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RF.1.1 Demonstrate understanding of the organization and basic features of print.

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

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W.1.1 Write for a variety of purposes: a. Reflective b. Formal c. Creative

W.1.2 Write text in a variety of modes:

a. Opinion pieces in which they introduce the topic or name the text they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. b. Informative /explanatory text in which they name a topic, supply some facts about the topic, and provide some sense of closure.

c. Convey events, real or imagined through 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.

W.1.3 Create writing that utilizes:

a. Organization: provide a beginning, middle and a simple ending.

b. Transitions: simple word transitions and temporal words/pictures that link ideas.

c. Word Choice (including domain specific): use basic and familiar words, experiments with descriptive words to describe feelings, events and images.

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SL.1.1 Participate in collaborative conversations with diverse partners about topics and texts with peers and adults in small and larger groups.

a. With guidance and support, follow agreed-upon norms for discussions and participate by actively listening, taking turns, and staying on topic.

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

c. Ask questions to clear up any confusion about the topics and texts under discussion. d. Consider individual differences when communicating with others.

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media

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.

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RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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

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

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

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

e. Add, delete, or substitute individual sounds (phonemes) in simple one-syllable words to make new words.

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RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

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

b. Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).

c. Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).

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

e. Decode two-syllable words following basic (known) patterns by breaking the words into syllables.

f. Read words with inflectional endings (i.e., -s, -ed, -ing).

g. Recognize and read grade-appropriate irregularly spelled words.

Related to language standards: L.1.6d Use conventional spelling for words with common spelling patterns and draw on phonemic awareness and spelling conventions to spell other words phonetically.

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RF.1.4 Read emergent-reader texts with purpose, understanding, and sufficient accuracy and fluency to support comprehension.

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

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

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

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W.1.4 With guidance and support from adults, explore a variety of tools - including digital tools - to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing (including forming all printed upper and lower case letters), cursive, and/or typing.

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.

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.

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W.1.7 Participate in shared inquiry 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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

W.1.9 With guidance and support from adults, recall and use facts from literary and informational text to support reflection and inquiry on characters, setting, key details, specified information and ideas presented in a text.

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SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas clearly.

SL.1.5 Create and utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.

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L.1.1 Demonstrate an understanding of how language functions in different cultures and contexts; apply this knowledge to comprehend more fully when reading and listening, and make effective choices when composing, creating, and speaking. a. Recognize and appreciate the linguistic diversity of peers, teachers, and other members of the school community.

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L.1.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and apply word solving strategies (for meaning) as appropriate. a. Use inflexional forms as clues to the meaning of unknown words (e.g., looks, looked). b. Identify common root words.

L.1.3 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. With guidance and support from adults: a. Identify words and phrases that suggest feelings or appeal to the senses (eg., in stories, poems, or conversations). b. Explain rationale for sorting words into categories. c. Act out or define shades of meanings with verbs of differing manner (e.g., peek, scowl) and adjectives (e.g., gigantic, large).

L.1.4 Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation. a. Use frequently occurring conjunctions (e.g., because) to signal simple relationships.

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L.1.5 Demonstrate contextually appropriate use of the conventions of standardized English grammar and usage when writing or speaking. Discern when and where it is appropriate to use standardized English.

Appropriately use and explain the intended purpose of language choice with: a. All printed upper and lower case letters b. Common, proper, and possessive nouns c. Nouns/verbs agreement in simple sentences d. Frequently occurring pronouns, adjectives, conjunctions, verb tenses, and prepositions e. Production and expansion of complete sentences in response to prompts.

L.1.6 Demonstrate contextually appropriate use of the conventions of standardized English capitalization, punctuation, and spelling when writing. Discern when and where it is appropriate to use standardized English. Appropriately use and explain the intended purpose in conventions with: a. Capitalization of dates and names of people b. End punctuation c. Commas in dates and simple sets d. Use conventional spelling for words with common spelling patterns and draw on phonemic awareness and spelling conventions to spell other words phonetically. Related to Reading Foundational standards (RF.1.3).

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In kindergarten, students were expected to be able to talk to their peers and adults about topics in small and larger groups. In kindergarten, they were only asked to questions about the text itself, however, in first grade they are asked to rely on each other to clear up confusion. From kindergarten to first grade they become more independent in asking and answering questions about a topic and clearing up confusion for themselves. In kindergarten, they were expected to describe things and people that were familiar, now in first grade they can use more details while still being clear and they can now use visual displays to clarify ideas, thoughts, and feelings, not just descriptions. From kindergarten to first grade, they are expected to become more active particpants in a discussion with comments. They can also now paraphrase a text and not just determine main idea. They also start identifying a speaker's evidence.

In second grade, they can connect with their peers and work with their peers' responses. They also can take into account others' differences when responding to a question. They are asking questions of a speaker and carefully responding. They can use diverse media to access information. They can add multimedia elements to presentations. They have higher expectations while speaking. They build on the skills from first grade.

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In kindergarten, students were expected to write about information with basic knowledge of what they were writing about. Moving on to first grade, they are able to write with more structure, transitional phrases and closure to what they're writing about. They have moved on from just introductions to beginning, middle, and end. They should also now have more of a foundation of simple and basic words. Their writing has more focus now and should always have a topic. In kindergarten, they focused on books of their choice and in first grade move onto "how-to" books. They should be reflecting on texts more naturally now.

In second grade, this learning expands further. They are still working on formal, creative, and reflective writing. Writing is more advanced with a clear beginning, middle, and end that stays on topic. Word choice is creative. They can use a variety of digital tools. They are now able to be more independent in projects as well. They should be able to use the text to accurately make reflections about characters and other aspects.

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From kindergarten to first grade, students will have a more complete understanding of how languge works in different cultures. There is more of a focus on specifically informational texts and students will learn common root words. Students are adding the senses into their descriptions, act out different meanings in verbs, and provide evidence why they sorted a word into a category. Students are expected to know all printed upper and lower case letters instead of some, common, proper, and possessive nouns, pronouns, and are expected to use complete sentences in responses. They are expected to have expanded their knowledge of capitalization from beginning of sentences to places and people. Also, they can use end puncuation and commas. From kindergarten to first grade, students have a more complete knowledge of language and can express themselves more thoughtfully.

In second grade, students expand to possessive nouns, adjectives, and adverbs. They know simple and compound sentences and can work with them. Their knowledge of capitalization grows, can use commas and apostrophes, and can solve words. In stories, they can differentiate between dialects and cultures. They can interact with sentences more fully.