story using key details. (RL.1.3)D. Use illustrations and details in a story to describe its characters, setting, or events. (RL.1.7)

RETRIEVAL- Recalling

2 a. Identify characters, settings, and major events in a story.


Vocabulary character, major event, setting, compare, contrast

Story Elements: Beginning Skills – Item Bank(RL.1.3, RL.1.7)

Level 4

*See Story Elements: Extended Skills, Level 3 Items.

Level 3A B C D

Using a character web students will describe the inside and outside traits of the character.

Students will draw the setting and include three details that describe the setting.

Students will choose one major event from the story to illustrate and write a sentence that matches the major event and tells what is happening in the main event.

What are we viewing? What does this image mean to the text? What is the relationship between the image and the displayed text message.

Examine the illustration on page ___. What can you learn from this illustration?

Level 2 a


Using a story map students will identify and record the characters, setting, and major events in a story.

Story Elements: Extended Skills (RL.1.2, RL.1.6, RL.1.9)

ANCHOR STANDARD(S):



3Learning

GoalA. Compare and contrast the adventures and experiences of characters in stories. (RL.1.9) B. Demonstrate understanding of a story’s central message or lesson. (RL.1.2)

COMPREHENSION

2 a. Retell stories, including key details. (RL.1.2)b. Identify who is telling the story at various points in a text. (RL.1.6)


ycentral message, detail, lesson, retell

Story Elements: Extended Skills – Item Bank(RL.1.2, RL.1.6, RL.1.9)

Level 4Predict how different characters would respond differently if put in a new situation. Write/tell the next chapter of this story. Predict how the character will respond to a new situation now that he/she has learned the lesson. Describe the relationship between the central message or lesson of two stories. Revise the fairytale so that the main character could avoid the problem in the story.

Level 3A B

What is one characteristics shared by characters ____ and ___? What adventures or experiences did both characters have? Cite textual evidence.Find. (cite) and talk about one exciting event (Character A) participates in and one exciting event (Character B) participates in: How are the experiences similar? Different? What motivates Character A and Character B to participate in the adventure or experience? Cite examples from the text and explain.

What message does the author want you to know? What is the central message in the text? What key details in the text help you to understand the central message or lesson?

Level 2 a b


What or who is the story about? What is one word or phrase to describe the main character?

What is a key detail you found out in the beginning? Middle? End?

Who is telling the story? How do you know? What can you tell about his/her beliefs, attitude, or experiences? Is there more than one storyteller in this text? Who? How do you know? Listen to this sentence “….” Who is speaking?

Making Connections in Text (RI.1.2, RI.1.3)

ANCHOR STANDARD(S):



3Learning

GoalA. Describe the connection between two individuals, events, ideas, or pieces of information in a

text. (RI.1.3) COMPREHENSION

2a. Identify the main topic of a nonfiction text. (RI.1.2)***b. Retell key details of a nonfiction text. (RI.1.2)***c. Recognize or recall how individuals, events, ideas, and/or pieces of information in a text are similar or

different.d. Determine cause/effect relationship in a text.


yconnection, event, idea, individual, information, text, effect, cause

Making Connections in Text – Item Bank(RI.1.2, RI.1.3)

Level 4Revise the text so that two individuals, events, ideas, or pieces of information are connected in a different way. Examples: Two characters were similar; now they are very different OR one event caused another event; now it causes a different event.

Level 3A

Read nonfiction animal book. Students will compare and contrast two animals using a venn diagram. Students will generate ways the animals are similar and different.

Read nonfiction apple book. Why does the farmer sell apple pies and apple cider at their apple orchard? Pose questions to have students elicit a cause and effect.

Read nonfiction community worker book or talk about responsibilities at school. The garbage collector didn't show up for work today. What will be the effect of this? Provide different questions and students will either write or verbally tell the effect.

Level 2 a b c d


What is the main topic of this text?What 2-3 key details from the text support the topic?

Retell the key details.

Is ____ the same or different from ___?

How are they the same? How are they different?

What is the cause of this event?

What is the effect of this event?


Grade Level Reading (RL.1.10, RI.1.10. RF.1.4)

Fountas & Pinnell Benchmark Assessment System used with standardized administration, 90- 94% accuracy, and 5+ comprehension points, to determine instructional reading level.

*See the Balanced Assessment Modules in KITE for additional support on standardized administration of the BAS.ANCHOR STANDARD(S):

Read and comprehend complex literary and informational texts independently and proficiently.

4 Students demonstrate they have the ability to read text at instructional level K+.

3Students demonstrate they have the ability to read text at instructional level J.

With prompting and support, read prose and poetry of appropriate complexity for grade 1. (RL.1.10)With prompting and support, read informational texts appropriately complex for grade 1. (RI.1.10)Read with sufficient accuracy and fluency to support comprehension. (RF.1.4)***

2 Students demonstrate they have the ability to read text at instructional level H-I.

1 Students demonstrate they have the ability to read text at instructional level Pre-A – G.


Opinion Writing (W.1.1)

ANCHOR STANDARD(S):

Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.


3Learning

Goal

Students demonstrate they have the ability to write opinion pieces in which they:A. Introduce the topic or name the book they are writing about. (W.1.1) B. State an opinion. (W.1.1) C. Supply a reason for the opinion. (W.1.1) D. Provide some sense of closure. (W.1.1)

COMPREHENSION

2 a. Use drawing, dictating, and writing to tell the topic or name of the book they are writing about.b. Use drawing, dictating, and writing to state an opinion or a preference about the topic or book.


Vocabulary opinion, reason, topic, closure

Opinion Writing – Item Bank(W.1.1)

Level 4

Level 3 Student Writing Samples

http://www.corestandards.org/assets/Appendix_C.pdf

http://achievethecore.org/category/330/student-writing-samples




Informative Writing (W.1.2)

ANCHOR STANDARD(S):

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


3Learning

Goal

Students demonstrate they have the ability to write informative/explanatory texts in which they:A. Name a topic. (W.1.2)***B. Supply facts about the topic. (W.1.2)***C. Provide some sense of closure. (W.1.2)***

COMPREHENSION

2 a. Use drawing, dictating, and writing to name what they are writing about. b. Use drawing, dictating, and writing to supply some information about the topic.


yclosure, fact, informative/explanatory, topic

Informative Writing– Item Bank(W.1.2)

Level 4







Narrative Writing (W.1.3)

ANCHOR STANDARD(S):

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.


3Learning

Goal

Students demonstrate they have the ability to write narratives in which they:A. Recount two or more appropriately sequenced events. (W.1.3)*** B. Include details regarding what happened. (W.1.3)***C. Provide some sense of closure. (W.1.3)***

COMPREHENSION

2 a. Use temporal words to signal event order. (W.1.3)b. Use drawing, dictating, and writing to narrate a single event or several loosely linked events.


yclosure, detail, event, narrative, sequence, order

Narrative Writing – Item Bank(W.1.3)

Level 4

Level 3 Student Writing Sampleshttp://www.corestandards.org/assets/Appendix_C.pdf





Research Organization (W.1.7, W.1.8)

ANCHOR STANDARD(S):

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.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.


3Learning

Goal

A. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). (W.1.7)

B. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (W.1.8)

ANALYSIS

2 a. Recall information from experiences or gather information from teacher-provided sources to answer a teacher-provided question.


yinstruction, research, sequence, topic, experience, fact, information, source, text feature

Research Organization – Item Bank(W.1.7, W.1.8)

Level 4







Reading Comprehension (Checklist)1) Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a

range of text types. (RL.1.5) 2) Distinguish between information provided by pictures or other illustrations and information provided by the words in a

text. (RI.1.6)3) Use the illustrations and details in a text to describe its key ideas. (RI.1.7)

4) Identify the reasons an author gives to support points in a text. (RI.1.8)5) Identify basic similarities in and differences between two texts on the same topic. (e.g., in illustrations, descriptions, or

procedures). (RI.1.9)Reporting Conversion (# of items mastered converted to scale score): 5= Score 3; 4 = 2.5; 3= 2; 2= 1.5; 1= 1

Spelling, Grammar, and Vocabulary (Checklist)1) Use common, proper, and possessive nouns. (L.1.1b)

2) Use singular and plural nouns with matching verbs in basic sentences. (for example, He hops; We hop). (L.1.1c) 3) Use personal, possessive, and indefinite pronouns. (for example, I, me, my, they, them, their, anyone, everything).

(L.1.1d) 4) Use verbs to convey a sense of past, present, and future. (for example, Yesterday I walked home; Today I walk home;

Tomorrow I will walk home). (L.1.1e) 5) Use frequently occurring adjectives. (L.1.1f) 6) Use frequently occurring conjunctions. (for example, and, but, or, so, because). (L.1.1g) 7) Use frequently occurring determiners. (for example, a, an, the, this, those, my, your, his). (L.1.1h) 8) Use frequently occurring prepositions. (for example, during, beyond, toward). (L.1.1i) 9) Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in

context. (L.1.1j) 10) Capitalization & Punctuation: Use commas in dates and to separate single words in a series. (L.1.2.c)11) Use context to confirm or self-correct word recognition and understanding. (RF.1.4c) Determine or clarify the meaning

of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (L.1.4)

12) With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. (L.1.5)

13) Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (RL.1.4)14) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including

using frequently occurring conjunctions to signal simple relationships (e.g., because). (L.1.6)Reporting Conversion (# of items mastered converted to scale score): 14= Score 3; 12-13= 2.5; 10-11= 2; 8-9= 1.5; 1-7= 1


Revising Writing and Presenting Ideas (Checklist)1) With guidance and support from adults, focus on a topic. (W.1.5)

2) With guidance and support from adults, respond to questions and suggestions from peers. (W.1.5)

3) With guidance and support from adults, add details to strengthen writing as needed. (W.1.5)

4) With guidance and support from adults, use a variety of digital tools to produce and publish writing. (W.1.6)

5) With guidance and support from adults, produce and publish writing in collaboration with peers. (W.1.6)

6) Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. (SL.1.4)

7) Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (SL.1.5) 8) Produce complete sentences when appropriate to task and situation. (See grade 1 Language standard 1 for specific

expectations). (SL.1.6) Reporting Conversion (# of items mastered converted to scale score): 8= Score 3; 7= 2.5; 6= 2; 5= 1.5; 1-4= 1


Documents

Elementary Literacy Curriculum Guideelementary.dmschools.org/.../3/6/0/...guide_17-18.docx · Web viewStudents will clap the word to determine the number ... to determine instructional