Common Core Institute Reading Standards for Literature...Common Core Institute 31 Ask and answer...

©Common Core Institute

31

Ask and answer questions about key details in a text.

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

Describe characters, settings, and major events in a story, using key details.

Strand: Key Ideas and Details Anchor: Reading Literature

Anchor Standard: RL.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Knowledge: Identify meanings and details within a textKnowledge: Ask questions about meanings and details within a textKnowledge: Answer questions about meanings and details in a text


Anchor Standard: RL.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Knowledge: Identify meanings and details within a storyKnowledge: Identify central message/lesson of the story

Knowledge: Retell story, including key plot points, details, and ideas

Reasoning: Apply understanding of a central message, meaning, or lesson

Demonstration: Orally demonstrate understanding of a central message, meaning or lesson


Anchor Standard: RL.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Knowledge: Define characterKnowledge: Define setting

Knowledge: Define major events

Knowledge: Define key details

Knowledge: Identify characters using key details

Knowledge: Identify setting using key details

Knowledge: Identify major events using key details

Reasoning: Describe characters using key details, discern which details are important

Reasoning: Describe setting using key details, discern which details are important

Reasoning: Describe major events using key details, discern which details are important

KNOWLEDGE

KNOWLEDGE

REASONING

DEMONSTRATION

KNOWLEDGE

REASONING

Reading Standards for Literature

1.RL.1

1.RL.2

1.RL.3

32


Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

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

Identify who is telling the story at various points in a text.

Strand: Craft and Structure Anchor: Reading Literature

Anchor Standard: RL.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Knowledge: Identify words in stories or poemsKnowledge: Identify phrases in stories or poems

Knowledge: Identify the various senses

Knowledge: Identify feelings

Knowledge: Recognize words and phrases that suggest feelings

Knowledge: Recognize words and phrases that appeal to the senses

Reasoning: Identify words and phrases in stories that suggest feelings

Reasoning: Identify words and phrases in poems that suggest feelings

Reasoning: Identify words and phrases in stories that appeal to the senses

Reasoning: Identify words and phrases in poems that appeal to the senses


Anchor Standard: RL.CCR.5: Analyze the structure of texts including how specific sentences, paragraphs, and larger portions of the texts (e.g., a section, chapter, scene or stanza) relate to each other and the whole.

Knowledge: Define fictionKnowledge: Define nonfiction

Knowledge: Recognize characteristics of fiction

Knowledge: Recognize characteristics of nonfiction

Knowledge: Recognize fiction in different forms and presentations

Knowledge: Recognize nonfiction in different forms and presentations

Knowledge: Explain how a text for a story is different from a text written for information


Anchor Standard: RL.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

Knowledge: Recognize when the narrator is telling the storyKnowledge: Identify the characters in a story

Knowledge: Identify who is telling the story at various points

Reasoning: Identify points of view of narrator and different characters in a story

KNOWLEDGE

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

1.RL.4

1.RL.5

1.RL.6

33


Use illustrations and details in a story to describe its characters, setting, or events.

Strand: Integration of Knowledge and Ideas Anchor: Reading Literature

Anchor Standard: RL.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Knowledge: Recognize story charactersKnowledge: Recognize story setting

Knowledge: Recognize story events

Knowledge: Use story illustrations and details to identify characters

Knowledge: Use story illustrations and details to identify setting

Knowledge: Use story illustrations and details to identify events

Reasoning: Use story illustrations and details to describe characters

Reasoning: Use story illustrations and details to describe setting

Reasoning: Use story illustrations and details to describe events


Anchor Standard: RL.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Knowledge:

Reasoning:

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

1.RL.7

Not applicable to literature. 1.RL.8

34


Compare and contrast the adventures and experiences of characters in stories.

With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Ask and answer questions about key details in a text.


Anchor Standard: RL.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Knowledge: Identify characters in a storyKnowledge: Identify similarities and differences of adventures and experiences of characters

Reasoning: Compare/contrast details from stories about the experiences of characters

Strand: Range of Reading and Level of Text Complexity Anchor: Reading Literature

Anchor Standard: RL.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.

Knowledge: Identify/understand key ideas and details with prompting and supportKnowledge: Identify/understand craft and structure with prompting and support

Reasoning: Comprehend key ideas and details with prompting and support

Reasoning: Comprehend craft and structure with prompting and support

Strand: Key Ideas and Details Anchor: Reading Informational Text

Anchor Standard: RI.CCR.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Knowledge: Identify key details in an informational textKnowledge: Ask questions about the key details in an informational text

Knowledge: Answer questions about the key details in an informational text

KNOWLEDGE

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

1.RL.9

1.RL.10

1.RI.1

Reading Standards for Informational Text

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


Anchor Standard: RI.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Knowledge: Identify the main topic of a textKnowledge: Identify the key details of a text

Knowledge: Retell key details of a text

KNOWLEDGE

1.RI.2

35


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

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


Anchor Standard: RI.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Knowledge: Identify key details within an informational textKnowledge: Associate details with an individual, event or ideaReasoning: Describe the connection / relationship between the details within an informational text

Reasoning: Describe the connection between 2 pieces of information

Strand: Craft and Structure Anchor: Reading Informational Text

Anchor Standard: RI.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Knowledge: Identify unknown words or words needing clarificationReasoning: Ask questions to determine meaning of words and phrases

Reasoning: Describe the meaning of words and phrases

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

1.RI.3

1.RI.4

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


Anchor Standard: RI.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Knowledge: Determine how to use different text featuresKnowledge: Identify key facts or information in a text

Knowledge: Use various text features to locate key facts or information in a textKNOWLEDGE

1.RI.5

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.


Anchor Standard: RI.CCR.6: Assess how point of view or purpose shapes the content and style of a text.

Knowledge: Identify pictures, illustrations, and wordsKnowledge: Identify information from pictures, illustrations and wordsKnowledge: Identify whether information is provided in pictures/illustrations and by the wordsReasoning: Identify similarities and differences between information provided by pictures, illustrations or words

KNOWLEDGE

REASONING

1.RI.6

36


Use the illustrations and details in a text to describe its key ideas.

Strand: Integration of Knowledge and Ideas Anchor: Reading Informational Text

Anchor Standard: RI.CCR.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Knowledge: Identify details and illustrations in a textKnowledge: Identify key ideas in a textKnowledge: Know how to describe ideas

Reasoning: Discern key ideas in a text

Reasoning: Describe key ideas in a text, using reference to illustrations and details

KNOWLEDGE

REASONING

1.RI.7

Identify the reasons an author gives to support points in a text.

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

With prompting and support, read informational texts appropriately complex for grade 1.


Anchor Standard: RI.CCR.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Knowledge: Identify the reasons an author gives to support arguments or factsReasoning: Discern details which support (serve as evidence) as compared to details which do not


Anchor Standard: RI.CCR.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Knowledge: Identify comparable points between two texts on the same topicKnowledge: Identify basic similarities between two texts on the same topicKnowledge: Identify differences between two texts on the same topic

Strand: Range of Reading and Level of Text Complexity Anchor: Reading Informational Text

Anchor Standard: RI.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently.

Knowledge: Identify key ideas and detailsKnowledge: Identify craft and structureReasoning: Comprehend key ideas, themes and details independentlyReasoning: Comprehend craft and structure independentlyPerformance: Demonstrate comprehension

KNOWLEDGE

REASONING

KNOWLEDGE

KNOWLEDGE

REASONING

1.RI.8

1.RI.9

1.RI.10

37


Demonstrate understanding of the organization and basic features of print.

a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Distinguish long from 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).

Strand: Print Concepts Anchor: Reading Foundational Skills

Anchor Standard: RF.CCR.1: NA

Knowledge: Identify features of a sentencePerformance: Use the distinguishing features of a sentence

Strand: Phonological Awareness Anchor: Reading Foundational Skills


Knowledge: Recognize long vowel soundsKnowledge: Recognize short vowel soundsKnowledge: Recognize single-syllable words phonemesKnowledge: Recognize consonant blendsReasoning: Distinguish between long and short vowels in single-syllable wordsReasoning: Isolate initial, medial and final sounds in single-syllable wordsDemonstration: Produce single-syllable words by blending sounds (phonemes)Demonstration: Produce single-syllable words by consonant blendsDemonstration: Pronounce sounds initial in single-syllable wordsDemonstration: Pronounce sounds medial in single-syllable wordsDemonstration: Pronounce sounds final in single-syllable wordsDemonstration: Segment spoken single-syllable words into their complete sequence of individual sounds

KNOWLEDGE

REASONING

KNOWLEDGE

REASONING

DEMONSTRATION

1.RF.1

1.RF.2

Reading Standards: Foundational Skills

38


Know and apply grade-level phonics and word analysis skills in decoding words.

a. Know the spelling-sound correspondences for common consonant digraphs.

b. Decode regularly spelled one-syllable words.c. Know final -e and common vowel team conventions for

representing long vowel sounds.d. Use knowledge that every syllable must have a vowel sound to

determine the number of syllables 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.

Strand: Phonics and Word Recognition Anchor: Reading Foundational Skills


Knowledge: Know grade-level phonics and word analysis skills in decoding wordsKnowledge: Recognize common consonant diagraphsKnowledge: Know the sound produced by that consonant diagraphKnowledge: Decode regularly spelled one-syllable wordsKnowledge: Know the rules for final –e and vowel teams that form long vowel soundsKnowledge: Know that words have syllablesKnowledge: Identify that each syllable contains a vowelKnowledge: Identify the number of syllables in printed wordsKnowledge: Determine the syllable parts of a two-syllable wordKnowledge: Know basic patterns to break words into syllablesKnowledge: Read two-syllable words by using decoding and/or syllabication skillsKnowledge: Recognize words with inflectional endingsKnowledge: Recognize grade-appropriate irregularly spelled wordsReasoning: Apply grade level-level phonics and word analysis in decoding wordsReasoning: Distinguish between words with spelling patterns and irregularly spelled wordsReasoning: Distinguish between inflectional endings and words that may contain those same letters as common inflectional endingsDemonstration: Read words with inflectional endingsDemonstration: Read irregularly spelled sight words appropriate to grade level

KNOWLEDGE

REASONING

DEMONSTRATION

1.RF.3

39


Read with sufficient accuracy and fluency to support comprehension.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.

Strand: Fluency Anchor: Reading Foundational Skills


Knowledge: Identify and understand foundational reading skillsKnowledge: Identify textual purpose with understandingKnowledge: Identify oral reading with accuracy, appropriate rate, and expression on successive readingsKnowledge: Identify rereading as a strategy when confirming or self-correcting wordsKnowledge: Understand how context can help to confirm or self correct word recognitionReasoning: Apply foundational reading skillsReasoning: Determine the purpose for reading on-level textReasoning: Apply reading strategies for accuracy, rate, and expressionReasoning: Confirm or self-correct word recognitionReasoning: Confirm or self-correct word understandingDemonstration: Read on-level text fluently and accuratelyDemonstration: Read at the appropriate rateDemonstration: Read with expression

KNOWLEDGE

REASONING

DEMONSTRATION

1.RF.4

40


Writing Standards

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.

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

Strand: Text Types and Purposes Anchor: Writing

Anchor Standard: W.CCR.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Knowledge: Identify a topic or the name of a book about which to writeKnowledge: Recognize and define opinionKnowledge: Recognize and define closureReasoning: Formulate an opinion of a book or topic and provide a reason for that opinionReasoning: Provide a sense of closure for an opinion pieceProduct: Write an opinion piece that introduces the topic or bookProduct: Write an opinion piece, stating an opinionProduct: Write an opinion piece, supplying a reason for the opinionProduct: Write an opinion piece, proving a sense of closure


Anchor Standard: W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Knowledge: Identify an informative/explanatory textKnowledge: Select a topic for an informative/explanatory writingReasoning: Determine supporting facts about a topicReasoning: Determine an appropriate closureProduct: Write an informative/explanatory text, naming a topicProduct: Write an informative/explanatory text, supplying factsProduct: Write an informative/explanatory text, providing a sense of closure

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

PRODUCT

PRODUCT

1.W.1

1.W.2

41


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.

(Begins in grade 3)


Anchor Standard: W.CCR.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Knowledge: Choose an experience about which to writeKnowledge: Identify two or more events of the experience and sequence appropriatelyKnowledge: Identify transitional wordsKnowledge: Identify details, transitions, closure, final thoughtsReasoning: Choose relevant details that correspond to a chosen eventReasoning: Reflect on identified eventReasoning: Apply appropriate transitional words in order to signal change of events in narrativeReasoning: Create relevant and elaborated details to support events of narrativeProduct: Write a narrative, recounting two or more events and including supporting detailsProduct: Write a narrative, recounting two or more events and including transitional wordsProduct: Write a narrative, recounting two or more events and including a sense of closure

Strand: Production and Distribution of Writing Anchor: Writing

Anchor Standard: W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Knowledge:Reasoning:Product:

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

PRODUCT

PRODUCT

1.W.3

1.W.4

42


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.

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

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


Anchor Standard: W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Knowledge: Recognize how to focus on a topicKnowledge: Recognize how to respond to questions and suggestions from peersKnowledge: Recognize how to add details to strengthen writingReasoning: Develop writing by focusing on a topicReasoning: Develop writing by responding to questions and suggestions from peersReasoning: Develop writing by adding details to strengthen writing

Strand: Research to Build and Present Knowledge Anchor: Writing

Anchor Standard: W.CCR.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

Knowledge: Conduct shared research using various sources and toolsKnowledge: Explore the format of a variety of textsReasoning: Determine appropriate sources and tools to conduct shared researchReasoning: Distinguish the format of a variety of textsReasoning: Participate in shared research and writing projectsProduct: Write a research or investigative piece


Anchor Standard: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Knowledge: Use basic digital tool skillsReasoning: Select the appropriate digital tools for producing and publishing writingDemonstration: Use technology to produce and publish writing individually and with peers

KNOWLEDGE

KNOWLEDGE

KNOWLEDGEREASONING

DEMONSTRATION

REASONING

REASONING

PRODUCT

1.W.5

1.W.7

1.W.6

43


With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

(Begins in grade 4)

(Begins in grade 3)


Anchor Standard: W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Knowledge: Identify experienceKnowledge: Identify sourceReasoning: Gather information from more than one source to answer a questionReasoning: Answer a question using information from experienceReasoning: Answer a question using information from provided multiple sources


Anchor Standard: W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Knowledge:Reasoning:

Strand: Range of Writing Anchor: Writing

Anchor Standard: W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Knowledge:Reasoning:

KNOWLEDGE

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

REASONING

1.W.8

1.W.9

1.W.10

44


Speaking and Listening Standards

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

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

b. Build on others’ 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.

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Strand: Comprehension and Collaboration Anchor: Speaking & Listening

Anchor Standard: SL.CCR.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Knowledge: Identify key ideas from grade 1 topics and textsKnowledge: Identify agreed-upon rules for discussionKnowledge: Recognize how others listenKnowledge: Recognize how others ask questions on topicKnowledge: Recognize how others move conversations alongReasoning: Determine comments and questions appropriate to the topic of discussionReasoning: Determine if agreed-upon discussion rules are being followedDemonstration: Participate in conversations about grade 1 topics and textsDemonstration: Follow agreed-upon rules for discussionDemonstration: Listen while others are speakingDemonstration: Respond to comments to continue conversations with peers and adultsDemonstration: Ask questions to better understand topic and texts


Anchor Standard: SL.CCR.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Knowledge: Ask questions about key details from a text read aloudKnowledge: Ask questions about key details from information presented orallyKnowledge: Ask questions about key details through other mediaReasoning: Formulate a question based on key detailsDemonstration: Answer questions about key details from a text read aloudDemonstration: Answer questions about key details from information presented orallyDemonstration: Answer questions about key details through other media

KNOWLEDGE

KNOWLEDGE

REASONING

DEMONSTRATION

REASONING

DEMONSTRATION

1.SL.1

1.SL.2

45


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

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.


Anchor Standard: SL.CCR.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Knowledge: Identify questions and answersKnowledge: Recognize that asking and answering questions is a strategy for getting more information from a speakerKnowledge: Recognize that asking and answering questions is a strategy for clarifying something that is not understoodReasoning: Determine when additional information/clarification is neededReasoning: Formulate questions and answers to gather additional informationReasoning: Formulate questions and answers to clarify what is not understood about what a speaker saysDemonstration: Ask and answer questions about what a speaker says in order to gather additional informationDemonstration: Ask and answer questions about what a speaker says in order to clarify something that is not understood

Strand: Presentation of Knowledge and Ideas Anchor: Speaking & Listening

Anchor Standard: SL.CCR.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Knowledge: Identify people, places, things, and eventsKnowledge: Identify ideas, details and feelingsReasoning: Determine relevant details describing people, places, things, and eventsDemonstration: Orally perform a clear presentation that describes people, places, things, and events with relevant details

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

DEMONSTRATION

DEMONSTRATION

1.SL.3

1.SL.4

46


Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.


Anchor Standard: SL.CCR.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Knowledge: Know ideas, thoughts, and feelingsKnowledge: Understand clarifyReasoning: Determine which ideas, thoughts, feelings need clarificationReasoning: Determine when to add drawings or displays to descriptions to clarifyReasoning: Add drawings/visual displays to clarify ideas, thoughts, and feelings

KNOWLEDGE

REASONING

1.SL.5

Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 2 on pages 47-48 for specific expectations.)


Anchor Standard: SL.CCR.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Knowledge: Identify complete sentences in writing and when spokenKnowledge: Identify task and situationReasoning: Differentiate when situation calls for speaking in complete sentencesDemonstration: Speak in complete sentences when appropriate to task and situation

KNOWLEDGE

REASONING

DEMONSTRATION

1.SL.6

47


Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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

(e.g., He hops; We hop).d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they,

them, their, anyone, everything).e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday

I walked home; Today I walk home; Tomorrow I will walk home).f. Use frequently occurring adjectives.g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).h. Use determiners (e.g., articles, demonstratives).j. Use frequently occurring prepositions (e.g., during beyond, toward).j. Produce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentences in response to prompts.

Strand: Conventions of Standard English Anchor: Language

Anchor Standard: L.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge: Recognize common, proper, and possessive nounsKnowledge: Recognize that nouns and verbs match in sentencesKnowledge: Recognize personal, possessive, and indefinite pronounsKnowledge: Know past, present, and future verbsKnowledge: Identify adjectivesKnowledge: Recognize conjunctions and determinersKnowledge: Know common prepositionsKnowledge: Recognize sentence types - complete simple, compound, declarative, interrogative, imperative, and exclamatory sentencesReasoning: Demonstrate command of the conventions of standard English grammar and usage when writing to expand complete, simple compound, declarative, interrogative, imperative, and exclamatory sentencesDemonstration: Demonstrate command of standard English grammar and usage when speakingDemonstration: Use common, proper, and possessive nouns in speakingDemonstration: Use singular and plural nouns with matching verbs in basic sentencesDemonstration: Use personal, possessive, and indefinite pronounsDemonstration: Use verbs to convey a sense of past, present and futureDemonstration: Use frequently occurring adjectives, conjunctions, determiners and prepositionsDemonstration: Produce and expand complete, simple, compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts

KNOWLEDGE

REASONING

DEMONSTRATION

1.L.1

48


Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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.

Strand: Conventions of Standard English Anchor: Language

Anchor Standard: L.CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge: Apply correct capitalization, punctuation and spellingKnowledge: Distinguish between dates and other word/number combinationsKnowledge: Distinguish between names of people and other wordsKnowledge: Capitalize dates and names of peopleKnowledge: Differentiate between the use of periods, exclamation marks and question marksKnowledge: Use end punctuation for sentencesKnowledge: Use commas in dates and to separate single words in a seriesKnowledge: Know conventional spelling of common spelling patternsKnowledge: Use conventional spelling when writing words with common spelling patterns and frequently occurring irregularly spelled wordsKnowledge: Use phonemic awareness and spelling conventions, to spell untaught words phonetically

KNOWLEDGE

1.L.2

(Begins in grade 2)

Strand: Knowledge of Language Anchor: Language

Anchor Standard: L.CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Knowledge:Knowledge:

KNOWLEDGE

1.L.3

49


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.

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 (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Strand: Vocabulary Acquisition and Use Anchor: Language

Anchor Standard: L.CCR.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Knowledge: Understand that some words and phrases have multiple meaningsKnowledge: Identify meaning of common grade appropriate prefixes and new words formed with them (e.g., happy/unhappy, tell/retell)Knowledge: Identify an array of strategies for determining meanings of unknown words and phrasesReasoning: Apply sentence-level context clues to determine or clarify meaning of an unknown word or phraseReasoning: Apply frequently occurring affixes as a clue to determine or clarify meaning of an unknown word or phraseReasoning: Apply frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) to determine or clarify meaning of an unknown word or phraseReasoning: Choose and apply an array of strategies to determine the meaning or clarify unknown words

KNOWLEDGE

REASONING

1.L.4

50


With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

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

b. 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).

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

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

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


Anchor Standard: L.CCR.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Knowledge: Categorize pictures/words by multiple attributesKnowledge: Identify real-life connections between words and their usesReasoning: Distinguish shades of meaning among similar verbsReasoning: Distinguish adjectives differing in intensity by defining or choosing themDemonstration: Act out the meanings of similar verbs


Anchor Standard: L.CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Knowledge: Acquire words and phrases through conversations, reading, being read to, and responding to textsKnowledge: Identify and use frequently occurring conjunctions to single, simple relationshipsReasoning: Distinguish between words and phrases acquired through conversations, reading, being read to and responding to textsDemonstration: Demonstrate the ability to frequently use words and phrases, including conjunctions, acquired through conversations, reading, being read to, and responding to texts

KNOWLEDGE

KNOWLEDGE

REASONING

REASONING

DEMONSTRATION

DEMONSTRATION

1.L.5

1.L.6

Common Core Institute Reading Standards for Literature...Common Core Institute 31 Ask and answer...

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