Common Core Standards

  • The Common Core Language Arts standards are taught through six different units of study.  Below you will see the standards we will focus on throughout each unit of study. 


    Alphabet Books and the Children Who Read Them

    Standards Covered: 

    RL 1.1-Ask and answer questions about key details and events in a text

    RI 1.1-Ask and answer questions about key details in a text

    W 1.7- Participate in shared research and writing projects

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

    L 1.1- Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking

    L 1.1 (J)-Produce and expand simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts


    Objectives: 

    I can use pictures, illustrations, and details in a text to discern and describe key ideas.

    I can help shape research questions.

    I can gather information on a given topic.

    I can listen to one another in conversations and speak one at a time.

    I can capitalize names, places, and dates.

    I can punctuate sentences correctly with a period and question mark.

    I can perform poetry as a choral reading. 


    The Amazing Animal World

    Standards Covered: 

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

    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

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

    L 1.5- With guidance and support, demonstrate understanding of word relationships and nuances in word meanings

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

    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

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


    Objectives: 

    I can describe how a text can group information into general categories.

    I can write an informative/explanatory text about a given topic (e.g., about an animal), applying factual information and providing a sense of closure.

    I can add details to an informative text, in the revision process and with the support of an adult.

    I can confirm understanding of information, present the information orally by restating key elements and answering questions about key details.

    I can write an informative/explanatory text explaining how to do something (e.g., how Matisse created the large-scale cut-out, The Snail).

    I can use sentence context clues to help determine word meanings.

    I can use common, proper, and possessive nouns in speech and writing. 


    Life Lessons

    Standards Covered: 

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

    RL 1.3- Describe characters, setting, and major events in a story, using key details

    RI 1.6- Distinguish between information provided by pictures or other illustrations and information provided by the words in a text

    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

    L 1.2- Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing

    L 1.2 (B)- Use end punctuation for sentences

    RF 1.4- Read with sufficient accuracy and fluency to support comprehension

    RF 1..4(B)- Read on-level text orally with accuracy, appropriate rate, and expression on successive readings


    Objectives: 

    I can describe characters, key events, and the setting in a story.

    I can identify who is speaking in a story or fable.

    I can distinguish between the information provided by the pictures or illustrations in a text and the information provided by the words.

    Using time cue words, providing some details and ending with a sense of closure, I can write narratives that include at least two sequenced events.

    With the help of an adult, I can revise narratives.

    I can produce complete sentences with correct past, present or future verb tenses.

    I can use end punctuation for sentences: periods, question marks, and exclamation points.

    I can properly relate the use of punctuation to the way a text should be read expressively.

    I can compare and contrast two versions of an Indian fable.

    I can create informative/explanatory posters using both text and illustrations (e.g., to teach about electrical safety).


    American Contributions

    Standards Covered: 

    RI 1.3- Describe the connection between two individuals, events, ideas or pieces of information in a text

    RI 1.10- With prompting and support, read informational texts appropriately complex for Grade One

    RF 1.4- Read with sufficient accuracy and fluency to support comprehension

    RF 1.4(C)- Use context to confirm or self-correct word recognition and understanding, rereading as necessary

    W 1.1- Write opinion pieces in which (students) 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

    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


    Objectives: 

    I can read nonfiction independently, proficiently, and fluently.

    I can see and describe the connection between two key events or ideas within a text and between two texts.

    I can use context to confirm or self-correct word recognition.

    I can reread when necessary.

    I can write an opinion about an interesting person studied in this unit, supporting their choices with reasons.

    I can revise opinion writing. 


    Winds of Change

    Standards Covered: 

    RL 1.4- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

    RI 1.8- Identify the reasons an author gives to support points in a text

    W 1.5- With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed

    L 1.5- With guidance and support, demonstrate understanding of word relationships and nuances in word meanings

    L 1.5 (D)- Distinguish shades of meanings among verbs differing in manner(e.g., look, peek, glance, stare, glare, and scowl)

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


    Objectives: 

    I can identify words and phrases in stories or poems that suggest feelings and appeal to the senses.

    I can identify cause and effect relationships in informational text.

    I can add details as needed to strengthen writing through revision.

    I can distinguish shades of meaning among verbs by defining, choosing, or acting out meanings.

    Using commas to separate the words, I can dictate sentences with a series of nouns.

    I can write a narrative text with a focus on feelings.

    I can revise writing using temporal words, feeling words, and vivid verbs.

    I can distinguish between the root and affixes of verb conjugations, such as walk, walks, walked, walking.

    I can use commas in a series and identify the conjunction (e.g., "I see monkeys, tigers, and elephants at the zoo").


    Around the World in a Glass Slipper

    Standards Covered: 

    RL 1.9- Compare and contrast the adventures and experiences of characters in stories

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

    W 1.1- Write opinion pieces in which they introduce the topic or name in the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

    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

    L 1.5- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings

    L 1.5 (D)- Distinguish shades of meanings 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

    SL 1.5- Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings


    Objectives: 

    I can compare and contrast multiple versions of a story (e.g., Cinderella) by different authors and from different cultures.

    I can identify the similarities and differences between two texts on the same topic.

    I can write opinions about a favorite version of a story.

    I can read nonfiction texts independently with a sense of purpose (e.g., to know about the continents and cultures discussed in a fairy tale version).

    I can illustrate an adaptation of a scene from a story and present it to the class in a slide.

    I can use vivid words to describe an object.