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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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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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W.1.1 Compose reflective, formal, and creative writing,
which may happen simultaneously or
independently, for a variety of high-stakes and
low-stakes purposes.

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):
experiments with descriptive words to describe
feelings, events and images.

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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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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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R.1.1 Develop and answer questions about key ideas and details
in a text. (RI&RL)

R.1.2 Identify a main topic or central idea in a text with guidance
and support; retell important details. (RI&RL)

R.1.3 Describe characters, settings, and important events in a
story or pieces of information in a text. (RI&RL)

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Students should enter first grade with the ability to ask and answer questions about something that was presented to them orally. They will need support and guidance to do this.

In 2nd grade students will work on retelling the information that was presented to them orally on their own without help and guidance from a teacher.

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In kindergarten students will use drawings, writing, and oral presentation to create a writing that shows they attempted structure and an introduction. They will be able to use words that are familiar to them.

In 2nd grade students will be able to write a text that has a clear beginning, middle, and end. They will be able to use transition words that help build connections between their points of writing. They will use words that are creative and create a detailed picture of feelings, events, and images.

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Students should come into first grade with the ability to answer questions, retell stories, and identify important information with prompting and support from teachers.

In 2nd grade students will need to be able to add more detail when asked questions. They will need to be able to summarize the text in a way that shows they have an understanding of main ideas, topics, and key details. Students will also need to be able to make connections between ideas, concepts and events of the text.

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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 (e.g., 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. Use frequently occurring conjunctions
(e.g., because) to signal simple relationships.

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

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

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W.1.4 With guidance and support from adults, produce
writing in which the development and
organization are culturally-sustaining and
rhetorically authentic to task and purpose.
(Grade-specific expectations for writing types are
defined in standards 1–3 above.)

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.
Learn to produce writing through printing
(including forming most printed upper- and lowercase letters), cursive, and/or typing.

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R.1.4 Identify specific words and phrases that express feeling,
appeal to the senses, or content-specific words within a
text. (RI&RL)

R.1.5 Identify a variety of genres and explain major differences
between literary texts and informational texts. (RI&RL)

R.1.6 Describe how illustrations and details support the point of
view or purpose of the text. (RI&RL)

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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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R.1.7 Use illustrations and details in literary and informational
texts to discuss story elements and/or topics. (RI&RL)

R.1.8 Identify specific information an author or illustrator gives
that supports ideas in a text. (RI)

R.1.9 Compare and contrast two texts; recognize that texts
reflect one’s own and others’ culture. (RI&RL)

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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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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. Common, proper, and possessive nouns.
b. Nouns/verbs agreement in simple sentences.
c. Frequently occurring pronouns, adjectives,
conjunctions, verb tenses, and prepositions.
d. 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 phonological awareness
and spelling conventions to spell other words
phonetically. Related to Reading Foundational
standards (RF.1.3).