Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Strand Reading Standards for Literature Cluster 1 Key Ideas and Details

Standards Content Foci Instructional Tools LAFS1RL11 Ask and answer questions about key details in text(2)

bull Ask questions bull Answer questions (who what why when where) bull Read for details bull Give details

1RL11 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Story Element bull Somebody-Wanted-But-So bull Mood Faces bull Mood Faces Blank

LAFS1RL12 Retell stories including key details and demonstrate understanding of their central message or lesson(2)

bull Understand key details bull Understand sequential order bull Identify and verbalize key details and main

events within the story bull Retell the story in sequential order bull Identify and verbalize the problem or conflict in

the story bull Identify and verbalize how the problem or conflict

was resolved within the story bull Determine and understand the central message

or lesson of the story

1RL12 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Somebody-Wanted-But-So bull Traffic Light Sequencing

LAFS1RL13 Describe characters settings and major events in a story using key details(2)

bull Understand character bull Identify characters within the story bull Identify main character of the story bull Identify the minor characters of the story bull Identify and verbalize major story events citing

key details bull Identify key events and details of story in

sequential order (problem-resolution)

1RL13 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Story Elements bull Mood Faces Chart bull Mood Faces Blank

ldquoSamplerdquo Prompts and Scaffolds Related to Common Core Standards

ndash Adapted from J Richardson- Next Steps in Guided Reading- 2015

CCS		Strategy		PromptsDiscussion questions		Scaffolds
1		Literal comprehension Logical Interference		middot What happened What did you read middot What did you learn middot What did you notice middot Whatrsquos important		middot STP middot Who ndash What middot VIP
1		Ask and answer questions Text Evidence		middot What questions do you have middot What confused you middot What are you wondering		middot Flag a portion of the text and write a question about it middot Question stems
2		Central Idea Main Idea Theme		middot What was the central message lessonmoral Why do you think that middot How did the author use resources and evidence to support the main idea		middot Turn heading into a question middot Jot down ideas that answer the question
2		Summarize		middot Summarize this part in a sentence or two middot Whatrsquos the most important part of this text		middot Who ndash What middot SWBS middot Key word gt summary middot VIP
3		Character analysis Plot analysis Event Idea Concept Analysis		middot How did the character feel at the B-M-E What caused those feelings middot What words would you use to describe [character] middot Did [character] change throughout the story How What caused the change middot What motivated the character to do (or say) that		middot Insert sticky notes where characterrsquos feelings change middot Provide list of character traits middot 2 columns action ndash trait middot 2 columns action ndash motivation
3		Analyze Relationships		middot Describe the relationship between ______ and ______ (events ideas people or concepts)		middot Graphic organizers
4		Vocabulary		middot What can you do to figure out this word (clues parts pictures glossary etc)		middot Flag new words middot Vocabulary strategy card
4 6 9		Comparecontrast Author Word Choice Point of View		middot Have you read other texts like this middot How does this text compare to _______ (text by the same author or on a similar topic)		middot Questionanswer stems How are ____ and ____ similar (or different) _____ amp ____ are different becausehellip
7		Use text features Text Structures		middot Why did the author include the map illustration or chart on page _____ middot What questions can you ask about it middot How do the illustrations contribute to the meaningmood		middot Questionanswer stems Whyhellip Howhellip Whathellip
6 9		Evaluate Analyze		middot What did you think about this text middot How is the book similar to or different from another book yoursquove read middot What is your opinion How is it different or similar to the authorrsquos		middot Take a fact from the text and turn it into an opinion middot Take an opinion from the text and turn it into a fact

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Cluster 2 Craft and Structure

Standards Content Foci Instructional Tools LAFS1RL24 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses(2)

bull Understand the differences between words phrases and sentences

bull Identify words phrases and sentences bull Ask and answer questions about story details bull Understand that words are clues to what

characters are thinking bull Identify words that indicate use of the five

senses see hear smell touch taste bull Identify words that communicate feelings happy

sad angry worry fear

1RL24 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFS1RL25 Explain major differences between books that tell stories and books that give information drawing on a wide reading of a range of text types(2)

bull Understand the narrative structure of a story bull Understand the expository structure found in

informational text bull Identify story structure bull Identify informational structure bull Distinguish between story and informational text

structure bull Recognize common genres

o FableFolktale o Narrative Fiction o Fairytale o PoemRhyme o Expository text o Non-fiction

1RL25 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Authorrsquos Purpose

LAFS1RL26 Identify who is telling the story at various points in a text(2)

bull Understand the role of a narrator bull Understand character bull Understand concept of dialogue (talking between

characters) bull Understand quotation marks bull Identify narrator bull Identify characterrsquos voice bull Identify dialogue in text bull Identify speaker

1RL26 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1RL24

This document was generated on CPALMS - Identify words and phrases in stories or poems that suggest feelings or appeal to the senses Subject Area English Language Arts Grade 1 Strand Reading Standards for Literature Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Student Center Activity

Printed On3182015 11557 PM |

Course Number		Course Title
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		Music - Grade 1 (Specifically in versions )
		Music K-5 (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
Access Point Number		Access Point Title
		Ask questions to help determine or clarify the meaning of words in a text that suggest feelings or appeal to the senses
		Answer questions to help determine or clarify the meaning of words in a text that suggest feelings or appeal to the senses
		Ask questions to help determine or clarify the meaning of phrases in a text that suggest feelings or appeal to the senses
		Answer questions to help determine or clarify the meaning of phrases in a text that suggest feelings or appeal to the senses
Name		Description
		The goal of this exemplar is to teach young students to read closely and critically in order to comprehend complex literary text In this lesson sequence the teacher uses a variety of strategies to actively engage students in searching for meaning in the figurative language and rich vocabulary of a poem Students learn to test inferences against specific details of the text to take three dimensional notes and to use those notes to more deeply understand the meaning of the poem Discussion and a short writing exercise help students to synthesize what they have learned
		In this lesson students are learning to identify sensory words in their reading specifically in poetry Students will gain a perspective on how authors use sensory words to portray their ideas They will learn to sort describing words based on the five senses This lesson gives students a chance to write their own sensory poem
		In this lesson the teacher and students will read and reread the engaging book First Day Jitters by Julie Danneberg (210L) They will identify and describe the story elements in the illustrations and text and analyze the authors use of specific words to suggest the main characters feelings Students will write an opinion paragraph in response to a prompt about the book using text to support their opinion
		This STEAM (Science Technology Engineering Art and Math) lesson has been designed around a Model-Eliciting Activity This Model Eliciting Activity (MEA) is written at a 1st grade level The Flower Power MEA provides students with an real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event The resource was primarily designed as an MEA so the time and teacher instructions are primarily based on the MEA The additional activities will take several hours of instruction but include watching and discussing a video about the parts of plants reading a book and discussing the art in the book as well as additional art by the book authorillustrator
		This lesson focuses on character development using the story Jamaica and Brianna (390L) The students will work in groups to bring a character to life by describing what the character said did thought and felt Students will then utilize these sketches to write a paragraph about the character This is the first lesson of a two-lesson unit
		In this close reading lesson the students will analyze the poem It Fell in the City by Eve Merriam They will read the poem identify words or phrases that show feelings or appeal to the senses describe the place in the poem and add drawings to express their feelings They will also write an opinion paragraph about how the poem made them feel after reading it
		Feeling the Fall is a lesson that incorporates fluency the five senses and writing all in one Students will work cooperatively to perform a play on fall practicing fluency accuracy and expression Then students will explore the fall season using their senses integrating science standards into Florida Standards reading Finally students will have the opportunity to write about the fall season and publish their writing using technology
Name		Description
		In this FCRR Student Center Activity the student will use multiple strategies to comprehend text
		In this FCRR Student Center Activity the student will use multiple strategies to comprehend text

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Cluster 3 Integration of Knowledge and Ideas Standards Content Foci Instructional Tools

LAFS1RL37 Use illustrations and details in the story to describe its characters setting or events(2)

bull Understand that an illustration is a picture or a drawing

bull Understand that details are specific pieces of information that add meaning to a story

bull Understand character bull Understand and identify major story events bull Understand and identify story setting bull Understand that illustrations add details to story bull Understanding that illustrations are used to show

the setting of story bull Identify the sequence of the main events of a

story using details in illustrations

1RL37 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website

bull Main Idea Table

LAFS1RL38 ndash Not applicable to Literature

NA NA

LAFS1RL39 Compare and contrast the adventures and experiences of characters in familiar stories(3)

bull Identify the characters in a story bull Understand comparison (similarities) bull Understand contrast (differences) bull Understand what an adventure is bull Understand what an experience is bull Identify similarities (comparisons) bull Identify differences (contrasts) bull Make comparisons between adventures andor

experiences between characters bull Understand the ldquowhordquo and ldquowhatrdquo within stories

1RL39 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Cluster 4 Range or Reading and Level of Text Complexity Standards Content Foci Instructional Tools

LAFS1RL410 With prompting and support read prose and poetry of appropriate complexity for grade 1(2)

bull Read prose (fiction and nonfiction) of appropriate grade 1 complexity

bull Read poetry of appropriate grade 1 complexity

1RL410 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1RL37

This document was generated on CPALMS - Use illustrations and details in a story to describe its characters setting or events Subject Area English Language Arts Grade 1 Strand Reading Standards for Literature Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Teaching Idea

Printed On3182015 11802 PM |

Course Number		Course Title
		Language Arts - Grade 1 (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
Access Point Number		Access Point Title
		Use text features to aid comprehension
		Use key illustrations in the story to describe the storys characters settings or events
		Use illustrations and details in a story to describe its characters setting or events
Name		Description
		This lesson integrates science and reading This lesson is about demonstrating how objects move and describing how they move (fast or slow straight line round and round)
		In this lesson students will engage in a close reading of Howard B Wigglebottom Learns to Listen They will complete a story map a character analysis and text-dependent questions Students will be lead to understand the change that the character makes and write to respond to an essential question while demonstrating a command of first grade level grammar and conventions
		This close reading lesson uses the book Are You My Mother by P D Eastman A series of text-dependent questions are provided along with independent practice on identifying characters setting and major events
		This lesson is designed to give students an understanding of how characters setting and major events make a story complete This lesson allows teachers to choose from three different book titles to engage the class in group discussions on how these story elements make the story complete Students will have time to work with a shoulder partner to discuss the characters the setting of the story and the main events in a story Students are given time to work with these concepts independently to further grasp their own understanding by using a thinking map This lesson is intended for the beginning of first grade when story elements are being taught
		Your primary students will love this magical adventure into close reading with Possum Magic by Mem Fox This wonderful Australian folktale shares delicious academic vocabulary that allows students to interact with context clues and text-evidence throughout the story Students and teachers alike will be charmed by multi-tiered activities and extensions that will keep their interest throughout the entire lesson
		This lesson focuses on character development using the story Jamaica and Brianna (390L) The students will work in groups to bring a character to life by describing what the character said did thought and felt Students will then utilize these sketches to write a paragraph about the character This is the first lesson of a two-lesson unit
		This is the first lesson in a first grade unit on characters Students will identify and describe the actions of a character
		This is the second lesson in a first grade unit on character Students will identify and describe the feelings of a character based on events in the story
		In this close reading lesson students will analyze two characters from the same book Toot and Puddle and identify their similarities and differences Students will compare themselves to one of the characters and write a paragraph describing their chosen character
		This is the third lesson in a first grade unit on characters Students will identify and describe a characters physical appearance actions and feelings
		In this lesson students will use key details and illustrations to describe the characters settings and events from Click Clack Moo Cows that Type with teacher support in pairs and independently Students will work to complete a Click Clack Moo flip book with a place to note characters settings unfamiliar words and routine writing from text dependent questions The students will show their understanding of sequenced events in a narrative by writing two new sequenced events in a graphic organizer
		In this lesson the teacher and students will read and reread the engaging book First Day Jitters by Julie Danneberg (210L) They will identify and describe the story elements in the illustrations and text and analyze the authors use of specific words to suggest the main characters feelings Students will write an opinion paragraph in response to a prompt about the book using text to support their opinion
		In this lesson students will work with the text Caps for Sale by Esphyr Slobodkina They will identify and describe the characters settings and major events by using key details and illustrations The students will retell the story using sequence and key details They will also be able to identify the main idea or central message of the text Finally the students will write a narrative of the text using their own words and key details from the text
		In this close reading lesson students will identify and describe story elements determine the meaning of unknown words using context clues and retell the major events in the story Sheila Rae the Brave by Kevin Henkes They will identify the central message in the story and write an opinion paragraph about the main characters as they explore the concept of bravery
		In this lesson students will review two versions of The Three Little Pigs as they identify and describe the characteristics of the wolf character They will then complete a Venn Diagram to determine the similarities and differences in the wolfs characteristics Students will complete a writing assignment stating their opinion of the wolf character supply a reason for their opinion and provide closure
		In this lesson students will be lead through a series of three close readings to complete a story map and answer text-dependent questions Students will be lead to infer the storys lesson be exposed to Tier 2 vocabulary and be asked for written responses to text-dependent questions while demonstrating a command of first grade level grammar and conventions
		In this lesson students will examine character development by analyzing the events of the book Chrysanthemum (460L) They will develop questions before during and after they read and will participate in a close reading activity in which they will analyze the illustrations the text and make inferences based on both They will also examine how the events of the story impacted the main characters feelings and will write a journal entry retelling a portion of the story and describing the authors message
		In this close reading lesson students will read and reread the stories The Three Little Pigs and The True Story of the 3 Little Pigs Students will complete a variety of activities to help them compare and contrast the two versions of the story and complete an opinion writing using the text
		In this lesson students will work independently in pairs in small groups and with the teacher to practice close reading of the adorably illustrated and written childrens book Mr Duck Means Business Through separate close readings of this story students will practice analyzing text determine the meanings of unfamiliar words analyze text features and determine the evolution of the main character Mr Duck Students will show their understanding of these standards through various activities including but not limited to student discourse graphic organizers routine writing tasks and analytical writing Included in this lesson are graphic organizers thinking maps differentiated routine writing tasks and suggested answer keys Your students will love this story and will have fun learning about character change text features and more
		Enjoy sharing this enchanting Asian folktale while introducing your primary students to close reading This story is filled with rich vocabulary and detailed describing words that allow students to interact with context clues and text-evidence to produce a character comparison Students will be excited about the multi-tiered activities and extensions that will keep their interest throughout the entire lesson
		The Effects of Pollution What are the effects that pollution has on living things Students will learn that pollution is anything that makes air land or water dirty They will become aware that human activities have a big impact on other living things in a number of different ecosystems
Name		Description
		This is the third lesson in a first grade unit on plot Students will identify and describe story elements
		This is the third lesson in a first grade unit on classification and categorization Students will categorize characters based on their character traits

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Strand Reading Standards for Informational Text

Cluster 1 Key Ideas and Details Standards Content Foci Instructional Tools

LAFS1RI11 Ask and answer questions about key details in text(2)

bull Identify main events and key details within a text bull Ask questions about key details in a text bull Answer questions about key details in a text bull Answer who what where when and how

questions bull Use clear and concise sentences to answer

questions about text

1RI11 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFS1RI12 Identify the topic and key details of a text (2)

bull Identify topics within text bull Identify main ideas and key details of a text bull Retell text by recounting key details

1RI12 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFS1RI13 Describe the connection between two individuals events ideas or pieces of information in a text(2)

bull Understand the purpose of informational text bull Understand the structure of informational text bull Use written and graphic elements to derive

meaning (comprehension) of informational text bull Connect individuals and events within

informational text bull Describe the connections between the main

ideas in informational text bull Describe the connections between pieces of

information in informational text bull Distinguish what is an important piece of

information bull Link people and their ideas

1RI13 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1RI11

This document was generated on CPALMS - Ask and answer questions about key details in a text Subject Area English Language Arts Grade 1 Strand Reading Standards for Informational Text Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Teaching Idea

Student Center Activity

Printed On3182015 10909 PM |

Course Number		Course Title
		Social Studies - Grade 1 (Specifically in versions )
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Health - Grade 1 (Specifically in versions )
		Access Social Studies - Grade 1 (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
		Science - Grade 1 (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		Access Science Grade 1 (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
Access Point Number		Access Point Title
		Answer questions about key details in a text read read aloud or viewed
		Ask questions about key details in a text read read aloud or viewed
Name		Description
		In this lesson students will identify the text features of non-fiction books and use several informational texts on meat-eating plants to answer text dependent questions Students will become text detectives and learn how to use the text to find the evidence to prove that their answers to questions are right The students will learn to use evidence from informational texts to write explanatory paragraphs
		This lesson teaches main idea and details incorporating a science lesson on liquids
		This lesson teaches the concept of main idea and details and writing informationalexpository text using science content on solids
		This is a close reading lesson using the book What Do You Do with a Tail Like This by Steve Jenkins and Robin Page In three readings of the book students will ask and answer questions about the text make text-to-self connections and record new learning For the summative assessment students will gather additional information about their selected animal and write an informative paper
		This Model Eliciting Activity is written at a first grade level In teams students will make decisions about how to select the best baby toy on various toy characteristics
		In this lesson students will work with two texts Starfish by Edith Thacher Hurd and Discovering Starfish by Lorijo Metz They will ask and answer questions about key details They will also identify and retell key details about starfish They will be able to compare and contrast the texts The students will also be able to distinguish between information from pictures and information from texts The students will write an informative paragraph about starfish
		This lesson focuses on using text features to understand nonfiction text specifically the National Geographic Reader Polar Bears by Laura Marsh ATOS level 26 The students will participate in a lesson utilizing a PowerPoint presentation explaining text features They will answer questions about the text take notes to answer specific questions about the text and will use the notes to write a paragraph about polar bears They will participate in class discussions and work cooperatively to complete a variety of activities including identifying the main topic of the informational text
		This lesson teaches main idea and details incorporating a science lesson on matterTeachers will utilize a KWL chart to help assess students background knowledge as well as what they want to learn and what they have learned at the end of the lesson An informational text entitled What is the World Made of All about Solids Liquids and Gases will be used throughout the lesson As a summative assessment students will write a summary which identifies the main idea and key details from this text
		Students will work as a team to rank school lunch items from the most nutritious to the least nutritious
		This lesson focuses on using text features to understand nonfiction text specifically the Scholastic News Nonfiction Reader Helping Out by Peggy Hock 650L The students will ask and answer questions about the text examine the particular text features found within the text and will organize the information read in a concept map They will then use the concept map to write an informative paragraph about ways they can protect Earth
		In this lesson students will learn about the importance of the sequence of steps in a recipe They will explore student-friendly recipes and follow a recipe created in class to make a popular food for kids Students will then write their own recipe for one of their favorite foods
		In this lesson students will listen to informational text about an animal and critique a sample informative paragraph by giving suggestions about how to improve the sample writing Students will then read and write about their favorite animal They will present and take suggestions from classmates Students will also revise their writing through use of suggestions given by their peers
		This is the first lesson in a first grade unit on explicit information Students will identify explicit information in nonfiction
		In this lesson students will read three informational texts about fruit Students will identify key ideas and details in each text and use illustrations to help them identify the key ideas This lesson also incorporates a science standard that asks students to sort objects by color shape and size After reading each text students will participate in several hands-on activities to sort fruit
		This unit focuses on using text features to understand non-fiction text specifically National Geographic Reader Frogs (ATOS 26 410L) by Elizabeth Carney The students will participate in a whole group activity where a portion of text will be analyzed for its main topic and main idea a graphic organizer will be modeled to show the relationship between key details and the main idea and a shared writing activity will be conducted They will then apply the skills learned as they create their own main idea table and write an informational paragraph They will answer questions about the text and will participate in class discussions and work cooperatively to complete a variety of activities
		This lesson teaches main idea and details through the use of a nonfiction text on bird beaks This lesson could be used in conjunction with a lesson on animal adaptations
		In this lesson students will participate in close reading a text about trees They will ask and answer text-dependent questions and identify the main topic and key details of the text They will also write an informative paragraph about what theyve learned providing examples from the text they read This lesson provides great background information and extension activities to support learning in science as well as reading
		In this lesson students will learn laws of the classroom and community all while determining the main idea
		In this lesson students will work independently in pairs small groups and with the teacher to practice close reading of a wonderfully illustrated article about spiders webs Web Weavers Through separate close readings of this article students will practice analyzing text determining the meanings of unfamiliar words and analyzing text features Students will show their understanding of these standards through various activities including but not limited to student discourse graphic organizers routine writing tasks and extended writing Included in this lesson are thinking maps routine writing frames and sample answer keys Your students will love the detailed photographs and learning about the different types of webs that spiders make
		The teacher will read the story The Mixed Up Chameleon by Eric Carle (450L) and Chameleons Chameleons (180L) by Joy Crowley Students will discuss the habitats of chameleons and will be challenged to create a habitat for a class chameleon
		In this lesson students will explore what living things need to survive This lesson utilizes a read aloud of the text The Magic School Bus Hops Home A Book about Animal Habitats Through this book and a PowerPoint that has been included with the lesson students will read about animals and their habitats and the needs of living things Students will also determine the meanings of key vocabulary words and then write about what theyve learned A graphic organizer to help students with their writing and a writing rubric have also been included with the lesson
		This is a close reading lesson that uses the book From Egg To Chicken By Gerald Legg Students will identify nonfiction text features answer text-dependent questions and sequence main events They will write an informative piece about what theyve learned in the lesson
		In this lesson the role of five community helpers will be explored The teacher will use A Day With Librarians 550L to model for students how to utilize text features to better understand text and how to take notes on key details found in the book In groups of four to five students will be assigned a book on a community helper (A Day With Police Officers 510L A Day With Mail Carriers 470L A Day With Firefighters 390L A Day With Doctors 490L) They will ask and answer text-dependent questions complete a text feature chart and will utilize a note taking sheet to record key details on each section of their text They will find the main idea of each section and then utilize that information to determine the main topic of their book That information will then be utilized to write an informative book on the job of their community helper
		In this lesson students will generate questions about bears They will answer questions about key details from the text Bears by Melvin and Gilda Berger and identify the main topic They will write an informative 5 sentence paragraph on the topic of bears using key details from the text to support their writing
		In this close reading lesson students will complete activities over a period of three days to gain deeper understanding of the text What Plants Need asking and answering questions and identifying key details that support the main topic of the text Students will write an informative paragraph about what theyve learned from the text
		In this lesson students will use biographies to research individuals important to American history The students will then create Clue Bags based on key details about the different individuals to present to the class with the question Who Am I Additionally the students will use the key details selected for the Clue Bags to write an expository paragraph about their selected individual
Name		Description
		In this resource students will identify and describe the main idea of a book using the title and textual details The featured texts are informational books on animal sight and animal hearing
Name		Description
		In this FCRR Student Center Activity the student will use background knowledge to comprehend text
		In this FCRR Student Center Activity the student will use prediction to comprehend text
		In this FCRR Student Center Activity the student will classify information in text
		In this FCRR Student Center Activity the student will use resources to identify information about a topic
		In this FCRR Student Center Activity the student will answer questions to comprehend text
		In this FCRR Student Center Activity the student will answer questions to comprehend text
		In this FCRR Student Center Activity the student will generate and answer questions to comprehend text
		In this FCRR Student Center Activity the student will summarize text
		In this FCRR Student Center Activity the student will use multiple strategies to comprehend text

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Cluster 2 Craft and Structure

Standards Content Foci Instructional Tools LAFS1RI24 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text(2)

bull Ask clarifying questions about texts bull Express own understanding of the meaning of a

text bull Identify unknown words or phrases bull Reread to determine or clarify the meaning of

words and phrases bull Use context clues to determining or clarify the

meaning of words and phrases

1RI24 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Context Clues Chart (Teacher Reference)

LAFS1RI25 Know and use various text features (eg headings table of contents glossaries electronic menus icons) to locate key facts or information in a text (2)

bull Identify headings and their purposes and use them to identify key facts

bull Identify and use table of contents to locate information

bull Identify and use glossary to locate information bull Understand computer icons and menus to locate

information

1RI25 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources ELA Website bull Informational Text Features (Teacher Reference)

LAFS1RI26 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text(1)

bull Analyze how the illustration presents information and ideas

bull Analyze how the words present information and ideas

bull Make the distinction between information provided by a text and information provided by pictures or other illustrations

bull Understand the role of an illustrator bull Understand the role of an author

1RI26 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1RI24

This document was generated on CPALMS - Ask and answer questions to help determine or clarify the meaning of words and phrases in a text Subject Area English Language Arts Grade 1 Strand Reading Standards for Informational Text Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Student Center Activity

Printed On3182015 11111 PM |

Course Number		Course Title
		Access Science Grade 1 (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		Theatre - Grade 1 (Specifically in versions )
		Science - Grade 1 (Specifically in versions )
		Social Studies - Grade 1 (Specifically in versions )
		Access Social Studies - Grade 1 (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
Access Point Number		Access Point Title
		Ask questions to help determine or clarify the meaning of words in a text
		Answer questions to help determine or clarify the meaning of words in a text
		Ask questions to help determine or clarify the meaning of phrases in a text
		Answer questions to help determine or clarify the meaning of phrases in a text
Name		Description
		In this lesson students will explore what living things need to survive This lesson utilizes a read aloud of the text The Magic School Bus Hops Home A Book about Animal Habitats Through this book and a PowerPoint that has been included with the lesson students will read about animals and their habitats and the needs of living things Students will also determine the meanings of key vocabulary words and then write about what theyve learned A graphic organizer to help students with their writing and a writing rubric have also been included with the lesson
		In this lesson students will work independently in pairs small groups and with the teacher to practice close reading of a wonderfully illustrated article about spiders webs Web Weavers Through separate close readings of this article students will practice analyzing text determining the meanings of unfamiliar words and analyzing text features Students will show their understanding of these standards through various activities including but not limited to student discourse graphic organizers routine writing tasks and extended writing Included in this lesson are thinking maps routine writing frames and sample answer keys Your students will love the detailed photographs and learning about the different types of webs that spiders make
		In this lesson students will work with two texts Starfish by Edith Thacher Hurd and Discovering Starfish by Lorijo Metz They will ask and answer questions about key details They will also identify and retell key details about starfish They will be able to compare and contrast the texts The students will also be able to distinguish between information from pictures and information from texts The students will write an informative paragraph about starfish
		In this lesson students will read three informational texts about fruit Students will identify key ideas and details in each text and use illustrations to help them identify the key ideas This lesson also incorporates a science standard that asks students to sort objects by color shape and size After reading each text students will participate in several hands-on activities to sort fruit
Name		Description
		In this FCRR Student Center Activity the student will use multiple strategies to comprehend text
		In this FCRR Student Center Activity the student will use multiple strategies to comprehend text

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Cluster 3 Integration of Knowledge and Ideas Standards Content Foci Instructional Tools

LAFS1RI37 Use the illustrations and details in a text to describe its key ideas(2)

bull Recognize what is an illustration (picture photo drawing)

bull Understand details in a text bull Know that the illustrations help the reader

understand more about the text and the person place thing or idea the text is about

bull Connect the illustrations with the text bull Use the illustrations to describe key ideas

1RI37 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFS1RI38 Identify the reasons an author gives to support points in a text(2)

bull Identify an authorrsquos main points bull Know that authors use reasons to support a point

they have made bull Know that sometimes an author writes to share

what heshe thinks bull Understand that authors try to explain their

thinking bull Know that an author may have more than one

reason to explain hisher thinking

1RI38 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

LAFS1RI39 Identify basic similarities in and differences between two texts on the same topic (eg in illustrations descriptions or procedures)(3)

bull Understand the two texts on the same topic bull Identify the similarities in the two texts bull Identify the differences between the two texts

1RI39 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Cluster 4 Range or Reading and Level of Text Complexity Standards Content Foci Instructional Tools

LAFS1RI410 - With prompting and support read informational texts appropriately complex for grade 1(2)

bull Experience reading grade-level content-area texts

bull Read informational text of appropriate grade 1 complexity

bull Know how to use text features to help comprehend informational text

bull Read text with domain-specific and academic vocabulary

1RI410 CPALMS Resource Pagedoc

Sample Prompts and Scaffoldsdoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1RI37

This document was generated on CPALMS - Use the illustrations and details in a text to describe its key ideas Subject Area English Language Arts Grade 1 Strand Reading Standards for Informational Text Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Printed On3182015 11233 PM |

Course Number		Course Title
		Social Studies - Grade 1 (Specifically in versions )
		Access Social Studies - Grade 1 (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
Access Point Number		Access Point Title
		Use the photos diagrams or graphics in a text to describe or identify its key ideas
		Use the details in a text to describe its key ideas
Name		Description
		This lesson plan is an introductory lesson for first graders on the objects seen in the night sky and stars
		This is the first lesson in a first grade unit on explicit information Students will identify explicit information in nonfiction
		In the lesson Falling Down students will explore why objects fall They will explore the meaning of gravity and the invisible pull to the center of the Earth They will also explore why objects dont fall
		In this lesson the role of five community helpers will be explored The teacher will use A Day With Librarians 550L to model for students how to utilize text features to better understand text and how to take notes on key details found in the book In groups of four to five students will be assigned a book on a community helper (A Day With Police Officers 510L A Day With Mail Carriers 470L A Day With Firefighters 390L A Day With Doctors 490L) They will ask and answer text-dependent questions complete a text feature chart and will utilize a note taking sheet to record key details on each section of their text They will find the main idea of each section and then utilize that information to determine the main topic of their book That information will then be utilized to write an informative book on the job of their community helper
		In this lesson students will identify the text features of non-fiction books and use several informational texts on meat-eating plants to answer text dependent questions Students will become text detectives and learn how to use the text to find the evidence to prove that their answers to questions are right The students will learn to use evidence from informational texts to write explanatory paragraphs
		This unit focuses on using text features to understand non-fiction text specifically National Geographic Reader Frogs (ATOS 26 410L) by Elizabeth Carney The students will participate in a whole group activity where a portion of text will be analyzed for its main topic and main idea a graphic organizer will be modeled to show the relationship between key details and the main idea and a shared writing activity will be conducted They will then apply the skills learned as they create their own main idea table and write an informational paragraph They will answer questions about the text and will participate in class discussions and work cooperatively to complete a variety of activities
		In this lesson students will participate in close reading a text about trees They will ask and answer text-dependent questions and identify the main topic and key details of the text They will also write an informative paragraph about what theyve learned providing examples from the text they read This lesson provides great background information and extension activities to support learning in science as well as reading
		In this lesson students will read three informational texts about fruit Students will identify key ideas and details in each text and use illustrations to help them identify the key ideas This lesson also incorporates a science standard that asks students to sort objects by color shape and size After reading each text students will participate in several hands-on activities to sort fruit
		This lesson focuses on using text features to understand nonfiction text specifically the National Geographic Reader Polar Bears by Laura Marsh ATOS level 26 The students will participate in a lesson utilizing a PowerPoint presentation explaining text features They will answer questions about the text take notes to answer specific questions about the text and will use the notes to write a paragraph about polar bears They will participate in class discussions and work cooperatively to complete a variety of activities including identifying the main topic of the informational text
		Using the book Diary of a Worm (360L) by Doreen Cronin students learn to use illustrations and text to determine key details in a text
		In this lesson students will use What Do You Do With A Tail Like This by Steve Jenkins and Robin Page to identify the main topic and key details using the illustrations and text with teacher support in pairs and independently Students will work to complete a 3-2-1 card a group poster and presentation as well as an independent explanatory writing to show their understanding of the main topic subtopics and key details
		In this unit students will identify appropriately leveled informational text on dinosaurs and identify the key details of the text The students will create a detail web using evidence from the text and will then write an explanatory paper about their choice of dinosaur The students will also participate in a guided class discussion The students will learn the guidelines and procedures for successful discussion and will also learn how to come prepared for discussion by providing supporting information from texts that have been read

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Strand Reading Standards Foundational Skills Cluster 1 Print Concepts

Standards Content Foci Instructional Tools LAFS1RF11 Demonstrate understanding of the organization and basic features of print (1)

a Recognize the distinguishing features of a sentence (eg first word capitalization ending punctuation)

bull Know that a sentence begins with a capital letter bull Know that a sentence conveys a complete

thought bull Know that a sentence needs ending punctuation

o Question () o Period () o Exclamation ()

1RF11 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Cluster 2 Phonological Awareness Standards Content Foci Instructional Tools

LAFS1RF22 Demonstrate understanding of spoken words syllables and sounds (phonemes) (1)

a Distinguish from long and short vowel sounds in spoken single-syllable words

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

c Isolate and pronounce initial medial vowel and final sounds (phonemes) in spoken single-syllable words

d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

bull Know the sound symbol correspondence of all short and long vowel sounds

bull Identify vowelsvowel sounds within single syllable words (eg cvc words)

bull Isolate and blend phonemes in single syllable words

bull Identify phonemes in the initial medial and final position in spoken single syllable words

bull Orally produce single-syllable words by blending sounds (phonemes)

bull Identify consonant blends bull Articulate simple decodable words identifying all

phonemes in the initial medial and final position bull Segment phonemes in proper order (ex c-a-t =

cat)

1RF22 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources ELA Website bull Phonological and Phonemic

Standard LAFS1RF11

This document was generated on CPALMS - Demonstrate understanding of the organization and basic features of print

1. Recognize the distinguishing features of a sentence (eg first word capitalization ending punctuation)
2. Subject Area English Language Arts Grade 1 Strand Reading Standards Foundational Skills (K-5) Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 1 Recall- Date of Last Rating 0214 Status State Board Approved

   Related Courses

   Related Access Points

   Access Point

   Related Resources

   Lesson Plan

   Printed On3182015 10601 PM |

   Course Number		Course Title
   		Language Arts - Grade 1 (Specifically in versions )
   		Access Language Arts - Grade 1 (Specifically in versions )
   		English for Speakers of Other Language-Elementary (Specifically in versions )
   		Functional Basic Skills in Reading-Elementary (Specifically in versions )
   Access Point Number		Access Point Title
   		Recognize the distinguishing features of a sentence (eg ending punctuation)
   		Recognize the distinguishing features of a sentence (eg first word capitalization)
   Name		Description
   		This STEAM (Science Technology Engineering Art and Math) lesson has been designed around a Model-Eliciting Activity This Model Eliciting Activity (MEA) is written at a 1st grade level The Flower Power MEA provides students with an real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event The resource was primarily designed as an MEA so the time and teacher instructions are primarily based on the MEA The additional activities will take several hours of instruction but include watching and discussing a video about the parts of plants reading a book and discussing the art in the book as well as additional art by the book authorillustrator

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Cluster 3 Phonics and Word Recognition

Standards Content Foci Instructional Tools LAFS1RF33 Know and apply grade-level phonics and word analysis skills in decoding words(1)

a Know the spelling-sound correspondences for common consonant diagraphs

b Decode regularly spelled one-syllable words c Know final ndashe and common vowel team

conventions for representing long vowels sounds

d Use knowledge that every syllable must have a vowel sound to determine the number of syllable in a printed word

e Decode two-syllable words following basic patterns by breaking the words into syllables

f Read words with inflectional endings g Recognize and read grade-appropriate

irregularly spelled words

bull Understand that sometimes two consonant letters make one sound (egsnwhkhl)

bull Pronounce the sounds represented in onendashsyllable words

bull Know that in many short words that end in e the first vowel has a long sound and the final e is silent

bull Know that words with a vowel team combination the first vowel has a long sound and the second vowel is silent

bull Understand that words have parts and each part needs a vowel

bull Use inflectional ending like ndashed -es -ing to read words

bull Know the role that inflectional endings play in making words

bull Know rules for breaking words apart like double consonants and inflected endings

bull Understanding that each syllable must contain a vowel sound use this knowledge to identify syllables within written words

bull Decode simple two syllable words following the vowel pattern for syllable division

bull Recognize and read grade 1 irregularly spelled wordssight words

1RF33 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

ELA Website bull Common Syllable Patterns bull Steps of a Making Word Lesson bull Phonological and Phonemic

Cluster 4 Fluency

Standards Content Foci Instructional Tools LAFS1RF44 Read with sufficient accuracy and fluency to support comprehension(2)

a Read on-level text with purpose and understanding

b Read on-level text orally with accuracy appropriate rate and expression on successive readings

c Use context to confirm or self-correct word recognition and understanding rereading as necessary

bull Read sight words bull Set a purpose for reading bull Understand meaning is contained in text bull Use expression when reading bull Use re-reading as a strategy to help understand

text and self-correct word recognition bull Re-read for fluency and comprehension

1RF44 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1RF33

This document was generated on CPALMS - Know and apply grade-level phonics and word analysis skills in decoding words

1. Know the spelling-sound correspondences for common consonant digraphs
2. Decode regularly spelled one-syllable words
3. Know final -e and common vowel team conventions for representing long vowel sounds
4. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word
5. Decode two-syllable words following basic patterns by breaking the words into syllables
6. Read words with inflectional endings
7. Recognize and read grade-appropriate irregularly spelled words
8. Subject Area English Language Arts Grade 1 Strand Reading Standards Foundational Skills (K-5) Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 1 Recall- Date of Last Rating 0214 Status State Board Approved

   Related Courses

   Related Access Points

   Access Point

   Related Resources

   Lesson Plan

   Student Center Activity

   Parent Resources

   Printed On3182015 10726 PM |

   Course Number		Course Title
   		Language Arts - Grade 1 (Specifically in versions )
   		Access Language Arts - Grade 1 (Specifically in versions )
   		English for Speakers of Other Language-Elementary (Specifically in versions )
   		Functional Basic Skills in Reading-Elementary (Specifically in versions )
   Access Point Number		Access Point Title
   		Identify common consonant digraphs using their sound correspondence (eg writestateselect ldquochrdquo when sounded out)
   		Decode regularly spelled consonant-vowel-consonant (CVC) CV and VC words
   		Recognize silent e as the reason the vowel sound is a long vowel sound in a word
   		Determine the number of syllables in a printed word based on knowledge that every syllable must have a vowel sound
   		Recognize and pronounce two-syllable words by using knowledge of how to break words into syllables
   		Read or identify frequently occurring words with inflectional endings
   		Recognize and pronounce grade-appropriate irregularly spelled words
   Name		Description
   		This STEAM (Science Technology Engineering Art and Math) lesson has been designed around a Model-Eliciting Activity This Model Eliciting Activity (MEA) is written at a 1st grade level The Flower Power MEA provides students with an real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event The resource was primarily designed as an MEA so the time and teacher instructions are primarily based on the MEA The additional activities will take several hours of instruction but include watching and discussing a video about the parts of plants reading a book and discussing the art in the book as well as additional art by the book authorillustrator
   		In this MEA the students are to decide what criteria is the most important for a company to consider when choosing life jackets Students will use data tables of qualitative information to solve the problem
   		In this lesson students will identify the vowel team ee through classroom connections media connections and real world connections The students will develop a class-made ee tree in which the students will increase their vocabulary with a variety of ee words
   Name		Description
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will blend syllables in words
   		In this FCRR Student Center Activity the student will blend syllables in words
   		In this FCRR Student Center Activity the student will segment syllables in words
   		In this FCRR Student Center Activity the student will segment syllables in words
   		In this FCRR Student Center Activity the student will form compound words
   		In this FCRR Student Center Activity the student will blend base words and inflections to make words
   		In this FCRR Student Center Activity the student will blend base words and affixes to make words
   		In this FCRR Student Center Activity the student will identify base words and affixes
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
   		In the FCRR Student Center Activity the student will gain speed and accuracy in reading words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading phrases
   		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in chunked text
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading connected text
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading connected text
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading connected text
   		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in connected text
   		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in connected text
   		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in connected text
   		In this FCRR Student Center Activity the student will read with proper phrasing intonation and expression in connected text
   		In this FCRR Student Center Activity the student will gain speed and accuracy and read with proper phrasing intonation and expression in connected text
   		In this FCRR Student Center Activity the student will match initial phonemes in words
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will match final consonant digraph sounds to letters
   		In this FCRR Student Center Activity the student will combine consonant blends and digraphs with a common rime to form words
   		In this FCRR Student Center Activity the student will segment phonemes in words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will blend syllables in words
   		In this FCRR Student Center Activity the student will segment syllables in words
   		In this FCRR Student Center Activity the student will segment syllables in words
   		In this FCRR Student Center Activity the student will segment syllables in words
   		In this FCRR Student Center Activity the student will segment syllables in words
   		In this FCRR Student Center Activity the student will identify syllables in words
   		In this FCRR Student Center Activity the student will identify syllables in words
   		In this FCRR Student Center Activity the student will identify syllables in words
   		In this FCRR Student Center Activity the student will form compound words
   		In this FCRR Student Center Activity the student will identify base words and inflections
   		In this FCRR Student Center Activity the student will identify base words and inflections
   		In this FCRR Student Center Activity the student will match final phonemes to graphemes
   		In this FCRR Student Center Activity the student will identify base words and affixes
   		In this FCRR Student Center Activity the student will blend base words and affixes
   		In this FCRR Student Center Activity the student will blend base words with affixes and inflections
   		In this FCRR Student Center Activity the student will blend base words with affixes and inflections
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading word parts
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading syllables
   		In this FCRR Student Center Activity the student will blend onsets and rimes to make words
   		In this FCRR Student Center Activity the student with gain speed and accuracy in reading syllables
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in recognizing letter-sounds and word parts
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading affixes
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
   		In this FCRR Student Center Activity the student with gain speed and accuracy in reading words
   		In this FCRR Student Center Activity the student will gain speed and accuracy in reading words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend the sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will produce words with variant correspondences
   Name		Description
   		In this FCRR Student Center Activity the student will produce words with variant correspondences

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Strand Writing Standards Cluster 1 Text Types and Purposes

Standards Content Foci Instructional Tools LAFS1W11 Write opinion pieces in which they introduce the topic or name the book they are writing about state an opinion supply a reason for the opinion and provide some sense of closure(3)

bull Understand the concept of having an opinion bull Identify a favorite bookstory or topic bull Express orally an opinion such as like or dislike

of a chosen bookstory or topic and support that opinion with a reason

bull Write a brief opinion piece about a bookstory or topic and provide a reason for that opinion

bull Use words to express opinion bull Organize information following logical

progression bull Provide enough detail to bring the written piece to

a reasonable conclusion (closure)

1W11 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

ELA Website bull Format for Writerrsquos Workshop bull Model for Explicit Teaching

LAFS1W12 Write informativeexplanatory texts in which they name a topic supply some facts about the topic and provide some sense of closure(3)

bull Select a topic of interest to write about bull Name topicpoint the author makes bull Identify facts within a text bull Supply some facts from the text to support a

specific point bull Express orally a topic to write about and support

with facts from the text bull Organize information following logical

progression bull Write a brief informativeexplanatory piece about

a topic and supply facts about topic bull Provide enough detail to bring the written piece to

a reasonable conclusion (closure)

1W12 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources ELA Website bull Format for Writerrsquos Workshop bull Model for Explicit Teaching

LAFS1W13 Write narratives in which they recount two or more appropriately sequenced events include some details regarding what happened use temporal words to signal event order and provide some sense of closure (3)

bull Orally retell personal narrativesnarratives describing two or more appropriately sequenced events including details about what happened

bull Identify major events in a story bull Organize events beginning middle and end and

use temporal words to signal event order bull Write a brief narrative (story) around a center

focus recounting two or more sequenced events including details about what happened

bull Bring the writing to an end by providing a resolution

1W13 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources ELA Website bull Format for Writerrsquos Workshop bull Model for Explicit Teaching bull Traffic Light Sequencing bull Story Elements

Standard LAFS1W11

This document was generated on CPALMS - Write opinion pieces in which they introduce the topic or name the book they are writing about state an opinion supply a reason for the opinion and provide some sense of closure Subject Area English Language Arts Grade 1 Strand Writing Standards Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 3 Strategic Thinking amp Complex Reasoning - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Printed On3182015 12856 PM |

Course Number		Course Title
		Social Studies - Grade 1 (Specifically in versions )
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Social Studies - Grade 1 (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
Access Point Number		Access Point Title
		Use descriptions and details of familiar people places things and events to support an opinion
		Write draw or dictate an opinion statement using accurate information as reasoning about a topic or book of interest
		Organize an opinion piece starting with a topical or opinion statement followed by reasons
		Write an opinion piece that includes a sense of closure
Name		Description
		This is a MEA lesson plan to work on the Social Studies map skills Students will read andor listen to the story Clifford Takes a Trip After discussing the story they will then plan out a trip for Clifford to visit places in the great state of Florida
		In this close reading lesson the students will analyze the poem It Fell in the City by Eve Merriam They will read the poem identify words or phrases that show feelings or appeal to the senses describe the place in the poem and add drawings to express their feelings They will also write an opinion paragraph about how the poem made them feel after reading it
		In this lesson students will engage in questioning activities as they make predictions throughout the story Bad Kitty by Nick Bruel using textual clues to support their predictions Students will participate in other making prediction activities to practice this skill prior to writing an opinion paragraph stating their prediction of what will happen at the end of the story
		During this close reading lesson students will analyze the text Chrysanthemum by Kevin Henkes The students will determine the central message and gain insight from valuable lessons that enhance the character development throughout the story The students will be encouraged to ask and answer open-ended and text-dependent questions The students will also have opportunities in this lesson to practice other comprehension strategies such as making predictions and inferences determining importance and making connections to characters and text To apply the concepts learned the students will use evidence from the text to write an opinion paragraph explaining the lesson learned and then proving that lessons importance in the characters lives
		In this lesson the teacher and students will read and reread the engaging book First Day Jitters by Julie Danneberg (210L) They will identify and describe the story elements in the illustrations and text and analyze the authors use of specific words to suggest the main characters feelings Students will write an opinion paragraph in response to a prompt about the book using text to support their opinion
		In this lesson students will explore the stars in the sky using observations with our eyes and observations with hand lenses Students will also explore folktales of how the shapes in the stars came to be
		In this close reading lesson students will identify and describe story elements determine the meaning of unknown words using context clues and retell the major events in the story Sheila Rae the Brave by Kevin Henkes They will identify the central message in the story and write an opinion paragraph about the main characters as they explore the concept of bravery
		In this lesson students will review two versions of The Three Little Pigs as they identify and describe the characteristics of the wolf character They will then complete a Venn Diagram to determine the similarities and differences in the wolfs characteristics Students will complete a writing assignment stating their opinion of the wolf character supply a reason for their opinion and provide closure
		In this lesson students will be lead through a series of three close readings to complete a story map and answer text-dependent questions Students will be lead to infer the storys lesson be exposed to Tier 2 vocabulary and be asked for written responses to text-dependent questions while demonstrating a command of first grade level grammar and conventions
		This lesson allows the students to retell a story and determine the main idea and details in a text using the book Wilfrid Gordon McDonald Partridge by Mem Fox Through several readings the students will increase their comprehension of the text and the central message the significance of memories and the importance of friendship The students will be encouraged to answer and discuss higher order questions and later develop their own opinion of the text
		In this lesson students will use the key details from Its Mine by Leo Lionni to describe story elements determine unknown words and understand the central message of the text with teacher support in pairs and independently Students will work to complete a Think-Write-Pair-Share Vocabulary Graphic Organizer an inside-outside circle to answer text dependent questions and an independent opinion writing to show their understanding of the storys key details characters and central message
		In this close reading lesson students will read and reread the stories The Three Little Pigs and The True Story of the 3 Little Pigs Students will complete a variety of activities to help them compare and contrast the two versions of the story and complete an opinion writing using the text
		In this lesson students will present their opinion through drawing writing and speaking Students will enjoy discussing their favorite animals pizza and cake Students will learn about self-expression and the different ways to present their opinion

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Cluster 2 Production and Distribution of Writing Standards Content Foci Instructional Tools

LAFS1W24 Not applicable to K-2

NA NA

LAFS1W25 With guidance and support from adults focus on a topic respond to questions and suggestions from peers and add details to strengthen writing as needed (3)

bull Use pre-writing techniques (such as brainstorming mapping clumping listing etc) to help generate ideas

bull Develop a plan for writing to organize thoughts and ideas

bull Draft keeping audience purpose and focus in mind

bull Seek guidance from peers to help add language and ideas to writing

bull Revise draft to strengthen writing as needed bull Revise sentences andor paragraphs for clarity bull Revise for word usage and word choice to help

strengthen details bull Understand and use grammar and spelling

conventions to edit writing

1W25 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources ELA Website bull Conferring with Student Writers bull Compliments bull Editing Chart (primary)

LAFS1W26 With guidance and support from adults use a variety of digital tools to produce and publish writing including in collaboration with peers (2)

bull Know how to use the computer toolbar bull Know how to use a mouse bull Understand how to save materials bull With guidance use WordPowerPoint bull Understand how to print bull Work collaboratively with a peers in order to

publish writing

1W26 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources bull Digital Tools-computer software programs bull Web-based publishing programs

ELA Website bull 5 Rules for Listening bull Writing TAG bull Primary Writing Rubric

Standard LAFS1W25

This document was generated on CPALMS - With guidance and support from adults focus on a topic respond to questions and suggestions from peers and add details to strengthen writing as needed Subject Area English Language Arts Grade 1 Strand Writing Standards Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 3 Strategic Thinking amp Complex Reasoning - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Printed On3182015 13028 PM |

Course Number		Course Title
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Social Studies - Grade 1 (Specifically in versions )
		Access Social Studies - Grade 1 (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
Access Point Number		Access Point Title
		With guidance and support use feedback on a topic (eg additional text drawings visual displays labels) to strengthen writing
		With guidance and support use feedback (eg elaborate on story elements) to strengthen narrative writing
		With guidance and support use feedback (eg drawings visual displays labels) to strengthen persuasive writing
		With guidance and support from adults respond to questions and suggestions from others to strengthen writing
		With guidance and support from adults work with a peer to evaluate a permanent product
Name		Description
		In this lesson students will identify story elements The students will also create story maps as teams and then work independently to write their own narrative stories based on the completed maps They will edit and revise their narratives with a partner
		This STEAM (Science Technology Engineering Art and Math) lesson has been designed around a Model-Eliciting Activity This Model Eliciting Activity (MEA) is written at a 1st grade level The Flower Power MEA provides students with an real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event The resource was primarily designed as an MEA so the time and teacher instructions are primarily based on the MEA The additional activities will take several hours of instruction but include watching and discussing a video about the parts of plants reading a book and discussing the art in the book as well as additional art by the book authorillustrator
		In this lesson students will learn to add description to their writing to give it more depth Once they have learned this skill they will be able to revise their writing pieces and identify places within their narratives that can use more detail
		In this lesson students will listen to informational text about an animal and critique a sample informative paragraph by giving suggestions about how to improve the sample writing Students will then read and write about their favorite animal They will present and take suggestions from classmates Students will also revise their writing through use of suggestions given by their peers
		In this two-session lesson students will use a real telescope to observe how objects appear closer in an artificial night sky Students will also create a telescope model that will represent how a specific constellation looks in the night sky The students will be using a Science Journal or My Space Book to make a pictorial record of their findings

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Cluster 3 Research to Build and Present Knowledge

Standards Content Foci Instructional Tools LAFS1W37 Participate in shared research and writing projects (eg explore a number of ldquohow-tordquo books on a given topic and use them to write a sequence of instructions)(4)

bull Understand informational text structure bull Locate information within text bull Organize information bull Summarize information bull Identify sequence in ldquohow-to guiderdquo including

o Materials o Steps o Additional Information o IllustrationDiagram

1W37 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

LAFS1W38 With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question(2)

bull Retellrecall key details bull Describe personal experiences bull Locate information within text bull Know that information can come from different

sources (eg books digital print) bull Understand how to summarize information bull Know how to organize information in order to

respond to question bull Write in complete sentences

1W38 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1W37

This document was generated on CPALMS - Participate in shared research and writing projects (eg explore a number of ldquohow-tordquo books on a given topic and use them to write a sequence of instructions) Subject Area English Language Arts Grade 1 Strand Writing Standards Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 4 Extended Thinking ampComplex Reasoning - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Teaching Idea

Printed On3182015 13141 PM |

Course Number		Course Title
		Introduction to Computers (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		Social Studies - Grade 1 (Specifically in versions )
		Access Social Studies - Grade 1 (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
Access Point Number		Access Point Title
		Participate in shared research to gather information about a topic (eg drawings visual displays labels)
		Participate in a shared writing project to produce a product to represent the groups research
		Generate ideas andor opinions when participating in shared writing projects
Name		Description
		In this lesson students will learn about the importance of the sequence of steps in a recipe They will explore student-friendly recipes and follow a recipe created in class to make a popular food for kids Students will then write their own recipe for one of their favorite foods
Name		Description
		In this teaching idea first grade students brainstorm and research solutions to hunger issues then create a 12 month calendar showcasing the 12 most important issues

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Strand Standards for Speaking and Listening Cluster 1 Comprehension and Collaboration

Standards Content Foci Instructional Tools LAFS1SL11 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups (2)

a Follow agreed-upon rules for discussions (eg listening to others with care speaking one at a time about the topics and texts under discussion)

b Build on othersrsquo talk in conversations by responding to the comments of others through multiple exchanges

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

Teacher

bull Models and offers explicit instruction on active listening skills and staying on topic

bull Models rules for discussion in small and large group settings (listening to others with care speaking one at a time about the topics and texts under discussion)

bull Facilitates small and large group discussion bull Models and offers explicit instruction on how to

respond appropriately during discussions Students

bull Follow agreed-upon rules for discussion bull Ask questions to clarify or elaborate on 1st grade

topics andor text bull Know how to contribute to a conversation or

discussion bull Are aware of topicstexts that are being

discussed bull Know how to respond to the ideas of others in the

group

1SL11 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

LAFS1SL12 Ask and answer questions about key details in the text read aloud or information presented orally or through other media(2)

bull Understand that illustrations and words convey messages

bull Listen with the intent to recall facts and information

bull Recognize important details bull Understand the importance of the title and how it

relates to the text bull Understand that there are messages in videos

television programs and pictures as well as text bull Ask appropriate questions bull Answer questions to show understanding

1SL12 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources Media

bull NBC Learn bull Discovery Education

LAFS1SL13 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood(2)

bull Understand what is being said bull Ask relevant questions bull Answer questions relating to topic bull Ask for more information or ask to clarify

meaning

1SL13 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1SL11

This document was generated on CPALMS - Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups

1. Follow agreed-upon rules for discussions (eg listening to others with care speaking one at a time about the topics and texts under discussion)
2. Build on othersrsquo talk in conversations by responding to the comments of others through multiple exchanges
3. Ask questions to clear up any confusion about the topics and texts under discussion
4. Subject Area English Language Arts Grade 1 Strand Standards for Speaking and Listening Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts- Date of Last Rating 0214 Status State Board Approved

   Related Courses

   Related Access Points

   Access Point

   Related Resources

   Lesson Plan

   Printed On3182015 12132 PM |

   Course Number		Course Title
   		Access Mathematics Grade 1 (Specifically in versions )
   		Access Science Grade 1 (Specifically in versions )
   		English for Speakers of Other Language-Elementary (Specifically in versions )
   		Functional Basic Skills in Reading-Elementary (Specifically in versions )
   		Functional Basic Skills in Communications-Elementary (Specifically in versions )
   		Access Language Arts - Grade 1 (Specifically in versions )
   		Mathematics - Grade One (Specifically in versions )
   		Science - Grade 1 (Specifically in versions )
   		Social Studies - Grade 1 (Specifically in versions )
   		Health - Grade 1 (Specifically in versions )
   		Access Social Studies - Grade 1 (Specifically in versions )
   		Language Arts - Grade 1 (Specifically in versions )
   Access Point Number		Access Point Title
   		Follow agreed-upon rules for discussions (eg listening to others with care speaking one at a time about the topics and texts under discussion)
   		Build on othersrsquo talk in conversations by responding to the comments of others through multiple exchanges
   		Ask questions to clear up any confusion about the topics or texts under discussion
   Name		Description
   		In the story Arthurs Thanksgiving Arthur is chosen to direct the schools Thanksgiving play but he has a hard time deciding who should play each part In this MEA the students will work in teams to help Arthur choose the perfect person for each part in the play Then the students will write a letter to Arthur explaining their casting decisions and their decision making process During the lesson students will also have to reconsider their casting decisions and help Arthur solve the problem in the story when no one wants to dress up as the most important part in the play the turkey
   		Students will use pattern blocks to create a quilt square for the Quick Quilters Society They will have to consider information on a data chart to help them create their squares They will have to add up the cost to make their square too
   		Feeling the Fall is a lesson that incorporates fluency the five senses and writing all in one Students will work cooperatively to perform a play on fall practicing fluency accuracy and expression Then students will explore the fall season using their senses integrating science standards into Florida Standards reading Finally students will have the opportunity to write about the fall season and publish their writing using technology
   		The students will determine which flowers are the best to plant in a flower garden The students will receive data about the hardiness of each flower the amount of sun and water each needs and the number of flowers each plant will produce Students may choose a plant that produces many flowers but may not be very hardy
   		In this lesson students will work collaboratively in guided groups to resolve conflicts while demonstrating respect and kindness
   		Students will use a realistic scenario in order to analyze the steps for adopting a road in their own community The students will be required to activate prior knowledge about litter and natural habitats brainstorm independently and also collaborate within cooperative groups to create a written procedure to explain their reasoning Students will to take into consideration wildlife traffic the amount of litter and the length of the road (which affects the cost of clean-up)
   		This lesson allows students to begin learning the scientific process of prediction using seaweed The students will be engaged in a hands-on investigation and will find out that many products they currently eat contain seaweed
   		The fundraiser was a huge success Now students must decide the best way to spend the money to buy new playground equipment
   		This lesson allows the students to retell a story and determine the central message and key details in a text using the book The Relatives Came by Cynthia Rylant Through several readings the students will increase their comprehension of the text by focusing on the story elements using key details and making connections The students will be encouraged to answer and discuss higher order questions to develop a better understanding of the text Finally the students will have an opportunity to write their own personal narrative
   		This is a first grade MEA that asks students to work together to help each other explore different ways to problem solve The students are presented with a problem in which they have to choose the top three choices of sporting equipment that will help raise the most money for a move-a-thon event They will be asked to reevaluate their original procedures when given a second set of data
   		This lesson allows students to explore the constellation Gemini At the beginning of the lesson students will view a picture of the night sky Eventually the teacher will show a video in which the night sky transforms into the constellation Gemini Students will learn about constellations and learn that there are more stars in the sky then anyone can easily count Students will create a constellation of there own using the outline of there hand At the end of the lesson the students will understand that constellations can be viewed differently by others A worksheet will be completed as a summative assessment for the teacher
   		Students will identify matter that is in their environment Students will sort objects by the observable properties size shape color Students will explore and come to conclusions about the size shape and color of matter This lesson plan is part 1 of a 4 part unit which addresses properties of matter (The properties of temperature texture weight and ability to sink or float will be addressed in subsequent lessons)
   		Pete the Cat wants a new pair of shoes and needs the students help selecting the right ones for him Students will work with a team to select the best shoes for Pete
   		This is part one of a thematic unit that will take approximately one week to complete with one hour for each day Students begin be looking at a picture of the stars to peek their interest in the unit and begin to form questions about the stars as the unit goes on Students learn the word observation and then use sight to view star jars within groups The class then answers questions forms ideas and draws pictures about what they observe The teacher guides students into understanding that the stars are scattered unevenly through the sky and there are too many stars for anyone to possibly count
   		In this lesson students will identify story elements The students will also create story maps as teams and then work independently to write their own narrative stories based on the completed maps They will edit and revise their narratives with a partner
   		This MEA require students to read and identify common water safety practices Students will then review and analyze a data for a family who wishes to attend a water park with their children After reading the passage and identifying the needs of the client as per the client letter students will rank the water parks from best to worst and explain the procedure used
   		In this lesson students will listen to informational text about an animal and critique a sample informative paragraph by giving suggestions about how to improve the sample writing Students will then read and write about their favorite animal They will present and take suggestions from classmates Students will also revise their writing through use of suggestions given by their peers
   		Teams of students will use math to solve an open-ended real-world problem to help their parent or caregiver choose the best babysitter Students will apply mathematical skills of place value (two-digit number tens and ones) and counting to 120 to perform math calculations while analyzing Data Sets This MEA will facilitate students demonstrating higher level critical thinking and problem solving during class discussions and in writing
   		In the story Curious George and the Pizza Party (by Rey HA and Margret Rey) Curious George attends a pizza party for a friend Now the man with the yellow hat wants to plan his own pizza party for Curious George but he needs the students help Help the man with the yellow hat use the data about the different pizza companies in his area to rank the options from best to worst considering the toppings offered crust options prices and customer satisfaction ratings Then the students will use the special promotions from each pizza company and their math skills to figure out which pizza place offers the best deals Each team of students will write letters to the man with the yellow hat explaining how they ranked the companies and why they chose their rankings to help him choose the best pizza for Georges party
   		This MEA lesson is designed for a First grade level Students will be working in small groups to figure out what book series is best for the book store They will vote on the best choice by using a bar graph
   		In this lesson the students will listen to the teacher read aloud the folk tale The Little Red Hen The students will collaborate with their teacher and peers during a close reading in order to determine the central message or lesson of the folk tale They will also analyze the text to determine the meaning of selected vocabulary words as well as identify story elements and character traits
   		In this lesson students will use What Do You Do With A Tail Like This by Steve Jenkins and Robin Page to identify the main topic and key details using the illustrations and text with teacher support in pairs and independently Students will work to complete a 3-2-1 card a group poster and presentation as well as an independent explanatory writing to show their understanding of the main topic subtopics and key details
   		The goal of this exemplar is to teach young students to read closely and critically in order to comprehend complex literary text In this lesson sequence the teacher uses a variety of strategies to actively engage students in searching for meaning in the figurative language and rich vocabulary of a poem Students learn to test inferences against specific details of the text to take three dimensional notes and to use those notes to more deeply understand the meaning of the poem Discussion and a short writing exercise help students to synthesize what they have learned
   		This is a Science lesson based on force and movement As a plus the students will also be learning a little bit about the Hispanic culture and use of piAtildeplusmnatas Students will practice their math skills by reading a data table and adding tens and ones
   		Students will choose the best tub toy for a store to purchase based on several properties including floating squirting squeaking and safety
   		Students will determine the best variety for a new cookie entering the market Students will have to consider flavor smell appearance and the number of cookies in the package
   		Students will learn that there are rules to be followed or jobs to be done in the classroom Students will also learn how to listen and speak to others
   		In this lesson students will identify the vowel team ee through classroom connections media connections and real world connections The students will develop a class-made ee tree in which the students will increase their vocabulary with a variety of ee words
   		This is an MEA lesson that focuses on students problem solving skills After reading a story about what is in a pintildeata students are asked to help a company find the best way to fill a pintildeata It focuses on math skills including counting and recognizing numbers to 120
   		In this first grade MEA the students will use a given data set to help the chip company determine which new flavor of chips it should add to their line of chips Students will analyze the data and determine how to rank the chips Students will work in groups to determine the procedure needed to rank the chips and report the information back to the chip company
   		Students will choose which baby blanket a store should buy to sell based on these factors size how soft it is color and safety Students will rank four blankets from best to worst
   		In the story Arthurs Pet Business Arthur shows his parents that he is responsible enough to deserve a pet dog and his mom gives him permission to get one However Arthur needs your help choosing the perfect dog Help Arthur meet all the requirements needed to find the perfect pet for his family from the research he shares with you about the breeds they are considering taking into consideration size shedding barking friendliness etc Then write a justification to describe why you chose the perfect pet for Arthur and his family
   		The Terrific Toy Company needs the help of students to sort toys into value packs The students will use observable properties of the toys to sort them and create three example packs
   		Students will use a realistic scenario in order to create a Butterfly Trail for their school The students will be required to activate prior knowledge brainstorm independently and also collaborate within cooperative groups to create a model to explain their reasoning
   		In this unit students will identify appropriately leveled informational text on dinosaurs and identify the key details of the text The students will create a detail web using evidence from the text and will then write an explanatory paper about their choice of dinosaur The students will also participate in a guided class discussion The students will learn the guidelines and procedures for successful discussion and will also learn how to come prepared for discussion by providing supporting information from texts that have been read
   		This Engineering Design Challenge is intended to help first grade students apply the concepts of the various ways objects can move and that the way to change the motion of an object is to apply a push or a pull It is not intended as an initial introduction to this benchmark

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Cluster 2 Presentation of Knowledge and Ideas Standards Content Foci Instructional Tools

LAFS1SL24 Describe people places things and events and with relevant details expressing ideas and feelings clearly(2)

bull Know and understand nouns bull Understand the event bull Understand that a place can be a building city

space or location bull Know and use sensory words bull Know and use positional words bull Know and use multiple descriptive words

including adjectives and comparatives

1SL24 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

LAFS1SL25 Add drawings or other visual displays to descriptions where appropriate to clarify ideas thoughts and feelings(2)

bull Choose a topic to speak about bull Be able to describe and use adjectives bull Use a picture or visual display to support or

clarify content bull Understand that charts graphs or illustrations

help increase understanding of content

1SL25 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

LAFS1SL26 Produce complete sentences when appropriate to task and situation (See grade 1 Language Standards 1 and 3 for specific expectations(2)

bull Use complete sentences bull Know that complete sentences express a thought bull Know and use different sentence types

(declarative interrogative exclamatory and imperative) in response to prompts and situations

1SL26 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1SL24

This document was generated on CPALMS - Describe people places things and events with relevant details expressing ideas and feelings clearly Subject Area English Language Arts Grade 1 Strand Standards for Speaking and Listening Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Teaching Idea

Printed On3182015 12357 PM |

Course Number		Course Title
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Social Studies - Grade 1 (Specifically in versions )
		Access Social Studies - Grade 1 (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
		Functional Basic Skills in Reading-Elementary (Specifically in versions )
Access Point Number		Access Point Title
		Retell a text including key details
		Describe factual information about people places things and events with relevant details orally or in writing
		Present orally or in writing factual information of familiar people places things and events describing subtopics of larger topics
		Describe ideas about familiar people places things and events with details orally or in writing
		Describe people places things and events with relevant details
		Describe a single event or a series of events that includes details about what happened orally or in writing
		Describe familiar people places things and events with details orally or in writing
Name		Description
		In this lesson the teacher will read aloud Marc Learns to Fly by Alma Sanchez and use an animated informational video to help students understand the life cycle of a butterfly Students will use both a response to reading and a cloze activity to learn new vocabulary and demonstrate understanding
		In this lesson students will present their opinion through drawing writing and speaking Students will enjoy discussing their favorite animals pizza and cake Students will learn about self-expression and the different ways to present their opinion
		In this interdisciplinary lesson by PBS Learning Media students will participate in a variety of hands-on activities to gather facts about Abraham Lincoln Students will match vocabulary words with pictures to piece together a timeline of Lincolns life gather various facts about his work as a lawyer on the prairie and also gain insight into Lincoln through objects and artifacts of his life Students will then select classroom objects that best tell a story about them andor their class later reflecting upon the timeline of Lincolns life while creating their own personal timelines
		Feeling the Fall is a lesson that incorporates fluency the five senses and writing all in one Students will work cooperatively to perform a play on fall practicing fluency accuracy and expression Then students will explore the fall season using their senses integrating science standards into Florida Standards reading Finally students will have the opportunity to write about the fall season and publish their writing using technology
		In this close reading lesson the students will analyze the poem It Fell in the City by Eve Merriam They will read the poem identify words or phrases that show feelings or appeal to the senses describe the place in the poem and add drawings to express their feelings They will also write an opinion paragraph about how the poem made them feel after reading it
		This lesson allows students to explore and learn about the Law of Gravity In this lesson students will discover how gravity affects different household objects Students will also discuss with the class and teacher to explain what gravity is and how it correlates to the world around us This lesson should take two science blocks of 45 minutes each to complete
		This Engineering Design Challenge is intended to help students apply the concepts floating and sinking in an engineering design challenge
		In this lesson the teacher uses the story Cat Stories that Dogs Tell by Robert G Moons to help students focus on essential ideas of a story Through pictorial reading and making predictions about the end of the story students are given the opportunity to form their opinions about characters based on details given The teacher uses sentence frames as scaffolded activities (activities to assist students initially so they can be gradually released to independence) to help students write their opinions
		In this lesson the teacher uses Aesops fable The City Mouse and the Country Mouse to address the objectives of describing character setting and main events using details from the story The lesson includes instructional support for conventions of language specifically ending punctuation and capitalization
Name		Description
		In this teaching idea first grade students brainstorm and research solutions to hunger issues then create a 12 month calendar showcasing the 12 most important issues

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

Strand Language Standards

Cluster 1 Conventions of Standard English Standards Content Foci Instructional Tools

LAFS1L11 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking(2)

a Print all upper- and lowercase letters b Use common proper and possessive nouns c Use singular plural nouns with matching verbs

in basic sentences (eg He hops We hop) d Use personal possessive and indefinite

pronouns (eg I me my they them their anyone everything)

e Use verbs to convey a sense of past present and future (eg Yesterday I walked home Today I walk home Tomorrow I will walk home)

f Use frequently occurring adjectives g Use frequently occurring conjunctions (eg

and but or so because) h Use determiners (eg articles

demonstratives) i Use frequently occurring prepositions (eg

during beyond toward) j Produce and expand complete simple and

compound declarative interrogative imperative and exclamatory sentences in response to prompts

bull Understand the difference between uppercase and lowercase letters

bull Print legibly bull Understand and use proper nouns common

nouns and pronouns bull Understand and use correct verb tense to match

the noun in a sentence bull Understand and use verb tense to convey sense

of time bull Understand and use adjectives bull Understand and use determiners words that

determine (limits) the meaning of a noun (eg the book a girl an elephant)

bull Understand and use demonstratives (this that these and those) words that show which person or thing is being referred to (eg This is my cat ldquothisrdquo is a demonstrative)

bull Understand and use common prepositions words that indicate the temporal spatial or logical relationship of its object to the rest of the sentence (eg The book is on the table ldquoOnrdquo is the preposition)

bull Understand that a complete sentence has a subject and predicate

bull Understand and use different types of sentences (declarative interrogative imperative and exclamatory)

bull Expand simple sentences in response to prompts bull Understand and use linking words to expand

simple sentences

1L11 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1L11

This document was generated on CPALMS - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

a Print all upper- and lowercase lettersb Use common proper and possessive nounsc Use singular and plural nouns with matching verbs in basic sentences (eg He hops We hop)d Use personal possessive and indefinite pronouns (eg I me my they them their anyone everything)e Use verbs to convey a sense of past present and future (eg Yesterday I walked home Today I walk home Tomorrow I will walk home)f Use frequently occurring adjectivesg Use frequently occurring conjunctions (eg and but or so because)h Use determiners (eg articles demonstratives)i Use frequently occurring prepositions (eg during beyond toward)j Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts

Subject Area English Language Arts Grade 1 Strand Language Standards Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts - Date of Last Rating 0214 Status State Board Approved

Related Courses

Related Access Points

Access Point

Related Resources

Lesson Plan

Worksheet

Student Center Activity

Printed On3182015 125551 PM |

Course Number		Course Title
		Functional Basic Skills in Communications-Elementary (Specifically in versions )
		Language Arts - Grade 1 (Specifically in versions )
		Access Language Arts - Grade 1 (Specifically in versions )
		English for Speakers of Other Language-Elementary (Specifically in versions )
Access Point Number		Access Point Title
		Use frequently occurring nouns in speaking or writing
		Print upper- and lowercase letters
		Use personal possessive and indefinite pronouns (eg I me my they them their anyone everything) in writing or speaking
		Use frequently occurring adjectives in speaking or writing
		Use singular and plural nouns with matching verbs in basic sentences when speaking or writing
		Use verbs to convey a sense of past present or future in writing or speaking
		Use frequently occurring prepositions (eg on in) in speaking or writing
		Use frequently occurring conjunctions (eg and but or so because) in writing or speaking
		Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts
Name		Description
		Visiting Animals and Plants - Students decide on which field trip can help to culminate their study on the interaction of plants and animals
		Students will learn that personal hygiene is needed for overall health Students will investigate different types of hand cleansers and cleaners in order to find the best solution to keeping germs at bay
		In this lesson students will learn to add description to their writing to give it more depth Once they have learned this skill they will be able to revise their writing pieces and identify places within their narratives that can use more detail
		This lesson allows students to begin learning the scientific process of prediction using seaweed The students will be engaged in a hands-on investigation and will find out that many products they currently eat contain seaweed
Name		Description
		This page has many worksheets designed to help teach young ESL students Some work on general language skills others reinforce particular elements of grammar
Name		Description
		In this FCRR Student Center Activity the student will use adjectives to describe himself or herself and others
		In this FCRR Student Center Activity the student will produce meaningful sentences
		In this FCRR Student Center Activity the student will use adjectives to describe objects
		In this FCRR Student Center Activity the student will gain speed and accuracy in letter recognition

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

LAFS1L12 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing(1)

a Capitalize dates and names of people b Use end punctuation for sentences c Use commas in dates and to separate single

words in a series d Use conventional spelling for words with

common spelling patterns and for frequently occurring irregular words

e Spell untaught words phonetically drawing on phonemic awareness and spelling conventions

bull Identify period question mark and exclamation mark

bull Know when to use a period question mark and exclamation mark

bull Know that the first word in a sentence proper names days of the week and months are capitalized

bull Know that a comma separates the date from the year

bull Understand letter patterns and their sounds

1L12 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Cluster 2 Knowledge of Language Standards Content Foci Instructional Tools

LAFS1L23 Not Applicable to K-1 NA NA

Cluster 3 Vocabulary Acquisition and Use

Standards Content Foci Instructional Tools LAFS1L34 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(2)

a Use sentence-level context as a clue to the meaning of a word or phrase

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

c Identify frequently occurring root words (eg look) and their inflectional forms (eg looks looked looking)

bull Understand and know many common words bull Understand that some words have other

meanings bull Use sentence-level context to help determine

meaning of unknown words bull Know and understand affixes to help determine

or clarify meaning of unknown words bull Know frequently occurring root words to help

determine or clarify meaning of unknown words bull Know inflectional forms (eg looks looked

looking) help determine or clarify meaning of unknown words

1L34 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1L12

This document was generated on CPALMS - Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

1. Capitalize dates and names of people
2. Use end punctuation for sentences
3. Use commas in dates and to separate single words in a series
4. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words
5. Spell untaught words phonetically drawing on phonemic awareness and spelling conventions
6. Subject Area English Language Arts Grade 1 Strand Language Standards Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 1 Recall- Date of Last Rating 0214 Status State Board Approved

   Related Courses

   Related Access Points

   Access Point

   Related Resources

   Lesson Plan

   Text Resource

   Student Center Activity

   Printed On3182015 125800 PM |

   Course Number		Course Title
   		Functional Basic Skills in Communications-Elementary (Specifically in versions )
   		Language Arts - Grade 1 (Specifically in versions )
   		Access Language Arts - Grade 1 (Specifically in versions )
   		English for Speakers of Other Language-Elementary (Specifically in versions )
   Access Point Number		Access Point Title
   		Use end punctuation for sentences
   		Use capitalization of first word in sentence pronoun ldquoIrdquo dates and names of people
   		Use conventional spelling for words with common spelling patterns
   Name		Description
   		In the story Curious George and the Pizza Party (by Rey HA and Margret Rey) Curious George attends a pizza party for a friend Now the man with the yellow hat wants to plan his own pizza party for Curious George but he needs the students help Help the man with the yellow hat use the data about the different pizza companies in his area to rank the options from best to worst considering the toppings offered crust options prices and customer satisfaction ratings Then the students will use the special promotions from each pizza company and their math skills to figure out which pizza place offers the best deals Each team of students will write letters to the man with the yellow hat explaining how they ranked the companies and why they chose their rankings to help him choose the best pizza for Georges party
   		In this lesson the teacher uses Aesops fable The City Mouse and the Country Mouse to address the objectives of describing character setting and main events using details from the story The lesson includes instructional support for conventions of language specifically ending punctuation and capitalization
   		This lesson allows students to explore the constellation Gemini At the beginning of the lesson students will view a picture of the night sky Eventually the teacher will show a video in which the night sky transforms into the constellation Gemini Students will learn about constellations and learn that there are more stars in the sky then anyone can easily count Students will create a constellation of there own using the outline of there hand At the end of the lesson the students will understand that constellations can be viewed differently by others A worksheet will be completed as a summative assessment for the teacher
   		In the story Arthurs Thanksgiving Arthur is chosen to direct the schools Thanksgiving play but he has a hard time deciding who should play each part In this MEA the students will work in teams to help Arthur choose the perfect person for each part in the play Then the students will write a letter to Arthur explaining their casting decisions and their decision making process During the lesson students will also have to reconsider their casting decisions and help Arthur solve the problem in the story when no one wants to dress up as the most important part in the play the turkey
   		Using the book Diary of a Worm (360L) by Doreen Cronin students learn to use illustrations and text to determine key details in a text
   		In the story Arthurs Pet Business Arthur shows his parents that he is responsible enough to deserve a pet dog and his mom gives him permission to get one However Arthur needs your help choosing the perfect dog Help Arthur meet all the requirements needed to find the perfect pet for his family from the research he shares with you about the breeds they are considering taking into consideration size shedding barking friendliness etc Then write a justification to describe why you chose the perfect pet for Arthur and his family
   		In this lesson students will listen to two stories and then use graphic organizers to organize the cause and effect relationships
   		Students will learn that personal hygiene is needed for overall health Students will investigate different types of hand cleansers and cleaners in order to find the best solution to keeping germs at bay
   		In this lesson students will present their opinion through drawing writing and speaking Students will enjoy discussing their favorite animals pizza and cake Students will learn about self-expression and the different ways to present their opinion
   Name		Description
   		This text resource is a guide to proper capitalization A PowerPoint is included
   Name		Description
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend the sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will identify words in compound words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will read high frequency words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will blend sounds of letters to make words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will identify variant correspondences in words
   		In this FCRR Student Center Activity the student will segment phonemes in words

Grade 1 Making the Grade on the Florida Language Arts Standards (LAFS)

MDCPS Office of Academics and Transformation 2015 - 2016

LAFS1L35 With guidance and support from adults demonstrate understanding word relationships and nuances in word meanings(2)

a Sort words into categories (eg colors clothing) to gain a sense of the concepts in the categories represent

b Define words by category and by one or more key attributes (eg a duck is a bird that swims a tiger is a large cat with stripes)

c Identify real-life connections between words and their use (eg note places at home that are cozy)

d Distinguish shades of meaning among verbs differing in manner (eg look peek glance stare glare scowl) and adjectives differing in intensity (eg large gigantic) by defining or choosing them or by acting out the meanings

bull Understand parts of speech bull Distinguish between nouns verbs adjectives bull Understand that adjectives differ by intensity

(eg large huge gigantic) bull Understand synonyms and antonyms bull Understand that words have shades or degrees

of meaning bull Understand and use shades of meaning for

appropriate usage (eg look peek glance stare glare scowl)

bull Understand the relationship between groups of words

bull Sort words into categories bull Understand the connections between words and

their use

1L35 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

LAFS1L36 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 (eg I named by hamster Nibblet because she nibbles too much because she likes that)(1)

Teacher

bull Provide opportunities to hear words used in different contexts

bull Provide opportunities to converse about grade 1 topics and texts

Student

bull Determine which word best describes an action emotion or state of being

bull Develop a mental bank of grade-level academic words and phrases

bull After hearing or reading a word in context begin to use it in the spoken and written language

bull Retell the most important events and then add details using frequently occurring conjunctions

bull Understand cause and effect relationships bull Converse with peers about grade 1 topics

naming connectionsrelationships between ideas and concepts using frequently occurring conjunctions

1L36 CPALMS Resource Pagedoc

McGraw-Hill Reading Wonders Resources

Standard LAFS1L35

This document was generated on CPALMS - With guidance and support from adults demonstrate understanding word relationships and nuances in word meanings

1. Sort words into categories (eg colors clothing) to gain a sense of the concepts the categories represent
2. Define words by category and by one or more key attributes (eg a duck is a bird that swims a tiger is a large cat with stripes)
3. Identify real-life connections between words and their use (eg note places at home that are cozy)
4. Distinguish shades of meaning among verbs differing in manner (eg look peek glance stare glare scowl) and adjectives differing in intensity (eg large gigantic) by defining or choosing them or by acting out the meanings
5. Subject Area English Language Arts Grade 1 Strand Language Standards Cluster Date Adopted or Revised 1210 Content Complexity Rating Level 2 Basic Application of Skills amp Concepts- Date of Last Rating 0214 Status State Board Approved

   Related Courses

   Related Access Points

   Access Point

   Related Resources

   Lesson Plan

   Teaching Idea

   Student Center Activity

   Printed On3182015 125950 PM |

   Course Number		Course Title
   		Functional Basic Skills in Communications-Elementary (Specifically in versions )
   		Language Arts - Grade 1 (Specifically in versions )
   		Access Language Arts - Grade 1 (Specifically in versions )
   		English for Speakers of Other Language-Elementary (Specifically in versions )
   		Functional Basic Skills in Reading-Elementary (Specifically in versions )
   Access Point Number		Access Point Title
   		With guidance and support identify the category for a given word (eg a duck is a bird)
   		With guidance and support sort labeled objects into categories (eg shapes food) to gain a sense of the concepts the categories represent
   		With guidance and support from adults sort words or picture cards with words into categories (eg shapes food) to gain a sense of the concepts the categories represent
   		With guidance and support use newly acquired words in real-life context
   Name		Description
   		This is the first lesson in a first grade unit on classification and categorization Students will classify and categorize items into two categories and explain how the items were classified and categorized
   		In this lesson students are learning to identify sensory words in their reading specifically in poetry Students will gain a perspective on how authors use sensory words to portray their ideas They will learn to sort describing words based on the five senses This lesson gives students a chance to write their own sensory poem
   Name		Description
   		This is the second lesson in a first grade unit on classification or categorization Students will sort items into three categories
   		This is a sample lesson that can be applied to any book to help students learn new vocabulary words
   		This is a first grade lesson on figurative language Students will identify and describe hyperboles in literature
   Name		Description
   		In this FCRR Student Center Activity the student will identify the meaning of words
   		In this FCRR Student Center Activity the student will identify the meaning of contractions
   		In this FCRR Student Center Activity the student will identify synonyms
   		In this FCRR Student Center Activity the student will identify antonyms
   		In this FCRR Student Center Activity the student will identify homophones
   		In this FCRR Student Center Activity the student will use adjectives to describe himself or herself and others
   		In this FCRR Student Center Activity the student will identify similarities and differences between the meanings of words
   		In this FCRR Student Center Activity the student will identify similarities and differences between the meanings of words
   		In this FCRR Student Center Activity the student will identify similarities and differences between the meanings of words
   		In this FCRR Student Center Activity the student will sort words by categories
   		In this FCRR Student Center Activity the student will sort words by categories
   		In this FCRR Student Center Activity the student will identify and sort words by categories
   		In this FCRR Student Center Activity the student will identify similarities and differences between the meanings of words
   		In this FCRR Student Center Activity the student will identify similarities and differences between the meanings of words
   		In this FCRR Student Center Activity the student will identify similarities and differences between the meaning of words
   		In this FCRR Student Center Activity the student will identify antonyms in context
   		In this FCRR Student Center Activity the student will use adjectives to describe objects
   		In this FCRR Student Center Activity the student will identify contractions
   		In this FCRR Student Center Activity the student will identify the meaning of verbs
   		In this FCRR Student Center Activity the student will identify synonyms
   		In this FCRR Student Center Activity the student will identify antonyms
   		In this FCRR Student Center Activity the student will identify synonyms and antonyms
   		In this FCRR Student Center Activity the student will identify the relationship among words
   		In this FCRR Student Center Activity the student will identify abbreviations
   		In this FCRR Student Center Activity the student will identify homophones
   		In this FCRR Student Center Activity the student will identify more precise alternatives for overused words
   		In this FCRR Student Center Activity the student will produce words for categories
   		In this FCRR Student Center Activity the student will produce categories and corresponding words