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Goddard: First Grade - Common Core State Standards (CCSS) English/Language Arts
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1Boxed Sub-heading: Conventions of Standard EnglishStandard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Conventions: Mechanics usage of punctuation of words. Grammar: Punctuation and capitalization
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Demonstrate: to show or prove Speaking: to tell Writing: something written
This standard means a student will know and be able to do…(use your own words)
The student will write or express sentences with correct usage of language and punctuation. Essential Questions:
Can I recognize punctuation in a sentence? Can I read or speak using the correct inflections and breaks when I see punctuation in writing?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Recognizes punctuation marks
1
Reading practice with conventions in sentences reads writes Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Model and discuss punctuation.Example 2: Demonstrate which punctuation mark is needed in a given sentence.Example 3: Explain why sentences need certain punctuation marks.Instructional Resources/Tools/Referenced Websites:
Smartboard/Mimio Big books Chart tablets
2
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1aBoxed Sub-heading: Conventions of Standard EnglishStandard: Print all upper- and lowercase letters.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Capital letters: uppercase Lowercase letters:
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Print: to put on paper
This standard means a student will know and be able to do…(use your own words)
The student will write all lowercase and uppercase letters correctly. Essential Questions:
Can I make the upper and lowercase letters of the alphabet correctly?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Recognize letters Recite letters
3
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Model correct formation of letters (upper and lowercase).Example 2: Student practiceExample 3: Classify and match difference between capital and lowercaseInstructional Resources/Tools/Referenced Websites:
4
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1bBoxed Sub-heading: Conventions of Standard EnglishStandard: Use common, proper, and possessive nouns.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Common nouns: person, place, thing, or animal Proper nouns: Names of persons, places, things, or animals Possessive nouns: ownership
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Usage: using nouns in written and verbal form properly
This standard means a student will know and be able to do…(use your own words)
The student will be able to identify and use common, proper and possessive nouns in written and verbal form. Essential Questions:
Can I recognize a noun? Can I recognize a proper noun? Can I recognize a possessive noun/
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Noun
5
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
6
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1cBoxed Sub-heading: Conventions of Standard EnglishStandard: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Singular nouns: one Plural nouns: more than one
Matching Verbs: tenses of verbs Basic Sentences: simple
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use: apply
This standard means a student will know and be able to do…(use your own words)
The student will construct sentences with correct singular and plural nouns with verbs. Ex (I hop, we hop) Essential Questions:
Can I use pick the correct form of verb usage in basic form?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
plural noun Verb
7
Sentence Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
8
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1dBoxed Sub-heading: Conventions of Standard EnglishStandard: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Personal pronoun: anything that has to with first place (talking about yourself) Possessive pronoun: belonging to someone Indefinite pronoun: does not specify identity
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use: apply
This standard means a student will know and be able to do…(use your own words)
The student will use personal, possessive and indefinite pronouns in written and verbal form correctly. Essential Questions:
Can I identify and use a pronouns?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
nouns
9
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
10
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1eBoxed Sub-heading: Conventions of Standard EnglishStandard: 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).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Verb tense: timing of the verb
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Convey: to make known.
This standard means a student will know and be able to do…(use your own words)
The student will use the correct tense of the verb in written and oral language. Essential Questions:
How do I match the verb with the correct tense?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
verb
11
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
12
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1fBoxed Sub-heading: Conventions of Standard EnglishStandard: Use frequently occurring adjectives.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Adjectives- describing words.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use frequently: apply often
This standard means a student will know and be able to do…(use your own words)
The student will be able to recognize and use adjectives often. Essential Questions:
Do I know what describing words are? Can I use adjectives often correctly? Can I use adjectives in written and verbal form?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
adjective
13
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
14
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1gBoxed Sub-heading: Conventions of Standard EnglishStandard: Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Conjunctions: connecting words.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use Frequently: apply often
This standard means a student will know and be able to do…(use your own words)
The student will be able to use connecting words properly in words, phrases, and sentences. Essential Questions:
Can I connect words, phrases, sentences properly?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
simple sentence
15
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
16
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1hBoxed Sub-heading: Conventions of Standard EnglishStandard: Use determiners (e.g., articles, demonstratives).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Determiners: any group of words that introduce the noun such as: any, both, a, an, the
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use: Apply
This standard means a student will know and be able to do…(use your own words)
The student will use a determiner to introduce a noun in a correct way. Essential Questions:
Do I know how to apply a determiner in every sentence?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
simple sentences nouns
17
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
18
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1iBoxed Sub-heading: Conventions of Standard EnglishStandard: Use frequently occurring prepositions (e.g., during, beyond, toward).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Prepositions: a word that indicates a relationship between the nouns and the other words in the sentences.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use Frequently: Apply Often
This standard means a student will know and be able to do…(use your own words)
The student will be able to make relationships with the noun. Essential Questions:
Can I tell combine a preposition with nouns and other words to create a preposition.
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
prepositional words (from Kindergarten)
19
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
20
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.1jBoxed Sub-heading: Conventions of Standard EnglishStandard: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Simple and compound declarative: simple sentence has only one subject and one verb. Compound has more than one subject and/or more than one verb.
interrogative: questioning sentences imperative: commanding sentences Exclamatory: exciting sentences Declarative: telling sentence
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Produce: to make. Expand: to tell more about
This standard means a student will know and be able to do…(use your own words)
The student will be able to create simple and compound sentences when asked to do so with a prompt. Essential Questions:
Can I recognize and write a simple/compound sentence correctly?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
question words (w’s)
21
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
22
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.2Boxed Sub-heading: Conventions of Standard EnglishStandard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Conventions: mechanics and punctuation of the language. Capitalization: uppercase letters Punctuation: grammar (periods, commas, question marks) Spelling: correct letters used to spell a word Writing: written form
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Demonstrate command: to master
This standard means a student will know and be able to do…(use your own words)
The student will be able to show that they know how to capitalize, punctuate, and spell correctly when writing. Essential Questions:
Can I capitalize when needed? Can punctuate correctly when writing? Do I spell correctly when writing?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Punctuation
23
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
24
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.2aBoxed Sub-heading: Conventions of Standard EnglishStandard: Capitalize dates and names of people.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Dates: Names:
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Capitalize: uppercase letters
This standard means a student will know and be able to do…(use your own words)
The student will be able to determine when they need to capitalize names and dates. Essential Questions:
Can I recognize when I need to capitalize names and dates?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
capitalize first letter of the sentence Capitalize pronoun I
25
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
26
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.2bBoxed Sub-heading: Conventions of Standard EnglishStandard: Use end punctuation for sentences.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Punctuation: end marks Sentences: formation of words in an order that makes sence.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use: apply
This standard means a student will know and be able to do…(use your own words)
The student will be able to use punctuation correctly. Essential Questions:
Can I determine which kind of punctuation mark to use at the end of a sentence?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
recognize all three punctuation marks (.,?,!)
27
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
28
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.2cBoxed Sub-heading: Conventions of Standard EnglishStandard: Use commas in dates and to separate single words in a series.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Commas: breaks in the written language Dates: time Series: multiple listings of words
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use: apply Separate: space
This standard means a student will know and be able to do…(use your own words)
The student will use commas in dates to separate single words in a series. Essential Questions:
Can I organize a sentence with commas separating a series or dates?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
comma
29
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
30
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.2dBoxed Sub-heading: Conventions of Standard EnglishStandard: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Common Spelling Patterns: word families (at, ot, it cvc) Irregular words: words that do not follow the phonemic spelling of a word
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use conventional spelling: the rules of spelling.
This standard means a student will know and be able to do…(use your own words)
The student will spell words correctly using common spelling patterns and correctly spell irregular words. Essential Questions:
Can I spell sight words correctly? Can I use the rules of spelling to figure out how to spell a word correctly?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
phonemes (sounds letter relationships)
31
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
32
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.2eBoxed Sub-heading: Conventions of Standard EnglishStandard: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Phonemic awareness: manipulating sounds to make words Untaught words: words not taught Spelling conventions: rules for spelling (cvc, word families)
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Spell: to put letter together to make a word
This standard means a student will know and be able to do…(use your own words)
The student will use their prior knowledge of phonemes in spelling conventions to spell untaught words correctly. Essential Questions:
Can I spell sight words correctly? Can I use the rules of spelling to figure out how to spell a word correctly? Am I using all the sounds I hear to spell a word?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
letter sound relationships
33
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
34
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.3Boxed Sub-heading: Knowledge of LanguageStandard: (Begins in grade 2)
Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
This standard means a student will know and be able to do…(use your own words)
The student Essential Questions:
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
35
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
36
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.4Boxed Sub-heading: Vocabulary Acquisition and UseStandard: 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.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☒
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Multiple meaning words/phrases: words/phrases that have more than one meaning. Unknown words/phrases Array of strategies: different ways of working at something ( variety of options)
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Determine: find Clarify: to make clear
This standard means a student will know and be able to do…(use your own words)
The student will use their reading strategies and content to figure out the meaning of words or phrase within their reading. Essential Questions:
Am I using more than one strategy to figure out meanings or a phrase?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
reading strategies
37
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
38
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.4aBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Use sentence-level context as a clue to the meaning of a word or phrase.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Context Clues: using the words, pictures, array of strategies to figure out what the unknown word is. Sentence Level: just right reading
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use: apply
This standard means a student will know and be able to do…(use your own words)
The student should be able to identify an unknown word using context clues. Essential Questions:
Am I using context clues to figure any unknown words?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
nouns
39
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
Baloney By Jon Scieszka
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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.4bBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Use frequently occurring affixes as a clue to the meaning of a word.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Affixes: a word element that can be attached to a base word to form a new word.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use frequently: apply often
This standard means a student will know and be able to do…(use your own words)
The student will use the meaning of the affixes to help determine the meaning of the word. Essential Questions:
Do I know the meaning of an affix? Am I applying the meaning of an affix to help decode the meaning of a word that it is attach to?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
common affixes base words
41
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
42
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.4cBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Root Words: base words Inflectional forms: to change a word by adding an ending to a base word
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Identify: to recognize/name
This standard means a student will know and be able to do…(use your own words)
The student will distinguish when to use the correct inflectional form. Essential Questions:
Can I find the root word in a word? Am I using the correct ending to match the time?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
most common base words common endings
43
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
44
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.5Boxed Sub-heading: Vocabulary Acquisition and UseStandard: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Word relationships: how words fit together Nuances in word meanings: a slight variation or difference
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Guidance: with support Demonstrate: to show
This standard means a student will know and be able to do…(use your own words)
The student will understand how words relate. Essential Questions:
Do I know how these words are the same? Do I know how these words are different?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
vocabulary from Kindergarten
45
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
46
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.5aBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Categories: groups Concepts: skills
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Sort
This standard means a student will know and be able to do…(use your own words)
The student will group words into categories in order to see the relationships of the words. Essential Questions:
Can I sort words according to their relationships in a meaningful way? Can I sort words that relate?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Antynoms
47
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
48
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.5bBoxed Sub-heading: Vocabulary Acquisition and UseStandard: 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).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Attribute: description- something that describes something Category: grouping
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Define: tell the meaning of.
This standard means a student will know and be able to do…(use your own words)
The student should categorize with at least one similar attribute. Essential Questions:
Can I pick out characteristics that help to define a word? Can I sort words into common categories? Can I define a word using at least one characteristic?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Making real life connections with basic words.
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Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
50
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.5cBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Real Life Connections: self to world (using past experience to figure out what words are/background knowledge)
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Identify: to name
This standard means a student will know and be able to do…(use your own words)
The student will use background/prior knowledge to figure out words and relate to them. Essential Questions:
Can I relate to the word?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Real life connections with words
51
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
52
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.5dBoxed Sub-heading: Vocabulary Acquisition and UseStandard: 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.
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Verbs: action words Adjectives: describing words Shades of meanings: variations of meanings
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Distinguish: pick out
This standard means a student will know and be able to do…(use your own words)
The student can classify and define or choose the words they need. (Synonym) Essential Questions:
Do I know what a synonym is? Did I choose the right word?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
Verbs
53
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
54
Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language K-5 Code: 1.L.6Boxed Sub-heading: Vocabulary Acquisition and UseStandard: 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).
Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐
What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.
Vocabulary: words and phrases that are required through conversations, books, and relationships.
Be Able to Do (Verbs) Definition
List the verbs that are key learning targets, then determine the meaning within the context of the standard.
Use: apply
This standard means a student will know and be able to do…(use your own words)
The student will increase their vocabulary. Essential Questions:
Can I use words I have heard in conversation and reading to convey what I want to say?
What learning progressions are needed to master this standard? Give specific, measurable skill statements.
Learning Sequence Prior skill(s) needed
understanding text
55
Assessment Item Type: Selected Response ☐ Extended Constructed Response ☐ Technology Enhanced ☐ Performance Task ☐
Writing Prompt ☐ Oral Response ☐ Eligibility ☐Example: Provide possible instructional learning example/formative assessment item(s) for this standard:
Example 1: Example 2: Example 3: Instructional Resources/Tools/Referenced Websites:
56
