Action steps
1. Ask and answer questions about key details in a text.
2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
3. Describe characters, settings, and major events in a story, using key details.
Action steps
1. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
2. Explain major differences between books that tell stories and books that give information.
3. Identify who is telling the story at various points in a text.
Action steps
1. Use illustrations and details in a story to describe its characters, setting, or events.
2. Compare and contrast the adventures and experiences of characters in stories.
Action steps
1. With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Action steps
1. Ask and answer questions about key details in a text.
2. Identify the main topic and retell key details of a text.
3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Action steps
1. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
2. 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.
3. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Action steps
1. Use the illustrations and details in a text to describe its key ideas.
2. Identify the reasons an author gives to support points in a text.
3. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Action steps
1. With prompting and support, read informational texts appropriately complexity for grade 1.
Action steps
1. Recognize the distinguishing features of the first word of a sentence.
2. Recognize the distinguishing features of words that begin with a capital letter.
3. Recognize the distinguishing features of the ending punctuation of a sentence.
Action steps
1. Distinguish long from short vowel sounds in spoken single-syllable words.
2. Orally produce single-syllable words by blending sounds.
3. Isolate and pronounce initial, medial vowel, and final sounds, in spoken single-syllable words.
Action steps
1. Apply knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
2. Pronounce large words following basic patterns by breaking the words into syllables.
3. Read words with inflectional endings.
4. Recognize and read irregularly spelled words.
Action steps
1. Read on-level text with purpose and understanding.
2. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
3. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Action steps
1. Write an opinion on a book you have read.
2. State in writing a reason for the opinion.
3. State in writing the conclusion you have reached.
4. Write an informative/explanatory text in which you name a topic, supply some facts about the topic, and describe the conclusion you have reached.
5. Write a narrative in which you describe two or more events, include some details regarding what happened, use appropriate words to signal event order, and describe the conclusion you have reached.
Action steps
1. Explore a number of “how to” books on topics of interest and use them to write a sequence of instructions.
2. Gather information from different sources to answer a question.
Action steps
1. Listen to others with care in a group conversation.
2. Allow one person to speak at a time in a group conversation.
3. Build on others’ talk in conversations by responding to the comments of others.
4. Ask and answer questions about what a speaker says to gather additional information.
Action steps
1. Describe people, places, things, and events using appropriate details.
2. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
3. Produce complete sentences when appropriate to task and situation.
Action steps
1. Print all uppercase and lowercase letters.
2. Use common, proper, and possessive nouns where appropriate.
3. Use singular and plural nouns with matching verbs in basic sentences.
4. Use personal, possessive, and indefinite pronouns where appropriate.
5. Use verbs to convey a sense of past, present, and future.
6. Use frequently occurring adjectives.
7. Use frequently occurring conjunctions (and, but, or, so, because).
8. Use frequently occurring prepositions (during, beyond, toward).
Action steps
1. Capitalize dates and names of people.
2. Use end punctuation for sentences.
3. Use commas in dates and to separate single words in a series.
4. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
5. Spell untaught words phonetically.
Action steps
1. Use sentence-level context as a clue to the meaning of a word or phrase.
2. Use frequently occurring beginning-of-word letters (prefix) or end-of-word letters (suffix) as a clue to the meaning of a word.
3. Identify frequently occurring root words (for example, look ) and their changing forms (looks, looked, looking).
Action steps
1. Sort words into categories (for example, colors, clothing) to gain a sense of the concepts the categories represent.
2. Define words by category and by one or more key qualities (for example, a duck is a bird that swims).
3. Identify real-life connections between words and their use.
4. Distinguish shades of meaning among verbs differing in manner (for example, look, peek, glance) and adjectives differing in intensity (for example, large, gigantic).
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