Post Falls School District #2731st Grade – Language Arts

Reading Standards for Literature

Learning Targets/Skills Vocabulary Sample Assessment Storytown Correlation

Key Ideas and DetailsRL.1.1Ask and answer questions about key details in a text.

I can find details in a text.I can ask questions about the details in a text.Read or listen to text for key details. Generate questions and answer questions about key details inthe text.

Prior Question Listen

Explicit Narrative Detail Answer Text

SE(1): 62SE(2): 28, 222TE(1): T152–T153, T154–T155, T156, T158, T182TE(2): T58, T60, T65, T333, T504, T506TE(3): T332, T505

TE(4): T332, T336

RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson.

I can retell a story in my own words using key details.

Read or listen to a story for thesequence of key details.Record the key details in sequence.Retell the story and state the centralmessage or lesson.

Prior Listen

Explicit Narrative Detail Sequence Retell Topic Main Message

SE(2): 241SE(3): 85TE(1): T139, T160, T331, T354, T417, T440TE(2): T45, T68, T141, T166, T216, T317, T340, T372, T403, T491, T514, T516TE(3): T32, T141, T164, T166, T216, T229, T315, T338, T401, T489, T514TE(4): T46, T66, T70, T144, T231, T256, T319, T346, T409, T410, T495TE(5): T143, T166, T229, T256, T319, T405, T430, T493, T518

RL.1.3Describe characters,settings, and major events in a story, using keydetails.

I can identify and describe the characters, settings, and major events in a story.

Read or listen to a story.Identify the characters, settings,and major events.Describe characters, settings, and major events in a story using key details.

Prior Setting Characters

Explicit Events Narrative Identify

TE(1): T426–T427, T440TE(2): T156, T157, T163, T318, T326–T327, T332, T335, T337, T340, T350, T372, T550–T501, T516TE(3): T156, T158, T166, T238–239, T256, T274, T400TE(4): T15, T92, T230, T252, T253, T317, T334, T405, T408, T514TE(5): T130, T139, T140, T141, T142, T152, T153, T158, T162, T165, T166, T188, T238–T239, T244, T245,

T246, T247, T252, T254, T255, T256

Craft and StructureRL.1.4Identify words and phrases in stories or poems that suggestfeelings or appeal to the senses.

I can identify words or phrases that are about feelings.

Read or listen to a story or poem.Share feelings about the story or poem.Identify the words and phrases in thestory or poem that express thosefeelings.

Prior Listen

Explicit Poem Identify Narrative

TE(3): T156, T263TE(4): T72, T85, T132, T146, T170, T323, T348, T361, T405,T408, T413, T447, T457TE(5): T245, T254

RL.1.5Explain major differencesbetween books that tell stories and books thatgive information, drawing on a wide range of text types.

I can explain the difference between fiction and non-fiction.

Read or listen to a story or an article(expository text).Recognize the difference betweenbooks that tell stories and booksthat give information.List differences between expositoryand narrative text.

Fiction, non-fiction, informative, explanatory

SE(1): 184SE(2): 182SE(4) 136SE(5) 92TE(1): T452TE(2): T162, T224, T247, T416–T417TE(4): T232, T268, T443, T496TE(5): T144, T177, T178, T230, T506

RL.1.6Identify who is telling the story at various points ina text.

I can tell who is telling the story.

Read or listen to a story that has a clear narrator.Identify who is telling the story.

Prior Listen

Explicit Identify Narrative

TE(1): T255TE(3): T151, T176, T188, T198

Integration of Knowledge and IdeasRL.1.7Use illustrations and details in a story to describe its characters,setting, or events.

I can describe the characters, setting and sequence of events of a story.

Read or listen to a story using picture clues and key details before and during the reading to describe the characters, the

Prior Illustration Characters Setting

Explicit Event Detail Sequence

TE(1): T327–T330, T427, T432–T437TE(2): T156, T158–T164, T166, T198, T313–T316, T332–T337, T506–T514TE(3): T156, T159–T163, T225–T228, T249, T330–T335,T485–T488, T504–T512

setting, or events.List characters, setting and sequence of events.Describe characters, setting andsequence of events

Narrativ TE(4): T42–T44, T60–T67, T228–T230, T334–T343, T492–T494, T510–T517TE(5): T158, T159, T164, T244–T254, T414–T415, T420,T242, T246, T428, T430, T508–T516

RL.1.9Compare and contrast theadventures and experiences of characters in stories.

I can identify characters in stories I read or listen to.I can describe the adventures and experiences of characters in stories I read or listen to. I can compare the adventures and experiences of characters by telling how they are alike. I can contrast the adventures and experiences of characters by telling how they are different

Read or listen to two texts that address similar themes ortopics. (Stone Soup and Tumbleweed Stew).Discuss and list the similarities anddifferences between the characters and their experiences

Prior Same Different Listen

Explicit Topic Narrative Characters

Introductory Compare Contrast Adventures Experiences

Formative: Check for understanding (t-charts, thumbs-up, whiteboards, etc.)

SE(2): 43TE(2): T46, T55, T62, T66, T68, T78, T100, T158, T507,T509TE(3): T161TE(4): T65, T190, 288, T329, T378TE(5): T188, T198, T288, T462

Range of Reading and Level of Text ComplexityRL.1.10With prompting and support, readprose and poetry of appropriate complexity for grade 1.

I can read poetry.I can read short books and poems and ask for help when needed.

Read prose and poetry chorally fromappropriate grade level text.

Explicit Poetry

Introductory Chorally Echo

Formative: Teacher observationsSmall group reading and individual conferences

SE(1): 50–57, 63–73SE(2): 16–23, 29–42SE(5): 51, 229–247TE(1): T77, T134–T138, T152–T158, T255, T327–T330,T345–T352, T431–T438, T537TE(2): T40–T44, T58–T66, T137–T140, T155–T164, T182,T265, T313–T316, T322, T331–T338, T399–T402,T439, T487–T490, T505–T514TE(3): T41–T44, T79, T137–T140, T155–T165, T225–T228,T263, T311–T314, T329–T337, T354, T397–T400,T485–T488, T503–T513

TE(4): T41–T44, T59–T69, T179, T227–T230, T245–T255,T315–T318, T333–T345, T405–T408, T491–T494, T509–T519TE(5): T81, T139–T142, T157–T165, T225–T228, T243– T255, T315–T318, T353, T401–T404, T419–T429,T489–T492, T506–T516, T529

Reading Standards for Informational Text

Learning Targets/Skills Vocabulary Sample Assessment Storytown Correlation

Key Ideas and DetailsRI.1.1Ask and answerquestions aboutkey details in atext.

I can find details in a text.I can ask questions about a text.I can answer questions about a text.Read or listen to agiven text.Identify key details intext.Construct questionsand answers aboutkey details in text.

Prior Question Listen

Explicit Detail Answer Identify

SE(1): 28SE(3): 106TE(1): T58, T61, T63, T64TE(2): T90,T450TE(3): T61, T242–T243, T244, T247, T419TE(4): T424, T429TE(5): T335

RI.1.2Identify the main topic and retell key details of a text.

I can retell a story in my own words using key details.I can identify the main topic in an informational text.Read or listen to a given text.Retell key details of the given text.Identify the main topic.

Prior Listen

Explicit Retell Main

topic/idea Detail Identify

SE(3): 174–175, 198SE(5): 47, 167TE(1): T61, T62, T63, T64, T240, T518, T520, T548TE(3): T324–T325, T349, T410–T411, T423, T425, T426TE(5): T68, T340, T342

RI.1.3Describe the connectionbetween two individuals,events, ideas, or pieces ofinformation in atext.

I can find a connection between two things in a text.

Read or listen to a given text.Recognize similarities.Describe a connection betweentwo individuals, events, ideas, orpieces of information in a text.

Prior Listen

Explicit Connect Event Informatio

SE(3): 24–25. 44. 102–103, 121SE(4): 68–69, 92TE(1): T499, T523TE(2): T90, T246, T276, T418, T423, T425, T450TE(3): T54–T55, T60, T63, T66, T67, T78, T238–239, T246, T249, T250, T416, T527TE(4): T152–T153, T159, T160, T161, T163, T165, T167,T178TE(5): T62, T63, T65

Craft and Structure

RI1.4Ask and answer questions to help determine orclarify the meaning of words and phrases in atext.

I can find unknown works.

Read or listen to a given text.Identify unknown words and phrases.Ask and answer questions to clarifymeanings.

Prior Listen Question

Explicit Identify

Introductory Clarify

TE(1): T43TE(3): T63, T247, T417TE(4): T498

RI.1.5Know and use various text features (e.g.,headings, tables of contents, glossaries,electronic menus, icons) to locate key facts orinformation in a text.

I can locate information.

Read or listen to a given text.Identify a key feature.Use key feature to locate informationin the given text

Prior Listen

Explicit Information

SE(1): 216TE(1): T518, T520, T525, R14TE(2): T18, T248, R18TE(3): T50, T420, T423, R20TE(4): T425, T428, R22TE(5): T18, T92, T95, T335, T340, R22

RI.1.6Distinguish betweenInformation provided bypictures or other illustrations and information provided by the words in a text.

I can find information through pictures and words.

Discuss the information provided by the illustrations and the text before and during the reading of the text.

Prior Illustration

Explicit Information

SE(1): 216TE(1): T212, T521, T525TE(2): T245, T419TE(3): T420, T423TE(4): T425, T428TE(5): T33

Integration of Knowledge and IdeasRI.1.7Use the illustrations anddetails in a text to describe its key ideas.

I can describe the key ideas in a text.

Explain the key details usingillustrations and text before and during the reading of a given text.

Prior Illustration

Explicit Detail Identify

TE(1): T41, T42, T44, T60–T64, T171, T219–T222, T238–T242, T499–T502, T518–T520, , T521, T522–T524TE(2): T79, T225, T228, T244–T248, T250–T252, T418–T425, T247TE(3): T60–T66, T244–T249, T416–T421, T423–T424TE(4): T158–T166, T425TE(5): T42–T44, T60, T66, T334, T335, T340

RI.1.8Identify the reasons an author gives to supportpoints in a text.

I can tell the author’s purpose.

Read or listen to a given text.Identify the author’s purpose.Identify key details that support theauthor’s purpose.

Prior Author

Explicit Identify Detail

Introductory Author’s purpose

SE(1): 216SE(2): 126, 202TE(1): 525TE(2): T245, T247, T253, T416–T417, T419, T427TE(3): T242–T243, T247, T249, T425

TE(4): T423, T428, T431, T442TE(5): T60, T61

RI.1.9Identify basic similarities in and differences between two texts on the same topic (e.g., inillustrations, descriptions, or procedures).

I can tell how two stories are alike and different

Read or listen to two texts on the same topic.Describe similarities and differencesbetween the two texts

Prior Same Different Listen

Introductory Compare

SE(4): 216TE(4): T444

Range of Reading and Level of Text ComplexityRI.1.10With prompting and support, read informational textsappropriately complex for grade 1.

I can read out loud with the rest of the class.

Read chorally informational textsappropriate for first grade

Explicit Information

SE(1): 201–215SE(2): 183–201SE(3): 107–120SE(4): 73–91SE(5): 29–49TE(1): T219–T222, T237–T242, T499–T502, T516–T524TE(2): T225–T228, T243–T252, T416–T426TE(3): T59–T66, T242–T250, T415–T424TE(4): T139–T142, T156–T166, T423–T430TE(5): T41–T44, T58–T68, T333–T340

Reading Standards: Foundational SkillsPrint ConceptsRF.1.1Recognize the distinguishing features of a sentence (e.g., first word, capitalization,ending punctuation).

Model features of a sentence.(Capitalization, word, space, andpunctuation)Identify features of a sentence.Recognize the distinguishingfeatures of a sentence (e.g., firstword, capitalization, endingpunctuation).

Prior Sentence Question

mark Exclamation

point Period Uppercase Lowercase Capital Letter Word Space Beginning

TE(1): T40, T68, T80, T90, T100, T142–T143, T163, T163,T175, T185, T195, T227, T247, T258–T259, T269,T279, T334, T420, T422, T443, T454, T465, T474–T475, T506–T507, T528–T529, T540–T541, T550–T551, T560–T561TE(2): T42, T49, T71, T83, T93, T103TE(4): T84, T104, T182, T270, T291, T371TE(5): T48, T84, T94, T146, T168,

Middle End Left Right

Explicit Identify Punctuation Sequence Noun Verb

Phonological Awareness

RF.1.2a.Distinguish long from short vowel sounds in spoken single-syllablewords

I can tell the difference between a short vowel and a long vowel.

Identify the vowel sound in each word.Demonstrate short vowel sounds in one syllable words.Demonstrate long vowel sounds in one syllable words.Produce short and long vowel sounds as instructed.Distinguish long from short vowel sounds in spoken single-syllable words.

Prior Sound Listen Syllable Short/long

VowelExplicit

Identify Consonant

TE(3): T520TE(4): T222, T262, T310–T311, T400

RF.1.2bOrally produce single-syllable words by blending sounds (phonemes),Including consonant blends.

I can blend sounds to make a word.

Model blending of sounds to create one syllable words using consonants and vowels. (Use manipulatives.)Model blending of sounds to create one syllable words using consonant blends.Explain that all words have vowelsounds.Orally produce single-syllablewords by blending sounds (phonemes), including consonantblends

Prior Blend Sound Syllable Vowel

Explicit Consonant

TE(2): T35, T51, T73, T85, T95, T131, T147, T171, T183,T193, T393, T433, T455, T481, T521, T543TE(3): T131, T147, T305, T365, T479, T519, T543TE(4): T221, T283, T399, T415TE(5): T219, T309, T395, T483

RF.1.2c I can pronounce beginning, Prior TE(1): T321, T337, T359, T371,

Isolate andpronounce initial,medial vowel, andfinal sounds(phonemes) inspoken single syllablewords.

middle and endings vowel sounds

Identify the initial sound of onesyllable word.Identify the final sound of onesyllable word.Identify medial vowel sound of onesyllable word.Isolate and pronounce initial, medial vowel, and final sounds(phonemes) in spoken single syllable words.

Sound Syllable Beginning Middle End Word Listen

T381, T493, T509, T531

RF.1.2dSegment spoken single-syllable words into theircomplete sequence of individual sounds (phonemes).

I can sound out words.

Model segmentation for single syllable words. (Usingphoneme boxes, manipulatives,kinesthetic movements, etc.)Progress from modeling toIndependent segmentation of one syllable words usingappropriate manipulatives.Segment spoken single syllablewords into their completesequence of individualsounds (phonemes).

Prior Segment Syllable Word Sound

Explicit Identify Sequence

TE(2): T219, T235, T259, T271, T281, T307, T323, T345, T357, T367, T393, T409, T433, T445, T481, T497, T533TE(3): T219, T235, T279, T321, T365TE(4): T35, T75, T485TE(5): T235, T325, T411, T499

Phonics and Word RecognitionRF.1.3a.Know the spelling-soundcorrespondences for commonconsonant digraphs (two letters that represent one sound).

I can identify sounds of digraphs in words.

Identify sounds of digraphs in words.Use letter sound relationships to identify digraphs in printedwords. (ch, tch, sh, wh,th, ph, wr, gn, ck, kn)Know the spelling soundCorrespondences for common consonant digraphs (two lettersthat represent one sound)

Prior Sound Word Letter

Explicit Identify Consonant

TE(1): T319, T322–T325, T327, T328, T330, T338–T339, T360–T361, T373, T383TE(2): T129, T132–T133, T136, T138, T139, T140, T148– T149, T172–T173, T185, T195, T261, T482–T485,T486, T487, T488, T489, T498–T499, T507, T522– T523, T528, T535, T545TE(3): T36–T37, T42, T43, T52–T53, T74–T75, T87, T97, T217, T220–T223, T224, T225, T227, T228, T236–T237, T258–T259, T271, T281

RF.1.3bDecode regularlyspelled one syllablewords.

Use letter sound relationships toblend CVC and CVCC words.Decode regularly spelled one-syllable words.

Prior Letter Sound Blend Vowel Syllable Spell

Explicit Consonant Identify Word Pattern

SE(1): 90–91, 111SE(2): 24–25, 49TE(1): T37, T40, T42, T72, T134, T218, T232, T256, T326, T412, T498TE(2): T37, T40, T54, T74, T80, T136, T172, T224, T260, T312, T346, T398, T434, T486TE(3): T40, T74, T136, T172, T224, T258, T310, T344, T396, T432, T484, T520TE(4): T40, T76, T138, T174, T226, T262, T314, T352, T404, T438, T490, T526TE(5): T40, T76, T138, T172, T224, T262, T314, T348, T400, T436, T488, T524

RF.1.3cKnow final -e andcommon vowelteam conventionsfor representinglong vowelsounds.

I can identify long vowel sounds

Identify long vowelsounds.Demonstrate the final –erule for long vowel words.Practice reading/spellingusing the final –e rule.Introduce vowel teams (ai,ay, ee, ea, ie, oa, oe, ui).Practice reading/spellingusing vowel teams.Classify words with final–e and vowel team patterns.Demonstrate knowledge of final -e and common vowel team conventions for representing long vowel sounds.

Prior Long vowel Sounds Spell End Letter Word

Explicit Vowel team Consonant

Introductory Compare Contrast

SE(3): 214–215SE(4): 108–109TE(3): T477, T480–T481, T485, T487, T496–T498, T505, T508, T520–T521, T528, T535, T545,TE(4): T36, T37, T38, T40, T43, T52, T53, T89, T99, T134, T136, T138, T140, T150, T174, T175, T186, T187,T196, T197, T222–T223, T224, T225, T226, T228, T229, T238, T240, T262–T263, T275, T285, T307, T310, T312, T313, T317, T326, T352, T353, T365,T375, T400, T401, T402, T403, T406, T416, T438, T450, T460TE(5): T36–T37, T38–T39, T52–T54, T89, T99, T134–T137, T141, T150, T172, T185, T195, T310–T311, T312–T313, T326–T327, T348–T349, T371, T436

RF.1.3dUse knowledge that every syllable must have a vowelsound to determine the number of syllables in a printed word.

Listen to the word.Break the word into syllables by clapping each syllable.Count the number ofsyllables.Model by writing the word and marking the syllable breaks.Identify the vowels in each syllable.Use knowledge that every syllable must have a vowel sound to determine the numberof syllables in a printed word.

Prior Listen Word Syllable Segment Vowel Sound

Explicit Identify

StoryTown CommonCore Bonus

RF.1.3e.Decode two syllable wordsfollowing basic patterns bybreaking the words into syllables.

I can read words by breaking the words into syllables.

Listen to the word.Break the word into syllables by clapping each syllable.Decode each syllable and then read each word as a whole.Decode two-syllable words following basic patterns by breaking the words intosyllables.

Prior Listen Word Syllable Segment

Explicit Word pattern

TE(2): T172, T411, T446TE(3): T86, T393, T396, T433

RF.1.3f.Read words with inflectionalendings.

Identify word endings and theirmeanings.Identify the root/base word.Recognize and develop anunderstanding of word endings and their meanings.Read words with inflectional endings.

Prior Word Ending/Affix

Explicit Identify Root/base

word Affix

Introductory Prefix Suffix

TE(1): T84, T94, T137, T458, T468TE(3): T86, T96, T184, T194, T270, T280, T356, T366, T444, T454TE(4): T364, T374TE(5): T88, T98, T360, T370

RF.1.3g.Recognize and read grade appropriate irregularly spelledwords

I can read first grade sight words.

Memorize 150 grade appropriate sight words.Recall 150 grade appropriatesight words with automaticity in isolation.Read sight words fluently in context.Recognize and read grade-appropriate irregularly spelledwords

Prior Word Sound Left Right Spell

SE(1): 198–199SE(2): 104–105TE(1): T514–T515, T531, T534, T546TE(2): T240–T241, T259, T262, T274

FluencyRF.1.4a.Read grade-level text with purpose and understanding.

I can read on a first grade level.

Discuss purposes for reading avariety of texts.Differentiate between types oftext.Tell the purpose for reading atext.Read grade-level text with purpose and understanding

Explicit Fiction/

nonfiction Informative/

explanatory Poem/poetry

Introductory Author’s

purpose Comprehend

Summative: Weekly StoryTown test, AIMS fluency probes

Formative: Teacher observations, whole-group discussions, small-group discussions

SE(1): 200SE(2): 91TE(1): T191, T244, T275, T503, T516–T517, T521, T535, T538, T547TE(2): T155, T164, T175, T178, T505, T508, T537, T557TE(3): T45, T68, T77, T89, T99, T155, T161, T166, T175, T187, T347, T426, T435TE(5): T45, T70, T79, T91, T166, T175

RF.1.4b.Read grade-leveltext orally withaccuracy,appropriate rate,and expression.

I can read on a first grade level.

Practice reading grade 1 text with rate, accuracy, and prosody.Orally practice timed reading with grade 1 text with rate, accuracy, and prosody.Read grade-level text orally with accuracy, appropriate rate, and expression.

Prior Word Sentence Left Right Sound

Introductory Rate Accuracy Expression Orally

Summative: Weekly StoryTown test, AIMS fluency probes

Formative: Teacher observations, whole-group discussions, small-group discussions

TE(1): T45, T66, T75, T78, T87, T97, T126, T139, T160, T169, T172, T181, T191, T223, T244, T275, T318, T331, T354, T363, T366, T375, T385, T404, T417, T440, T449, T452, T461, T471, T503, T516, T521, T557TE(2): T45, T68, T77, T80, T89, T94, T99, T141, T166, T170, T175, T178, T187, T197, T254, T263, T275, T349,T440, T449, T459, T491, T516, T525, T528, T537, T547, T557TE(3): T80, T89, T99, T175, T178, T187, T261, T264, T273, T283, T347, T350, T359, T369, T438, T477, T489,TE(4): T79, T91, T143, T177, T231,

T256, T265, T277, T287, T319, T346, T355, T367, T377, T441 TE(5): T79, T91, T156, T162, T175, T197, T265, T363, T405, T439, T451, T461, T493, T527, T539, T549

RF.1.4c.Use context to confirm or self correct word recognition andunderstanding, rereading asnecessary.

I can self-correct when I read.

Introduce the terms self –correct, context, andrereading.Model each term.Participate in guided practice for each term.Use context to confirm orself-correct word recognition and understanding, rereading as necessary

Introductory Context Comprehend Self-Correct Re-reading

Summative: Weekly StoryTown test, AIMS fluency probes

Formative: Teacher observations, whole-group discussions, small-group discussions

TE(1): T87, T97, T172, T181, T191, T275, T385, T471, T557TE(2): T99, T197, T227, T285, T371, T459, T547TE(3): T63, T99, T162, T197, T283, T369, T416, T421, T457, T547TE(4): T101, T199, T287, T377, T463, T551TE(5): T67, T101, T197, T287, T337, T342, T373, T461, T549

Writing Standards Learning Targets/Skills Vocabulary Sample Assessment Storytown Correlation

Text Types and PurposesW.1.1.Write opinion pieces in whichthey introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense ofclosure.

I can introduce the topic or name of the book I am writing about.I can state an opinion about the topic.I can give a reason for the opinion.I can give a concluding statementBrainstorm a topic (draw a picture or graphic organizer etc.).Formulate an opinion on topic.Justify opinion with 2 or more supporting details.Conclude by stating topic in different words.Create an opinion piece in which they introduce the topic or name the book they arewriting about, state an opinion, supply a reason for the opinion,and provide some sense of

Explicit Detail Topic Opinion Draft Pre-write

Introductory Conclusion

SE(3): 50–51TE(3): T108–T117TE(5): T217, T233, T259, T271, T281, T291

closure.W.1.2.Write informative/explanatory texts in which theyname a topic, supply some facts about the topic, and provide some sense of closure

Select an informative orexplanatory topic. (Howto/research topic etc.)Brainstorm supportingfacts/details. (Draw a picture or graphic organizer, etc.)Organize information insequential order. (First, next, etc.)Create a draft using topic,supporting details, andconcluding statement.Revise and edit draft.Develop an informative/explanatory text in whichthey name a topic, supplysome facts about the topic, and provide some sense of closure.

Explicit Informative Explanatory Fact Draft Pre-write

Introductory Revise Edit

TE(4): T33, T131, T307TE(5): T33, T49, T73, T85, T95, T105, T147, T169, T181, T191, T201, T307, T323, T345, T357, T367, T377

W.1.3.Write narratives in which theyrecount two or more appropriately sequencedevents, include some detailsregarding what happened, usetemporal words to signal eventorder, and provide somesense of closure

Brainstorm story ideas. (Drawa picture or graphic organizer)Select a topic.Organize information insequential order usingtransition words. (First, next, etc.)Create a draft using topic,supporting details, andconcluding statement.Revise and edit draft.Publish final draft.Share writing with audience.Compose a narrative in whichthey recount two or moreappropriately sequencedevents, include some detailsregarding what happened, usetemporal words to signal eventorder, and provide some senseof closure.

Explicit Narrative Details Sequence Pre-write Draft

Introductory Revise Edit Conclusion

SE(3): 126SE(5): 54–57TE(3): T33, T49, T71, T83, T93, T103, T233, T255, T264,T267, T277, T287TE(5): T110–T119, T409, T433, T442, T445, T455, T465, T497, T521, T530, T533, T543, T55

W.1.5.With guidance and support from adults, focus on a topic, respond to questions andsuggestions from peers, and

Collaborate as a class to generate a list of adjectives and adverbs to improve quality ofwriting.Utilize questions to clarify

Prior Question

Explicit Draft Adjective

TE(1): T195, T389, T475, T561TE(2): T103, T201, T463TE(3): T103, T201, T287, T373, T461, T551TE(4): T49, T73, T85, T95, T105,

add details to strengthenwriting as needed.

story details.Use clear and preciselanguage: to summarize ina concise manner.Demonstrate the rewritingprocess with students.Collaborate with guidanceand support from adults,focus on a topic, respondto questions and suggestions from peers, and add details tostrengthen writing asneeded.

Noun Detail

Introductory Adverb Clarify Revise Edit

T323, T349, T361, T371, T381TE(5): T180, T201, T291, T377, T553

W.1.6.With guidance and support from adults, use a variety of digital tools to produce and publish writing, includingin collaboration with peers.

Discuss and demonstrate media tools available. (Example: digital cameras, Elmo projection unit, smart boards…etc.)Guide and create the story depending on tools chosen.Incorporate and use avariety of digital tools to produce and publish writing,including in collaboration withpeers and adults.

Explicit Draft Pre-write

Introductory Revise Edit

SE(5): 56TE(3): T181, T191, T201, T287, T551TE(4): T119TE(5): T95, T115, T119

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

W.1.8.With guidance and support from adults, recall informationfrom experiences or gatherinformation from provided

Discuss possible topics.Select topic.Gather appropriate research materials/ sources.Collaborate in groups to implement appropriate gatheredinformation.Work as a team to explore a draft.Construct ideas in thecorrect order.Participate in shared research and writing projects

Determine purpose for listening to the new source ofinformation.Discuss or answer questions about acquired information.

Explicit Detail Topic Statement Fact Informative Draft Pre-write Sequence

Introductory Introduction Conclusion Paragraph Revise Edit

Prior Listen Question

Explicit Retell

Formative: Writing how-to paragraphs, conferencing, cut and paste sequence activities

Summative: Cut and paste sequence test

Formative: Discussing information from readings

SE(5): 92TE(2): T18–T19TE(4): T18–T19TE(5): T18–T19, T49, T73, T85, T95, T105, T147, T169,T178, T181, T191, T201

TE(2): T18–T19TE(4): T18–T19TE(5): T18–T19, T33, T49, T73, T85, T95, T105, T147,T169, T181, T191, T201

sources to answer a question Critique information for validity.Recall information from experiences or gather information from providedsources to answer a question with guidance and support from adults.

Sequence Connect Fact Detail Identify Answer

Introductory Comprehen

Summative: Weekly Lesson Test

Language Standards Learning Targets/Skills Vocabulary Sample Assessment Storytown Correlation

Conventions of Standard English

L.1.1aPrint all upper and lowercaseletters.

I can print all the upper and lowercase letters.I can identify uppercaseletters.I can identify lowercaseletters.I can correctly form upper and lowercase letters of

Identify uppercaseletters.Identify lowercaseletters.Correctly form upper and lowercase letters of thealphabet.

Prior Alphabet Letter Uppercase Lowercase

Explicit Identify

TE(1): I2–I41, T73, T167, T251, T361, T447, T533TE(2): T75, T173, T261, T347, T435, T523TE(3): T75, T173, T259, T345, T433, T521TE(4): T77, T175, T263, T353, T439, T527TE(5): T77, T173, T263, T349, T437, T527

L.1.1b.Use common, proper, andpossessive nouns.

I can write sentences using common nouns.I can write sentences using proper nouns.I can write sentences using possessive nouns.I can think of nouns to list special names of people, places, animals and things.I can identify proper nouns and explain why they begin with a capital letter.I can explain that when something belongs to a person,place, animal or thing, we add ‘s to show ownership.

Prior Capital letter Sentence

Explicit Noun Proper noun Possessive noun (‘)

TE(2): T144, T168, T180, T190, T200, T232, T256, T268,T278, T288, T494, T518, T559TE(3): T48, T70, T82, T92, T102, T404, T428, T440, T460

I can speak and write sentences using proper and possessive nouns.Brainstorm familiar special names of people, places, animals and things.Explain that these areproper nouns and needto begin with a capital letter.Using the previous list of proper nouns explain that when something belongs to a person,place, animal or thing, we add an apostrophe “s” to show ownership.Practice speaking andwriting sentences usingproper and possessive noun

L.1.1c.Use singular and plural nouns with matching verbs in basic sentences

I can orally demonstrate knowledge of singular and plural nouns when given a specific word.I can match verbs to nouns.I can speak and write simple sentences using singular and plural nouns with matchingverbsOrally demonstrate knowledge of singular and plural nouns when given a specific word.Match verbs to nouns as a group or independently.Practice speaking and writing simple sentences using singular and plural nouns with matchingverbs.

Prior Sentence

Explicit Noun Verb

TE(5): T168, T180, T190, T232, T270, T408, T432, T454

L.1.1d.Use personal, possessive, andindefinite pronouns.

I can use personal, possessive, and indefinite (non-specific) pronouns in writing and speaking.

List and sort personal, possessive, and indefinitepronouns.Practice using personal,

Explicit Pronoun Possessive

noun (‘)

TE(1): T227, T247, T259, T269, T279TE(3): T232, T254, T266, T276, T286, T318, T340, T352,T362, T372, T440, T450, T460

possessive, and indefinitepronouns while writing and speaking independently andas a group.

L.1.1e.Use verbs toconvey a sense ofpast, present, andfuture

I can identify verbs that refer to past, present and future.I can use verbs that refer to past, present, and future tense in speaking and writing

List verbs that convey past, present and future.Practice using verbs to convey past, present, and future tense while speaking and writing as agroup or independently

Explicit Verb Past Present Future

TE(5): T48, T72, T84, T94, T104, T146, T168, T180, T190,T200, T322, T344, T356, T366, T376, T561

L.1.1fUse frequentlyoccurringadjectives.

I can think of words that describe a noun.I can use descriptive words (adjectives) in speaking and writing.Brainstorm descriptive words for a given noun.Practice using descriptive words (adjectives) whilespeaking and writing independently and as a group

Explicit Adjective Noun

TE(4): T33, T48–T49, T72–T73, T84, T94–T95, T104–T105,T146, T170, T182, T192, T202, T234, T258, T270,T280, T290, T322, T348, T360, T370, T380, T412,T434, T446, T456, T466

L.1.1g.Use frequentlyoccurringconjunctions (e.g.,and, but, or, so,because).

I can recognize conjunctions inwritten text.I can think of conjunctions.I can use conjunctions while speaking and writing.I can use frequently occurringconjunctions.Recognize conjunctions inwritten text.List conjunctions.Practice using conjunctions while speaking and writingas a group and independently.Use frequently occurringconjunctions

Explicit Connect

TE(3): T266, T276TE(4): T330–T331, T350, T354, T362, T366, T376

L.1.1hUse determiners (e.g., articles,demonstratives

I can recognize determinersin a text. (articles: a,an, the… demonstratives: this,

TE(2): T144, T159, T164, T195TE(4): T330–T331, T350, T354, T362, T366, T376

that, these…).I can use determiners (articles and demonstratives).Recognize determinersin a text. (articles: a,an, the… demonstratives: this,that, these…).Practice using determiners (articles and demonstratives)while speaking and writing as a group and independently

L.1.1i.Use frequently occurringprepositions (e.g., during, beyond, toward)

I can recognize prepositions in a given text.I can use prepositions while speaking and writing

TE(1): T150–T151, T168, T180, T190, T514–T515, T534TE(2): T190, T414–T415, T436, T448, T550TE(3) T326–T327TE(4): T242–T243, T264, T276, T339TE(5): T416–T417, T450

L.1.1j.Produce and expand completesimple and compounddeclarative, interrogative,imperative, and exclamatorysentences in response to prompts

I can recognize, produce and expand simple and compound declarative sentences.I can recognize, produce and expand simple and compound interrogative sentences.I can recognize, produce and expand simple and compound imperative sentences. I can recognize, produce and expand simple and compound exclamatory sentences.I can produce and expand simple and compound declarative sentences inresponse to prompts while speaking and writing.I can produce and expand simple and compoundinterrogative sentences in response to prompts while speaking and writing.I can produce and expand simple and compound imperative sentences in response to prompts while

Prior Sentence Exclamation

Point Period Question

mark

TE(1): T34, T48, T50, T68, T70, T80, T82, T90, T92, T100,T195, T420, T442, T454, T464, T474, T506, T528,T540TE(2): T48, T70, T82, T145, T191, T550TE(3): T539TE(4): T84, T94, T104, T105, T117, T118, T182, T202, T270TE(5): T48, T84, T94, T118, T146, T168, T323, T345, T367,T377

speaking and writing.I can produce and expand simple and compoundexclamatory sentences inresponse to prompts while speaking and writing.Recognize simple and compound declarative,interrogative, imperative andexclamatory sentences in text.Practice producing and expanding simple andCompound declarative,interrogative, imperative andexclamatory sentences inresponse to prompts while speaking and writing as a groupand independently

L.1.2a.Capitalize dates and names ofpeople

Recognize that dates and names of people are capitalized in text.Practice capitalizing dates and names of people while writingas a group and independently.

Prior Capital letter

Explicit Proper noun

TE(2): T406, T430, T442, T452, T462TE(3): T48, T70, T82, T92, T102, T144, T168, T180, T190,T200, T341, T429, T517, T559

L.1.2b.Use end punctuation forsentences.

Recognize ending punctuation in text.Fluently read ending punctuation in text.Practice using ending punctuation while writing as agroup and independently.

Prior Period Question

mark Exclamation

point

TE(1): T68, T80, T143, T163, T175, T185, T195, T506, T528,T540, T550TE(2): T145, T181, T191, T201, T541, T551TE(3): T181, T191TE(4): T291TE(5): T118, T181, T191, T201

L.1.2c.Use commas in dates and toseparate single words in a series

Recognize commas in dates and to separate single words in a series, in a text.Practice using commas in dateswhile writing as a group andindependently.Practice using commas to separate single words in aseries while writing as a group and independently.

Explicit Punctuation

(,)

L.1.2dUse conventional spelling for words with commonspelling patterns and for

Recognize and identify common spelling patterns andirregular words in text and/or on word wall.

Prior Word Spell

Explicit

TE(1): T39, T73, T95, T133, T167, T179, T189, T217, T273, T325, T383, T411, T469, T497, T534, T555

frequently occurringirregular words

Practice usingconventional spelling for words with common spelling patterns and for frequently occurringirregular words while writing as a group and independently

Word patterns

Identify

TE(2): T39, T76, T97, T135, T173, T195, T223, T262, T311, T347, T397, T485, T545TE(3): T39, T75, T97, T135, T173, T195, T223, T281, T309, T345, T367, T395, T433, T455, T483, T521, T535,T545TE(4): T39, T77, T137, T175, T197, T225, T263, T275, T285, T313, T353, T375, T403, T461, T489, T527, T549TE(5): T39, T77, T99, T137, T173, T195, T223, T263, T285, T313, T349, T371, T399, T438, T459, T487, T525,T547

L.1.2e.Spell untaught wordsphonetically, drawing onphonemic awareness andspelling conventions

Identify sounds sequentially inunknown words.Practice writing the sounds sequentially heard in unknownwords (inventive spelling) as a group and independently

Prior Letter

sounds Spell

Explicit Identify Sequence

TE(1): T81, T247TE(3): T191, T461, T551

Vocabulary Acquisition and Use

L.1.4a.Use sentence-level context as a clue to the meaning of aword or phrase.

Identify the missing word in a given sentence orally andin text.Practice identifying an unknown word or phrase in a given text using contextclues as a group and independently.Reread sentence filling in unknown word or phrase tosee if it makes sense.

Prior Sentence

Explicit Identify

Introductory Context

TE(1): T43, T47, T79, T161, T183, T193, T225, T245, T257, T333, T367, T387, T419, T441, T453, T463, T505,T527, T539, T549TE(2): T47, T69, T81, T143, T167, T172, T179, T231, T255, T274, T277, T319, T341, T353, T429, T441, T451,T493, T517, T529, T539TE(3): T47, T63, T69, T81, T143, T162, T167, T179, T231, T253, T265, T317, T339, T351, T361, T371, T403, T427, T439, T491, T515, T529TE(4): T64, T83, T169, T174, T257, T347, T359, T433, T498, T521, T534, T543, T544

TE(5): T47, T67, T71, T88, T145, T167, T179, T189, T199, T231, T257, T269, T279, T321, T343, T355, T407, T431, T443, T495, T519, T531

L.1.4b.Use frequentlyoccurring affixes as aclue to the meaning ofa word.

Recognize affixes (prefixesand suffixes) orally and intext.Practice reading words withaffixes in text as a group andindependently

Prior Endings/

AffixExplicit

Base/rootWord

AffixIntroductory

Suffix Prefix

TE(3): T427

L.1.4cIdentify frequently occurring root words(e.g., look) and theirinflectional forms (e.g., looks, looked,looking)

Recognize frequentlyoccurring root words and theirinflectional endings forms intext.Practice reading root words andtheir inflectional endings in text as a group and independently

Explicit Affix Base/root

WordIntroductory

Prefix Suffix

TE(1): T84, T94, T137, T458, T468TE(3): T86, T96, T184, T194, T270, T280, T356, T366, T427,T444, T454TE(4): T364, T374TE(5): T88, T98, T100, T360, T370

L.1.5a.Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts thecategories represent.

Identify a variety of attributes.Sort words according to attributes into categories orally and as a group.Practice sorting words according to attributesindependently

TE(1): T224, T233, T244, T254, T266, T276, T513TE(2): T268, T278, T279, T287, T288, T461

L.1.5b.Define words by category and by one or more key attributes(e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Identify the attributes of a givenword.Define the category for the given word

Explicit Identify

TE(2): T47, T277, T549TE(3): T199TE(5): T103, T463

L.1.5c. Identify real-life connections between words and their use (e.g.,note places at home that are cozy

Define a given word using real life connections.Use the given word in meaningful sentences.

Explicit Connect

L.1.5d.Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity

Define shades of meaning in a given verb or adjective differing in intensity (example:a little mad, mad, very mad).List words that define the shades of intensity of a given

Explicit Noun Verb Adjective

TE(3): T541TE(4): T83, T360, T371TE(5): T84, T463

(e.g.,large, gigantic) by defining or choosing them or by acting out the meanings.

verb or adjective (example: upset, angry, furious).

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

Use learned words andphrases to communicate socially and academically

TE(2): T47TE(3): T70TE(4): T71, T330–T331, T348, T354, T366, T434, T500TE(5): T71, T72, T96, T132, T257, T258, T322, T357, T377,T520, T521