Grade 1 ELA OLS Standards

An English Language Learner can construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing.

An English learner with significant cognitive disabilities can construct meaning from oral presentations and literary and informational text through grade appropriate listening, reading, and viewing.

with prompting and support (including context and visual aids), use a very limited set of strategies to:

identify a few key words from read-alouds, picture books, and oral presentations.

use an emerging set of strategies to:

identify key words and phrases from read-alouds, simple written texts, and oral presentations.

use a developing set of strategies to:

identify main topics,

answer questions about key details

retell some key details or events

use an increasing range of strategies to:

identify main topics

ask and answer questions about an increasing number of key details

retell familiar stories or episodes of stories

use a wide range of strategies to:

identify main topics

ask and answer questions about key details

retell stories, including key details

With prompting and support, use an increasing range of strategies to:

With prompting and support, use an emerging set of strategies to:

With prompting and support, use a very limited set of strategies to:

An English Language Learner can make accurate use of standard English to communicate in grade-appropriate speech and writing.

An English learner with significant cognitive disabilities can make accurate use of standard English to communicate in grade appropriate speech and writing

with support (including context and visual aids),

understand and use a small number of frequently occurring nouns and verbs,

understand and use very simple sentences

respond to simple questions.

with support (including visual aids and sentences)

recognize and use frequently occurring nouns, verbs, prepositions, and conjunctions (e.g., and, but, or) produce simple sentences.

with support (including modeled sentences),

use some singular and plural nouns

use verbs in the present and past tenses

use frequently occurring prepositions and conjunctions

produce and expand simple sentences

using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms,

use an increasing number of singular and plural nouns, and verbs

use present and past verb tenses with appropriate subject-verb agreement

use frequently occurring prepositions and conjunctions

produce and expand simple and some compound sentences

using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as -ed, -ing, and some common prefixes),

use singular and plural nouns with matching verbs,

use past, present, and future verb tenses

use frequently occurring prepositions and conjunctions

produce and expand simple and compound sentences

With prompting and support:

With prompting and support:

with prompting and support:

An English Language Learner can participate in gradeappropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

An English learner with significant cognitive disabilities can participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

with prompting and support (including context and visual aids), use a very limited set of strategies to:

listen to short conversations

respond to simple yes/no and some wh- questions

use an emerging set of strategies to:

participate in short conversations.

take turns

respond to simple yes/no and wh- questions

use a developing set of strategies to:

participate in short discussions, conversations, and short written exchanges

follow rules for discussion

ask and answer simple questions

use an increasing range of strategies to:

participate in discussions, conversations, and written exchanges

follow rules for discussion

ask and answer questions

respond to the comments of others.

make comments of his or her own

use a wide range of strategies to:

participate in extended discussions, conversations, and written exchanges

follow rules for discussion

ask and answer questions

build on the comments of others.

contribute his or her own comments

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can speak and write about grade-appropriate complex literary and informational texts and topics.

An English learner with significant cognitive disabilities can speak and write about grade appropriate complex literary and informational texts and topics.

with prompting and support (including context and visual aids), use a very limited set of strategies to:

communicate simple information or feelings about familiar topics or experiences.

use an emerging set of strategies to:

communicate simple messages about familiar topics, experiences, or events.

use a developing set of strategies to:

deliver short simple oral presentations

compose short written texts

use an increasing range of strategies to:

using simple sentences and drawings or illustrations,

deliver short simple oral presentations

compose written texts

use a wide range of strategies to:

including a few descriptive details,

deliver oral presentations

compose written texts

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

An English learner with significant cognitive disabilities can construct grade-appropriate oral and written claims and support them with reasoning and evidence.

with prompting and support (including context and visual aids), use a very limited set of strategies to:

express a preference or opinion about familiar topics or experiences.

use an emerging set of strategies to:

express an opinion about familiar topics, experiences, or events.

use a developing set of strategies to:

express an opinion

give a reason for the opinion

use an increasing range of strategies to:

express opinions

give a reason for the opinion

use a wide range of strategies to:

express opinions

introduce the topic

give a reason for the opinion

provide a sense of closure

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can conduct research and evaluate and communicate findings to answer questions or solve problems.

An English learner with significant cognitive disabilities can conduct research and evaluate and communicate findings to answer questions or solve problems.

with prompting and support from adults,

participate in shared research projects

gather information

label information

with prompting and support from adults,

participate in shared research projects

gather information

summarize some key information

with prompting and support from adults,

participate in shared research projects

gather information

summarize information

with prompting and support from adults,

participate in shared research projects

gather information

summarize information

answer a question

with prompting and support from adults,

participate in shared research projects

gather information

summarize information

answer a question

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can analyze and critique the arguments of others orally and in writing.

An English learner with significant cognitive disabilities can analyze and critique the arguments of others orally and in writing.

[Standard introduced at Level 2.]

with prompting and support,

identify a reason an author or a speaker gives to support a point.

with prompting and support from adults,

identify one or two reasons an author or a speaker gives to support the main point.

with prompting and support from adults,

identify reasons an author or a speaker gives to support the main point.

with prompting and support from adults,

identify appropriate reasons an author or a speaker gives to support the main point.

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can adapt language choices to purpose, task, and audience when speaking and writing.

An English learner with significant cognitive disabilities adapt language choices to purpose, task, and audience when speaking and writing.

[Standard introduced at Level 3.]

[Standard introduced at Level 3.]

with prompting and support from adults,

show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

with prompting and support from adults,

show awareness of differences between informal “playground speech” and language appropriate to the classroom

use some words learned through conversations, reading, and being read to.

with prompting and support from adults,

shift appropriately between informal “playground speech” and language appropriate to the classroom most of the time

use words learned through conversations, reading, and being read to.

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can determine the meaning of words and phrases in oral presentations and literary and informational text.

An English learner with significant cognitive disabilities can determine the meaning of words and phrases in oral presentations and literary and informational text.

with prompting and support (including context and visual aids),

recognize the meaning of a few frequently occurring words and phrases

with prompting and support (including context and visual aids),

answer and sometimes ask simple questions to help determine the meaning of frequently occurring words and phrases

using sentence-level context and visual aids,

answer and sometimes ask questions to help determine the meaning of some less frequently occurring words and phrases

using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms,

answer and ask questions to help determine the meaning of less common words, phrases, and simple idiomatic expressions

using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as -ed, -ing, and some common prefixes),

answer and ask questions to help determine or clarify the meaning of words, phrases, and idiomatic expressions

With prompting and support:

With prompting and support:

With prompting and support:

An English Language Learner can create clear and coherent grade-appropriate speech and text.

An English learner with significant cognitive disabilities can create clear and coherent grade appropriate speech and text.

Standard introduced at Level 2.]

with support (including visual aids and modeled sentences),

retell an event

present simple information

with support (including modeled sentences),

retell (in speech or writing) a simple sequence of events in the correct order

present simple information

using sentence context, visual aids, and some knowledge of frequently occurring root words and their inflectional forms,

recount two or three events in sequence

present simple information about a topic

using context, some visual aids, and knowledge of morphology (e.g., simple inflectional endings such as -ed, -ing, and some common prefixes),

recount a more complex sequence of events in the correct order

introduce a topic

provide some facts about a topic

With prompting and support:

With prompting and support:

With prompting and support:

Language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate command of the conventions of standard a. English grammar and usage when writing or speaking. b. Print all upper-and lowercase letters. c. Use common, proper, and possessive nouns. d. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). e. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). f. Use verbs to convey a sense of past, present, and future (e.g., Yesterday, I walked home; Today, I walk home; Tomorrow, I will walk home). g. Use frequently occurring adjectives. h. Use frequently occurring coordinating and subordinating conjunctions (e.g., and, but, or, so, because). i. Use determiners (e.g., articles, demonstratives). j. Use frequently occurring prepositions (e.g., during, beyond, toward). k. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Know and apply formal American English grammar, usage, and mechanics when writing or speaking.

Print all upper- and lowercase letters.

Upper- and lower-case letters;

Use common, proper, and possessive nouns.

Use common, proper, and possessive nouns.

Common nouns, verbs and pronouns;

Use singular and plural nouns with matching verbs in basic sentences. (e.g., He hops; We hop).

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; Wehop).

Question words;

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their;anyone, everything).

Adjectives (e.g., big, little);

Use verbs to convey a sense of past, present, and future (e.g., Yesterday, I walked home; Today, I walk home; Tomorrow, I will walk home).

Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; today I walk home; tomorrow I will walk home).

Conjunctions (e.g., and, but); and

Use frequently occurring adjectives, prepositions, adverbs, conjunctions, and articles.

Use frequently occurring adjectives.

Prepositions. (.e.g., under, on).

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Use frequently occurring coordinating and subordinating conjunctions (e.g., and, but, or, so, because).

Upper- and lower-case letters;

Use determiners (e.g., articles, demonstratives).

Common nouns, verbs and pronouns

Use frequently occurring prepositions (e.g., during, beyond, toward).

Question words;

Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Adjectives; and

Simple sentences.

Communicate during writing or speaking using two or more word combinations during a shared writing or speaking activity

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Recognize and/or apply the conventions of formal American English capitalization, punctuation, and spelling.

Capitalize dates and names of people.

Write letters representing sounds in simple words.

Capitalize months, days, and names of people.

Use end punctuation for sentences.

Match letter sounds to letters in print.

Use end punctuation for sentences.

Use commas in dates and to separate single words in a series.

Order and manipulate the sounds in simple words.

Use commas in dates and to separate single words in a series.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

identify a sentence as beginning with a capital letter and ending with punctuation

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

select types of punctuation

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

match punctuation mark with sentence type

identify one or more reasons we capitalize words

capitalize own name

identify letters as sounds in speech and writing

say or identify each of the short vowel sounds

say or identify each of the consonant sounds (most commonly used)

match sounds in simple words to placeholders for letters (Elkonin boxes with chips)

match letter sounds in simple words to letter tiles or letter shapes

Actively engage during phonological awareness and phonics activities.

Begins in grade 2

(Begins in grade 2)

(Begins in Grade 2)

(Begins in grade 2)

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.

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. a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Ask and answer questions about unknown words and phrases in discussions or texts.

Use sentence-level context as a clue to the meaning of a word or phrase.

Identify the new meaning of a word when a root word is paired with a prefix or suffix. (e.g. dog + s = more than one dog OR re + tie = tie again)

Use information found within text to determine the meaning of an unfamiliar or multiple-meaning word or phrase.

Use frequently occurring affixes as a clue to the meaning of a word.

Identify a root word as a whole word inside a larger word.

Use word parts (morphemes) to determine the meaning of unknown words, including common affixes and inflections like -s, -es, -ed, -ing, -er, and -est.

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

L.K2.3c Identify familiar objects or pictures that represent new 1st grade words.

Recognize possessives and plurals and utilize them to understand the meaning of the text.

Actively participate in word meaning (vocabulary syntax and semantics) activities.

With modeling and support break words into syllables orally

With modeling and support break words into syllables visually

Identify that many word parts have meaning

Identify that there are different types of words (compound, past tense, plural, contractions, etc.)

Identify a root word as a whole word inside a larger word

Pair words with meaning and concrete examples from everyday life

Actively engage in word meaning activities.

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

With adult support, demonstrate understanding of word relationships and nuances in word meanings.

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

With modeling and scaffolding order three or more words from least intense to most intense to show shades of meaning. (e.g. big, bigger, biggest)

Categorize words to understand how groups of words relate to a common concept or topic (e.g., animals, clothing).

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).

Describe attributes of familiar or newly learned words to develop meaning.

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

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Sort objects paired with words into categories representing meaning (themes, everyday groupings, experiences, settings, etc.)

Identify real-life connections for words and how they are used (e.g., noticing cozy places at home).

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

learn that more than one word can be used to convey similar meaning

Distinguish shades of meaning among verbs that describe actions (e.g., look, peek, glance, stare, glare, scowl) and adjectives that differ in intensity (e.g., large, gigantic) by defining, selecting, or acting out their meanings.

Select word choice to add detail and intensity to what we speak and write

Select words from categories that can be used to write on specific topics

Identify that adjectives, verbs and nouns can be used to describe other words - attributes

Use words can be used to describe everyday people and places

Select words help us understand what others are trying to tell us

Use words to help others understand ideas, thoughts, feelings, etc.

Identify that every word has meaning

Combine words into phrases, sentences, paragraphs and books to tell more and more about a topic

Actively engage in word development activities.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Apply previously taught vocabulary in a given context by:

Identify conjunctions as word that connects (sentences) or expands ideas (clauses).

Demonstrating connections between words and their use (e.g., note places at home that are cozy); and

Select words and phrases that apply to everyday events

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

Mimic the speech of others

Chorally respond by saying repeat lines in text

Listen to language then describe meaning

Listen to the words and phrases used by peers, adults and in texts

Analyze words used in oral language experiences as having a part of speech

Use parts of speech to create simple sentences

Select words and phrases from oral language experiences that include conjunctions.

Actively participate during activities by interjecting words or phrases that include a conjunction.

Actively engage during oral language experiences.

recognize and use a small number of frequently occurring nouns, verbs, prepositions and conjunctions.

recognize and use an increasing number of nouns, verbs, prepositions and conjunctions.

Text Types and Purposes

Emerging set of strategies may include using word phrases, sentence frames, pictorial sentence frames.

Integration of Knowledge and Ideas

participate in shared research projects.

answer questions about key details

produce simple and compound sentences on familiar topics.

Conventions of Standard English

Craft and Structure

respond to simple yes/no questions about familiar topics.

identify a feeling or opinion about familiar topics, experiences or events.

recognize and use a small number of frequently occurring nouns and verbs.

Comprehension and Collaboration

listen with limited participation in short conversations.

Phonics and Word Recognition

Reading Standards for Informational Text

Craft and Structure

Integration of Knowledge and Ideas

produce simple sentences on a familiar topic.

Knowledge of Language

answer and sometimes ask simple questions to help determine the meaning of some less-frequently occurring words and phrases in simple oral presentations, read-alouds, and simple texts about familiar topics, experiences or events.

Presentation of Knowledge and Ideas

communicate simple information about a familiar topic with developing control of some frequently occurring linking words.

Reading Standards for Foundational Skills

Production and Distribution of Writing

retell two or three events in sequence of events.

Limited participation: Pointing to pictures, eye contact – looking at the speaker, knocking, eye gazing, blinking, pointing nose, sounds.

Range of Writing

Knowledge of Language

Limited set of strategies may include matching identical pictures, making a choice between two pictures and choosing the real item (realia).

communicate simple information or feelings about familiar topics or experiences.

Language Standards

indicate the appropriate audience or task from a field of options when presented with familiar phrases and simple sentences.

Comprehension and Collaboration

Range of Reading and Level of Text Complexity

Craft and Structure

Production and Distribution of Writing

respond to simple yes and no questions and wh- questions

identify the main idea of a simple presentation of a familiar topic.

Range of Writing

Key Ideas and Details

follow simple rules for discussion about familiar topics.

express an opinion or preference about familiar topics, stories, experiences or events.

Research to Build and Present Knowledge

Range of Reading and Level of Text Complexity

communicate simple messages about familiar topics, experiences or events.

indicate a feeling or opinion about familiar topics or experiences.

retell key information from provided sources showing emerging control.

label information from provided sources showing limited control.

Vocabulary Acquisition and Use

participate in short conversations

listen with some participation in short conversations.

identify a few key words from readalouds, oral presentations and simple written texts.

Fluency

Reading Standards and Literature

communicate simple information about a familiar topic with increasing control of some temporal words (e.g., next, after) and some frequently occurring linking words.

answer simple questions to help determine the meaning of some frequently occurring words and phrases.

indicate awareness of the appropriate language for the playground and for the classroom.

Integration of Knowledge and Ideas

identify a key detail that supports the main idea of a simple presentation on a familiar topic.

Writing Standards

retell a simple sequence of events.

Reading Standards: Foundational Skills

participate in shared research projects.

follow some rules for discussion about familiar topics.

Writing Standards

Research to Build and Present Knowledge

Conventions of Standard English

Language Standards

Phonics and Word Recognition

Phonological Awareness

Reading Standards for Literature

Key Ideas and Details

with emerging control of some frequently occurring linking words.

Text Types and Purposes

identify key details that support the main idea of a simple presentation on a familiar topic.

Print Concepts

respond to simple questions (e.g., yes or no, wh- questions).

Presentation of Knowledge and Ideas

tell or dictate simple information about familiar topics, stories, experiences or events.

show a developing awareness of the difference between appropriate language for the playground and language for the classroom.

respond to simple yes and no questions and wh- questions.

Key Ideas and Details

Key Ideas and Details

in simple oral presentations, read-alouds, and simple texts about familiar topics, experiences or events.

retell basic information from read-alouds, oral presentations and simple written texts.

Range of Reading and Level of Text Complexity

show awareness of the difference between appropriate language for the playground and language for the classroom.

in simple oral presentations and readalouds about familiar topics, experiences or events.

Phonological Awareness

Range of Reading and Level of Text Complexity

Speaking and Listening Standards

answer a question from provided sources showing increasing control.

Print Concepts

Reading Standards for Informational Text

Speaking and Listening Standards

participate in shared research projects

communicate a familiar event or simple information about a familiar topic.

Fluency

identify key words and main topics from read-alouds, oral presentations, and simple written texts.

recognize the meaning of a few frequently occurring words.

Reading Foundations

Demonstrate understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Demonstrate understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation)

Demonstrate understanding of the organization and basic features of a sentence:

Identify organizational features of a sentence (e.g., words, capitalization ending punctuation).

Recognize that a sentence begins with a capital letter.

Track words from left to right, top to bottom, and note correct page orientation.

Recognize that a sentence ends with punctuation (period, question mark, or exclamation point).

Identify that words refers to specific combinations of written letters that represent a spoken word.

Understand that words in a sentence are separated by spaces.

Alphabet refers to a system of letters in a fixed order that represents the sounds of the language.

Follow words in a sentence from left to right.

Uppercase letters refers to the capital letters in the alphabet.

Lowercase letters refers to the smaller form of the letters in the alphabet.

Most letter names are closely related to their corresponding sound.

Follow words from left to right, top to bottom, and page by page.

Recognize that spoken words are represented in written language by specific sequences of letters.

Show that words are separated by spaces in print.

Identify all upper- and lowercase letters of the alphabet.

Name all upper- and lowercase letters of the alphabet.

Print carries a message.

Print is organized in a specific format to convey meaning.

Letters are written symbols that represent the sounds of language.

In print, spaces separate words to help the reader know where a word begins and ends.

Knowing the letter names can support recalling the sound of the letter (e.g., b, d, z).

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

Demonstrate understanding of spoken words, syllables, and phonemes (sounds). a. Distinguish ling from short vowel sounds in spoken single syllable words. b. Orally produce singlesyllable words by blending phonemes, including consonant blends. c. Isolate and pronounce initial medial vowel, and final phonemes in spoken singlesyllable words. d. Segment spoken singlesyllable words.

Identify, produce, and manipulate the sound structures of spoken words, including syllables and phonemes (sounds), with automaticity:

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

Identify the ending sound of a word.

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

Orally produce single-syllable words by blending phonemes, including consonant blends.

Identify the beginning sound of the name of an object.

Blend and segment spoken words with up to five phonemes, including words with initial and final consonant blends.

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

Demonstrate understanding of spoken words, syllables and sounds (e.g., tap/clap syllables of a word).

Add, delete, and substitute phonemes in spoken one-syllable words with three or more phonemes.

Note: In the hierarchy of phonological awareness spoken whole words and word parts comes before onset and rime.

Segment spoken single-syllable words into their complete sequence of individual phonemes.

Recognize rhyming words.

Produce rhyming words.

Count syllables in spoken words.

Pronounce syllables in spoken words.

Blend syllables in spoken words.

Segment syllables in spoken words.

Blend onsets and rimes in single-syllable spoken words.

Segment onsets and rimes in single-syllable spoken words.

Isolate and pronounce the initial sound in CVC words

Isolate and pronounce the medial vowel sound in CVC words

Isolate and pronounce the final sound in CVC words.

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

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

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 regularly spelled one-syllable words. c. Know final e and common vowel team conventions for representing long vowel sounds. 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 patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade-appropriate irregularly spelled words.

Know and apply grade-level phonics and word analysis skills in decoding words:

Know the spelling-sound correspondences for common consonant digraphs.

Produce (orally or augmented) the primary or most frequent sound for each consonant and vowel.

Decode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as:

CVC words with short vowel sounds (e.g., cat)

Common prefixes (e.g., undo, redo)

Common inflectional suffixes with single-syllable bases (e.g., helps, helped, helping)

Open syllables in one-syllable words (e.g., go).

Consonant digraphs (e.g., chart)

Vowel-consonant- e (VCe)(e.g., same)

FLOSS rule (f, l, s, z doubling) (e.g., stuff)

Initial and final 2-consonant blends

Y as a consonant and a vowel

Multisyllabic words with open and closed syllables

Compound words

Decode regularly spelled one-syllable words.

Distinguish between similarly spoken words by identifying the letters where the sound differs

Read common high-frequency words with automaticity, aligned with the adopted HQIM, such as:

Phonetically regular words

Partially regular words

Irregular words

Know final -e and common vowel team conventions for representing long vowel sounds.

Stretch spoken words by individual sounds then state or select the whole word.

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

Know the spelling-sound correspondences

Decode two-syllable words following basic patterns by breaking the words into syllables.

Determine the number of syllables in a printed word.

Read words with inflectional endings.

Listen for sound differences

Recognize and read grade-appropriate irregularly spelled words.

Specific common vowel teams represent long vowel sounds (e.g., ai, oa, ee).

Every syllable must have a vowel sound.

There are six types of written syllable patterns.

Know the six types of written syllable patterns.

Words can have common endings (e.g., -s, -ed, -ing).

Irregularly spelled words refers to words that are not spelled as they sound (e.g., above, country, again).

Breaking words into syllables supports decoding multi-syllable words.

A word has as many syllables as it has vowel sounds.

Engage during phonics lessons

Engage during letter/sound decoding activities

Engage with letters representing first sounds in words

Read with sufficient accuracy and fluency to support comprehension.

Read with 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.

Read connected texts aloud with sufficient fluency to support comprehension:

Read grade-level text with purpose and understanding.

Read grade-level text with fluency to support understanding.

Orally read decodable, controlled texts containing previously taught patterns with accuracy, automaticity, and appropriate expression to gain meaning from text.

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

Read grade-level text orally with increased accuracy and fluency on successive readings.

Orally read grade-level text with accuracy (targeting 95% or better), automaticity, and appropriate expression to gain meaning from text, targeting 60 words correct per minute (wcpm) by the end of first grade.

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

Decode words with common endings (e.g., -s, -ed, -ing).

Self-monitor word recognition and understanding, rereading as necessary.

Demonstrate the spelling-sound correspondences during decoding

Break words into syllables to support decoding multi-syllable words.

Identify syllables within a printed word

Orally break up a given word into syllables

A word has as many syllables as it has vowel sounds.

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

Use decoding skills to self-correct, rereading word as necessary.

Decode CVC words with automaticity and fluency

Decode predictable short vowels with automaticity and fluency

Decode words by saying all sounds in the word represented by letter symbols with increasing automaticity until fluent (within 1 second)

Stretch spoken words by individual sounds then state or select the whole word.

Represent sound for each letter in alphabet with automaticity

Demonstrate letter-sound knowledge with increasing automaticity

Articulate all letter sounds accurately with increasing automaticity until fluent (each sound symbol correspondence within 1 second)

Demonstrate foundational knowledge in phonological/phonemic awareness

Actively participate in supported grade-level/age-appropriate, adapted texts.

Actively engage with letters, sounds, and words.

Engage during phonics lessons

Engage during letter/sound decoding activities

Engage with letters representing first sounds in words

Note: see RL.1.10 and RI.1.10 and all RF standards for additional skills in this sequence.

Reading Informational

Ask and answer questions about key details in a text.

Ask and answer questions about key details in a text.

Ask and answer questions about key details in an informational text (e.g., historical, scientific, or technical text).

Answer question to demonstrate understanding of one or more concrete details from informational text.

Link given question to key details provided within informational text.

Ask a question to gain understanding of informational text.

Associate who questions with people

Associate where questions with geographic location

Associate when questions with time

Associate what questions with topic and details

Take note of details as the text is shared - note with objects, pictures, words, symbols, etc.

Actively engage with shared informational text.

Actively engage with someone who is asking a question.

With prompting and support, read informational texts appropriately complex for grade 1.

With prompting and support, read informational texts appropriately complex for grade 1.

With scaffolding provided, use background knowledge and previous experiences to describe or compare details in grade- appropriate informational texts.

By the end of year, read decodable, informational texts, using the skills outlined below.

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Decode words with three-consonant blends.

Build words with three-consonant blends.

Identify words with three-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Decode words with two-consonant blends.

Build words with two-consonant blends.

Identify words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs.

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Identify words with common phonemic VC word patterns (word families)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Articulate the 5 short vowel sounds

Break orally presented word into phonemes

Break an orally presented word into onset/first sound and rime

Break orally presented word into syllables

Actively participate in reading activities using orally presented and text-based, 1st grade-level, age-appropriate, informational texts, using scaffolding and adaptations as needed.

Actively engage in reading activities using orally presented and text-based, 1st grade-level, informational texts, using scaffolding and adaptations as needed.

Analyze informational text development.

Analyze informational text development. a. Identify the main topic. b. Retell key details of a text.

Retell facts and ideas from an informational text, including the main topic and key details.

Identify the main topic.

Analyze the process for developing informational text (i.e. identify topic, add key details, etc.)

Retell key details of a text.

Retell details from informational text

Recall details from informational text

Record details as text is read

As text is read, identify details that describe main topic

Engage while text is read aloud or read text

Identify the topic of a given text

Select informational text containing the topic of choice

Select a topic to research

Engage with informational text on a topic of choice

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

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

Describe the connection between two individuals, events, ideas, or pieces of information in an informational text.

Describe the connections between events, ideas, information, or individuals in a text.

Describe two one or more events, ideas, or individuals from a text.

Identify two events, ideas, or individuals from a text.

identify individuals as people within informational text

identify information, events and ideas as details from within informational text

select, identify or describe a detail from a shared informational text

compare two shared informational text with prompting and support

identify the similarities and differences between two shared informational texts

Note: Describe refers to giving an account that includes all the relevant information.

Note: Connection refers to a relationship or having something in common.

Connections can be made when two individuals, events, ideas, or pieces of information in a text have something in common.

When you describe a connection, you tell or explain how two individuals, events, ideas, or pieces of information in a text share something in common.

Actively engage in activities where text information is shared and connected.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Ask and answer questions to determine the meaning of unknown or essential vocabulary words in an informational text.

Identify words whose meaning is familiar and those whose meaning is unfamiliar.

Describe that words have meaning beyond just naming the word by sight.

Identify a word and/or a phrase (vs. a letter or a number, or a sentence or paragraph).

Ask questions

Answer orally presented questions

give associations to everyday life that help develop meaning in unknown words or phrases

use word study strategies from all brain processors (phonology, orthography, phonics, semantics and syntax) to develop word meaning in auditorily presented text (break word into onset and rime, break word into syllables, sight words, root words, morphemes, break word into phonemes, simple parts of speech, etc.)

Actively engage during Q & A about informational text vocabulary.

Actively engage with objects, tactile graphics or other sensory experiences related to better understand the meaning of words in a text.

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Use text features (such as headings, table of contents, glossaries, and icons) to locate and understand key facts or information in an informational text.

Identify text features (e.g., headings, table of contents, glossaries) used in informational text.

Match the glossary with the back of the book.

Match the table of contents with the front of the book.

hold the book upright

hold the book front facing

turn pages in a book moving from front to back

indicate the cover of the book

indicate the pages in a book

identify the pictures in a book

identify the pictures in a book

indicate the title of the book

indicate the author of a book

identify page numbers in a text

identify large or bold text as important text features (possibly headings, key terms, titles, etc.)

Actively engage in the handling of a book.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Distinguish between information provided by illustrations and information provided by words and explain how each contributes to understanding the topic.

Compare pictures or other illustrations to see if they provide the same or different information than the information provided by the words in a text.

Identify pictures or words in an informational text that provide an idea or information.

Identify a picture that provides information in a text.

Identify the author of a text.

Define the author’s role in presenting the ideas or information in a text.

Name the illustrator of a text.

Define the illustrator’s role in presenting the ideas or information in a text.

Actively engage with illustrations or content in shared informational text.

Use the illustrations and details in a text to describe its key ideas.

Use the illustrations and details in a text to describe its key ideas.

Use the illustrations and details in an informational text to describe and understand its key ideas.

Use illustrations and details from a text to describe key ideas.

Identify ideas found in illustrations and those found in text.

Distinguish between print and illustrations in informational text.

Communicate thoughts about a text

listen during shared informational text

indicate when text matches visual supports in text

Listen for, and indicate when, information that matches a given illustration from a text.

Point out matching keywords in both text and illustrations.

Actively engage in shared informational text that contains illustrations.

Identify the reasons an author gives to support points in a text.

Identify the reasons an author gives to support points in a text.

Identify the evidence an author gives in an informational text and tell how they support key ideas.

Identify one or more reasons/facts an author gives to support their own words in written text.

Identify that authors of informational texts use proven facts to support their own words.

Identify that authors of informational texts write using facts.

Identify refers to recognizing and/or naming.

Reasons refers to causes or explanations.

Author refers to a person who presents ideas or information in written form.

Points refers to ideas, opinions, or claims.

Indicate the author’s name or picture on/in a given text.

Indicate the author who wrote a given text.

Identify one or more topics the author writes about in a text.

Match one of the author’s topics to one or more supporting detail from the text.

identify the difference between fact and fiction

identify that facts are proven points of information

Actively engage in shared informational text that contains a topic of interest.

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

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

Identify and describe basic similarities and differences in the information, illustrations, or procedures between two informational texts on the same topic.

Describe similarities and differences between two versions of a text on the same topic.

Identify the similarities in two texts that address the same topic.

Identify two texts that have similar topics.

Topic refers to a subject or focus of a text.

Illustrations refers to the pictures, drawings, or visual aids that provide a visual representation of some part of the text.

Descriptions refers to an account that includes all the relevant features or characteristics.

Procedures refers to a series of steps that build on one another and lead to an outcome.

Identify similarities as being the same or alike, but not identical.

Identify differences as not alike.

Actively engage during the sharing of two informational texts on the same topic.

Reading Literature

Ask and answer questions about key details in a text.

Ask and answer questions about key details in a text.

Ask and answer questions about key details in a literary text (e.g., story, drama, poem).

Ask and answer who, what, where or when questions to demonstrate understanding of text.

Answer who or what questions to demonstrate understanding of text.

select a question related to a shared text.

identify questions words (who, what, where, when, why, how)

take note of details as the text is shared - note with objects, pictures, words, symbols, etc.

when given the prompt “who” learner selects details to a question about characters

when given the prompt “where” learner selects details to a question about location or setting

when given the prompt “what” learner selects details to a question about plot or actions

Actively engage with shared text.

Actively engage with someone who is asking a question.

With prompting and support, read prose and poetry of appropriate complexity for grade 1. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

With prompting and support, read prose and poetry of appropriate complexity for grade. Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to-text connections and comparisons.

With adult support, utilize background knowledge and draw on previous experiences to describe or compare details across grade-appropriate literary texts.

Select two texts with a similar topic, character or setting to demonstrate text-to-text comparison/connection.

break orally given word into phonemes

break an orally given word into onset/first sound and rime

break an orally given word into syllables

Actively engage in group reading activities that activate text-to-self connections.

Select texts related to prior experiences.

Communicate about prior experiences.

Actively engage in group reading activities that activate prior knowledge related to previous life experiences.

Actively participate in grade-level/age-appropriate literature activities using adapted materials as needed.

Actively engage in grade-level/age-appropriate literature materials.

communicate about prior experiences

Actively engage in group reading activities.

With support, compare details from two texts using visual/tactile organizer to determine similarities and/or differences.

While participating in group reading activity identify and communicate details from the text (characters, setting, topic) to be recorded.

Actively engage in group reading activities that activate text-to-text comparisons, and connections.

With prompting and support decode and read CCVC words within a grade-level decodable text.

Demonstrate knowledge of 26 letter sounds by building 3-4 letter sound combinations/4 letter words (CCVC words) (V also includes ee, ea, ai, ay, oa)

Decode words with three-consonant blends.

Build words with three-consonant blends.

Identify words with three-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 3 consonant sounds into consonant blends (squ, str, scr, thr, shr)

Decode words with two-consonant blends.

Build words with two-consonant blends.

Identify words with two-consonant blends.

Demonstrate knowledge of 26 letter sounds by combining 2 consonant sounds into consonant blends (qu, st, sm, sn, st, lp, sr, sl,cr, cl, tr, dr, etc.)

Decode words with digraphs.

Build words with digraphs.

Identify words with digraphs

Combine 2 consonants that make one sound. (i.e., sh, ch, wh, th, ng)

With prompting and support decode and read CVC words within a grade level text.

Demonstrate knowledge of 26 letter sounds by building 3 letter sound combinations/3 letter words (CVC words)

Identify words with common phonemic VC word patterns (word families)

Demonstrate knowledge of 26 letter sounds by building 2 letter sound combinations in 2 letter words

Match 26 letters to most common sounds (Predictable consonants: m, s, t, l, p, f, c, /k/, rr, b, r, j, k, v, g, /g/, w, d, h, y, z, x)

Name the 5 vowels

Name 21 consonants

Articulate the 5 short vowel sounds

Analyze literary text development.

Analyze literary text development. a. Demonstrate understanding of the lesson. b. Retell stories, including key details.

Demonstrate understanding of literary texts by retelling stories with key details and explaining the central message or lesson.

Demonstrate understanding of the lesson.

Select a lesson or rule that was taught during the story.

Retell stories, including key details.

Retell or sequence two events from a story.

Select two objects or pictures that represent two events from a story.

explore common threads between lessons and rules

define detail

define retell

retell events from personal experience

retell events told by others

retell events from text

Actively engage during the sharing of literary text.

Describe characters, settings, and major events in a story, using key details.

Describe characters, settings, and major events in a story, using key details.

Describe characters, settings, and major events using key details, and tell how these elements contribute to the story.

Describe changes in characters, settings and/or major events in a story (e.g., sad to happy, city to country, gathering vegetables to making soup).

Match characters with traits, or settings with story events.

Recognize characters, settings or events in a story.

explore that many events make up a story from beginning to end

events contain characters - who, settings and details

Actively engage during the sharing of any story.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Identify and explain words and phrases in literary texts that describe feelings or sensory experiences and discuss how they help the reader understand the story.

Identify emotion and sensory words in a story, poem or song

Identify words in a story, poem or song that suggest feelings.

Select story, poem or song about feelings or senses.

Identify feelings words

Identify sensory words

correlate feelings with emotions in social experiences

explore the all 7 senses (see, hear, taste, touch, smell, proprioception, vestibular)

Actively engage during the sharing of stories about feelings or senses.

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types.

Explain the differences between literary and informational texts by identifying their purpose, structure, and key features.

Identify at least one characteristic of informational texts (non-fiction) and one characteristic of literary texts (fiction).

Select a book that provides real life information.

Select a book that tells a story.

explore a wide range of text types

sort text types into informational or literary groups

list characteristics of literary text

list characteristics of informational text

locate text features in books (table of contents, photographs, tables or charts, glossary, story beginning, story ending, etc.)

Actively engage during the sharing of both fiction and non-fiction.

Identify who is telling the story at various points in a text.

Identify who is telling the story at various points in a text.

Identify who is telling the story at various points in a literary text and explain how the narrator or speaker affects the story.

Match pictures or objects to identify who is telling a story.

Match a character to what they say in the story.

Identify the character(s) in a story

describe that a variety of people can tell the story (author, narrator, main character, other character)

model or describe that each character can “speak” with a different voice

locate quotation marks

identify that quotation marks indicate character speech

locate character names

locate the word “said” - indicating a character was speaking

Actively engage with the person telling the story.

Actively engage with one or more character voices.

Use illustrations and details in a story to describe its characters, setting, or events.

Use illustrations and details in a story to describe its characters, setting, or events.

Use illustrations and key details to describe characters, settings, and major events and tell how the visuals support understanding of the story.

Select object, image or word to represent two or more events from a story

Use illustrations or concrete objects that relate to a story’s characters or setting.

Indicate elements of character(s) or setting in a picture from a text.

identify illustrations as pictures from a story

identify characters as people or animals in a text

identify setting as the place(s)/locations in a text

match images/objects to text as it is read as a reminder of people, places or events

indicate details of interest from a story

Not applicable to literature

Not applicable to literature

(Not applicable to literature)

Not applicable to literature

Compare and contrast the adventures and experiences of characters in stories.

Compare and contrast the adventures and experiences of characters in stories.

Compare and contrast the adventures and experiences of characters in literary texts.

Identify similarities or differences between events in two versions of a story.

Map three or more events (e.g. beginning, middle, end - per story) using pictures, objects or words for two versions of a story.

Match similarities of characters in two versions of a story.

identify characters as people or animals in a text

define compare

define similarity

define difference

define contrast

use a graphic organizer to map details from a story

define adventure

define experience

define story event

Actively engage during the sharing of two versions of the same story

Speaking and Listening

Participate in collaborative conversations about grade 1 topics and texts with diverse partners in small and larger groups.

Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 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.

Participate in discussions about first grade topics and texts in pairs, small groups, or whole-class settings:

Follow agreed-upon rules for discussions(e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Participate in group discussions about 1st grade appropriate topics and text.

Follow agreed-upon rules for discussions, such as taking turns respectfully, listening carefully, and speaking one at a time about the topics and texts under discussion.

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

Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking.

Engage in conversation by responding to others’ comments through multiple exchanges.

Ask questions to clear up any confusion about the topics and texts under discussion.

Ask questions for clarification.

Ask for clarification and further explanation as needed.

Actively participate in supported conversations about 1st grade appropriate topics and text.

Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking

Continue a conversation through multiple exchanges.

Actively participate in conversation about 1st grade appropriate topics or text.

Actively listen to others.

Respond to a question.

Use any mode of communication to participate in a collaborative conversation.

Engage in communication opportunities.

Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally).

Ask and answer questions about key details in a text read aloud or information presented in various media and other formats (e.g., orally).

Answer questions about the main topic and key details of a text read aloud or information presented in various media and other formats, requesting clarification if something is not understood.

Ask a question related to the text read-aloud by providing key details from the text or other media.

Answer a question related to the text read-aloud.

Indicate interest or inquiry about text vocabulary, pictures, minor details, topic, author, etc.

Actively participate in text read aloud, in various formats, by actively engaging and/or commenting.

Engage during shared read-alouds.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Ask questions about what a speaker says to obtain more information or clarify points that are unclear.

Ask a question inquire further about the speaker’s topic.

Recall one detail shared by the speaker following a general question. (e.g. What was your favorite detail speaker shared? What do you remember? What was this presentation about? etc.)

Ask for assistance.

Answer questions.

Communicate with others.

Repeat communication attempt until understood.

Establish a mode of communication that is understood by others

Establish a mode of communication that flexibly includes age-appropriate topics and skills

Seek opportunities for purposeful interactions with others.

Actively attend to a speaker.

Actively engage with others to get attention when in need.

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

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

Clearly describe people, places, things and events with relevant details.

Describe a person, place, thing, or event from a personal experience.

Express feelings about a familiar topic (person, place, thing, or event).

Select a familiar topic (person place, thing, or event) for discussion.

participate in interest inventories/surveys about preferences

create a circles graph referencing people who are personal friends or family members and others who are acquaintances or strangers

share personal experiences in a journal or share time

share about familiar things during show and tell

participate in autobiography (All About Me) activities

Actively participate in selection of familiar people, things, events places with which to interact.

Actively engage with familiar people in familiar places, with familiar things and/or during familiar events.

Actively participate in events with familiar people, places, things.

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

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

Create or use visual displays to clarify ideas, thoughts, and feelings.

Pair visuals with text to clarify ideas and make meaning.

Select or draw details in pictures to add meaning to a story or experience

Select one or more picture(s) that represents a story or experience.

Use pictures to communicate feelings, needs, thoughts or ideas.

Engage with pictures that can be used to communicate.

Produce complete sentences when appropriate to task and situation.

Produce complete sentences when appropriate to task and situation.

Produce complete sentences appropriate to a task or situation.

Communicate appropriately to task or situation. (on topic, in response to question or prompt)

Communicate using a complete sentence.

Communicate using simple sentence containing a subject and verb.

Communicate using multi-word responses.

Communicate using one picture or word.

Engage with a communication partner.

Writing

Write opinion pieces that introduce the topic or name the book being written about, express an opinion, supply a reason for the opinion, and provide some sense of closure.

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

Write opinion pieces with a clear topic, stated opinion, reasons, and closure.

Generate written text (from direct selection using words, photographs, icons, objects, augmentative communication system, sign language, etc.) stating a basic opinion on a topic.

Identify an opinion as one’s own thoughts or feelings about something

Communicate a personal thought about a topic or book

Actively participate in communication/writing opportunities (using individualized modes and methods).

Engage in activities where opinions are shared

Begins in grade 3

(Begins in grade 3)

(Begins in Grade 3)

(Begins in grade 3)

Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure.

Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write informative/explanatory pieces with a clear topic, facts, and closure.

Generate text that explains a topic in detail.

Generate written text about a topic, and provide one fact about the topic.

Identify/communicate at least one fact about a topic.

Choose an object that represents a writing topic.

Engage with objects that represent potential writing topics.

Engage with a person, activity or object to show interest in a topic.

Write narratives to 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.

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.

Write a personal or fictional narrative with a clear topic, at least two events in order, details about what happened, temporal words to show sequence, and some sense of closure.

Integrate temporal words into writing to convey sequence of events.

Order details in writing to convey a sequence of events.

Tell about two or more details from a selected event.

Select an event to describe.

Actively participate in events with two or more sequential details.

Engage during sequenced events in daily activity.

Begins in grade 3

(Begins in grade 3)

(Begins in Grade 3)

(Begins in grade 3)

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.

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.

With adult support, respond to questions and suggestions and add details to strengthen ideas in writing by revising and editing.

Describe what others suggest to strengthen writing.

Elaborate on a written topic by adding multiple details.

Listen to questions and feedback about writing.

Share writing with others for feedback.

Transfer communicated topic and details into print. (e.g. record voice using speech to text

Communicate multiple points on one topic.

Elaborate on a communicated message following a question.

Write or communicate on topic without straying.

Select a topic for writing or conversation.

Engage when asked a question.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

With adult support, explore a variety of tools to produce and publish writing, working both individually and in collaboration with peers.

Use digital tools that offer collaboration features.

With guidance and support, use digital tools to produce and publish writing.

Use digital tools to capture communicated ideas, thoughts and feelings.

With guidance and support, explore and use digital tools used to communicate thoughts, feelings, ideas, etc.

Identify digital tools that can be used for writing.

Engage with digital tools used for communication/writing.

Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions)..

With adult support, recall information from experiences or gather information from sources to provide a written response to a question.

Develop shared writing with a peer.

Collaborate to take notes on a shared topic.

Recall information from research, using notes, outline task analysis, picture sequence, etc., to use in another application. (e.g. construction project, cooking experience, plan a trip, develop a report, sequence of events, etc.)

Identify directions or how-to sequence of instructions, or other notable research information in a text.

Select/share a topic of interest for research.

Identify a “how-to” book from an array of informational text.

Engage with “how-to” books on a topic of choice.

Engage with peer during a shared research or writing project.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

With adult support, engage in collaborative research or writing projects that build language, vocabulary, and foundational writing skills around a topic or theme by:

Select a detail from experiences or research to answer a question.

Recalling information from experiences; and/or

With scaffolding and support, respond with an answer (using any mode of communication) when a question mark is seen in print.

Gathering information from provided sources

Demonstrate knowledge that a question mark is a printed indicator of a question.

Order pictures from an experience to demonstrate recall of information.

Recall information from a daily experience by reviewing pictures taken of the event.

Engage in daily experiences.

Begins in grade 4

(Begins in grade 4)

(Begins in Grade 4)

(Begins in grade 4)

Writing Foundations

Print all lowercase and uppercase graphemes (letter/letters) independently, accurately, and with automaticity. Demonstrate this through:

Correct letter strokes;

Correct letter formation;

Accurate letter placement within words;

Proper directionality (top to bottom, left to right);

Correct line placement; and

Appropriate pencil grip.

Encode words aligned with phonics patterns in scope and sequence of adopted HQIM, such as:

Short vowel

Long vowel in one-syllable words

Consonant digraphs

Consonant blends

Vowel-consonant-e (VCe) (e.g., same), pine)

FLOSS rule (f, l, s, z doubling) (e.g., stuff), jazz)

Common inflectional suffixes (e.g.,

helps, helped, helping)

Print a simple sentence independently and accurately using grade-appropriate orthographic patterns, rules and high-frequency words with:

Use of appropriate capitalization (beginning word, proper nouns, the pronoun “I”);

Appropriate spacing; and

Correct ending punctuation (e.g., period, question mark, exclamation point).