Devices & Hardware

First Grade, ELA, Quarter 4

Description
First Grade, ELA, Quarter 4 Speaking and Listening: 1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
Published
of 8
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Related Documents
Share
Transcript
First Grade, ELA, Quarter 4 Speaking and Listening: 1.SL.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 1.SL.1.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). 1.SL.1.b Build on others talk in conversations by responding to the comments of others through multiple exchanges. 1.SL.1.c Ask questions to clear up any confusion about the topics and texts under discussion. 1.SL.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 1.SL.6 Produce complete sentences when appropriate to task and situation. 1.RF.4 Read with sufficient accuracy and fluency to support comprehension. 1.RF.4a Read grade-level text with purpose and understanding. 1.RF.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.RF.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. 1.RI.10 With prompting and support, read informational texts appropriately complex for grade 1. 1.L.6 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). 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. WCEs: 1.WCE.7 Print all upper- and lowercase letters in the alphabet 1.WCE.13 Take at least two content area assessments online annually. 1 Standards 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3f Read words with inflectional endings. 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. 1.RL.3 Describe characters, settings, and major events in a story, using key details. 1.RL.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. Student Friendly I Can Statements I can read and write words with the sounds /ou/ and /ow/. I can identify words with the common inflectional ending (er) (est). I can identify the problem and solution in the story. I can identify words and phrases in a story or poem that tell me how something looks, sounds, tastes, feels, or smells. 1.L.1h Use determiners (e.g., articles, demonstratives). Assessed unit Assessed weekly I can explain that determiners are words that introduce nouns and use common determiners (e.g. a, an, the, this, that, these) and use them in my writing. I can identify common affixes (e.g., -ful, -ly, -less) of unknown words. 1.W.1 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. 2 I can write an opinion about a story I read. I can read and write words with the sounds /oi/ and /oy/. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly\assessed unit 1.RF.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. Assessed weekly 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. 1.RF.3.g Recognize and read grade-appropriate irregularly spelled words. 1.RI.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1.RI.5 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. 1.L.1i Use frequently occurring prepositions (e.g., during, beyond, toward). Assessed unit 1.L.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking) 1.L.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). I can identify cause and effect in a text. I can locate key facts or information using text features. I can identify common prepositions and use them correctly. I can identify root words and understand that adding s, -ed, and ing changes the meaning of a root word. I can connect words I hear and read to the real world. 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1.RI.5 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. I can write an article that tells how to build something. I can use text features to help me locate important information about a topic. 3 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. I can participate in a shared research project. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 1.W.7 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). 1.W.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 1.WCE.9 Demonstrate appropriate use of a mouse, shift key, space bar, and enter or return key. 1.WCE.10 Use right/left hand positioning on the keyboard. 1.WCE.11 Maintain correct posture at the keyboard. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RL.9 Compare and contrast the adventures and experiences of characters in stories. I can read and write words with /ui/, /oo/ and /ew/. I can determine the central message or theme found in a story using key details. I can compare and contrast the adventures and experiences of characters in stories by telling how they are alike and how they are different. 4 1.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Assessed unit 1.WCE.1 Identify a synonym for a given word. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify common affixes (e.g., -ful, -less) of unknown words. I can use affixes to help me define new words. I can identify a word that means the same thing as another word. I can write a fantasy story. I can put the events in my story in order. 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds 1.RF.3a Know the spelling-sound correspondences for common consonant digraphs. 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. 1.WCE.2 Determine the author s purpose for writing a text. 1.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Assessed unit 1.L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. I can read and write words with /a/, /au/, /aw/, /al/, and /augh/. I can identify the author s purpose for writing a text. I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify common affixes (e.g., -ful, -less) of unknown words. 5 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as 1.RF.2c Isolate and pronounce initial, medial vowel, and final sounds 1.RF.3a Know the spelling-sound correspondences for common consonant digraphs. Assessed weekly 1.RF.3b Decode regularly spelled one-syllable words. 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. 1.RF.3g Recognize and read grade-appropriate irregularly spelled words 1.RL.3 Describe characters, settings, and major events in a story, using key details. 1.L.9 Compare and contrast the adventures and experiences of characters in stories. 1.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Assessed unit Assessed unit I can write a thank-you note. I can read and write words with silent letters wr, kn, gn. I can identify cause and effect. I can compare and contrast two texts on the same topic by telling how they are alike and different. I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify common affixes (e.g.,-ful, -less) of unknown words. I can use affixes to help me define new words. 6 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3f Read words with inflectional endings. 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. 1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.L.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). Assessed unit Assessed unit I can write a letter. I can read and write words with three letter blends scr, spr, str, thr and shr. I can read words that end in ed and ing. I can determine the central message or theme found in a story using key details. I can identify and use personal, possessive, and indefinite pronouns correctly. I can identify common affixes (e.g., -ful, -less) of unknown words. 1.W.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as 1.RF.3b Decode regularly spelled one-syllable words. Assessed weekly 1.RF.3e Decode two-syllable words following basic patterns by breaking the words into syllables. 7 I can write a letter. I can read and write words with three letter blends air, are, and ear. 1.RF.3g Recognize and read grade-appropriate irregularly spelled words. 1.WCE.2 Determine the author s purpose for writing a text. 1.L.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 1.W.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. I can identify the author s purpose for writing a text. I can identify root words and understand that adding s, -ed, and ing changes the meaning of a root word. I can write a report. 1.RI.5 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. 1.W.1 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. 1.W.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. I can use text features to locate information about a topic. I can write an opinion about a topic. 1.WCE.9 Demonstrate appropriate use of a mouse, shift key, space bar, and enter or return key. 1.WCE.10.Use right/left hand positioning on the keyboard. 1.WCE.11 Maintain correct posture at the keyboard. 8
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks