Mississippi College and Career Readiness Standards for English

Mississippi College and Career Readiness Standards for

English Language Arts Scaffolding Document

First Grade

College- and Career-Readiness Standards for English Language Arts

Page 2 of 77-September 2016

First Grade

CCR.R.1: Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence

and when writing or speaking to support conclusions drawn from the text.

RL.1.1

Ask and answer questions

about key details in a text.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 There is a difference

between a telling sentence

and an asking sentence.

 Key words (e.g., who, what,

when, etc.) signal a question

is being asked.

 A key detail is a statement in

a text that helps the reader

better understand what is

read.

 Identify key words within a

question.

 How to participate in

conversations that are

grounded in text.

 How to visualize information

to ask and answer questions.

A student should understand

(Conceptual Understanding)

 Growing readers learn to ask

questions before, during, and

after reading to gain meaning

from what is read.

 Growing readers ask and

answer questions within the

text (right there) to make and

clarify meaning.

 Growing readers begin to

understand that many of

their questions may not be

answered in the text. They

will need to infer using word

and picture clues from the

text and use the clues to cite

evidence from the text.

 Growing readers monitor

their comprehension in

literary text by asking

themselves appropriate

questions when they read.

A student should be able to do

(Evidence of Knowledge)

 Listen to or read a text then ask

or answer questions about the

characters, setting, and plot

(e.g., beginning, middle, end,

problem, and solution) of the

text using question words (e.g.,

who, what, when, where, why,

and how).

 Find the answers to questions

about key details in the text

regarding narrative elements,

and record answers in a variety

of formats (e.g., graphic

organizer, sticky notes, two

column notes, jotting on text).

 Use clues in the text to answer

inferential questions (e.g.,

predict, infer, or draw a

conclusion) and be able to

justify the answer based on the

clues.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

question, answer, literary text, visualize, infer, read closely, before, during, after, key details, predict, infer, draw conclusion

College- and Career-Readiness Standards for English Language Arts

Page 3 of 77-September 2016

First Grade

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

ideas.

RL.1.2

Retell stories, including key

details, and demonstrate

understanding of their

central message or lesson.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to stop and think about one’s

own thinking when listening to a

read aloud or reading

independently.

 How to identify the major

characters, setting, problem, and

solution from a text.

 How to cite basic story elements

within a story to explain thinking.

 Details are pieces of information

that help the reader understand

what they are reading.

 How to determine key details for

the beginning, middle, and end.

 Sometimes authors use a story to

teach a lesson.

A student should understand

(Conceptual Understanding)

 Authors write stories that can

teach lessons or send a message.

This sometimes applies to

readers’ own lives.

 The central message or lesson of

a story is something the author is

trying to teach in the story.

 Often in a story, the characters

learn a lesson through their

actions.

 Retelling a story helps the reader

have greater understanding of

the story and assists in

determining the message or

theme.

 Readers synthesize key points

made by the author to determine

the central message or theme.

A student should be able to do

(Evidence of Knowledge)

 Provide a retelling of a story,

including key details such as what

happened at the beginning, middle,

and end of the story.

 When retelling a story, tell about the

character, setting, plot,

problem/solution, and/or the

message or lesson of a story.

 Identify the central message or

lesson in a text.

o What did the character

learn in the story?

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

detail, lesson, message, retelling, reflect on thinking, narrative text elements, characters, setting, plot, problem and solution

College- and Career-Readiness Standards for English Language Arts

Page 4 of 77-September 2016

First Grade

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

RL.1.3

Describe characters,

settings, and major events

in a story, using key details.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to identify characteristics

of a familiar story: characters,

a setting, a problem, and a

solution.

 A character is a person or

creature in a story.

 A major event is where

something important happens

in the story.

 The setting is when and where

a story takes place.

 A key detail is a statement in

the text that helps the reader

understand the text.

A student should understand

(Conceptual Understanding)

 Authors provide key details in

a story to share information

about characters, the setting,

and major events.

 Growing readers look for key

details in a text that help the

reader have greater

understanding of what is

happening in the story.

 Growing readers pay

attention to the text to see

how the author describes a

character’s feelings, actions,

thoughts, and interactions

with other characters.

 Growing readers analyze and

describe the details that

impact the major events

within the story.

 Growing readers look for

details that describe the

setting of a story.

A student should be able to do

(Evidence of Knowledge)

 Describe characters in a story

using key details from the story

such as how the character feels,

what the character looks like, or

how the character interacts

with other characters.

 Describe the setting of a story

using key details from text to

tell information about the

setting such as where and when

the story takes place.

 Provide a description of the

major events in a story using

key details by retelling the story

in sequence.

 Complete a graphic organizer

such as a story map.

 Describe or graphically

represent the characters,

setting, and major events in a

story using key details.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

character, setting, major event, key detail, interactions, traits, describe

College- and Career-Readiness Standards for English Language Arts

Page 5 of 77-September 2016

First Grade

CCR.R.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.

RL.1.4

Identify words and phrases

in stories or poems that

suggest feelings or appeal to

the senses.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Feelings are emotions and

attitudes.

 How to identify feelings

evoked from the text.

 How to interpret word

context by using picture

clues.

 How to explain simple

figurative language (e.g.,

simile, metaphor)

 The five senses are sight,

hear, smell, touch, and taste.

A student should understand

(Conceptual Understanding)

 Authors choose their words

carefully to create a piece of

writing that appeals to the

reader’s emotions. Thinking

about how characters feel

helps the reader make

connections to the text.

 Growing readers actively

seek to make meaning of

unknown words and phrases

to clarify their

understanding.

 Authors chose language that

creates mental images in the

reader’s mind to enhance

deep understanding.

A student should be able to do

(Evidence of Knowledge)

 Recognize that words and

phrases have literal and

nonliteral meanings.

 Identify words and phrases

that suggest feelings or

emotions using clues from

the text.

 Use clues from the text to

identify words and phrases in

stories or poems that appeal

to the senses (e.g., sight,

touch, taste, smell, and

hearing).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

words, phrases, feelings, emotions, senses, mental images, infer, draw conclusions, monitor comprehension, poems, figurative language

College- and Career-Readiness Standards for English Language Arts

Page 6 of 77-September 2016

First Grade

CCR.R.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.

RL.1.5

Explain major differences

between books that tell

stories and books that give

information, drawing on a

wide reading of a range of

text types.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Fictional texts tell a story about

imaginary people and events.

 Stories usually are told to

entertain, teach a lesson, or

send a message.

 Types of literary text include

poems, fables, fantasy, etc.

 Informational texts provide or

teach the reader new

information.

 Informational texts contain text

features (e.g., table of contents,

headings, captions, diagrams,

etc.)

 Types of informational or

nonfiction text may include

articles, lab reports,

biographies, etc.

A student should understand

(Conceptual Understanding)

 Readers know that books that

tell stories contain story

elements (e.g., character,

setting, events, problem,

solution).

 Growing readers understand

informational texts are meant

to teach the reader about new

things.

 Informational texts contain text

features (e.g., photographs,

captions, bolded words, etc.),

which help the reader

understand the author’s

purpose.

 Readers set a purpose for

reading that aids in

comprehension.

A student should be able to do

(Evidence of Knowledge)

 Identify stories.

 Identify informational texts.

 Distinguish the difference

between fiction and

information text.

 Explain the major difference

between books that tell stories

and books that provide

information.

 Set a purpose for reading based

on text type.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

fiction, literary text, stories, nonfiction, information, informational text, wide reading, story elements, purpose, similar, different

College- and Career-Readiness Standards for English Language Arts

Page 7 of 77-September 2016

First Grade

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

RL.1.6

Identify who is telling the

story at various points in a

text.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 An author’s purpose for

writing a text affects who is

telling the story or what

information is shared with

the reader.

 The difference between

literary text and

informational text.

 The concept of basic author’s

purpose (e.g., entertain,

share information, inform,

persuade, describe, explain).

 Authors write through the

eyes of different characters.

This helps them unfold the

plot of the story for the

reader.

A student should understand

(Conceptual Understanding)

 Growing readers learn that

the narrator or speaker is the

voice that is telling the story.

 Growing readers understand

that the narrator or speaker

in a story sometimes

changes. They have to pay

attention to whom is telling

the story throughout the

text.

 A narrator/speaker is a

person who tells a story that

may be in a voice that is

different from the characters.

 Characters are the people or

creatures within the story.

 Sometimes authors use

characters to tell the story

within a text.

A student should be able to do

(Evidence of Knowledge)

 Identify the narrator in a

story.

 Identify which character is

speaking in specific parts of

the story.

 Identify when there is a

change in which character is

telling the story.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

point of view, characters, dialogue, voice, speaker, narrative, background knowledge, determine importance, synthesize

College- and Career-Readiness Standards for English Language Arts

Page 8 of 77-September 2016

First Grade

CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in

words.

RL.1.7

Use illustrations and details

in a story to describe its

characters, setting, or

events.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to describe the

individual story elements

(e.g., character, setting,

events, problem, solution).

 Illustrations can be pictures,

drawings, and photographs.

 Authors use illustrations to

help tell a story.

 Illustrations give clues that

support the written text.

A student should understand

(Conceptual Understanding)

 Authors use illustrations to go

beyond the written word.

 Illustrations and details help

the reader make greater

meaning about a story’s

elements.

 Growing readers analyze

visual images/illustrations in

stories. This helps them to

gain a deeper understanding

of the text.

 Readers use the visual images

to assist in making

predictions, making

inferences, and drawing

conclusions about characters,

settings, and events

A student should be able to do

(Evidence of Knowledge)

 Use pictures to make

predictions before and

during reading.

 Look at a picture to gain

meaning about the

character, setting, and plot

of a story.

 Provide a description of

characters, setting, or events

from a story using

illustrations and details from

a story.

 Describe the relationship

between the illustrations

and the text.

o What is going on in

the picture and what

is said in the text …

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

illustrations, details, describe, story elements, characters, setting, problem, solution, plot, visual images, predictions, inferences, draw

conclusions, events

College- and Career-Readiness Standards for English Language Arts

Page 9 of 77-September 2016

First Grade

CCR.R.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.

RL.1.8

Not applicable to literature.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

A student should understand

(Conceptual Understanding)

A student should be able to do

(Evidence of Knowledge)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

College- and Career-Readiness Standards for English Language Arts

Page 10 of 77-September 2016

First Grade

CCR.R.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.

RL.1.9

Compare and contrast the

adventures and experiences

of characters in stories.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Comparing is finding

similarities between two or

more ideas or objects.

 Contrasting is finding the

differences between two or

more ideas or objects.

 Characters are the people or

creatures in a story.

 The plot of the story is defined

as the main event or the

problem and solution.

A student should understand

(Conceptual Understanding)

 Authors create stories with

adventures and experiences

for their characters.

 Growing readers know stories

have a plot (e.g., main events,

main problem, and solution).

 Knowing these elements of a

story, the reader can think

about how each story may be

alike or different.

 Readers think about a

character’s feelings and

actions. Understanding this

helps the reader compare and

contrast adventures and

experiences.

A student should be able to do

(Evidence of Knowledge)

 Identify the characters within

and between multiple texts.

 Identify the plot within and

between multiple texts.

 Provide a comparison and

contrasting of the adventures

and experiences of characters

in two or more stories.

o Identify the characters

in two or more stories.

o Tell how the characters

are alike and different.

 Describe what happens in

each story, and describe what

is similar and what is different

in each story.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

compare, contrast, similarities, differences, adventures, experiences, characters, story elements, feelings, actions, thoughts

College- and Career-Readiness Standards for English Language Arts

Page 11 of 77-September 2016

First Grade

CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.

RL.1.10

With prompting and

support, read prose and

poetry of appropriate

complexity for grade 1.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Read text from a variety of

text genres.

 Text genres refer to the

different types of text such as

fantasy, realistic fiction,

nonfiction, poetry, etc.

 Choose appropriate text for

independent reading.

A student should understand

(Conceptual Understanding)

 Growing readers participate

in rich, small- and whole-

group readings where they

focus on comprehending

within and beyond the text.

 First grade readers read a

variety of literary text types

(e.g., poetry, prose,

storybooks).

A student should be able to do

(Evidence of Knowledge)

 Use comprehension

strategies to gain deeper

understanding of grade

appropriate texts in small-

group, whole-group, and

independent readings, e.g.

o activate relevant

background

knowledge

o create visual images,

draw inferences

o ask questions

o determine important

ideas

o synthesize

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

monitor thinking, utilize prior knowledge, ask question, visualize information, determine importance, summarize, synthesize, just right

text, complex text, literary, informational, variety of genres, comprehension within/beyond the text

College- and Career-Readiness Standards for English Language Arts

Page 12 of 77-September 2016

First Grade

CCR.R.1: Read closely to determine what the text says explicitly and make logical inferences from it; cite specific textual evidence

and when writing or speaking to support conclusions drawn from the text.

RI.1.1

Ask and answer questions

about key details in a text.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Questions often begin with

who, what, where, when, and

why.

 A question is a statement that

requests an answer.

 Details are pieces of

information that clarify

information about a topic.

 How to, with prompting and

support, explain the difference

between questions and

answers.

 How to set a purpose for

reading based on the title,

cover, and visual images.

(Shark book example: “I think I

will learn about sharks.”)

A student should understand

(Conceptual Understanding)

 Authors include key details in

informational texts that give

readers ideas of more

information they would like to

know about.

 The details help a reader to

ask and find answers to their

questions.

 Growing readers study the

title, cover, illustrations,

photographs, and other

images to make predictions or

ask questions before reading.

 Readers use background

knowledge to ask questions

and make inferences from the

text.

A student should be able to do

(Evidence of Knowledge)

 Ask and answer questions that

show understanding of the main

topic (main idea) and key details

(supporting details) in a text.

 Generate questions based on

key details learned within a text

to clarify meaning.

o Who is the text about?

o What is the text

about?

o What happened,

when, where, how and

why did it happened?

o What statements

support the main topic

(idea)?

 Study text and illustration to

generate questions and/or

answers about wonderings.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

questions, answers, statements, informational texts, key details, clarify, text features, illustrations, background knowledge, inference,

wonderings

College- and Career-Readiness Standards for English Language Arts

Page 13 of 77-September 2016

First Grade

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

ideas.

RI.1.2

Identify the main topic and

retell key details of a text.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Authors of informational text

write about topics. They

include key details to help

the reader better understand

the text.

 Describe the difference

between the main topic and

key details.

 Retell or describe details

from an informational read

aloud.

 Types of information texts

may include literary

nonfiction, informational,

technical, etc.

A student should understand

(Conceptual Understanding)

 Informational text has a main

topic (what the text is mostly

about).

 The main topic (main idea) is

what the text is mostly

about.

 A key detail is a statement

that provides more

information about the main

topic.

 Readers use text and graphic

features as sources to

identify the main topic and

think about key details.

 Growing readers take notes

using images and words. This

helps them to think about

what they have learned to

generate a retelling on a

topic.

A student should be able to do

(Evidence of Knowledge)

 Identify the main topic or

main idea.

 Identify statements that

support the main topic or

main idea.

 Retell the information in the

text by giving the main topic

(idea) and the key or

supporting details in a text.

 Participate in a discussion

about the main topic in an

effort to recall one or more

details from the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

main topic, key details, retell, informational text, images, graphics, main idea, supporting details

College- and Career-Readiness Standards for English Language Arts

Page 14 of 77-September 2016

First Grade

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

RI.1.3

Describe the connection

between two individuals,

events, ideas, or pieces of

information in a text.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to use background

knowledge and experiences to

identify and discuss how

personal experiences, ideas, or

pieces of information that are

the same and/or different from

information learned in text.

 Informational text teaches the

reader about people, places,

events, and ideas.

 How to use words and phrases

acquired through conversations

to describe people, events, and

ideas.

 Text features contained in

informational text may include

bold words, photographs,

captions, etc., and help

understanding of a text.

 Explain how someone might

use informational text.

A student should understand

(Conceptual Understanding)

 Authors sometimes make

connections between two

individuals, events, ideas,

or pieces of informational

text. This helps their

reader make meaning of

what they read.

 Authors write about real

people, events, and ideas

in informational writing.

 The people, events, and

ideas link, relate, or

connect together to

provide information about

a topic.

A student should be able to do

(Evidence of Knowledge)

 Identify and describe the

people, events, and ideas in

an informational text.

 Find a connection, link, or

relationship between

individuals, events, and ideas

in an informational text and

how they relate to the main

topic (idea).

 Discuss how people in an

informational text connect or

relate to each other and how

that relates to the main

topic. .

 Discuss how events and ideas

in an informational text

relate or connect to each

other and how they relate to

the main topic.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

connection, individuals, events, ideas, information, relationship, text features, informational text

College- and Career-Readiness Standards for English Language Arts

Page 15 of 77-September 2016

First Grade

CCR.R.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.

RI.1.4

Ask and answer questions to

help determine or clarify the

meaning of words and

phrases in a text.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Questions often begin with

who, what, where, when, and

why.

 A question has an answer; the

answer is called a statement.

 How to create simple

interrogative sentences about

the text.

 How to identify unfamiliar

words.

 Readers use letter and picture

clues to unlock meanings of

words and phrases.

 Recognize words and phrases

have literal and nonliteral

meanings.

A student should understand

(Conceptual Understanding)

 Authors use words that

create mental images to

enhance meaning making

in informational text.

Readers infer meanings

based on mental images.

 Readers use a variety of

print features and graphic

aids (e.g., font sizes,

illustrations/photographs,

drawings, maps, etc.) to

identify meanings of

unknown words.

 Growing readers make

note—through writing,

symbols, and picture

parts—of the text where

they have questions.

A student should be able to do

(Evidence of Knowledge)

 Identify informational text

features.

 Use text features to find

information or answer

questions about the main

topic (idea).

o Find the first page of

a chapter using the

table of contents

o Find the meaning of a

word using the

glossary

 Read and reread the visual

images, print features, and

other words in the sentences

in the text to identify context

clues of unknown words and

phrases.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

question, answer, statement, background knowledge, phrases, mental images, print features, graphic aids

College- and Career-Readiness Standards for English Language Arts

Page 16 of 77-September 2016

First Grade

CCR.R.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.

RI.1.5

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.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Text features enhance the

author’s words in

informational text.

 The purpose of text features

in informational text is to

assist the reader in finding

key facts and information in

text.

 That text features assist

readers in locating

information quickly.

 Know and use various text

features to locate key facts in

informational text.

A student should understand

(Conceptual Understanding)

 Authors include text features

for their reader to share

more information than just

the written word.

 Readers use text features

found in informational text

(e.g., subheadings,

photographs, captions, bold

print, glossaries, electronic

menus, icons) to locate key

facts and to enhance their

new learning.

 Readers must utilize all parts

of informational text (text

features and words) to gain

full understanding of the

text.

A student should be able to do

(Evidence of Knowledge)

 Identify different types of

text features within a text.

 Be able to explain the

purpose of different types of

text features within a text.

 Explain how various text

features help readers learn

new information from text .

 Identify the information

provided in the different

types of text features used in

the text.

 Use text features to answer

questions about the main

topic.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

text features, headings, table of contents, captions, labels, diagrams, maps, indexes, glossaries, electronic menus, icons, informational

text

College- and Career-Readiness Standards for English Language Arts

Page 17 of 77-September 2016

First Grade

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

RI.1.6

Distinguish between

information provided by

pictures or other

illustrations and information

provided by the words in a

text.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Explain the information

learned from a picture or

illustration.

 Differences between words

and pictures (illustrations/

photographs) in

informational texts.

 Words and pictures work

together to provide

information to the reader.

 How to identify important

details contained in pictures

or other illustrations.

A student should understand

(Conceptual Understanding)

 Growing readers use words

and pictures or other

illustrations to gain

understanding of the

author’s intended message.

 Readers analyze images by

comparing and contrasting

information provided in

pictures and other

illustrations and the words in

the text.

A student should be able to do

(Evidence of Knowledge)

 Identify the illustrations or

pictures used in an

informational text.

 Identify the information

provided in the pictures,

illustrations, tables, charts,

etc., in an informational text.

 Determine how the

information in the pictures,

illustrations, charts, tables,

etc., relates to the topic.

 Analyze and describe how

the pictures and other

illustrations in a text

contribute to the meaning of

the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

differences, pictures, illustrations, information, key details, main topic, author’s purpose, word choice, message, analyze, images,

comparing, contrasting

College- and Career-Readiness Standards for English Language Arts

Page 18 of 77-September 2016

First Grade

CCR.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in

words.

RI.1.7

Use the illustrations and

details in a text to describe

its key ideas.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Illustrations explain key ideas

of topics in informational

texts.

 Details describe key ideas

presented in informational

texts.

 Informational text present

new learning through various

types of illustrations (e.g.,

pictures, photographs,

drawings, labels, captions) to

explain key ideas and

important information.

A student should understand

(Conceptual Understanding)

 Authors use illustrations and

details to help share accurate

and interesting informational

texts with readers.

 Readers understand labels

and captions provide more

information for illustrations

in informational texts.

A student should be able to do

(Evidence of Knowledge)

 Explain what illustrations

describe in a text.

 Explain the purpose of

specific illustrations in a text.

 Explain how the use of

illustrations and details

describe the key ideas in the

text.

 Identify the relationship

between text and

illustrations and how they

support one another.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

illustrations, informational texts, main topics, key details, describe, accurate, texts, labels, captions

College- and Career-Readiness Standards for English Language Arts

Page 19 of 77-September 2016

First Grade

CCR.R.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.

RI.1.8

Identify the reasons an

author gives to support

points in a text.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Informational authors write

about topics, and they use

key or supporting details to

make their point.

 How to recall details from a

text.

 How to participate in a

discussion to identify reasons

why things happen (cause

and effect).

 How to determine relevant

and irrelevant details.

A student should understand

(Conceptual Understanding)

 Authors of informational text

use reasons/examples to

provide support to their

points and ideas as a way to

teach their reader new

information.

 Growing readers identify the

reasons and examples an

author uses to support their

points and ideas. This helps

the reader make meaning of

informational text.

 Key details support or

provide more information

about the main topic (idea).

A student should be able to do

(Evidence of Knowledge)

 Identify the main topic (idea)

of the text.

 Identify the key details that

support the main topic (idea).

 Complete reading activities

such as graphic organizers

that organizes the main topic

(idea) and supporting details.

 Summarize the main points

of the text.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

author, support, details, points, relevant, irrelevant, reasons, examples

College- and Career-Readiness Standards for English Language Arts

Page 20 of 77-September 2016

First Grade

CCR.R.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.

RI.1.9

Identify basic similarities in

and differences between

two texts on the same topic

(e.g., in illustrations,

descriptions, or

procedures).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to identify a topic of a

text.

 How to recognize texts with

the same topic.

 How to discuss objects that

are similar or different.

 Descriptions in informational

text are words that describe

ideas or things.

 Procedures are steps that

happen in order to do or

make something.

A student should understand

(Conceptual Understanding)

 Authors of informational text

use text features (e.g., labels,

illustrations, captions, etc.) to

share information on their

topics.

 Readers have greater

understandings when they

connect new learning to

previous experiences.

 Growing readers identify

similarities and differences

between informational texts.

They may discover patterns

and make connections. This

enhances meaning making.

A student should be able to do

(Evidence of Knowledge)

 Read two texts on the same

topic.

 Identify the topic of both texts.

 Explain how the two texts on

the same topic are alike.

 Explain how two texts on the

same topic are different.

o What does the author

say about the topic in

both texts?

o What can be learned

about the topic in both

texts?

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

identify, similarities, differences, informational texts, topic, illustrations, descriptions, procedures, describe, labels, captions,

connections

College- and Career-Readiness Standards for English Language Arts

Page 21 of 77-September 2016

First Grade

CCR.R.10: Read and comprehend complex literary and informational texts independently and proficiently.

R.I.1.10

With prompting and

support, read informational

texts appropriately complex

for grade 1.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to read text from a

variety of text genres on a

first grade reading level.

 How to choose grade

appropriate texts for

independent reading.

A student should understand

(Conceptual Understanding)

 Read and discuss text

appropriately complex for

first grade level text.

 Growing readers understand

the characteristics of

informational text.

 Growing readers participate

in rich, small- and whole --

group readings where they

focus on comprehending

within and beyond the text.

A student should be able to do

(Evidence of Knowledge)

 Utilize comprehension

strategies to gain deeper

understanding in small

groups, whole groups, and

independent readings, e.g.,

o activate relevant

background

knowledge

o create visual images,

draw inferences

o ask questions

o determine important

ideas

o summarize

o synthesize

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

monitor thinking, utilize prior knowledge, ask question, visualize information, determine importance, summarize, synthesize, just right

text, complex text, literary, informational, variety of genres, comprehension within/beyond the text

College- and Career-Readiness Standards for English Language Arts

Page 22 of 77-September 2016

First Grade

CCR.RF.1: Demonstrate understanding of the organization and basic features of print.

RF.1.1

Recognize the distinguishing

features of a sentence (e.g.,

first word, capitalization,

ending punctuation).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Know the difference between

capital letters and lowercase

letters.

 Understand that sentences

begin with capital letters and

end with the correct

punctuation mark.

 Understand that a series of

words make up a sentence.

A student should understand

(Conceptual Understanding)

 A capital begins a sentence and

is part of the first word of a

sentence.

 End punctuation marks are used

to end a sentence.

A student should be able to do

(Evidence of Knowledge)

 Point to the first word of a

sentence.

 Acknowledge the capital letter

to begin a sentence.

 Point to the end punctuation.

 Name the end punctuation.

 Frame a sentence using two

fingers.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

words, sentence, capital letters, end punctuation

College- and Career-Readiness Standards for English Language Arts

Page 23 of 77-September 2016

First Grade

CCR.RF.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.1.2a

Distinguish long from short

vowel sounds in spoken

single-syllable words.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Know the sounds of the

letters of the alphabet.

 How to differentiate

between consonants and

vowels.

A student should understand

(Conceptual Understanding)

 Vowels can have multiple

sounds.

 Vowels will have a certain

sound based on the spelling

of the word.

 Vowels have pattern rules.

A student should be able to do

(Evidence of Knowledge)

 Identify and say the vowel

sounds based on vowel

patterns.

 Sort words by the vowel

sounds.

 Identify words with similar

vowel sounds.

 Sort words according to

vowel sounds.

 Segment and blend word

based on specific vowel

patterns.

 Identify CVC and CVCe words.

 Identify open and closed

syllables

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

vowel sounds, vowel patterns, vowel teams, diphthongs, r-controlled vowels

College- and Career-Readiness Standards for English Language Arts

Page 24 of 77-September 2016

First Grade

CCR.RF.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.1.2b

Orally produce single-

syllable words by blending

sounds (phonemes),

including consonant blends.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Know and say the sounds of

the letters of the alphabet.

 Understand that sounds

blend together to make

words.

 Explain what a syllable

represents.

A student should understand

(Conceptual Understanding)

 Sounds are blended together

to create words.

 Listens for the individual

phoneme (sounds) in words.

 Letters placement in a word

helps to create syllable

patterns (CVC, CVCe, etc).

 Use knowledge of syllable

patterns to blend words.

 Understand that come

consonants blend together to

make consonant blends.

A student should be able to do

(Evidence of Knowledge)

 Identify the sounds a blend

makes.

 Say a word with blended

sounds.

 Listens to a word and is able

to produce individual

phonemes.

 Sees a word in print and is

able to blend the letters to

make the word.

 Build a word by blending the

sounds of the word in the

order they appear.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD

blend, alphabet sounds, syllables, phoneme

College- and Career-Readiness Standards for English Language Arts

Page 25 of 77-September 2016

First Grade

CCR.RF.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.1.2c

Isolate and pronounce

initial, medial vowel, and

final sounds (phonemes) in

spoken single-syllable

words.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to identify the sounds of

the letters of the alphabet.

 Understand words are made

of syllables.

 Words have sounds that

come at the beginning/initial,

middle/medial, and end/final

parts of the word.

A student should understand

(Conceptual Understanding)

 That letter sounds are placed

in a sequence to build words.

 That in a single-syllable word

there will be an initial sound,

medial vowel sound, and

final sound.

 Identify CVC patterns in

words.

 To build a word from its

phonemes, the phonemes

will be blended together.

 A word can be changed from

cat to bat by isolating the –at

and changing the initial

sound.

A student should be able to do

(Evidence of Knowledge)

 Hear and state the initial

sound, the medial vowel

sound, and the final sound of

a word.

 Blend the phonemes

together in the order

represented in the word to

state the spoken word.

 State a word. Isolate the

initial sound and place a new

sound at the front of the

word to build a new word.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

isolate, pronounce, initial, medial vowel, final sounds, phonemes, letters

College- and Career-Readiness Standards for English Language Arts

Page 26 of 77-September 2016

First Grade

CCR.RF.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.1.2d

Segment spoken single-

syllable words into their

complete sequence of

individual sounds

(phonemes).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 The sounds of the letters of

the alphabet.

 What a syllable represents.

 Words have sounds that

come at the beginning/initial,

middle/medial, and end/final

parts of the word.

A student should understand

(Conceptual Understanding)

 Letter sounds are placed in a

sequence to build words.

 In a single-syllable word,

there will be an initial sound,

medial vowel sound, and

final sound.

 To break a word into its

sounds, the phonemes will

be segmented into their

complete sequence of

individual sounds.

 A word can be changed from

cat to bat by isolating the –at

and changing the initial

sound.

A student should be able to do

(Evidence of Knowledge)

 Listen to a spoken word and

produces each individual

phoneme that makes up the

word.

 Use different color titles to

represent each phoneme in a

given word.

 Be successful in phoneme

segmentation fluency

activities

o Teacher says “he”

o Student says /h/ /e/

o Teacher says “tack”

o Student says /t/ /a/

/k/

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

blend, segment, sounds, phonemes, initial, medial, final, syllable

College- and Career-Readiness Standards for English Language Arts

Page 27 of 77-September 2016

First Grade

CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3a

Know the spelling-sound

correspondences for

common consonant

digraphs.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Some letters (whether

vowels or consonants) can be

joined together to make one

sound.

 Know and say the sound of

each letter of the alphabet.

A student should understand

(Conceptual Understanding)

 Consonants can be joined

together to make one sound.

 The most common

consonant digraphs are ch-,

sh-, th-, ph- and wh-.

A student should be able to do

(Evidence of Knowledge)

 Understand that diagraphs

represent one individual

phoneme or speech sound.

 When spelling words,

correctly represent digraphs.

 When segmenting words,

understand that digraphs

produce one individual speck

sound.

 When blending words,

produce one individual sound

to represent consonant

digraphs.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

letters, sounds, digraphs, consonants

College- and Career-Readiness Standards for English Language Arts

Page 28 of 77-September 2016

First Grade

CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3b

Decode regularly spelled

one-syllable words.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Demonstrate basic

knowledge of one-to-one

letter-sound

correspondences by

producing the primary or

many of the most frequent

sound for each consonant.

 How to associate the long

and short sounds with

common spellings

(graphemes) for the five

major vowels.

 How to distinguish between

similarly spelled words by

identifying the sounds of the

letters that differ.

A student should understand

(Conceptual Understanding)

 An unknown one-syllable

word can be decoded by its

phonemes.

 Words are divided into

syllables.

 Syllables have pattern.

 Identify CVC, CV, CCVC, and

CVCC syllable patterns words.

A student should be able to do

(Evidence of Knowledge)

 Use the decoding strategy to

figure out unknown one-

syllable words while reading.

 Break a word apart by saying

its initial, medial, and final

sound.

 Identify a word’s syllable

patterns and use phonic rules

to decode, blend, or spell the

word.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

decode, one-syllable, phonemes, break a word apart

College- and Career-Readiness Standards for English Language Arts

Page 29 of 77-September 2016

First Grade

CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3c

Know final -e and common

vowel team conventions for

representing long vowel

sounds.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Rules are established to help

a reader read an unknown

word.

 How to use word analysis

skills to decode unknown

words.

A student should understand

(Conceptual Understanding)

 Know final -e is a word

analysis strategy to use with

an unknown word.

 Know vowel team

conventions to analyze and

decode an unknown word

with a long vowel sound.

 CVCe represents the long

vowel sound.

A student should be able to do

(Evidence of Knowledge)

 Apply the rule for decoding a

word apart with a final -e to

say an unknown word.

 Apply vowel team

conventions to analyze and

decode an unknown word

with a long vowel sound.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

decode, final -e rules, vowel team conventions, apply

College- and Career-Readiness Standards for English Language Arts

Page 30 of 77-September 2016

First Grade

CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3d

Use knowledge that every

syllable must have a vowel

sound to determine the

number of syllables in a

printed word.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Know the sounds of letters.

 How to distinguish vowels

from consonants.

 Understand that each

syllable of a word must have

a vowel sound.

A student should understand

(Conceptual Understanding)

 Understand syllabication

rules state that every syllable

must contain a vowel.

 Understand vowels must be

in every syllable.

 Understand vowel rules in

order to be able to decode a

word.

 Vowel sounds in a word are

determined by syllable

patterns, such as CVC, CVCe,

CVCC, CCVC, CV, CCV, CVVC,

CCVVC, etc.

A student should be able to do

(Evidence of Knowledge)

 Apply syllabication rules to

decode syllables in a word

ensuring each syllable

contains a vowel.

 Apply vowel sound rules to

decode a word into its

syllables.

 Identify vowel sounds in

individual syllables using

syllable patterns.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

vowel sounds, syllables, decode

College- and Career-Readiness Standards for English Language Arts

Page 31 of 77-September 2016

First Grade

CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3e

Decode two-syllable words

following basic patterns by

breaking the words into

syllables.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Know the sounds of letters.

 Distinguish vowels from

consonants.

 How to demonstrate basic

knowledge of one-to-one

letter-sound

correspondences by

producing the primary or

many of the most frequent

sound for each consonant.

 How to associate the long

and short sounds with

common spellings

(graphemes) for the five

major vowels.

A student should

understand

(Conceptual

Understanding)

 Words are broken into

its syllables to decode an

unknown word.

 Words can have several

syllables, but each

syllable must have a

vowel.

 Syllable patterns: closed,

opened, vowel

combination, r-

controlled, vowel-

consonant e, and

consonant-le.

A student should be able to do

(Evidence of Knowledge)

 Identify syllable pattern in words.

 Divide words into syllables according

to syllable patterns

 Produce the vowel sound according

to the syllable pattern:

o VC, VCV, CCVC, CVCC

patterns are closed and the

vowel produce the short

sound.

o CV and CCV patterns are

open and the vowel

produces the long sound.

o CVVC, CCVV , CVVCC

patterns are made up of

vowel combinations and

sounds can be short but are

typically long.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

decode, syllables, vowels, syllable patterns, closed syllable, opened syllable, vowel combination, r-controlled, vowel combination, vowel-

consonant e, consonant-le.

College- and Career-Readiness Standards for English Language Arts

Page 32 of 77-September 2016

First Grade

CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3f

Read words with inflectional

endings.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words have ending sounds.

 A word is read from left to

right.

 Word parts are added to

words.

 Word parts can change the

meaning of the word.

A student should understand

(Conceptual Understanding)

 To read a word, the reader

must start at the left and

read to the right.

 The reader must read

through the entire word and

make the sounds of all letters

or combinations of letters.

 The reader must know some

letters are added to the ends

of words to provide new

meanings.

 Adding -s or -es to the end of

a noun makes it mean more

than one.

 Adding -ing to a verb means

an action is happening now.

 Adding -ed to a verb means

an action has already

happened.

A student should be able to do

(Evidence of Knowledge)

 Add -s,-es, -ed, -ing to the

end of a word and still read a

word in its entirety.

 Know when to add -s and –es

to a word.

 Know when to add -ed to a

word.

 Know when to add -ing to a

word.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

words, sounds, inflectional endings

College- and Career-Readiness Standards for English Language Arts

Page 33 of 77-September 2016

First Grade

CCR.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.

RF.1.3g

Recognize and read grade-

appropriate irregularly

spelled words.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to recognize and

produce multiple sounds of

vowels and consonants that

can make several sounds.

A student should understand

(Conceptual Understanding)

 Recognize that some words

can’t be decoded using one-

to-one correspondence.

 Understand that some words

do not follow a predictable

pattern that can be learned

to decode or spell the word.

 Understand that some words

are not spelled like they

sound.

A student should be able to do

(Evidence of Knowledge)

 Read and spell irregular

words.

 Identify some irregular

spelled words such as comb

with a silent consonant b at

the end of the word.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

Irregular, read, words, spellings

College- and Career-Readiness Standards for English Language Arts

Page 34 of 77-September 2016

First Grade

CCR.RF.4: Read with sufficient accuracy and fluency to support comprehension.

RF.1.4a

Read on-level text with

purpose and understanding.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 How to listen to different

genres with a given purpose.

 How to demonstrate

understanding of text when it

is read aloud.

 Understand that readers

have a purpose when

reading.

A student should understand

(Conceptual Understanding)

 Understanding the different

purposes for reading.

 Participate in guided reading

and shared reading of texts

from a variety of genres.

 Have an understanding of on-

level vocabulary.

 Make predictions about

texts, and use the text to

confirm those predictions

during read aloud.

 Use information known

about the text to determine

genre.

 Know the purpose for

reading on-level text.

A student should be able to do

(Evidence of Knowledge)

 Predict what a text may be

about before reading.

 Check the predictions of text

during reading.

 Check for understanding of

comprehension before,

during, and after reading.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

reading, texts, genres, predictions, on-level, vocabulary

College- and Career-Readiness Standards for English Language Arts

Page 35 of 77-September 2016

First Grade

CCR.RF.4: Read with sufficient accuracy and fluency to support comprehension.

RF.1.4b

Read on-level text orally

with accuracy, appropriate

rate, and expression on

successive readings.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Know text needs to be read

with accuracy to support

comprehension.

 Know successive readings of

a text, helps a reader read

with accuracy, appropriate

rate, and expression.

A student should understand

(Conceptual Understanding)

 There are strategies for how

to read with accuracy.

 There are strategies for how

to adapt the oral reading rate

to fit the purpose and

context of the reading.

 While reading, read grade-

levels words accurately and

repeatedly.

 Use decoding strategies and

skills when reading on-level

words.

 Punctuation is used to help

express the meaning of the

text.

A student should be able to do

(Evidence of Knowledge)

 Read text aloud.

 Read text aloud with fluency.

 Read text aloud fluently with

appropriate rate.

 Read text aloud fluently with

appropriate rate and

expression.

 Read fluently when reading a

passage successively.

 Read fluently using

punctuation to assist in

reading with expression.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

read, orally, purpose, fluency, rate, expression

College- and Career-Readiness Standards for English Language Arts

Page 36 of 77-September 2016

First Grade

CCR.RF.4: Read with sufficient accuracy and fluency to support comprehension.

RF.1.4c

Use context to confirm or

self-correct word

recognition and

understanding, rereading as

necessary.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Know word meaning can be

gained from context around

an unknown word.

A student should understand

(Conceptual Understanding)

 Monitor one’s reading to

understand when

comprehension is not taking

place.

 Self-correct when a word is

misread, and reread the

sentence.

A student should be able to do

(Evidence of Knowledge)

 Use appropriate grade-level

strategies to decode words.

 Use the context of a

sentence, picture, or text to

help with word recognition.

 Use the context of a

sentence, picture, or text to

assist in understanding word

meaning.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

self-correct, monitor, reread, misread, context, meaning

College- and Career-Readiness Standards for English Language Arts

Page 37 of 77-September 2016

First Grade

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

sufficient evidence.

W.1.1

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.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 An opinion is how someone

thinks or feels.

 A fact is information that can be

proven or verified.

 An introduction is one or more

sentences that provide an

overview of the topic.

 Reasons are examples that

support the opinion.

 A conclusion is how an author

ends a piece of writing.

 How to share an opinion on a

topic orally, through drawing,

and in writing.

A student should understand

(Conceptual Understanding)

 Writers brainstorm multiple

ideas before beginning the

writing process.

 Growing writers pre-tell,

draft, and re-read to revise

or improve their writing.

Their final step is to edit

(e.g., check capitalization,

punctuation, and spelling.

 Authors add words/vivid

details and phrases that

supply evidence for

reasons, which support

their opinion or preference.

 Growing writers look at

models of good writing to

aid in lifting the level of

their pieces.

A student should be able to do

(Evidence of Knowledge)

 Compose a piece of writing in

which the students

o Name the topic

o State an opinion

o Provide at least one

reason to support the

opinion

o Provide a sense of

closure to indicate the

writing has ended

 Generate multiple opinion

pieces that include an

introduction, body, and closing

such as a paragraph, speech,

letter, thank-you note, etc.

 Add words and phrases that

engage the reader and enhance

the reason for the opinion and

provide a sense of closure.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

opinion, fact, reasons, supporting detail, vivid vocabulary, beginning, middle, conclusion, topic, mentors, revise, edit, write for reader

College- and Career-Readiness Standards for English Language Arts

Page 38 of 77-September 2016

First Grade

CCR.W.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.

W.1.2

Write

informative/explanatory

texts in which they name a

topic, supply some facts

about the topic, and provide

some sense of closure.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Informative texts covey facts

or information about a topic.

 Explanatory text explains how

or why something happens.

 Informative/explanatory text

teach the reader new

information.

 Types of informational/

explanatory writing:

nonfiction, literary nonfiction,

procedures, friendly letters,

biographies, and writing about

reading.

A student should understand

(Conceptual Understanding)

 Growing writers write books

or short pieces that are

enjoyable for the reader and

at the same time teach the

reader about a new topic.

 Authors of informational

texts use text features (e.g.,

illustrations, labels,

captions, etc.) to provide

information to their readers.

 Authors use a variety of

beginnings or endings

through drawings and

writing that engage and

teach their readers.

A student should be able to do

(Evidence of Knowledge)

 Compose a piece of writing that

explains, informs, or describes in

which the students

o Name the topic

o Supply some facts about

the topic

o Provide a sense of

closure

 Take notes through drawing or

writing to assist with the

composition of informative/

explanatory writing.

 Create informational/

explanatory writing in different

forms such as creating how-to

posters, etc.

 Look at models of

informative/explanatory text to

assist in improving the

composition of their writing.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

informational text, explanatory text, facts, details, topic, labels, drawing, sketches, information, procedures, nonfiction, beginnings, endings,

notes, compose, topic, closure, literary nonfiction, nonfiction, procedural writing, friendly letters, biographies

College- and Career-Readiness Standards for English Language Arts

Page 39 of 77-September 2016

First Grade

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

structured event sequences.

W.1.3

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.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Narrative writing entertains or

informs a reader with real or

imagined events.

 An event is an activity or action

that happens in a certain place

during a specific period.

 Details are used to describe

what happens in the story.

 Sequenced events have a

beginning, middle, and end.

 Temporal words and phrases

show the passage of time (e.g.,

meanwhile, after a while, etc.)

A student should understand

(Conceptual Understanding)

 Writers tell stories from their

own life that are often based on

a memory. Stories contain a

beginning, middle, and end.

 Growing writers begin by

utilizing prewriting (e.g., oral,

written, drawn) before they

write.

 Growing writers express their

feelings, actions, and thoughts

before, during, and after events.

 Authors consider their word

choices (e.g., descriptive

language, synonyms, similes,

metaphors) to make their stories

more interesting for their

readers.

A student should be able to do

(Evidence of Knowledge)

 Generate narratives by recounting

two or more appropriately sequenced

events that include details (e.g.,

thoughts, feelings, actions) from a

personal experience.

 Create a fictional story with two or

more appropriately sequenced events

with some details about the

character, setting, and events.

 Use temporal or signal words to help

link or sequence the events.

 Create narrative elements when

writing such as characters, a setting,

two or more appropriately sequenced

of events, and an ending.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

narrative, personal narrative, memoir, story, sequence, transition/temporal words, details, describe, closure, recount, draft, revision,

edit

College- and Career-Readiness Standards for English Language Arts

Page 40 of 77-September 2016

First Grade

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

and audience.

W.1.4

Begins in grade 3.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

A student should understand

(Conceptual Understanding)

A student should be able to do

(Evidence of Knowledge)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

College- and Career-Readiness Standards for English Language Arts

Page 41 of 77-September 2016

First Grade

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

W.1.5

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.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 A topic is a subject or idea

that can be developed

through discussion and

writing.

 Details help readers create

mental images and

understand the writer’s

thoughts.

 Revision means to make

changes to writing by adding

or deleting details.

 Conferring with peers and

adults enhance the writing

product.

A student should understand

(Conceptual Understanding)

 Growing writers work with

peers and adults to revise

their work by adding details

(e.g., thoughts, feelings,

actions). These details make

their ideas clearer for the

reader.

 Revising is an ongoing

process that provides writers

with opportunities to clarify

ideas and revisit sentence

structure and word choice to

improve their message.

A student should be able to do

(Evidence of Knowledge)

 Generate a writing piece in

response to a question or

prompt.

 Generate writing that is

focused on a topic.

 Revise writing based on

suggestions from peers.

 Analyze suggestions provided

by peers and adults to make

decisions on revisions.

 Analyze suggestions provided

by peers and adults to make

editing decisions on

capitalization, punctuation,

and spelling.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

topic, subject, discussion, detail, clarify meaning, mental images, revision, conferring, sentence structure, word choice, draft, publish

College- and Career-Readiness Standards for English Language Arts

Page 42 of 77-September 2016

First Grade

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

W.1.6

With guidance and support

from adults, use a variety of

digital tools to produce and

publish writing, including in

collaboration with peers.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Digital tools may be used to

produce and publish writing.

 Digital tools may be used for

communication (e.g., texting,

emailing, blogging, using

social media, using digital

images).

 A writer selects the digital

tool according to the task,

audience, or purpose.

 Writers use peers and digital

tools (e.g., drop-down menus

with spelling/grammar check,

thesaurus) to edit and

enhance their work.

A student should understand

(Conceptual Understanding)

 Writers use digital tools to

enhance their writing (e.g.,

word processing, paint

programs, cameras, and

audio recordings, podcasts)

 Authors determine the digital

tools to be utilized based on

the task or purpose (e.g.,

blog, text, presentation,

backchannel, audio track,

etc.)

 Writers select the digital tool

according to the task,

audience, or purpose.

A student should be able to do

(Evidence of Knowledge)

 Use a variety of digital tools

(e.g., story-telling software,

drawing software, voice

recording software) to

produce, share, and publish

writing.

 Collaborate with peers to

produce and publish writing,

using a variety of digital

tools.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

digital tools, dropdown menus, word processing, paint programs, digital images, audio recordings, podcasts, blogging, email, social

media, text, presentations, backchannel, audio tracks, produce, publish, collaborate, draft, revise, edit

College- and Career-Readiness Standards for English Language Arts

Page 43 of 77-September 2016

First Grade

CCR.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of

the subject under investigation.

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 of

instructions).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Research is the act of gathering

data, facts, and information

based on a focus question.

 How to identify which resources

might provide information

about a specific topic (e.g.,

books, photos, video clips,

websites, personal experiences,

interviews)

 How to record new information

through note taking methods.

 How to determine if

information is relevant to

research topic.

 Writing should be organized in a

logical manner.

A student should understand

(Conceptual Understanding)

 Writers research information to

learn more about their subjects.

Their information can be shared

through a variety of methods

(e.g., print, digital, text features,

sequence of events,

procedures)

 Authors investigate and read

about their topics before they

compose their writing.

 Growing writers decide which

important information should

be included in their research

project.

A student should be able to do

(Evidence of Knowledge)

 Participates in shared research

and writing projects.

 Read or listen to a variety of

informational text (books in

print or digital sources) on a

particular topic.

 Create an inquiry and writing

project that demonstrates new

understandings gained from an

investigation.

 Utilize resources (with

assistance) to gain information

to be included in the writing.

 Look at mentor text for

inspiration in generating a

variety of writing (e.g., “how-

to”, lab reports, nonfiction

chapter books).

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

research, data, facts, relevant information, resources, note taking, organize, inquiry, investigation

College- and Career-Readiness Standards for English Language Arts

Page 44 of 77-September 2016

First Grade

CCR.W.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.

W.1.8

With guidance and support

from adults, recall

information from

experiences or gather

information from provided

sources to answer a

question.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Information can be found in

various sources (e.g., books,

magazines, Internet, etc.) or

from others’ experiences.

 A question is a statement

that requests information.

 An answer provides the

required information or

answer to a question.

 Background knowledge or

past experiences may be

important when answering

questions.

A student should understand

(Conceptual Understanding)

 Authors gather information

from sources and use their

background knowledge when

answering research

questions.

 Writers collect information

by taking notes. This helps

them to hold on to their new

learning and use their own

words when composing.

 Authors use and cite multiple

sources to make sure they

have accurate information.

A student should be able to do

(Evidence of Knowledge)

 Recall information from

experiences to answer

questions in writing.

 Listen attentively to adults

when receiving support with

research, revising, or editing.

 Gather information from

provided sources to answer a

question in writing.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

background knowledge, schema, note taking, information, composing, cite, sources, accurate

College- and Career-Readiness Standards for English Language Arts

Page 45 of 77-September 2016

First Grade

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

W.1.9

Begins in grade 4.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

A student should understand

(Conceptual Understanding)

A student should be able to do

(Evidence of Knowledge)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

College- and Career-Readiness Standards for English Language Arts

Page 46 of 77-September 2016

First Grade

CCR.W.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.

W.1.10

Begins in grade 3.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

A student should understand

(Conceptual Understanding)

A student should be able to do

(Evidence of Knowledge)

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

College- and Career-Readiness Standards for English Language Arts

Page 47 of 77-September 2016

First Grade

CCR.L.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small

and larger groups.

SL.1.1a

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).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Rules help everyone play fair.

 Discussions are when two

people talk about a topic or a

text.

A student should understand

(Conceptual Understanding)

 Understand the class rules

for discussions.

 Understand the proper

expectations for following

the agreed-upon rules for

classroom discussions.

A student should be able to do

(Evidence of Knowledge)

 Follow the appropriate rules

when participating in

discussions.

 Listen to classmates share

and discuss a topic.

 Provide information about a

topic to peers in a group

discussion.

 Wait the appropriate turn

before speaking.

 Participate in discussion

when prompted.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

class rules, appropriate, discussions, expectations, share, talk about, peers

College- and Career-Readiness Standards for English Language Arts

Page 48 of 77-September 2016

First Grade

CCR.SL.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in

small and larger groups.

SL.1.1b

Build on others’ talk in

conversations by responding

to the comments of others

through multiple exchanges.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Understand how to listen to

a peer’s comments on a

given topic and then

continue the discussion by

providing more information.

 Understand how to listen to

a peer’s comments on a

given topic and topic and

then continue the discussion

by restating what has been

shared.

 Listen to others’ discussion in

a group and wait to respond

when a turn arises.

A student should understand

(Conceptual Understanding)

 Understand how to listen

effectively to respond to

others’ comments.

 Understand how to listen

effectively to others’

comments to build on a given

topic of discussion.

A student should be able to do

(Evidence of Knowledge)

 Listen to peers’ comments

during a discussion.

 Consider what to share

during the discussion.

 Share information about the

topic during the discussion.

 Decide as the discussion

continues if he/she can share

more information.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

listen effectively, build on, add ideas, discussion

College- and Career-Readiness Standards for English Language Arts

Page 49 of 77-September 2016

First Grade

CCR.SL.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in

small and larger groups.

SL.1.1c

Ask questions to clear up

any confusion about the

topics and texts under

discussion.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Understand that questions

require answers.

 Questions often begin with

question words: who, what,

when, where, why, how.

 Understand that asking

questions can help listeners

better understand what is

said.

A student should understand

(Conceptual Understanding)

 Collaborative conversations

take place when partners

work together to discuss a

given topic.

 Questions will need to be

asked when there is

confusion in the

conversation.

 Questions will need to be

answered when there is

confusion in the

conversation.

A student should be able to do

(Evidence of Knowledge)

 Discuss Grade 1 topics with

peers and/or adults in small-

and large group settings.

 Ask questions when

confusion arises in the

conversation.

 Answer questions when

confusion arises in the

conversation.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

collaborative conversations, diverse partners, peers, adults, small and large group, discussions, questions, answers

College- and Career-Readiness Standards for English Language Arts

Page 50 of 77-September 2016

First Grade

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

SL.1.2

Ask and answer questions

about key details in a text

read aloud or information

presented orally or through

other media.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Understand how to share what

is understood from a read aloud

or information presented orally

or through other media.

 Understand how to ask

questions about key details

needing clarification from a

read aloud or information

presented orally or through

other media.

 Understand how to answer

questions about key details

needing clarification from a

read aloud or information

presented orally or through

other media.

A student should understand

(Conceptual Understanding)

 Questions about key details in a

text read aloud or information

presented orally or through

other media may clarify the

subject.

 Questions about key details in a

text read aloud or information

presented orally or through

other media may clarify the

subject.

A student should be able to do

(Evidence of Knowledge)

 Share what is understood from

a read aloud or information

presented orally or through

other media.

 Ask questions about key details

needing clarification from a

read aloud or information

presented orally or through

other media.

 Answer questions about key

details needing clarification

from a read aloud or

information presented orally or

through other media.

 Ask questions about key details

in a text read aloud or

information presented orally or

through other media.

 Answer questions about key

details in a text read aloud or

information presented orally or

through other media.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

ask questions, answer questions, key details

College- and Career-Readiness Standards for English Language Arts

Page 51 of 77-September 2016

First Grade

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

SL.1.3

Ask and answer questions

about what a speaker says

in order to gather additional

information or clarify

something that is not

understood.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Understand how to ask

others for help when

clarification is needed.

 Understand how to ask

others for more information

to clarify when something is

not understood.

 Understand how to ask for

clarification when something

is not understood.

 Understand how to answer

others when they request

clarification.

A student should understand

(Conceptual Understanding)

 Understand when more

information is needed to

understand what a speaker

has stated.

 Understand how to ask

questions about what a

speaker says to gather

additional information.

 Understand how to ask

questions about what a

speaker says to clarify

something that is not

understood.

 Understand how to answer

questions about what a

speaker says.

A student should be able to do

(Evidence of Knowledge)

 Ask questions when confused

about a statement during

discussions to gain a better

understand of what is said.

 Ask for clarification when

something is misunderstood.

 Ask questions that require a

more detailed answer.

 Ask for the meaning of

unknown words.

 Continue to ask more

questions about a topic that

have not been addressed.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

ask, clarification, answer, questions

College- and Career-Readiness Standards for English Language Arts

Page 52 of 77-September 2016

First Grade

CCR.SL.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.

SL.1.4

Describe people, places,

things, and events with

relevant details, expressing

ideas and feelings clearly.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Adjectives can be used to

help to describe people,

places, and events.

 Thinking about what you

know about a person, place,

thing, or event can help

generate more details.

A student should understand

(Conceptual Understanding)

 To describe people, places,

things, and events, relevant

details must be included in

the description.

 To describe people, places,

things, and events, ideas

must be expressed clearly.

 To describe people, places,

things, and events, feelings

must be expressed clearly.

A student should be able to do

(Evidence of Knowledge)

 Describe a familiar person,

place, thing, and event with

details to help others

understand.

 Describe people, places,

things, and events so ideas

can be expressed clearly.

 Describe people, places,

things, and events so feelings

can be expressed clearly.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

evidence, prior knowledge, back ground knowledge, relevant, details, describe

College- and Career-Readiness Standards for English Language Arts

Page 53 of 77-September 2016

First Grade

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

presentations.

SL.1.5

Add drawings or other

visual displays to

descriptions when

appropriate to clarify ideas,

thoughts, and feelings.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Understand how to draw what

is described in print.

 Understand how to add visuals

to information described in

print.

 Understand how to add

drawings to give more details

to what has been described.

A student should understand

(Conceptual Understanding)

 Adding drawings to

descriptions can help to clarify

ideas, thoughts, and feelings.

 How and when to add other

visual displays to descriptions

to clarify ideas.

 Adding other visual displays to

descriptions to clarify ideas,

thoughts, and feelings.

A student should be able to do

(Evidence of Knowledge)

 Draw what is described in

print.

 Add visuals to information

described in print.

 Add drawings to give more

details to what has been

described.

 Add drawings to clarify ideas.

 Add drawings to clarify

thoughts.

 Add drawings to clarify

feelings.

 Add other visual displays to

clarify ideas.

 Add other visual displays to

clarify thoughts.

 Add other visual displays to

clarify feelings.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

draw, add visuals, add more detail

College- and Career-Readiness Standards for English Language Arts

Page 54 of 77-September 2016

First Grade

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

or appropriate.

SL.1.6

Produce complete

sentences when appropriate

to task and situation.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Understand that to express a

thought to others, the

thought will need to be

spoken.

 Understand that to be

expressive one must convey

thoughts, feelings, and ideas

in a way for others to

understand them.

 Understand the meaning and

function of subjects and

predicates.

A student should understand

(Conceptual Understanding)

 Complete sentences need to

be used to help others

understand.

 A complete sentence

contains a subject and

predicate and expresses a

complete thought.

A student should be able to do

(Evidence of Knowledge)

 Verbally express thoughts to

others.

 Verbally express thoughts,

feelings, and ideas in a way

for others to understand

them.

 Uses complete sentences

when speaking and when

making statements.

 Uses complete sentences

when asking questions.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

complete sentence, subject, predicate, complete thought

College- and Career-Readiness Standards for English Language Arts

Page 55 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)

or speaking.

L.1.1a

Print all upper-and

lowercase letters.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Letters can be written in uppercase

and lowercase.

 Distinguish between letters and

shapes.

A student should understand

(Conceptual Understanding)

 The alphabet is made up of letters

that can be printed in upper- and

lowercase.

 Letters look different when printed

in upper- versus lowercase.

 Letters make up words.

 The printed alphabet has a

standard form that is universally

used.

 Printing letters correctly allows the

reader to understand what has

been written.

 Printing letters correctly allows the

student to write using Standard

English.

A student should be able to do

(Evidence of Knowledge)

 Distinguish the difference between

upper- and lowercase letters.

 Write in standard print many

upper- and lowercase letters.

 Recognize that writing keys

produce a letter, number, and

symbol.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

alphabet, uppercase, lowercase, print, standard form, distinguish, letters, words, demonstrate, command, conventions, standard

English, grammar, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 56 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)

or speaking.

L.1.1b

Use common, proper, and

possessive nouns.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words in our language can be

grouped into categories

based on how we use the

words.

 Nouns name people, places,

or things.

A student should understand

(Conceptual Understanding)

 Common nouns name any

person, place, or thing.

 Proper nouns name specific

people, places, or things.

Pronouns must be

capitalized.

 Possessive nouns show

ownership. They end with an

appositive and an “s.“

A student should be able to do

(Evidence of Knowledge)

 Explain the difference

between common, proper,

and possessive nouns.

 Classify common, proper, and

possessive nouns correctly.

 Use common, proper, and

possessive nouns correctly in

sentences.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

noun, common noun, proper noun, possessive noun, explain, classify, use, demonstrate, command, conventions, standard English,

grammar, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 57 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)

or speaking.

L.1.1c

Use singular and plural

nouns with matching verbs

in basic sentences (e.g., He

hops; We hop).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Nouns are classified as

singular or plural.

 Singular and plural nouns will

have a matching verb in a

sentence.

 Plural forms of given nouns.

A student should understand

(Conceptual Understanding)

 The verb must agree with the

noun in a sentence.

A student should be able to do

(Evidence of Knowledge)

 Identify the difference

between singular and plural

nouns.

 Match the noun with the

correct form of the verb.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

singular noun, plural noun, matching verbs, identify, agree, match, difference, demonstrate, command, conventions, standard English,

grammar, usage, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 58 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)

or speaking.

L.1.1d

Use personal, possessive,

and indefinite pronouns

(e.g., I, me, my; they, them,

their, anyone, everything).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words in our language can be

grouped into categories

based on how we use the

words.

 Nouns name a person, place,

or thing.

 Text can be written in first-

person (personal pronouns).

A student should understand

(Conceptual Understanding)

 Pronouns name a noun.

 Different types of pronouns

are used.

 Personal pronouns replace

nouns representing people,

places, and things.

 Indefinite pronouns refer to

nonspecific nouns.

 Possessive pronouns show

possession.

A student should be able to do

(Evidence of Knowledge)

 Replace nouns with correct

pronouns.

 Correctly identify personal,

possessive, and indefinite

pronouns.

 Correctly use personal,

possessive, and indefinite

pronouns.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

pronouns, nouns, replace, use, personal pronouns, possessive pronouns, indefinite pronouns, sentences, demonstrate, command,

conventions, standard English, grammar, usage, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 59 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding)

or speaking.

L.1.1e

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).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Verbs express an action,

occurrence, or state of being.

 Text can be written in the past

(yesterday), the present (now),

or the future (tomorrow).

A student should understand

(Conceptual Understanding)

 Verbs have different tenses.

 Verbs can be used to express

time.

 Present tense means something

is happening now.

 Past tense means something

has already happened.

 Future tense means something

will happen in a time to come.

A student should be able to do

(Evidence of Knowledge)

 Explain the difference between

past, present, and future tense

verbs.

 Correctly identify past, present,

and future forms of verbs.

 Correctly add -s, -ing, etc. to

verbs to show action or select

the correct form of the present

tense verb.

 Correctly add -ed to the end of

verbs to show actions that

happened in the past or

correctly select the correct

irregular form of the past tense

form of a verb.

 Correctly add “will” to verbs to

show action that will happen in

the future.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

verbs, past, present, future, tense, express, convey, explain, difference, use, sentence, demonstrate, command, conventions, standard

English, grammar, usage, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 60 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding) or speaking.

L.1.1f

Use frequently occurring

adjectives.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words in our language can be

grouped into categories according

to how they are used.

 Words can be used to describe

things.

 Words can be used to describe

something in greater detail,

appealing to the senses.

A student should understand

(Conceptual Understanding)

 Adjectives are used in sentences to

describe nouns.

 Adjectives can make the sentence

sound better.

 Adjectives tell how many, which

one, which color, etc., about the

noun.

A student should be able to do

(Evidence of Knowledge)

 Identify adjectives.

 Identify frequently occurring

adjectives in sentences.

 Use frequently occurring adjectives

in sentences when writing.

 Determine and/or select the

appropriate adjective.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, frequently, adjectives, describe, nouns, sentence, identify, demonstrate, command, conventions, standard English, grammar, usage, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 61 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding) or speaking.

L.1.1g

Use frequently occurring

conjunctions (e.g., and, but,

or, so, because).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words in our language can be

grouped into categories

based on how we use the

word.

 There are special words that

are used to join words or

ideas.

 These words are called

conjunctions.

A student should understand

(Conceptual Understanding)

 Conjunctions are used to join

words and sentences.

 The most common

conjunctions are for, and,

nor, but, or, yet, and so.

 Conjunction can create a

compound sentence,

compound subject, and

compound predicated.

A student should be able to do

(Evidence of Knowledge)

 Identify conjunctions in

writing and speech.

 Explain the purpose of a

conjunction in a sentence.

 Use frequently occurring

conjunctions to join words

and sentences.

 Correctly identify which

conjunction to use when

joining words and/or

sentences.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, frequently, conjunctions, expand, join, words, sentence, explain, demonstrate, command, conventions, standard English, grammar,

usage, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 62 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding) or speaking.

L.1.1h

Use determiners (e.g.,

articles, demonstratives).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words in our language can be

grouped into categories based on

how we use the words.

 Some words can describe other

words.

 These words are known as

adjectives. There are different

types of adjectives.

 These words help make spoken and

written communication clear.

A student should understand

(Conceptual Understanding)

 Determiners are words that

precede and modify nouns.

 A demonstrative is a determiner

that points to a particular noun or

to the noun it replaces (e.g., this,

these, that, those).

 An article is used to indicate a noun

(e.g., a, an, the).

 Determiners are used in sentences

to help clarify.

A student should be able to do

(Evidence of Knowledge)

 Identify article adjectives: a, an,

and the.

 Correctly use article adjectives

when speaking and writing.

 Identify when to use each article

adjective.

 Identify demonstrative adjectives.

 Correctly use demonstrative

adjectives: this, these, that, those,

and such.

 Identify when to use each

demonstrative adjective when

speaking and writing.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, determiners, articles, demonstratives, describe, modify, noun, replaces, identify, sentences, demonstrate, command, conventions,

standard English, grammar, usage, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 63 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding) or speaking.

L.1.1i

Use frequently occurring

prepositions (e.g., during,

beyond, toward).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words in our language can be

grouped into categories

based on how we use them.

 Prepositions are used with a

noun or pronoun to show

direction, location, or time.

A student should understand

(Conceptual Understanding)

 Prepositions help clarify a

noun’s relationship to

another noun in a sentence.

 Prepositions usually come

before a noun.

 Prepositions help readers

understand where something

or someone is located, when

or when something

happened, etc.

A student should be able to do

(Evidence of Knowledge)

 Identify prepositions in

isolation and in sentences.

 Correctly use prepositions

when speaking and writing.

 Determine which preposition

should be used to complete a

sentence.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, frequently occurring, prepositions, clarify, identify, sentences , demonstrate, command, conventions, standard English, grammar,

usage, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 64 of 77-September 2016

First Grade

CCR.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing (printing or keyboarding) or speaking.

L.1.1j

Produce and expand

complete simple and

compound declarative,

interrogative, imperative,

and exclamatory sentences

in response to prompts.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Sentences are formed with a

subject and verb.

 Sentences can be enhanced by

adding conjunctions, adjectives,

and adverbs.

 There are four types of sentences

that serve different purposes.

 Declarative sentences tell

something and end with a period.

 Interrogative sentences ask a

question and usually begin with a

question word (e.g., who, what,

when, etc., and end with a

question mark.

 Imperative sentence gives a

command and ends with a period.

 Exclamatory sentence shows strong

emotion and ends with an

exclamation mark.

A student should understand

(Conceptual Understanding)

 A complete simple sentence

contains a subject and a verb and

forms a complete thought.

 Compound sentences join two

independent clauses or sentences.

 Compound sentence are formed

when to sentences are joined using

a conjunction and a comma.

 Compound sentences have more

than one subject and predicate.

A student should be able to do

(Evidence of Knowledge)

 Distinguish between a complete

simple and compound sentence.

 Identify complete simple and

compound declarative,

interrogative, imperative, and

exclamatory sentences.

 In response to prompts, produce

complete simple and compound

declarative, interrogative,

imperative, and exclamatory

sentences.

 In response to prompts, expand

complete simple and compound

declarative, interrogative,

imperative, and exclamatory

sentences.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

produce, expand, complete, simple, compound, declarative, interrogative, imperative, exclamatory, sentences, prompts, subject, verb,

enhanced, conjunctions, adjectives, adverbs, complete thought, independent clause, distinguish, identify, demonstrate, command,

conventions, standard English, grammar, usage, writing, speaking

College- and Career-Readiness Standards for English Language Arts

Page 65 of 77-September 2016

First Grade

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

L.1.2a

Capitalize dates and names

of people.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Some words should be

capitalized.

 The first word in a sentence

should be capitalized.

 The pronoun I should be

capitalized.

 Proper names should be

capitalized.

 Days of the week and months

of the year should always be

capitalized.

A student should understand

(Conceptual Understanding)

 Dates should be capitalized.

 Dates consist of days of the

week and/or months of the

year.

 Names of people (first and

last) should be capitalized.

A student should be able to do

(Evidence of Knowledge)

 Select words (dates and

names of people) that are

capitalized correctly.

 Capitalize dates in sentences.

 Capitalize names of people in

sentences.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

capitalize, dates, names of people, sentences, select, demonstrate, command, conventions, standard English, capitalization,

punctuation, spelling, writing

College- and Career-Readiness Standards for English Language Arts

Page 66 of 77-September 2016

First Grade

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

L.1.2b

Use end punctuation for

sentences.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 All sentences have an end

punctuation mark.

 Each end punctuation mark

serves a different purpose.

A student should understand

(Conceptual Understanding)

 End punctuation is always

used when writing a sentence.

 End punctuation serves a

purpose.

 The type of end punctuation

that is selected to be used

depends on the type of

sentence.

 End punctuation tells the

reader that the sentence has

ended.

A student should be able to do

(Evidence of Knowledge)

 Identify the end punctuation

mark an author uses to end a

sentence.

 Explain why the end

punctuation mark used was

chosen.

 Select the correct end

punctuation for the type of

sentence that is written:

o Place periods after

declarative and

imperative sentences.

o Place question marks

after interrogative

sentences.

o Place exclamation

marks after

exclamatory

sentences.

 Use end punctuation correctly

when writing different types of

sentences.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, end punctuation, sentences, purpose, type, select, demonstrate, command, conventions, standard English, capitalization, punctuation,

spelling, writing

College- and Career-Readiness Standards for English Language Arts

Page 67 of 77-September 2016

First Grade

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

L.1.2c

Use commas in dates and to

separate single words in a

series.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 A speaker pauses when

saying a sentence with single

words in a series.

 Dates are the month, day,

and year.

A student should understand

(Conceptual Understanding)

 A comma is used to separate

the day from the year when

writing a date.

 Commas are used to

separate single words in a

series.

 Commas create pauses when

an individual speaks.

A student should be able to do

(Evidence of Knowledge)

 Write a date with the day

and year separated by a

comma.

 Write a sentence with single

words in a series separated

by commas.

 When saying a sentence that

contains commas, pause at

the commas.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, commas, dates, separate, single words, series, pause, saying, write, sentence, demonstrate, command, conventions, standard

English, capitalization, punctuation, spelling, writing, individual

College- and Career-Readiness Standards for English Language Arts

Page 68 of 77-September 2016

First Grade

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

L.1.2d

Use conventional spelling

for words with common

spelling patterns and for

frequently occurring

irregular words.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Letters represent sounds.

 Some words can be spelled

when you know the sounds

the letters make.

 Some simple words can be

spelled phonetically.

A student should understand

(Conceptual Understanding)

 Words have a correct way to

be spelled.

 Sometimes, words can be

spelled correctly using

knowledge of phonics.

 Other words are spelled

correctly by not following

phonetic rules.

A student should be able to do

(Evidence of Knowledge)

 Spell regular words correctly

using common spelling

patterns.

 Spell frequently occurring

irregular words correctly.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, conventional spelling, patterns, letters, sounds, phonics, simple words, correct, regular words, irregular words, demonstrate,

command, conventions, standard English, capitalization, punctuation, writing

College- and Career-Readiness Standards for English Language Arts

Page 69 of 77-September 2016

First Grade

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

L.1.2e

Spell untaught words

phonetically, drawing on

phonemic awareness and

spelling conventions.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Letters represent sounds.

 Some words can be spelled

when you know the sounds

the letters make.

 Some simple words can be

spelled phonetically.

 Words have a correct way to

be spelled.

 Sometimes, words can be

spelled correctly using

knowledge of phonics.

 Other words are spelled

correctly by not following

phonetic rules.

A student should understand

(Conceptual Understanding)

 Phonics and spelling

conventions can be used to

spell some unknown words.

 The position of letter pairs in

a word can affect the

pronunciation of the letters.

 Understand syllable patterns.

A student should be able to do

(Evidence of Knowledge)

 Identify the phonetic pattern

in words when spelling

and/or writing words.

 Use knowledge of phonetic

pattern to spell unknown

words.

 Use knowledge of syllable

patterns to correctly spell

words orally or in writing.

 Use knowledge of

phonograms (word families)

when spelling orally or in

writing.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

spell, untaught words, phonics, phonemic awareness, spelling conventions, letters, sounds, correct, demonstrate, command,

conventions, standard English, capitalization, punctuation, writing

College- and Career-Readiness Standards for English Language Arts

Page 70 of 77-September 2016

First Grade

CCR.L.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.

L.1.4a

Use sentence-level context

as a clue to the meaning of a

word or phrase.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 New meanings of familiar

words can be determined.

 Often the author will give

clues in the text to help the

reader figure out the

meaning of an unknown

word.

 Context clues are clues in

text that the reader can use

to determine meaning.

A student should understand

(Conceptual Understanding)

 The context of the sentence

can serve as a clue to

determine the meaning of a

word or phrase.

 Readers can reread the

sentence and look for clues

that help determine the

meaning of a word.

A student should be able to do

(Evidence of Knowledge)

 Use vocabulary strategies to

determine the meaning of

unknown words in a text.

 Reread a sentence to look for

clues that help determine the

meaning of the unknown

word.

o Look for synonym or

antonyms

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, sentence, context, clue, meaning, word, determine, clarify, new, unknown words, multiple-meaning words, phrases, context clues,

analyzing, word parts, consulting, reference materials

College- and Career-Readiness Standards for English Language Arts

Page 71 of 77-September 2016

First Grade

CCR.L.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.

L.1.4b

Use frequently occurring

affixes as a clue to the

meaning of a word.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Prefixes are word parts

added to the beginning of a

word that modify meaning.

 Suffixes are parts added to

the end of a word that

modify meaning.

 Affixes give a clue as to the

meaning of a word.

A student should understand

(Conceptual Understanding)

 Words can be built with a

root word and affixes.

 Affixes give a clue to the

meaning of a word.

 Prefixes and suffixes have

meanings.

 When added to words,

prefixes and suffixes change

the meaning of unknown

words.

A student should be able to do

(Evidence of Knowledge)

 Identify grade appropriate

prefixes and suffixes.

 Identify words with grade

appropriate prefixes and

suffixes.

 Determine words with and

without affixes.

 Create new words using

grade appropriate prefixes

and suffixes.

 Determine the meaning of a

word based on its prefix or

suffix.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, affixes, clue, meaning, word, determine, clarify, new, unknown words, multiple-meaning words, phrases, context clues, analyzing,

word parts, consulting, reference materials

College- and Career-Readiness Standards for English Language Arts

Page 72 of 77-September 2016

First Grade

CCR.L.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.

L.1.4c

Identify frequently occurring

root words (e.g., look) and

their inflectional forms (e.g.,

looks, looked, looking).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Affixes are word parts that

are added to a root word or

base word.

 Prefixes and suffixes are

affixes.

 Affixes change the meaning

of the root or base word.

 A root word is the original

word and cannot be broken

into smaller words or word

parts.

A student should understand

(Conceptual Understanding)

 Knowing the meaning of a

root word and inflections can

help determine the meaning

of a word.

 Readers must learn to

identify inflectional endings

and then determine when an

inflectional ending is used

with a root word.

A student should be able to do

(Evidence of Knowledge)

 Read a word and determine if

the word has an affix (prefix

or suffix).

 Identify the root word.

 Identify the affix (prefix or

suffix).

 Create new words by adding

affixes (prefixes or suffixes)

to the root word.

 Isolate the root word from

the affix.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

identify, root words, inflectional forms, meaning, unknown word, clarify, new, unknown words, multiple-meaning words, phrases,

context clues, analyzing, word parts, consulting, reference materials

College- and Career-Readiness Standards for English Language Arts

Page 73 of 77-September 2016

First Grade

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

L.1.5a

Sort words into categories

(e.g., colors, clothing) to

gain a sense of the concepts

the categories represent.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words in our language can be

grouped into categories

based on how we use the

words.

 Categories are groups that

share a characteristic in

common.

 Sorting common objects into

categories helps to gain a

sense of the concepts the

categories represent.

A student should understand

(Conceptual Understanding)

 Words can be sorted into

groups or categories with

other words in which they

share a similar characteristic.

 Gaining a sense of the

concept categories

represented helps in

understanding word

relationships and nuances in

word meanings.

 Sorting helps one to

understand similarities

among things in the world.

A student should be able to do

(Evidence of Knowledge)

 Sort words or items into

given categories.

 Determine which word,

picture, or item fits into a

specific category.

 Identify a specific category by

examining the objects within

the category.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

sort, common, objects, categories, shapes, foods, sense, concepts, represent, demonstrates, understanding, word relationships,

nuances, word meanings, figurative language

College- and Career-Readiness Standards for English Language Arts

Page 74 of 77-September 2016

First Grade

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

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).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words can be classified into

categories.

 Words can have more than

one meaning.

 Words in our language can be

grouped into categories

based on how we use them.

 Words in our language are

grouped according to the

different parts of speech.

A student should understand

(Conceptual Understanding)

 Defining words by category

helps in understanding word

relationships and nuances in

word meanings.

 How to identify the meaning

of a word based on its part of

speech.

 There are eight parts of

speech.

 When we use words, they fit

into one of the eight parts of

speech.

 The meaning of a word can

vary depending on the part

of speech.

A student should be able to do

(Evidence of Knowledge)

 Show understanding of word

relationships and nuances in

word meanings by defining

words by category.

 Show understanding of word

relationships and nuances in

word meanings by defining

words by one or more key

attributes.

 Determine if a word is used

as a specific part of speech

such as a noun, verb,

adjective, or adverb.

 Determine the meaning of

the word based on its usage.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

define, words, category, key attribute, shows, demonstrate, understanding, word relationships, nuances, word meanings, figurative

language

College- and Career-Readiness Standards for English Language Arts

Page 75 of 77-September 2016

First Grade

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

L.1.5c

Identify real-life connections

between words and their

use (e.g., note places at

home that are cozy).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words are a part of our daily

lives.

 Words are used to tell

stories, describe feelings, etc.

 Words are a vital part of how

we communicate.

 Words make up our personal

vocabulary.

 Vocabulary refers to the

words we know how to say

and those for which we know

the meaning.

A student should understand

(Conceptual Understanding)

 Words are useful when

describing things that we

know about.

 Words should be used to tell

about an experience.

 Words are used to explain

how we feel, what we think,

and what we want.

A student should be able to do

(Evidence of Knowledge)

 Identify if a word is known or

unknown when it is read or

heard.

 Tell about a time when the

word was used by the

student or when the student

heard someone use the

word.

 Tell about a real-life

experience in which the word

(and/its meaning) was

experienced by the student:

o I went to the park

with my family. I saw

trees at the park. I

saw people walking at

the park. I played with

my sister at the park.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

identify, real-life connections, words, use, shows, demonstrate, understanding, word relationships, nuances, word meanings, figurative

language

College- and Career-Readiness Standards for English Language Arts

Page 76 of 77-September 2016

First Grade

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

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 (e.g.,

large, gigantic) by defining

or choosing them or by

acting out the meanings.

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Some words can have very

similar meanings.

 Synonyms are words that

have similar meanings.

 Some verbs and adjectives

have synonyms.

A student should understand

(Conceptual Understanding)

 Verbs that differ in manner

have shades of meaning.

 Adjectives can differ in

intensity.

 The shade of meaning of a

verb and/or adjective will

determine which verb and/or

adjective a writer will select

for a piece of writing.

A student should be able to do

(Evidence of Knowledge)

 Define the different shades of

meaning among verbs

differing in manner and/or

adjectives differing in

intensity.

 Determine how synonyms

differ by acting out the

meaning of each word.

 Choose the correct shade of

meaning among verbs

differing in manner and/or

adjectives differing in

intensity.

 Act out the meaning of the

different synonyms (shades of

meaning) among verbs and/or

adjectives differing in

intensity.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

distinguish, shades of meaning, verbs, differing, adjectives, intensity, defining, choosing, acting out, words, defines, chooses, acts out,

demonstrate, figurative language, word relationships, nuances, word meaning

College- and Career-Readiness Standards for English Language Arts

Page 77 of 77-September 2016

First Grade

CCR.L.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.

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 simple relationships

(e.g., because).

Desired Student Performance

A student should know

(Prerequisite Knowledge)

 Words and phrases can be

learned through direct and

indirect manners.

 New words and phrases can

be learned by listening to

conversations, reading, and

being read to.

 Words and phrases that are

heard during these activities

can become a part of a

person’s personal lexicon.

 Words and phrases in a

person’s personal lexicon can

be used when that person

speaks or writes.

A student should understand

(Conceptual Understanding)

 Newly acquired words and

phrases including frequently

occurring conjunctions

should be used to help with

reading, writing, speaking,

and listening.

A student should be able to do

(Evidence of Knowledge)

 Listen to teacher read alouds,

and uses new words when

speaking and writing.

 Learn new words and

phrases when reading, and

uses new words when

speaking and writing.

 Listen to others talking and

use new words when

speaking and writing.

 Keep a journal of new words

and phrases.

 Show an increase in

vocabulary when speaking

and writing.

KEY LANGUAGE/VERBS/TERMS RELATED TO THE STANDARD:

use, words, phrases, acquired, conversations, reading, being read to, responding to texts, frequently occurring conjunctions, simple

relationships, newly, demonstrates, statement