Skill plan for Fayette County Public Schools - 1st grade
IXL provides skill alignments with recommended IXL skills for every student. Find the IXL skills that are right for you below!
Unit
Print skill plan
1
Unit 1
Characters & Life Science
Essential Standards
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b: Decode regularly spelled one-syllable words.
RF.1.3.b: Decode regularly spelled one-syllable words.
RF.1.3.c: Know final –e and common vowel team conventions for representing long vowel sounds.
RF.1.3.c: Know final –e and common vowel team conventions for representing long vowel sounds.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.

RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.

RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.

RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.

RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.

RL.1.7: Use a story's illustrations and details to describe its characters, setting and events.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.

RL.1.7: Use a story's illustrations and details to describe its characters, setting and events.
C.1.3: Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective.
C.1.3: Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective.
C.1.3.a: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
C.1.3.a: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
C.1.3.b: Recount a single event or multiple events, memories or ideas.
C.1.3.b: Recount a single event or multiple events, memories or ideas.
C.1.3.c: Include details which describe actions, thoughts, emotions.
C.1.3.c: Include details which describe actions, thoughts, emotions.
C.1.3.d: Use temporal words and phrases to signal event order.
C.1.3.d: Use temporal words and phrases to signal event order.
C.1.3.e: Create a sense of closure.
C.1.3.e: Create a sense of closure.
C.1.3.f: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.1.3.f: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.2: When writing:
L.1.2: When writing:
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.d: 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.
L.1.4.d: 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.
Supporting Standards
RI.1.5: Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.
RI.1.5: Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.
RL.1.6: With prompting and support, identify who is telling the story at various points in a text.
RL.1.6: With prompting and support, identify who is telling the story at various points in a text.
RL.1.9: Compare/contrast the adventures and experiences of characters in stories.
RL.1.9: Compare/contrast the adventures and experiences of characters in stories.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5.a: Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent.

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).
L.1.5.a: Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent.

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).
L.1.5.c: Demonstrate understanding of words by relating them to their synonyms and antonyms.
L.1.5.c: Demonstrate understanding of words by relating them to their synonyms and antonyms.
L.1.5.d: Define or act out the shades of meaning among verbs (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic).
L.1.5.d: Define or act out the shades of meaning among verbs (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic).
2
Unit 2
Exploring Government, Citizenship, and Diverse Perspectives
Essential Standards
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b: Decode regularly spelled one-syllable words.
RF.1.3.b: Decode regularly spelled one-syllable words.
RF.1.3.c: Know final –e and common vowel team conventions for representing long vowel sounds.
RF.1.3.c: Know final –e and common vowel team conventions for representing long vowel sounds.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.

RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.

RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.
RI.1.5: Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.
RI.1.5: Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.
RL.1.6: With prompting and support, identify who is telling the story at various points in a text.
RL.1.6: With prompting and support, identify who is telling the story at various points in a text.
RI.1.8: Identify the claim and the reasons an author gives to support the claim in a text.
RI.1.8: Identify the claim and the reasons an author gives to support the claim in a text.
C.1.1: Compose opinion pieces, using a combination of drawing, dictating, writing and digital resources, to state the topic and an opinion.
C.1.1: Compose opinion pieces, using a combination of drawing, dictating, writing and digital resources, to state the topic and an opinion.
C.1.1.a: With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.
C.1.1.a: With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.
C.1.1.b: Introduce the topic.
C.1.1.b: Introduce the topic.
C.1.1.c: Provide reasons with details to support the opinion.
C.1.1.c: Provide reasons with details to support the opinion.
C.1.1.d: Use grade-appropriate transitions.
C.1.1.d: Use grade-appropriate transitions.
C.1.1.e: Provide a concluding section.
C.1.1.e: Provide a concluding section.
C.1.1.f: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.1.1.f: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.2: When writing:
L.1.2: When writing:
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.d: 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.
L.1.4.d: 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.
Supporting Standards
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RL.1.5: Recognize major differences between the structures of poems, stories and dramas, including but not limited to linear, nonlinear and circular structures.
  • •
    Coming soon: Read along with narrative poetry
RL.1.5: Recognize major differences between the structures of poems, stories and dramas, including but not limited to linear, nonlinear and circular structures.
  • •
    Coming soon: Read along with narrative poetry
RI.1.7: Use the visuals and details in a text to describe its key ideas.
RI.1.7: Use the visuals and details in a text to describe its key ideas.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
C.1.6: With guidance and support collect information from real world experiences or provided sources to answer or generate questions.
C.1.6: With guidance and support collect information from real world experiences or provided sources to answer or generate questions.
L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5.a: Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent.

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).
L.1.5.a: Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent.

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).
L.1.5.c: Demonstrate understanding of words by relating them to their synonyms and antonyms.
L.1.5.c: Demonstrate understanding of words by relating them to their synonyms and antonyms.
L.1.5.d: Define or act out the shades of meaning among verbs (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic).
L.1.5.d: Define or act out the shades of meaning among verbs (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic).
3
Unit 3
Technology and Themes Across Cultures
Essential Standards
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b: Decode regularly spelled one-syllable words.

RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.b: Decode regularly spelled one-syllable words.

RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.
RL.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the author's message, lesson learned and/or moral.
RL.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the author's message, lesson learned and/or moral.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.
RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.
RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.
RI.1.3: With prompting and support, identify the connection between individuals, events, ideas or pieces of information over the course of a text.
RI.1.3: With prompting and support, identify the connection between individuals, events, ideas or pieces of information over the course of a text.
RI.1.5: Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.
RI.1.5: Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.
RI.1.7: Use the visuals and details in a text to describe its key ideas.
RI.1.7: Use the visuals and details in a text to describe its key ideas.
C.1.2: Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and provide information about the topic.
C.1.2: Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and provide information about the topic.
C.1.2.a: With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.

C.1.2.c: Supply information with detail to develop the topic.
C.1.2.a: With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.

C.1.2.c: Supply information with detail to develop the topic.
C.1.2.b: Introduce the topic.
C.1.2.b: Introduce the topic.
C.1.2.d: Use grade-appropriate conjunctions to develop text structure within sentences.
C.1.2.d: Use grade-appropriate conjunctions to develop text structure within sentences.
C.1.2.e: Use grade-appropriate transitions to develop text structure across paragraphs.
C.1.2.e: Use grade-appropriate transitions to develop text structure across paragraphs.
C.1.2.f: Provide a concluding section.
C.1.2.f: Provide a concluding section.
C.1.2.g: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.1.2.g: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L1.1: When writing or speaking, demonstrate appropriate use of:
L1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.2: When writing:
L.1.2: When writing:
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.d: 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.
L.1.4.d: 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.
Supporting Standards
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RL.1.9: Compare/contrast the adventures and experiences of characters in stories.
RL.1.9: Compare/contrast the adventures and experiences of characters in stories.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RI.1.9: Identify information from two or more texts on similar themes or topics.
RI.1.9: Identify information from two or more texts on similar themes or topics.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
C.1.4: With guidance and support from adults, use a variety of digital resources to create and publish products, including in collaboration with peers.
C.1.4: With guidance and support from adults, use a variety of digital resources to create and publish products, including in collaboration with peers.
C.1.5: With guidance and support participate in shared research and writing projects.
C.1.5: With guidance and support participate in shared research and writing projects.
4
Unit 4
Exploring the Interconnected World
Essential Standards
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b: Decode regularly spelled one-syllable words.

RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.b: Decode regularly spelled one-syllable words.

RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RL.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the author's message, lesson learned and/or moral.
RL.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the author's message, lesson learned and/or moral.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.

RI.1.7: Use the visuals and details in a text to describe its key ideas.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.

RI.1.7: Use the visuals and details in a text to describe its key ideas.
RI.1.3: With prompting and support, identify the connection between individuals, events, ideas or pieces of information over the course of a text.
RI.1.3: With prompting and support, identify the connection between individuals, events, ideas or pieces of information over the course of a text.
RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI.1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
C.1.2: Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and provide information about the topic.
C.1.2: Compose informative and/or explanatory texts, using a combination of drawing, dictating, writing and digital resources, to establish a topic and provide information about the topic.
C.1.2.a: With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.

C.1.2.c: Supply information with detail to develop the topic.
C.1.2.a: With guidance and support from adults, strengthen writing through peer collaboration and adding details through writing and/or pictures as needed.

C.1.2.c: Supply information with detail to develop the topic.
C.1.2.b: Introduce the topic.
C.1.2.b: Introduce the topic.
C.1.2.d: Use grade-appropriate conjunctions to develop text structure within sentences.
C.1.2.d: Use grade-appropriate conjunctions to develop text structure within sentences.
C.1.2.e: Use grade-appropriate transitions to develop text structure across paragraphs.
C.1.2.e: Use grade-appropriate transitions to develop text structure across paragraphs.
C.1.2.f: Provide a concluding section.
C.1.2.f: Provide a concluding section.
C.1.2.g: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.1.2.g: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.2: When writing:
L.1.2: When writing:
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.d: 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.
L.1.4.d: 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.
Supporting Standards
RF.1.4: Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.
RF.1.4: Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.
RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
C.1.4: With guidance and support from adults, use a variety of digital resources to create and publish products, including in collaboration with peers.
C.1.4: With guidance and support from adults, use a variety of digital resources to create and publish products, including in collaboration with peers.
5
Unit 5
Economics and Physical Sciences
Essential Standards
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1: Demonstrate understanding of the organization and basic features of print to aid in comprehension.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.1.a: Recognize the distinguishing features of a sentence including first word, capitalization, spacing and ending punctuation.
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2: Demonstrate understanding of spoken words, syllables and sounds (phonemes).
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.a: Distinguish long from short vowel sounds in spoken single-syllable words.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.2.c: Construct and deconstruct spoken single syllable words into initial, medial vowel and final sounds (phonemes).
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.a: Know the spelling-sound correspondences for common consonant digraphs.
RF.1.3.b: Decode regularly spelled one-syllable words.
RF.1.3.b: Decode regularly spelled one-syllable words.
RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.c: Know final -e and common vowel team conventions for representing long vowel sounds.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.d: Demonstrate knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.e: With adult support, decode two-syllable words by breaking the words into syllables.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.f: Read words with inflectional endings.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RF.1.3.g: Recognize and read grade-appropriate irregularly spelled words.
RL.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the author's message, lesson learned and/or moral.
RL.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the author's message, lesson learned and/or moral.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.
RL.1.3: Describe characters, settings and major events in a story, using key details in order to make meaning of the story development.
RL.1.9: Compare/contrast the adventures and experiences of characters in stories.
RL.1.9: Compare/contrast the adventures and experiences of characters in stories.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.
RI.1.2: With prompting and support, recognize key details from a summary to demonstrate understanding of the central idea of a text.
RI.1.3: With prompting and support, identify the connection between individuals, events, ideas or pieces of information over the course of a text.
RI.1.3: With prompting and support, identify the connection between individuals, events, ideas or pieces of information over the course of a text.
RI.1.5: Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.
RI.1.5: Know and use various text features, including but not limited to headings, tables of contents, glossaries, captions, bold print, subheadings, indexes, electronic menus and icons to locate key facts or information in a text.
RI.1.9: Identify information from two or more texts on similar themes or topics.
RI.1.9: Identify information from two or more texts on similar themes or topics.
C.1.3: Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details, and clear sequences.
C.1.3: Compose narratives, using a combination of drawing, dictating, writing and digital resources, to develop real or imagined experiences or multiple events or ideas, using effective technique, descriptive details, and clear sequences.
C.1.3.a: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
C.1.3.a: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
C.1.3.b: Recount a single event or multiple events, memories or ideas.
C.1.3.b: Recount a single event or multiple events, memories or ideas.
C.1.3.c: Include details which describe actions, thoughts, emotions.
C.1.3.c: Include details which describe actions, thoughts, emotions.
C.1.3.d: Use temporal words and phrases to signal event order.
C.1.3.d: Use temporal words and phrases to signal event order.
C.1.3.e: Create a sense of closure.
C.1.3.e: Create a sense of closure.
C.1.3.f: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
C.1.3.f: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
L.1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1: When writing or speaking, demonstrate appropriate use of:
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.a: Common, proper and possessive nouns in a sentence.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.b: Singular and plural nouns with matching verbs in basic sentences.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.c: Personal, possessive and indefinite pronouns in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.d: Verbs to convey a sense of past, present and future in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.e: Frequently occurring adjectives in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.f: Frequently occurring conjunctions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.g: Frequently occurring prepositions in a sentence.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.1.h: Declarative, interrogative, imperative and exclamatory sentences in response to prompts.
L.1.2: When writing:
L.1.2: When writing:
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.a: Capitalize proper nouns, including but not limited to dates and names of people.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.b: Demonstrate appropriate use of end punctuation.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.c: With prompting and support, produce and write commas in dates and to separate single words in a series.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.d: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.2.e: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.b: Identify common affixes and how they change the meaning of a word.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.c: With guidance and support, identify frequently occurring root words and their inflectional forms.
L.1.4.d: 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.
L.1.4.d: 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.
Supporting Standards
RF.1.4: Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.
RF.1.4: Read fluently (accuracy, speed and prosody) on grade-level to support comprehension.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.

RL.1.7: Use a story's illustrations and details to describe its characters, setting and events.
RL.1.1: With prompting and support, ask and answer explicit questions about key ideas and details, and make and support logical inferences to construct meaning from the text.

RL.1.7: Use a story's illustrations and details to describe its characters, setting and events.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses in order to construct meaning.
RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.
RI.1.1: With prompting and support, ask and answer explicit questions about key concepts and details, and make and support logical inferences to construct meaning from the text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a grade-level text.
RI.1.7: Use the visuals and details in a text to describe its key ideas.
RI.1.7: Use the visuals and details in a text to describe its key ideas.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
RL.1.10/RI.1.10: With prompting and support, flexibly use a variety of comprehension strategies (i.e., questioning, monitoring, visualizing, inferencing, summarizing, using prior knowledge, determining importance) to make sense of grade-level appropriate, complex literary and informational texts.
L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
L.1.5.a: Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent.

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).
L.1.5.a: Sort words into categories to classify relationships and to gain a sense of the concepts the categories represent.

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).
L.1.5.c: Demonstrate understanding of words by relating them to their synonyms and antonyms.
L.1.5.c: Demonstrate understanding of words by relating them to their synonyms and antonyms.
L.1.5.d: Define or act out the shades of meaning among verbs (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic).
L.1.5.d: Define or act out the shades of meaning among verbs (e.g., look, peek, glance) and adjectives differing in intensity (e.g., large, gigantic).